SPAN450b/550b – SPANISH REALISM AND NATURALISM

Transcripción

SPAN450b/550b – SPANISH REALISM AND NATURALISM
Section 001; TR 11:00AM-12:15PM, WHAM 0302
SPRING 2015
Professor: Dr. Jennifer Smith
E-mail: [email protected]
Office Hours: TR12:30PM-4:00PM
Section: 001
Office: FANR 2028
Office ph#: 453-543
COURSE DESCRIPTION
This course aims to introduce students to nineteenth-century Spanish Realism and Naturalism through works
from the three great Spanish Realist/Naturalist authors. We will begin with Benito Pérez Galdós’s Doña
Perfecta (1876), which gives an unsettling portrait of a society torn apart by those pushing for modernity and
those rooted in tradition. We will then move on to Leopoldo Alas’s Spanish masterpiece La Regenta (1884-85)
about a bored and unhappily married woman whose quest for fulfillment oscillates between religion and
adultery. We will end with Emilia Pardo Bazán’s novel Insolación that deals with young widow’s struggle
against the sexual attraction she feels toward a charming Southerner with a reputation of being something of a
womanizer. We will study these texts within their socio-historical context and through the theoretical lens of
Feminism, Masculinity Studies, Psychoanalysis, Queer Theory, and Trauma Studies.
COURSE OBJECTIVES
By the end of the course students should have acquired…
…a familiarity with the political and aesthetic objectives of Spanish Realism and Naturalism.
…a basic knowledge of the cultural, social, and political history of late nineteenth-century Spain.
…an ability to recognize basic narratological techniques and devices.
…a familiarity with a variety of theoretical approaches such as Feminism, Masculinity Studies,
Psychoanalysis, Queer Theory, and Trauma Studies.
…a larger vocabulary in Spanish and English, as well as improved reading and writing skills in both
languages.
…improved skills in critical thinking and literary analysis.
…a desire to read more!
NOVELS
Pérez Galdós, Benito. Doña Perfecta. Ed. Linda Willem. Newark, DE.: European Masterpieces / Cervantes &
Co., 2004. (ISBN: 978-1589770171)
Alas, Leopoldo. La Regenta. 2 Vols. Ed. Juan Oleza. Madrid: Cátedra, 2004.
(Vol. 1 - ISBN: 978-8437604541; Vol. 2 - ISBN: 978-8437604558)
Pardo Bazán, Emilia. Insolación. Ed. Jennifer Smith. Newark, DE: European Masterpieces / Cervantes & Co.,
2011. (ISBN: 978-1589770843)
THEORETICAL READINGS (available on D2L)
Beauvoir, Simone de. “The Mystic.” The Second Sex. Trans. and ed. H. M. Parshley. New York: Vintage, 1989.
670-78. Print.
---. “The Woman in Love.” The Second Sex. Trans. and ed. H. M. Parshley. New York: Vintage, 1989. 642-69.
Print.
Caruth, Cathy. “Traumatic Departures: Survival and History in Freud (Beyond the Pleasure Principle, Moses
and Monotheism).” Unclaimed Experience: Trauma, Narrative, and History. Baltimore: Johns Hopkins
UP, 1996. 57-72. Print.
Connell, R. W. and J. W. Messerschmidt. “Hegemonic Masculinity: Rethinking the Concept.” Gender and
Society 19 (2005): 829-859. SAGEPublications. Web. Jan. 3, 2015.
Gilman, Sander. “Introduction: What Are Stereotypes and Why Use Texts to Study Them?” Difference and
1
Pathology: Stereotypes of Sexuality, Race, and Madness. Ithaca: Cornell UP, 1990. 15-35. Print.
Halberstam, Judith. “An Introduction to Female Masculinity: Masculinity Without Men.” Female
Masculinity. Durham: Duke UP, 1998. 1-43. Print.
---. “Perverse Presentism: The Androgyne, the Tribade, the Female Husband, and Other
Pre-Twentieth-Century Genders.” Female Masculinity. Durham: Duke UP, 1998. 45-73. Print.
Kimmel, M. S. “Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of Gender
Identity.” The Masculinities Reader. Eds. S. M. Whitehead and F. J. Barrett. Cambridge: Polity, 2001.
Print.
Mitchell, Juliet. “Hysteria: From Catastrophe to Trauma.” Madmen and Medusas: Reclaiming Hysteria. New
York: Basic Books, 2000. 317-346. Print.
---. “Trauma.” Madmen and Medusas: Reclaiming Hysteria. New York: Basic Books, 2000. 280-316. Print.
Modeleski, Tani. “The Disappearing Act: Harlequin Romances.” Loving With a Vengeance: Mass Produced
Fantasies for Women. New York: Routledge, 1990. Print.
Mulvey, Laura. “Visual Pleasure and Narrative Cinema.” Film Theory and Criticism: Introductory Readings.
Eds. Leo Braudy and Marshall Cohen. New York: Oxford UP, 1999: 833-44. Print.
Smith, Jennifer. “Women and the Deployment of Sexuality.” Revista de Estudios Hispánicos. 40.1 (2006): 145
-70. Print.
Surwillo, Lisa. “Postimperial Detours and Retours: The Ruta del indiano.” Monsters by Trade: Slave
Traffickers in Modern Spanish Literature and Culture. Palo Alto: Stanford UP, 2014. 129-64. Print.
EVALUATION FOR SPAN450b
Reading Quizzes 12 @ ≈ 3.3%
40%
Article Summaries 3 @ 5%
15%
Essays
3 @ 15%
45%
EVALUATION FOR SPAN550b
Reading Quizzes
12 @ 3% 36%
Article Summaries
9 @ 4% 36%
Abstract and Bibliography
8%
Final Paper
20%
GRADES
90-100% = A
80-89% = B
70-79% = C
60-69% = D
0-59% = F
PARTICIPATION AND ATTENDANCE
Students are expected to come to class on time, to have done the reading and to actively participate in class
discussions. Late assignments will only be accepted in cases of illness and emergency and written
documentation must be provided. AFTER 2 UNEXCUSED ABSENCES, EACH UNEXCUSED ABSENCE
WILL RESULT IN A 1% DEDUCTION OFF THE STUDENT’S FINAL GRADE. IN ORDER FOR AN
ABSENCE TO BE EXCUSED, DOCUMENTATION IS REQUIRED.
WEEKLY QUIZZES
This course requires a considerable amount of reading. Therefore in order to encourage you to keep up with the
reading and to give you credit for doing so, there will be short quizzes on the reading every Tuesday. The
quizzes will contain multiple-choice questions and should take no more than 15 minutes to complete. The
quizzes will be given at the very beginning of class. At the end of the semester the two lowest quiz grade will be
dropped. THERE WILL BE NO MAKE-UPS FOR QUIZZES WITHOUT A VALID EXCUSE AND
WRITTEN DOCUMENTATION.
ESSAYS (SPAN450B ONLY)
SPAN450B students will turn in three essays, one on each of the novels. I will post the essays topics on
Desire2Learn. Essays must be at least 500 words, written in Spanish, and typed (double-spaced) with oneinch margins on all sides. The word count should be included at the bottom of the page. If a student is
unhappy with his/her grade on an assignment, s/he will have one week, from the day it is returned, to revise and
resubmit it. The final grade on the assignment will be an average of the two grades. Writing assignments must
be turned in at the beginning of class. NO LATE PAPERS WILL BE ACCEPTED WITHOUT A VALID
EXCUSE AND OFFICIAL WRITTEN DOCUMENTATION. Writing assignments will be graded using the
2
evaluation criteria below.
Evaluation Criteria for Essays (SPAN450B ONLY)
Content
30-27
EXCELLENT TO VERY GOOD – Substantive, thorough development that is relevant to assigned
topic. Ideas and/or opinions are clearly presented. Great usage of examples and details. 500 words or
more.
26-22
GOOD TO AVERAGE – Adequate development that is mostly relevant to topic, but sometimes lacks
details and/or examples. Occasionally a passage is unclear. 500 words or more.
21-17
FAIR TO POOR – Inadequate development of topic. Insufficient usage of examples and details.
Difficult to understand. Less than 500 words.
16-13
VERY POOR – Undeveloped and/or not pertinent to topic, or not enough to evaluate. Insufficient
usage of examples and details. Difficult to understand. Less than 500 words.
Organization
20-18
EXCELLENT TO VERY GOOD – Clear thesis and topic sentences. Ideas clearly stated and
supported. Logical sequencing. Cohesive.
17-14
GOOD TO AVERAGE – Clear thesis and topic sentences. Somewhat choppy. Sometimes loosely
organized, but main ideas still stand out. Mostly logical sequencing.
13-10
FAIR TO POOR – Poorly developed thesis and/or topic sentences. Ideas confused and disconnected.
Lacks logical sequencing and development.
9-7
VERY POOR – No organization or not enough to evaluate.
Vocabulary
20-18
EXCELLENT TO VERY GOOD – Broad, accurate, and effective word/idiom choice and usage.
Correct word forms. Appropriate register.
17-14
GOOD TO AVERAGE – Adequate range and use of words/idioms. Occasional errors of word/idiom
form or choice but meaning not obscured. Word choice may lack variety. Sometimes register is
inappropriate.
13-10
FAIR TO POOR – Limited range and use of words/idioms. Frequent errors of word/idiom form,
choice and usage. Meaning confused or obscured. Some literal translations and invented words.
Inappropriate register.
9-7
VERY POOR – Incorrect use of words/idioms and word form; abundance of invented words and
literal translations. Not enough to evaluate.
Grammar
25-22
EXCELLENT TO VERY GOOD – Most grammar is used appropriately. Very few or no errors.
21-18
GOOD TO AVERAGE – Much of the grammar is used appropriately. Occasional errors.
17-11
FAIR TO POOR – Some of the grammar is used appropriately and/or frequent errors.
10-5
VERY POOR – Abundance of grammar errors.
Mechanics (Spelling, Punctuation, Capitalization)
5
EXCELLENT TO VERY GOOD – Very few or no errors.
4
GOOD TO AVERAGE – Occasional errors.
3
FAIR TO POOR – Frequent errors.
2
VERY POOR – Abundance of errors.
ARTICLE SUMMARIES
SPAN550B students will summarize THREE critical articles on each of the novels, for a total of nine article
summaries. Articles must be chosen from those provided on D2L (the list of articles is provided at the
syllabus). Each summary should be between 450-600 words and should summarize the thesis and the main
points of the article only. Summaries must include the bibliographic information in MLA format. They may be
written in outline format and in the language in which the article is written. SPAN450B students will
summarize one critical article for each novel, for a total of three, following the same guidelines above.
Summaries are due at the beginning of class on the day indicated in the syllabus. NO LATE ASSIGNMENTS
3
WILL BE ACCEPTED WITHOUT A VALID EXCUSE AND OFFICIAL WRITTEN DOCUMENTATION.
Writing assignments will be graded using the evaluation criteria below.
Evaluation Criteria for Article Summaries
Content
15-14
EXCELLENT TO VERY GOOD – Succinctly summarizes the thesis and main points of the article.
13-12
GOOD TO AVERAGE – Summarizes the thesis and some of the main points.
11-10
FAIR TO POOR – Misunderstands some of the arguments the author makes. Wrote less than 450
words or more than 600.
9-8
VERY POOR – Doesn’t seem to understand the article very well. Wrote less than 450 words or more
than 600.
Expression
5
EXCELLENT TO VERY GOOD – Well written and easy to understand.
4
GOOD TO AVERAGE – Well written or easy to understand, but a passage or two may be unclear.
3
FAIR TO POOR – Frequently hard to understand.
2-1
VERY POOR – Very hard to understand.
ABSTRACT AND BIBLIOGRAPHY (SPAN550B ONLY)
SPAN550b students must submit an abstract and bibliography by the 9th week of class. The abstract is a
summary of the topic of your final paper and should be approximately 450 words, and the bibliography
must contain ten sources, including articles and books related to your topic, and must be written in correct
MLA format. Abstracts must be typed, double-spaced, and written in Spanish. NO LATE
ASSIGNMENTS WILL BE ACCEPTED WITHOUT A VALID EXCUSE AND OFFICIAL WRITTEN
DOCUMENTATION. Abstracts and bibliographies will be graded according to the criteria below.
Evaluation Criteria for Abstract and Bibliography
25 points
Abstract presents a clearly articulated and original thesis.
25 points
Thesis is situated within existing scholarship.
25 points
Student has located relevant scholarship through library databases, distinguishing at all times
between dependable academic sources such as articles in peer-reviewed journals, and unreliable
sources such non-peer-reviewed websites.
25 points
Student cites all sources in correct MLA format.
FINAL PAPER (SPAN550B ONLY)
SPAN550b students will write a ten-page paper on one of the three novels we have read in class. Students
are expected to come up with a unique thesis, and to situate their thesis within the existing scholarship. Final
papers will be graded according to the criteria below.
Evaluation Criteria for Final Paper
15 points
Essay/Research Paper demonstrates a clearly articulated and original thesis.
15 points
Student demonstrates the ability to support said thesis with concrete evidence from the novel.
10 points
Student situates his/her thesis within existing scholarship and cites relevant secondary sources.
10 points
Student has located relevant scholarship through library databases, distinguishing at all times
between dependable academic sources such as articles in peer-reviewed journals, and unreliable
sources such non-peer-reviewed websites.
10 points
Student cites all sources in correct MLA format.
15 points
Student demonstrates the ability to analyze language, history, culture, and/or literature.
25 points
Student writes clearly and coherently in the target language.
4
ACADEMIC INTEGRITY
All assignments you do for this course MUST BE ENTIRELY YOUR OWN WORK. All forms of plagiarism
are forbidden, this includes presenting ideas and statements of another person as own. ALL INSTANCES OF
PLAGIARISM WILL BE REPORTED TO THE CENTER FOR STUDENT RIGHTS AND
RESPONSIBILITIES, WITHOUT EXCEPTION. If you have any questions about what constitutes
plagiarism, please consult with me. Furthermore, you cannot have another student, a tutor, or friend correct the
work you are to turn in for this course. During quizzes you are prohibited from using any unauthorized
materials or from receiving assistance of any kind. PLAGIARISM CODE:
http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%
Semana 1
Semana 2
Semana 3
Martes 1/20
Introducción al curso
Jueves 1/22
Doña Perfecta: “Introduction to Students” & capítulos 1-8
Martes 1/27
PRUEBA 1
Doña Perfecta: capítulos 9-15
Jueves 1/29
Mulvey, Laura. “Visual Pleasure and Narrative Cinema”
Doña Perfecta: capítulos 16-24
Martes 2/3
PRUEBA 2
Doña Perfecta: capítulos 25-final
Connell, R. W. and J. W. Messerschmidt. “Hegemonic Masculinity:
Rethinking the Concept.”
Kimmel, M. S. “Masculinity as Homophobia: Fear, Shame, and Silence
in the Construction of Gender Identity.”
Jueves 2/5
Semana 4
Semana 5
Semana 6
Martes 2/10
PRUEBA 3
La Regenta: capítulos 1-2
Jueves 2/12
Smith, Jennifer, “Women and the Deployment of Sexuality in nineteenth
-century Spain.”
ENSAYO 1 (SPAN450B ONLY)
ARTICLE SUMMARIES ON DOÑA PERFECTA DUE
Martes 2/17
PRUEBA 4
Jueves 2/19
Gilman, Sander. “Introduction: What Are Stereotypes and Why Use
Texts to Study Them?”
Surwillo, Lisa. “Postimperial Detours and Retours: The Ruta del
indiano.”
Mitchell, Juliet, “Trauma.”
Martes 2/24
PRUEBA 5
Jueves 2/26
Mitchell, Juliet, “Hysteria: From Catastrophe to Trauma.”
5
Semana 7
Semana 8
Semana 9
Semana 10
Semana 11
Semana 12
Semana 13
Semana 14
Martes 3/3
PRUEBA 6
Jueves 3/5
Caruth, Cathy, “Traumatic Departures: Survival and History in Freud
(Beyond the Pleasure Principle, Moses and Monotheism).”
Martes 3/10
Vacaciones de Primavera
Jueves 3/12
Vacaciones de Primavera
Martes 3/17
PRUEBA 7
ABSTRACT AND BIBLIOGRAPHY (SPAN550B ONLY)
Jueves 3/19
Beauvoir, Simone, “The Woman in Love.”
Beauvoir, Simone, “The Mystic.”
Martes 3/24
PRUEBA 8
Jueves 3/26
Modeleski, Tania. “The Disappearing Act: Harlequin Romances.”
Martes 3/31
PRUEBA 9
La Regenta: capítulo 22-23
Jueves 4/2
Martes 4/7
PRUEBA 10
Jueves 4/9
Halberstam, Judith. “An Introduction to Female Masculinity: Masculinity
Without Men.”
Halberstam, Judith. “Perverse Presentism: The Androgyne, the Tribade,
the Female Husband, and Other Pre-Twentieth-Century Genders.”
Martes 4/14
PRUEBA 11
Jueves 4/16
La Regenta: capítulo 30
Martes 4/21
PRUEBA 12
Insolación: capítulos 1-3
Jueves 4/23
NO HAY CLASE
Día de Investigación
ARTICLE SUMMARIES ON LA REGENTA DUE (VIA E-MAIL)
6
Semana 15
Semana 16
Martes
PRUEBA 13
ENSAYO 2 (SPAN450B ONLY)
Jueves
Martes
PRUEBA 14
Jueves
Insolación: capítulos 19 – Epílogo
ARTICLE SUMMARIES ON INSOLACIÓN DUE
ESSAY 3 (SPAN450B) AND FINAL PAPER (SPAN550B) DUE THURSDAY MAY 18TH.
BIBLIOGRAPHY (articles available on D2L)
Doña Perfecta
Pope, Randolph. “Cambio, progreso y transformación: Releyendo Doña Perfecta de Galdós.” Anales de la
Literatura Española Contemporánea 38.1-2 (2013): 277-92. Print.
Sierra, Sarah. “The Anthropological Effect: Cultural Hierarchies and Nationalization in Pérez Galdós’ Doña
Perfecta and Pereda’s De Tal Palo, Tal Astilla.” Neophilologus 95.4 (2011): 565-77. MLA International
Bibliography. Web. 3 Jan. 2015.
---. “Moros y cristianos: Peforming Ideological Dissent in Benito Pérez Galdós’s Doña Perfecta.” Hispanófila
165 (2012): 31-50. Print. MLA International Bibliography. Web. 3 Jan. 2015.
Rugg, Marilyn D. “The Women of Orbajosa: Patriarchy as the Definitive Ideology in Galdós’s Doña Perfecta.”
Mediterranean Studies 16 (2007): 191-223. Print. MLA International Bibliography. Web. 3 Jan. 2015.
Conrod, Frédéric, “Babel contra el panóptico: Una confrontación con Madrid en Doña Perfecta de Galdós.”
Colorado Review of Hispanic Studies 2.1 (2004): 61-81. MLA International Bibliography. Web. 3 Jan.
2015.
Álvarez, Raúl. “Ideologización del espacio en Doña Perfecta y Aves sin nido: La oposición campo-ciudad.”
Decimonónica 1.1 (2004): 1-15. Web.
Gabriele, John P. “The Etiology of Sin and Evil in Doña Perfecta.” Monographic Review 18 (2002): 44-58.
Print. ILL.
Laraway, David. “Property and Propriety in Galdós’s Doña Perfecta.” Romance Quarterly 48.2 (2001): 89
-99. MLA International Bibliography. Web. 3 Jan. 2015.
Ràfols, Wifredo de. “Lies, Irony, Satire, and the Parody of Ideology in Doña Perfecta.” Hispanic Review
64.4 (1996): 467-89. MLA International Bibliography. Web. 3 Jan. 2015.
La Regenta
Amann, Elizabeth. “‘La forma en fondo’: The Politics of Camp in La Regenta.” Journal of Spanish
Cultural Studies 5.1 (2004): 11-23. MLA International Bibliography. Web. 3 Jan. 2015.
Bly, Peter. “Semana Santa Processions as Viewed by Galdós and Alas.” Anales Galdosianos 49 (2014):
29-54. Print.
Fernández-Jáuregui Rojas, Carlota. “Incapacidad, violencia y frustración…Erotismo y terror en La
Regenta.” Verba Hispanica 13 (2005): 13-27.
García, Pablo. “Vetusta imperial: América y la colonia en La Regenta de Leopoldo Alas.” Revista
Hispánica Moderna 56.2 (2003): 269-84. Print.
Gilfoil, Anne. “Doctor vs. Priest: Urban Planning and Reform in Vetusta. Leopoldo Alas’s La Regenta.”
Decimonónica 6.1 (2009): 34-45. Web.
Jaffe, Catherine. “In Her Father’s Library: Women’s Reading in La Regenta.” Revista de Estudios
Hispánicos 39.1 (2005): 3-25. MLA International Bibliography. Web. 3 Jan. 2015.
Rich, Lawrence. “Fear and Loathing in Vetusta: Coding Class and Gender in Clarín’s La Regenta.”
7
Revista Canadiense de Estudios Hispánicos 25.3 (2001): 505-18. Print.
Livianos Dominguez, Alfonso. “Inesismo y desdonjuanización en La Regenta de Clarín: La lectura
quijotesca de Ana Ozores del drama de Zorrilla. Anales Galdosianos 48 (2013): 55-82. Print.
McKinney, Collin. “Spectators, Spectacles and Desiring Eye/I in La Regenta.” Decimonónica 3.2 (2006):
59-74. Web.
Mathews, Cristina. “Making the Nuclear Family: Kinship, Homosexuality, and La Regenta.” Revista de
Estudios Hispánicos 37.1 (2003): 75-102. MLA International Bibliography. Web. 3 Jan. 2015.
Ortiz Canseco, Marta. “Sentidos y sensualidad pervertida… Erotismo y terror en La Regenta.” Verba
Hispanica 13 (2005): 29-43. Print.
Outes, Brais. “ ‘En aquella hora sublime’: Ana Ozores o la trascendencia estético-religiosa en La
Regenta.” Anales Galdosianos 46 (2011): 67-86. Print.
Pennington, Eric. “Refractions of Empire in La Regenta: Don Víctor Quinanar as Historical Allegory.”
Crítica Hispánica 29.102 (2007): 235-52. Print.
---. “Structuring Empire in the Opening Chapter of La Regenta.” Romance Notes 49.2 (2009):
167-76. MLA International Bibliography. Web. 3 Jan. 2015.
Ramos González, Rosario. “El colonialismo finisecular y sus metáforas en La Regenta de Leopoldo
Alas Clarín. Boletín del Real Instituto de Estudios Asturianos 56.159 (2002): 219-40. Print.
Resina, Juan Ramón. “Ana Ozores Nerves.” Hispanic Review 71 (2003): 229-52. Print.
Robb, Anthony J. “Un estudio del leitmotif: Mirada, persecución y conquista en La Regenta de Clarín.”
Con-Textos 17.35 (2006): 90-100. Print.
Tsuchiya, Akiko. “Talk, Small and Not So Small: The Power of Gossip in Clarín’s La Regenta.” Revista
Canadiense de Estudios Hispánicos 31.3 (2007): 391-412. Print.
Valis, Noël. “The Aggression of Stereotype in Clarín’s La Regenta.” Studies in Honor of Vernon
Chamberlin. Ed. Mark Harpring. Newark, DE: Juan de la Cuesta, 2011. 245-59. Print. I-SHARE.
Walczak, Grazyna. “Aspiraciones y apariencias: La cursilería en La Regenta como instrumento de crítica
social.” Hispanic Journal 32.2 (2011): 55-66. Print.
Willem, Linda. “High Fidelity: Scoring the Text in TV’s La Regenta.” Studies in Honor of Vernon
Chamberlain. Newark, DE: Juan de la Cuesta, 2011. 277-92. Print. I-SHARE.
Wood, Gareth. “The Illustrated La Regenta: An Inexplicable Neglect and a Debate that Never Happened.”
Bulletin of Hispanic Studies, 2010; 87 (7): 773-799. MLA International Bibliography. Web. 3 Jan.
2015.
Zamora, Andrés. “Ensayo hipertextual (Propuesta para una ilustración apócrifa y electronica de La
Regenta.” Revista Canadiense de Estudios Hispánicos 31.1 (2006): 175-201. Print.
Insolación
Amann, Elizabeth. “Nature and Nation in Emilia Pardo Bazán's Insolación.” Bulletin of Spanish
Studies 85.2 (2008): 175-92. EBSCOhost. Web. 6 Jun 2012.
Colbert, Maria. “Rules of Gender, Reserve, and Resolution in Pardo Bazán’s Insolación.” Hispanic
Review 77.4 (2009): 427-48. MLA International Bibliography. Web. Dec. 31, 2014.
Heneghan, Dorota K. “Fashion and Femininity in Emilia Pardo Bazán’s Insolación.” Hispanic Review 80
(2012): 63-84. MLA International Bibliography. Web. Dec. 31, 2014.
Pereira-Muro, Carmen. “ ‘Parecía efecto escénico, coro de zarzuela bufa’: La zarzuela como intertexto y
alegoría nacional en Insolación de Emilia Pardo Bazán.” Studi Ispanici, 2012; 37: 165-180. Print.
Smith, Jennifer. "Cultural Capital and Social Class in Emilia Pardo Bazán's 'La mujer española'
and Insolación." Anales de la Literatura Española Contemporánea 41 (2016). Print. In press.
---. "Sexual Desire and the Nautical and Solar Motifs in Emilia Pardo Bazán’s Insolación." Anales
Galdosianos 49 (2014): 93-105. Print.
Tolliver, Joyce. “Narrative Accountability and Ambivalence: Feminine Desire in Insolación.”
Revista de Estudios Hispánicos 23.2 (1989): 103-18. Print.
Walter, Susan. “A Pendulum’s Path: The Creation of Female Subjectivity in Insolación.” Letras
Peninsulares 21.2-3 (2008/2009): 337-49. Print.
8
Syllabus Attachment
Spring 2015
http://pvcaa.siu.edu/
IMPORTANT DATES *
Semester Class Begins …………………………………………….01/20/2015
Last day to add a class (without instructor permission): ………….01/25/2015
Last day to withdraw completely and receive a 100% refund: ….02/01/2015
Last day to drop a course using SalukiNet: ……………………….04/05/2015
Last day to file diploma application (for name to appear in Commencement
program): ………………...………………………………………..03/13/2015
Final examinations: …………………………………………5/11–5/15/2015
Note: For outreach, internet, and short course drop/add dates, visit Registrar’s Academic
webpage http://registrar.siu.edu/
SPRING SEMESTER HOLIDAYS
Martin Luther King, Jr.’s Birthday 01/19/2015
Spring Vacation 03/07—03/15/2015
WITHDRAWAL POLICY ~ Undergraduate only
Students who officially register for a session may not withdraw merely by the
stopping of attendance. An official withdrawal form needs to be initiated by the
student and processed by the University. For the proper procedures to follow
when dropping courses and when withdrawing from the University, please visit
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf
INCOMPLETE POLICY~ Undergraduate only
An INC is assigned when, for reasons beyond their control, students engaged in
passing work are unable to complete all class assignments. An INC must be
changed to a completed grade within one semester following the term in which
the course was taken, or graduation, whichever occurs ﬁrst. Should the student
fail to complete the course within the time period designated, that is, by no
later than the end of the semester following the term in which the course was
taken, or graduation, whichever occurs first, the incomplete will be converted
to a grade of F and the grade will be computed in the student's grade point
average. For more information please visit:
http://registrar.siu.edu/grades/incomplete.html
REPEAT POLICY
An undergraduate student may, for the purpose of raising a grade, enroll in a
course for credit no more than two times (two total enrollments) unless
otherwise noted in the course description. For students receiving a letter grade
of A,B,C,D, or F, the course repetition must occur at Southern Illinois
University Carbondale. Only the most recent (last) grade will be calculated in
the overall GPA and count toward hours earned. See full policy at
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf
GRADUATE POLICIES
Graduate policies often vary from Undergraduate policies. To view the
applicable policies for graduate students, please visit
http://gradschool.siu.edu/about-us/grad-catalog/index.html
DISABILITY POLICY
Disability Support Services provides the required academic and programmatic
support services to students with permanent and temporary disabilities. DSS
provides centralized coordination and referral services. To utilize DSS
services, students must come to the DSS to open cases. The process involves
interviews, reviews of student-supplied documentation, and completion of
Disability Accommodation Agreements.
http://disabilityservices.siu.edu/
PLAGIARISM CODE
http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf
MORRIS LIBRARY HOURS
http://www.lib.siu.edu/about
SAFETY AWARENESS FACTS AND EDUCATION
Title IX makes it clear that violence and harassment based on sex and
gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other
protected categories such as race, national origin, etc. If you or someone
you know has been harassed or assaulted, you can find the appropriate
resources here: http://safe.siu.edu
SALUKI CARES
The purpose of Saluki Cares is to develop, facilitate and coordinate a
university-wide program of care and support for students in any type of
distress—physical, emotional, financial, or personal. By working
closely with faculty, staff, students and their families, SIU will continue
to display a culture of care and demonstrate to our students and their
families that they are an important part of the community. For
Information on Saluki Cares: (618) 453-5714, or [email protected],
http://salukicares.siu.edu/index.html
EMERGENCY PROCEDURES
Southern Illinois University Carbondale is committed to providing a
safe and healthy environment for study and work. We ask that you
become familiar with the SIU Emergency Response Plan and Building Emergency Response Team (BERT) pr ogr ams. Please reference
the Building Emergency Response Protocols for Syllabus attachments
on the following pages. It is important that you follow these instructions
and stay with your instructor during an evacuation or sheltering
emergency.
INCLUSIVE EXCELLENCE
SIU contains people from all walks of life, from many different
cultures and sub-cultures, and representing all strata of society,
nationalities, ethnicities, lifestyles, and affiliations. Learning from and
working with people who differ is an important part of education as well
an essential preparation for any career. For more information please
visit: http://www.inclusiveexcellence.siu.edu/
LEARNING AND SUPPORT SERVICES
Help is within reach. Learning support services offers free tutoring on
campus and math labs. To find more information please visit the Center
for Learning and Support Services website:
Tutoring : http://tutoring.siu.edu/
Math Labs http://tutoring.siu.edu/math_tutoring/index.html
WRITING CENTER
The Writing Center offers free tutoring services to all SIU students and
faculty. To find a Center or Schedule an appointment please visit
http://write.siu.edu/
AFFIRMATIVE ACTION & EQUAL OPPORTUNITY
Our office's main focus is to ensure that the university complies with
federal and state equity policies and handles reporting and investigating
of discrimination cases. For more information visit:
http://diversity.siu.edu/#
Additional Resources Available:
SALUKINET: https://salukinet.siu.edu/cp/home/displaylogin
ADVISEMENT: http://advisement.siu.edu/
SIU ONLINE: http://online.siu.edu/
Spring 2015 R.O’Rourke

SPAN450b/550b – SPANISH REALISM AND NATURALISM

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