docSPN 395: Introduction to Spanish American Literature I
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SPN 395: Introduction to Spanish American Literature I
Stony Brook University Department of Hispanic Languages and Literature College of Arts and Sciences Fall 13 SPN 395: Introduction to Spanish American Literature I __________________________________________________________________ This course satisfies the SBC category HFA+ (certified) and the DEC category J Instructor: Prof. Paul Firbas Email: [email protected] Section: 01 Class time: TU & TH 1:002:20 in Melville Library W4530 Office hours: Tuesdays: 3 to 5 pm in Melville Library N3019 Thursdays: 12 to 1 pm in Melville Library N3019 Or by appointment COURSE DESCRIPTION Readings in SpanishAmerican literature from its native origins through colonial rule. Additional course information This course studies the literature and historiography of the Spanish empire and its th th colonies in the Americas, mainly in the 16 and 17 centuries. Beginning with the writings of Columbus and the cartographic imagination, in the first part the students will read texts produced during the conquest and the early evangelization, leading to debates on the nature of the Indians and the justice of the European occupation of the New World. In the second part, the focus will be on narrations of the formation of the new mestizo and criollo cultures. Emphasis will be on authors such as the Inca Garcilaso de la Vega and the Mexican nun Sor Juana Inés de la Cruz. Contemporary critical readings will complement class discussion. The class will also explore the early vocabulary of empire and the colonies, focusing on such key words as Indian , cannibal, encomienda, maroon, criollo, ladino, mestizo , etc. Students will get familiar with the intellectual debates and language that accompanied the formation of the SpanishAmerican society and culture. Course Prerequisites : SPN 312 COURSE LEARNING OBJECTIVES ● Students will learn about the cultural production of diverse native civilizations of the Americas particularly in Mesoamerica and the Andes by the time of the Spanish invasion and colonization. ● Students will study and practice the Spanish language in depth by reading and th th analyzing Spanish texts produced between the late 15 and 18 centuries. ● Students will familiarize themselves with old Spanish writing in different genres, from legal texts to letters, military and religious documents and historiography. ● Understand the origins of ideas on and practices of colonialism, racism, human rights and international law. ● Analyze the importance of early American texts and ideas in the formation and consolidation of modern Latin American countries. th ● Acquire a critical understanding of the first globalization in the 16 century and the ideologies that supported it. ● Develop a critical vocabulary in Spanish to think, discuss and write about the colonial culture in Latin America and its legacies. ● Understand the linguistic diversity of the socalled New World and the impact and importance of native languages in the evolution of the new Spanish dialects in the Americas. Instructor will help students in class to read and contextualize early Spanish American texts. Using examples, ideas and visual material from popular and academic culture, students will be invited to open a critical dialogue with colonial times. Students will be required to read the main texts at home and come to class with questions on the language, context or narrative problems found in the readings. Class time will be used to discuss and learn about colonial culture and its relevance to our modern world. COURSE REQUIREMENTS Attendance and Make Up Policy Regular attendance is expected. More than three unexcused absences will be penalized by lowering the student grade. Three tardies (10 minutes late or more) are equivalent to one absence. There will be no makeup tests on unexcused absences. If properly excused (medical, jury duty, etc.), the student will discuss the makeup with the instructor. Description and schedule of Required Readings and/or Assignments Class discussions and all written work will be in Spanish. Students are expected to actively participate in class discussions and to use our Blackboard (=BB) website to access course documents and information. Required books 1) Cortés, Hernán. Cartas de relación . Madrid: Castalia. ISBN 8470396706 2) Núñez Cabeza de Vaca, Álvar. Naufragios. Madrid: Cátedra. ISBN 8437603412 3) Las Casas, Bartolomé de. Brevísima relación de la destrucción de las Indias . Madrid: Cátedra: 8437608511 4) Garcilaso de la Vega, el Inca. Comentarios reales . Mexico: Porrúa. ISBN 9684329563 5) Inés de la Cruz, Sor Juana. The Answer / La respuesta . New York: Feminist Press. ISBN 1558610774. Student will read about 20 to 50 pages in Spanish per week, plus some literary criticism either in Spanish or English. Exams There will be three (3) short written exercises in class (pruebas escritas). Exams will be on the assigned readings and class discussion. For some questions students will be given a short quote and be asked to identify the source and write a short comment on its meaning and relevance. Quotes will be exemplary fragments on texts previously discussed in class. Quotes will include narrative or ideological elements that will help students to easily identify them. Other questions will be on key terms or concepts that were previously discussed in class. Normally, an exam will include 12 questions and the students will answer only ten. See our course BB site for samples of examtype questions. Final paper The final paper should be 45 doublespaced pages, not including the bibliography. It must be typed, doubledspaced and printed in Times New Roman 12 points or any other font recommend by the MLA of Chicago Style Manual. For all formatting issues please refer to the MLA Style Manual . [See Melville Library Reference PN147.A28 2008 ]. Student should submit their final paper electronically in two ways: 1) by email to [email protected] ); and 2) to SafeAssign on Blackboard The final paper should 1) Be the student’s own intellectual work (in the form of textual analysis, close reading, literary commentary). 2) It must show basic knowledge of the historical and cultural context of colonial Spanish America. 3) It must be written in standard academic Spanish and must use the MLA, Chicago or APA Style format (MLA is strongly recommended). Do not mix styles. Be consistent. Students will be asked to write the final paper on one of the two or three main texts discussed in the last weeks of classes. The topic is open, but the student will need to email the instructor (or post it on BB) before the last week of classes. If the student does not choose his or her own topic on time, he or she will be required to use a topic given by the instructor and posted on BB. Samples from previous years are posted on BB. GRADING Final paper (45 pages in Spanish) 45% Class participation 10% Three in class written exercises 45% A = 95100 B+ = 8789 B = 8083 C = 7476 A = 9094 B = 8486 C+ = 7779 C = 7073 D+ = 6069 D = 6065 F = 059 MEETING SCHEDULE Note: Students must bring to class all the assigned texts. Except for the required books, all other material will be posted on Blackboard (=BB) ♣Week 1 Aug 27 Introducción al curso. ¿Qué es lo colonial? ¿Dónde y cuándo comienza la literatura “latinoamericana” ¿Por qué “literatura colonial”? ¿Con qué definición de “literatura” trabajamos? ¿Cuál es la importancia de marcar el “inicio”? Aug 29 Un modelo de lectura, análisis y discusión en clase: Bernal Díaz del Castillo, fragmento de Historia verdadera de la conquista de la Nueva España , cap. XXVII (BB) ♣Week 2 Sept 3 No classes (Labor Day) Sept 5 Mapas, viajes, imperio y colonia. Introducción a las “exploraciones”, el mundo conocido y la configuración de Europa. Textos : “Para leer castellano antiguo” (BB); Juan De Mandevila, El libro de las maravillas [c. 1357, ed.1524] (BB); y Stephen Greenblatt, Marvelous Possessions (Chicago Uni Press, 1991, pp. 5273) (BB). ♣Week 3 Colón y su discurso sobre las Indias Sept 10 Cristóbal Colón y el “Prólogo” (pp. 3942) al “Diario del primer viaje”. ¿Cuál era la misión oficial de Colón? ¿Cómo se transforma en su discurso? Textos : Las capitulaciones de Santa Fe (BB) y Prólogo al “Diario” (BB). Sept 12 Cristóbal Colón: “Diario del primer viaje”. Textos : Días 3 de agosto al 7 de septiembre; 1 de octubre al 16 de octubre; 26 de noviembre al 26 de diciembre (BB). Extractos de Fray Ramon Pane, Relación acerca de las antigüedades de los indios , c. 1498 (BB) ♣Week 4 Alrededor de los textos colombinos Sept 17 La publicación de la Carta de Colón en 1493. Las bulas papales. Imágenes (grabados de 1493) de las primeras ediciones de Colón. El encuentro del europeo y el “indio”. El Caribe y los primeros debates sobre la legalidad de la conquista. Comparaciones entre el texto de Colón y el de Vespuci. Textos: La primera bula papal “Inter coetera” (BB) y Colón, “Carta a Santánjel” (BB). Textos : Amerigo Vespuci (Américo Vespucio), Carta del Nuevo Mundo 1503? (BB) Sept 19 ♣Week 5 Sept 24 Sept 26 ♣Week 6 Oct 1 Oct 3 ♣Week 7 Oct 8 Oct 10 ♣Week 8 Oct 15 Oct 17 ♣Week 9 Oct 22 Oct 24 ♣Week 10 Oct 29 Nov 31 ♣Week 11 Nov 6 Nov 8 ♣Week 12 Nov 13 Relatos indígenas y la visión nativa de la invasión europea en América. Escritos coloniales e imágenes prehispánicas . Textos : Selección del Popul Vuh . Las antiguas historias de Quiché (BB) Continúan los Relatos indígenas y la visión nativa de la invasión europea en América Escritos coloniales e imágenes prehispánicas. Selección del Manuscrito de Huarochirí . (BB) Textos : selección de M. León Portilla, “La visión de los vencidos” (BB), N. Wachtel, “La muerte de los dioses” (BB) y Olivia Harris “The Coming of the White People. Reflections on the Mythologization of History in Latin America.” (BB) EXAM 1 . *Primera prueba escrita en clase. Los primeros textos castellanos sobre México. Las cartas de relación de Cortés Texto : Hernán Cortés, Segunda carta de relación (pp. 159182). See also “Introduction” by Antony Pagden (BB) El “servicio” al Rey y la “Nueva España” Texto : Hernán Cortés, Segunda carta de relación (183220) Texto : Hernán Cortés, Segunda carta de relación (221284) La defensa del indio Texto : Bartolomé de las Casas: Brevísima destrucción de las Indias (pp.68120) Textos : Bartolomé de las Casas: Brevísima destrucción de las Indias (pp.12177) y “El requerimiento ” (versión de Las casas)(BB) La relación y el “naufragio” de Álvar Núñez Cabeza de Vaca Texto : Naufragios (Proemio cap. XIII) Texto : Naufragios (cap. XIV – cap. XVII) Texto : Naufragios (cap. XXVIII – cap. XXXVIII) Texto : Rolena Adorno, “Negotiation of Fear in Cabeza de Vaca´s Naufragios ” (Blackboard) EXAM 2 . *Segunda prueba escrita en clase. Texto : Comentarios reales del Inca Garcilaso. Libro I (Proemio, Advertencias y cap. I VIII) El Inca Garcilaso de la Vega Texto : Comentarios reales del Inca Garcilaso. Libro I (Proemio, Advertencias y cap. I VIII) Texto : Comentarios reales del Inca Garcilaso. Libro I (cap. IXXVIII) Nov 15 ♣Week 13 Sor Juana Inés de la Cruz y la cultura criolla y cortesana Nov 20 Texto : Sor Juana: Respuesta a Sor Filotea Nov 22 Texto : Sor Juana: Respuesta a Sor Filotea ♣Week 14 Nov 27 EXAM 3 . *Tercera prueba escrita en clase. Nov 28 No classes (Thanksgiving Break) ♣Week 15 Dec 4 Final discussion on Sor Juana’s text. Dec 6 Final paper discussion and worshop. Final paper (45 pages) due on Thursday Dec 12, 2012 , before 8 pm. Submit your paper electronically by email ( [email protected] ) AND to SafeAssign on Blackboard. CLASS PROTOCOL Students can use electronic devises in class only if they are used in direct relation to the material discussed in class in that moment. Other uses of computers or smart phones are not allowed. CLASS RESOURCES Melville Library catalog: http://www.library.stonybrook.edu/ Melville Library databases: http://guides.library.stonybrook.edu/databases Blackboard: https://blackboard.stonybrook.edu Spanish Writing Center: http://www.stonybrook.edu/commcms/hispanic/undergraduate/writingcenter.html DISABILITY SUPPORT SERVICES (DSS) If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact Disability Support Services (631) 6326748 or http://studentaffairs.stonybrook.edu/dss/. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following website: http://www.stonybrook.edu/ehs/fire/disabilities/asp. ACADEMIC INTEGRITY Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report any suspected instance of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ CRITICAL INCIDENT MANAGEMENT. Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, and/or inhibits students' ability to learn. Mapa del Mar del Sur o Pacífico, Abraham Ortelius, 1598
