DEPARTMENT OF HISPANIC STUDIES

Junior Sophister Syllabus 2013-2014

NOTE: All Junior Sophister students of Spanish, before the end of Michaelmas Term, must notify the TSM office (on forms which will be provided by them) in which of their TSM subjects they propose to take the Moderatorship Part I examination (250 marks)

From 2009/10 in Junior Sophister Pattern B students are required to pass both the Mod Part I (minor subject ex 250) and Mod Part II (major subject ex 250) in order to progress to the Senior Sophister Year

Students who have been abroad on SOCRATES exchange in their Senior Freshman year will not be permitted to substitute a Broad Curriculum course for a Spanish course in their Junior Sophister year.

SPANISH LANGUAGE

All students should attend three classes a week in Spanish language throughout the Michaelmas and Hilary Terms (which equate to 15 ECTs). If any student fails to attend a satisfactory proportion of classes and to present on time a satisfactory proportion of language work, as it is set weekly, a ‘Non Satisfactory’ (‘NS’) report will be sent to that student's tutor.

Learning Outcomes: At the end of the academic year, students should have be able to express themselves in advanced and grammatically accurate written and oral Spanish, to display knowledge of considerably range of vocabulary belonging to a wide variety of lexical areas and use it accurately in diverse contexts, and to identify linguistic registers (both functional and geographical).

COURSES IN LITERATURE & SPANISH LINGUISTICS

In Michaelmas Term, students to choose one course. Because of the need to avoid numbers in individual courses that are either too large or too small, students are asked to choose their courses in order of preference. Whilst every effort will be made to accommodate your choice, we reserve the right to place you, having regard to our staffing situation.

In Hilary term, all students are required to attend the course in Spanish Linguistics (2 hours per week), as well as one of the two options as listed below.

Michaelmas Term Hilary Term

Spain of the Three Cultures (Dr García) Exotic Cervantes (Dr Brewer)

Spanish-American Novel (Dr Cosgrove) Modern Spanish Novel (Dr O’Hagan)

Note: Each course has a value of 5 ECTS and is 2 hours per week.

General Learning Outcomes: At the end of the academic year, students should have become fully familiarized with the genres and authors studied on the courses and, in addition, should be able to analyze individual writers from a critical theory perspective. As well as that, they should have acquired a general knowledge of the main developments that took place on the phonological, morphological, syntactical and semantic levels of the Spanish language.

All courses will be weighted according to their credit value

Junior Sophister Prescribed Texts 2013-2014

Spain of the Three Cultures

Learning Outcomes: At the end of the academic year students should be able to describe the socio-historical, cultural and material realities of Medieval Iberia, in particular in the fields of science, literature and art. Identify and analyse the cultural differences and similarities existing between the communities of the three monotheistic religions in Medieval Iberia. Evaluate their contribution to the development of Spanish society and its literary and material cultures. Discuss general questions relating the co-existence of Christians, Jews and Muslims in Medieval Iberia. Establish comparisons between Iberia and other geo-political areas.

It is the aim of this course to provide an insight into the complex historical, cultural and social circumstances that shaped the cultural phenomenon known as the Spain of the Three Cultures. The course will cover, among others, the following themes: the Visigothic kingdom and its significance in the shaping of the national conscience of the Iberian Christian kingdoms; Muslims in Iberia: the rise, glory and decline of Al-Andalus; the contribution of Jews to the cultural and economical development of both Muslim and Christian Iberia; consolidation of the Christian kingdoms and the Reconquista.

Based on contemporary texts, the course will also explore the intellectual and material contribution of Christians, Muslims and Jews to the cultural climate of Medieval Spain, drawing particular attention to the interaction of these three ethnic and religious groups.

The lectures will be complemented with visual documentation as well as sound recordings.

Recommended bibliography

Collins, Roger, Early Medieval Spain. New York: St. Martin´s Press, 1995 (2nd ed.)

Reilly, Bernard F., The Medieval Spains. Cambridge University Press, 1993.

Constable, Olivia R. (ed.), Medieval Iberia. University of Pennsylvania Press, 1997.

Menocal, María Rosa, The Ornament of the World. New York: Back Bay Books, 2002.

Watt, W. M., Cachia, P., A History of Islamic Spain. New Bruswick: Aldine Transaction, 2007.

Harvey, L. P., Islamic Spain, 1250 to 1500. University of Chicago Press, 1990.

Baer, Yitzhak, A History of the Jews in Christian Spain. Philadelphia: The Jewish Publication Society, 1992.

Díaz-Mas, Paloma, Sephardim: The Jews from Spain. Chicago University Press, 1992.

Spanish –American Novel

Learning Outcomes: On successful completion of this module students should be able to: describe particular features of the contemporary Spanish-American Novel; write on key recurring themes such as historical paralysis and ethnic conflict; explain the significance of mythic archetypes as expressed in the fiction.

The course will attempt to isolate and focus on specific features of the contemporary Spanish- American novel. Though reflecting the diversity of that continent, the modern Spanish-American novel appears to textualise certain specific concerns such as human isolation, historical paralysis and idealistic quests. Ethnicity, the importance of myth and its integratedness into the indigenous (South American Indian) world view will also be examined.

Ernesto Sábato 'Informe sobre ciegos' section of Sobre héroes y tumbas

Manuel Puig El beso de la mujer araña

Juan Rulfo Pedro Páramo

Juan Carlos Onetti El pozo www.literatura.us/onetti/elpozo.html

José María Arguedas Los ríos profundos

Gabriel García Márquez El coronel no tiene quien le escriba

Exotic Cervantes

Learning Outcomes: In this course, students will learn to situate Cervantes’s “exotic” fiction in its proper literary and historical context; they will learn to analyze the works studied from a variety of perspectives in order to appreciate Cervantes’s ability to combine disparate genres, styles, tones and registers into original works of fiction; they will refine their ability to read critically and to write analytically.

Miguel de Cervantes is most famous for his comic novel Don Quijote de La Mancha, in which he pioneered a new kind of prose fiction that focused on the workaday reality and common characters of early modern Spain, whose stories it told in a narrative style that was altogether unique: neither the high voice of the epic nor the low slang of the picaresque. This was an achievement that would exert enormous influence on later generations of writers (particularly from the eighteenth century onward) and probably justifies the cliché that Cervantes invented the modern novel. However, Don Quijote is only one facet of Cervantes’s literary corpus: he also wrote poetry, theater, novellas (short stories), and “romance,” that is, stories of love and/or adventure built on magic, myth, metaphor, and fable, with idealized characters who act out allegorical conflicts of epic dimensions. In other words, stories not unlike those written by Lewis and Tolkien and the hordes of other authors of love stories, spy novels, tales of adventure and science fiction that remain popular to this day. In this module we will explore the “exotic” Cervantes, the “other” Cervantes who is often unjustly overlooked, if not forgotten altogether. We will read examples of his theater, short fiction, and epic prose that deal with the world beyond Spain’s borders, a world of rapidly expanding frontiers that challenged accepted notions of morality, humanity, and reality itself. Cervantes dealt with the uncertainties of his time in works that blend religious, political and personal conflict, questions of faith and faithfulness, trials and tribulations, punishment and redemption, true love and epic adventure in stories that range from the Arctic to the Mediterranean and include a vast range of fantastical characters and fabulous incident, all presented with Cervantes’s characteristic humanity and concern for literary verisimilitude. Cervantes himself considered his epic romance Persiles y Sigismunda to be his greatest literary creation. By the end of this module, you might agree.

Required Text:

Cervantes, Miguel de. Los baños de Argel. Linkgua Ediciones (Spain).

Cervantes, Miguel de. La gran sultana. Linkgua Ediciones (Spain).

Cervantes, Miguel de. Los trabajos de Persiles y Sigismunda. Ed. Juan Bautista Avalle-Arce. Madrid: Castalia.

Aspects of the Modern Spanish Novel

Learning Outcomes: on successful completion of this module students should be able to: demonstrate a detailed understanding of an important period in Spain’s literary history; identify and explain the characteristic features of the modern Spanish novel through close textual reading of the set texts; organise material into effective and detailed arguments in oral presentations and in writing (essay); critically comment on the modern Spanish novel of the 19th and 20th centuries, and formulate responses that are both discriminating and historically informed.

Through a close reading of the prose fiction of Benito Pérez Galdós, Miguel de Unamuno and Camilo José Cela, this course will examine the development of the nineteenth- and twentieth-century novel in Spain. Though their novels differ considerably in each case, a marked social and existential awareness characterise the work of all three. A particular focus of this course will be on the extent to which each author challenges the literary conventions of the period, as well as the significance of their works as a vehicle for social criticism.

Prescribed Texts:

Galdós, Benito Pérez, El amigo Manso (Madrid: Cátedra, 2001)

Unamuno, Miguel de, Niebla (Madrid: Cátedra, 2004)

Cela, Camilo José, La familia de Pascual Duarte (any edition)

Spanish Linguistics

Learning Outcomes: At the end of the academic year students should be able to identify and discuss the historical circumstances that contributed to the formation and development of the Spanish Language; to identify and discuss the main developments that took place on the phonological, morphological and syntactical levels of the language, always providing concrete linguistic examples; to trace the evolution of lexical items from the original Latin forms through the intermediary historical stages to Modern Spanish; to identify the internal principles governing diverse linguistic phenomena and their historical context.

This course explores the most important phases of the development of the Spanish language, from its Hispanic Latin origins up to the modern day. The course will be commenced by a general historical introduction. Attention will be then dedicated to the main developments that took place at the levels of phonetics and phonology, morphology and syntax. Handouts for the individual classes will be provided.

Recommended bibliography:

Penny, Ralph, A History of the Spanish Language. Cambridge University Press, 2002

Cano, Rafael (ed.), Historia de la lengua española. Barcelona: Ariel, 2005

Menéndez Pidal, Ramón, Historia de la lengua española. Madrid: Marcial Pons, 2005

Lapesa, Rafael, Historia de la lengua española. Madrid: Gredos, 1981

Herman, József, Vulgar Latin. Pennsylvania University Press, 2000


We expect that course texts will be acquired during the summer vacation and that reading will have begun well in advance of the term in question.

To assist you in this, the Department has given the above list to the booksellers International Books, 18 South Frederick Street, Dublin 2
Ph: +353 (0)1 679 9375 | Fax: +353 (0)1 679 9376 | Email: who will make every effort to have the books available. Please check with International Books in the first instance, as they often have copies of our prescribed texts in stock.

We also wish to draw your attention to the London Modern Languages Booksellers:

Grant & Cutler at Foyles,

113-119 Charing Cross Road,

London WC2H 0EB,

England

Tel: 0044 (0)20 7440 3248

Grant & Cutler at Foyles is one of the best in the world in its field, and will be of great assistance in procuring the above books. They will accept credit cards and provide a speedy service.


MODERATORSHIP PART I

All Junior Sophister students of Spanish, before the end of Semester One, must notify the Department (on forms which will be provided) in which of their TSM subjects they propose to take the Moderatorship Part I examination (250 marks).

ASSESSMENT OF MODERATORSHIP PART I CANDIDATES 2013-2014

Students are required to sit two two-hour language papers, and submit one essay on each of the two optional modules, and an essay on Spanish Linguistics.

Spoken Spanish: Students will be asked in advance to present a Spanish text which will be

discussed at the oral examination.

*Failure in one of the two language papers, will mean FAIL assessment overall.

RESIDENCE REQUIREMENT

Remember that students of Spanish must spend not less than two months in a Spanish-speaking country before their Moderatorship examination in Spanish. This regulation can be waived only in exceptional circumstances and with the prior approval of the Department.

REQUIRED ATTENDANCE AND WORK
1. Students should attend all classes and present on time all written work set.
Language Classes: except as otherwise prescribed by your teachers, you should present one piece of of written work per week.
2. The Department accepts responsibility ONLY for term essays presented in person to the secretary (Mon - Wed), and receipted by the Department. Essays should NOT be given to individual teachers, pushed under doors, etc. Please note that essays must not be submitted by e-mail attachment.
ESSAYS NOT SUBMITTED BY DUE DATE WILL NOT BE MARKED.

Attendance at lectures, tutorials and language classes is compulsory. In the case of absence of more than three consecutive days, a medical certificate or relevant evidence should be provided. A student may be returned for the semester as non-satisfactory if he/she has attended less than 80% of all classes, or has submitted less than 80% of language work or has not submitted required essays or papers for courses taken. It should be noted (see University Calendar G4.22) that ‘In accordance with the regulations laid down by the University Council non-satisfactory students may be refused permission to take their annual examinations and may be required by the Senior Lecturer to repeat their year.’

Submitted work on literature and linguistic courses: