Nichols, G.C., Chair; Paden, J.M., Assistant to Chair; Murphy, C.J., French Adviser; Baker, E., Spanish Adviser; Armon, S.; Avellaneda, A.O.; Baker, E.; Baker, S.R.; Balestriere, G.; Blum, S.; Bolaños, A. F.; Braylan, S.; Cailler, B.P.; Calin, W.C.; Camps, J.; Casagrande, J.; Casagrande, J.W.; Cortés-Conde, F.; Diller, G.T.; Echols, K.; Gay-Crosier, R.; Gil, A.; Ginway, E.; Jiménez, R.L.; Marting, D.E.; Moors, D.; Moors, X.A.; Moreland, G.; Murphy, C.J.; Nichols, G.C.; Nunn, S.; Paden, J.M.; Perrone, C.A.; Persin, M.; Pharies, D.A.; Power, G.A.; Theodore, C.; Zachmann, G.; Professor Emeritus: Smith, A.B.

Undergraduate French Coordinator: C.J. Murphy

Undergraduate Spanish Coordinator: E. Baker

Undergraduate Italian Coordinator: J.M. Paden

Undergraduate Portuguese Coordinator: C.A. Perrone

Graduate French Coordinator: S.R. Baker

Graduate Spanish Coordinator: A.O. Avellaneda

Office: Dauer 170 (392-2016/2017/2018)

www.clas.ufl.edu/rll

For students who have previous experience in French but who are not yet prepared for advanced elementary work in the language. FRE 1115 confirms overall skill in the language, to prepare students for FRE 1131.

This course and its sequel, FRE 1131, constitute the basic sequence in French for the development of overall skill in the language. Open only to students with little or no background in French.

Devoted to grammar review and compositions, this course and its sequel, 2201, develop reading and writing skills in French.

Continued grammar review. Emphasizes practice in reading and developing vocabulary. Selected readings in French and Francophone fiction.

Develops conversational skills.

Develops conversational skills. (H, I)

An intensive course for students who have completed intermediate level of study in another Romance language. Assumes no previous study of French and offers a complete four skill (listening, speaking, reading and writing) introduction to the language. Satisfies CLAS language requirement; not for major or minor credit.

French-language reading and discussion section designed to accompany and complement courses of diverse content offered in other departments. Readings and discussion in this course will be in French to allow the students to develop specific vocabulary and fluency related to the content of the companion course, as well as to provide them with an international perspective on the issues of the main course.

Systematic review of French grammar and introduction to applied syntax. Offers frequent opportunities for extensive writing at various stylistic levels (resume, free-lance composition, formal composition). Skills in literary analysis are honed by group interpretations of short stories.

Continues thorough review of French grammar begun in FRE 3300. Includes stylistic analysis of different levels of language, both literary and journalistic. Aims to enhance both vocabulary and writing skills. Weekly compositions of varying lengths.

This course seeks to refine and develop students’ oral and comprehension skills. Students will acquire a more precise vocabulary relating to different domains. New vocabulary ranging from the colloquial to the most refined of discourses will allow students to recognize and use words and expressions in the proper register; course material allows students to move from discussions about themselves, to situations they are likely to encounter in daily life abroad, through interviewing techniques and professional interaction in the target language.

An introduction to business practices in France with particular emphasis on active use of business vocabulary and salient cultural differences. Major topics covered include written business communication, financial institutions, trade and advertising. (I, S)

Continues the acquisition of business language, with special attention paid to technical readings, marketing, case studies and the role of France in the European Union. Emphasis is also placed on oral communication skills and contrasting U.S. and French business culture.

This course situates France in space and time, studies the principal historical events that have formed and transformed the nation state, its "mentality" and its cultural production. Special attention is given to the significant political, intellectual, religious, social and artistic currents that have marked France and its image from ancient times to the present. (H, I)

This course informs students about the cultures of countries or regions where French is used either as the (or one of the) official language(s) or, in a less official capacity, by a segment of the population. Study of some of the historical, conceptual, practical and problematic aspects of Francophonie. In the second part of the semester, the course concentrates on one specific area (for instance, the Caribbean, or West Africa, or Quebec, etc., on a rotating basis). Literary samples included. (H, I)

An overview of contemporary France. Study of political, cultural, social and economic institutions and those aspects of metropolitan French culture which define it as French. Special attention given to notions of culture in general and the Franco-American relationship in particular. Videos, slides, films and student use of the World Wide Web may complement the course. (H, I).

A survey of the units of speech cast in practical terms and organized by classes of sounds with particular emphasis on rhythm, vowels, nasalization, diphthongs and the complex phenomena that occur at word transitions in French. The course is taught in French, in an audio laboratory, with the instructor as monitor, and with a manual designed for individualized instruction.

Oral practice with emphasis on the structure of oral communication and oral presentation. Students learn to utilize organizational frames, highlight transitions and otherwise make their oral reports clear and accessible. Speech acts and alternative options in communication are given ample attention. Especially useful to persons planning to use French in a variety of professions.

Advanced writing course that provides a systematic study (or review) of French syntax, vocabulary and style with the help of drills, reading and speaking sessions. The course also includes some training in translation. A number of quizzes and written compositions, two or three 50-minute examinations, and some translations.

An introduction to French phonological processes, providing explanatory evidence for the production of speech sounds, for the classification of sounds, for their interrelationship with one another (gliding, nasalization, assimilation), for morphological and syllable structure, for specifically French phenomena such as liaison, elision, final consonant drop, schwa drop, and for the relationship of morphology to phonology, especially in the verb system.

Explores the French language as a system of communication and mental representation. This course analyzes the morphological, syntactic and semantic aspects of contemporary French, and emphasizes the historical, psychological and sociological dimension of linguistic investigation.

Rotating topics on post-war French intellectual life. Sample topics include The Politics of Culture; Bourdieu and Cultural Studies; DeGaulle’s France and Mitterrand’s Paris; The Making of Modern France. Readings and discussions in English. Not for major credit. Satisfies general education requirement. (H, I, S)

Selected readings in English translation of major works of French literature. Designed for students with no knowledge of French; not for major credit. (H, I) GR-E†

Examination of post-independence francophone literature from North Africa, the Caribbean, Belgium, Canada and Vietnam. All texts read in translation.
(H, I) GR-E†

This course presents a survey of the major developments and principal directors and films of the modern French cinema from its origins to the present. The class is open to French majors and non-majors and is taught in English. Not for major credit. (H, I)

An introduction to the rich heritage of feminist traditions in France and Francophone countries through an exploration of women writers and thinkers (filmmakers, theorists), primarily of the nineteenth and twentieth centuries. Selected topics include L’écriture féminine or "Writing the Feminine;" autobiographical writing by French and Francophone women; women in French cinema; representations of women in French film and literature. Students will read, discuss and analyze a broad spectrum of primary and secondary sources from a feminist viewpoint. (H, I, S)

This course provides an overview of French Medieval, Renaissance, and Classical literature and culture, and acquaints students with major literary, intellectual and historical trends through the study of representative works from each period. Special emphasis is placed on close reading of texts in order to train students to read critically and to familiarize them with major authors, genres and their interpretation. (H, I)

Selected readings of outstanding authors of prose fiction, poetry, and theatre from the eighteenth to the twentieth century. Provides the historical context for major literary movements and authors and trains students to read and write critically. The course is generally organized thematically. (H, I)

Selected readings with an emphasis on the history of ideas, the moralistes, and culture in the early modern period. Texts include Descartes, Cyrano de Bergerac, Pascal, Fontenelle, La Rochefoucauld, La Fayette, La Bruyère, Sévigné and Bousset.

Varied readings from sixteenth-century French authors such as Lemaire de Belges, Rabelais, Marguerite de Navarre, DesPériers, Calvin, Montaigne, Béroalde de Verville, Marot, Du Bellay, Ronsard, Monluc and d’Aubigné.

Rotating topics exploring the fiction, theatre, or intellectual prose of the Enlightenment. Special emphasis placed on the cultural climate and productions of the Ancient Régime.

This course examines representative novels in 20th-century French literature from Proust to the New Novel and beyond. Course emphasis may include, but is not restricted to, study of genre, narrative techniques, literary modernism and major themes. The course combines an historical approach with close textual readings. Authors frequently studied include Proust, Gide, Malraux, Céline, Camus, Sartre, Robbe-Grillet, Butor, Sarraute and Duras.

Study of outstanding plays of the Grand Siècle, including tragedies by Pierre Corneille and Jean Racine and comedies by Molière. Particular attention paid to the theatrical and ideological aspects of these plays.

A study of selected plays (e.g. by Jarry, Claudel, Giraudoux, Camus, Anouilh, Ghelderode, Beckett, Ionesco, Genet, etc.), dramatic techniques and the evolution of modern French theatre as a genre.

This course combines an historical approach with close readings of poetic texts. It also introduces students to a number of theoretical and critical writings. Although poetic texts taken from the traditional canon are paid due attention, students are also presented with the works of less frequently-taught poets.

A critical and historical study of the representation of gender and ethnicity in French cinema.

Old French texts from the tenth through the thirteenth centuries. The student will acquire a reading ability in old French through the study of works and authors such as: La Chanson de Roland, La Prise d’Orange, Chrétien de Troyes, Le Roman de la Rose, Ruteboeuf, Thibaut de Champagne, Adam de la Halle, Le Lancelot en Prose and Joinville.

Middle French texts from the fourteenth and fifteenth centuries. Texts and authors such as Froissart, Christine de Pisan, Charles d’Orléans, Commynes, Les Quinze joies de mariage, Antoine de la Salle, René d’Anjou, Eustache Deschamps, Guillaume de Machaut and François Villon.

Study of representative works in their historical contexts. Selections may include but are not restricted to Proust, Gide, Malraux, Camus, Duras in prose fiction; Claudel, Giraudoux, Anouilh, Beckett, Genet in theatre; and Apollinaire, Péguy, Valéry, Ponge, Char in poetry.

This course traces the development and the main tenets of nineteenth-century French Romanticism. The class concentrates on the various themes and genres (including poetry, theatre, the novel, etc.) exploited by "romantic" artists as well as the socio-economic and cultural matrices which fostered the movement. Specific attention may be devoted (but not limited) to: the relationship between literature and the visual arts, constructions of gendered, cultural and artistic subjectivities, exoticism (spatial, temporal and mystical voyages), representations of Paris and French society, etc. Beginning with pre-romantic authors, the course moves on to writers such as Lamartine, Stendhal, Hugo, Vigny, Balzac, Sand, Musset, Desbordes-Valmore, Nerval and Baudelaire.

This course introduces students to the development and the main tenets of latter nineteenth-century literary, artistic and cultural production. Over the semester students may concentrate on the various themes and genres (including poetry, theatre, the novel, etc.) exploited by writers of the period, as well as the socio-economic and cultural matrices which fostered the plethora of movements arising between 1850 and the fin de siècle. Specific attention may be devoted (but is not limited) to: definitions of Realism, Naturalism and Symbolism; representations of "modern life" and the industrialization of the literary market; the infiltration of scientific and mechanistic thought into literary production (poetry or prose); representations of women and the female body, of Paris and Parisian society.

An introduction to the works of twentieth-century writers from Sub-Saharan Africa and the Caribbean (short and longer narratives, poetry, drama, essays). Emphasizes the Negritude Movement. Some Post-Negritude works, as well as some texts from North Africa, are also included. Due attention is paid to historical and political issues.

Review and comparative analysis of approaches to literature from Romanticism to Deconstructionism. The act of reading and writing is examined through the eyes of Sainte-Beuve, Taine, Lanson, Bachelard, the Geneva School, Ricoeur, Bataille, Blanchot, Barthes, Foucault, Genette, Lacan, Kristeva, Todorov, Derrida and others.

This course is for French majors and minors in the spring semester of their senior year. Topics rotate given research interests or field of specialization of the teaching faculty. Recent topics have included La Poésie du Voyage; L’Ecriture Féminine; Le Discontinu chez La Rochefoucauld et La Bruyére; Charles Baudelaire: poète/critique de la vie moderne; Qu’est-ce que la Révolte?

This course and its sequel, HAI 1121, constitute the basic sequence for the development of overall skills in the language. Conversational approach, with essentials of grammar.

See HAI 1120.

This course concentrates on conversation.

Continued concentration on conversation with added emphasis on reading.

This course and its sequel, ITA 1131, constitute the basic sequence in Italian. Emphasis on the development of broad competence in the language. Oral-aural approach ensures competence in the four skills.

This course is designed to enhance the student’s knowledge of Italian in all four skills: listening, reading, speaking and writing. The goal is to create communicative competence that will allow students to advance to third year and to benefit from their visits to Italy. Completes second year sequence with emphasis on composition, literature and communication skills.

Credits: 3; Prereq: ITA 2200 or the equivalent. (H, I)

Credits: 1.

Develops conversation skills commensurate with third semester Italian. Everyday situations are treated with primary sources, lending authenticity to the presentations.

Develops conversation skills commensurate with fourth semester Italian. Reacting to short stories develops the students’ skills at expressing their opinions on a given topic. (I)

Italian-language reading and discussion section designed to accompany and complement courses of diverse content offered in other departments. Readings and discussion in this course will be in Italian to allow students to develop specific vocabulary and fluency related to the content of the companion course, as well as to provide them with an international perspective on the issues of the main course.

Varied topics class which introduces Italian civilization in historical, artistic and literary context. Students can take the course over without duplicating the content of the class. Maximum 3 times. (H, I)

Varied topics class focusing on modern Italy through literature, art and mass media. Students can take the course over without duplicating the content of the class. Maximum 3 times. (H, I)

The major Italian authors from the Middle Ages through the Early Renaissance. (H)

The major Italian authors from the Renaissance through the twentieth century. (H)

Major Italian authors from the Middle Ages through the Renaissance. Designed especially for students with no knowledge of Italian. Qualifies as general education course. (H, I)

Reading of major Italian modern and contemporary authors. Designed especially for students with no knowledge of Italian. Qualifies for general education course. (H, I)

Study of modern Italian narrative and its adaptation to film by major Italian directors. (H, I)

A critical and historical study of Italian film and directors. Topics may vary. (H, I)

This sequence, POR 1130, 1131, is a basic course in Portuguese stressing the language as spoken in Brazil.

This course is designed for those with knowledge of another Romance Language (usually Spanish) either through study or home experience. The class is a complete introduction to the language, assuming that students have no previous study of Portuguese. It also satisfies the CLAS and Journalism language requirement in one semester. (H, I)

Portuguese-language reading and discussion section designed to accompany and complement courses of diverse content offered in other departments. Readings and discussion in this course will be in Portuguese to allow students to develop specific vocabulary and fluency related to the content of the companion course, as well as to provide them with an international perspective on the issues of the main course.

An intermediate course to review the sound system of the language, to expand vocabulary, to reinforce essential aspects of grammar, and to practice and improve oral and written exposition.

An intermediate course with continued expansion of vocabulary, review of essential grammar and structures and development of writing and speaking skills.

Introduction to the central historical events, political institutions, intellectual currents and artistic movements in the foundation and development of Portugal, Brazil and Lusophone Africa. Preview of topics studied in other literature and culture courses. (H, I)

A language course that distinguishes Portuguese from related Romance tongues, the more difficult aspects of grammar and structure, specialized vocabulary, different stylistic registers and application of these to translation and original composition.

A survey of literary production in Brazil 1500-1900, including the literature of the Discovery, as well as Baroque and Arcadian poetry and the major works of Romanticism, Realism and Parnassianism.

A survey of twentieth-century literary movements: premodernism, modernism and regionalism in prose and poetry, with an emphasis on the fiction of contemporary writers. (H, I)

A study of lyric—both literary and musical—in the second half of the twentieth century, including experimental trends, political verse, popular music and youth movements.

A survey of the milestones of Brazilian theatre with an emphasis on the plays of the twentieth century. In addition to the plays themselves, the course will present the theoretical framework and political context of theatrical production in Brazil. (H, I)

Readings in fiction, poetry and essay of the nationalist and avant-garde decades of the 1920s and 1930s. Discussions are designed to situate Brazilian letters in diverse national and international contexts. Literary works are complemented by considerations of concurrent production in music and fine arts.

Rotating topics may include studies in genre (e.g., the short story, the novel), theme (readings in science fiction) or author (Rubem Fonseca, Clarice Lispector, Guimarães Rosa). (H, I)

Machado de Assis, the nineteenth-century master of Brazilian letters, produced writings of every literary genre, including literary criticism, poetry and drama, in addition to his ingenious short stories and novels. This course surveys the varied work of Machado and compares his novels to those of his contemporaries. (H, I)

Diverse subjects in Brazilian and Portuguese studies fall under this rubric, including the Brazilian Northeast, the Afro-Brazilian world, the culture of dictatorship and popular music. In addition to readings of original texts, courses may incorporate sound recordings and film.(I)

Readings of outstanding Brazilian novels, short stories, poetry and plays. Designed especially for students with little or no knowledge of Portuguese who desire to study Brazilian life, character and culture as portrayed in the writings of some of Brazil’s greatest authors. (H, I)

Selected variable topics in Brazilian, Portuguese or Luso-African culture and civilization, including regionalism, song literature, film and video, negritude, women’s movements and Amazonian discourse.

A placement test is required. For students who have previous experience in Spanish but who are not yet prepared for advanced work in the language. SPN 1115 confirms overall skill to prepare s for SPN 1131.

Alternative to regular second semester course for students who have had four years of high school Spanish or equivalent, but do not have high enough placement test scores for SPN 2200. This intensive course rapidly reviews the first semester’s material and treats the second semester at an accelerated pace. Students completing this course may take SPN 2200.

This course and its sequel, SPN 1131, constitute the basic sequence in Spanish. Emphasis on the development of broad competence in the language. Oral-aural approach, extensive use of language laboratory.

Designed to develop the practical medical vocabulary and conversational skills needed in a clinical situation.

This course enhances knowledge of Spanish in all four skills: listening, reading, speaking, writing. The goal is communicative competence to survive in Spanish-speaking environments. Students will be able to express basic needs and communicate personal information. The class will provide an atmosphere conducive to the practice of listening and speaking, with writing and reading done in journals.

Credits: 3; Prereq: SPN 2200 or the equivalent placement score. Not open to bilingual speakers of Spanish because they already possess the skills taught in this course.

This course is designed to enhance student’s knowledge of Spanish in all four skills: listening, reading, speaking, writing. The course is taught entirely in Spanish. Students are exposed to different aspects of Hispanic culture. Audio-visual materials enhance listening and speaking skills and computers provide extra practice.

Preparation for 3000 level courses. The course concentrates on developing the ability to understand both oral and written Spanish. This course is required of all majors and minors who are not bilinguals unless they initially placed above this level.

This is considered the equivalent of SPN 2240, the obligatory first course in the Spanish major and minor for non-bilinguals. The objectives of this course are to prepare the student to participate in upper division Spanish courses, to promote cultural awareness and to develop an active command of the language by means of intensive interaction with the people and current issues and events of the Spanish-speaking host city and surrounding area.

An intermediate-level course for bilingual speakers of Spanish who have achieved a certain speaking and listening ability outside of the classroom, but who have had little or no formal exposure to the language (e.g. one or two years of high school Spanish). Emphasizes practice in reading and developing vocabulary. Introduction to grammar and orthographic rules. Selected literary readings from Hispanic/ Latino and Spanish or Spanish-American writers. This course is required of all majors and minors who are bilinguals unless they initially place above this level.

This course reviews major aspects of grammar in a context which enhances the students’ understanding of the Spanish or Spanish American way of life and modes of expression. Reading comprehension and composition are further developed through readings on diverse topics related to Latin America and Spain.

An intensive course designed primarily for speakers or students of another Romance language who wish to add a second language, for students with superior language ability and for graduate students seeking proficiency in all four skills of Spanish. May not be used for major or minor credit.

Spanish-language section designed to accompany and complement courses offered in other departments. Readings and discussion in this course will be in Spanish to allow students to develop specific vocabulary and fluency related to the content of the companion course, as well as to provide them with an international perspective on the issues of the main course.

Intensive language course designed to develop students’ mastery of grammatical principles, increase their vocabulary and enhance their writing and compositional skills. This course (or SPN 3350 for bilingual speakers) is a prerequisite for most 3000 and 4000 level courses in Spanish.

Continues review of Spanish grammar begun in SPN 3300, while concentrating on intensive practice in writing expository Spanish. Highly recommended for majors and minors in Spanish not taking bilingual sequence. This course is a prerequisite for SPN 4420, Advanced Composition and Syntax.

Emphasizes the normative aspects of the language, as well as those areas of grammar which are problematical for students who have learned the language primarily through extended exposure outside the classroom setting (formal training of three or four years in high school)and whose speaking and comprehension abilities are more developed than their writing and reading skills. Develops vocabulary, style and ability to use different levels of language. Weekly compositions. (C) This course (or SPN 3300 faculty member in charge of the course.(C)for non-bilinguals) is a prerequisite for most 3000 and 4000 level courses in Spanish.

Oral/aural practice in an expanded range of communicative situations or "genres," for example, persuasion, evaluation, reporting, giving instructions, etc.

Authentic materials of the Hispanic world are used
to improve students’ listening-comprehension and speaking skills. Oral expression is used in conversation, and in formal and informal presentations on a variety of topics.

An introduction to the vocabulary and business practices of the Hispanic world. Emphasis on oral and written business communications. Overview of cultural differences within the Hispanic world and between the U.S. and the Hispanic world, with emphasis on their impact on business. (S, I)

Designed to give students practical, in-class communication exercises in comprehension, speaking, reading and writing. Classroom activities are coordinated with homework activities that directly stress communication. The foreign setting also serves as a living language laboratory.

A survey of Spanish history, customs and the arts from ancient times to the present. The course devotes considerable attention to life in contemporary Spain since the death of General Franco in 1975. (H, I)

The course focuses on the rich and often conflictive diversity of the Americas, as well as the historical experiences that allow us to speak of the Americas as a whole: The Conquest, the colonial period, the struggles for independence and against (neo)colonialism, the clashing and mixing of cultures, the yoke of slavery and of servitude, the formation of rigid social hierarchies, the frustrated search for democracy and economic development. The traces of these phenomena are followed in a variety of artistic media, from painting to poetry, from music to film. (H, I)

Emphasizes those aspects of Spanish style, syntax and registers which are problematic for the bilingual speaker (as defined in SPN 2340 and SPN 3350). Some formal training in the language is expected (SPN 3350 or equivalent in a Spanish-speaking country). Prospective students must take a departmental placement test and/or see faculty member in charge of the course. (C)

Emphasizes the finer aspects of Spanish syntax, vocabulary and style which give the advanced student difficulties. Class discussion, drills and written compositions.

Focuses primarily on the precise description of Spanish pronunciation, with some attention to dialect features and contrastive English phonetics.

The phonological, morphological, syntactic and semantic evolution of the Spanish language from Latin.

Explores syntactic, morphological and semantic aspects of the Spanish language. Affords the student a chance to develop written competency and awareness of structural alternatives available to the Spanish speaker/writer. Written compositions and exercises will increase accuracy of language production.

Variable content course providing opportunity for in depth study of topics not offered in other courses and of topics of special current significance.

Selected readings in English translation of major works of Spanish literature. Designed especially for students with no knowledge of Spanish. Qualifies as general education course. (H, I)

Readings of outstanding Spanish-American novels. Designed especially for students with little or no knowledge of Spanish who desire to study Spanish-American life, character and culture as portrayed in the writings of the most important novelists. (H, I)

Examines major cultural trends in U.S. Latino/
Hispanic communities; explores music, dance, film, literature, theatre, oral culture, art, food and fashion. This course is taught in English and draws on readings, film, video, and slide viewing, lectures and class discussions.

Provides an overview of Spanish-American literature and its cultural context from the European conquest of the Americas to the 19th century. Introduces principal literary movements and authors; trains students to read critically and appreciate literary Spanish. (H, I)

End of the 19th century to the present. Introduces principal literary movements and authors; trains students to read critically and to analyze literary Spanish. Reading of major authors, who may include: Borges, García Márquez, Neruda, Fuentes, and Ferré. (H, I)

Introduction to the conceptual and practical tools for the study of Spanish at the advanced undergraduate level. Development of a critical vocabulary with extensive written practice in analyzing artifacts of literary, cultural and linguistic importance in Hispanic Studies.

Instruction in critical reading and critical writing about selected works from representative authors and movements in Mexican literature. The focus will be on both genre and historical development.

Selected readings in epic, lyric, ballad and popular poetry, early forms of recreational and didactic prose, and dramatic works from Spain’s Medieval and Golden Ages are presented with attention both to form and historical context. (H, I)

Provides an overview of Spanish literature and its cultural context from the 18th century to the present. Introduces principal literary movements and authors; trains students to read critically and to analyze literary Spanish. (H, I)

The advanced study of a writer, period, movement, region or topic of Spanish-American literature not ordinarily offered in the department. Contact the undergraduate adviser for a more specific description.

Examination of the literature produced in the territories colonized by Spain from the Conquest to the declaration of independence by the colonies.

Readings in Cervantes, Zayas and other print-culture innovators, both male and female.

The emergence of fiction in Spanish-America from Romanticism, Realism and Naturalism to regionalism in the 1930’s.

Readings in the Spanish novel of the 19th century. A survey of major authors from costumbrismo to the realism and naturalism of Galdos, Clarín and Pardo Bazan.

Outstanding stories and novels of contemporary Spanish writers in relation to the historical and cultural context of post-Civil War Spain.

The period of modernization of fiction and the development of new narrative modes in the 1940’s and the 1950’s; this may include magical realism, the detective story and the new urban narratives.

The new narrative or the "boom" and "post-boom" of Latin-American fiction, 1960’s until present times.

The analysis of selected plays and films from Spanish-America and an introduction to the history, theory and practice of the theatrical arts in the region, with some comparisons to theatre of other regions (e.g., the US, Europe, Brazil), and a focus on the 20th century.

Variable readings in Spanish Classical Theater by Lope de Vega, Pedro Calderón de la Barca, Tirso de Molina and others, including entremeses and Autos

sacramentales. The course focuses on the comedia’s appeal to both lettered and unlettered spectators, and on its consequent potential both for mass control and social protest.

A close reading and critical analysis of the masterpieces of Spanish-American poetry from Romanticism to the Avant-Garde movements of the twentieth century, including Modernismo. Authors studies include Heredia, Echeverria, Hernández, Avellaneda, Martí, Darío and the women writers of posmodernismo among others.

A close reading and critical analysis of masterpieces by the major twentieth-century poets of Spanish-America, including some very recent writers.

Examination of major texts from the early nineteenth century to the present focusing on such themes as the search for identity, or the definition of ethnic, racial, social and class categories.

Anything but "dark", Spain’s Middle Ages were illuminated by Jewish, Muslim and Christian cultural expressions. This course explores this diverse legacy left on literature composed or recorded in romance or early Spanish. Variable readings may include: La dança de la muerte, El libro del Conde Lucanor and La tragicomedia de Calixto y Melibea.

Reading, discussion and analysis of works by U.S. Hispanic or Latino/a writers with an examination of the cultural life and social conditions of the Puerto Rican, Cuban and Chicano communities in the U.S.

A close reading of Cervantes’ masterpiece that emphasizes the origins of the modern novel as a genre, and its implication in the history of ideas.

Readings in Spanish literature from the Generation of ‘98 to 1927. A survey of the turn-of-the-century Spanish crises from the perspective of the first generation of Spanish modernists. Authors include Unamuno, Costa, Machado, Valle-Inclán, Baroja and Ortega y Gassett.

Studies the development of Spanish literature in this century beginning with the brilliant poets of the generation of 1927, continuing with representative fiction, drama and poetry of the years after the Civil War and concluding with fiction and poetry of the 1990’s.

A seminar dedicated to the exploration of literary works written in Spanish by women of Spain and/or Latin America and/or the United States.