Español 303
Course #23633
Tues/Thurs 11:00-12:15
Barret 214
Spring 2013
Dr. Catherine Sundt
Office: 115 Palmer
Sundtc@rhodes.edu
Office hours: Mon/Weds 11-12,
Mon-Thurs 1-2
Survey of Peninsular Spanish Literature
Description and Objectives: This course is designed to expose students to a wide range of
Spanish literature from different genres and time periods, including occasional discussions of art,
music, and film. Students will engage in serious, critical reading and learn to interpret, question,
and analyze texts in a way that goes beyond simple plot and character descriptions. One of the
main goals of this course is to help students to establish connections between different styles of
expression, and this will involve some discussion of extra-literary topics such as history, theory,
and cultural content.
Textos:
Friedman, Edward H., L. Teresa Valdivieso and Carmelo Virgilio, eds. Aproximaciones al
estudio de la literatura hispánica, 7th ed. New York: McGraw-Hill, 2010.
Grade Distribution
20% - Attendance and Participation: Daily attendance and participation are essential for language
learning, and you are therefore expected to come to class every day having thoroughly read
the assignment, ready to engage with the professor and the other students. Repeated
absences will negatively affect your grade in this category, except for extraordinary
circumstances as determined by the Dean of Students. Seven or more absences for any
combination of reasons (including illness, travel, extracurricular activities, etc.) will likely
result in failure of the course. Additionally, participation in class discussion counts for 20%
of your final grade. Cell phones are not permitted in the classroom, and laptops are only
allowed on days when the text is distributed via PDF.
10% - Written Reaction: There will be a written reaction of approximately 2-3 pages in Spanish, and
the grade will be divided between content (60%) and grammar (40%). Therefore, students
should pay attention both to their ideas and to the correct use of the Spanish language. For
the reaction, each student should choose an aspect of the short novel (Réquiem por un
campesino español) and analyze it thoroughly. The reaction should not be a summary, but rather
a thoughtful analysis of a literary component of the novel.
20% - Final Essay: There will be a comparative analytic essay of approximately 4-5 pages in Spanish,
due on the last day of class. The grade will once again be divided between content (60%) and
grammar (40%). Therefore, students should pay attention both to their ideas and to the
correct use of the Spanish language. For this essay, each student will pick two texts from any
genre that s/he would like to compare in terms of theme, language, characters, etc. The
student will have to use appropriate vocabulary and avoid summary of the text, focusing
instead on the content and literary techniques.
10% - Homework: There will not be much homework aside from reading, but the homework that is
assigned will be turned in, and there occasionally will be quizzes on assigned readings. The
quizzes will be given at the beginning of class; late students will not be allowed to take them.
40% - Exams: There will be a midterm and a final exam that cover both the literary texts and the
content/terminology of the course. Each exam is worth 20% of the final grade.
Grading scale:
A
93-100
A90-92
B+
87-89
B
83-86
B80-82
C+
77-79
C
73-76
C70-72
D+
67-69
D
63-66
D60-62
F
0-59
Additional notes:
 A student who receives an “A” for participation is a student who never or rarely misses
class, who shows up on time, who participates actively and willingly, who only speaks in
Spanish in the classroom, and who makes genuine and helpful contributions to the
classroom environment.
 Late work will not be accepted except for excused absences such as medical issues or
university-related events. Likewise, missing class is not an excuse for not completing the
reading, as all assignments are listed on Moodle.
 Please ask me for help if you are unsure about assignments or instructions, if you feel that
you are behind, if you want to know how to be a better participant in class, or if you need
any other kind of help. If you cannot attend my office hours, we can make other
arrangements to meet.
 I honor any accommodations granted through the Office of Disability Services; please
register with them and be sure that your accommodations are on record (contact Melissa
Butler ext. 3885 for more info).
Resources:
Spanish accents (typing): http://www.studyspanish.com/accents/typing.htm
Spanish dictionary/conjugation: www.wordreference.com
Language reviews: www.studyspanish.com
Programa de trabajo
10 de enero
15 de enero
Introducción al curso. Detalles administrativos.
Algunos conceptos fundamentales de la literatura.
La narrativa
Introducción a la narrativa (Aproximaciones, pp. 10-19).
Cuentos: Don Juan Manuel, “Lo que sucedió a un mozo . . .”
(Aproximaciones 42-45); “Lo que sucedió a un rey…” (en
Moodle).
17 de enero
Cervantes, El licenciado vidriera
22 de enero
Cervantes, El licenciado vidriera
24 de enero
Emilia Pardo Bazán, “Las medias rojas,” (Aproximaciones 50-53)
29 de enero
Novela corta: Ramón Sender “Réquiem por un campesino
español.” (7-33)
31 de enero
Novela corta: Sender, “Réquiem…” (34-69)
5 de febrero
Novela corta: Sender, “Réquiem…” (70-106)
7 de febrero
Película: Volver
12 de febrero
Terminar la película, discusión
14 de febrero
Juan José Millás, “El hombre que salía por las noches” y “El otro”
19 de febrero
Discusión: Los blogs, los nuevos medios de comunicación
21 de febrero
EXAMEN DEL MEDIO-SEMESTRE
26 de febrero
La pintura y la música como expresión artística
28 de febrero
5 de marzo
La poesía
Entregar Reacción 1
Introducción a la poesía
Juan Ramón Jiménez, “Intelijencia, dame” (en Moodle) y “Vino,
primero, pura” (Aproximaciones 214); Carolina Coronado,
“Libertad” y “Marido verdugo” (Moodle)
Poemas: Federico García Lorca, “Paisaje de la multitud que
vomita” y “Navidad en el Hudson” (en Moodle); Pablo Neruda,
“Walking around” y “Explico algunas cosas” (en Moodle)
7 de marzo
Lorca, “Lamentación de la muerte,” “Muerte de Antoñito el
Camborio” “Alma ausente” (Moodle)
12 y 14 de marzo: No hay clase (vacaciones de primavera)
19 de marzo
El drama
Introducción al drama
García Lorca, La casa de Bernarda Alba, Acto 1 (Aproximaciones
335-347)
21 de marzo
García Lorca, La casa de Bernarda Alba, Acto 2 (348-360)
26 de marzo
García Lorca, La casa de Bernarda Alba, Acto 3 (360-370)
28 de marzo: No hay clase (vacaciones de Pascua)
2 de abril
Película: Mar adentro
4 de abril
El ensayo y el costumbrismo
Terminar la película, introducción al ensayo y al costumbrismo
9 de abril
Mariano José de Larra, “Vuelva Ud. mañana” (Aproximaciones
402-410)
11 de abril
Ayguals de Izco, “El gastrónomo y el borracho”
16 de abril
Antonio Flores, “El carnaval de Madrid”
Ramón de Mesonero Romanos: “El Martes de Carnaval y el
Miércoles de Ceniza”
18 de abril
Larra, “En este país” y Flores, “Vamos a matar el tiempo”
23 de abril
La tecnología y la construcción de la realidad
25 de abril
Repaso para el examen final
Entregar el ensayo final
Classroom Agreement
The professor of this course recognizes the outstanding quality of Rhodes students and their
commitment to academic success. As such, she will do everything in her power to ensure that the
students have a positive learning experience; this includes grading and returning assignments quickly,
being available outside of class, not changing dates or adding assignments at the last minute, staying
on topic within the context of the classroom, and assigning scores objectively and fairly.
As such, I pledge, as a Rhodes student, to positively contribute to the classroom
environment and further my own academic success by doing the following:

I seek to understand not only the Spanish language, but also how it operates within a cultural
context.

I will speak Spanish in the classroom; rather than simply asking “how do you say…?” if I
don’t know a word/phrase, I will attempt to find synonyms, think of another way to express
the idea, or explain the word/phrase that I’m trying to use (circumlocution).

I will make every effort to do my homework and assignments in a purposeful manner, and
not rush through them or use shortcuts. Use of online translators such as Google Translator
and BabelFish for any course assignments is extremely obvious, will be considered academic
misconduct, and may be submitted to the Honor Council. My work will be my own, because
it is only through repeated practice and trial/error that I will learn to express myself in
Spanish, rather than just translating English.

I will communicate any difficulties, confusions, issues, or problems to my professor quickly
before they negatively affect my grade or the classroom environment.

I understand that my attendance is essential for language learning, and I wish to participate
actively as a member of the Rhodes community. My absence and/or any disrespectful
classroom activity (texting, sleeping, etc.) will not only negatively affect my grade, but it also
harms the academic environment for my fellow students.

I will approach this course and its assignments with a positive attitude and a desire to
communicate and express myself in Spanish in a meaningful way.
Signed,
______________________________________________________ Date: ____________
Printed Name: ________________________________________________