The University of Manchester
Faculty of Humanities
School of Languages, Linguistics
and Cultures
SPANISH,
PORTUGUESE & LATIN
AMERICAN STUDIES
Directory of
Undergraduate Course Units
2007 - 2008
This book is the property of ........................................................
CONTENTS
1. General Information
1.1
1.2
1.3
1.4
1.5
1.6
Introduction
Essential Information
Semester Dates
Spanish, Portuguese and Latin American Studies Staff
List and Contact Details.
Staff Research Interests
Useful Resources
2. Degree Programmes
2.1. First Year
2.1.1 Structure of Degree
Regulations. First Year
2.1.2 Level 1 Course Units.
Programmes
and
Structure of Degree Programmes
Regulations. Second Year
Level 2 Course Units.
and
2.2. Second Year
2.2.1
2.2.2
2.3. Final Year
2.3.1
2.3.2
Structure of Degree
Regulations. Final Year
Level 3 Course Units.
Programmes
Appendix 1: The BA Dissertation – Guidelines and Regulations
and
1. General Information
1.1 Introduction
The Directory of Course Units is to be read in conjunction with the relevant School
Undergraduate Programmes Handbook, which contains full information on all aspects
of the degree programmes provided within the School of Languages, Linguistics and
Cultures.
The Directory contains additional information about Spanish, Portuguese and Latin
American Studies, particularly details of all course units available. It spells out part of
the regulations governing compulsory and optional course units in Spanish,
Portuguese and Latin American Studies for the following degree programme.
SPANISH, PORTUGUESE AND LATIN AMERICAN STUDIES
As well as the Spanish and/or Portuguese component for the following degree
programmes:
AMERICAN AND LATIN AMERICAN STUDIES
MEDIEVAL STUDIES
MODERN LANGUAGES Joint Hons
French & Spanish.
German & Spanish.
Italian & Spanish.
Russian & Spanish.
Spanish & Portuguese
French & Portuguese
German & Portuguese
Italian & Portuguese
Russian & Portuguese
ENGLISH AND SPANISH
ENGLISH AND PORTUGUESE
HISTORY AND SPANISH
HISTORY AND PORTUGUESE
HISTORY OF ART AND SPANISH
HISTORY OF ART AND PORTUGUESE
LATIN AND SPANISH
LATIN AND PORTUGUESE
LINGUISTICS AND SPANISH
LINGUISTICS AND PORTUGUESE
MIDDLE EASTERN AND MODERN EUROPEAN LANGUAGES (Spanish or
Portuguese)
MASTER OF MODERN LANGUAGES (MML)
French & Spanish.
German & Spanish
Italian & Spanish.
Russian & Spanish
EUROPEAN STUDIES AND SPANISH (ESML)
EUROPEAN STUDIES AND PORTUGUESE (ESML)
COMBINED STUDIES (WITH SPANISH AND/OR PORTUGUESE)
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT (Spanish)
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT
(Portuguese)
BIOLOGICAL SCIENCES WITH SPANISH
BIOLOGICAL SCIENCES WITH PORTUGUESE
MATHEMATICS WITH SPANISH
MATHEMATICS WITH PORTUGUESE
Students following degree programmes not listed above will have been provided with
separate handbooks/guides for these programmes and should make their choices on
the basis of the information given there.
1.2 Essential Information
Spanish, Portuguese and Latin American Studies Office
Room S3.5 Humanities Building (Lime Grove) (formerly the Arts Building)
Tel: 0161 275 3040. Fax. 0161 275 3031
Email: Spanish@manchester.ac.uk
Website : www.llc.manchester.ac.uk/disciplineareas/spanishandportuguesestudies
The information given in this Directory of Course Units is as known at the time going
to press, April 2007.
Some elements may still be subject to confirmation or change.
Up-to-date information can also be sought on the undergraduate pages of the Spanish,
Portuguese and Latin American Studies web pages.
Tuesday is the official day allotted to Spanish, Portuguese and Latin American
Studies modules for submission of all assessed course work to the School of
Languages, Linguistics and Cultures Reception Desk in S3.8 (apart from course units
involving submission of a dissertation).
Enrolment limits on second and final year content course units ensure that all students
benefit from significant attention from their lecturers and that there is ample
opportunity for classroom participation. Because of degree requirements, preference
for enrolment on certain course units may be shown based on degree programme.
It is the individual student's responsibility to ensure that s/he has fulfilled any pre- or
co-requisites listed in this handbook before enrolling in any course unit.
Students may change to Joint Honours Spanish and Portuguese at the end of year one
provided that they have passed all their required Portuguese modules satisfactorily
1.3 Semester Dates
2007-2008
First Semester
Attendance: 17 September 2007 - 14 December 2007
Reading Week: 29 October – 2 November 2007
Christmas vacation: 15 December 2007 - 13 January 2008
Attendance: 14 January 2008 - 27 January 2008
Second Semester
Attendance: 28 January 2008 – 14 March 2008
Easter vacation: 15 March 2008 – 6 April 2008
Attendance: 7 April 2008 - 6 June 2008
1.4
Spanish, Portuguese and Latin American Studies.
Staff List and Contact Details
Staff Contact Information
Tel. from outside line [44] 161 27+
Dr Iris Bachmann
Lecturer in Hispanic Linguistics
Tel 53026
Room N3.6
E-mail iris.bachmann@manchester.ac.uk
Dr Esther Gómez-Sierra
Lecturer in Spanish
Tel 53688
Room N3.7
E-mail esther.gomez@manchester.ac.uk
Dr Encarnación Gutiérrez Rodríquez
Lecturer in Transcultural Studies
Tel 58047
Room N3.13
E-mail e.gutierrez@manchester.ac.uk
Dr Par Kumaraswami
Lecturer in Latin American Cultural Studies
Tel 53046
Room N3.4
E-Mail parvathi.kumaraswami@manchester.ac.uk
Dr Anthony John Lappin
Senior Lecturer in Spanish
Tel 53690
Room N3.11
E-mail anthony.lappin@manchester.ac.uk
Professor Hilary Owen
Professor of Portuguese and Luso-African Studies
Tel 53687
Room N3.3
E-mail hilary.owen@manchester.ac.uk
Dr Fernanda Peñaloza
Lecturer in Latin American Cultural Studies
Tel 53543
Room N3.9
E-mail fernanda.penaloza@manchester.ac.uk
Dr Luis Pérez González
Lecturer in Translation Studies
Tel 58265
Room W4.07
E-mail: Luis.Perez-Gonzalez@manchester.ac.uk
Professor Chris Perriam
Professor of Hispanic Studies
Tel 58040
Room N3.14
E-mail christopher.perriam@manchester.ac.uk
Professor João Cezar de Castro Rocha
Professor of Trans-Atlantic Comparative Studies
Tel 53049
Room N3.1
E-mail João.De-Castro-Rocha@manchester.ac.uk
Dr Karl Posso
Lecturer in Latin American Cultural Studies
Tel TBA
Room N3.12
E-mail Karl.Posso@manchester.ac.uk
Professor Lúcia Sá
Professor of Brazilian Cultural Studies
Tel 58666
Room N3.15
E-mail: Lucia.Sa@manchester.ac.uk
Dr Patience Schell
Lecturer in Latin American Cultural Studies
Tel 58042
Room N3.10
E-mail patience.a.schell@manchester.ac.uk
Dr Núria Triana Toribio
Senior Lecturer in Spanish
Tel 53689
Room N3.8
E-mail nuria.triana@manchester.ac.uk
Full Time Language Teaching Staff
Adrià Castells-Ferrando
Institut Ramon Llull Lector in Catalan
Tel 58043
Room TBC
E-mail adria.castellsferrando@manchester.ac.uk
Dr Susana Lorenzo-Zamorano
Teaching Fellow in Spanish Studies
Tel 58045
Room N3.5
E-mail susana.lorenzo@manchester.ac.uk
Rubén Sánchez-Tortosa
Lector in Spanish
Tel 53040
Room N3.15
E-mail ruben.sancheztortosa@manchester.ac.uk
Daniel Serravalle de Sá
Brazilian Lector
Room W4.04
E-mail dserravalle@gmail.com
Ana Valbuena
Lectora in Spanish
Tel 58043
Room N3.12
E-mail Ana.Valbuena@manchester.ac.uk
Part-Time Language Teaching Staff and Language Assistants
Please refer to the Spanish, Portuguese and Latin American Studies webpages for
contact details for these members of staff.
Administrative Support Staff
Bernadette Cunnane
Undergraduate Support Officer (responsible for year 1 and year 4)
Tel 53040
Room S3.5
E-mail bernadette.cunnane@manchester.ac.uk
Wendy Howat
Undergraduate Support Officer (responsible for year 2 and the year abroad)
Tel 53183
Room S3.5
E-mail wendy.howat@manchester.ac.uk
1.5 Staff Research Interests.
Dr Iris Bachmann, MA, Dr Phil (Frankfurt am Main): Spanish and Portuguese
Language in the Americas, Creole Languages, Translation and its Cultural Impact in
Latin America, History of Linguistics. Author of Die Sprachwerdung des Kreolischen.
Eine diskursanalytische Untersuchung zum Papiamentu (2005).
Professor João Cezar de Castro Rocha, MA and PhD (State University of Rio de
Janeiro), PhD (Stanford): Comparative Literature, Brazilian Cultural Identity and
History of Ideas. His publications include Crítica literária no século XXI; Por uma
esquizofrenia produtiva (2007); The author as Plagarist – The Case of Machado de
Assis (2006); Exílio do homem cordial. Ensaios e revisões (2004) and Literatura e
Cordialidade: O Público e o Privado na Cultura Brazileira (1998).
Dr Esther Gómez-Sierra, Lic Phil (Madrid), PhD (Manchester): 15th-Century and
Golden Age Spanish Literature; Dialogue and Drama; Rhetorics; Women and Writing;
Medieval Philosophy; Poetry. Edition and study of Diálogo entre el prudente rey y el
sabio aldeano (2000).
Dr Encarnación Gutiérrez-Rodríguez, MA Dr Phil (Frankfurt am Main):
Transnational Studies, Migration, Border culture and work, Postcoloniality, social and
cultural theory, feminism and queer theory. Author of Intellektuelle Migrantinnen
(1999). Co-editor (with M. Pieper) Gouvernementalität (2003) and co-editor (with H.
Steyerl) Migration under Postkoloniale Kritik (2003).
Dr. Par Kumaraswami, BA (University of London) MA (University of California at
Berkeley), PhD (University of Wolverhampton): 'Reading women's self-writing from
Revolutionary Cuba', Cuban literature, testimonial literature from Latin America,
Cuban cultural policy and practice, women's self-writing in Latin America, theories of
sefl-writing, theories of reading. Her publications include Revolucionarias: Conflict
and Gender in Latin American Narratives by Women (2007).
Dr Anthony John Lappin, BA, DPhil (Oxon): Textual criticism of medieval
Hispano-Latin, vernacular and Golden Age texts; intellectual and religious history of
the medieval world; hagiography; Christian interactions with Muslims, 711–1500;
Golden Age theatre and literature, particularly the Baroque. Publications include,
Lope de Vega, El Caballero de Olmedo (2006); The Medieval Cult of Saint Dominic
of Silos (2002); Berceo’s ‘Vida de Santa Oria’ (2000); Gil Vicente, Three Discovery
Plays (1997); as well as articles on Cervantes and Francoist film.
Professor Hilary Owen, BA, PhD (Nottingham): Portuguese and Mozambican
women writers; critical theory, postcolonialism and feminism. Editor of Gender,
Ethnicity and Class in Modern Portuguese-Speaking Culture (1996). Author of
Portuguese Women’s Writing 1972 to 1986: Reincarnations of a Revolution (2000)
and Mother Africa: Father Marx. Women’s Writing of Mozambique 1948-2002 (2007).
Dr Fernanda Peñaloza, Licenciada (UBA), MA, DPhil (Exeter): 19th to 20th
Century Latin American processes of cultural production, circulation, and
consumption; narrative constructions of models of modernity and identity;
interrelations between fiction, colonial discourse, travel writing, aesthetics and
anthropology.Author of: Ethnographic Curiosity and the Aesthetics of Othering;
Nineteenth-Century British Representations of Argentine Patagonia (PhD thesis,
2004).
Dr Luis Pérez González, Lic Phil (València), MA, MPhil (Birmingham), DPhil
(València): Corpus linguistics; translator training; screen translation; forensic
linguistics. Author of Towards a Dynamic Model of Discourse: Issues of a Forensicoriented Analysis of Spoken Interaction (1999).
Professor Chris Perriam, BA DPhil (Oxford) Contemporary Spanish Cinema,
especially in relation to Star Studies; poetry in Spanish 1980 to the present day;
queer writing in Spain. His publications include From Banderas to Bardem: Stars and
Masculinities in Recent Spanish Cinema (2003).
Professor Lúcia Sá, BA, MA (São Paulo), PhD (Indiana): Brazilian literature and
culture. The city in Brazil and Spanish America from 19th-century to the present.
Ethnopoetics and native cultures in Brazil and South American lowlands. Her
publications include Rainforest Literatures: Amazonian Texts and Latin-American
Cultures (2004).
Dr Patience Schell, BA (California-Berkeley) DPhil (Oxford): Consumer and trash
culture, Catholicism in the public sphere, gender history, history of science in Latin
America, especially Chile and Mexico. Her publications include Church and State
Education in Revolutionary Mexico City (2003).
Dr Núria Triana-Toribio, Lic Phil (Oviedo) PhD (Newcastle): Spanish Cinema,
auteurism, women filmmakers and questions of national and transnational identities
within Hispanism; the Films of Almodóvar and Alex de la Iglesia; popular culture and
cultural movements in post-Franco Spain, especially the Movida. Her publications
include Spanish National Cinema (2003).
Full Time Language Teaching Staff
Adrià Castells Ferrando, Lic Phil (València), Lic Media Studies (València), MPhil
(València): Spanish and European television through the new digital convergences,
television genres, programmes and programming. Valencian television. Catalan
historic linguistics.
Dr Susana Lorenzo-Zamorano Lic Phil (Valladolid); PhD (Manchester Metropolitan):
Twentieth century and contemporary Spanish theatre, alternative theatre and women
playwrights; issues of gender and language; kinetic manifestations, theatre and dramatic
forms in the teaching of Spanish as a FL; intercultural pedagogy. Author of: Ejercicios
Gramaticales para la Enseñanza del Español (nivel elemental-intermedio) 1998.
Rubén Sánchez Tortosa, Lic Phil (Alacant), MA (Lancaster): Peripheral identities in
the Valencian Country, Language policy and planning in the Catalan Countries.
Vanessa Silva Pereira, Lic (Oporto): Portuguese and English contemporary women
writers with particular reference to theatre.
Daniel Serravalle de Sá, Lic (Florianópolis), MA (East Anglia), MA (São Paulo):
Comparative Literature and Film Studies. 18th century English Gothic, 19th century
Brazilian Romanticism, Sci-Fi, Horror Films and Cyber culture.
Ana Valbuena Lic Phil (Valencia) Dip in Applied Linguistics (Salford): Materials’
development using AV resources, curriculum and syllabus design
and testing and classroom assessment for Spanish.
1.6 Useful Resources
Online dictionaries
The John Rylands University Library (JRUL) makes a number of reference works
available online via:
http://www.library.manchester.ac.uk/eresources/reference/
Dictionaries (including language dictionaries) are accessible online
via:
http://www.library.manchester.ac.uk/eresources/reference/#d.en.48634
Both the Oxford Reference Online and Blackwell Reference Online links
are featured and accessible online owing to a subscription handled by
the JRULM (either on-campus, or off-campus with an ATHENS
username/password).
The University Language Centre (ULC) has a link to
yourDictionary.com (portal site, no subscription required) on the
ULC website under the various languages and at:
http://www.langcent.manchester.ac.uk/resources/online-learningresources/links/#dictionaries
For further information, please go to the John Rylands University
Library (JRULM) site:
http://www.library.manchester.ac.uk/
2.
2.1
DEGREE PROGRAMMES
FIRST YEAR
2.1.1 Structure of Degree Programmes and Regulations. First Year
SPANISH, PORTUGUESE AND LATIN AMERICAN STUDIES
The core course units are
SPLA10110 Introductory Portuguese Language or Portuguese Language
SPLA10020
The compulsory course units are:
SPLA10130 Cultures of Portuguese Colonialism
SPLA10210 Spanish Language I
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
A Faculty of Humanities approved free-choice subject or subjects totalling 20
credits (outside those offered in Spanish, Portuguese and Latin American
Studies)
AMERICAN AND LATIN AMERICAN STUDIES
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
The compulsory course units are:
SPLA10210 Spanish Language I
SPLA10300 Introduction to Latin American Studies
MODERN LANGUAGES JOINT HONOURS with Spanish
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
MODERN LANGUAGES JOINT HONOURS with ab-initio Spanish
The core course units are:
SPLA10200 Ab-Initio Spanish
SPLA10252 Spanish Language with Literature
The compulsory course unit is:
SPLA10310 Introduction to Latin American Studies
MODERN LANGUAGES JOINT HONOURS with Portuguese
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
ENGLISH or ENGLISH LANGUAGE & SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
ENGLISH or ENGLISH LANGUAGE & PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
HISTORY & SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
HISTORY & PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
HISTORY OF ART & SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
HISTORY OF ART & PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
LATIN & SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
LATIN & PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
LINGUISTICS & SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
LINGUISTICS & PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
MIDDLE EASTERN STUDIES WITH A MODERN EUROPEAN
LANGUAGE (Spanish)
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
MIDDLE EASTERN STUDIES WITH A MODERN EUROPEAN
LANGUAGE (Portuguese)
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
MASTER OF MODERN LANGUAGES (MML)
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
EUROPEAN STUDIES & MODERN LANGUAGES (Spanish)
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
Or
SPLA10400 Introduction to Spanish Studies
or (for ab-initio Spanish)
The core course units are:
SPLA10200 Ab-Initio Spanish
SPLA10252 Spanish Language with Literature
The compulsory course unit is:
SPLA10310 Introduction to Latin American Studies
EUROPEAN STUDIES & MODERN LANGUAGES (Portuguese)
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
COMBINED STUDIES with Spanish
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
COMBINED STUDIES with Portuguese
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT
(Spanish)
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies
SPLA10400 Introduction to Spanish Studies
or (for ab-initio Spanish)
The core course units are:
SPLA10200 Ab-initio Spanish
SPLA10252 Spanish Language with Literature
The compulsory course unit is:
SPLA10310 Introduction to Latin American Studies
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT
(Portuguese)
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
BIOLOGICAL SCIENCES WITH SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10400 Introduction to Spanish Studies or SPLA10300
Introduction to Latin American Studies
BIOLOGICAL SCIENCES WITH PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
The cumpolsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
MATHEMATICS WITH SPANISH
The core course unit is:
SPLA10210 Spanish Language I
The compulsory course units are:
SPLA10300 Introduction to Latin American Studies or
SPLA10400 Introduction to Spanish Studies
or (for ab-initio Spanish)
The core course units are:
SPLA10200 Ab-Initio Spanish
SPLA10252 Spanish Language with Literature
The compulsory course unit is:
SPLA10310 Introduction to Latin American Studies
MATHEMATICS WITH PORTUGUESE
The core course units are:
SPLA10110 Introductory Portuguese Language or Portuguese Language I
SPLA10020
SPLA10120 Portuguese Language in Practice
The compulsory course unit is:
SPLA10130 Cultures of Portuguese Colonialism
2.1.2. Level 1 Course Units
SPLA10020 PORTUGUESE LANGUAGE I (20 Credits; Level 1)
Pre-requisite:
A level Portuguese or equivalent standard in Portuguese language.
Taught during:
Both semesters
Timetable:
To be arranged.
Description:
This course unit consists of language tuition in spoken and written Portuguese, at
post-A standard or equivalent. It places particular emphasis on grammatical accuracy
and vocabulary. It will aim: (i) to provide students with a sophisticated awareness of
Portuguese grammar and syntax both in theory and in practice (ii) to enable students
to communicate correctly in Portuguese through a range of written, oral and
comprehension exercises including prose and translation.
Learning outcomes:
 On successful completion of the module, the students will have demonstrated:
 passive and active knowledge of a wide range of grammatical structures in the
Portuguese language;
 an ability to communicate, accurately, effectively and with confidence, in oral
and written Portuguese.
Transferable skills: Learning and communication skills, presentation skills, selfmanagement, teamwork, information technology, cultural awareness.
Teaching & Learning Methods:
One weekly grammar class, one weekly oral class, one fortnightly practical
language skills class.
Language of Teaching:
English and Portuguese
Assessment:
2-hour written exam in June (50%)
Coursework (25%)
10 minute oral exam at the end of the second semester (25%).
Language of Assessment:
English and Portuguese
Convenor:
Portuguese Leitor/a
Taught by:
Portuguese Leitor/a.
Max. entry: 25
Set texts:
R.C. Willis, Essential Course in Portuguese (London: Harrap, 1965)
Amélia Hutchinson and Janet Lloyd, Portuguese: an Essential Grammar
(London: Routledge, 1996).
Collins, Oxford or Novo Michaelis dictionary.
Pathway:
SPLA20100 Portuguese language 2.
SPLA30100 Portuguese language 3.
SPLA10110 INTRODUCTORY PORTUGUESE LANGUAGE (20
credits; Level 1)
Pre-requisite:
None. This course is not available as a free-choice option.
Taught During:
Both Semesters
Timetable:
To be arranged.
Description:
This course unit is designed as an introduction to the Portuguese Language.
Strong emphasis is also placed on both spoken and written language. It aims to
provide students with intensive teaching in the basics of Portuguese grammar
and syntax. It also aims to develop the students’ basic writing, oral and
comprehension skills in the Portuguese language, through a range of written,
communicative and practical exercises.
Learning outcomes:
on successful completion of the course, students will have demonstrated:
 active and passive knowledge of the basic grammar structures of the
Portuguese language
 An ability to communicate effectively in written and oral Portuguese.
Transferable skills: Communication skills. Presentation skills.
Teaching and Learning Methods: 4 one-hour weekly classes.
Assessment:
2-hour examination in June (50%), coursework (25%) and a 10 minute oral
examination (25%)
Convenor:
Portuguese Leitor/a
Taught by
Portuguese Leitor/a
Set Text:
Ana Tavares, Português XXI, Nível 1 (Lisbon, Lidel, 2003)
Language course book to be provided in class.
Recommended Texts:
Amélia Hutchinson and Janet Lloyd, Portuguese: an Essential Grammar
(London: Routledge, 1996).
R.C. Willis, Essential Course in Portuguese (Any edition)
Dictionaries:
Collins, Oxford or Novo Michaelis
*Students may change to Joint Honours Spanish and Portuguese at the end of
year one on condition that they have passed all required Portuguese modules
satisfactorily.
SPLA10120 PORTUGUESE LANGUAGE IN PRACTICE (20
credits; Level 1)
Co-requisite:
SPLA10110 or Portuguese Language I SPLA10020. This course is not
available as a free-choice option. It is obligatory for first year Joint Hons
taking Portuguese.
Taught During: Both Semesters
Timetable: Thursday 3-4 Seminar
Description:
The course unit comprises intensive Portuguese grammar, translation into
English and practical exercises in Portuguese such as resumé, comprehension,
guided writing (e.g CV writing). The course aims to provide students with a
basic working knowledge of Portuguese grammar, translation skills, and uses
of Portuguese for specific, directed purposes. Through a programme of classes,
reading, written work, and regular exercises, the course will enable students to
use basic written Portuguese for a variety of practical purposes.
Learning outcomes:
on successful completion of the course, the students will have demonstrated
 A thorough knowledge of basic Portuguese grammar, vocabulary and
syntax demonstrated through the ability to communicate effectively in
written Portuguese for specific purposes.
 the ability to understand and translate from Portuguese into English.
Transferable skills:
Translation skills. Writing in Portuguese.
Teaching and Learning Methods:
One hour weekly language class.
Assessment:
One class test (comprising 25% of the total marks), Semester I.
One class test (comprising 25% of the total marks), Semester II.
One 2-hour written examination at the end of Semester II worth 50% of the
total marks.
Language of Assessment: English and Portuguese
Convenor:
Portuguese Leitor/a
Taught by
Daniel Sá
Set Text: Materials will be provided in class.
Recommended Texts:
Amélia P. Hutchinson and Janet Lloyd, Portuguese. An Essential Grammar
(Routledge, 1996).
R. C. Willis, An Essential Course in Modern Portuguese (any edition)
SPLA10130 CULTURES OF PORTUGUESE COLONIALISM (20
credits; Level 1)
Pre-requisite:
This course is not available as a free-choice option. It can be taken only by
students who are also taking SPLA10110 Introduction to Portuguese language
or SPLA10020 Portuguese Language I.
Taught During:
Both semesters
Timetable:
Lecture Tuesday 12:00-1:00, fortnightly seminars Thursday 11:00
Description:
Using selected texts and films, ranging from the 16th to the 20th century, this course
provides a cultural and historical overview of Portuguese empire and its consequences,
paying particular attention to the diverse cultures brought into contact by Portugal’s
maritime expansion to Asia, Brazil and Africa. It focuses on specific foundational
texts of Portuguese and Brazilian cultural identity as well as analyzing the
representation of colonial and anti-colonial experiences in writings from 20th-century
Portugal and Mozambique. The course aims: to emphasise changes to the logic of
Portuguese colonialism over both time and place; to provide the background for
contextual study of early and modern colonial and postcolonial cultures; and to afford
insights into the ways in which literature worked both to reinforce and to resist the
processes of Portuguese colonialism at different points in history.
Learning outcomes:
On successful completion of the course you will have demonstrated:


The ability to understand, analyse and discuss selected works of
literature in Portuguese in relation to their historical context
The ability to form and defend basic judgements about historical data
and ideological concepts.
Transferable skills:
The ability to draw appropriately on historical and literary sources from the
library and internet; the ability to communicate ideas effectively in oral and
written forma; skills in literary commentary and written examinations.
Teaching and Learning Methods:
One weekly lecture, one fortnightly seminar.
Assessment:
A 1hr 45min written examination in June (60%), and two pieces of assessed
coursework, one per semester (20% each, 750 words each).
Convenor:
Prof. Hilary Owen: hilary.owen@manchester.ac.uk
Taught by:
Professor João Cezar de Castro Rocha,
João.De-Castro-Rocha@manchester.ac.uk
Dr Anthony Lappin, anthony.lappin@manchester.ac.uk
Professor Hilary Owen, hilary.owen@manchester.ac.uk
Professor Lúcia Sá, Lucia.Sa@manchester.ac.uk
Set Texts:








Gil Vicente, Auto da Índia (an English translation will be provided)
Pero Vaz de Caminha, Letter on the Discovery of Brazil (text will be provided)
José de Alencar, Iracema (English translation)
Mário de Andrade, Macunaíma (English translation)
Oswald de Andrade, Brazilian Modernist Poetry (selection to be circulated)
Luís Bernardo Honwana, Nós matámos o Cão-Tinhoso (any edn)
Henrique de Senna Fernandes, A Chan. A Tancareira
José Saramago, “Cadeira” in Objecto Quase (any edition)
Set Films: (Available in the Language Centre)


How Tasty was my Little Frenchman!
Macunaíma
Pathway:
BA Level 2 SPLA20132 Mozambique in Literature and Film.
BA Level 3 SPLA30780 Sexual and Textual Transgressions in Portuguese and
Brazilian Literature
MA Portuguese African Migration and Diaspora.
SPLA10200 AB-INITIO SPANISH LANGUAGE (30 credits; Level 1)
Co-requisite:
SPLA10310, SPLA10252. This course is not available as a free-choice option.
Taught During:
Both Semesters
Timetable:
To be arranged
Description:
The course unit consists of intensive language tuition in spoken and written
Spanish at ab-initio standard. It aims: (i) to provide students with materials
leading to the acquisition of a solid understanding of Spanish grammar and
syntax; (ii) to enable students to communicate correctly in Spanish through a
range of written, oral, and comprehension exercises, including prose and
translation.
Learning outcomes:
On successful completion of the course, the students will have demonstrated:


Passive and active knowledge of a range of grammatical structures of
the Spanish language.
An ability to communicate in written and oral Spanish.
Transferable skills:
Communication and presentation skills; IT skills.
Teaching and Learning Methods:
4 one-hour grammar and integrated skills classes, weekly.
Students are also expected to undertake regular Independent language learning,
which will be monitored throughout the year and will form the basis for the
oral examination at the end of the second semester.
Assessment:
One class test (comprising 25% of the total marks), Semester I, Week 12.
50% 2-hour written examination and 25% 10 minute oral examination; both
held at the end of semester two.
Convenor:
To be confirmed.
Taught by:
Rubén Sánchez and staff to be confirmed.
Set Texts:
Grammar
P. Muñoz and M. Thacker, A Spanish Learning Grammar (London: Arnold,
2001)
L. Aragonés and R. Palencia, Gramática de uso de español para extranjeros:
Teoría y práctica (Madrid: SM)
Dictionaries
Diccionario Oxford español-inglés, inglés-español (O.U.P., 2003)
Recommended Texts:
H. Ramsden, An Essential Course in Modern Spanish (Nelson Thornes, 1992)
E. Spinelli, English Grammar for Students of Spanish (London: Arnold, 2003)
Diccionario didáctico del español. Básico (Madrid: SM, 1999)
SPLA10210 SPANISH LANGUAGE I (20 credits; Level 1)
Pre-requisite:
Students who take this course must have passed A-Level Spanish or have an
equivalent level of competence. This course is not available as a free-choice
option.
Taught During:
Both Semesters
Timetable:
To be arranged
Description:
The course unit consists of language tuition in spoken and written Spanish at
post-A level standard, with special emphasis on grammatical accuracy and
vocabulary. Students of Spanish and Business and Management follow a
business language strand. The course aims (i) to provide students with
materials leading to the acquisition of a solid understanding of Spanish
grammar and syntax; (ii) to enable students to communicate correctly in
Spanish through a range of written, oral, and comprehension exercises,
including prose and translation.
Learning outcomes:
On successful completion of the course, the students will have demonstrated:
 Passive and active knowledge of a whole range of grammatical
structures of the Spanish language.
 An ability to communicate effectively in written and oral Spanish.
Transferable skills:
Learning and communication skills, presentation skills, self-management,
teamwork, information technology, cultural awareness.
Teaching and Learning Methods:
3 one-hour grammar and integrated skills classes, weekly.
Students are also expected to undertake regular independent language learning,
which will be monitored throughout the year and will form the basis for the
oral examination at the end of the second semester.
Assessment:
50% A two-hour written examination and 25% 10 minute oral examination;
both held at the end of semester two. 25% classroom test.
Convenor:
To be confirmed.
Taught by
Rubén Sánchez, Ana Valbuena. Other staff to be confirmed.
Set Texts:
Grammar
P. Muñoz and M. Thacker, A Spanish Learning Grammar (Arnold)
Chamorro Guerrero, Mª D. et al., (1995), Abanico, Madrid, Difusión.
R. E. Batchelor & M. A. San José, Using Spanish Vocabulary (Cambridge
University Press) (Recommended for purchase)
Dictionaries – One of:
Diccionario didáctico del español. Intermedio (SM, 1998) or/and Diccionario
de la Real Academia Española. Students may find the on-line dictionaries (and
other useful material) produced by the Real Academia de la Lengua Española
on www.rae.es.
Diccionario Oxford español-inglés, inglés-español (OUP, 2001).
An English dictionary such as the Concise Oxford Dictionary.
Recommended Texts:
E. Spinelli, English Grammar for Students of Spanish (Arnold, 2003)
For Business and Management students also:
M. de Prada and M. Bovet, Hablando de negocios (Madrid: Edelsa, 1992)
SPLA10252 SPANISH LANGUAGE WITH LITERATURE (10
credits; Level 1)
Co-requisite:
This course is not available as a free-choice option. It can be taken only by
students who are also taking SPLA10200 & SPLA10310
Taught During:
Semester 2.
Timetable:
Lecture Wednesday 12-1
Description:
The course unit combines intensive Spanish language with studies in Spanish
literature. The course aims (i) to enrich the understanding of the language
through a study of prescribed literary texts; (ii) to provide students, through
various types of tasks and culturally-aware translation, with an introduction to
the varied nature of literature within Twentieth-Century Hispanic Studies; and
(iii) through a programme of classes, reading, and written work, to enable
students to study a literary text with reference to its linguistic and cultural
background.
Learning outcomes:
On successful completion of the course the students will have demonstrated:
 A solid understanding of Spanish grammar and syntax.
 The ability to understand selected works of literature in Spanish,
through knowledge of grammar, vocabulary and basic cultural
awareness.
Transferable skills:
Linguistic and communicative skills; reading skills; cultural awareness.
Teaching and Learning Methods:
One hour class per week.
Assessment:
One 1,000 word essay to be handed in by Tuesday of Semester II Week 12
comprising 25% of the total marks.
A two-hour written examination at the end of Semester II worth 75% of the
total marks.
Convenor:
To be confirmed.
Taught by:
Staff to be confirmed.
Set Texts:
Soledad Puértolas, La indiferencia de Eva
Javier Marías, En el viaje de novios
Federico García Lorca, Bodas de sangre
Extracts from major representative texts that will be issued in class, including the
following authors: Reinaldo Arenas, Isabel Allende, G. García Márquez, Julio
Cortázar, Ernesto Sábato, Carlos Fuentes, Macedonio Fernández, Julio
Garmendia, Antonio Machado, Luis Cernuda, Rafael Alberti, Dámaso Alonso,
Blas de Otero, Gloria Fuertes, Jaime Gil de Biedma, Claudio Rodríguez, José
Ángel Valente, Pedro Gimferrer, Mario Benedetti, Pablo Neruda and Ernesto
Cardenal.
Grammar
P. Muñoz and M. Thacker, A Spanish Learning Grammar (Arnold, 2001)
Dictionaries
Diccionario Oxford español-inglés, inglés-español (OUP, 2003)
SPLA10300 INTRODUCTION TO LATIN AMERICAN STUDIES
(20 credits; Level 1)
Co-requisite:
SPLA10210.
Taught During:
Both Semesters
Timetable:
Lecture Thursday 12:00-1:00, seminar to be arranged
Description:
This course unit studies Latin American historical and literary texts from the
first contact between Europe and the Americas in 1492 to the modern period.
It provides a basis for further study of the history, literature, and culture of
Latin America. Each unit has an introductory history lecture, followed by
close study of prescribed texts and a film, which are studied with reference to
their cultural and critical background. Besides introducing you to Latin
American culture and society across a broad period of time, the course is
designed to aid your study of the Spanish language, and, through a programme
of lectures, seminars, and written work, to provide you with an introduction to
various critical methodologies and approaches.
Learning outcomes:
On successful completion of the course you will have demonstrated:
 The ability to understand, analyse, and discuss selected Latin American
texts in relation to their social, cultural, and historical context.
 The ability, through seminar discussion and assessed essay writing, to
work effectively in collaboration with other students and to
communicate ideas in oral and written format.
Transferable skills:
Independent research skills (library, electronic database, internet materials),
analytical skills, the ability to synthesize information, the ability to read
critically, writing skills, wider knowledge of political, cultural, and economic
issues of globalization.
Teaching and Learning Methods:
1 hour weekly lecture, 1 hour fortnightly seminar.
Assessment:
Assessed coursework:1 essay (1,000 words, 25%), group presentation (25%),
end-of-year examination (1 hr. 30 minutes, 50%).
Deadlines for assessed coursework:
For full details see "Timetable of Assessed Work" at the front of the Semester
1 First Year Handbook.
Exceptions to word processed assignments:
None.
Convenor:
TBC
Taught by:
TBC
Set Texts:
Cristobal Colón, 'Diario del primer viaje' and selected texts (extracts on-line)
Bartolomé de las Casas, Brevísima relación de la destrucción de las Índias
(extracts on-line)
Sor Juana Inés de la Cruz, 'Respuesta de la poetisa a la muy ilustre Sor Filotea de
la Cruz' (on-line)
Simón Bolívar, 'Carta de Jamaica' (on-line)
Carreño, Manual de urbanidad (printed copy provided)
SPLA10310 INTRODUCTION TO LATIN AMERICAN STUDIES
(AB-INITIO) (20 credits; Level 1)
Co-requisite:
SPLA10200 and SPLA10252.
Taught During:
Both Semesters
Timetable:
Lecture Thursday 12:00-1:00, seminar to be arranged
Description:
This course unit studies Latin American historical and literary texts in
translation and in the original language from first contact between Europe and
the Americas and ending in the modern period, and is intended to provide the
basis for further study of the history, literature and culture of Latin America.
Students are introduced to each time-period through a history lecture and
subsequently spend several weeks working on texts and a film of the period.
Through this close study of these texts in their context, the course unit
provides students with an overview of Latin American culture and society,
across a broad period of time, while also aiding their study of the Spanish
language. The course unit emphasises study of documents with reference to
their cultural and critical background. Through a programme of lectures,
readings, tutorials, and written work, this course provides students with an
introduction to various approaches to texts within Latin American Studies.
Learning outcomes:
On completion of the course, students will have demonstrated:
 The ability to understand, analyse, and discuss selected works of
literature in Spanish, in relation to their social, cultural, and historical
context.
 The ability, through seminar discussion and assessed essay writing, to
work effectively in collaboration with other students and to
communicate ideas in oral and written format.
Transferable skills:
Independent research skills (library, electronic database, internet materials),
analytical skills, the ability to synthesize information, the ability to read with a
critical eye, writing skills, wider knowledge and understanding of the human
condition.
Teaching and Learning Methods:
1 hour weekly lecture, 1 hour fortnightly seminar.
Assessment:
One presentation/report (25%), one essay (1,000 words 25%) and one end of
year examination 1 hr. 30 minutes (50%)
Deadlines for assessed coursework:
For full details see "Timetable of Assessed Work" at the front of the Semester
1 First Year Handbook.
Exceptions to word processed assignments:
None.
Convenor:
TBC
Taught by:
TBC
Set Texts:
English translations are provided of the following texts:
Cristobal Colón, 'Diario del primer viaje' and selected texts (extracts on-line);
Bartolomé de las Casas, Brevísima relación de la destrucción de las Índias
(extracts on-line);
Sor Juana Inés de la Cruz, 'Respuesta de la poetisa a la muy ilustre Sor Filotea
de la Cruz' (on-line);
Simón Bolívar, 'Carta de Jamaica' (on-line);
Carreño, Manual de urbanídad (printed copy provided)
SPLA10400 INTRODUCTION TO HISPANIC STUDIES (Spanish)
(20 credits; Level 1)
Co-requisite:
SPLA10210
Taught During:
Both Semesters
Timetable:
Lecture Wednesday 9-10, seminar to be arranged
Description:
The course unit provides an introduction to the literature of Spain from the
medieval period to the twentieth-century with reference to its cultural,
historical and critical background. It also offers a basic introduction to film.
Thirdly it offers a practical training in study, communication, and presentation
skills. The texts themselves cover a spectrum of genres and kinds of language;
one of the main objectives is to improve your reading ability and range of
vocabulary. The aims of the course are: to provide you with an introduction to
a variety of approaches to literature in Spanish Studies; to develop core skills;
and through a programme of lectures, reading, seminars and assessed written
work, to enable you to study literary texts and understand aspects of cultural
history.
Learning outcomes:
On successful completion of the course, the student will have acquired:



Practice in understanding, analysing and discussing selected works of
literature in Spanish, in relation to their social, cultural and historical
context.
The ability, through seminar discussion, presentations and assessed
essay writing, to work effectively in collaboration with other students
and to communicate ideas in oral and written format.
The ability to work effectively on your own or as part of a team.
Transferable skills:
communication skills; presentation skills; writing skills.
Teaching and Learning Methods:
1 hour weekly lecture, 1 hour fortnightly seminar.
Assessment:
Assessed coursework:1 essay (1,000 words, 25%), group presentation (25%),
end-of-year examination (1 hr. 30 minutes, 50%).
Submission dates:
For full details see "Timetable of Assessed Work" at the front of the Semester
1 First Year Handbook.
Exceptions to word processed assignments:
None
Convenor:
TBC
Taught By:
TBC
Set Texts:
Texts are provided of the following:


Rodrigo legends
Ramiro de Maetzu, Hacia otra España (extracts).
The following texts are available at Blackwells and, in part, online:



Lazarillo de Tormes, ed. R. Jones, Hispanic Texts (Manchester University
Press).
Lope de Vega, El Caballero de Olmedo, ed. Anthony John Lappin
(Manchester: MUP, 2006).
Antonio Machado, Campos de Castilla (any edition).
LALC10001 INTRODUCTION TO WORLD CINEMA 1 (20
Credits; Level 1)
Prerequisite:
None
Taught during: Semester 1
Timetable:
Lectures Friday 12-1
Screenings Friday 2-5
Seminars Tuesday 12-1, 1-2, 3-4pm / Wednesday 10-11, 11-12, 12pm
Description:
This course unit will provide students with an introduction to the
language of film and to key aesthetic movements and concepts in
cinema from its early days to the 1950s with an initial focus on
Europe. Lectures and seminar sessions will lay the foundations for
the technical analysis of classic films. They will then proceed to
explore the importance of montage, Surrealism and Expressionism
within the particular national contexts in which they arose, as well
as the prevailing impact of these movements on film makers
worldwide. Integrated Web CT materials support the learning
experience and offer students guidance on cross-disciplinary
learning.
Learning outcomes:
On successful completion of this course unit, students will:
a) Be able to apply basic analytical skills to a range of cinema
production;
b) have a fundamental grasp of the textual and contextual
analysis of films;
c) have a critical understanding of the aesthetic, historical and
ideological dimensions of European Cinema;
d) have begun to form strategies for working in a crossdisciplinary manner
Transferable skills:
On successful completion of the course unit, students will have
developed:
a) their ability to work independently;
b) their ability to argue critically and coherently;
c) their ability to present information in a convincing and
accessible manner
d) their intercultural understanding in European contexts
Teaching and learning methods: 1-hour weekly lecture, 1-hour weekly seminar, 1
weekly screening generally of 3 hours, for which preparatory
reading is necessary.
Language of Teaching:
English (all films are subtitled, although students
studying modern languages are expected to study films in the
original as appropriate).
Assessment:
1 acw essay of 2,000 words (50%).
Deadline: Friday, Week 11.
1 hour 30 minute exam requiring two questions to be answered
(50%). Students will not be permitted to answer questions relating
principally to material treated in the coursework essays.
Convenor:
Taught by:
Dr Nuria Triana Toribio
Dr Nuria Triana Toribio, Dr Lynne Attwood, Dr Cathy Gelbin, Dr
Joseph McGonagle/Prof Chris Perriam; [+ Screen Studies GTA, not
yet known]
Maximum entry: 100.
Set films:
October. Dir. Sergei Eisenstein. Sovkino (USSR). 1928.
Ivan the Terrible I. Dir. Sergei Eisenstein. Alma Ata Studio (USSR).
1944.
Ivan the Terrible II. Dir. Sergei Eisenstein. Mosfilm (USSR). 1945.
Un Chien Andalou. Dir. Luis Buñuel and Salvador Dalí. (France).
1929.
L’Age d’Or. Dir. Luis Buñuel and Salvador Dalí. Vicomte de
Noailles (France). 1930.
The Cabinet of Dr. Caligari. Dir. Robert Wiene. UFA (Germany).
1919.
Nosferatu. Dir. Friedrich Murnau. UFA (Germany). 1922.
The Third Man. Dir. Carol Reed (UK). 1949.
Recommended texts:
David Bordwell and Kristin Thompson, Film Art, 5th edn (New York: McGraw-Hill,
1997)
Pam Cook and Mieke Bernink, eds., The Cinema Book, 2nd edn (London: BFI, 1999)
Susan Hayward, Key Concepts in Cinema Studies (London: Routledge, 1996)
James Monaco, How to Read a Film (New York: OUP, 1977)
Amy Villarejo, Film Studies; The Basics (London: Routledge, 2007)
Pathway:
BA Level 2:
FC2141: Themes and Genres in French Film;
GM2351 Gender, Sexuality, Race;
IT2381 Modern Italian Culture: Cinema;
BA Level 3:
FC3410 From Novel to Film;
GM3432 Ost-West-Geschichten
IT3282 Contemporary Italian Culture: Cinema;
RU3320 Soviet Cinema and Society;
.
MA:
EL6300: Gender and Sexuality in Contemporary French Cinema;
EL6721: Issues in French Film History I: The Fiftees;
El6981: Representing the Holocaust;
EL9811 and 9812: Italian Cinema I and II;
EL8040 Soviet Cinema and Society
LALC10002 INTRODUCTION TO WORLD CINEMA 2 (20
Credits; Level 1)
Prerequisite:
None
Taught during: Semester 2
Timetable:
Lectures Friday 12-1
Screenings Friday 2-5
Seminars Tuesday 12-1, 1-2, 3-4pm/Wednesday 10-11, 11-12, 12pm
Description:
This course unit will provide students with an introduction to key
aesthetic movements and concepts in world cinema from the 1940s
to the present across a range of cinemas. Lectures and seminar
sessions will explore the importance of Neo-Realism and New
Wave Cinema in Europe and beyond. It will explore “new” cinema
movements in Latin America, North Africa and other countries and
areas whose languages and cultures are studied in the School.
Integrated Web CT materials support the learning experience and
offer students guidance on cross-disciplinary learning.
Learning outcomes:
On successful completion of this course unit, students will:
e) Apply basic analytical skills to a range of world cinema
production;
f) have a fundamental grasp on in the textual and contextual
analysis of films;
g) have a critical understanding of the aesthetic, historical and
ideological dimensions of World Cinema;
h) have developed informed strategies for working in a crossdisciplinary manner
Transferable skills:
On successful completion of the course unit, students will have
developed further:
b) their ability to work independently;
b) their ability to argue critically and coherently;
c) their ability to present information in a convincing and
accessible manner.
d) and their intercultural understanding in global contexts
Teaching and learning methods: 1-hour weekly lecture, 1-hour weekly seminar, 1
weekly screening generally of 3 hours, for which preparatory
reading is necessary.
Language of Teaching:
English (all films are subtitled, although students
studying modern languages are expected to study films in the
original as appropriate).
Assessment:
1 acw essay of 2,000 words (50%).
Deadline: Friday, Week 11.
1 hour 30 minute exam requiring two questions to be answered
(50%). Students will not be permitted to answer questions relating
principally to material treated in the coursework essays.
Convenor:
Prof Chris Perriam
Taught by:
Prof Chris Perriam, Prof Hoda Elsadda, Prof Margaret Littler, Prof
Stephen Milner, Dr Joseph McGonagle/Dr Darren Waldron; [+
Screen Studies GTA, not yet known]
Maximum entry: 100.
Set films:
Roma città aperta/Rome, Open City. Dir. Roberto Rossellini.
Excelsia film (Italy) 1945
Ladri di Biciclette/Bicycle Thieves. Dir. Vittorio De Sica. De Sica
Productions (Italy). 1948
Les Quatre Cents Coups/The 400 Blows. Dir. François Truffaut. Les
Films du Carosse (France). 1959
Á bout de souffle/Breathless. Dir. Jean-Luc Godard. Rome-Paris
Films (France). 1960
Short Sharp Shock. Dir. Fatih Akin (Germany) 1998
Y tu mamá también/And Your Mother Too. Dir. Alfonso Cuarón
(Mexico) 2001
Divine Intervention. Dir. Elia Suleiman (Morocco/France) 2002.
Recommended texts:
David Bordwell and Kristin Thompson, Film Art, 5th edn (New York: McGraw-Hill,
1997)
Pam Cook and Mieke Bernink, eds., The Cinema Book, 2nd edn (London: BFI, 1999)
J Dudley Andrew, The Major Film Theories (Oxford: OUP, 1976)
Susan Hayward, Key Concepts in Cinema Studies (London: Routledge, 1996)
James Monaco, How to Read a Film (New York: OUP, 1977)
Pathway:
BA Level 2:
FC2141: Themes and Genres in French Film;
GM2351 Gender, Sexuality, Race;
IT2381 Modern Italian Culture: Cinema;
BA Level 3:
FC3410 From Novel to Film;
GM3432 Ost-West-Geschichten
IT3282 Contemporary Italian Culture: Cinema;
RU3320 Soviet Cinema and Society;
MA:
EL6300: Gender and Sexuality in Contemporary French Cinema;
EL6721: Issues in French Film History I: The Fiftees;
El6981: Representing the Holocaust;
EL9811 and 9812: Italian Cinema I and II;
EL8040 Soviet Cinema and Society
2.2. SECOND YEAR
2.2.1 Structure of Degree Programmes and Regulations. Second Year
SPANISH, PORTUGUESE AND LATIN AMERICAN STUDIES
The core Spanish course units (20 credits) is
SPLA20210 Spanish Language 2
and FOUR course units (80 credits) selected from all course units offered,
subject to fulfilment of pre-requisites
and
a Faculty of Humanities approved free-choice subject or subjects totalling 20
credits (outside those offered in Spanish, Portuguese and Latin American
Studies)
AMERICAN AND LATIN AMERICAN STUDIES
The core course units (40 credits) are
SPLA20100 Portuguese Language 2
SPLA20210 Spanish Language 2
and TWO course units (40 credits) selected from among:
SPLA20122
SPLA20312
SPLA20321
SPLA20812
MODERN LANGUAGES JOINT HONOURS with Spanish
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE, TWO or THREE course units (20–60 credits) selected from all
course units offered, subject to fulfilment of pre-requisites
MODERN LANGUAGES JOINT HONOURS with Portuguese
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
ENGLISH or ENGLISH LANGUAGE & SPANISH
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE, TWO or THREE course units (20–60 credits) selected from all
course units offered, subject to fulfilment of pre-requisites.
ENGLISH or ENGLISH LANGUAGE & PORTUGUESE
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
HISTORY & SPANISH
The core Spanish course units (40 credits) are
SPLA20210 Spanish Language 2
And
TWO course units (40 credits) selected from all course units offered, subject to
fulfilment of pre-requisites.
HISTORY & PORTUGUESE
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
HISTORY OF ART with Spanish
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE or TWO course units (20–40 credits) selected from all course units
offered, subject to fulfilment of pre-requisites.
HISTORY OF ART with Portuguese
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
LATIN & SPANISH
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE course unit (20 credits) selected from all course units offered,
subject to fulfilment of pre-requisites.
LATIN & PORTUGUESE
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
LINGUISTICS & SPANISH
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE, TWO or THREE course units (20–60 credits) selected from all
course units offered, subject to fulfilment of pre-requisites.
LINGUISTICS & PORTUGUESE
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
MIDDLE EASTERN STUDIES WITH A MODERN EUROPEAN
LANGUAGE (Spanish)
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE, TWO or THREE course units (20–60 credits) selected from all
course units offered, subject to fulfilment of pre-requisites.
MIDDLE EASTERN STUDIES WITH A MODERN EUROPEAN
LANGUAGE (Portuguese)
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
MASTER OF MODERN LANGUAGES (MML)
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and TWO course units (40 credits) selected from all course units offered,
subject to fulfilment of pre-requisites
EUROPEAN STUDIES & MODERN LANGUAGES (Spanish)
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE course unit (20 credits) selected from all course units offered,
subject to fulfilment of pre-requisites.
EUROPEAN STUDIES & MODERN LANGUAGES (Portuguese)
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE course unit (20 credits) selected between:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
COMBINED STUDIES with Spanish
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE or TWO course units (20–40 credits) selected from all course units
offered, subject to fulfilment of pre-requisites.
COMBINED STUDIES with Portuguese
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE or TWO course units (20-40 credits) selected from:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT
(Spanish)
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and TWO or THREE course units (40 or 60 credits) selected from all course
units offered, subject to fulfilment of pre-requisites
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT
(Portuguese)
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and TWO course units (40 credits):
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
BIOLOGICAL SCIENCES with Spanish
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE course unit (20 credits) selected from all course units offered, except
Portuguese course units
BIOLOGICAL SCIENCES with Portuguese
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE course unit (20 credits) selected between:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
MATHEMATICS WITH SPANISH
The core Spanish course unit (20 credits) is
SPLA20210 Spanish Language 2
and ONE course unit (20 credits) selected from all course units offered,
subject to fulfilment of pre-requisites
MATHEMATICS WITH PORTUGUESE
The core Portuguese course unit (20 credits) is
SPLA20100 Portuguese Language 2
and ONE course unit (20credits) selected between:
SPLA20131 Mozambique in Literature and Film
SPLA20812 Cultural Cannibalism in Brazil
2.2.2
Level 2 Course Units
SPLA20100 PORTUGUESE LANGUAGE 2 (20 credits; Level 2)
Pre-requisite:
SPLA10110 or Portuguese Language I SPLA10020.
Taught During:
Both Semesters
Timetable:
to be confirmed
Description:
The course unit consists of translation from and into Portuguese, essay writing
in Portuguese and conversation in Portuguese. Students will gain a thorough
understanding of Portuguese grammar and syntax, including major differences
between European and Brazilian Portuguese. They will be enabled to
communicate confidently in Portuguese through a range of written, oral and
comprehension exercises, including prose translation, covering different
registers and areas of vocabulary.
Learning outcomes: On successful completion of the course, the student will have
acquired
 Abroad, active knowledge of Portuguese grammar and basic awareness
of different registers of language
 The ability to communicate with a degree of confidence in written and
spoken Portuguese, in a variety of situations, and with particular
attention to the requirements of the Year Abroad.
Transferable skills:
Communication skills. Presentation skills.
Teaching and Learning Methods:
2 one-hour weekly language classes and one oral hour.
Assessment:
20 minute oral examination (25%)
2-hour written examination (50%)
coursework (25%).
Convenor:
Portuguese Leitor/a
Taught by
Daniel Sá
Maximum Entry:
40 students
Set Text:
Amélia Hutchinson and Janet Lloyd, Portuguese: an Essential Grammar
(London: Routledge, 1996).
SPLA20110 INTRODUCTORY PORTUGUESE LANGUAGE (20
credits; Level 2)
Pre-requisite:
SPLA10210 or SPLA10200
Co-requisite:
SPLA20210
Taught During:
Both Semesters
Timetable:
to be confirmed
Description:
This course unit is designed as an introduction to the Portuguese Language.
Strong emphasis is also placed on both spoken and written language and the
main differences between European and Brazilian Portuguese will be explored.
It aims to provide students with intensive teaching in the basics of Portuguese
grammar and syntax. It also provides students with basic writing, oral and
comprehension skills in the Portuguese language, through a range of written,
communicative and practical exercises.
Learning outcomes:
on successful completion of the course, students will have demonstrated:


active and passive knowledge of the basic grammar structures of the
Portuguese language
An ability to communicate effectively in written and oral Portuguese.
Transferable skills:
Communication skills. Presentation skills.
Teaching and Learning Methods:
4 one-hour weekly classes.
Assessment:
20 minute oral examination (25%)
2-hour written examination in June (50%)
Coursework (25%)
Language of assessment:
Portuguese and English
Convenor:
Portuguese Leitor/a
Taught by
Daniel Sá
Set Text:
Ana Tavares, Português XXI, Nível 1 (Lisbon, Lidel, 2003)
Recommended Texts:
Amélia Hutchinson and Janet Lloyd, Portuguese: an Essential Grammar
(London and New York: Routledge, 1996).
R.C. Willis, Essential Course in Portuguese (Any edition)
Dictionaries:
Collins or Novo Michaelis
SPLA20122 CULTURE AND REVOLUTION IN TWENTIETHCENTURY LATIN AMERICA (20 credits; Level 2)
Pre-requisite: SPLA10210
Taught during: Semester 2
Timetable: to be confirmed
Description:
The revolutions of the twentieth-century in Latin America were not only
political projects; they also promoted radical changes at socio-cultural levels,
with new cultural forms, ideas and policies evolving in particular contexts as a
part of a wider project of nation-building through revolution. Within this
context of broad change, these revolutions also raised many important
questions about culture: Why was culture so important to political change?
How could revolutionary culture be defined and what was its role in the
revolutionary project? For whom was this culture intended, and what sociocultural policies and initiatives (in literacy, education and cultural production)
were developed in order to foster the development of culture within the
revolutionary context? Were these revolutionary projects inclusive or did they
exclude sectors of the population from participation in culture? By exploring
key moments of revolution and cultural policy in practice through the
revolutions of Mexico, Cuba, Nicaragua, and by exploring a range of cultural
products issuing from these contexts (prose, poetry, fine art, music, cinema),
this course unit develops an understanding of the various interactions and
relationships between radical political change and culture in the twentieth
century. Finally, it examines whether a coherent tradition and trajectory of
cultural revolution can be discerned from these case studies, which can be
extended into the twenty-first century.
Learning outcomes:
On successful completion of this course unit students will have demonstrated:
 An understanding of the key aspects and practices of revolution and culture in
twentieth-century Latin America, and the ability to place these within their
specific social and historical contexts.
 An understanding of the many ways in which culture and political change are
linked, and the ability to develop a broad theoretical framework within which
to analyse and understand other examples of cultural products of revolution.
 The ability to apply these broader notions to contemporary (twenty-first
century) notions of revolution in Latin America (for example, Venezuela,
Bolivia, the Zapatista movement in Mexico).
Transferable skills:
Independent research skills (library, electronic databases, internet materials),
analytical skills based on working with primary and secondary sources, the ability to
synthesize information, the ability to read and interpret critically, the ability to discuss
research in cultural studies, writing skills, presentation skills, engaging in group work.
Teaching & Learning Methods:
2 hours weekly lecture and seminar/group work
Assessment: 50% A2 poster presentation, including oral component (group mark);
50% 1 hour 30 minute examination
Deadlines for assessed coursework: Weeks 11-12, to be scheduled
Exceptions to word processed assignments: n/a
Convenor:
Dr Par Kumaraswami
Taught by: Dr Par Kumaraswami
Max. entry:
Set texts:
25
Mariano Azuela, Los de Abajo: Novela de la Revolución
Mexicana (Penguin 1997)
Nicolás Guillén, Sóngoro cosongo y otros poemas (Alianza
2003)
Gioconda Belli, El país bajo mi piel (Trade Paperback 2003)
Excerpts from speeches and declarations, and images of fine art
to be provided by Course Convenor
Recommended Texts:
Gilbert M. Joseph et al (eds) The Mexico Reader: History, Culture, Politics (Duke
University Press 2004)
Aviva Chomsky et al, (eds), The Cuba Reader: History, Culture, Politics (Duke
University
Press 2004)
David Craven, Art and Revolution in Latin America, 1910-1990 (Yale University
Press
2002)
José Vasconcelos, The cosmic race (Johns Hopkins Press 1997)
Gabriella Beer, José Vasconcelos and his world (Las Americas Publishing Co. 1966)
Luis A. Marentes, José Vasconcelos and the Writing of the Mexican Revolution
(Twayne
Publishing 2000)
Desmond Rochfort, Mexican Muralists: Orozco, Rivera, Siqueiros (Chronicle Books
1998)
Jacqueline Barnitz, Twentieth-Century Art of Latin America (University of Texas
Press,
2001)
Edward Lucie-Smith, Latin American Art of the 20th Century (Thames and Hudson
World
of Art 1993)
Ernesto Cardenal, La hora cero y otros poemas (Saturno 1971)
Lincoln Cushing, Revolución!: Cuban Poster Art (Chronicle Books 2003)
Pathway:
SPLA30391
MA LACS
SPLA20131 MOZAMBIQUE IN LITERATURE AND FILM (20
credits; Level 2)
Pre-requisite:
SPLA10110 or SPLA10020. This course is not available as a free-choice
option.
Taught During:
Semester 1
Timetable:
Wednesday and Thursday 10:00-11:00
Description:
This course will introduce students to the key literary texts of Mozambique in
the 20th century, as well to their historical context. It will also focus on
documentary and film representations of Mozambique. Covering the period of
Colonialism, Independence Struggle, post-independence civil war, and
transition to democracy, the texts and films selected will provide a thorough
grounding in the relationship between cultural production, political activism
and historical change. There will be a particular emphasis on issues of race,
gender and the shifting politics of representation in the different media during
this period.
Learning outcomes:
on successful completion of the course, the students will have demonstrated


An understanding of the principle authors, cultural movements and
cinema/documentary representations of twentieth century Mozambique,
in relation to their broad historical context.
The ability to analyse literary texts, visual images and relevant critical
material, to work effectively in collaboration with other students, and
to sustain written and oral arguments coherently.
Transferable skills:
Discussion skills, close reading skills, visual and cultural analysis, essay
writing skills.
Teaching and Learning Methods:
One weekly lecture and a fortnightly tutorial. Film screenings to be arranged.
Assessment:
One two-hour written examination (75%) and one assessed essay of 1,500
words (25%)
Deadlines for assessed coursework
Essay I: Tuesday, Week 1, Semester 1
Convenor:
Prof. Hilary Owen: hilary.owen@manchester.ac.uk
Max. entry:
25
Taught by
Prof. Hilary Owen: hilary.owen@manchester.ac.uk
Set Texts:





Noémia de Sousa, Sangue Negro (AEMO)
José Craveirinha. Selections from: Xigubo, Maria and Cela I
(anthology to be circulated in class)
Mia Couto, Cada homem é uma raça (Caminho)
Lília Momplé, Neighbours (AEMO)
Paulina Chiziane, Balada de Amor Vento (Caminho)
Set Films:




A Child from the South, Dir. Sérgio Rezende, 1991.
Comédia Infantil, Dir. Solveig Nordlund, 1992.
Kuxa Kanema. O Nascimento do Cinema, Dir. Margarida Cardoso,
2003.
O Gotejar da Luz, Dir. Fernando Vendrell, 2002.
Pathway
BA SPLA30780 ‘Sexual/Textual Transgression in Portuguese and Brazilian
Literature’
MA 'In and Out of Africa': Portuguese Post/colonial Writing and African
Women's Writing in Portuguese
SPLA20210 SPANISH LANGUAGE 2 (20 credits; Level 2)
Pre-requisite:
SPLA10210. This course is not available as a free-choice option or to Spanish
Erasmus students.
Taught During:
Both Semesters
Timetable:
to be arranged
Description:
The course unit consists of (a) language tuition in spoken and written Spanish,
including language simulations and essay writing (b) translation practicals
based on texts in English. The course aims
 to enable students to gain a broad understanding of Spanish grammar and
syntax with the revision and consolidation of the points learned in the
preceding course(s);
 to enable students to communicate confidently in Spanish through a range
of written, oral, and aural comprehension exercises covering different
registers and areas of vocabulary;
 to introduce students to the study and practice of translation addressing
issues of language and culture and familiarising them with a variety of
strategies;
 to prepare students for residence abroad through increasing their cultural
awareness.
Learning outcomes:
On successful completion of the course the students will have demonstrated:




A broad, active knowledge of Spanish grammar and basic awareness of the
different registers of language.
The ability to communicate with a degree of confidence and accuracy in
written and spoken Spanish, in a variety of situations, and with particular
attention to the requirements of the Year Abroad.
An awareness of core linguistic and cultural potential problems of
translation and the ability to think of creative solutions to these problems.
Responsibility for their own learning through an independent language
learning programme.
By the end of the course, students should be able to perform at Level B2 of the
Common European Framework.
Transferable skills:
 Communication and presentation skills, both oral and written through
presentations and teamwork.
 IT skills.
 Self-management and study skills: identifying one’s own learning style
and needs, learning how to learn through self-reflection activities and selfevaluation.
 Research skills involving problem solving and the identification and
evaluation of information sources including the Language Resource Centre.
 Cultural awareness.
Teaching and Learning methods:
Semester 1: grammar and integrated skills classes (2-hour weekly class)
including presentation of written and/or oral work based on written and oral
materials and/or using audio-visual equipment; 1-hour weekly small-group
practicals on translation into Spanish.
Semester 2: grammar and integrated skills classes (2-hour weekly class)
including presentation of written and/or oral work based on written and oral
materials and/or using audio-visual equipment; directed oral project-based
work in 1-hour weekly sessions.
Students of International Management and a Modern Language will be
allocated to one class where the thematic focus is on business and
management issues.
Additionally, all students will be expected to attend all classes, to participate
actively in class discussion and group activities, and to engage in regular
independent language learning devoting an average of six / seven hours per
week to work on the various language skills. This course also uses a webbased learning environment through WebCT as a supplement to support and
manage aspects of learning and teaching. Students are thus required to
regularly visit El Botiquín via http://webct.man.ac.uk/webct/public/home.pl
for essential information on the course, work done in class and other various
tasks, including online discussions and chats.
Language of Teaching: Spanish
Assessment:
Semester 1: one 60-minute written examination (translation into Spanish)
(25%);
Semester 2: one 2-hour written examination (50%), group assessment of oral
project (language simulation) work (10%) and a 10-minute oral examination
(15%).
Additionally, at the beginning of the academic year students will be required
to take a grammar test. Those who fail to pass will be expected to give proof
of independent study regularly throughout the year.
Exceptions to word-processed assignments: None
Language of assessment: Spanish
Convenor:
Dr Susana Lorenzo-Zamorano: susana.lorenzo@manchester.ac.uk
Taught by: Staff to be announced.
Set Texts:
- J. Butt and C. Benjamin, A New Reference Grammar of Modern Spanish
(Edwin Arnold)
- R. E. Batchelor & M. A. San José, Using Spanish Vocabulary (C.U.P.)
- C. Pountain and T. de Carlos, Practising Spanish Grammar: a Workbook
(Hodder Arnold)
- Diccionario Oxford español-inglés, inglés-español (O.U.P.)
- The Oxford Business Spanish Dictionary (O.U.P.) (for MLBM students)
Students may find the on-line dictionaries (and other useful material)
produced by the Real Academia de la Lengua Española on www.rae.es
SPLA20312 DICTATORSHIP, REVOLUTION AND VIOLENCE:
LATIN AMERICAN CULTURAL RESPONSES (20 credits; Level:
2)
Pre-requisite:
SPLA10100 or SPLA10210
Taught during:
Semester Two
Timetable:
Thursday 10-12 Lecture
Description:
The aim of this course is to examine how Latin American writers, artists and
filmmakers have responded to brutal political repression, revolution and
extreme outbursts of violence caused by persistent social inequalities and drug
feuds. Texts, films and art installations from Argentina, Brazil, Colombia,
Cuba and Mexico have been selected to illustrate and question historical and
contemporary aspects of state oppression, revolt and terrorism. Particular
attention will be paid to the mimetic nature of violence and its effect on
personhood and ethics; to language as a common tool of authoritarian and
writerly control of subjects and identities; to the links between political and
sexual persecution. Critical perspectives from socio-political, philosophical
and psychoanalytical theory will be deployed in the study of oppression,
memory and mourning represented in the texts, films and installations through
the use of myth, popular culture and the techniques of magic realism. Topics
covered by this course will allow students to study the broad cultural,
intellectual and historical currents – both national and continental – out of
which the selected novels, films and installations emerged.
Learning outcomes:
On successful completion of the course, students will have:




The ability to analyse literary texts, films and art in detail within their
historical and cultural contexts;
An understanding of the major political and intellectual factors which
have shaped Latin American’s cultural production from the mid-twentieth
century onwards;
An understanding of common and divergent cultural responses to violence,
dictatorship and revolution;
The ability to relate theoretical concepts in the study of literature to those
in the visual arts and other cultural forms.
Transferable skills:
On successful completion of the course, students will have:




Enhanced oral and written communication and presentation skills;
Enhanced research skills developed through the regular use and
evaluation of a variety of information sources;
The ability to construct sophisticated arguments informed by critical
awareness of secondary materials;
The ability to work effectively in collaboration with other students.
Teaching & Learning Methods:
1 hour weekly lecture and 1 weekly seminar.
Language of Teaching:
English
Assessment:
Two hour examination (75%) and one 1,500-word assessed essay (25%).
Deadlines for assessed coursework:
TBA.
Exceptions to word processed assignments: None.
Language of Assessment:
English.
Convenor:
Staff
Taught by:
Max. entry:
Staff
25
Set texts:
Reinaldo Arenas, El asalto (Cuba; 1990)
Alejo Carpentier, El acoso (Cuba; 1956)
Carlos Fuentes, La muerte de Artemio Cruz (Mexico; 1962)
Marta Traba, Conversación al sur (Argentina; 1981)
Fernando Vallejo, La virgen de los sicarios (Colombia; 1994)
Film:
La historia oficial, dir. Luís Puenzo (Argentina; 1985)
Art:
Cildo Meireles, Installations (Brazil; 1970-94)
Pathway:
[related courses in following years; for final year, related MA
modules]
SPLA20321 IMAGINING HOME FROM ABROAD: LATIN
AMERICAN TRAVELLERS IN AFRICA, EUROPE AND THE US
(20 credits; Level 2)
Pre-requisite:
SPLA10210 or SPLA10330
Taught during:
Semester one
Timetable:
Lecture Wednesdays 11-12, Seminar Thursdays 10-11, Group
Meeting Session Work Group Sessions Thursdays 11-12
Description:
The course will focus on the concept of cultural encounter and
identity formation in the context of the theme of travel.
Following a chronological order, we will explore notions of
selfhood and otherness through the reading of nineteenth- and
early twentieth-century Latin American travel narratives on
Africa, Europe and the US. We will examine not only how the
travellers deal with the foreign, but also how the places and
cultures portrayed in the texts enable them to express ideas
about their personal and national identities. Thus, we will
reflect on the political and cultural implications of these stories
of contact raising questions on concepts such as gender, “race”,
class, imperialism, colonialism and modernity. The texts will
be analysed vis-à-vis recent theoretical frameworks developed
in the field of travel writing studies. Examining both canonical
and non-canonical, female and male travel narratives will
enable us to develop a deeper appreciation for the complexity
of a genre which through intricate narrative strategies blurs the
edges of time, space and identity.
Learning outcomes: The course prepares students to engage critically
with a wide variety of nineteenth- and twentieth-century travel writing
narratives and helps them to employ tools of travel writing analysis in
oral and written presentation. More specifically, students will develop
an understanding of the concepts of cultural encounter and colonial
discourse and will also become aware of the interconnections between
these narratives ongoing debates on Latin American identity.
Transferable skills: The confidence acquired in the analysis of travel
writing will be extendible to other domains of literary and cultural
forms as the students will gain the ability to evaluate methodological
frames and critically engage with primary texts as well as formulate
their own views in oral and written presentation.
Teaching & Learning Methods:
1 hour weekly lecture, 1 hour weekly seminar, 1 hour fortnightly group work
and presentations
Language of Teaching: English with optional Spanish in seminar discussion
Assessment:
2,500 words Research Journal 45%, 1 hour 15 minute
Examination 40%, 10 minute Presentation 15%
Deadlines for assessed coursework: Research Journal, Tuesday Week 8.
Presentations, Weeks 11 & 12
Exceptions to word processed assignments: none
Convenor:
Dr Fernanda Peñaloza
Taught by: Dr Fernanda Peñaloza
Max. entry:
Set texts:
25
Domingo Faustino Sarmiento. Viajes en Europa, Africa y América,
1849[-]51
José Martí. Crónicas Americanas, 1880-1892
Eduarda Mansilla. Recuerdos de Viaje (1882)
Rubén Darío. Peregrinaciones (1901)
Clorinda Mato de Turner Viaje de recreo (1909)
Recommended Texts:
Peter Hulme and Tim Youngs. The Cambridge Companion to Travel Writing.
Cambridge: Cambridge University Press, 2002.
Sara Mills. Discourses of Difference: An Analysis of Women's Travel Writing
and Colonialism. London: Routledge, 1991
Mary Louise Pratt. Imperial Eyes. Travel Writing and Transculturation. 1992.
London: Routledge, 2000.
Mónica Szurmuk. Women in Argentina: Early Travel Narratives. Gainesville:
University Press of Florida, 2000.
SPLA20431 SPANISH LITERATURE 1800-1960 AND
CINEMATIC RESPONSES 1970 TO THE PRESENT (20 Credits;
Level 2)
Pre-requisite:
SPLA10210 or SPLA10330
Taught during:
Semester 1
Timetable:
Thursday 5-6 Lecture, Friday 10-11 Seminar
Description:
The course unit covers a selection of Spanish texts by canonical authors of the
period 1800-1960 and a range of films made subsequently in response to those
and related texts. It covers work from nineteenth-century novelists to modern
playwrights and contemporary filmmakers, and offers an overview of the
cultural history of Spain from the Romantic period to the age of la España
posmoderna. Historical, political, aesthetic, and philosophical issues will be
discussed as background to the study of the texts. The films will be studied
particularly for their narrative variations on the themes which concern the
literary texts; they will also be used to open up discussion about the continuum
from “high” culture to “popular” modes.
Learning outcomes: On successful completion of this course unit students
will be able to:



analyse and comment upon selected texts, both in terms of their
literary quality and their relationship to the socio-historical and
cultural contexts
analyse and comment upon selected films in terms of their
narrative strategies and their relation to original literary sources
read texts and watch films in the Spanish original
Transferable skills:
 Discussion skills
 Using PowerPoint for presentations
 Web communication skills
Teaching & Learning Methods:
Three hours weekly mixing lectures, seminars,
presentations and preparation sessions by student groups. Presentations to be based on
materials previously posted on the course unit’s WebCT page (usually in the form of
PowerPoint presentation outlines).
Language of Teaching: English and Spanish
Assessment:
In-class group presentations (maximum 3 per group); assessment to include quality of
web-posted materials (15%).
2.5-hour examination at the end of semester one (85%)
Deadlines for assessed coursework: N/A
Exceptions to word processed assignments: N/A
Language of Assessment: Spanish (for presentations); English
(examination)
Convenor:
Professor Chris Perriam
Taught by: Professor Chris Perriam:
christopher.perriam@manchester.ac.uk; Dr Susana Lorenzo:
susana.lorenzo@manchester.ac.ukl; Ms Geraldine Lawless (via
christopher.perriam@manchester.ac.uk)
Set Texts:
Benito Pérez Galdós, Miau (Alianza)
Ramón del Valle-Inclán, Sonata de primavera-estío (Espasa-Calpe)
Alfonso Sastre, Escuadra hacia la muerte (Austral)
Federico García Lorca, La casa de Bernarda Alba (any recent edition)
Camilo José Cela, La Colmena (Cátedra)
Set Films:
Luis Buñuel dir. Tristana (1970)
Mario Camus dir. La Colmena (1982)
Mario Camus dir. La casa de Bernarda Alba (1994)
Pathway:
BA Level 3
SPLA30420 Rise of Prose Fiction
SPLA20441 THE FINE ART OF POETRY: READING AND
WRITING RENAISSANCE AND BAROQUE TEXTS (20 credits;
Level 2)
Pre-requisite:
SPLA10300, SPLA10310 or SPLA10400.
Taught during:
Semester I
Timetable:
Monday 10:00, Thursday 11:00
Description:
Building on skills acquired in the writing of commentaries during
the first year, this course will explore varied means of responding
to poetry written during the Spanish Renaissance and Baroque
through literary translation, creative writing and commentary.
Students will be introduced to the dominant aesthetic theories of
the period (Renaissance Petrarchism, imitatio, and the Baroque
itself) and to forms of rhetorical and aesthetic analysis, with the
aim that they can recognize rhetorical forms and understand the
reasons for their deployment and use those forms creatively in
their own compositions. The course will thus enable students to
reflect upon literary expression through their own literary praxis:
through literal translation, and through the creative solution of
translation problems connected to poetry in more literary
translation; through composition within a specific genre; and
through the analytical skills of commentary writing. The
chronological horizon of the course is further expanded by the
study of selected works by classical and modern poets working
within these literary idioms. Aims: (i) to familiarize students with
aspects of the literary history of Spain during the sixteenth and
seventeenth centuries through the close reading of poetry by
selected authors (namely: Petrarch, Boscán, Garci Lasso de la
Vega; Virgil, Horace, Fray Luis de León; Quevedo, Sor Juana
Inés de la Cruz, Góngora); (ii) to develop skills in the close
reading of texts, in rhetorical analysis and self-expression; (iii)
through seminar discussion and group work, to develop a cooperative approach to the business of learning; (iv) through the
writing of commentaries and poetry, to develop an acceptable
prose and poetic style, a suitable level of analysis, and an
appreciation for the craft of poetry itself.
Learning outcomes: on successful completion of the course the students will have
demonstrated, (i) an understanding of the central poetic themes of
the period; (ii) the ability to analyse poems to a suitable level and
to express their understanding in the form of a commentary; (iii)
a fine sensibility, an ear attuned to poetic expression and a
comprehension of the human condition as expressed in the Early
Modern period, as shown in their commentaries, translations and
creative composition.
Transferable skills: Independent research skills (library, electronic database, internet
materials); analytical skills based on working with primary and
secondary sources; the ability to synthesize information, to read
closely with a critical eye, and to share discoveries with others;
writing skills; presentation experience; experience in group work;
wider knowledge; and a developing sensitivitiy to aesthetics,
beauty and truth.
Teaching & Learning Methods: a combination of lecture and seminar activity
centring upon the close reading of varied types of poety,
averaging between two and two-and-a-half hours per week.
Assessment:
1. Guided Commentary written individually, 700 words (10%)
2. Literal and Literary Translation, 700 words (10%)
3. Composition of a Petrarchan sonnet, 100 words (20%)
4. Literary Translation, 1,000 words (15%)
5. Commentary written as a group, 1,200 words (20%).
6. Commentary written individually, 1,500 words (25%).
Deadlines for assessed coursework: (1) First Commentary, Week
III; (2) Translation, Week V; (3) Sonnet, Week VII; (4) Second
Translation, Week X; (5) Group Commentary, Week XII; (6)
final commentary, Week XIII.
Convenor:
Dr Anthony Lappin
Taught by: Dr Anthony Lappin:
anthony.lappin@manchester.ac.uk
Max. entry:
25 students.
Recommended Texts:
A booklet containing poems for analysis and commentary,
together with secondary material, will be made available by the
lecturer.
SPLA20500 CATALAN STUDIES (20 credits; Level 2)
Pre-requisite:
SPLA10210.
Taught During:
Both Semesters
Timetable:
Tuesday 1:00-3:00 Group A, Tuesday 3:00-5:00 Group B
Description:
The course unit consists of language tuition for beginners in spoken and
written Catalan, and the study of a literary text. The course aims to provide
students with intensive teaching in the basics of Catalan grammar and syntax,
and further to provide students with basic writing, oral and comprehension
skills in the Catalan language, through a range of written, communicative and
practical exercises.
Learning outcomes: On successful completion of this course unit students will be
able to:
 active and passive knowledge of the basic grammatical structures of the
Catalan language
 an ability to communicate effectively in written and oral Catalan.
 an understanding of the language in its broader cultural context.
Transferable skills:
Discussion skills, reading skills, communication skills
Teaching and Learning Methods:
A lecture and commentary class, which includes class discussion, oral
presentations and exercises using audio-visual equipment.
Assessment:
2-hour written examination (50%), 15 minute oral examination (25%) and
25% based on the average mark of weekly coursework.
Convenor: Adrià Castells
Maximum Entry: 25 students
Taught by:
Adrià Castells: adria.castellsferrando@manchester.ac.uk
Set Texts:
El conte de 1911 a 1939, estudi introductori selecció i notes de Maria
Campillo, Eds. 62.
El conte des de 1939, a cura de Esther Centelles, Eds. 62.
E. d’Ors, La ben plantada
J. Salvat-Papasseit (selecció de textos)
Dictionaries and Grammar Texts:
D. Badia, Llengua catalana. Nivell llindar 3, Edicions l’Àlber.
Diccionari de la llengua catalana, Enciclopèdia Catalana.
Diccionari anglès-català, Enciclopèdia Catalana.
Diccionari català- anglès, Enciclopèdia Catalana.
Pompeu Fabra, Diccionari general de la llengua catalana.
J. Gili, Catalan Grammar, Dolphin Books.
Institut d’Estudis Catalans, Diccionari de la llengua catalana, Enciclopèdia
Catalana i Eds. 62.
Gramàtica del Català Contemporani (dirigida per J. Solà et al., 3 vols,
Barcelona, Empúries, 2002.
Pathway:
BA Level 4
SPLA30530 Catalan Language and Texts
SPLA30550 Modern Catalan Culture and Society
SPLA20661 SPANISH NATIONAL CINEMA FROM 1950 TO 1977
IDENTITIES IN TRANSITION (20 Credits; Level 2)
Pre-requisite:
LALC10001
Taught during:
Semester one
Timetable:
Friday 2:00-4:00 Lecture, Wednesday 2:00-4:00 Screening
Description:
The aims of this course unit are: to introduce students specializing in Spanish culture,
Screen and Drama and European cinema to an aspect of the cinematic dimension of
Spanish culture under Franco’s dictatorship; to give students an insight into films
produced by different generations of filmmakers between the 1950s and 1977, putting
these films into their historical and economic contexts in order to attest to the
changing ‘national’ qualities in Spanish cinema under Francoism- the ‘Spanishness’
of its industry, professionals and products; to create an awareness of the complex
relationship between films and issues of a political/ social/cultural nature and
understand the changing role of cinema as an instrument and indication of national
identities during the last part of the Francoist period; to enable students to conduct
formal film analysis.
Learning outcomes: on completion of the course, students will have demonstrated:
 Expertise in cinematic analysis and awareness of the specific context in which
these films were made.
 Awareness of major developments in cinema in Spain from the 1950s to 1977s
by the end of this course unit.
 A good grounding for further study in Spanish cinema while having the
background knowledge and the confidence to continue their work on cinema
studies in a wider, comparative context.
Transferable skills:
Discussion skills, reading skills, audiovisual analysis skills, working independently,
critical argument, convincing and accessible presentation of information.
Teaching & Learning Methods:
The course unit will be taught in 1-hour weekly slot which will be devoted to a
combination of formal lectures and a question-and-answer element where
appropriate. Every odd week there will be a seminar/discussion sessions
sometimes in the form of a structured presentation of material prepared by a
group of students. There will also be a programme of film screenings,
attendance at which will be compulsory.
Language of Teaching:
English (some course material may be in Spanish)
Assessment:
2-hour examination (75%), 10 minute group presentation (10%) and 1,000
word essay (15%)
Deadlines for assessed coursework:
The class presentations will take place in weeks 10 and 11.
Exceptions to word processed assignments:
None
Language of Assessment:
English
Convenor:
Dr Núria Triana
Email. nuria.triana@manchester.ac.uk
Taught by:
Dr Núria Triana
Professor C. Perriam
Max. entry:
25
Set Texts:
Barry Jordan and Mark Allins, Spanish Cinema: A Student’s Guide (London:
Hodder/Arnold,, 2005)
Barry Jordan and Ricky Morgan-Tamosunas, Contemporary Spanish Cinema
Núria Triana Toribio, Spanish National Cinema
Set Films:
Bienvenido Mr Marshall/Welcome Mr Marshall, Dir. Luis G. Berlanga, 1952
La Caza/ The Hunt, Dir. Carlos Saura, 1965.
El espíritu de la colmena / The Spirit of the Beehive, Dir. Víctor Erice, 1972.
Cría cuervos.../Raise ravens... Dir. Carlos Saura, 1975.
SPLA20772 HISPANIC LINGUISTICS (20 credits, level 2)
Pre-requisite:
SPLA10210
Taught during:
Semester two
Timetable:
Thursday 2-3 Lecture, Friday 1-2 Seminar
Description:
The Spanish language is spoken on four different continents and by some 380
million speakers. These numbers point to an enormous richness and variation
within the language and this course introduces students to its linguistic
description and analysis. The course begins with the study of key grammatical
features of major varieties of Spanish in the areas of phonetics and phonology,
morphology and syntax. We will then focus on the use of language and its role
in society discussing topics such as social and regional variation, language
contact, and language as an identity marker.
The course aims to: (i) give students an overview of the major varieties of
Spanish; (ii) to develop students understanding of the role of language in
society; (iii) to develop awareness for linguistic variation and to understand its
social significance.
Learning outcomes:
On successful completion of this course unit students will have demonstrated



Knowledge of linguistic features to describe language variation in
Spanish
Knowledge of key sociolinguistic concepts and the ability to apply
them to specific language situation in the Spanish-speaking world
The ability to analyse linguistic variation and to discuss its social
significance
Transferable skills:
Independent research skills (library, electronic databases, internet materials,
language samples), analytical skills based on working with primary and secondary
sources, the ability to synthesize information, the ability to discuss linguistic
research, writing skills, presentation skills, engaging in group work.
Teaching and Learning Methods:
1 hour weekly lecture, 1 hour weekly seminar, 1 hour fortnightly for group work
and revision
Assessment:
Research report of 1,500 words (in groups) 25%; 2 hour examination 75%
Deadlines for assessed coursework: Tuesday Week 9
Convenor: Dr Iris Bachmann
Taught by: Dr Iris Bachmann
Maximum entry: 25 students
Recommended texts:
Alvar, Manuel: Introducción a la lingüística española. (Barcelona : Editorial Ariel,
2000).
Blas Arroyo, José Luis: Sociolingüística del español: desarrollos y perspectivas en el
estudio de la lengua española en contexto social (Madrid : Cátedra, 2005).
Mar-Molinero, Clare: The Spanish-Speaking World: A Practical Introduction to
Sociolinguistic Issues (London: Routledge, 1997).
Pountain, Christopher: Exploring the Spanish Language (London: Arnold, 2003).
Stewart, Miranda: The Spanish Language Today (London: Routledge, 1999).
A course reader with other materials will be made available by the lecturer.
Pathway:
SPLA30772
SPLA20782 LOVERS IN HELL: LA CELESTINA (20 Credits, level 2)
Pre-requisite: SPLA10200 or SPLA10210
Taught during: Semester two
Timetable: Wednesday 10-11 (Lecture), 11-12 (Seminar).
Description:
La Celestina or Tragicomedia de Calisto y Melibea (end of the XV century) is
the first Spanish masterpiece. It tells the story of two doomed lovers and their
larger-than-life go-between, but it also represents with exceptional sharpness
the instability and vigour of the culture and society of the late Middle Ages,
anticipates several aesthetic trends, and questions the relevance of God in
human life. Its characters give life to the usual sins of lust, gluttony and
avarice; they are also proof of the essential role of language in the
establishment –and breaking-- of human relations. This course will study all of
these aspects, with a special interest in the close reading of the text, and will
also consider, through the study of film adaptations of the text, how
contemporary culture addresses the book.
Learning Outcomes: on successful completion of the course the students will have
demonstrated:
(i)
(ii)
(iii)
An understanding of Celestina.
The ability to analyse late medieval texts and relevant critical material, to
work effectively in collaboration with other students, and to sustain written
and oral arguments coherently.
The ability to discern different levels of reception of a cultural product.
Transferable skills: Consolidation and expansion of knowledge of Spanish Language
Critical reading
Building of analytical arguments –both in written and oral
delivery
Group and independent work
Cultural awareness
Teaching & Learning Methods: A weekly lecture and a weekly seminar. Teaching
will take place both in English and Spanish.
Assessment: Essay 2,500 words (40 %);
Examination (1 hour 45 minutes, 60 %)
Deadlines for assessed coursework: Tuesday Week 9
Convenor: Esther Gómez-Sierra
Taught by: Esther Gómez-Sierra
Max. entry: 25 students
Set texts:
ROJAS, Fernando de, 1991. La Celestina, ed. Peter E. RUSSELL (Madrid:
Castalia).
Or
ROJAS, Fernando de. 2002. La Celestina, eds. Marta HARO CORTÉS & Juan
Carlos CONDE LÓPEZ, Castalia didáctica 55 (Madrid: Castalia).
Film adaptations of Fernández Ardavín (1969), Fernández Santos (1975), and Vera
(1996), available in the Language Centre Library.
Pathway: SPLA30410 The Rise of Theatre, SPLA30420 The Rise of Prose Fiction
SPLA20812 CULTURAL CANNIBALISM IN BRAZIL (20 credits;
Level 2)
Pre-requisite:
SPLA10110 or SPLA20110
Taught during:
Semester two
Timetable:
Tuesday 2-4
Description:
Contemporary reality implies new challenges to literary and
cultural studies. During this period of so-called “globalization”,
which can be characterized by both a ceaseless flow of
information and a plurality of available media, there is perhaps
no task as relevant as the development of a theoretical
imagination able to process texts, data, and affects from multiple,
different circumstances and contexts. In this course we will
develop a theoretical imagination of otherness through the study
of specific Brazilian texts from the 19th and 20th centuries
working from Indianism and indigenism through to literary
modernism in Brazil and concluding with contemporary rereadings of cannibalism in English. In this context we will
explore critical methods and approaches concerned with the
creative appropriation of the contribution of “otherness”. Finally,
we will endeavour to show how this re-reading of
“anthropophagy” / “cultural cannibalism” in a primarily Brazilian
context may also be particularly useful for a renewed
understanding of the relationship between the local, the regional
and the global.
Learning outcomes: on successful completion of the course the students will have
demonstrated:

the ability to understand, analyse and discuss selected works of
Brazilian and English literature, with particular reference to
form, national identity and cultural appropriation;

the ability to read and use core critical and theoretical material
on the relevant works;

the ability to account for the evolution of specific images and
ideas relating to cultural appropriation in Brazil in different
historical contexts.
Transferable skills:

the ability to draw appropriately on historical, critical
theoretical and literary sources from the library and
internet

the ability to communicate ideas effectively in oral and
written format; skills in written examination.
Teaching & Learning Methods:
seminar
1 hour weekly lecture and 1 hour weekly
Language of Teaching: English
Assessment:
One three-hour examination worth 100%
Language of Assessment: English
Convenor:
Prof . João Cezar de Castro Rocha
Max. entry:
25
Set texts:
José de Alencar, Ubirajara
Gonçalves Dias, “Canção do exílio” and “I-Juca Pirama”
Oswald de Andrade, “Manifesto da Poesia Pau-Brasil,”
“Manifesto Antropófago,” A crise da filosofia messiânica
Darcy Ribeiro, A utopia selvagem.
Recommended Texts: N/A
Pathway:
MA in Latin American Cultural Studies
HIST20881 ECONOMIC AND SOCIAL HISTORY OF LATIN
AMERICA, C.1800-2000 (20 credits; level 2)
Pre-requisite:
SPLA10300, SPLA10310, SPLA10400 or SPLA10130
Taught during:
Semester 1
Timetable:
Lecture: Tuesday 12-1, Seminars: Thursday 12-1/2-3
Description:
This course introduces students to key themes and debates in the
social and economic history of Latin America since
Independence. Some of the themes to be considered include: the
economic causes and consequences of Independence; the
economics of free trade and protectionism in the postIndependence period; the economics of slavery and plantation
agriculture; the making of Latin American export economies in
the late nineteenth century; British informal imperialism and
Latin America; US economic expansion and Latin America; the
impact of European and Asian immigration on Latin American
economies; industrialisation and export-led growth; the impact of
external shocks (World Wars, Great Depression) on Latin
American economies; structuralism and dependency theory; the
economics of military rule; the debt crisis of the 1980s and the
lost decade; the Washington Consensus and neoliberalism in
Latin America; the emergence of post Washington Consensuses.
Learning outcomes:
On successful completion of the course students will have:
Extended their ability to work independently
Broadened their experience of non-Western historical processes and
Developed fuller understanding of historical controversies
Developed their abilities to present in depth work orally and in writing and improved
their capacity to assimilate and retrieve both bodies of information and historical
interpretation.
Transferable skills: Independent work, ability to express complex ideas
verbally and in written form.
Teaching & Learning Methods: The course will be taught by means of a weekly
lecture with weekly tutorials. The emphasis will be on reading
secondary material but seminars will include discussion of
primary sources (in English).
Assessment: 2 hour examination (60%); assessed essay (40%) (or prescribed
equivalent)
All HI courses which are assessed 60% examination and 40% course work also
require students to write one non-assessed essay (or prescribed
equivalent)
Exceptions to word processed assignments: none
Convenor:
Dr Paulo Drinot
Taught by: Dr Paulo Drinot
Selections from the following texts will be required and recommended reading:
Abel, Christopher, and Colin M. Lewis, eds. Latin America, Economic Imperialism,
and the State: The Political Economy of the External Connection from Independence
to the Present. London: Athlone, 1985.
Bethell, Leslie (ed.), Latin America: Economy and Society, 1870-1930. Cambridge:
Cambridge University Press, 1989.
Bethell, Leslie (ed.), Latin America: Economy and Society since 1930. Cambridge:
Cambridge University Press, 1998.
Bulmer-Thomas, Victor, The Economic History of Latin America since Independence.
2nd ed. Cambridge: Cambridge University Press, 2003.
Cárdenas, Enrique, José Antonio Ocampo, and Rosemary Thorp, eds. An Economic
History of Twentieth-Century Latin America. 3 vols. Basingstoke: Palgrave, 2000.
Coatsworth, John H. (ed). Latin America and the World Economy since 1800.
Cambridge, Mass.: Harvard University Press, 1998.
Cortés Conde, Roberto and Shane J. Hunt (eds), The Latin American Economies:
Growth and the Export Sector, 1880-1930. New York, NY: Holmes & Meier, 1985.
Haber, Stephen (ed.), How Latin America Fell Behind: Essays on the economic
histories of Brazil and Mexico, 1800-1914. Stanford: Stanford University Press.
Haber, Stephen (ed.), Political Institutions and Economic Growth in Latin America:
Essays in Policy, History and Political Economy. Stanford: Hoover Institution Press,
2000.
Love, Joseph, and Nils Jacobsen, eds. Guiding the Invisible Hand: Economic
Liberalism and the State in Latin American History. New York: Praeger, 1988.
Thorp, Rosemary. Progress, Poverty and Exclusion: An Economic History of Latin
America in the 20th Century. Washington, D.C.: Inter-American Development Bank,
1998.
LALC20002 TRENDS IN EUROPEAN AND POSTCOLONIAL
CINEMA (20 credits; Level 2)
LALC10001 Level 1 `Introduction to World Cinema’ Core course
Prerequisite:
Taught during: Semester 2
Timetable:
Weekly lecture and weekly seminar. Times tbc.
Description:
Since its invention cinema has represented the constant
transformation of European languages and cultures, as well as of the
identities of European men and women, due to major social,
economic, and technological changes continuing to this day.
Meanwhile, these languages, cultures, and identities, as well the
national cinemas that represent them are not neatly contained by the
political boundaries of continental Europe, having been forged in
the context of histories of nationalism, ideological struggle,
modernisation, postmodernism, gender and sexual revolutions,
global competition with Hollywood, regionalism, colonialism, and
migration. This course will provide students with the opportunity to
study European and European-language Cinema in the context of
these phenomena. The course includes an example each from
Australian and Hong Kong cinema which help us to examine
specifically postcolonial and transnational issues.
Participants are expected to read preparatory texts for each session.
a)
b)
c)
d)
Learning outcomes:
On successful completion of this course unit, students will
be acquainted with major works of European and Europeanlanguage Cinema since the New Wave cinemas studied in the
Level 1 course, `Introduction to European Cinema’
have a fundamental grasp of the textual and contextual analysis
of post New Wave cinema
have a critical understanding of the aesthetic, historical, and
ideological dimensions of European and European-language
Cinema
begin to engage with a wider context of inter-and transnational
cinema through the study of non-European production
Transferable skills:
On successful completion of the course unit, students will have
developed further their ability to
a)
work independently
b)
argue critically and coherently
c)
present information in a convincing and accessible manner
Teaching and learning methods: 1 lecture of 1 hour weekly, 1 seminar of 1 hour
weekly, 1 screening of generally 3 hours weekly
Language of Teaching: English (all films are subtitled
Assessment:
1 assessed essay of 2,500 words (40%), to be handed in at the end of
week 12 of the teaching period
1 2-hour exam requiring two questions to be answered (60%)
Convenor:
Prof Chris Perriam christopher.perriam@manchester.ac.uk
Taught by:
Dr Núria Triana Toribio; Prof Chris Perriam; Dr Joseph McGonagle;
Maximum entry: 100
Set films:
(In chronological order: for order of teaching students should consult the
WebCT page for the course)
Picnic at Hanging Rock. Dir. Peter Weir (Australia). 1975.
Tacones lejanos/High Heels]. Dir. Pedro Almodóvar. (Spain). 1991
El día de la Bestia/ The Day of the Beast. Dir. Alex de la Iglesia. (Spain). 1995.
Gazon maudit/French Twist. Dir. Josiane Balasko. (France). 1995.
La Haine/Hate. Dir. Mathieu Kassovitz. (France). 1995.
Salut cousin/Hey Cousin!. Dir. Merzak Allouache (France). 1996.
Cheun gwong tsa sit/Happy Together Dir. Wong Kar Wei (Hong Kong). 1997.
Y tu mamá también/And Your Mother Too. Dir. Alfonso Cuarón (México). 2001.
LALC20302 INTRODUCTION TO TRANSLATION (10 credits;
Level 2)
Pre-requisite:
This course is open to second-year post-A Level students in the
School of Languages, Linguistics and Cultures.
Taught during:
Semester 2
Timetable:
General Lecture: Tuesday, 2-3 pm (weekly)
Language-specific tutorials (fortnightly)
Language-specific tutorial groups to be arranged: students should
consult the language discipline noticeboards on Floor 3 of
Humanities Lime Grove.
Provisional Lecture Timetable
W1
Introduction to Translation Studies (I)
Prof Mona Baker
W2
Translation Strategies and Techniques (I)
Dr Luis Pérez-González
W3
Introduction to Translation Studies (II)
Prof Mona Baker
W4
Translation Strategies and Techniques (II)
Dr Luis Pérez-González
W5
Genres and Text-Types
Dr James St. André
W6
Culture-specific Reference
Dr James St. André
W7
Wordplay, Puns and Metaphors (I)
Dr Siobhan Brownlie
W8
Wordplay, Puns and Metaphors (II)
Dr Siobhan Brownlie
W9
Dialect and Register (I)
Prof Martin Durrell
W10
Dialect and Register (II)
Prof Martin Durrell
W11
Translation and Modernization: The case of the Arab
world.
Dr Philip Sadgrove
Description:
This unit offers an introduction to the study and practice of
translation as a professional activity. It addresses issues of
language and culture as they impinge on the process of
translation and familiarises students with a variety of strategies
for dealing with mismatches between source and target languages
and cultures. Topics covered include textual and contextual
meaning; genres and text types; dialect and register in translation;
translating culture-specific references; wordplay, metaphor and
puns. A range of different text types will be used, and could
typically include administrative texts (from the EU, UN, etc.),
commercial and business documents, literary texts, and semitechnical material.
Learning outcomes: On successful completion of this course unit,
students will demonstrate:






sensitivity to language structure, language function, and the
intricacies of intercultural communication;
sufficient understanding of core linguistic and cultural
concepts to be able to recognise potential problems in
translation and think of creative solutions to these problems;
improved translation skills related to specific language pairs;
a basic level of familiarity with professional translation
practice;
an ability to evaluate the work of other translators on an
informed basis;
an ability to argue knowledgeably for or against specific
translation choices.
Transferable skills: On successful completion of the course unit,
students will have developed further their ability to:




work independently;
think and argue critically and coherently;
present information in a convincing and accessible manner;
write clearly and effectively at a high level of intellectual
competence in English.
Teaching & Learning Methods:
1-hour weekly lecture, 1-hour fortnightly seminar.
Languages of Teaching: English (lectures) and the relevant
foreign language to each specific combination (language-specific
seminars).
Assessment:
One 2-hour exam consisting of an analysis of translation issues
relating to texts taken from each of the main languages taught in
SLLC, as appropriate.
Languages of Assessment: English and the relevant foreign
language to each specific combination.
Convenor:
Secretary:
TBC
Bernadette Cunnane
Taught by:
Lectures
Prof. Mona Baker
Dr Siobhan Brownlie
Prof Martin Durrell
Dr Luis Pérez-González
Dr Philip Sadgrove
Dr James St. André
Tutorials
French
Dr Siobhan Brownlie
German
Ms Angelika Krawanja
Italian
Mr Federico Gaspari
Spanish
Dr Susanna Lorenzo
Max. entry:
200
Set texts:


Mona Baker, In Other Words. A Coursebook on Translation
(London: Routledge, 1992).
Peter Fawcett, Translation and Language: Linguistic
Theories Explained (Manchester: St Jerome Publishing,
1997).
Recommended Texts:





Dirk Delabastita (ed.), Wordplay and Translation, special
issue of The Translator, 2:2 (1996).
Dirk Delabastita, (ed.), Traductio. Essays on Punning and
Translation (Namur: Presses Universitaires de Namur and
Manchester: St Jerome Publishing, 1997).
Anthony Duff, Translation (Oxford: Oxford University
Press, 1990).
André Lefevere, Translating Literature: Practice and
Theory in a Comparative Literature Context (New York:
the Modern Language Association of America, 1992).
Katharina Reiss, Translation Criticism - The Potentials and
Limitations: Categories and Criteria for Translation
Quality Assessment, trans. Erroll F. Rhodes (New York:
American Bible Society and Manchester: St Jerome
Publishing, 2000)
Language-specific
Portuguese

Malcolm Coulthard and Patricia de Baubeta (eds),
Theoretical Issues and Practical Cases in PortugueseEnglish Translations (Ceredigion: The Edwin Mellen Press,
1996)
Spanish

Sándor Hervey, Ian Higgins and Louise M. Haywood,
Thinking Spanish Translation. A Course in Translation
Method: Spanish to English (London and New York:
Routledge, 1995).

Óscar Jiménez Serrano, La traducción técnica inglésespañol. Didáctica y mundo profesional (Granada: Editorial
Comares, 2002).

Guix López, Juan Gabriel and Jacqueline Minett Wilkinson,
Manual de traducción - inglés/castellano (Barcelona:
Gedisa Editorial, 1997).

J.J. Zaro, J. J. Truman, and M. Truman, Manual de
traducción/A Manual of Translation (Alcobendas, Madrid:
SGEL, 1999).
Pathway:
LALC30011; MA in Translation Studies
ULAC20001/ULAC20012 TANDEM LEARNING PROGRAMME –
SPANISH (10 Credits; Level 2)
Pre-requisite:
A-level in the target language or equivalent
Co-requisite:
Students eligible for LEAP course units. Not normally open to first year
students
Taught During:
ULAC20001 in semester one; ULAC20012 in semester two
Timetable:
Minimum of 2 hours study period with partner per week. Lecture-Thursday;
Sem Tues/Wed am
Description:
This is a reciprocal language-learning module, in which students are paired to
work on a series of weekly language learning tasks and/or research based
tasks. Increased contact with native speakers of the target language will help to
develop both oral and written skills and improve cultural knowledge. The
course tutors pair you with a partner of the language of your choice. You
will meet with him or her for a minimum of three hours per week, to complete
a set of language tasks provided. Some of these tasks are compulsory and
some may be negotiated with your partner or course tutors. These tasks form
the basis of your dossier. You may, of course, meet where and when you like
to complete them. Workshops are also provided during the semester as well as
virtual seminars via WEBCT.
Learning Outcomes:
On successful completion of the course the students will have demonstrated:






An improvement in oral and written fluency.
Increased knowledge and awareness of the target culture.
If taken in the second semester, an awareness of enquiry-based learning in the
foreign language.
The ability to complete a dossier of material in the target language.
Broad reflection on the learning and teaching process.
Extension of knowledge and skills in the chosen language.
Transferable Skills:
 An ability to work in pairs.
 An ability to take charge of one's own learning.
 IT skills.
 (2nd semester) – analysis and interpretation of raw data.
Teaching and Learning Methods:
Students mentor their partner on at least one occasion per week. 3 workshops
per semester.
Assessment:
Oral and written tests (40%), dossier/learning diary (60%)
Convenor:
Maria Kluczek (276 1624) maria.kluczek@manchester.ac.uk
Dr. John Morley (275 3428) john.morley@manchester.ac.uk
Taught By:
No seminars
Maximum entry:
10 UK students, 10 non-UK students per semester
Set Texts:
None
Recommended Texts:
None
ULTD20011 TESOL 1 AN INTRODUCTION TO TESOL PART 1
Level:
2, but available to students in year 1 of BA Eng Lang
Credit rating:
10 credits
Pre-requisite:
IELTS 7.0 (or equivalent) for those who do not have English as a
first language. Please note that priority will be given to the
following students:
 2nd year SLLC students going abroad as English
Language Assistants.
 1st year BA English Language students (2007/8)
 1st year Applied English Language Studies (proposed new
study area within Combined Studies) students (2008/9)
Taught during:
Semester 1
Timetable:
Lectures: Thursday 3.00-4.00 (10 lectures over the semester)
Workshops: Friday 11.00-1.00 one every two weeks, or Friday
12.00-2.00 every two weeks
Description:
This course can be taken as part one of two courses providing a
basic preparation in classroom language teaching, suiting 2nd year
SLLC students going abroad in their third year. It can also be
taken as the first of a possible six courses in TESOL, suiting
students wanting a more thorough grounding in the subject.
Taken by itself, it provides the background to this preparation in
the form of language awareness and classroom management. It is
suitable for anyone considering temporary work or a career in
teaching English as a foreign language or voluntary EFL teaching
work overseas.
Main areas covered:
Introduction to grammar
Approaches to grammar
Introduction to phonology
Classroom management
Learner differences
Classroom observation
Lesson planning
Giving instructions
Learning outcomes:
On successful completion of this course unit, students should:
 be able to understand and identify selected features of the English
language;
 be able to understand and identify selected features of English
phonology;
 have an initial awareness of theories of second language acquisition;
 be able to recognise learner differences/needs;
 be able to recognise features of good classroom management;
 be able to critically evaluate an observed lesson;
 be able to plan a lesson;
 be able to give effective instructions
Transferable skills:
On successful completion of the course unit, students will have
developed further their ability to:

assess their own learning needs and identify the resources
necessary to meet these;
 contribute to a collaborative learning environment;
 write effective essays according to standard academic
conventions;
 operate within constraints of time and resources.
Teaching & Learning Methods:
1-hour weekly lecture (10 lectures over the semester); 2-hour
fortnightly workshop
Maximum workshop group size: 15Participants will also be
required to undertake a total of 1.5 hours' classroom observation
(within EL Programmes at the University of Manchester).
Language of Teaching: English
Assessment:
One 1,500 word reflective essay on the classroom observation
(50%) One 1-hour language awareness test/exam (40%)
Contribution to collaborative working environment in workshops
(10%)
Deadlines for assessed coursework:
To be established
Exceptions to word processed assignments:
None
Convenor:
Rob Drummond
Taught by:
tba
Max. entry:
Set texts:
120 students.
Jeremy Harmer, The Practice of English Language Teaching, 3rd
edn. (Harlow: Longman, 2001)
Recommended Texts: Penny Ur, A Course in Language Teaching (Cambridge: CUP
1996)
Pathway:
Leads on to TESOL 2 – An Introduction to TESOL Part 2.
ULTD20022 TESOL 2 – AN INTRODUCTION TO TESOL PART 2
Level:
2, but available to students in year 1 of BA Eng Lang
Credit rating:
10 credits
Pre-requisite:
IELTS 7.0 (or equivalent) for those who do not have English as a
first language.
Students must have successfully completed TESOL 1Please note
that priority will be given to the following students:
 2nd year SLLC students going abroad as English
Language Assistants.
 1st year BA English Language students (2007/8)
 1st year Applied English Language Studies (proposed new
study area within Combined Studies) students (2008/9)
Taught during:
Semester 2
Timetable:
Lectures: Thursday 3.00-4.00 (10 lectures over the semester)
Workshops: Friday 11.00-1.00 one every two weeks, or Friday
12.00-2.00 every two weeks
Description:
This course unit builds on the background knowledge gained in
TESOL 1 to provide further basic preparation in classroom
language teaching. It constitutes part two of the two courses for
2nd year SLLC students going abroad in their third year, or the
second of six courses in TESOL available for students wanting a
more thorough grounding in the subject. It is suitable for anyone
considering temporary work or a career in teaching English as a
foreign language or voluntary EFL teaching work overseas.
Main areas covered:
Introduction to methodology
Teaching the four skills
Teaching vocabulary
Teaching young learners
Error correction
Learning outcomes:
On successful completion of this course unit, students should:
 have an initial understanding of different language teaching
methodologies;
 be able to understand how we learn and teach the four language
skills
 be able to recognise features of good classroom management;
 be able to plan and teach a short lesson;
 be able to select and exploit materials in the classroom;
 be able to teach the different language skills at an initial level;
Transferable skills:
On successful completion of the course unit, students will have
developed further their ability to:





assess their own learning needs and identify the resources
necessary to meet these;
contribute to a collaborative learning environment;
write effective essays according to standard academic
conventions;
give feedback on the performance of others;
operate within constraints of time and resources.
Teaching & Learning Methods:
1-hour weekly lecture (10 lectures over the semester); 2-hour
fortnightly workshop
Maximum workshop group size: 15
Language of Teaching: English
Assessment:
One 1,500 word essay on methodology (50%) One session of
peer teaching with appropriate lesson plan (40%) Contribution to
collaborative working environment in workshops (10%)
Deadlines for assessed coursework:
To be established
Exceptions to word processed assignments:
None
Convenor:
Rob Drummond
Taught by:
tba
Max. entry:
120 students.
Set texts:
Jeremy Harmer, The Practice of English Language Teaching, 3rd
edn. (Harlow: Longman, 2001)
Recommended Texts: Penny Ur, A Course in Language Teaching (Cambridge: CUP
1996)
Pathway:
Leads on to TESOL 3
2.3. Final Year
2.3.1 Structure of Degree Programmes and Regulations. Final Year.
SPANISH, PORTUGUESE AND LATIN AMERICAN STUDIES
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
100 credits selected from any course unit offered
Up to 20 credits (not including SPLA30210) may be replaced by course unit(s)
in a subject other than Spanish, Portuguese and Latin American Studies
chosen from the list of Faculty of Humanities approved course units.
AMERICAN AND LATIN AMERICAN STUDIES
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
40 credits selected among
SPLA30000
SPLA30352
SPLA30382
SPLA30391
SPLA30772
SPLA30780
SPLA30791
SPLA30872
MODERN LANGUAGES JOINT HONOURS with Spanish
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE, TWO or THREE course units (20–60 credits) selected from any course
unit offered.
ENGLISH or ENGLISH LANGUAGE & SPANISH
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE, TWO or THREE course units (20–60 credits) selected from any course
unit offered.
HISTORY & SPANISH
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
TWO course units (40 credits) selected from any course unit offered
Note: If not submitting a dissertation in History, then candidates must do so in
Spanish.
HISTORY OF ART & SPANISH
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
TWO course units (40 credits) selected from any course unit offered
LATIN & SPANISH
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE, TWO or THREE course units (20–60 credits) selected from any course
unit offered.
LINGUISTICS & SPANISH
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE, TWO or THREE course units (20–60 credits) selected from any course
unit offered.
MIDDLE EASTERN STUDIES WITH A MODERN EUROPEAN
LANGUAGE
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE, TWO or THREE course units (20–60 credits) selected from any course
unit offered
MASTER OF MODERN LANGUAGES (MML) (year 3; Spanish Subject 1)
The core course unit (20 credits) in Spanish is
SPLA30210 Spanish Language
and TWO course units (40 credits) selected from any course unit offered (plus
M-level components LALC30100 and LALC30000 – see the MML Guide to
Undergraduate Programmes booklet)
MASTER OF MODERN LANGUAGES (MML) (year 3; Spanish Subject 2)
A choice of ONE course unit (20 credits) selected from any course unit
offered (not language)
MASTER OF MODERN LANGUAGES (MML) (year 4; Spanish Subject 1)
NO course units may be selected from any course unit offered as Final Year 1
in Spanish will already have been completed
MASTER OF MODERN LANGUAGES (MML) (year 4; Spanish Subject 2)
The core course unit (20 credits) in Spanish is
SPLA30210 Spanish Language
and TWO course units (40 credits) selected from any course unit offered (plus
M-level components LALC40100 and LALC40000 – see the MML Guide to
Undergraduate Programmes booklet)
EUROPEAN STUDIES & MODERN LANGUAGES (Spanish)
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
TWO course units (40 credits) selected from any course unit offered
COMBINED STUDIES with Spanish
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE or TWO course units (20–40 credits) selected from any course unit
offered.
A MODERN LANGUAGE AND BUSINESS AND MANAGEMENT
(Spanish)
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
TWO or THREE course units (40 or 60 credits) selected from all course units
offered.
BIOLOGICAL SCIENCES WITH SPANISH
The core course unit (20 credits) is SPLA30210 Spanish Language
and
ONE course unit (20 credits) selected from any course unit offered
MATHEMATICS & SPANISH
The core course unit (20 credits) is
SPLA30210 Spanish Language
and
ONE course unit (20 credits) selected from any course unit offered
2.3.2
Level 3 Course Units
SPLA30000 DISSERTATION (20 credits; Level 3)
Pre-requisites:
SPLA20210; this is a self-led study module involving individual research.
Taught During:
Both Semesters.
Timetable:
Tutorials are to be arranged individually with the supervisor of the dissertation.
See the dissertation guidelines at the end of this Directory for the work and
meeting schedule you are required to adopt:
Description:
This course unit is a guided research module, in which the student submits a
10,000 word essay on a subject of his or her own choosing. A dissertation
supervisor provides guidance as to research methods, writing skills and
analysis of data. It affords the student with the opportunity to consider a
subject at much greater depth than is possible in a normal course unit, and
should involve some primary research. Students must gain the agreement of
the supervisor before beginning the course. The dissertation may be connected
to one of the course modules being studied; alternatively, students may find
that only some lectures on a course are of use for the dissertation, and may
attend these.
Learning outcomes:
On successful completion of the course the student will have shown the ability:

To design a subject of research and develop a written argument of
depth and complexity, using (where possible) primary sources and
critical literature, with a professional presentation of the material
produced.
Transferable skills:
communicate a coherent and critical argument of depth and complexity in
written form.
Teaching and Learning Methods:
Individual tutorials by agreement.
Language of Teaching: English
Assessment:
One dissertation of 10,000 words comprises 100% of total marks.
Language of Assessment:
The dissertation must be written in English unless permission from the
departmental committee has been sought to submit in another language.
Deadline for submission:
First Friday in May
Convenor:
Dr Patience Schell: patience.schell@manchester.ac.uk
SPLA30100 PORTUGUESE LANGUAGE (20 credits; Level 3)
Pre-requisite:
SPLA20100, SPLA20280 or (visiting students only) equivalent.
Taught During:
Both Semesters
Timetable:
to be confirmed
Description:
The course unit consists of advanced study of translation from and into
Portuguese, conversation in Portuguese, and the writing of essays in
Portuguese. Students will be enabled to communicate with a high level of
fluency, accuracy and confidence in Portuguese through oral and listening
exercises, prose, translation and essay on a range of contemporary topics,
building on experience from the year abroad. They will also be able to
recognize and reproduce different registers of language accurately when
translating to and from Portuguese.
Learning outcomes: On successful completion of the course, the student will have
shown:



An ability to translate to and from Portuguese in a variety of different
literary, journalistic and semi-specialist contexts.
An ability to sustain a coherent written argument in Portuguese
through essay writing.
A good working knowledge, both practical and theoretical, or written
and spoken Portuguese.
Transferable skills:
Communication skills. Presentation skills.
Teaching and Learning Methods:
2 one-hour weekly language classes and a one-hour oral class.
Assessment:
75% written examination; 25% oral examination.
Convenor:
Portuguese Leitor/a
Taught by:
Hilary Owen hilary.owen@manchester.ac.uk
Portuguese Leitor/a
Daniel Sá
Maximum Entry:
40 students
SPLA30210 SPANISH LANGUAGE 3 (20 credits; Level 3)
Pre-requisite:
SPLA20210 or equivalent (for visiting students only). This course is not
available as a free-choice option or to Spanish Erasmus students.
Taught During:
Both Semesters
Timetable:
to be confirmed
Description:
The course unit consists of advanced study of Spanish grammar and practice
in oral, aural and reading skills, and translation from and into Spanish. A
variety of forms of written Spanish are studied and attention is paid to
questions of style and register. The course aims:
 to enable students to communicate with a high level of fluency, accuracy,
and confidence in Spanish through oral, aural, and written exercises (prose
and translation);
 to enable students to produce texts in Spanish with a detailed knowledge of
all areas of grammar and syntax;
 to improve translation skills by increasing students’ sensitivity to issues of
register, style and perspective when translating to and from Spanish across
a range of media.
Learning outcomes:
By the end of the course, assuming that all classes have been attended,
coursework completed and a considerable amount of private study undertaken,
the students will have demonstrated:
 A good working knowledge, both practical and theoretical, of written
and spoken Spanish.
 An ability to translate to and from Spanish in a variety of different
literary, journalistic, and semi-specialist contexts.
 An enhanced awareness of translation issues and the ability to critically
evaluate the outcomes.
 An understanding of the language in its broader cultural context.
By the end of the course, students should be able to perform at Level C1/C2 of
the Common European Framework.
Transferable skills:
 Communication and presentation skills, both oral and written through
presentations and teamwork.
 IT skills.
 Self-management and study skills.
 Research skills: identifying and evaluating information sources.
 Cultural awareness.
Teaching and Learning Methods:
Semester 1: grammar and rhetoric classes (2 hours weekly); translation
practicals, Spanish into English (1 hour weekly).
Semester 2: grammar and rhetoric classes (2 hours weekly); translation
practicals, English into Spanish (1 hour weekly).
Students of International Management and a Modern Language will be
allocated to one class where the thematic focus is on business and
management issues.
Additionally, all students will be expected to attend all classes, to participate
actively in class discussion and group activities, and to engage in regular
independent language learning devoting an average of six / seven hours per
week to work on the various language skills. This course also uses a webbased learning environment through WebCT as a supplement to support and
manage aspects of learning and teaching. Students are thus required to
regularly visit La Farmacia via http://webct.man.ac.uk/webct/public/home.pl
for essential information on the course, work done in class and other various
tasks, including online discussions and chats.
Language of Teaching: Spanish.
Assessment:
Semester 1: one 60-minute written examination taken in January (translation
into English) (25%).
Semester 2: one 2-hour written examination (grammar, translation and essay
writing) (50%); a 20-minute oral examination (25%).
Exceptions to word-processed assignments: None
Languages of Assessment: Spanish and English
Convenor:
Dr. Susana Lorenzo susana.lorenzo@manchester.ac.uk
Taught by: Staff to be announced.
Set Texts:
- J. Butt and C. Benjamin, A New Reference Grammar of Modern Spanish
(Edwin Arnold)
- C. Pountain and T. de Carlos, Practising Spanish Grammar: a Workbook
(Hodder Arnold)
- R. E. Batchelor & M. A. San José, Using Spanish Vocabulary (C.U.P.)
- Diccionario Oxford español-inglés, inglés-español (O.U.P.).
- The Oxford Business Spanish Dictionary (O.U.P.) (for MLBM students)
Students may also find the on-line dictionaries (and other useful material)
produced by the Real Academia de la Lengua Española on www.rae.es
Recommended Texts on Translation:
- M. Baker, In Other Words: Coursebook on Translation (Routledge)
- S. Hervey, I. Higgins and L. Haywood, Thinking Spanish Translation: A
Course in Translation Method: Spanish to English (Routledge)
- G. López Guix & J. Minett Wilkinson, Manual de Traducción.
Inglés/Castellano (Gedisa)
- P. Newmark, Approaches to Translation (Pergamon Press)
SPLA30352 ANATOMIES OF THE SELF: THE NOVEL IN
TWENTIETH-CENTURY ARGENTINA (20 credits; Level 3)
Pre-requisite:
SPLA20210
Taught during:
Semester Two
Timetable:
Monday 2-4
Description:
This course unit examines a selection of some of the most influential and
challenging novels written in Argentina during the twentieth century – a
period of intense political and intellectual turmoil. Throughout the course,
students will be encouraged to explore the ways in which the novel in
Argentina develops through varying political climates and how it relates to and
undermines concepts of national culture. The course engages with authors’
debates about Argentinian – as well as broader Latin American – notions of
peripheral versus idealized modernity: what might bring modernity about,
what constitutes it, and why it is problematic. Topics to be studied include: the
self and stereotypes; gender; immigrant marginality; reality, order and chaos;
nationalism; authoritarianism and cosmopolitanism; existentialism and science
fiction; the tensions between, and melding of, high and popular culture.
Appropriate aspects of critical theory will be introduced and examined during
weekly seminars.
Learning outcomes:
On successful completion of the course, students will have:




A comprehensive understanding of the common and divergent thematic
and stylistic traits of the novel in Argentina in the twentieth century;
An understanding of the major political and intellectual factors which
shaped Argentina’s and South America’s cultural production during this
period;
The ability to analyse literary texts and an appreciation of literary
reception;
Grasped the impact of modernist and post-modernist thought as defined
through the novels studied.
Transferable skills:
On successful completion of the course, students will have:




Enhanced oral and written communication and presentation skills
developed through essay writing and seminar presentations;
Enhanced research skills developed through the regular use and
evaluation of a variety of information sources;
The ability to organize the analysis of challenging texts and ideas in order
to construct sophisticated arguments informed by critical awareness of
secondary materials;
The ability to work effectively in collaboration with other students.
Teaching & Learning Methods:
1 hour weekly lecture and 1 hour weekly seminar.
Language of Teaching:
English
Assessment:
100% 3 hour examination.
Language of Assessment:
English.
Convenor:
Staff
Taught by: Staff
Max. entry:
25
Set texts:
César Aira, La liebre (1991)
Roberto Arlt, El juguete rabioso (1926)
Adolfo Bioy Casares, La invención de Morel (1940)
Julio Cortázar, Rayuela (1963)
Manuel Puig, Pubis angelical (1979)
Luisa Valenzuela, Cola de lagartija (1983)
Pathway:
MA LACS
SPLA30382 REVOLUTIONARY CREATIVITY AND AMERICAN
INSPIRATION (20 credits; Level 3)
Pre-requisite:
SPLA20210
Taught during:
semester two
Timetable:
Thursday 1-3, Friday 10-11 (Group Work)
Description:
Ever since Christopher Columbus first saw the plume of the
Orinoco River flowing into the Atlantic Ocean, the Americas and
its images have inspired provocative, challenging and
revolutionary discourses. Cultural encounters with the Americas,
real and imagined, have contributed to fundamental philosophical
shifts in the modern world. This course addresses how the North
and South America inspired revolutionary changes to politics,
philosophy and science, during the eighteenth and nineteenth
centuries. The course begins with a focus on the Americas’
contribution to the development of Enlightenment philosophies,
as well as their scientific expression, and then how these
iconoclastic ideas were put into play most radically in the Age of
Independence. To grasp the extent of these revolutionary
changes, the course will address events spanning both continents
that ultimately encompassed the British colonies, French Saint
Domingue and the Ibero-American colonies. The course unit
then addresses how American nature, and the Americas’ original
inhabitants, continue to prompt radical shifts in thought through
examination of Darwin’s vision of South America. Aims: i) to
provide students with a broad overview of eighteenth and
nineteenth century North and South American history; ii) to
develop students’ understanding how the Americas played a
crucial role in the development of ‘Western’ thought; iii) to foster
students’ understandings of social and cultural movements that
traversed regions divided by language.
Learning outcomes: On successful completion of the course students
will have demonstrated:
 Knowledge of the broad outlines of eighteenth- and nineteenthcentury North and South American history;
 More detailed knowledge of Enlightenment and Romantic
philosophies and their practice;
 Understanding of the historical forces that lie behind current affairs;
 Understanding of the movement of ideas beyond political/linguistic
boundaries.
Transferable skills:
Independent research skills (library, electronic database, internet
materials), analytical skills based on working with primary and
secondary sources, the ability to synthesize information, the ability to
read with a critical eye, writing skills, presentation experience,
engaging in group work, wider knowledge and understanding of the
human condition.
Teaching & Learning Methods:
presentations
Assessment:
2 hour seminar, 1 hour group work and
25% A2 poster presentation (group mark); 25% 1,500 word diary
of group work; 50% 1.5 hour examination
Deadlines for assessed coursework: Tuesday Week 11
Exceptions to word processed assignments: none
Convenor:
Dr Patience Schell
Taught by: Dr Patience Schell
Max. entry:
25
Set texts:
Francois-Marie Arouet Voltaire, Candide (available through
http://www.literature.org/authors/voltaire/candide/)
Alexander von Humboldt, Personal Narrative of a Journey to the
Equinoctial Regions of the new Continent, ed. Jason Wilson.
London: Penguin Classics, 1995.
Selected writings of Thomas Jefferson (to be provided)
Selected writings of Simón Bolívar (to be provided)
Charles Darwin, Charles Darwin’s Beagle Diary, ed. Richard
Darwin Keynes. Cambridge: Cambridge University Press,
1988.
Recommended Texts: Cañizares-Esguerra, Jorge. How to Write the History of the
New World: Histories, Epistemologies, and Identities in the
Eighteenth-Century Atlantic World. Stanford: Stanford
University Press, 2001.
Collier, Simon, ‘Nationality, Nationalism, and
Supranationalism in the Writings of Simón Bolívar’,
Hispanic American Historical Review 63:1 (Feb. 1983): 37—
64.
Guedea, Virginia, ‘The Process of Mexican Independence’,
American Historical Review 105:1 (Feb. 2000): 116—130.
Hamnett, Brian R., ‘Process and Pattern: A Re-examination
of the Ibero-American Independence Movements, 1808-1826’,
Journal of Latin American Studies 29 (1997): 279--328.
Pathway:
MA LACS
SPLA30391 ARGENTINA FOR EXPORT: THE PRODUCTION
AND CONSUMPTION OF CULTURE (20 Credits: Level 3)
Pre-requisite:
SPLA20210
Taught during:
Semester One
Timetable:
Lecture Wednesdays 10-11, Seminar Thursdays 2-3, Group
Meeting Session Tuesdays 2-3
Description:
This course will explore the many images associated with
mythical figures such as Eva Perón and Ernesto Che Guevara, the
musical genre of tango and the seemingly boundless landscape of
Patagonia. We will focus on the way in which different cultural
elements frequently perceived as part of Argentina’s cultural
history have been created, appropriated and commodified within
and beyond the country’s national boundaries. The course gives
special attention to globalisation as a framework for approaching
the relationship between identity representation and
commoditisation. We will be closely analysing key historical,
economic, political, and technological processes at national and
international level in order to problematise notions such as
authenticity, ownership and origin.
Learning outcomes: Students will be familiar with a cluster of critical
concepts that will help them to engage reflectively with practices of identity
representation and cultural consumption. The course will encourage students
to question generic classifications of culture, the creation of traditions, notions
of identity and link their insight into their understanding of contemporary
Argentine culture.
Transferable skills: Ability to present material and ideas individually and
collectively in oral and written form, displaying independent thinking.
Demonstrate an aptitude for working in groups and to meet deadlines.
Teaching & Learning Methods: 1 hour weekly lecture, 1 hour weekly seminar, 1
hour fortnightly group work and presentations
Language of Teaching: English with optional Spanish in seminar
discussion
Assessment: 2,500 words Research Journal 45%, 1 hour 15 minute Examination
40%, 10 minute Presentation 15%
Deadlines for assessed coursework: Research Journal - Tuesday of week 8.
Presentations: Week 11 & 12
Exceptions to word processed assignments: none
Convenor:
Dr Fernanda Peñaloza
Taught by: Dr Fernanda Peñaloza
Max. entry:
Set texts:
25
Osvaldo Bayer. La Patagonia Rebelde (1978)
Ernesto Che Guevara. Diarios de Motocicleta (1952-53)
Ernesto Sábato. Tango, discusión y clave (1963)
Eva Perón. La Razón de mi vida (1952)
(Films)
Evita (Alan Parker, 1996)
Bombón el Perro (Carlos Sorín, 2004)
Tango, no me dejes nunca (Carlos Saura, 1998)
The Motorcycle Diaries (Walter Salles, 2004)
Recommended Texts:
Néstor García Canclini. La globalización imaginada. México: Paidós,
1999.
Anthony King, ed. Culture, Globalization and the World-System:
Contemporary Conditions for the Representation of Identity.
Minneapolis: U of Minnesota Press, 1997.
María Cristina Pons and Claudia Soria eds. Delirios de grandeza. Los
mito argentinos: Memoria, identidad, cultura. Buenos Aires: Beatriz
Viterbo, 2005.
Marta Savigliano. Tango and the Political Economy of Passion.
Boulder: Westview Press, 1995.
Pathway:
[related courses in following years; for final year, related MA
modules]
SPLA30420 THE RISE OF PROSE FICTION (20 credits; Level 3)
Pre-requisite:
SPLA20210. This course is not available as a free-choice option.
Taught during:
Both semesters
Timetable:
Wednesdays 11-1
Description:
The course unit consists of advanced study of the rise of prose fiction in Spain
and Latin America including the in-depth analysis of the development of the
novel and other creative prose forms. The course will provide students with a
detailed knowledge of texts, authors and historical and social contexts and will
develop students’ awareness of the principal critical and cultural trends
relevant to the authors and the genres studied.
Learning outcomes: on successful completion of the course, the students will have
shown:
 The ability to analyse selected texts in detail and in close relation to specific
cultural and historical contexts.
 The ability through discussion and essays to communicate ideas, to work
effectively in collaboration with other students and to sustain an argument in
writing, using relevant critical material.
Transferable skills:
Communication and presentation skills: students are expected to develop a
coherent and critical argument in written and oral form
Advanced conceptual and research skills.
Teaching and Learning Methods:
A weekly session mixing, seminar and student presentation preparation
Languages of Teaching: English and Spanish
Assessment:
A 6000-word essay covering at least two of the texts studied (100%).
Convenor:
Professor Chris Perriam: christopher.perriam@manchester.ac.uk
Taught by:
Professor Chris Perriam: christopher.perriam@manchester.ac.uk
Dr Anthony Lappin: Anthony.lappin@manchester.ac.uk
Dr Parvathi Kumaraswami: Parvathi.Kumaraswami@manchester.ac.uk
Professor Lúcia Sá: lucia.sa@manchester.ac.uk
Max. entry: 25
Set texts:
Miguel CERVANTES, El ingenioso hidalgo Don Quijotes de La Mancha
(edition tbc)
Leopoldo ALAS, La Regenta (Alianza)
Isabel ALLENDE, Cuentos de Eva Luna (Plaza y Janés)
Juan GOYTISOLO, Señas de identidad (Cátedra)
Clarice LISPECTOR, Family Ties (Texas Pan American Series) [selected
stories]
Carmen MARTÍN GAITE, El cuarto de atrás (Booklet)
Manuel PUIG, El beso de la mujer araña (Seix Barral)
Pathway:
MA
SPLA30530 CATALAN LANGUAGE AND TEXTS (20 credits;
Level 3)
Pre-requisite:
SPLA20500
Taught During:
Both Semesters
Timetable:
Monday 4-6
Description:
The course unit consists of language tuition in spoken and written Catalan,
including translations into Catalan. Students will gain a thorough
understanding of Catalan grammar and syntax with the revision and
consolidation of the points learned in the preceding course. They will be
enabled to communicate confidently in Catalan through a range of written,
oral and comprehension exercises, including prose translation, covering
different registers and areas of vocabulary to develop students’ language
learning skills.
Learning outcomes: on successful completion of the course, the student will have
shown:
 A broad, active knowledge of Catalan grammar and basic awareness of
different registers of language.
 The ability to communicate with a degree of confidence in written and
spoken Catalan.
Transferable skills:
 Communication and presentation skills, both oral and written through
presentations and teamwork.
 IT skills.
 Self-management and study skills: identifying one’s own learning style
and needs, learning how to learn through self-reflection activities and
self-evaluation.
 Cultural awareness
 Audio-visual analysis
Teaching and Learning Methods:
2 one-hour weekly lectures
Assessment:
2-hour written examination (75%); oral examination (25%), both held at the
end of semester 2.
Deadlines for assessed coursework:
Research journal: Tuesday Week 9, semester 2
Research essay: Tuesday Week 12, semester 2
Exceptions to word processed assignments:
None.
Convenor: Adrià Castells
Taught by:
Adrià Castells: adria.castellsferrando@manchester.ac.uk
Maximum Entry:
25 students
Set Texts:
P. Calders, Cròniques de la veritat oculta, Eds. 62.
VV.AA (2005): Veus. Curs de català, Barcelona, Publicacions de l’Abadia de
Montserrat.
Recommended Texts:
D. Badia, Llengua catalana. Nivell llindar 1, Edicions l’Àlber.
D. Badia, Llengua catalana. Nivell llindar 2, Edicions l’Àlber.
VV.AA. (2004): Curs de llengua catalana, nivell bàsic, 3 vols. Barcelona,
Castellnou.
VV.AA. (2004): Curs de llengua catalana, nivell elemental, 3 vols. Barcelona,
Castellnou.
J, Gili, Catalan Grammar, Dolphin Books.
A. Yates, Teach Yourself Catalan, Hodder & Stoughton
M. Mas, J. Melcion, R. Rosanas and M. H. Vergés, Digui Digui. Curs de
català, Publicacions de l’Abadia de Montserrat.
J. Xuriguera, Els verbs catalans conjugats, Claret.
Pathway:
MA
SPLA30550 MODERN CATALAN CULTURE AND SOCIETY (20
credits; Level 3)
Pre-requisite:
SPLA20210 or (MA and visiting students) equivalent.
Taught During:
Both Semesters
Timetable:
Monday 1-3
Description:
The study of Catalan culture and history, focusing on Nationalism; the
construction of a national culture and identity, as well as sociolinguistics. The
course aims to provide students with a knowledge of Catalan linguistics,
socio-linguistics and cultural history, as well as a general knowledge of
different periods of history with the emphasis on Catalan and Spanish
Literature. It will afford insights into the nature of nationalism in Catalonia
with the purpose of understanding present day relations between centre and
periphery in Spain. It will enable students to reach an understanding of
nationalist terminology (federalism, autonomy, separatism) as well as allowing
students to analyse the last century, focusing on the main keys to
understanding the current panorama.
Learning Outcomes:
On completion of the course, students will have demonstrated:
 The ability to understand, analyse and comment upon different texts
within a social context.
 The ability to analyse and compare Catalan and Spanish culture.
 The ability to sustain argument in writing using relevant critical
material.
 The ability to understand and discuss in detail the relationships
between the Catalan-speaking areas (Catalunya, País Valencià, Illes
Balears, Andorra)
Transferable skills:
Discussion skills, reading, and presentation skills
Teaching and Learning Methods:
1 weekly lecture composed of a combination of
 Formal lectures, with a question-and-answer element where
appropriate.
 Discussion sessions, sometimes in the form of a structured presentation
of material prepared by the students.

Maximum Entry 25 students
Assessment:
The final mark will be the result of a compendium of different works:
 10 minute class presentation on a theme analysis (15%).
 2,500 word assessed essay (25%). Students may choose between a
spread subjects list. The essay will be guided by the teacher, who will
arrange a calendar of revisions. For the topics, please see the course
teacher.
 One 1hr 45min written examination at the end of the second semester
(60%)
Deadlines for assessed coursework:
Essay: Week 12 (second semester)
Class presentations: will take place between Weeks 7 and 11 (second semester)
Convenor: Adrià Castells:
Taught by:
Adrià Castells: adria.castellsferrando@manchester.ac.uk
Set Texts:
Albert Balcells, Catalan Nationalism, Past and Present, ed. G. Walker, trans.
J. Walker. Macmillan.
M. Guibernau, Catalan Nationalism, transition and democracy, Routledge.
___________, Nations without states: political communities in a global age,
Cambridge, Polity Press.
___________, Understanding nationalism, Malden.
Víctor Alba, [pseud.] Catalonia, a Profile, Praeger.
Josep Maria Artigal, The Catalan Immersion Program: a European
Point of View, Ablex.
Jan Read, The Catalans, Faber.
Pathway:
MA
SPLA30662 AUTEUR AND POPULAR CINEMAS OF THE 1980S
AND 1990S (20 Credits; Level 3)
Pre-requisite:
SPLA20210 and LALC10001
Taught during:
Semester Two
Timetable:
Lecture Friday 10:00-12:00, Screening Wednesday 2:00-4:00
Description:
The aims of this course unit are: to introduce students specializing in Spanish
language and culture to the cinematic dimension of Spanish culture; to give students
an insight into the context in which popular and auteur cinemas have developed in
Spain; to create an awareness of the economic forces which frame the industry and the
role of popular and auteur cinema in specific areas of contemporary political and
cultural life; to give an understanding of cinema practices and institutions in Spanish
society; to enable students to conduct formal film analysis.
Learning outcomes: on successful completion of the course, the student will have
shown:
 An ability to compare different responses to Spanish auteur and
popular films of the 1980s and 1990s, stars and/or directors at national
and international levels.
 Awareness of major developments in cinema in Spain of the 1980s and
1990s, and be able to recognize and question the popular and auteur
labels.
 A good grounding for further study in Spanish cinema while having
the background knowledge and the confidence to continue their work
on this in a wider, comparative context.
Transferable skills:
Discussion, reading, audiovisual analysis and presentation skills respectively.
Teaching & Learning Methods:
The course unit will be taught in 2-hour weekly slots which will be devoted to
a combination of (i) formal lectures, with a question-and-answer element
where appropriate; (ii) discussion sessions sometimes in the form of a
structured presentation of material prepared by a group of students.
There will also be a programme of film screenings, attendance at which will
be compulsory.
Assessment:
2-hour examination (75%), 10 minute group presentation (10%) and 1,000
word essay (15%)
Deadlines for assessed coursework:
Tuesday of Week 10
Exceptions to word processed assignments:
None
Convenor:
Dr Núria Triana Toribio: nuria.triana@manchester.ac.uk
Taught by:
Dr Núria Triana Toribio: nuria.triana@manchester.ac.uk
Prof Chris Perriam: christopher.perriam@manchester.ac.uk
Max. entry:
25
Set Films:
Los santos inocentes. Dir. Mario Camus. 1984
¡Ay Carmela!. Dir. Carlos Saura. 1990
¿Qué he hecho yo para merecer esto?. Dir. P. Almodóvar. 1984
Acción mutante. Dir. Álex de la Iglesia. 1994
El día de la bestia. Dir. Álex de la Iglesia. 1995
Abre los ojos . Dir. Alejandro Amenábar. 1997
Set Texts:
N. Triana-Toribio, Spanish National Cinema (Routledge).
B. Jordan and R. Morgan-Tamosunas, R. Contemporary Spanish Cinema
(Manchester University Press).
L. Lázaro Reboll and A. Willis, (ed.) Spanish Popular Cinema,
(Manchester University Press).
B. Jordan and M. Allinson, Spanish Cinema: A Student’s Guide, (Hodder
Arnold)
Pathway:
MA
SPLA30772
LANGUAGE AND NATION IN SPAIN AND LATIN
AMERICA FROM THE THIRTEENTH TO THE TWENTY-FIRST
CENTURY (20 credits, level 3)
Pre-requisite:
SPLA20210
Taught during:
Semester 2
Timetable:
Weekly lecture: Tuesday 3-4, weekly seminar: Friday 10-11
Description:
In this course unit, we will compare the language discourse and
processes of standardization in Spain and Latin America from the
thirteenth century until the present day. We will consider the
early codification of Castilian (thirteenth to sixteenth centuries)
and the establishment of canonical Spanish through the creation
in the Enlightenment of the Real Academia Española (motto: Fija,
limpia y da esplendor), and the promotion of Spanish as a world
language through the modern-day Instituto Cervantes. Secondly,
we will explore the role of the Spanish language for nationbuilding processes in independent Latin America. Questions of
linguistic unity with the Peninsular or independent development
will be central to this discussion.
Learning outcomes:
On successful completion of the course, the student will have shown



an understanding of the nature of prescriptive linguistic tools such as
orthography, dictionaries, grammars;
ability to discuss complex theoretical concepts such as that of
“standardisation” and “nation”;
ability to connect linguistic phenomena to their cultural and political
background.
Transferable skills:
communicate a coherent and critical argument in written and oral form.
Teaching & Learning Methods:
Assessment:
1 hour weekly lecture, 1 hour weekly seminar
Take-home essay of 3000 words (50%); 1.5 hour exam (50%).
Deadlines for assessed coursework: Tuesday week 8
Exceptions to word processed assignments: None
Convenor:
Dr Iris Bachmann
Taught by:
Dr Iris Bachmann
Max. entry:
25 students
Set texts:
Samples of relevant linguistic texts will be provided by the department
Recommended Texts:
Joseph, John E., Eloquence and power : the rise of language standards and standard
languages (London: Pinter, 1987)
Christopher Pountain, A History of the Spanish Language through Texts (London:
Routledge, 2001) Miranda Stewart, The Spanish Language Today (London:
Routledge, 1999)
Beatriz González Stephan, `Las disciplinas escriturarias de la patria: constituciones,
gramáticas y manuales', Estudios (Caracas), 3:5 (1995), 19-46
José del Valle and Luis Gabriel-Stheeman, eds, The Battle over Spanish between 1800
and 2000: Language Ideologies and Hispanic Intellectuals, Routledge Studies in
Linguistics (London: Routledge, 2002)
Pathway:
MA Latin American Cultural Studies
SPLA30780 SEXUAL/TEXTUAL TRANSGRESSIONS IN
PORTUGUESE AND BRAZILIAN LITERATURE (20 credits;
Level 3)
Pre-requisite:
SPLA20100.
Taught during:
Both semesters
Timetable:
Monday 2-4
Description:
This course will explore major prose fiction works from Portugal
and Brazil written in the 19th and 20th centuries. The unifying
theme is the discussion of sexual “transgression” as it is
constructed and represented in these texts and also as it relates to
the writers’ subversion of narrative, aesthetic and genre
conventions. It will therefore cover the Portuguese 19th-century
realist adultery novel and feminist postcolonial fiction of the 20th
century, as well as the theme of cross-racial intercourse as
transgression and the contemporary construction of homosexual
identities in Brazil. In addition to providing specific information
about these fictional works and their social and ideological
context, the module also aims to familiarize students with
significant concepts of critical theory relating to gender, genre,
race, subjectivity and sexuality.
Learning outcomes: on successful completion of the course the students will have
demonstrated:

the ability to understand, analyse and discuss selected works of
literature in Portuguese, with particular reference to form, genre,
sexual identity and national ideologies;

the ability to read and use core critical and theoretical material
on the relevant works;

the ability to account for the evolution of specific images and
ideas relating to gender, sexuality and generic forms in
different national spaces and historical contexts.
Transferable skills:

the ability to draw appropriately on historical, critical
theoretical and literary sources from the library and
interne

the ability to communicate ideas effectively in oral and
written format; skills in written examination.
Teaching & Learning Methods:
1 hour weekly lecture and 1 hour fortnightly seminar
Language of Teaching:
English
Assessment:
1,500 word essay (25%) due Tuesday of week 1 (Semester II),
one two-hour examination (75%)
Language of Assessment: English
Convenor:
Prof Lúcia Sá
Taught by:
Prof João Cezar de Castro Rocha,
Prof Lúcia Sá
Max. entry:
25
Set texts:
Eça de Queirós, O Primo Basílio
Dom Casmurro, Machado de Assis
Aluísio de Azevedo, O Mulato
Graça Aranha, Canaã
Jorge Amado, Gabriela, Cravo e Canela
Silviano Santiago, Stella Manhattan
Caio Fernando Abreu, Os Dragões não Conhecem o Paraíso
Elvira Vigna, Coisas que os Homens não Entendem
Pathway:
MA in Latin American Cultural Studies
Portuguese and gender pathways in MA in European Languages and Cultures
SPLA30791 CITY LIVING: URBAN LIFE AND LATIN
AMERICAN CULTURE (20 credits; Level 3)
Prerequisite: SPLA20210
Taught During:
Semester One
Timetable: Thursday 11:00-1:00
Description:
This course focuses on representations of urban life in Spanish America and Brazil,
ranging from Naturalist novels to contemporary film. Since the 19th-century, Latin
American cities have been associated with Europeanized ideas of modernity and
freedom, but also with violence, social exclusion, and oppression. We will examine
how these issues are discussed in literature, film, and photography, paying particular
attention to representations of space. Additional topics include the modernist city,
immigration, gender and body movements within the city, and technology and newmedia reconfigurations of urban life.
Learning outcomes: On successful completion of this course unit students will be
able to:
 Discuss key aspects of urban culture in 19th and 20th century Spanish
America and Brazil.
 Display cultural analytical skills (literary analysis and film analysis).
Transferable skills:
 Independent and critical thinking
 An ability to present material and ideas individually and collectively in
oral and written form.
 An ability to participate in group discussions.
Teaching & Learning Methods: 1 hour weekly lecture, 1 weekly seminar session
which will include oral presentation of pre-prepared themes.
Language of teaching: English. (Spanish-language texts should be read in the
original. Portuguese-language texts will be made available and may be read in
English translation)
Assessment: 2hr 45min final examination (60%), 15-20 min oral examination (20%)
and 1,500 word presentation (20%)
Deadlines:Oral presentations and report deadline - Times be arranged during the
semester
Convenor: Prof. Lúcia Sá: lucia.sa@manchester.ac.uk
Taught by: Prof. Lúcia Sá
Max. entry: 25
Set texts:
Aluísio Azevedo. O Cortiço, (The Slum, Oxford UP)
Jorge Luis Borges. “La muerte y la brújula” (handout)
Clarice Lispector. “Amor” (handout)
Carlos Monsiváis. Los rituales del caos
Armando Ramírez. Me llamo la Chata Aguayo.
Dalton Trevisan. “O vampiro de Curitiba” (handout)
There will also be short selections of poems (Oswald de Andrade and Manuel
Maples Arce), crónicas (Pedro Lemebel), and photographs (Tina Modotti),
which will be distributed.
Films:
Fernando Meirelles. City of God
Alejandro González Iñarritu. Amores Perros
SPLA30861 INTRODUCTION TO TRANS-CULTURAL STUDIES
(20 CREDITS; LEVEL 3)
Pre-requisite:
SPLA20210
Taught during:
Semester I
Timetable:
Lecture Wednesday 9:00-10:00, seminar Wednesday 10:00-11:00
Description:
This unit will provide students with an understanding of transnational
encounters and intercultural communication by focusing on immigration and
culture in contemporary German, Spanish and Mexican society. Particular
emphasis will be placed on the ways in which power operates in defining and
representing culture(s) in relation to gender, ‘race’, ethnicity, class, work and
sexuality. We will work with examples of ethnographic research and visual
material (videos). On the basis of this material we will explore aspects of
mobility by looking at the local cultural articulation of identity, space and
language in motion. In this process we will focus on specific instances of
migration, diaspora and shifting boundaries and borders in a
"creolized"/"postcolonial Europe". This will enable students to develop a
comparative approach to understanding transnational processes and their local
articulations. The emphasis throughout the course will remain on relating
theoretical material to ‘lived’ culture and visual culture.
Learning outcomes: On successful completion of this course unit students will have
the demonstrated the ability to:
 understand Trans-Cultural Studies as a disciplinary approach to analysing
cultures of Sexuality, Gender, Work, Borders, Migration and Diaspora.
 explore how Trans-Cultural Studies relates to ‘the social’ and creates space
for understanding the relationship between identity, language and space
drawing on examples from Spain, Germany and Mexico.
 understand how an analysis of local and global cultural and social
articulation can be undertaken deploying a Trans-Cultural Studies
framework.
 understand the effects of inter-/trans-cultural communication.
 apply a transnational comparative approach to everyday culture.
 relate theoretical material to ‘lived’ culture.
 understand the theoretical frame of postcoloniality in Western Europe and
Latin America.
Transferable skills:
 close reading of texts and visual material
 critical analysis
 essay writing
 ability to lead discussions and present understandings of texts in a
coherent way
 time management
 working under pressure and in timed conditions
Teaching & Learning Methods:
Weekly lectures will be complemented by weekly seminars. Students are
expected to attend ALL lectures and seminars.
Language of Teaching:
English and Spanish.
Assessment:
1 essay on a set question of 1,500 words (50%)
1 essay related to one of the course themes on migration or diaspora or
border/borderlands of 2,500 words (50%)
Deadlines for assessed coursework:
1,500 word Essay - Tuesday Week 9.
2,500 word - Tuesday of Week 12.
Exceptions to word processed assignments:
none
Language of Assessment:
English.
Convenor:
Dr. Encarnación Gutiérrez Rodríguez
e.gutierrez@manchester.ac.uk
Taught by:
Dr. Encarnación Gutiérrez Rodríguez e.gutierrez@manchester.ac.uk
Max. entry:
25
Set texts:
Study pack to be provided
Recommended texts:
Marina Pérez de Mendiola, ed. Bridging the Atlantic. Toward a Reassessment
of Iberian and Latin American Cultural Ties (State University of New York
Press).
Jesús Martín Barbero, De los medios a las mediaciones. Comunicación,
cultura y hegemonía (Gustavo Gilli).
J. D. Saldivar, Border Matters: Remapping American Cultural Studies
(University of California Press).
Helen Graham and Jo Labanyi, Spanish Cultural Studies (Oxford University
Press).
Barry Jordan and Rikki Morgan-Tamosunas, Contemporary Spanish
Cultural Studies (Arnold).
Beatriz González Stephan, ed. Cultura y Tercer mundo (Nueva Sociedad).
Zafer Enocak, Atlas of Tropical Germany. (Lincoln NE: University of
Nebraska, 2000)
Pathway:
MA
SPLA30872 TESTIMONIAL WRITING IN MODERN LATIN
AMERICA (20 Credits; Level 3)
Pre-requisite:
SPLA20210. This course is not available as a free choice option.
Taught during:
Semester 2
Timetable:
Weekly Thursday 4-6 pm
Description:
This course examines key texts from a hybrid but rich genre
which has only recently received critical attention but which has
had a significant influence in both shaping and promoting sociocultural and political developments in modern Latin America.
The course explores the diverse ways in which testimonial
writing interacts and responds to political and social contexts, and
how, although blurring the boundaries between history and
fiction, it also aims to bear witness to key socio-historical events
at a grassroots level. The course thus also examines the questions
and contradictions which arise from the genre, and which have
underpinned critical work in the past 20 years: whose voice and
visions are being represented, and for whom? What strategies are
used to present a convincing narrative of historical/political
events? What risks are associated with these strategies?
Learning outcomes: On successful completion of the course,
students will have shown
 The ability to read and analyse selected texts in detail and in
close relation to specific cultural, political and historical
contexts.
 The ability through discussion, seminar presentations and
essays to communicate ideas orally and in writing, to work
effectively in collaboration with other students and to sustain
a sophisticated argument orally and in writing, using relevant
critical material.
Transferable skills:
Communication and presentation skills: students are expected
to develop a coherent and critical argument in written and oral
form; advanced conceptual and research skills.
Teaching & Learning Methods:
1 hour weekly lecture, 1 hour weekly tutorial
Language of Teaching: English and Spanish
Assessment:
25%
Seminar presentation (10 minutes plus 500 word
summary and bibliography)
25%
Essay (3000 words) on student’s own choice of
testimonial text and critical approaches, to be
selected in consultation with convenor.
50%
2-hour written examination
Deadlines for assessed coursework:
Seminar presentation: to be scheduled at beginning of course
Essay: Week 8
Exam: at end of course
Language of Assessment: English
Convenor:
Dr Par Kumaraswami
Taught by: Dr Par Kumaraswami
Max. entry:
25
Set texts:
M. Barnet, Biografía de un cimarrón (México: Siglo Veintiuno)
E. Poniatowska, Haste no verte Jesús mío (Spain: Alianza
Editorial)
M. Santos Moray, La piedra de cobre (Cuba: Casa de la
Américas)
E. Burgos, Me llamo Rigoberta y así me nació la conciencia
(México: Siglo Veintiuno)
Recommended Texts:
G.M. Gugelberger, The Real Thing: Testimonial Discourse and
Latin America (Duke University Press)
N. Lindstrom, The Social Conscience of Latin American Writing
(University of Texas Press)
D.Stoll, Rigoberta Menchú and the Story of all Poor
Guatemalans (Westview, 1999)
Pathway:
MA in LACS
HIST30202: THE CONSOLIDATION OF DEMOCRACY IN SPAIN,
1975-86 (20 credits; level 3)
Pre-requisite:
SPLA20210
Taught during:
Semester 2
Timetable:
2-4 Thursday
Description:
This course introduces students to the history of contemporary Spain, from the
death of General Francisco Franco in November 1975 to the consolidation of
democracy in the mid 1980s. It begins by examining the nature of the Franco
dictatorship, especially late-Francoism (tardo franquismo) after 1969. Special
emphasis is placed on the transitional period (1975-77), including the role of
king Juan Carlos, the pseudo reformism of the Arias Navarro government,
Adolfo Suárez’s strategy of apertura (political opening), the demands of the
opposition for a democratic break (ruptura), as well as the moderating
influence of civil society. The middle section looks at the mixed fortunes of
the centrist of administrations of Suárez and Leopoldo Calvo Sotelo,
interrupted by the failed military coup of 23 February 1981. Among the topics
covered are social concertation, tackling the deepening economic crisis,
military unrest, and addressing regionalist demands. Finally, the course is
rounded off with an analysis of the how Spain’s hard-won democracy was
consolidated; measured by the victory of the opposition Socialists in 1982,
economic recovery, the establishment of a quasi federalist system, and entry
into the European Union.
Learning outcomes: Students will:
Extend their ability to work independently
Engage with primary sources
Become aware of recent debates on the nature of modern Spanish history
Develop their oral and analytical skills
Improve their capacity to synthesise a wide range of material
Transferable skills:
Ability to undertake independent research and present ideas orally. Ability to
meet deadlines.
Teaching and learning Methods:
Seminars will be introduced by student presentation. Because student
presentations form a crucial aspect of the teaching and learning process, it is
essential that they should be substantial (30-45 minutes), well informed and
provocative, enabling interaction with other students and with the tutor. Each
presentation will be accompanied by a photocopied handout giving
background information but chiefly the outlines of the argument.
Language of Teaching: English
Assessment:
assessment is by one 3-hour examination
Convenor:
Dr Joseph Harrison
robert.j.harrison@manchester.ac.uk
Select bibliography
Powell, C. T. (2001), España en democracia, 1975-2000
Ruiz, D. (2002), La España democrática, 1975-2000: política y sociedad
Soto, A. (1998), La transición a la democracia: España, 1975-82
Tusell, J. et al. (eds) (1995), Historia de la transición y consolidación
democrática en España, 1975-86, 2 vols.
Tusell, J. and Soto, A. (eds) (1996), Historia de la transición, 1975-1986
HIST30472 FROM SILVER TO COCAINE: THE HISTORY OF
COMMODITIES IN LATIN AMERICA ( 20 credits; Level 3)
Pre-requisite:
SPLA20100 or SPLA20210
Taught during:
Semester 2
Timetable:
Lecture: Tuesday 12-1, Seminars: Thursday 12-1/2-3
Description:
This course introduces students to the historical study of
commodities in Latin America. Drawing on the concept of
commodity chains, the course examines how commodities, from
production to consumption, have shaped the history of Latin
America, and, more broadly, the world. The course surveys the
history of commodities in Latin America from the Spanish
Conquest to the present. Some of the commodities to be studied
include silver, guano, sugar, coffee, rubber, copper, bananas and
cocaine. The selection of commodities to be studied reflects the
varied nature of commodity production and consumption in Latin
America and beyond. It also makes possible cross-country
comparisons, since many of these commodities were produced by
more than one country, often in very different circumstances.
Some of the general themes to be considered include: labour
regimes associated with commodity production (free, semicoerced, coerced); technologies of production, commercialisation,
and consumption; local or foreign ownership of production and
commercialisation
processes;
commodities
and
democracy/authoritarianism; the environmental impact of
commodity production.
Learning outcomes: On successful completion of the course students will have:
Extended their ability to work independently and in small groups
Broadened their experience of non-Western historical processes and historiographies
Developed fuller understanding of historical controversies
Developed their abilities to present in depth work orally and in writing and improved
their capacity to assimilate and retrieve both bodies of information and historical
interpretation
Transferable skills: Independent work, ability to express complex
ideas verbally and in written form
Teaching & Learning Methods: The course will be taught by means of a weekly
lecture and a weekly seminar. Seminars will focus on student presentations. Because
presentations form a crucial element in the teaching and learning process, it is
essential that they should be substantial (20-25 minutes), well-informed, and
provocative. Each presentation should be accompanied by a photocopied handout
(ideally one page of A4) giving some background information but chiefly the outlines
of the
argument.
Assessment:
20 % seminar participation; 20 % assessed essay 60 % 2 hour
examination one non-assessed bibliographical essay. All HI
courses which are assessed 60% examination and 40% course
work also require students to write one non-assessed essay (or
prescribed equivalent).
Exceptions to word processed assignments: none
Convenor:
Dr Paulo Drinot
Taught by: Dr Paulo Drinot
Selections from the following texts will be required and recommended reading:
Appadurai, Arjun (ed.), The Social Life of Things: Commodities in Cultural
Pespective. Cambridge: Cambridge University Press, 1988.
Barham, Bradford and Oliver Coomes, Prosperity's Promise: The Amazon Rubber
Boom and Distorted Economic Development. Westview Press, 1997.
Gereffi, Gary and Miguel Korzeniewicz (eds.), Commodity Chains and Global
Capitalism, Westport: Praeger, 1994.
Gootenberg, Paul (ed.), Cocaine: Global Histories. London and New York:
Routledge, 1999.
Mintz, Sidney, Sweetness and Power: The Place of Sugar in Modern History. New
York: Penguin, 1985.
Roseberry, William, Lowell Gudmundson and Mario Samper Kutschbach (eds),
Coffee, Society and Power in Latin America. Baltimore: Johns Hopkins University
Press, 1995.
Striffler, Steve and Mark Molderg, Banana Wars: Power, Production, and History in
the Americas. Durham and London: Duke University Press, 2002.
Topik, Steven C. and Allen Wells (eds.), The Second Conquest of Latin America:
Coffee, Henequen, and Oil during the Export Boom, 1850-1930. Austin: Univ. of
Texas Press, 1998.
Topik, Steven, Carlos Marichal and Zephyr Frank (eds.), From Silver to
Cocaine: Latin American Commodity Chains and the Building of the World
Economy, 1500-2000, Durham: Duke University Press, 2006.
Weinstein, Barbara, The Amazon rubber boom, 1850-1920. Stanford, Calif.:
Stanford Univ. Press, 1983.
LALC30011 TOPICS IN TRANSLATION STUDIES (10 CREDITS;
Level 3)
Pre-requisite:
This course is open to final-year post-A level students in the School of
Languages Linguistics and Cultures.
Taught during:
Semester 1
Timetable:
Lecture Tuesday 2-3. Seminars to be arranged.
Description:
This course has been designed to supplement the LALC20302 unit, thus
offering the students the opportunity to pursue their study and practice of
translation as a professional activity across a wide range of media and genres.
Students will be conceptually equipped to translate texts which are sensitive
because of artistic, commercial or religious reasons, and become familiar with
the strategies required to deal with linguistic and cultural transference in these
fields. Topics covered include the translation of promotional texts, screen
translation (cinema and computers, with emphasis on the localization of
software and website contents), translation for the stage, translation of
religious texts and the role of intertextuality in translation. Language-specific
seminars will involve the analysis, discussion and translation of material
relevant to the topics listed above.
Learning outcomes: On successful completion of this course unit, students will have:






shown sufficient understanding of the linguistic and cultural
factors which have a bearing on written communication
across sensitive media and genres;
enhanced their capacity to identify difficulties involved in
the translation of such linguistic and cultural issues, as well
as their competence to come up with solutions for such
intricacies;
improved translation skills related to specific language pairs;
deepened their understanding of professional translation
practice;
demonstrated an ability to evaluate the work of other
translators on an informed basis;
demonstrated an ability to argue knowledgeably for or
against specific translation choices
Transferable skills: On successful completion of the course unit, students will have
developed further their ability to:



work independently;
think and argue critically and coherently;
present information in a convincing and accessible manner;

write clearly and effectively at a high level of intellectual
competence in English.
Teaching & Learning Methods:
1-hour weekly lecture, 1-hour fortnightly seminar.
Languages of Teaching: English (lectures) and the relevant
foreign language to each specific combination (language-specific
seminars).
Assessment:
One 2-hour exam consisting of an analysis of translation issues
relating to texts taken from each of the main languages taught in
SLLC, as appropriate.
Languages of Assessment: English and the relevant foreign
language to each specific combination.
Convenor:
TBA
Taught by:
Lecturers
Dr Siobhan Brownlie
Dr Maeve Olohan
Dr Luis Pérez-González
Dr George Taylor, School of Arts, Histories and Cultures
Dr Par Kumaraswami
Dr Alan Williams, School of Arts, Histories and Cultures
Spanish-specific seminars
See relevant section of SPLA30210 Spanish Language 3
Max. entry:
100.
Pathway:
MA in Translation Studies
POLI30082 LATIN AMERICAN POLITICS (20 credits; Level 3)
See Online Course Database for details of this course at:http:courses.humanities.manchester.ac.uk
Appendix 1.
The BA Dissertation - SPLA30000 – Guidelines and Regulations.
These guidelines relate to the dissertation module taken for any degree programme
involving Spanish/Portuguese, except the Master in Modern Languages. For
guidelines relating to the MML [Master in Modern Languages] Dissertations see
MML Guide to Degree Programmes booklet.
Convenor: Dr Patience Schell
Choosing a dissertation subject
A dissertation is a self-study module which involves a significant personal investment
of time and commitment. By definition, it should be on a subject in which your
interest is passionate enough to carry you through to a successful completion. Before
going to discuss it with your tutor or a likely supervisor, therefore, you should be
prepared to explain what ideas you have for a topic, why it interests you, and how you
think you may try to approach it.
Important note to all candidates taking dissertations
Students who wish to present a dissertation, either in Final Year of a BA programme
or as part of the MML programme (3rd and 4th Year), must fill in a Dissertation
Topic Proposal form. If you have not already done so, please obtain one from the
secretary, Bernadette Cunnane, fill it in, and return the form to the course convenor as
soon as possible.
Guidelines for Writing Dissertations
• Length
000 should not exceed the stipulated length (including notes and bibliography).
Brevity, clarity, and keeping to the point are the most important —and difficult—
virtues of a good dissertation.
• Presentation
The dissertation should be word-processed on A4 paper, with justified margins of at
least 1½ ins on the left and 1 inch on the right. The pages should be continuously
numbered, and bound in the following order: title-page, table of contents, text of the
dissertation, bibliography. The title-page should bear the full title of the dissertation,
your student number, the year, and the statement: ‘Dissertation submitted in partial
fulfilment of the requirements for the degree of B.A. with Honours in — [your degree
programme ]’.
Notes should be placed at the foot of the page or the end of each chapter, and
numbered afresh from the beginning of each chapter.
• Quotations and references
The chief difference between an essay and a dissertation is that a dissertation must
present the evidence for its arguments, and the sources of that evidence, in a scholarly
way, with proper citations in the text and proper references in the footnotes.
Quotations must be accurate and sufficiently complete to make sense within the
grammatical structure of the sentence in which they are embedded. Use [...] to
indicate omissions in the middle of a quotation, but not at its beginning or end. All
quotations are written in roman between quotation marks, but foreign words not
quoted from a specific source are written in italic ( e.g . the words ‘en un lugar de la
Mancha’ form an octosílabo verse). Quotations of more than two lines should be set
in a separate indented paragraph, without quotation marks.
Notes should be concise; do not use them for statistics, dates, quotations, or other
matter integral to the argument (these belong in the text), still less as graveyards for
inessential background information which you happen to have picked up. The primary
aim of notes is to enable your reader to locate the sources on which your argument is
based. Footnote reference numbers should be placed at the end of the sentence, so as
not to interrupt the flow of the text. References should be given in accordance with
the following examples (note the punctuation, especially the use of italics /inverted
commas to distinguish between books/articles).
( a ) Book: author, title, number of vols [if more than 1] (place: publisher, year ), vol.
[if relevant, roman numeral], page/s:
Germà Colon, La llengua catalana en els seus textos, 2 vols (Barcelona: Curial, 1978),
II, 53–55.
( b ) Edition of text: as for book, but editor’s name follows title , ed.
Cristóbal Colón, Textos y documentos completos, ed. Consuelo Varela (Madrid:
Alianza, 1984).
( c ) Article in book: author, ‘title’, in book [as above], full page range (specific
page).
Marcel Bataillon, ‘The idea of the discovery of America among Spaniards’, in Spain
in the Fifteenth Century 1369–1516, ed. J.R. Highfield (London: Methuen, 1972),
426–463 (435).
( d ) Article in periodical: author, ‘title’, periodical , vol. (year), page range (specific
page).
Samuel E. Morison, ‘Texts and translations of the Journal of Columbus’s first voyage’,
Hispanic American Historical Review, 19 (1939), 253–261 (258).
When studying always make a note of the author’s full name and the full title as
printed on the title page, publication details, and (with articles) full page-range; take
care to record the specific page number of all quotations. Failure to do these things
will lead to serious problems in the final stages of writing, since it is usually difficult
and always time-consuming to chase up missing details.
If a source is cited more than once it may be referred to in abbreviated form. The
abbreviation should be easily recognizable (avoid initials, acronyms, and incomplete
words), and should be noted in brackets after the first complete reference, e.g .
‘Cristóbal Colón, Textos y documentos completos, ed. C. Varela (Madrid, 1984), 45
(henceforth Colón, Textos ).’ Acronyms may be used for periodicals; note that they
take no full stops (BHS, not B.H.S., for Bulletin of Hispanic Studies). If there are more
than two such abbreviations, you may include an alphabetical List of Abbreviations
after the Table of Contents; if you do so, there is no need to give a full reference at the
first citation. Frequently quoted abbreviated references do not need to be foot-noted; it
is more elegant to place them in parentheses after the quotation, e.g . On 13 October
1492 Columbus wrote ‘Descubrí América’ (Colón, Textos, 47).
Please take careful note of the University Regulations about plagiarism (please see the
website address: http://www.manchester.ac.uk/medialibrary/policies/
Plagiarism%20Students.pdf). In essence, any unacknowledged quotation from another
source is counted as plagiarism; to avoid the charge, therefore, all you need do is be
careful to acknowledge any borrowing or quotation with a footnote. Failure to comply
with this simple rule can have devastating consequences, including being deprived of
your degree.
• Bibliography
The bibliography is a required and integral part of the dissertation, and will be marked.
It should include in a single alphabetical list all the works cited in the dissertation
(including those already listed in Abbreviations). All sources must be listed with full
publication details. Do not list books consulted but not quoted, or books quoted but
not consulted (i.e. from a secondary source).
Authors’ surnames must come first for alphabetization; entries should be formatted
with a hanging indent. The examples given above would appear in a bibliography as
follows:
Bataillon, Marcel, ‘The idea of the discovery of America among Spaniards’, in Spain
in the Fifteenth Century 1369–1516, ed. J.R. Highfield (London: Methuen,
1972), pp. 426–463.
Colón, Cristóbal, Textos y documentos completos, ed. Consuelo Varela (Madrid:
Alianza, 1984).
Colon, Germà, La llengua catalana en els seus textos, 2 vols (Barcelona: Curial,
1978).
Morison, Samuel E., ‘Texts and translations of the Journal of Columbus’s first
voyage’, Hispanic American Historical Review, 19 (1939), 253–261.
Fuller explanations of these rules, which are standard in British academic disciplines,
are given in the Modern Humanities Research Association (MHRA) Style Guide,
which can be down-loaded free from the net.
Details given in the Bibliography must match exactly those given in the footnotes. To
ensure they do so, type the details into your bibliography first and then cut & paste the
entry into the footnotes whenever required. Word-processors usually allow you to
save such text as keystrokes (e.g Autocorrect in Microsoft Word); failing this, use
search-and-replace to replace a short string of characters, e.g. author’s name, with a
full reference (e.g. find: Colón, replace with: Cristóbal Colón, Textos y documentos
completos, ed. Consuelo Varela (Madrid, 1984).
Examiners demand high standards of accuracy. Use the word-processor’s automatic
footnote and heading-numbering, spell-checker, and alphabetic sorting of lists in order
to eliminate elementary errors. If you need any further advice on presentation, consult
your supervisor at an early stage; good habits learned early save invaluable time in the
final, panic-stricken weeks.
Dissertation Work Schedule
Students should make arrangements to meet with their supervisor during registration
week or the first teaching week to discuss progress on the dissertation. By the end of
Week 3, at the latest, students will be required to submit a written statement
confirming the nature of the subject and defining it as precisely as possible.
In the weeks that follow, it is the students’ responsibility to seek further guidance and
advice from their supervisor. There are no set hours for meetings with supervisors.
Individual’s needs may vary considerably, but the supervisor will make it clear to
students how and when s/he may be consulted. It is the individual student’s
responsibility to ensure that by the end of Week 6 s/he can show evidence of making
substantial progress on the subject and is moving towards firming up the dissertation
topic and title. By the end of Week 12 (before the Christmas break), at the very latest,
the student must have a clear overall plan with a working title, which should be
submitted to the supervisor for advice, approval and confirmation. Because the
Christmas vacation is an important time for the gestation of the dissertation, it is vital
that the student make a point of consulting the supervisor before the vacation begins.
It is the student’s responsibility to ensure that this takes place.
Students are advised to consult supervisors regularly (on average, once a fortnight)
about their progress in Semester 2. After consulting with the supervisor, they may
submit partial drafts for comment and advice, but should note that it is not the
supervisor’s function to “pre-mark” the dissertation before submission. There are no
hard and fast requirements, but students are advised that the Easter vacation is, in
effect, the period when the dissertation must be completed in order to be submitted
time to meet the deadline of the first Friday in May.
The Use (and Misuse) of Secondary Sources
Citation, plagiarism and bad academic practice
In writing essays, dissertations etc., you may well want to include ideas from another
source – indeed, this will often be required, or at least highly recommended. However,
it is vital to do this in an acceptable way. Plagiarism – the unacknowledged
presentation as your own of words or ideas from another source – is a serious offence.
All cases of suspected plagiarism will be referred to the Chair of the Board of
Examiners, which has the discretion to award the marks (if any) which it thinks
appropriate. Depending on the seriousness of the infringement, even more stringent
penalties may be imposed: your degree, or the final class, may be at risk.
You may perhaps assume that mentioning the source is enough to avoid the charge of
plagiarism. This is not always true. There is an intermediate stage of ‘bad academic
practice’, in which the appropriate conventions for including material from other
sources are not followed. The penalties for this are less severe, but correct use of the
conventions of academic writing is one of the criteria by which your work is judged;
and therefore points will be deducted – typically the mark will be brought down to the
class below.
A special note of warning about using the web. This is a rich source of material –
some acceptable, and some of very dubious quality – and we encourage you to
explore the resources available and to develop your own critical sense of the value of
the material you find. However, beware of the temptation to download extracts from
the web and then simply paste them into your own essay without acknowledgement.
Modern search engines make it an extremely simple matter to check whether a
sentence, a phrase or a small set of separate words occurs in any text anywhere on the
web. It is therefore remarkably easy to track down internet plagiarism – even if some
of the original text has been altered.
We recognise that the line drawn between acceptable and unacceptable practice in
handling other sources can seem very hard to draw. In practice you may find it useful
to make notes on a source, leave them for a few days and then use the notes when you
write the essay. Only look at the original source when you have written your text, to
check that you have reported the ideas correctly (and that you have not ‘quoted’
without realising it). You may sometimes wish to check with your tutor whether a
particular passage in your text is handled in an acceptable way.