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AFRICAN LITERATURE
- No Course Offerings Fall 2005
LITERATURE OF THE AMERICAS
- No Course Offerings Fall 2005
CHINESE LITERATURE
- No Course Offerings Fall 2005
CLASSICS
(The following courses in Classical Literature can be found under their
respective Literature sub-headings: European, Greek, Latin, and World)
LTGK 1 (BEGINNING GREEK)
LTGK 133 (PROSE: GORGIA’S HELEN)
LTLA 1 (BEGINNING LATIN) - 2 sections offered
LTLA 100 (INTRODUCTION TO LATIN LITERATURE) -
2 sections offered
LTLA 131 (PROSE: AUGUSTINE’S CONFESSIONS)
LTWL 19A (INTRODUCTION TO THE ANCIENT GREEKS
AND ROMANS)
LTWL 106 (CLASSICAL TRADITION: THE AGE OF
ALEXANDER THE GREAT)
COMPARATIVE LITERATURE
- No Course Offerings Fall 2005
CULTURAL STUDIES
LTCS 50 - INTRODUCTION TO CULTURAL STUDIES
Instructor: Meg Wesling
What do we mean when we talk about “culture”? Are we referring to a broadly
shared set of ideas and beliefs, to communities held together by language
and custom, or to the entertainment industry and mass
media? More importantly, how do we begin to study our own culture –– that
is, how do we set about thinking critically about those things which seem
most familiar and natural to us?
We’ll spend the first part of the course thinking historically about the
very concept of culture—when it emerges, how its meaning evolves, and what
many things we mean when we talk about it. Then we’ll look more closely at a
number of particular sites to think about how our understandings of the
world around us – and our notions of language, nature, objectivity, race,
sex, sexuality, and class – are constructed through the specificity of our
own cultural lens. Topics under consideration will include television,
fashion, science and medicine, and music, among others. Writing assignments
will include short critical response papers and one final paper/project.
LTCS - 130 GENDER, RACE, ETHNICITY, CLASS AND CULTURE
Proposed Instructor: Gerald Iguchi
- UPDATED
In contrast to the pervasive "myth of homogeneity," many textual accounts
attest to the differences, diversities and heterogeneity in Japanese culture
and society. In this course, we will read novels, short stories,
ethnographies, historical narratives, and other writings to explore
questions concerning racial and ethnic differences in modern and
contemporary Japan.
Some of the questions we shall address include the following: How has
Japan's "mainstream" national culture been produced historically in
relationship to its "others"?; What are the interplays between the
normalizing force of the dominant national culture and the racially and
ethnically minoritized cultures?; What kinds of positions have the Okinawans,
the Ainu, and Koreans occupied in Japan's history of colonialism and
multiethnic empire?; How has "whiteness" been constructed as both object of
consumption and site of privilege?; How do the differences of race and
ethnicity intersect with other important differences?; And what kinds of
literary and other cultural-political practices have those minoritized in
Japan exercised in resisting the dominant racial ideology and arrangements?
Rather than positing “race” as pre-established socio-cultural category, the
course examines the relational formations of race/ethnicity, citizenship and
nationality in the global processes of capitalism, colonialism, imperialism,
and migration. The course, moreover, explores what are the possible forms of
anti-racist alliances across the national and other borders between Japan
(there) and the U.S. (here).
EAST ASIAN LITERATURE
LTEA 110C - CONTEMPORARY CHINESE FICTION
IN TRANSLATION: WRITING WOMEN
Instructor: Yingjin Zhang
This class provides an opportunity to those interested in in-depth textual
analysis of contemporary Chinese fiction. The special topic is “writing
women,” which refers not to male writings about women but to writings by
women themselves. After a survey of a few women writers from the first half
of the twentieth century (e.g., Ding Ling and Xiao Hong), we will pursue
close readings of select women writers, such as Eileen Chang (Zhang Ailing),
Can Xue, and Wang Anyi. All readings are available in English, and no
knowledge of the Chinese language is required, but upper-division standing
and good writing skills are highly recommended.
LITERATURES IN ENGLISH
LTEN 21 - INTRODUCTION TO THE LITERATURE OF THE BRITISH ISLES:
PRE-1660
Instructor: Lisa Lampert
This course surveys English literature from Old English to the middle of the
seventeenth century. Among the texts we will consider will be Beowulf,
Chaucer’s Canterbury Tales, Sir Gawain and the Green Knight,
Spenser’s Fairie Queene, Marlowe’s Dr. Faustus, and Milton’s
Paradise Lost. We will also examine selections from medieval lyric
and drama, Kempe, Donne, Jonson, Herbert, Herrick, and Marvell. Lectures
will discuss these texts and their cultural, social, political, and
religious contexts, with special attention to issues of gender and
sexuality. The course is designed to familiarize students with the
traditional “canon” of early English literature, but also to facilitate an
understanding of how that canon came to be formed and to
encourage questioning of the idea of the “canon” itself.
LTEN 25 - WRITING AMERICA: LITERATURES OF THE UNITED STATES TO 1865
Instructor: Nicole Tonkovich
Readings in U. S. literature prior to 1865. For a more detailed description
of course content, please consult the printed book of course descriptions
available from the Literature Department.
LTEN 29 - INTRODUCTION TO CHICANO LITERATURE
Instructor: Rosaura Sánchez
This course will focus on the cultural production of the growing Latino
population in the U.S., tracing it back from the present to its origins in
the Spanish colonial borderlands, reaching from California to Florida.
Students will read two novels, several short stories and plays, some poetry,
and watch a series of films
addressing social, economic and cultural issues in the various Latino
communities.
LTEN 130 - MODERN BRITISH LITERATURE (b)
Instructor: Donald Wesling
Over 30 writers will be read attentively in this course, among them T.S.
Eliot, Wilfred Owen, W.B. Yeats, Edith Sitwell, W.H. Auden, Hugh MacDiamid,
Linton Kwezi Johnson, Jean Binta Breeze,Hugh Dabydeen, John Agard, Jeremy
Prynne, Ted Hughes, Donald Davie, Philip Larkin, Drew Milne, and Evan
Boland.
The twentieth century is the era of foreign natives, so we will give
attention to Scottish, Irish, and Caribbean-origin writers as well as
English ones. We will cover poems by men and women, poems brief and
extended, traditional and experimental. The story of the century takes us
through Victorian figures who come into their power as moderns, First World
War writers, Eliot and Yeats and the high modernists, Auden and others in
the Thirties political moment, the University poets of the 1950s, Ted Hughes
as a nature writer, and the avant-garde figures of the 1980s and 1990s.
Readings will be from an excellent recent anthology from Oxford University
Press, and one or two separate whole books by living poets.
There will be a chance for oral reports for some members of the class who
are willing to do that. In the two papers, you will emphasize not
explication skills, but wider political-cultural readings.
LTEN 140 - EARLY NINETEENTH CENTURY BRITISH NOVEL: THE NOVELS OF JANE
AUSTEN (b)
Instructor: Ronald Berman
This course, devoted entirely to Jane Austen, will cover her five major
novels: Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma,
and Persuasion. It's rare for any novelist to write more than one or
two world-class works--these form a group comparable to the best of Tolstoy
or Balzac or Henry James. It's a small company.
LTEN 143 - THE ENGLISH NOVEL IN THE EIGHTEENTH CENTURY: “BEST SELLERS”
Instructor: Kathryn Shevelow
An 18th-century journalist once observed that there was no “old woman” who
could afford it who did not own a copy of Robinson Crusoe shelved between
her Bible and her copy of Pilgrim’s Progress (a Christian allegory written
by the Nonconformist clergyman John Bunyan). Despite his misogyny and class
bias, that 18th century writer was pointing to an undeniable fact: Robinson
Crusoe was an enormously successful book, appealing (unusually for the time)
to an audience that extended to all classes of literate people and included
those who usually did not read fiction. But there were a number of other
novels published in the 18th century that also struck a chord (if not as
large a one) among readers. These novels were not really “best sellers” in
the modern sense--there was not yet a mass audience for literature—but they
reached a relatively large audience by the standards of their day. This
course will survey the 18th-century English novel by focusing on those
novels that were particularly successful with their contemporary readers.
Some
of these texts later achieved canonical status and some did not, but all
were widely read in their day.
The tastes of the 18th-century reading public were varied, ranging from
Crusoe, which could be read as an adventure story or a cautionary,
devotional tale, to the steamy amatory novel of Eliza Haywood, Love In
Excess. We will also read another blockbuster of the 18th century, Samuel
Richardson’s Pamela, which became all the rage and inspired early versions
of the “product tie-in,” such as ladies’ fans painted with scenes from the
novel. We will close the quarter with Ann Radcliffe, the novelist who would
become the best-selling writer of the 1790s, defining the Gothic romance for
generations to come. As we discuss these popular novels, we will be
examining the development of the genre of the novel and its connection to
the social history of 18th-century England. We will discuss the literary
impact made by the emergence of women as readers and writers, and the
challenge that the novel, which was more accessible to non-elite readers,
posed to traditional elite forms. And we will be talking about what the
great popularity of these novels tells us about the desires, interests and
expectations of readers in the eighteenth century. Class will be conducted
by a combination of lecture and discussion; we will divide into small
discussion groups at regular intervals. Writing requirements will include
reading quizzes, a take-home midterm, a paper, and a final.
LTEN 146 - WOMEN AND ENGLISH/AMERICAN LITERATURE:
WOMEN WRITERS OF THE ROMANTIC PERIOD
Instructor: Abbie Cory
Through-out most of the twentieth century, the concept of British
Romanticism consisted primarily of the works of the “Big Six” male poets –
Wordsworth, Coleridge, Blake, Keats, Percy Shelley, and Byron. While these
poets are still extremely important in the study of Romanticism, the
scholarship of the late twentieth and early twenty-first centuries has
broadened the category to include women, genres other than poetry, and
writers of non-English ethnicities. This course will be an exploration of
the literature by the most prominent (and a few lesser-known) women writers
in the British Isles in the period from 1789-1837.
During the quarter we will be asking questions about the “proper” roles for
women and how contemporary concepts of gender, class, and sexuality affected
women’s writing – what genres women wrote in, what topics they wrote about,
whether they published their work, and so on. We will also explore the
influence of female authors on the male writers of the period and will
discuss the ways in which the work of women authors challenges conventional
notions of the Romantic period. Authors include Mary Wollstonecraft, Dorothy
Wordsworth, Felicia Hemans, Mary Robinson, Letitia Elizabeth Landon, and
Anne Lister. Also included will be a short selection of prose by female
working-class radicals and a novel by either Mary Shelley or Jane Austen.
LTEN 148 - GENRES IN ENGLISH AND AMERICAN LITERATURE:
BIOGRAPHICAL WRITING
Instructor: Kathryn Shevelow
This class will focus on the genre of biography—writing about the lives of
others--from its flowering in the eighteenth century to the present day. The
first half or two-thirds of the quarter will be spent reading and discussing
both examples of biography (ranging from sections of full-length biographies
to profile) and some of the recent theoretical material on biographical
writing. The last several weeks of the quarter will be a writing workshop,
in which you will work with a small group on your own biographical writing,
which may take the form of a profile or a chapter from an imagined
full-length biography: the subject will be your choice. Writing assignments
will include both analytical papers about the reading assignments and your
own piece of biographical writing.
LTEN 150 - GENDER,TEXT AND CULTURE:
LOVE, FAMILY, IMMIGRATION
Instructor: Beheroze Shroff
This class explores the reformulations of love, friendship and family within
different cultural and historical contexts. We examine how family formations
have been controlled from the late nineteenth century onwards by U.S.
immigration policies of inclusion and exclusion. From the 1950s ageing
"bachelor" Chinatown community of Louis Chu's "Eat a Bowl of Tea" to the
post-1965 South Asian immigrants in Jhumpa Lahiri's "Interpreter of
Maladies", we analyze issues of home and belonging, language and nationality
and the many ways of becoming American.
LTEN 154 - AMERICAN RENAISSANCE: ANXIETIES OF AUTHORSHIP
Instructor: Nicole Tonkovich
Readings in U. S. literature from 1840-1865. For a more detailed description
of course content, please consult the printed book of course descriptions
available from the Literature Department.
LTEN 155 - INTERACTIONS BETWEEN AMERICAN LITERATURE AND THE VISUAL ARTS:
ETHNIC DRAG. RACE AND GENDER IN 20TH CENTURY HOLLYWOOD
- Cancelled
Instructor: Fatima El-Tayeb
LTEN 176 - MAJOR AMERICAN WRITERS:
FITZGERALD, HEMINGWAY, AND THE TWENTIES (d)
Instructor: Ronald Berman
F. Scott Fitzgerald and Ernest Hemingway did their best work in the decade
of the twenties, and they came to characterize that period of American life.
We will study their major novels: The Great Gatsby, The Sun Also Rises, and
A Farewell to Arms; and in addition a good chunk of their short stories.
Among the stories will be Fitzgerald’s “The Diamond as Big as the Ritz” and
“Bernice Bobs Her Hair,” and Hemingway’s “The Killers” and “A Clean,
Well-Lighted Place.”
LTEN 181 - ASIAN AMERICAN LITERATURE: SPECIAL TOPICS IN ASIAN-AMERICAN
HISTORY “BEYOND IDENTITY POLITICS”
Instructor: John Blanco
Between the 1955 Bandung conference of Asian and African nations involved in
decolonization movements, and the confluence of black and women's civil
rights movements, as well as popular opposition to the Vietnam War in the
1960s, the term "Asian-American"emerged as a marker for political
identification and social activism. In the decades that followed, it became
wholly absorbed in the question of cultural politics.
Did these so-called "Asian-Americans" have a common culture? Were the
politics around civil rights and decolonization grounded in some common
point of reference, some racial "we" that could be defined against other
racialized groups in the U.S.? At what point did this identity (or identity
project) end, and a more universal project for social justice, the universal
right to self-determination, and even a leftist internationalism, begin?
This course will examine various historical, cultural and literary texts
that wrestled with the problem of an "identity" that emerged under
conditions that, paradoxically, undermined its coherence and cohesion from
the very beginning. It will be sustained by a general thesis: that the
"politics" of cultural identity in fact obscures and forecloses the politics
of solidarity and social transformation that only begin outside the search
for cultural or social norms that configure the field of identity politics.
LTEN 189 - 20th CENTURY POSTCOLONIAL LITERATURE:
NOVELS OF POSTCOLONIAL CHILDHOOD
Instructor: Rosemary George
In this seminar we shall examine novels centrally concerned with childhood
and written in English from various national locations after independence
from western colonial powers. We will consider the various kinds of gendered
and nationalist ideologies woven into these stories of precocious children
and their ordinary, blissful or traumatic childhoods. To what extend do the
authors insist on the effect of national events ( wars, independence
struggles, ) on the everyday life of children? How does the novel, as a
literary form with its own history, constraints and possibilities, affect
the narrative about growing up in Antigua, India, Zimbabwe, the Philippines
or Sri Lanka? We will read several short novels such as Swami and Friends by
R K Narayan, Annie John by Jamaica Kincaid, Funny Boy by Sham Selvadurai,
Dogeaters by Jessica Hagedorn, The God of Small Things by Arundhati Roy and
Nervous Conditions by TsiTsi Dangarembga. Writing requirements: two papers.
LTEN Upper Division Codes:
(a) =
British Literature before 1660
(b) = British Literature after 1660
(c) = U.S. Literature before 1860
(d) = U.S. Literature after 1860
Return to top of LTEN section
EUROPEAN AND EURASIAN LITERATURE
LTEU - 105 MEDIEVAL
STUDIES: DANTE’S JOURNEY AND OUR OWN
(cross-listed with LTIT 115)
Instructor: Stephanie Jed
Dante (and we, his readers) awaken in the dark wood of Inferno. We know that
we are lost, that we cannot ignore the "beasts" we encounter, but must
experience suffering, hopelessness, alienation, deceit, and
betrayal within ourselves. We are overcome by suffering and a fear "so
bitter it is close to death" (Tant’è amara che poco è più morte). We will
journey with Dante through Inferno and sections of Purgatorio, struggling to
understand the meaning his journey holds for us, enduring the pain of
gruesome suffering and hopelessness.
We will use bilingual texts. No previous knowledge of Italian is required.
FRENCH LITERATURE
The introductory sequence (1A, 1B, 1C) is offered in the
Department of Linguistics. Intermediate and
upper-level courses are offered in the Department of Literature.
Note: The final exams for all sections of Literature/French 2A, 2B,
and 50 will be held in common.
Please see instructor for further information. Students enrolled in
LTFR 2A and 2B must attend both the lecture and discussion portions
of this course. |
LTFR 2A - INTERMEDIATE FRENCH I
Instructors: T.A.s supervised by Catherine
Ploye
Second-year course designed to be taken after 1C/CX. We undertake a thorough
review of grammar while continuing to develop language skills (oral and
written) by studying short stories, cartoons, and movies from various
French-speaking countries. May be applied towards a minor in French
literature. Prerequisite: LIFR 1C/CX or equivalent or a score of 3 on the
AP French language exam.
LTFR 2B - INTERMEDIATE FRENCH II
Instructors: T.A.s supervised by Catherine
Ploye
We continue the review of grammar begun in LTFR 2A. To strengthen language
skill, plays from the 19th
and 20th centuries as well as the movie interpretation of Cyrano de Bergerac
are studied. May be applied towards a minor in French literature or towards
fulfilling the secondary literature requirement. Prerequisite: LTFR 2A or
equivalent or a score of 4 on the AP French language exam.
LTFR 2C - INTERMEDIATE FRENCH III: COMPOSITION AND CULTURAL ISSUES
Instructor: Catherine Ploye
Designed for students who wish to further improve writing and conversational
skills. Most advanced course in the program that offers a formal review of
grammar. Oral skills are practiced through discussions of cultural issues
presented in a contemporary novel and a film. May be applied towards a minor
in French literature or towards fulfilling the secondary literature
requirement. Students having completed 2C can
register in upper-level courses (115 or 116). Prerequisite: LTFR 2B or
equivalent or a score of 5 on the AP French language exam.
LTFR 21 - CONVERSATION WORKSHOP I
Instructor: T.A. supervised by Catherine
Ploye
One-unit, one-meeting-a-week course, designed to develop and maintain oral
skills by discussing current cultural issues of the francophone world. This
course may be taken more than once, alone or in combination with any other
literature course. Prerequisite: LIFR 1C/CX or consent of instructor.
LTFR 31 - CONVERSATION WORKSHOP II
Instructor: T.A. supervised by Catherine
Ploye
A one-unit, one-meeting-a-week course, designed to develop and maintain oral
skills by discussing current cultural issues of the francophone world. This
course may be taken more than once, alone or in combination with any other
literature course. Prerequisite: LTFR 2B or consent of instructor.
LTFR 50 - INTERMEDIATE FRENCH III: TEXTUAL ANALYSIS
Instructor: T.A. supervised by Catherine
Ploye
This course emphasizes the development of language skills and the practice
of textual analysis. Discussions are based on analysis of poems as well as
on a novel and films. May be applied towards a minor in French literature or
towards fulfilling the secondary literature requirement. Students having
completed 50 can register in upper-level courses (115 or 116). Prerequisite:
LTFR 2B or equivalent or a score of 5 on the AP French language exam.
LTFR 115 - THEMES IN INTELLECTUAL AND LITERARY HISTORY: THE POWER OF
COMEDY
Instructor: Catherine Ploye
In this class, we will survey French comic literature from the Middle Ages
to the French Revolution. Throughout history, authors have used comedy and
satire to entertain readers and spectators, but also to analyze and
sometimes challenge their society. Readings to be announced.
LTFR 116 - THEMES IN INTELLECTUAL AND LITERARY HISTORY
Instructor: Winifred Woodhull
A survey of 19th, 20th, and 21st century literatures in French, this course
will examine lyric poetry and short fiction, both by French authors and by
writers in the francophone world, including Africa, Asia, the Middle East,
Canada, and the Caribbean. We will consider the texts in relation to major
literary movements (Romanticism, Realism, Modernism, Existentialism, etc) as
well as to historical conflicts (World War Two, postwar anti-colonial
struggles) and to basic social transformations (globalization and the
unprecedented migrations of people, money, goods, and cultures in the late
20th/early 21st centuries). We will also view and analyze a couple of short
films. Course work will include a 3-4 page paper, a midterm, and final, and
class discussions/presentations.
LTFR 164 - CULTURAL TOPICS : LA FRANCE AUX ANNÉES 60
Instructor: Roddey Reid
Ce cours en français aura pour but d'examiner une époque qui a bouleversé le
paysage culturel et politique de la France : les années 60. Il y aura trois
volets qui organiseront notre enquête: la décolonisation, la société de
consommation et la condition féminine et la révolte étudiante (Mai 68).
Auteurs prévus: Albert Memmi, Frantz Fanon, Christiane Rochefort,
Francoise Giroux, Gisèle Halimi, Annie Leclerc, Hélène Cixous et Danile
Cohn-Bendit et tracts et affiches politiques divers. Films prévus:
Jacques Demy, Lola (1960), Gillo Pontecorvo, La Bataille d'Alger
(1965), Isaac Julien, Frantz Fanon: Black Skin, White Mask (1995),
Diane Kurys, Diabolo menthe (1977), André Téchiné, Les Roseaux
sauvages (1994), Jean-Luc Godard, Une Femme mariée (1965),
Jean-Luc Godard, Joris Ivens, William Klein, Claude Lelouche, Chris. Marker,
Alain Resnais et Agnès Varda, Loin du Vietnam (1968), et Bertrand
Tavernier, La Guerre sans nom (extraits, 1992).
Pour s’inscrire dans ce cours il faut avoir suivi au préable le Français 115
ou 116 ou l’équivalent.
GERMAN LITERATURE
LTGM 2A - INTERMEDIATE GERMAN l
Proposed Instructor: Edda Hodnett
LTGM 2A is the first course in the Intermediate German sequence. While
offered by the Literature Department, it does not focus exclusively on
literary texts. We do read works of short fiction, but also work with videos
and feature-length films as well as non-fiction texts (Sachtexte) that deal
with aspects of German culture, history and society since World War II. The
course uses a four-skills approach, i.e. we work on reading and writing as
well as speaking and listening comprehension.
Language of instruction: German. Prerequisite: LIGM 1C/1CX or equivalent
(AP score of 3; transfer credit)
Please contact instructor with any placement questions.
LTGM 100 - GERMAN STUDIES l: AESTHETIC CULTURES
GERMAN CULTURE AND ITS CRITICS
Instructor: Cynthia Walk
The course surveys German literature from the 18th through the 20th
centuries as viewed by main schools of contemporary cultural criticism. We
will read fiction (Grimms’ fairy tales, ETA Hoffmann and Kafka short
stories), drama (scenes from Goethe’s Faust) and poetry (Brecht, Celan, the
Concrete Poets) and supplement our study of literary texts with documentary
interviews from the former East Germany, music, film and a campus production
by the Theatre and Dance Department. We will also see how different modes of
cultural criticism (Marxism, psychoanalysis, feminism, queer theory and
postcolonial criticism) approach these readings. Our introduction to German
Studies begins with a library tour and Internet orientation that will
provide an overview of the resources and research material in the field.
Note: Students go directly to upper-division German courses after LTGM 2C.
They are strongly encouraged to take LTGM 100 or 101 before enrolling in
higher-level courses in German Literature.
GREEK LITERATURE
LTGK 1 - BEGINNING GREEK
Instructor: Leslie Edwards
Introduction to the grammar of ancient Greek, with readings appropriate
to this level, including some from Plato, Euripides, Homer, the New
Testament, and others. This is the first of a three-quarter sequence, by
the spring quarter of which we'll be reading Homer's Odyssey in the
original Greek. Following successful completion of this sequence (LTGK
1-2-3), students will be eligible to enroll in upper-division Greek
Literature courses. Quizzes, midterm, final, and daily homework.
LTGK 133 - PROSE: GORGIA’S HELEN
Instructor: Page duBois
"We will read in Greek one of the most important rhetorical texts of the
ancient world, the Praise of Helen. Gorgias brought from Sicily the
seductive and dangerous practice of rhetoric; the Encomium of Helen,
celebrating Helen of Troy, the mythical queen who launched a thousand
ships, shows the elaborate beauty of his language and logic."
HEBREW LITERATURE -
No Course Offerings Fall 2005
ITALIAN LITERATURE
LTIT 1A - THE LANGUAGE OF ITALIAN CULTURE I
Instructor: Stephanie Jed
A beginning course in Italian language. We will practice Italian
conversation, grammar and dramatic style in our study of a short video
(No mamma, no) Italian pop music, and a short mystery about a Florentine
d.j. (Radio Lina). This course offers an integrated relationship with
the language through the invention and development of your own voice.
The primary work for the course is class attendance, participation and
study, letter-writing, and a willingness to have fun while learning
Italian.
This course is designed for students who are interested in an integrated
approach to language learning and a fun experience of study in college.
It is the first in a three-course sequence (LTIT 1A-B-C). The three
courses fulfill the prerequisite requirements for second-year Italian (LTIT
2A-B, 50), and college language requirements.
The course will be conducted entirely in Italian (except for the first
day), but NO PREVIOUS KNOWLEDGE OF ITALIAN IS EXPECTED OR REQUIRED!
LTIT 2A - INTERMEDIATE ITALIAN l
Instructor: Adriana de Marchi
Gherini
A second-year course in Italian language and literature. Conversation,
composition, grammar review, and an introduction to literary and
nonliterary texts. Preequisite: LIIT 1C, LIIT 1C/1CX, or equivalent or
consent of the instructor.
LTIT - 100 INTRODUCTION TO LITERATURES IN ITALIAN: CONTEMPORARY
ITALIAN WRITERS
Instructor: Adrianna de Marchi
Gherini
Italiano 100 è un’introduzione ad alcune delle tematiche principali
della letterature italiana contemporanea,
quali la condizione esistenziale dell’individuo, il ruolo della donna,
la famiglia e la società contemporanea. Si leggeranno racconti di autori
che rispecchiano punti di vista differenti e a volte conflittuali. Fra
gli altri ricordiamo Piero Chiara, Antonio Tabucchi, Marina Vergani,
Dacia Maraini, Alberto Moravia, Anna Banti, Carlo Castellaneta, Natalia
Ginzburg, Gianni Celati, Leonardo Sciascia, e Italo Calvino. Un esame
“midterm” e un esame finale da completare a casa. La partecipazione
attiva èssenziale.
LTIT 115 - MEDIEVAL STUDIES: DANTE’S JOURNEY AND
OUR OWN
(cross-listed with LTEU 105)
Instructor: Stephanie Jed
Dante (and we, his readers) awaken in the dark wood of Inferno. We know
that we are lost, that we cannot ignore the "beasts" we encounter, but
must experience suffering, hopelessness, alienation, deceit, and
betrayal within ourselves. We are overcome by suffering and a fear "so
bitter it is close to death" (Tant’è amara che poco è più morte). We
will journey with Dante through Inferno and sections of Purgatorio,
struggling to understand the meaning his journey holds for us, enduring
the pain of gruesome suffering and hopelessness.
We will use bilingual texts. No previous knowledge of Italian is
required.
KOREAN LITERATURE
LTKO 1A - Beginning Korean: First Year I
Instructor: Jeyseon Lee
LTKO 1A is designed to help students develop beginning-level (first quarter)
skills in the Korean Language. Sections A00/01 and B00/01 are recommended
for students who have home-Korean language background. Section C00/01 is
recommended for students who have no home-Korean language background. The
concentration is on the development of basic reading, writing, listening,
and speaking skills and cultural understanding.
First year Korean 1A (5 units) is the first part of the Beginning Korean
series. This course is designed to assist students to develop low-beginning
level skills in the Korean language. These skills are speaking, listening,
reading, and writing, as well as cultural understanding. This course will
begin by introducing the writing and sound system of the Korean language.
The remainder of the course will focus on grammatical patterns such as basic
sentence structures, some grammatical points, and expressions. Upon
completion of this course, students will be able to do the following in
Korean:
Speaking: Able to communicate minimally with learned material. Oral
production is limited to several isolated words or expressions.
Listening: Able to occasionally understand familiar words in limited
social contexts.
Reading: Able to identify a few words and/or phrases in context.
Writing: Able to copy some Korean script in a recognizable fashion
and perhaps write a few words, with errors.
LTKO 1B - Beginning Korean: First Year II
Instructor: Jeyseon Lee
LTKO 1B is designed to help students develop beginning-level (second
quarter) skills in the Korean Language. The concentration is on the
development of basic reading, writing, listening, and speaking skills and
cultural understanding.
First Year Korean 1B (5 units) is the second part of the Beginning Korean
series. This course is designed to assist students to develop mid-beginning
level skills in the Korean language. These skills are speaking, listening,
reading, and writing, as well as cultural understanding. LTKO 1B is designed
for students who have already mastered the materials covered in LTKO 1A.
This course will focus on grammatical patterns, such as sentence structures,
some simple grammatical points, and some survival level use of the Korean
language. Additionally, speaking, reading, writing, and listening
comprehension will all be emphasized, with special attention to oral speech.
Upon completion of this course, students will be able to do the following in
Korean:
Speaking: Able to communicate minimally with learned material. Oral
production is often limited to repetition of input as well as some courtesy
expressions. Content of speech may consist of common lexical items related
to people, objects, and basic numbers.
Listening: Able to understand some short learned utterances in
familiar contexts although misunderstandings and pauses for assimilation are
frequent.
Reading: Able to identify a number of highly contextualized words
and/or phrases, including some borrowed words, in very predictable texts,
such as public announcements.
Writing: Able to copy most Korean script accurately and write a
limited number of familiar words with some inaccuracy. Can produce with
inaccuracies a few very simple formulaic sentences consisting of learned
material.
LTKO 2A - Intermediate Korean: Second Year I
Instructor: Jeyseon Lee
LTKO 2A is designed to help students develop Intermediate-level (first
quarter) skills in the Korean Language. Sections A00/01 and B00/01 are
recommended for students who have home-Korean language background. Section
C00/01 is recommended for students who have no home-Korean language
background. Upon completion of this course, students are expected to have a
good command of the language in various daily conversational and casual
situations.
Second Year Korean 2A is the first part of the Intermediate Korean. Students
in this course are assumed to have previous knowledge of Korean, which was
taught in the Korean 1A, 1B, and 1C courses. Students in this course will
learn low-intermediate level skills in the areas of listening, speaking,
reading, and writing in Korean, as well as expand their cultural
understanding. Upon completion of this course, students are expected to
acquire and use more vocabularies, expressions and sentence structures and
to have a good command of Korean in various conversational situations.
Students are expected to write short essays using the vocabularies,
expressions, and sentence structures introduced. Upon completion of this
course, students will be able to do the following in Korean:
Speaking: Able to engage in some simple conversations such as
introductions, greetings, invitations, expressions of likes and dislikes,
and obtain information in order to fulfill immediate needs. Produces a
limited number of simple sentences generally one or two at a time, using
non-past and past verbals, common demonstratives and high-frequency
classifiers. Able to ask and answer questions. Can combine known elements to
say things with some spontaneity. Able to survive uncomplicated daily
situations such as making a purchase and extending an invitation. Able to
carry on conversations regarding family, friends, and everyday activities.
Errors occur frequently, but with repetition the speaker can generally be
understood by sympathetic interlocutors.
Listening: Able to understand main ideas and/or some facts from
simple conversations on familiar topics when they are supported by a
context. Comprehension however is uneven. Repetition and rewording may be
necessary.
Reading: Able to understand main ideas and/or some facts from simple
connected texts, such as advertisements, within the area of basic survival
and social needs. Able to read texts that are linguistically noncomplex and
have a clear underlying basic structure, so that the reader has to make only
minimal suppositions.
Writing: Able to write short communications with many errors. Topics
are specific and closely tied to limited language experience, i.e., daily
life, wants and needs, likes and dislikes.
LTKO 2B - Intermediate Korean: Second Year II
Instructor: Jeyseon Lee
LTKO 2B is designed to help students develop Intermediate-level (second
quarter) skills in the Korean Language. Upon completion of this course,
students are expected to have a good command of the language in various
daily conversational and casual situations.
Second Year Korean 2B (5 units) is the second part of the Intermediate
Korean. Students in this course are assumed to have previous knowledge of
Korean, which was taught during the Korean 1A, 1B, 1C, and 2A courses.
Students in this course will learn mid-intermediate level of standard modern
Korean in listening, speaking, reading, and writing, as well as expand their
cultural understanding. After the completion of this course, students are
expected to acquire and use more vocabularies, expressions, and sentence
structures and to have a good command of Korean in various conversational
situations. Students are also expected to write short essays using the
vocabularies, expressions, and sentence structures introduced. Upon
completion of this course, students will become able to do the following in
Korean:
Speaking: Able to maintain a variety of uncomplicated conversations.
Produces strings or lists of sentences, though speech still does not feature
the cohesion or length of a paragraph. Improved accuracy in basic
constructions and use of high frequency verbals and auxiliaries.
Listening: Able to understand main ideas and/or some details from
conversations related to a variety of contexts. Listening comprehension may
extend beyond face-to-face conversations to include routine telephone
conversations and simple announcements over the media, although
understanding continues to be uneven.
Reading: Able to understand main ideas and some details of simple
connected written texts, such as advertisements. Reader has an ample
vocabulary base and is able to infer meaning from most unknown vocabulary.
Understanding is consistent.
Writing: Able to write communications expressing simple feelings and
desires, reporting on current activities, and asking for information.
Writing is best defined as a collection of discrete sentences.
LTKO 3 (Fall) - Advanced Korean: Third Year I
Instructor: Jeyseon Lee
LTKO 3 is designed to help students develop advanced-level skills in the
Korean language. Upon completion of this course, students are expected to
have a good command of Korean in various formal settings, which includes
understanding and reading daily news broadcasts/newspapers, and also writing
social and informal business correspondence.
Third Year Korean 3 (5 units) is the first part of the advanced Korean.
Students in this course are assumed to have previous knowledge of Korean,
which was taught in the Korean 2A, 2B, and 2C courses. Students in this
course will learn low-advanced level skills in the areas of listening,
speaking, reading, and writing in Korean, as well as expand their cultural
understanding. Upon completion of this course, students are expected to
acquire and use more vocabularies, expressions and sentence structures and
to have a good command of Korean in formal situations. Students are expected
to read and understand daily newspapers and daily news broadcasts. Upon
completion of this course, students will be able to do the following in
Korean:
Speaking: Able to satisfy routine social demands and school or work
requirements and handle a wide variety of communicative tasks using
appropriate speech styles. Can narrate and describe in paragraphs linking
sentences together smoothly with cohesive devices. Can state an opinion, but
not yet fully support it, on topics of general interest, such as current
events, politics, and social issues. Can handle situations with a
complication or an unforeseen turn of events, such as being stranded at an
airport, losing documents, and being late for work. Errors rarely cause
misunderstandings, even in communication with native speakers unaccustomed
to interacting with foreigners.
Listening: Able to understand main ideas and most details of
connected discourse on a variety of factual topics beyond the immediacy of
the situation. Texts include most face-to-face speech and factual radio and
television reports involving description and narration and featuring
interviews or short talks on familiar subjects.
Reading: Able to understand main ideas and many details of texts of
several paragraphs in length, such as news items featuring narration and/or
description and a modest number of Chinese characters. Comprehension derives
not only from contextual and subject matter knowledge but from control of
the language.
Writing: Able to write texts of several paragraphs in length,
narrating, describing, and providing information on familiar, factual topics
such as current events, social life, work, and leisure. Can perform
additional tasks of expressing emotions and making thoughts adequately with
some circumlocution. Native readers have no difficulty understanding writing
at this level.
LATIN LITERATURE
LTLA 1 - BEGINNING LATIN
Instructor: Charles Chamberlain
We will cover the first 16 chapters of Wheelock's Latin by Frederic M.
Wheelock. This means a pace of about 2 chapters per week overall, though
we will go slow at the beginning. Expect to have a quiz every
Monday, plus a midterm and final. Quizzes are worth 30 %, the midterm 25
%, the final 35 %, class participation and other factors 10 %. (I also
reserve the right to institute more frequent quizzes and to assign
graded homework if necessary.)
Latin is not taught as a spoken language, so there will be no emphasis
on conversing. However, there are many grammatical rules to be learned,
perhaps more than you ever imagined. In some ways, Latin is more like
math or science than it is like a modern foreign language; it will soon
become impossible to "get the gist" of what you read unless you know the
grammatical rules thoroughly. Therefore, I urge you not to fall behind
-- it is very difficult to catch up.
LTLA 1 - BEGINNING LATIN
Instructor: Eliot Wirshbo
Top ten reasons for taking Latin:
| 10 |
Make friends and family question your sanity, thereby avoiding chores. |
| 9 |
Fill those many idle hours with frustrating homework. |
| 8 |
Receive answers to haunting questions, such as Is the active really superior
to the passive? and When do we use the subjunctive in English? and What does
a relative clause relate to? |
| 7 |
Impress your gambling friends by being able to read Latin on coins
and paper money. |
| 6 |
Get on more intimate terms with the ones who invented debauchery. |
| 5 |
Become a better reader/writer. |
| 4 |
Show your individuality by forsaking modern trends in education and
embracing what in centuries past constituted the core of the curriculum. |
| 3 |
Bedazzle (and ultimately alienate) your friends and relations by offering
etymologies of 65% of the words of English. |
| 2 |
Make it easier on yourself when you get to law school. |
| 1 |
Finally learn the difference between 'who' and 'whom.' |
LTLA 100 - INTRODUCTION TO LATIN LITERATURE
Instructor: Santiago Rubio-Fernaz
We will read all of Petronius's Satyrica in English translation and the
"Banquet of Trimalchio" episode in Latin. There will also be a showing of
Fellini's adaptation of Petronius's book. Petronius's Latin is artfully
colloquial; his characters span the boundaries of Roman and Greek, elite and
vulgar; his scenarios mock the artistic and philosphical pretensions of
Nero's court with comic vulgarity. Read the West's first novel and discover
why the Roman empire declined, or why it lasted so long (it depends on your
point of view).
LTLA 100 - INTRODUCTION TO LATIN LITERATURE
Instructor: Eliot Wirshbo
This is a challenging and varied course, challenging in the amount of
material that must be mastered, varied in the topics read about and authors
read. The format is the same as in the elementary sequence (i.e.
recitation), except the readings are a bit more difficult and grammatically
complex. By the end of this course, it can with confidence be proclaimed,
the diligent student will be conscious of having made good progress in a
demanding discipline. But what good is that? It merely will make you a more
well-rounded, knowledgeable, interesting person with the confidence to
tackle other subjects requiring patience and concentration. Your minds,
willyou-nillyou, will be, however slightly, molded so as to be capable of
organizing thought in a different way.
LTLA 131 - PROSE: AUGUSTINE’S CONFESSIONS
Instructor: Charles Chamberlain
We will be reading selections in Latin of Augustine's Confessions, and the
entirety of the Confessions in English. We will discuss both linguistic and
interpretive issues. Quizzes, paper, final.
NEAR EASTERN LITERATURE-
No Course Offerings Fall 2005
PORTUGUESE LITERATURE-
No Course Offerings Fall 2005
RUSSIAN LITERATURE
LTRU 1A - FIRST-YEAR RUSSIAN
Instructor: Rebecca Wells
Embark on a grand voyage into the mechanics and mystery of Russian language,
culture, and people. We will journey forth into all forms of
communication--reading, writing, speaking, and listening. We will begin
acquiring basic vocabulary and grammar skills and attempt to apply them both
mechanically and creatively. Original Russian materials will supplement the
basic text and language lab tapes. This course meets TuTh for grammar
lectures and MW for conversation. Every effort will be made to integrate
material on Russian culture into the language curriculum.
LTRU 2A - SECOND YEAR RUSSIAN
Instructor: Rebecca Wells
We will recollect and expand on the language acquisitions of our previous
voyages and set out into
new, unexplored territories. While systematically reviewing grammar, we will
begin focusing on the
language for more creative purposes in reading, writing, listening, and
speaking. Language lab videos and readings texts will supplement the basic
text. This course meets TuTh for grammar lectures and MW for conversation.
Every effort will be made to integrate material on Russian culture into the
language curriculum.
LTRU 104A - ADVANCED PRACTICUM IN RUSSIAN
Instructor: Rebecca Wells
Development of advanced skills in reading, writing, and conversation. Course
based on written and oral texts of various genres and styles. Individualized
program to meet specific student needs. May be substituted for LTRU 101
A-B-C as requirement for major. Prerequisite for 104A: LTRU 2C or
equivalent.
LTRU 123 - SINGLE AUTHOR IN RUSSIAN LITERATURE: CHEKHOV
Proposed Instructor: Yelena Furman
By looking at both his short stories and his major plays, this course will
explore Chekhov's radical alteration and modernization of the Russian
literary landscape at the turn of the century. Topics to be considered
include: Chekhov's literary innovations in both drama and prose; his
unprecedented portrayal of women and women's sexuality; and his lasting
significance to both Russian and Western culture(s).
SPANISH LITERATURE
INTERMEDIATE COURSES IN SPANISH LANGUAGE/LITERATURE:
The introductory Spanish sequence (1ABCD) is offered through the
Linguistics Language Program. Intermediate language and
upper-level language and literature courses are offered through the
Literature Department. Contact course instructor for further
information and with questions regarding placement in LTSP 2ABCDE &
50ABC. Students in LTSP 2A and 2B must attend both the lecture and
discussion sections of the course.
Note: The final examinations for LTSP 2ABCDE & 50ABC will be held in
common; see below for dates.
|
LTSP 2A - INTERMEDIATE SPANISH I: FOUNDATIONS
Instructor: T.A.s supervised by Beatrice Pita
This 5 unit intermediate course meets 4 days per week and is taught entirely
in Spanish. LTSP 2A emphasizes the development of communicative skills,
reading ability, listening comprehension and writing skills. It includes
grammar review, short readings, class discussions and working with
Spanish-language video and Internet materials. This course is designed to
prepare students for LTSP 2B and 2C. A diagnostic test will be administered
on the first day. Prerequisites: Completion of LISP 1C/CX, its equivalent,
or a score
of 3 on the AP Spanish language exam.
Note: The final exam for LTSP 2A is scheduled for
Monday, December 5th, 2005.
LTSP 2B - INTERMEDIATE SPANISH II: READINGS AND COMPOSITION
Instructor: T.A.s supervised by Beatrice Pita
This intermediate course is designed for students who wish to improve their
grammatical competence, ability to speak, read and write Spanish. It is a
continuation of LTSP 2A with special emphasis on problems in writing and
interpretation. Students meet with the instructor 4 days per week. Work for
this 5 unit course includes oral presentations, grammar review, writing
assignments, class discussions on the readings and
work with Spanish-language video and Internet materials. A diagnostic test
will be administered on the first day. Prerequisites: Completion of LTSP 2A,
its equivalent, or a score of 4 on the AP Spanish language exam.
Note: The final exam for LTSP 2B is scheduled for
Monday, December 5th, 2005.
LTSP 2C - INTERMEDIATE SPANISH III: CULTURAL TOPICS AND COMPOSITION
Instructor: T.A.s supervised by Beatrice
Pita
The goal of this intermediate language course is twofold: to further develop
all skill areas in Spanish and to increase Spanish language-based cultural
literacy. LTSP 2C is a continuation of the LTSP second-year sequence with
special emphasis on problems in grammar, writing and translation. It
includes class discussions of cultural topics as well as grammar review and
composition assignments. The course will further develop the ability to read
articles, essays and longer pieces of fictional and non-fictional texts as
well as the understanding of Spanish-language materials on the Internet. A
diagnostic test will be administered on the first day. Prerequisite:
Completion of LTSP 2B, its equivalent, or a score of 5 on the AP Spanish
language exam. This course satisfies the third course requirement of the
college-required language sequence as well as the language requirement for
participation in UC-EAP.
Note: The final exam for LTSP 2C is scheduled is scheduled for Monday,
December 5th, 2005.
| DEPARTMENT APPROVAL FOR LTSP 2D AND 2E IS AVAILABLE IN THE
LITERATURE UNDERGRADUATE OFFICE FROM 9:00-3:30, MONDAY THROUGH
FRIDAY, BEGINNING WEDNESDAY, 02/09/05 LTSP 2D AND 2E ARE INTENDED
FOR STUDENTS WITH SPANISH-SPEAKING BACKGROUND. PLEASE SEE INSTRUCTOR
PRIOR TO ENROLLMENT. |
LTSP 2D - ADVANCED READINGS AND COMPOSITION: SPANISH FOR BILINGUAL
SPEAKERS
Instructor: T.A.s supervised by
Beatrice Pita
Designed for heritage students who have been exposed to Spanish at home but
have little or no formal training in Spanish. The goal is for students who
are comfortable understanding, reading and speaking in Spanish to further
develop existing skills and to acquire greater oral fluency, and grammatical
control through grammar review, and reading and writing practice. Building
on existing strengths, the course will allow students to develop a variety
of Spanish language strategies to express themselves in Spanish with greater
ease and precision. Prepares native-speakers for more advanced courses. A
diagnostic test will be administered on the first day. Prerequisite: Native
speaking ability and/or recommendation of instructor.
Note: The Final Exam for LTSP 2D is scheduled for
Monday, December 5th, 2005.
Enrollment for LTSP 2D requires department stamp.
Contact instructor with any questions regarding placement.
LTSP 2E - ADVANCED READINGS AND COMPOSITION: BILINGUAL SPEAKERS
Instructor: T.A.s supervised by
Beatrice Pita
An advanced/intermediate course designed for bilingual students who may or
may not have studied Spanish formally, but possess good oral skills and seek
to become fully bilingual and biliterate. Reading and writing
skills stressed with special emphasis on improvement of written expression,
vocabulary development and problems with grammar and orthography. Prepares
native speakers with a higher level of oral proficiency
for more advanced courses. A diagnostic test will be administered on the
first day. Prerequisite: Completion of LTSP 2D, native speaking ability
and/or recommendation of instructor.
Note: The Final Exam for LTSP 2E is scheduled for
Monday, December 5th, 2005.
Enrollment for LTSP 2E requires department stamp.
Contact instructor (bpita@ucsd.edu) with any questions regarding placement.
LTSP 21 - CONVERSATION WORKSHOP l
Instructor: T.A.s supervised by
Beatrice Pita
Designed to allow students with a basic grounding in Spanish to discuss a
variety of topics related to literary and current cultural issues. Focus
will be on vocabulary development, use of idiomatic expressions and
advancing oral proficiency in Spanish. Prerequisites: LISP 1C/CX or consent
of the instructor.
Note: This conversation/discussion class meets once a
week. May be taken as an adjunct to lower division LTSP courses, alone, or
in combination with any other LTSP course. Recommended for students planning
to study abroad. May be taken 3 times for credit as topics vary. May be
taken P/NP or for a letter grade.
LTSP 50A - READINGS IN PENINSULAR LITERATURE
Instructor: T.A.s supervised by
Beatrice Pita
This course introduces students to Peninsular literature and literary
analysis through the close textual reading of a selection of texts including
novels, plays, short fiction and poetry. Coursework includes reading of
several texts be Spanish authors, participation in class discussions, oral
presentations and written assignments. LTSP 50A prepares Literature majors
and minors for upper-division work. LTSP 50A and either 50B or 50C are
required for Spanish Literature majors. May be applied towards a minor in
Spanish Literature or towards fulfilling the secondary literature
requirement for Literature majors. Prerequisites: Completion of LTSP 2C, 2D,
2E or two years of college level Spanish.
Note: The final exam for LTSP 50A is scheduled is scheduled for Monday,
December 5th, 2005.
LTSP 133 - CONTEMPORARY LATIN AMERICAN LITERATURE
Instructor:
Jaime Concha
Estudio de la poyeccion de Cervantes y, en particular, del Quijote, en las
letras hispanoamericanas: Montalvo, Borges, etc. Dos examenes, intermedio y
final.
LTSP 135B - MODERN MEXICAN LITERATURE:
LITERATURA Y NACIÓN EN MÉXICO
Instructor:
Max Parra
En este curso examinaremos las formas en que la literatura ha abordado la
idea de nación y ciudadanía en México desde fines del siglo XIX hasta
nuestros días. Las lecturas se organizarán por etapas históricos: el
Porfiriato, la Revolución, la modernización económica, el México
neo-liberal. Las lecturas incluirán, tentativamente, obras de Ignacio Manuel
Altamirano, Martín Luis Guzmán, Rosario Castellanos, y Carmen Boullosa.
Requisitos: un examen parcial, un examen final, un trabajo escrito.
LTSP 140 - LATIN AMERICAN NOVEL: CONTEMPORARY LATIN AMERICAN CRIME/DETECTIVE
FICTION
Instructor: Milos Kokotovic
¿Qué es el crimen cuando el sistema mismo es criminal? ¿Quién mantiene el
orden público cuando el estado ni está en orden ni pertenece al público? En
este curso vamos a leer novelas negras o policiacas recientes de varios
países latinoamericanos. Analizaremos la forma en que esta obras representan
la creciente pobreza, desigualdad, corrupción, crimen y violencia de los
últimos 20 años en América Latina, y la manera en que critican estos
fenómenos y sus causas. Como la novela negra es un género predominantemente
urbano, también estudiaremos la representación de las ciudades
latinoamericanas en estos textos (el D.F., Santiago, la Habana, Bogotá). La
lecturas incluirán novelas de Paco Ignacio Taibo II, Ramón Díaz Eterovic,
Marcela Serrano, Leonardo Padura Fuentes, y Mario Mendoza.
LTSP 142
- LATIN AMERICAN SHORT STORY
Instructor:
Jaime Concha
Estudio de importantes cuentistas hispanoamericanos del siglo XX: Rulfo,
Cortazar, Bolano, etc. Examenes intermedio y final.
LTSP 174 - TOPICS IN CULTURE AND POLITICS:
NARRATIVA MEXICANA DEL SIGLO XX
PRODUCCIÓN CULTURAL Y CONFLICTOS POLÍTICOS EN MÉXICO: DEL 68 EN ADELANTE
Instructor:
Max Parra
El movimiento estudiantil de 1968 marca un hito histórico en la larga lucha
social por desmantelar la estructura autoritaria del Estado mexicano. Su
brutal represión tuvo un impacto definitivo entre los estudiantes, quienes
respondieron a ella de diversas maneras, a veces muy violentas (por ejemplo,
a través de la guerrilla urbana). En este curso estudiaremos, primero, el
movimiento estudiantil en tanto que fenómeno urbano en lo político (pugna
por la democracia, la juventud como fuerza política) y en lo cultural
(crisis del nacionalismo, contracultura, liberación sexual). Posteriormente,
examinaremos de qué forma la generación intelectual que surge del 68 ha
intervenido en el debate público en torno a la democratización del país.
Lecturas tentativas:
- José Agustin, ¿Cuál es la onda?
- Elena Poniatowska, La noche de Tlatelolco Paco Ignacio Taibo II, Días de
combate Luis Arturo Ramos, Violeta-Perú Héctor Aguilar Camín, Un soplo en el
río
Material visual:
- Rojo amanecer (película)
- Tlatelolco, las claves de la masacre (documental) El bulto (película)
LITERATURE/THEORY -
No Course Offerings Fall 2005
LITERATURES OF THE WORLD
LTWL 4M - FILM AND FICTION IN TWENTIETH
CENTURY STUDIES: AMERICAN COMEDY
Instructor: Stephen Potts
Not surprisingly, the American comic tradition has its roots in the unique
conditions of the American experience—of the frontier and regional
difference, of irreverence for the privileges of class and institutions, of
our troubled history with race, immigration, and sexuality. In this course
we will introduce the various strains in American humor through a historical
overview before focusing on comedy in print and film in the past century,
with particular emphasis on 20th century classics by directors such as Billy
Wilder, Stanley Kubrick, and Woody Allen. In the process we will explore
comedy’s take on ethnicity, gender, warfare, and class, among other
subjects. Course content will be funnier than this description.
LTWL 19A - INTRODUCTION TO THE ANCIENT GREEKS AND
ROMANS
Instructor: Leslie Edwards
This interdisciplinary sequence (LTWL 19A, B, C) includes the literature,
mythology, history, philosophy, and art of ancient Greece and Rome, complex
civilizations which had a determining influence on all later Western
culture. In 19A we'll focus on Greece from the time of the Homeric poems to
Aeschylus in the early fifth century. We shall read texts of the period as
expressions of an aristocratic culture which placed emphasis on war and
athletics and whose economies, educational systems, sexual politics, ethics
and
theology were shaped by this emphasis. This sequence partially fulfills
lower division requirements for the Literature/Writing major, the
Literatures of the World major/minor, the Classical Studies major/minor and
the Warren College program in Classical Studies. There will be a midterm,
final, and paper.
LTWL 106 - CLASSICAL TRADITION: THE AGE OF ALEXANDER
THE GREAT
Instructor: Page duBois
We will read texts associated with one of the greatest men in the history of
the world, Alexander of Macedon, Alexander the Great. Coming from a
provincial kingdom at the edge of the classical Greek world, Alexander
conquered not only Asia Minor and Egypt, but went far into the east, into
the Indian Punjab, only to turn back and die at the age of thirty-three in
Babylon. We will read a history of his life, including accounts of his
brilliant military campaigns and the foundation of many cities named for him
throughout Western Asia, as well as literary texts written during and after
his life. The Hellenistic world that survived his death, an extraordinary
terrain of mixture between east and west, prepared the way for the later
Roman Empire. Texts will include the obscene mimes of Herodas, high court
poetry of Theokritos and Callimakhos, the comedies of Menander, and the
strange and fascinating Alexander Romance, which had enormous impact on
medieval traditions in Greek, Syriac, and Arabic versions. We will also view
and discuss films depicting the life of Alexander.
LTWL 107 - PROSE FICTION: MANHATTAN
Instructor: Mel Freilicher
As a center of intellectual, artistic and financial power, Manhattan has
played an enormous role in America’s cultural life and imagination,
especially since 9/11, the world’s view has been on Manhattan. This
course will look at the fiction that came from and characterized Manhattan
in the late 19th and 20th centuries. This will be viewed in the context of
many intersecting
historical and sociopolitical factors (e.g. the
Dadaists,
Margaret Sanger and birth control, The Masses and opposition to WWl, CIA
funding of abstract expressionist painting) including the physical
development of the city itself: growth in neighborhoods such as Greenwich
Village and Harlem; the significance of public spaces (department stores,
Central Park). Texts include Edith Wharton, The House of Mirth, Mike
Gold, Jews Without Money, Nella Larsen, PASSING, Ralph
Ellison, The Invisible Man and Kathy Acker, Blood and Guts in High
School. We’ll also read fiction and essays by Melville, John dos Passos,
James Baldwin, Grace Paley, Samuel Delaney and others. There will be quizzes
and writing exercises on some readings, an in-class midterm, a final paper
and an optional extra credit paper on the documentary Paris Is Burning.
This course may also be used for a Literatures in English major requirement.
LTWL 114 - CHILDREN’S LITERATURE
Instructor: Stephen Potts
Beginning with the fairy tales of Charles Perrault and the Brothers Grimm,
this course will follow the development of children’s literature from its
roots through the genre’s so-called Golden Age to its present sophistication
and mass market appeal. In the process we will fly with Peter Pan, follow
the Yellow Brick Road, and examine various topics--e.g., the interweaving
trends of fantasy and realism, the balance of entertainment and education in
the literature, and historical and developmental assumptions about the
intended readership.
LTWL 121 - HISTORY, MEMORY, AND POPULAR CULTURE
(cross-listed with
COCU 165)
Instructor: Daniel Mato
What role does popular culture play in shaping and creating our shared
memory of the past? The course examines diverse sources such as school text
books, monuments, holidays and commemorations, museums, films, music, and
tourist attractions.
LTWL 135 - THE BUDDHIST IMAGINARY
Instructor: Richard Cohen
This class provides an introduction to Buddhist thought and practice. The
material will be treated thematically — e.g., the connection between
cosmological models and liberative practices; the conflict/symbiosis of
wisdom and compassion; renunciation vs. accumulation of wealth — and
temporally — the movement from early Buddhism to Mahayana to Tantra. Our
sources will be Buddhist narrative and doctrinal literatures, supplemented
by archaeological and art historical artifacts. Two papers, a midterm, and a
final.
LTWL 138 - CRITICAL RELIGION STUDIES
ISLAM: ORIGIN AND SPREAD OF WORLD RELIGION
Instructor: Babak Rahimi
An investigation of the historical and textual beginnings of Islam; the
development of the religion in the early middle ages; and an examination of
the formalization of schools of Islamic law and the confrontation between Suuni and Shi'i version of praxis. Concludes with the rise of Islamic modernism and
the roots of Islamic fundamentalism. Prerequisite: upper-division standing.
LTWL - 150 MODERNITY AND LITERATURE
Instructor: Lisa Lowe
This course considers the concepts of 'modernism,' 'modernization,' and
'modernity,' in relation to the form
of the novel in world literatures. At the end of the nineteenth century, the
modern European novel was
characterized by the progressive development in time of a perspectival
consciousness against the background of a layered, structured world. In
them, we find metaphors of the metropolitan world: the city, the home, the
museum, the map, the machine, the photograph, and the ruin — figures that
distinguished an industrializing society from the colonial "jungle," which
differentiated the sentiments of the bourgeois family from the dangers of
war, fascism, and the increasing mechanization of human society. We read
Conrad’s Heart of Darkness and Stoker’s Dracula, along with excerpts from
Freud and Marx, to understand these novels as narrating struggles between
the “human” desire for mastery and the “nonhuman nature” that will not be
mastered, Woolf’s To the Lighthouse as a meditation on the gendered division
of that struggle, and Ishiguro’s Remains of the Day as commentary on these
themes.
We also inquire into the different relevance of the novel to questions of
modernity in Africa, Asia, and the Caribbean. Ondaatje’s English Patient, in
part, raises this question. If the modern European novel narrates a form of
metropolitan subjectivity that depends upon represented struggles between
reason and the unconscious, enlightenment and faith, home and the empire,
private domesticity and the public sphere, interiority and exteriority,
masculine civilization and feminine nature, and so forth — how do we read
the transportation of the novel to and from colonies or former colonies? We
conclude with Rushdie’s Midnight’s Children, Emecheta’s Joys of Motherhood,
and Phillips’ Crossing the River.
This course may also be used for a Literatures in English major requirement.
LTWL 184 - FILM STUDIES AND LITERATURE: ANALYSIS AND TEXT
RELATIONSHIPS IN RECENT US CINEMA
Instructor: Alain J.-J. Cohen
Please see the Literature Undergraduate Office, room 110 for a copy of the
course description for this course.
WRITING
STUDENTS MUST HAVE COMPLETED THEIR COLLEGE WRITING REQUIREMENTS
PRIOR TO ENROLLMENT IN LTWR 8 A-B-C
LTWR 8A, B, AND C ARE PREREQUISITE TO DECLARING A MAJOR IN WRITING.
STUDENTS ENROLLED IN LTWR 8A AND LTWR 8C ARE REQUIRED TO ATTEND 3
READINGS IN THE NEW WRITING SERIES (INDICATED BY “LAB A50” BELOW).
SEE LITERATURE DEPARTMENT FOR TIMES AND DATES |
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