FLS 301-002. SURVEY OF SPANISH LITERATURE
THROUGH THE GOLDEN AGE
SYLLABUS. FALL 2007
Class meets: Tuesday / Thursday 1:30-2:45, Withers 135
Professor: Louise Salstad
Office: Withers 201
Telephone: 5-9296
Email: salstad@social.chass.ncsu.edu
Web: http://social.chass.ncsu.edu/~salstad
Office hours: T H 3:00-4:00 and by appointment
All-campus emergencies: Call 513-8888
Course Links
Links of Interest
FOCUS: This class is an introduction to Spanish literature from its known origins through the 17th century. Obviously, the texts we study are necessarily a tiny fraction of the possibilities. The texts selected are meant to be representative of what are generally considered some of the best works written during the periods covered. Texts are studied within their historical-cultural context.
An important theme throughout the course is that of perspective, in various senses of the word. We will modify the chronology slightly in order to end the course with selections from Cervantes' Don Quijote, a work in which perspective is key.
GENERAL OBJECTIVES: From the point of view of the professor, the intention is that you...
TEXTS:
Required:
Sánchez-Romeralo, Antonio, y Fernando Ibarra. Antología
de autores españoles antiguos y modernos. Tomo 1. Antiguos.
Englewood Cliffs, NJ: Prentice Hall (originally New York: Macmillan), 1972
($76.50 new). I have put a personal copy of this book on reserve,
for two-hour, in-library use; you must ask for it at the Circulation desk. If
you use this copy, be sure to photocopy the reading(s) for the day and bring
them with you to class.
Additional readings indicated in the Tarea sections of the Calendario.
Some readings are linked to this syllabus. (See Course Links above
and links on Calendario at the end of the syllabus). Two
readings are on electronic reserve: the
Introduction to Presentation of Women in Spanish Golden Age Literature, and
María
de Zayas, as indicated on the Calendario.
Be sure to bring to each class the text/s we are currently studying.
Recommended: A substantial bilingual (Castilian-English) or monolingual (Castilian) dictionary.
EVALUATION: Your grade will be based on the following components:
| Class participation | 25% |
| Term paper | 25% |
| Exam on medieval and 15th-century literature | 20% |
| Final exam | 30% |
| TOTAL | 100% |
Class participation: Based on (a) your attendance (including punctuality), attention, and engagement (b) your active contributions to discussion and to other oral or written activities (c) assigned homework (d) possible occasional announced or unannounced quizzes.
You are expected to attend all classes, except in the case of a true emergency or an activity for which you are excused under University policy. In accord with the norms established by the University, please inform me as soon as possible of an anticipated absence and present appropriate documentation. In the case of an emergency, present your documented excuse upon your return to class. If your absence is excused, you are responsible for inquiring about and handing in any assigned written work within a week after the absence. If the absence is not excused, you will not be allowed to make up the assignment. Although I appreciate explanations for this type of absence, such explanations do not replace class attendance. Your presence for the entire class period is an important aspect of attendance and is an indication of the seriousness of your intent with respect to the class. Late arrivals or early departures will be counted as partial absences. In order to be fair to all, attendance is counted beginning with the first class of the semester. After two absences, whether excused or unexcused, your participation grade will be lowered by one third (1/3) of a letter grade, e.g., from A to A-, for each additional absence. For further information, such as what constitutes an approved absence, please see http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php.
The first part of your class preparation is to read the material carefully and to reflect on it. I recommend that you read the text(s) once quickly without looking up words. Read a second time more slowly but do not interrupt your reading to look up words. Mark unknown words that are repeated often or seem key to understanding the passage. Only after this second reading should you look up words in the dictionary. After looking up a word, read again the passage in which it occurs. The last time you read, pause regularly to express the content in your own words in Spanish. Mentally relate the current work to earlier ones, i.e., look for connections, draw comparisons and contrasts. Some students find it helpful to read the text again, rapidly, after it has been discussed in class.
Linked to each reading assignment on the Calendario are questions that you can use as a guide to the text(s). Each set of questions is grouped as follows: (A) Questions on the historical and cultural context, i.e., the information in the introductions in the textbook. (B) Questions on the development of Spanish literature, i.e., the literary history presented in the introductions in the textbook. (C) Comprehension questions and questions involving analysis and interpretation of the literary text(s). (D) Questions related to personal values, i.e., questions that give you the opportunity to relate what you have read to your own experience. You do not need to hand in answers to these questions, but reflecting on them will be helpful in preparing for class discussion. They can also be useful in reviewing for the exams.
Any written homework should be done on the computer.
The occasional quizzes will be brief and will normally be given at the beginning of the class period. They may be based on any part of a reading assignment. In the case of an excused absence, you are responsible for inquiring about and arranging to make up the quiz within a week after the absence. If the absence is not excused, you will not be allowed to make up the quiz.
Click here for the evaluation rubric for class participation.
Term paper: Write an essay on one of the topics below. The body of your paper, not counting the cover page and bibliography, must be 8 full pages, computer written in 12-pt. font, double-spaced, with 1" margins on all four sides. See the Calendario at the end of the syllabus for the dates when different phases of your work are to be turned in. Failure to submit any phased assignment on the due date will result in a reduction of your essay grade by one third (1/3) letter grade for each phase not submitted. You will have an opportunity to revise the essay once. Your grade on the essay will be the average of your grades on the first version and the final version.
Incorporate relevant information from at least two scholarly (critical) sources. At least one of them must be a journal article; the other(s) may be a book chapter or essay, or another journal article. Do not use material from the Web, unless it is scholarly. For instance, certain Links of Interest near the top of this syllabus contain scholarly articles on particular literary works, which might be pertinent to your topic. Document the scholarly sources, as well as your primary sources, following the appropiate formats explained in the lastest edition of the MLA Handbook for Writers of Research Papers. Be sure to begin your research at the beginning of the semester so that if necessary you can obtain the secondary sources you need through Interlibrary Loan in time to get your phased assignments in when due. Use these sources judiciously. The essay should reflect your own, well-reasoned analysis; it should not be a patchwork of your sources.
The URL for Reference Librarian Cindy Levine's suggestions for searching, including the MLA database, is http://www.lib.ncsu.edu/courses/fls301/.
The following link may be helpful: Libros de referencia para el estudio de la literatura española medieval y del Siglo de Oro.
The library has made available RefWorks, a citation management tool. The link is http://www.lib.ncsu.edu/guides/refworks/.
General topic options:
1. A substantial literary work (e.g., a 3-act play; a complete treatise; a novel; etc.) or a substantial group of shorter literary works (e.g., 2 novelas; 20 poems, more or less, depending on length; etc.) by a Jewish or Muslim writer from the Middle Ages, in Spanish translation, or converso or morisco writers from the Golden Age.
2. A substantial literary work (see #1) not studied in class, by a Christian writer from the Middle Ages through the seventeenth century, in which Jews, Muslims, conversos, or moriscos are represented in a significant way.
3. A substantial literary work (see #1) by a woman writer of the Middle Ages through the seventeenth century.
4. The complete text of a substantial work (see #1) from which we have read only selections, or a substantial group of Examples: Cantar de Mio Cid, Libro de Buen Amor, La Celestina, the first volume of Don Quijote.
5. A substantial literary work or group of works, not studied in class, by an important canonical writer, e.g., 12 exemplos in El Conde Lucanor, 2 of Miguel de Cervantes's novelas ejemplares or 4 of his entremeses, Tirso de Molina's play El Burlador de Sevilla, Pedro Calderón de la Barca's play La vida es sueño, Francisco de Quevedo's picaresque novel El Buscón, etc.
Several works by women, Jews, and Muslims, as well as by Christian male writers about Jews, Muslims, conversos, and moriscos, have been placed on Reserves for your perusal. These could be used for options 1, 2 or 3. Click here for a list of these readings.
Click here for the evaluation rubric.
| Date due | Phase of Work/Item |
| Sept. 4 | 1: Decide which work(s) you will write on |
| Sept. 25 | 2: Plot summary of that work, or the equivalent |
| Oct. 9 | 3: Preliminary, annotated bibliography of critical studies of the work |
| Oct. 30 | 4: First draft, with thesis |
| Nov. 27 | 5: Final version |
Exam on medieval and 15th-century literature : Upon completion of our study of medieval and 15th-century literature, you will have an exam on this part of the course. The exam will be objective (multiple-choice, fill-in-the-blank, short answer). It will cover introductory sections and literary readings from the textbook, any additional assigned common readings (e.g. links), and information presented or discussed in class. You will receive a guide sheet for the exam about a week ahead.
Final exam: The final exam will be comprehensive. It will consist of two sections, one objective, the other an essay. It will cover introductory sections and literary readings from the textbook, any additional assigned common readings, and information presented or discussed in class. You will receive a guide sheet for the exam toward the end of the semester. Note that the exam is Tuesday, December 18, at 1:00-4:00 p.m. Please do not make plane reservations or any other reservations for an earlier date.
Late Work: I will not read late work except in the case of an excused absence. This stipulation includes the term paper (all phases) and any other written assignments. If you have an excused absence, you are responsible for inquiring about and handing in any assigned written work within a week after the absence.
Incompletes: University policy states, "At the discretion of the instructor, students may be given an IN grade for work not completed because of a serious interruption in their work not caused by their own negligence. An IN must not be used, however, as a substitute for an F when the student's performance in the course is deserving of failing. An IN is only appropriate when the student's record in the course is such that the successful completion of particular assignments, projects, or tests missed as a result of a documented serious event would enable that student to pass the course." For further information, please see: http://www.ncsu.edu/policies/academic_affairs/grades_undergrad/REG02.50.3.php.
Academic Integrity: I take this matter very seriously and expect you to do so as well. All students are responsible for familiarizing themselves with the University policy on academic integrity. See http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php, Points 7-13 in particular. Please note that not only receiving unauthorized help but also giving it is a violation of the code, as is failing to give credit to authorized sources of information on a paper, that is, presenting someone else's ideas as your own. You will be asked to sign the Honor Pledge on the exams and term paper; your signature is taken to mean that you neither gave nor received unauthorized aid. Violating the code will result in penalties such as a failing grade on the assignment involved or a failing grade in the course, depending on the nature of the violation. Violations will also be reported to the Office of Student Conduct.
Students with Special Needs:
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653. http://www.ncsu.edu/provost/offices/affirm_action/dss/
For more information on NC State's policy on working with students with disabilities, please see http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
Academic Assistance: If at any time you have questions about your work in this class or suggestions as to how I might better help you learn, please make an appointment with me as soon as possible. I want you to succeed.
A Word to the Wise/Al buen entendedor, pocas palabras:
1. Please do not eat or drink during class.
2. Please turn off cell phones before class begins.
Class Evaluations: Online class evaluations will be available for students to complete during the last two weeks of class (November 26-December 9). Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.
Evaluation website: https://classeval.ncsu.edu
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm
CALENDARIO
Note that the assignments under Tarea are for the following class day. Check the readings in the column En clase to be sure what material will be discussed so that you will know exactly what texts to read on the assigned pages
Additional links will be created throughout the semester, so keep checking the Calendario for items to complete and/or take to class.
| FECHA | EN CLASE | TAREA PARA EL DÍA SIGUIENTE |
| Para el 23: Leer enlaces Bosquejo de la historia de los judíos y conversos en España; Bosquejo de la historia de los moros y moriscos en España. | ||
| Agosto 23 (J) |
Orientación y vista panorámica del curso | Para el 28: Cliquear aquí por Unos aspectos de la literatura española medieval. Libro: 3-4, 7-11. Preguntas guiadoras. Moaxaja con jarcha. |
| Edad Media | ||
| 28 (M) | ¿Perspectiva femenina? Temprana poesía lírica del amor, en mozárabe: las jarchas (siglo 11 y después) | Para el 30: Cliquear aquí por Resumen de los tres cantares del Cantar de Mio Cid. Libro: 12-37 (trozos repartidos). Preguntas guiadoras. Características del héroe. Trozo en viejo castellano. |
| 30 (J) | Una visión del moro y del héroe cristiano y su honor. El cantar de gesta y mester de juglaría: Cantar de Mio Cid (temprano siglo 13) | Para el 4: Fase 1 del trabajo escrito. Libro: 44-47, 50-53. Preguntas guiadoras. |
| Septiembre 4 (M) |
Una visión de la mujer. El exemplo: Don Juan Manuel, El Conde Lucanor, Ejemplo XXXV (siglo 14) | Para el 6: Cliquear aquí por Resumen del Libro de Buen Amor. Libro: 52-63 (fin de columna 1). Preguntas guiadoras. Trotaconventos. |
| 6 (J) | Una visión del amor. El mester de clerecía: Juan Ruiz, Libro de Buen Amor (siglo 14) | Para el 11: Libro: 69-70; 74, primera columna de prosa; 80-84; "La jura en Santa Gadea" (90-92), "Abenámar y el rey don Juan" (92-95), "Romance de la pérdida de Alhama" (95), "Romance de la mora Moraima" (95-97). Preguntas guiadoras. Análisis de los romances. |
| Prerenacimiento | ||
| 11 (M) | Otra visión del Cid, y del moro. Los romances: "La jura en Santa Gadea", "Abenámar y el rey don Juan", "Romance de la pérdida de Alhama", "Romance de la mora Moraima" (siglo 15) | Para el 13: Libro: 107-16. Preguntas guiadoras. Estructura. |
| 13 (J) | Otra visión del héroe cristiano y del honor. La elegía: Jorge Manrique, Coplas por la muerte de su padre (siglo 15) | Para el 18: Cliquear aquí por El amor cortés. Libro: 117-135. Preguntas guiadoras. Melibea. |
| 18 (M) | Otra visión del amor y de la mujer. La novela dialogada: Fernando de Rojas, La Celestina (fin del siglo 15 y principios del 16) | Para el 20: Libro: 135-147. Preguntas guiadoras. Seducción de Melibea. |
| 20 (J) | La Celestina | Para el 25: Fase 2 del trabajo escrito. Libro: 147-56. Preguntas guiadoras. Amor cortés en La Celestina. |
| 25 (M) | La Celestina | Para el 27: Estudiar para el examen |
| 27 (J) | EXAMEN. Cliquear aquí por respuestas | Para el 2: Cliquear aquí por Aspectos de la literatura española renacentista. Cliquear aquí por Resumen de la Égloga primera de Garcilaso. Libro: 159-73. Preguntas guiadoras. |
| Renacimiento | ||
| Octubre 2 (M) |
Una visión de la naturaleza. La revolución poética: Garcilaso de la Vega, Égloga primera (siglo 16) | Para el 4: Libro: 174-175, "Noche serena" (178-79). 181, "Noche oscura" (182). Preguntas guiadoras. Dos noches. |
| 4 (J) | Dos visiones de la noche. La lira: Fray Luis de León, "Noche serena". San Juan de la Cruz, "Noche oscura" (siglo 16) | Para el 9: Fase 3 del trabajo escrito. Libro: Cántico espiritual (182-88). Preguntas guiadoras. |
| 9 (M) | El amor divino. La lira: San Juan de la Cruz, Cántico espiritual (siglo 16) |
Para el 16: Cliquear aquí por Resumen de Lazarillo de Tormes. Libro: 189-205. Preguntas guiadoras. |
| PUENTE DE OTOÑO (VACACIONES) | ||
| 16 (M) | La perspectiva desde abajo. La novela picaresca: Lazarillo de Tormes (siglo 16) | Para el 18: Libro: 205-19. Preguntas guiadoras. |
| 18 (J) | Lazarillo de Tormes | Para el 23: Cliquear aquí por Aspectos de la literatura española barroca. Libro: 347-49. Cliquear aquí por Resumen del Polifemo. Libro: 354-55 (#12). Preguntas guiadoras. |
| Barroco | ||
| 23 (M) | Examen 2 (optativo). Cliquear aquí por las respuestas. Postergar: Otra visión de la naturaleza. Octavas reales: Luis de Góngora, Fábula de Polifemo y Galatea (siglo 17) | Para el 25: Cliquear aquí por Notas sobre Arte nuevo. Cliquear aquí por Resumen del Acto primero de Fuenteovejuna. Libro: 293-313. Preguntas guiadoras. |
| 25 (J) | Otra perspectiva del honor; otra visión de la mujer. La comedia: Lope de Vega, Fuenteovejuna (siglo 17) | Para el 30: Fase 4 del trabajo escrito. Cliquear aquí por Resumen del Acto segundo de Fuenteovejuna. Libro: 313-29. Preguntas guiadoras. |
| 30 (M) | Fuenteovejuna | Para el 1: Cliquear aquí por Resumen del Acto tercero de Fuenteovejuna. Libro: 329-46. Preguntas guiadoras. |
| Noviembre 1 (J) |
Fuenteovejuna | Para el 6: Libro: 362-63, 366-67 (soneto #9). Cliquear aquí por "A la edad de las mujeres". Preguntas guiadoras. |
| 6 (M) | Otra visión de la mujer, y del amor. Sonetos: Francisco de Quevedo, "A la edad de las mujeres", "soneto #9 (siglo 17) | Para el 8: Libro 363 (soneto #1), 365 (soneto #4). Preguntas guiadoras. |
| 8 (J) | Una perspectiva sobre el tiempo y la muerte. Quevedo: sonetos #1 y 4 | Para el 13: Introduction, The Presentation of Women in Spanish Golden Age Literature (reserva electrónica). Introducción a María de Zayas. La fuerza del amor (reserva electrónica). Cliquear aquí por Resumen de La fuerza del amor. Preguntas guiadoras. |
| 13 (M) | Una perspectiva distinta del amor y la mujer. La novela cortesana: María de Zayas, La fuerza del amor (siglo 17) | Para el 15: Cliquear aquí por Resumen de Don Quijote, Primera Parte. Cliquear aquí por El amor neoplatónico. Libro: 219-32. Preguntas guiadoras. |
| 15 (J) | El perspectivismo. Nace la novela occidental: Miguel de Cervantes, El ingenioso hidalgo Don Quijote de la Mancha (1605). La perspectiva del narrador | Para el 20: Libro: 232-47. Preguntas guiadoras. |
| 20 (M) | Don Quijote. Contraste de perspectivas entre personajes |
Para el 27: Fase 5 del trabajo escrito: terminar redacción final. Libro: 247-61. Preguntas guiadoras. |
| PUENTE DEL DÍA DE ACCIÓN DE GRACIAS | ||
| 27 (M) | Don Quijote. Perspectiva sobre los libros de caballerías |
Para el 29: Cliquear aquí por Resumen de Don Quijote, Segunda Parte. Libro 261-75. Preguntas guiadoras. |
| 29 (J) | El ingenioso caballero Don Quijote de la Mancha (1615). Nueva perspectiva sobre el narrador. Un cambio de papeles | Para el 4: Libro: 275-92. Preguntas guiadoras. |
| Diciembre 4 (M) |
Don Quijote. Importantes cambios de perspectiva, incluso sobre el héroe | Repasar la materia |
| 6 (J) | Una mirada retrospectiva; la ambigüedad y las obras maestras. Influencia del Quijote | Estudiar para el examen final. Cliquear aquí por la guía al examen |
| 18 (M) | EXAMEN FINAL 1.00-4.00 p.m. | Pasar felices vacaciones |