MCLG 315: Major Hispanic Authors and Their Times
Rosario Castellanos
Fall 2015
Course Syllabus (Tentative)
Taught in English
This course counts toward a minor in WGS
Professor Clary Loisel
Liberal Arts 428
Telephone: 243-2150
E-mail: clary.loisel@umontana.edu
Course Meeting Times: MWF: 1:10-2:00
Classroom: LA 308
Office Hours: MWF 9:30-10:00 and 11:10-12:00 (and by appointment)
This course is one of the elective classes that counts toward the Major and the Minor in
Women’s, Gender, and Sexuality Studies. If you enjoy this course and would like to
know more about the Women’s, Gender, and Sexuality Studies Program, please drop by
the Women’s, Gender, and Sexuality Studies Office, LA 138A-B, or visit the Women’s
and Gender Studies website. http://www.cas.umt.edu/wsprog/.
Announcement from the Provost:
All students must practice academic honesty. Academic misconduct is
subject to an academic penalty by the course instructor and/or a disciplinary
sanction by the University.
All students need to be familiar with the Student Conduct Code. The Code is
available for review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321
If you are a student with a disability and wish to discuss reasonable accommodations for
this course, please contact me immediately via an office visit to discuss the specific
course accommodations you wish to request. Please be advised that I request you to
provide a letter from Disability Services for Students verifying your right to reasonable
modifications. If you have not yet contacted Disability Services located in Lommasson
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Center 154, please do so in order to verify your disability and to coordinate your
reasonable modifications. For more information, visit the Disability Services website at
www.umt.edu/dss/.
Required Texts: (available in the UM Bookstore in the UC)
A Rosario Castellanos Reader (Abbreviated as RCR)
Nine Guardians (Abbreviated as NG)
I will e-mail you certain readings as necessary.
Required Materials:
A pack of 3 X 5 index cards
Helpful video/film available at the library:
They are NOT required. Mexico: The Frozen Revolution DVD 04383 (65 minutes);
Balún Canán DVD 03975 (110 minutes).
Course Description/Objectives:
This course is designed to teach you about Rosario Castellanos, one of Latin America’s
most important writers. You will read short biographies as well as several of her most
significant literary works, which comprises poetry, short stories, essays, theater, and
novels. You will also read critical material that analyzes her literary achievements. To
understand how her works are products of their times, you will also study certain aspects
of Mexican history from the late 19th century to the mid 20th century. The course will
also help you to read and write more critically and to analyze and interpret literature at
the 300 (college) level.
Outcomes:
After this course, students can expect to have acquired the following:
1) an understanding of who Rosario Castellanos is and why she is so noteworthy
within in Spanish-American literature and especially Mexican literature as
well as Latin American history.
2) a thorough knowledge of several of her most important literary works
including a sense of their historical and social underpinnings
3) some familiarity with modern literary criticism, especially feminism
4) the ability to read Castellanos’s works and to place them in the trajectory of
the Western tradition with a comprehension of the work’s
a) treatment of characters, characterization, setting, time, narrative
technique/point of view, themes, symbols, motifs, and enigma
b) presentation of pertinent social issues (e.g., marginalization, the limits of
human knowledge, self-understanding, social institutions, attitudes toward
gender, praise/blame, the rational vs. irrational, etc.)
5) the ability to present an academic assessment or critique of Castellanos’s
works, as well as the accompanying literary criticism, in both oral and written
form.
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Assessment:
The course is structured so that the student regularly receives feedback so that (s)he can
achieve the stated outcomes. Progress toward the stated outcomes is assessed using the
following criteria:
Attendance, Preparation, Active participation:
9%
Reading quizzes:
10%
Response Cards:
10%
Three Papers (the first two with rewrites (each is worth 17%)
51%
Oral Group Presentation:
10%
Individual Creative Project:
10%
Grading Scale:
A: 96-100; A-: 90-95
B+: 87-89; B: 84-86; B-: 80-83
C+: 77-79; C: 74-76; C-: 70-73
D+: 67-69; D: 64-66; D-: 60-63
F: below 60
Attendance:
Consistent attendance is essential to acquire the skills needed to read, analyze, and write
better. Students are responsible for class work and assignments they miss. Please get the
phone number and e-mail address from at least two of your classmates during the first
week of classes. If you are absent, do not call me and ask me what you missed. Please
contact one or more of your colleagues.
Preparation/Active Participation:
Before coming to class, you are expected to study thoroughly the reading assignment for
the next class. At times a second reading will be necessary. You should be able to
discuss intelligently each day’s homework. Bring a response card completely filled out
each day to help facilitate discussion.
Reading quizzes:
To help motivate you to keep up with the reading, I will give short reading quizzes that
will be primarily objective in nature. There are no make-up quizzes. If you miss a
quiz, whatever grade you make on your last paper will substitute for the missing grade(s).
Papers:
You MUST bring a COMPLETED draft of your papers on the days specified: October
7 and November 2. Unless you present a COMPLETED draft on those dates, the
highest grade you can earn on that paper is a 70. There will be three 5-page compositions
during the semester. What you write about will closely parallel the material we have just
covered in class. All versions will be typed (12 point Times New Roman font with one
3
inch margins) and double-spaced. After I mark and return each of the first two
compositions, you must turn in a revised version to have the final grade recorded. The
rewrite for the first two compositions must be 2.5 pages, which will force you to rethink
and carefully rewrite your paper. Be sure to use spell-check and grammar check. The
first version counts for 65% of the total grade for that composition; the revised second
version (the rewrite) counts for 35% of the total grade for that composition. For example,
if the student earns an “87” on the initial turn-in and receives a “95” on the revised
version/rewrite, the final grade for that composition would be a “90.”
(“87” x .65 = 56.55; “95” x .35 = 33.25; 56.55 + 33.25= 89.8 rounded up to 90).
The first composition does not have to have any outside sources. You can include
sources if you choose, but you are not required to do so.
The second composition MUST have exactly TWO academic sources. Wikipedia and
www articles CANNOT be used as a source. We will meet with the Humanities
librarian, Professor Megan Stark who will explain how to find scholarly/academic
sources. Please remember you will rewrite this composition by condensing it to 2.5
pages with a separate “Works Cited” page that will include the same two sources you
used in the preliminary version. You may cite different passages in the rewrite, but you
must use the same two academic sources.
Paper One: You must bring a copy of a completed draft of your paper without your
name to class on October 7. (If you are absent on the day on which one of the three
compositions is due, I will substitute whatever grad you make on your final paper for the
missing composition. In other words, there are no make-ups. Kelly Webster from the
Writing Center will visit us that day and guide you through what is called “peer review.”
I will ask for one or two volunteers to allow Kelly Webster and me to use your paper (we
will NOT use the volunteer’s name) as we critique it as a class on October 7. As soon as
I have a volunteer or two, I will scan the paper and send it to all members of the class.
You are required to carefully read the scanned paper and to bring a copy to class on
October 7. The goal is to analyze the paper together as a class so each student can then
apply the same kind of critical technique to his/her paper out of class. At home you will
then have the opportunity to edit your paper, use the best suggestions, rewrite any portion
of your paper to help improve it, and turn in your composition for the “first version”
grade on October 14. Once I have marked the “first version” of your composition, I will
return it to you, and you will then rewrite your paper by cutting the original version in
half. The rewrite, as mentioned earlier, will be 2.5 pages and you will turn it in on
October 26. I will then evaluate your rewrite. To accept a late rewrite, I MUST have a
documented, verifiable excuse. Otherwise, your grade for the entire composition will be
a zero. No exceptions.
As you know your grade for “paper one” will be calculated as explained above (65% for
the first version and 35% for the rewrite).
Paper Two: You will turn in your second 5-page paper (not including the “Works Cited”
page) on November 2. We will follow the same procedure as before: I will ask for one
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or two volunteers to allow Kelly Webster and me to use your paper (we will NOT use the
volunteer’s name) as we critique it as a class on November 2. As soon as I have a
volunteer or two, I will scan the paper and send it to all members of the class. You are
required to carefully read the scanned paper and to bring a copy to class on November 2.
The goal is to analyze the paper together as a class so each student can then apply the
same kind of critical technique to his/her paper out of class. Remember this paper MUST
have exactly TWO sources, which will appear in the “Works Cited” page. You will turn
in the 5-page paper on November 9. Once again, the rewrite will be 2.5 pages and will
be due on November 23.
Paper Three: You will turn in your last 5-page paper NOT including the “Works Cited”
page on November 30. There is NO rewrite. If you decide to write a traditional literary
analysis, please remember this paper must have exactly three sources.
Here are some helpful links that should help you with your writing and with your literary
analysis:
Dartmouth Writing Program:
www.dartmouth.edu/~writing/materilas/student/humantieis/film.shtml
How to Analyze Drama:
www.tccnotesphillit.blogspot.com/2008/07/how-to-analyze-drama.html
How to Analyze Narrative:
www.writingcenter.tamu.edu/2005/how-to/academic/analyzing-novels-short-stories
You can always Google “How to analyze a short story” or “How to analyze drama,” etc.
You might be interested to know you can also find helpful YouTube videos. Type “How
to Analyze a Story,” “How to Analyze a Short Story,” “Writing a Play Analysis: Reasons
to Analyze a Play,” or “How to Analyze Poetry.”
Grading Criteria for papers:
“A” papers and exams advance a striking and original hypothesis about the text or texts
under consideration and support that hypothesis by ample and well-organized arguments.
Documentation consists of well chosen quotations from the text; these in their turn are
interpreted carefully and persuasively, so that the reader not only understands why they
have been introduced but is persuaded that they have been rightly used; optional
secondary (i.e., critical and /or biographical) materials should also be quoted at
appropriate moments--and footnoted--and their relevance to the argument made clear.
BUT: even should all these criteria be met, no paper or exam which contains numerous
grammatical, vocabulary, and/or mechanical errors will receive an A. My general
response to a paper that deserves an A is that it has been extremely well written. It
should demonstrate stylistic complexities and even “linguistic elegance.” An A paper or
exam has shown me something I had previously overlooked and convinced me that I can
no longer afford to ignore it.
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“B” papers or exams, while somewhat less striking in their novelty and brilliance than
those which receive an A, are nevertheless significantly above average, both in the
manner in which they are written and in what they have to say. They advance an
interesting and highly plausible though often somewhat less sophisticated hypothesis and
support it convincingly with carefully interpreted quotations from appropriate sources.
“C” papers or exams are average in quality. They offer plausible but simplistic
hypothesis and are less skillful in presenting the necessary supporting evidence. Often
the logic of the paper or exam as a whole is imperfect or somewhat unclear: paragraphs
do not flow smoothly into one another, thus leaving the reader startled by a point for
which there has not been sufficient preparation. Individual sentences contain
grammatical and mechanical flaws as well as inappropriate or misused word and are
generally undistinguished.
“D” papers or exams treat the text or texts only superficially. They create the impression
that the writer has not grasped his or her subject fully: statements are so general as to be
merely vague, and there is little or no supporting evidence; quotations are frequently
taken out of context, misinterpreted, and poorly integrated. “D” papers or exams are also
very poorly organized: paragraphs are out of sequence, as are many of the sentences
within them. Grammatical and mechanical errors are numerous.
“F” A grade of “F” means that the paper or exam is considered to be unacceptable as the
work of a student who has presumably taken the prerequisite for this course. It indicates
an almost total failure on the writer’s part to comprehend his or her subject and an almost
total lack of attention to the writing of the paper or exam itself. Sentences seem to have
been set down at random, grammatically incorrect sentences outnumber those that are
correct, and paragraph breaks and transitions seem entirely arbitrary.
Group Presentations:
We will begin the group oral presentations on December 2. Each group may have up to
five members. We may have to have several presentations a day to insure that everyone
gets equal time. Once you have committed to a certain date during the final four
days of class you may NOT change it unless you are willing to accept a fifteen-point
penalty. You will decide on a topic in consultation with me. The topic of your
presentation must pertain to some contemporary global and/or international theme
inspired by your reading of Rosario Castellanos’ works. Possible topics could include
marginalized groups in other parts of the world (especially women and/or indigenous
people). You are only limited by your imagination. You MUST check with me before
you begin. I encourage each of you to socialize with as many other students in the class
as possible to learn about different interests. Each group will have a general topic, but it
will be up to each member of the group to explain and analyze some aspect of the topic in
greater detail. The most important component of each member’s presentation is a strong,
solid thesis statement. You should be able to fill in the blank of the following statement
with a well-crafted, cogent commentary: “The point of my presentation is to
___________.” Please understand that you are trying to convince the audience of your
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point of view. This means that you will need evidence to support your argument. In
other words, your presentation is much more than just your personal opinion. You need
to analyze and synthesize. Be sure that you have at least three sources (an article, a book,
a review, an essay, etc.) on which you can rely. Each member of the group must turn in a
written bibliography the day that (s)he presents. You will also need an insightful
conclusion. Please do not abruptly end saying that you have run out of time. Plan your
talk so that you can offer a well thought out summary that highlights the major points of
your presentation. It will be helpful to think of your presentation as the oral version of
the kind of paper you normally write in a literature class. Feel free to use Power Point,
posters, photos, artwork, or other props during your presentation. Each group member
must talk must talk for 7-8 minutes. I might have to change the number of members in
each group depending on how many students are in the class. On the day of your
presentation, each student MUST turn in a detailed outline to me and to each of your
classmates before you begin. You are required to use handouts, photos, posters, and/or
props, etc. Each student will be graded on 1) Organization (intro, body, conclusion)
(20%), 2) Interest developed/audience response (10%), 3) Audiovisual
materials/handouts, etc. (10%), 4) Bibliography (10%), and 5) Content (50%). If you are
absent the day of your presentation, you MUST provide a documented, verifiable
excuse to be allowed to do a makeup presentation. No exceptions.
Individual Creative Project:
During the time normally scheduled for the final exam, we will meet so that you may
orally present your creative, interdisciplinary term project. Each student will have
between six and seven minutes depending on how many students are in the class. The
content of your project must take into account any of the major themes of this course.
You must work individually, and you must use an interdisciplinary approach to your
presentation. This may entail forays into the world of art, music, sociology, economics,
environmental studies, literary theory, history, political science, theater, women’s and
gender issues, etc. I encourage you to be as creative as possible. Suggestions include a
prequel, a sequel, a poem, a drawing, an essay, original photographs, a painting, a
musical composition, etc. Please use one of your specific interests or talents and
integrate it with what you have learned about the literature we studied in this course.
You MUST include a two-page written explanation along with your creative work. You
are required to submit a written proposal before starting. We will talk about this
assignment during the first part of the semester.
Cell Phone Notice:
You do not have to turn off your cell phone completely. You are, however, REQUIRED
to put in on mute or vibrate. If your phone “rings” in any manner, (i.e. a song, etc.), I
will ask you to leave class immediately. You will receive a five-point deduction from
your course grade (which is only known after you complete the final exam) for each
incident. In other words, should you bring your cell phone to class and it goes off and
your course grade at the end of the semester is 92, I will deduct five points leaving you
with an 87. Should the incident happen again, I will deduct another five points, and so
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on. It’s a shame that I have to do this, but there have been so many cases of cell phones
going off in my class, I have decided to try to put an end to it.
Notice: If you would like to listen to Rosario Castellanos read in Spanish some of the
poems you will analyze at the beginning of this course, please go to
www.palabravirtual.com/. In the right-hand margin, look for the heading “audio
videoteca/poeta,” then click on the letter “r” for Rosario. Scroll down until you get to
Rosario Castellanos. Listen to her read “Chess,” “Malinche,” Home Economics,”
Postscript,” “Looking at the Mona Lisa,” and “Nazareth.” Enjoy!
Tentative Calendar:
August
September:
31: Introduction to the Course
2: RCR: “Introduction” xiii-xix. Preparation for Part I of “The Storm
that Swept Mexico”
4: Video “The Storm that Swept Mexico” (DVD 972.0816 STO; 116
minutes). Please finish watching the rest of the video before class
on Wednesday, September 9.
7: Labor Day. No class.
9: Discussion of Part 1 and Part 2 of “The Storm that Swept Mexico”
11: “Reading Rosario Castellanos: Contexts, Voices, and Signs” pp. 1-30
14: RCR: 31-57
16: Visit by Gretchen McCaffrey from the Writing Center. She will give a
workshop on literary analysis. I will sent you a scanned version of
“How to Analyze Poetry.” Please bring a copy to class for today.
18: RCR: pp. 100-101; 81-83
21: RCR: 84-89
23: RCR: 90-95
25: RCR: 96; 102-107
October
28: RCR: 108-115
30: RCR: 116-118
2: RCR: 98-99. Before today’s class, please watch the YouTube video of
the Tlatelolco Massacre. Once you’ve gone to YouTube, type in
tlatelolco massacre or go directly to
http:www.youtube.com/watch?v=Tw2KsKXrFSo (It’s about 10.5
minutes). You may certainly view other videos about the
Tlatelolco Massacre.
5: Introduction to Nine Guardians. NG: 9-24. I will send you a scanned
version of “General Study Questions: Novel and Short Story.”
Please bring a copy to class.
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7: Completed draft of your first 5-page paper on poetry due. Visit by
Jake Hansen of the Writing Center. He will give a workshop on
how to improve your paper before you turn it in to be graded. NG:
24-41
9: Video: “Mexico: A Story of Courage and Conquest (Volume 4; VT
09750)” (45-50 minutes)
12: Conclusion of video (10-15 minutes). Discussion of video.
14: Final Version of First 5-page Paper Due. NG: 42-72
16: NG: 73-105
19: NG: 105-171
21: NG: 171-201. I hope to return your first 5-page paper.
23: NG: 203-244.
26: NG: 244-271. 2.5 Rewrite of Paper #1 due.
Notice: On Oct 26 and 27, there will be a conference
entitled “Defining a 21st Education for a Vibrant Democracy” in
the UC. You are invited to attend as many sessions as your
schedule allows. Conference website:
www.umt.edu/21stcenturyeducation/
28: Articles “Balún Canán as Palimpsest” from Propsero’s Daugher: The
Prose of Rosario Castellanos by Joanna O’Connell. Austin:
University of Texas Press, 1995 and “Balún-Canán: A Model
Demonstration of Discourse” as Power by Sandra Messinger
Cypress. Revista de Estudios Hispánicos 19, no. 3 (1985): 1-15.
30: Meeting with Megan Stark about how to find academic sources on
NG.
November
2: Completed Draft of your second 5-page on NG due. Visit by
Gretchen McCaffrey from the Writing Center. She will give
another workshop on how to improve your paper before you turn it
in to be graded. Gretchen will also explain how to integrate
outside academic sources into your writing.
4: DiversityU Day (formerly Day of Dialogue). No class. However, you
are REQUIRED to go to one fifty-minute session either today or
tomorrow
5: DiversityU Day continued
6: Discussion of DiversityU Day. Come prepared to talk about which
session you attended. RCR: (Short Stories) 121-154
9: Final Version of 5-page Paper #2 is due.
RCR: 155-215
11: Veterans Day. No class
13: RCR: (Essays) 217-244
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16: (Essays) RCR 245-269. I hope to return your second 5-page paper.
18: (Theater) RCR: 273-296. I will send you a scanned version of
“Evaluation Questions.” Please bring a copy to class.
20: RCR: 296-329
23: 2.5 rewrite of Paper #2 is due. RCR: 329-357
25: Thanksgiving Travel Day. No class
27: Thanksgiving Day. No class
December
30: Paper #3 Due. RCR: 358-362.
2: Oral Group Presentations
4: Oral Group Presentations
7: Oral Group Presentations
9: Oral Group Presentations
11: Conclusion. Course evaluations. Final preparation for presentation of
Individual Creative Project during Finals Week.
Final Exam: Monday, December 14 from 1:10-3:10 in this classroom. You will
present your Individual Creative Project and turn in your two-page paper.
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