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Winter 2006 Undergraduate Course Descriptions

African Literature Literature of the Americas Chinese Literature Classics Literature Comparative Literature Cultural Studies
East Asian Literature Literatures in English European and Eurasian Literature Literatures in French Literatures in German Greek Literature
Hebrew Literature Literatures in Italian Korean Literature Latin Literature Near Eastern Literature Portuguese Literature
Russian Literature Literatures in Spanish Literature/Theory Literatures of the World Literature/Writing TRITONLINK
(course dates/times)

AFRICAN LITERATURE

No Course Offerings Winter 2006

LITERATURE OF THE AMERICAS
LTAM 110 - LATIN AMERICAN LITERATURE/TRANSLATION: FANTASTIC LITERATURE
Proposed Instructor: Kimberly Boys

This course will focus on the discussion and examination of fantastic literature and magical realism in contemporary Latin American literature. The principle objective will be to develop an understanding of the origins, themes, methods, and purposes of fantastic literature through selected readings of literature and criticism. We will explore how fantastic literature questions the parameters that define our reality, in addition to other themes such as the play with time and duality, the mythical and subconscious world vs. the concrete and conscious world, and the role of the supernatural. Finally, we will explore the connection between fantastic literature and magical realism. Texts will include short stories by Julio Cortázar, Jorge Luis Borges, a short novel by Carlos Fuentes, excerpts from novels by García Márquez and Isabel Allende, movies, and articles, amongst others. Evaluations will be based on class participation, course exams, homework, in-class activities, and essays. Special emphasis will be placed on writing and the writing process through reaction papers as well as analytic and creative compositions.

LTAM 132 - THE DARK SIDE OF ENLIGHTENMENT IN SPAIN, THE AMERICAS, AND THE PHILIPPINES
Instructor: John Blanco

From the early letters written by nineteenth-century Latin American supreme commander of the revolutionary forces Simón Bolívar, to the generation of Fidel Castro, the literature of the Spanish Caribbean and the Philippines has had to confront the European legacy of the Enlightenment and its culmination in the Wars of Independence in ways quite distinct from (northwestern) Europe, the United States, Latin America, and Asia. This course will provide students with an overview of this confrontation and creative transformation of enlightenment ideas (the scientific investigation of nature, the ultimate implications of human freedom, and the separation of divine and secular forms of power) through literary genres like the novel, the chronicle, and the essay. Some of the general themes raised throughout the course include the mixed results of republican revolution on the Latin American continent, the decline of the Spanish empire before modern European imperialism, and the insertion of the U.S. in the reform vs. revolution debates in Cuba and the Philippines. The course readings will be offered in English, although students are highly encouraged to read and work in the original Spanish. Grades will be based on quizzes, two papers of increasing length, and a final exam essay.

READINGS:

  • Francisco Goya, “Los caprichos” (etching series)
  • Simón Bolívar, “Letters from Jamaica”
  • Gertrudis Gómez de Avellaneda, Sab
  • José Martí, essays (“Mother América,” “Our América,” “Bolívar,” “San Martín”)
  • José Rizal, Noli me tangere
  • Alejo Carpentier, Explosion in a Cathedral
  • Course reader
  • Images (maps, Goya paintings)
REQUIREMENTS:
  • 2 short papers (800-1000 words each): 10% and 20%
  • 1 medium-length paper (1500-2000 words): 40%
  • 4 short reader-response “interventions” (2-3 paragraphs each): 10%
  • Regular attendance and participation: 20%

Regarding all written assignments, students are expected to comply with the student conduct code in all respects (please see handout on plagiarism). Student responsibilities are specified in the front matter of the Schedule of Classes booklet.

Links to imperialism websites:

http://www.smplanet.com/imperialism/toc.html
http://members.aol.com/TeacherNet/World.html#CarAmer
http://www.boondocksnet.com

CHINESE LITERATURE

No Course Offerings Winter 2006

CLASSICS LITERATURE 
(The following courses in Classical Literature can be found under their respective Literature sub-headings: European, Greek, Latin, and World)

LTGK 2 (INTERMEDIATE GREEK I)
LTGK 130 (TRAGEDY: SOPHOCLES’ OEDIPUS TYRANNUS)
LTLA 2 (INTERMEDIATE LATIN l) - 2 sections offered
LTLA 135 (DRAMA: SENECA’S MEDEA)
LTWL 19B (INTRODUCTION TO ANCIENT GREEKS AND ROMANS)
LTWL 100 (MYTHOLOGY: MYTHS OF ANCIENT GREEKS AND ROMANS)
COMPARATIVE LITERATURE

No Course Offerings Winter 2006
CULTURAL STUDIES

LTCS 150 - TOPICS IN CULTURAL STUDIES: WAR REPRESENTATION AND CENSORSHIP IN AMERICAN MEDIA, 1939-PRESENT
Proposed Instructor: Richard Taylor

This course will examine how American film and television have represented war, and limited its presentation, while portraying the media as free from institutional ideology and government censorship. Through World War II, the Korean War, the Cold War, Vietnam, and two Iraq wars, how has the American myth of the frontier been adapted to provide contemporary explanations of savage war? How does modern war propaganda inherit the tradition of early American captivity narratives? How does the American understanding of the wilderness play a role in the representation of war in the deserts of Iraq? We will examine such questions through the analysis of many kinds of movies and television programs, including traditional propaganda films, TV news, westerns and science fiction.
EAST ASIAN LITERATURE
LTEA 136 - SPECIAL TOPICS IN JAPANESE LITERATURE: A-BOMB LITERATURE AND FILM
Instructor: Lisa Yoneyama

We will explore the Atomic Bomb Literature, or Genbaku bungaku. Atomic Bomb Literature is a genre that grew out of the experiences of the 1945 U.S. atomic bomb attacks on Hiroshima and Nagasaki. We will read English translation of novels, short stories and critiques by a number of authors, including a Nobel prize laureate Oe Kenzaburo, to examine the human, military, regional, national, gender and other imaginaries A-Bomb Literature has produced in Japan and elsewhere. We will also look at films that address the issue of nuclear disasters. The course asks a number of questions concerning literary representation, society and history. We will discuss, for instance, how literature and film might differ in representing instantaneous mass destruction, and how the sense of time, space, humanity, and civilization in the post-nuclear age has been expressed through these creative forms. Hiroshima and Nagasaki affected not only the Japanese but also Koreans who constituted at least one fourth of the immediate victims, as well as the American soldiers, civilians and many others throughout the world who were exposed to radiation during the numerous nuclear tests before and after Hiroshima and Nagasaki. Although the focus will be on the Atom Bomb Literature and film, the course will also explore how the terror of WMD has been dealt with beyond national and temporal borders.
LITERATURES IN ENGLISH

LTEN 22 -  INTRODUCTION TO THE LITERATURE OF THE BRITISH ISLES: 1660-1832
Instructor: Abbie Cory

This course is the second in the British Literature survey sequence. It covers British (including Irish) literature from the Restoration period through the Romantic era. We will consider the historical and intellectual context from which this literature arose as well as the literature itself. We will be concerned with thematic issues such as the rise of the British empire, the development of modern capitalism, shifts in class and gender identities, religious controversy, the rise of print culture, the anti-slavery movement, and emergent proto-feminism. Also to be considered will be changing ideas about literary genres, especially the novel and poetry. We will begin the quarter by reading Aphra Behn’s Oroonoko and move on to Congreve’s play The Way of the World. Also included will be Gulliver’s Travels, Austen’s Persuasion, a number of essays, and a large amount of poetry. Evaluation will be through a midterm and a final exam, a paper, and participation in discussion section.

LTEN 27 - INTRODUCTION TO AFRICAN AMERICAN LITERATURE
Instructor: Camille Forbes

This course will explore multiple forms of black literary production beginning in the late eighteenth-century through the late twentieth-century. We will consider the theme of selfhood, studying ways in which African American writers have sought to define themselves as a people and as individuals in this nation. Questions framing for our investigation include: what terms and what means have blacks in America used to speak of their experience? How have particular historical periods helped shape black literary production in the U.S.? what are some key elements in the African American literary tradition? Our texts will include poetry, autobiography, short stories, novels, and spoken word.

LTEN 104 LITERATURE OF MEDIEVAL ENGLAND: ARTHUR, MERLIN, AND THE GRAIL (a)
Instructor: Lisa Lampert

Where did the legends of Arthur and Merlin, the Round Table, Lancelot and Guinevere, and the Holy Grail begin? We will begin with the text that started it all, Geoffrey of Monmouth’s History of the Kings of Britain and continue through the tradition, focusing on the legend of the Holy Grail and the figure of Merlin. We will conclude with the best known of the medieval English romancers, Sir Thomas Malory, whose Morte d’Arthur inspired authors for centuries. We will read these medieval texts with an eye to their impact on later English literature, including the ways in which Arthurian legend influenced notions of an English nation and nineteenth and twentieth-century British nationalism. No prior experience with medieval literature is required.

LTEN 112 - SHAKESPEARE I: ELIZABETHAN PERIOD (a)
Instructor: Louis Montrose

Please see the Literature Undergraduate Office, room 110 for a copy of the course description for this course.

LTEN 125B - FIRST GENERATION ROMANTIC POETS (b)
WORDSWORTH, COLERIDGE, AND REVOLUTION
Instructor: Fred Randel

William Wordsworth is widely considered the greatest English poet since Milton, and Samuel Taylor Coleridge, his friend, collaborator, and rival, is generally regarded as perhaps the most eminent example in English of a major poet who was also a great literary and philosophical critic. They came of age just as the French Revolution erupted, and both of them were early supporters, and eventual critics, of it. Their major writing often wrestles with the meaning of that revolution, of the ideals of liberty and equality which it sought to put into practice, and of the terror which became one of its most discussed features. “Revolution” is also an apt name for the striking innovations--still influential today-- that they introduced into poetry and for the new kinds of ecological thinking which have made Wordsworth a seminal figure of modern environmentalism. Both men likewise experimented with new ways to reconcile some form of deeply experienced religion with the skepticism, distrust of traditional institutions, and immersion in materiality widespread in Europe after the Enlightenment. Both produced some of the English language’s most haunting and meaningful poetry.

This course will aim to assist students to become more discerning and appreciative readers of poetry in general and of these two poets in particular. It will seek to show, through close analysis and attention to relevant historical contexts, why Wordsworth and Coleridge matter.

LTEN 141 - THE HIGH VICTORIAN NOVEL
NOVELS OF DICKENS AND TROLLOPE (b)
Instructor: Ronald Berman

The leading novelists of the mid-nineteenth century: Charlotte Bronte, Charles Dickens, and Anthony Trollope.

LTEN 145 - THE ENGLISH NOVEL IN THE 20TH CENTURY: NOVELS OF SOUTH ASIAN MIGRATION (b)
Instructor: Rosemary George

In this course we will study novels written in English by South Asian diasporic writers in the 20th century. These novels will be studied in the context of the 19th and 20th century movement of populations from the
Indian subcontinent to various destinations in the Caribbean, North America, Europe and Africa. Texts read may include: Cape Town Coolie (Reshard Gool), A House for Mr. Biswas (V.S. Naipaul), The In-Between World of Vikram Lall (M.G. Vassanji), Bricklane (Monica Ali), Jasmine (Bharati Mukherjee), In A Far Country (K.S. Maniam), and The Pleasures of Conquest (Yasmine Gooneratne.). Assignments: Group presentations/projects on specific migration histories & two written assignments.

LTEN 148 - GENRES IN ENGLISH AND AMERICAN LITERATURE: CAPTIVITY NARRATIVES (c)
Instructor: Nicole Tonkovich

In this course we will read a wide variety of captivity narratives. Our earliest readings will include texts widely understood to be canonical examples of the genre, stories of white women taken captive by Indians in the colonial period of the Americas. We will quickly move to challenge and to expand our notion of what the genre might include by examining other narratives that document captivity, but written by men and by persons of color taken captive by whites (as slaves, as prisoners of war, and/or as trophies or curiosities for display in Europe). By mid-term we will be reading tales of captives who willingly decided to remain with their captors. These narratives are traditionally understood to mark the end of the genre.

In the second half of the course, we will expand our understanding of the range of captivity narratives by reading texts that enlarge our notion of the content and duration of the genre. In the twentieth century, law, social custom, and technological and institutional practices refine and diversify the experience of captivity, expanding its range to include prisons, schools, asylums, internment camps, ghettoes, reservations, retirement homes, gated communities, and halfway houses. This expanded conception of captivity is made possible by considering statutes, laws, treaties, the conception of space, and social policy. In this latter part of the course, we will read an internment camp memoir, a POW memoir, several prison narratives, and possibly an alien abduction narrative.

Course readings will include the following:

  • Mary Rowlandson, The Sovereignty and Goodness of God
  • Narrative of the Life of Mrs. Mary Jemison
  • Zitkala-Sa. American Indian Stories
  • Mine Okubo, Citizen 13660
  • Leonard Peltier, Prison Writings: My Life as the Sun Dance
This course fulfills the "C" requirement for Literature majors.

LTEN 149 - THEMES IN ENGLISH AND AMERICAN LITERATURE: LITERATURE AND THE CITY
Instructor: Meg Wesling

This class will approach the study of U.S. culture by examining one of its most enduring fascinations – the city. Bringing with it a compelling and often contradictory range of assumptions – from alluring images of novelty and adventure to the menacing visions of discord and violence, the urban continues to be a highly vexed cultural, political and literary trope. Our job will be to ask questions of the former by a close interrogation of the latter: how has the mythology of urban space figured in our literary imagination? What are the important, if unarticulated, assumptions that we make when we hear and tell stories about urban space? What do these stories tell us about the way that our ideas of space and place anchor quite deeply our identities, beliefs and knowledge about the world?

Readings will include novels, plays, and essays by writers such as Fae Ng, Ann Petry, Anna Deavere Smith, Piri Thomas, and Richard Wright, among others.

LTEN 155 - INTERACTION BETWEEN AMERICAN LITERATURE AND VISUAL ARTS: Ethnic Drag, Race and Visual Culture in the Postmodern West?
Instructor: Fatima El-Tayeb

In this course, we will analyze the multiple ways in which ethnicity and race are both naturalized and potentially deconstructed through visual culture. Among the media we will look at are film, comics, music videos, and photography. While visual culture is our topic, we will also do a lot of old-fashioned reading, exploring various theoretical approaches to ethnicity and its interrelations with categories such as gender, nation, class, and sexuality. Readings will include texts by Etienne Balibar, Paul Gilroy, Judith Butler, and Arjun Appadurai.

LTEN 158 - MODERN AMERICAN LITERATURE (d)
“OUR AMERICA” EMPIRE AND LITERATURE, 1900-45
Instructor: Meg Wesling

This course looks at the first half of the twentieth century with an eye toward the question of empire. Starting with the War of 1898, we’ll look at the different ways that literary texts of the first part of the century try to make sense of this new phase of U.S. imperialism. We’ll focus on a variety of emergent concerns, and focus on questions around race and racial purity, class and economic mobility, immigration and Americanization, and geographic expansion and urbanization. Then we’ll consider how such questions figure into new configurations of literary production and national identity. Readings will include works by Carlos Bulosan, Pauline Hopkins, José Martí, Tillie Olsen, and Américo Paredes, among others.

LTEN 159 - CONTEMPORARY AMERICAN LITERATURE: MUSIC OF THE 60S IN CULTURAL CONTEXT
Instructor: Robert Cancel

Contrary to popular mythology, most popular music during the decade of the 1960s was neither revolutionary nor particularly innovative. Mainstream radio was mostly AM and the music industry controlled what was played and created for the teen audiences. It was only in the late 1960s that innovations born of the rise of FM radio, national cultural politics, the confluence of several genres of music, and formerly underground publications began to change the shape of popular musical tastes. We will consider music from the entire decade, reading not only histories of the industry and its performers, but also cultural criticism developed first by the emerging “rock press” of the late 1960s and contemporary cultural studies looking back at that period. We will listen to a lot of different kinds of music, watch some music history video material, take three short in-class quizzes, write a five-page paper and a ten-page term paper.

We will examine the roots of Rock & Roll (from Blues, R&B, and Rockabilly), the musical streams of the decade (teen-idols, through surf music, the folk revival, the British Invasion, the San Francisco scene, guitar heroes, etc.), and also learn the economics of the industry and the major role played by record producers and song-writers. Moreover, the political and economic history that shaped the decade will be seen as profoundly influencing the evolution of popular music and its reception. Readings and listening will be combined with lectures and video material, and discussion will be highly encouraged in class.

LTEN 181 - ASIAN AMERICAN LITERATURE: RACE, GENDER, AND CULTURE IN WARTIME (d)
(cross-listed with ETHN 124)
Instructor: Lisa Lowe

The internment of 120,000 Japanese Americans during World War II has figured as the paradigmatic example of Asian Americans in the twentieth century. In this course, we reassess the centrality of this internment as symbol and anomaly, by situating the event within wider international, national, and regional contexts before and after World War II. This includes the scope of U.S. interests in China, Japan, the Philippines, Korea and other Asian sites, the span of Asian immigration to and settlement in the western U.S., and the wartime relation of Japanese Americans to other immigrant, racial, and ethnic groups working in west coast cities like Los Angeles. Our objective is to understand the different international, national, and regional landscapes as crucial contexts for the emergence of the many meanings surrounding “Asia” and “Asians” in the 20th century.

In this interdisciplinary course, we consult a variety of materials and devise methods for “reading” differently located texts and media in the reconstruction of the “past,” including literary fiction (from John Okada and Hisaye Yamamoto to Chester Himes), plays (Luis Valdez, Velina Hasu Houston), narrative histories (James Thomson et al., Ron Takaki, Robin Kelley), critical historiography (T. Fujitani, Luis Alvarez), policy studies (W.W. Rostow), autobiography (Malcolm X), photography (Ansel Adams), independent and Hollywood films (from “Go For Broke,” to “A Family Gathering,” to “Chinatown”), newspapers, and other primary materials.

LTEN 185 - THEMES IN AFRO-AMERICAN LITERATURE
AFRICAN AMERICAN HUMOR
Instructor: Camille Forbes

This course is a study of African American humor, particularly in performance, from slavery (ca.18th century) to today. The humor of African Americans has historically been divided, consisting of humor created by and for a black audience, and humor performed for a white audience. We will investigate the origins of this division, and the ways in which African American humor has shaped American culture.

Keeping in mind the social and cultural context in which African American humor emerged and developed, we will take an interdisciplinary approach to our subject. We will use various materials from cartoons, folklore, literature, and film (among others) to study the African American comic tradition.

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

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EUROPEAN AND EURASIAN LITERATURE
LTEU 110 - EUROPEAN ROMANTICISM
Instructor: John Granger

What is Romanticism? This course will deal with that vexed term within its historical contexts, foremost among them the newly formed, quickly developing mode of production, capitalism. The age of revolution, and counter-revolution—the Napoleonic years—the rise of nations—this moment leaves us much to figure out, not the least of it writing by Ugo Foscolo (Last Letters of Jacopo Ortis), Giacomo Leopardi, Goethe (The Sorrows of Young Werther), Höderlin, Baudelaire, E.T.A. Hoffman (The Golden Pot), Novalis (Henry von Ofterdingen & Hymns to the Night), Nerval (Aurélia), and J-J Rousseau (Reveries of the Solitary Walker). Classes start with reading quizzes. Required work will include a ten-page term paper, for 50% of the grade, and shorter, less formal responses to readings.
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 21 - CONVERSATION WORKSHOP I
Instructors: T.A.s 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
Instructors: T.A.s 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
Instructors: T.A.s 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 60A - FRENCH FOR READING KNOWLEDGE I
Proposed Instructor: Jean-Louis Morhange

This course is meant for undergraduate and graduate students who wish to develop their ability to read French texts but do not need to speak or write in French. The course will provide basic strategies for reading and understanding French texts, as well as practice in reading and translating from French into English. The class will progress from very simple texts to more sophisticated ones, using a textbook and, later, a wide variety of short texts in the humanities and social sciences (Camus, Bergson, Benveniste, Lévi-Strauss, Ricoeur, Barthes, etc.). When possible, students will also be encouraged to submit French texts that are relevant to their own interests or areas of research so that they can be studied in class.

No active knowledge of French (ability to speak or write in French) is required.
Required textbook: Karl Sandberg, French for Reading, Prentice Hall.

LTFR 116 - THEMES IN INTELLECUAL AND LITERARY HISTORY
Instructor: Roddey Reid

Ce cours propose de presenter aux étudiants les grands courants et thèmes des littératures de langue française de 1800 à nos jours: le réalisme romantique, la vie moderne, l'exitentialisme et le nouveau roman. A travers ces lectures se posent les grandes questions auxquelles on se trouve confronté dans la vie moderne : l'identité individuelle et nationale, les rapports entre les sexes, les relations sociales, l'économie capitaliste, la sexualité, la révolution et la guerre, la croissance des villes et le colonialisme.

LTFR 124 NINETEENTH CENTURY
La société dans le roman du XIXe siècle
Instructor : Catherine Ploye

Nous analyserons les relations entre les classes sociales, des lendemains de la révolution de 1789 au Second Empire, à partir de la représentation de types récurrents dans les romans d’auteurs tels que Balzac, Zola… : aristocrates ruinés, financiers tout-puissants, figures du demi-monde lançant la mode et faisant la une des journaux de l’époque… Prerequisite: French 115 or 116 or instructor’s consent.

LTFR 143 - CONTEMPORARY FRENCH THOUGHT: PROUST ET LA CRITIQUE CONTEMPORAINE
Instructor : Marcel Henaff

Ecrire, dit Proust, c'est traduire un livre que la vie écrit en nous. Nous verrons comment cela est montré dans A la Recherche du temps perdu en lisant son début, c'est-à-dire Du côté de chez Swann et sa fin : Le Temps retrouvé. En même temps nous verrons comment la critique contemporaine (comme celle de Beckett, Barthes, Genette, Deleuze, etc) a renouvelé la lecture de Proust.
GERMAN LITERATURE
LTGM 2B - INTERMEDIATE GERMAN lI
Instructor: Edda Hodnett

In LTGM 2B, the second course in the UCSD Intermediate German sequence, we continue using a four-skills approach (reading, speaking, writing, listening comprehension) by working with literary and non-literary texts together with video materials including full-length feature films and short documentaries. The language of instruction is German, and attendance is mandatory. If absent, you are still responsible for all material covered. Written assignments are due on dates indicated on the syllabus; homework will be accepted no later than one class period after the due date. No makeup exams unless arranged in advanced with the instructor.

LTGM 60A - GERMAN FOR READING KNOWLEDGE I
Instructor: Edda Hodnett

As the name suggests, this course is designed for students who need to read German in connection with their scholarly interests. You will be introduced to German word formation and sentence structure, basic grammar points and specialized vocabulary to enable you to read and translate. The course cannot be used as an alternative to the regular Introductory German course, and cannot be taken to fulfill any language requirements at UCSD.

Students are expected to read the weekly assignments in the text, write translations of sentences in the “Exercises” portion of each chapter, and read the textual passages to prepare for class. The weekly class meetings will be devoted to checking the translations, discussing structural problems, and reading passages in your particular area of interest.

REQUIRED TEXT:
  • JANNACH & KORB, GERMAN FOR READING KNOWLEDGE, 5th ed.
RECOMMENDED TEXTS:
  • ZORACH, ENGLISH GRAMMAR FOR STUDENTS OF GERMAN, 3rd.ed.
  • GERMAN-ENGLISH ENGLISH –GERMAN DICTIONARY
Grading and Homework Policies
  • Graduate students S/U
  • Undergraduate students P/NP
  • Attendance and written homework are mandatory.
  • There will be a take-home final exam for this course.
LTGM 123 - 18TH-CENTURY GERMAN LITERATURE: ROMANTIC AND CLASSICAL POETRY
Instructor: William O’Brien

An exciting introduction to some of the most famous and beautiful poems in the German language, all of them written in the most celebrated period of German literature, the late eighteenth century. We will be reading poems by the great "Klassiker" Goethe and Schiller, the famous "Romantiker" Hölderlin and Novalis, and the great "humanist" they all revered, and who was wildly famous in his day, Klopstock. Our emphasis will be on the close reading of a small number of poems, and lively class discussion. This course will expose you to some wonderful poetry, and improve your skills as a reader and writer. Grades will be based on three five-page papers.

LTWL 180 - FILM STUDIES AND LITERATURE: FILM HISTORY
INTERNATIONAL FILMS ON FASCISM
Instructor: Cynthia Walk

Please see course description under LTWL 180.

Note: For students who would like to take this course for credit in German, there will be a weekly one-hour foreign-language discussion section (LTWL 180XL).

GREEK LITERATURE
LTGK 2 - INTERMEDIATE GREEK
Instructor: Leslie Edwards

We'll continue to make our way through the same introductory text. There will be longer passages of real Greek (Homer, Plato, Euripides, Theognis, New Testament, etc.) and more complexity....but also more pleasure! By the end of the term we will be prepared to embark on reading the Odyssey in Greek 3. Midterms, quizzes, and final. Prerequisite: Greek 1 or permission of the instructor.

LTGK 130 - TRAGEDY: SOPHOCLES' OEDIPUS TYRANNUS
Instructor: Anthony Edwards

We will read the better part of Sophocles' play in Greek and will devote time as well to reading the whole in English along with some of the rich secondary literature on the play. Read a classic and improve your Greek at the same time! Midterm, final, and paper.
HEBREW LITERATURE

No Course Offerings Winter 2006

LITERATURES IN ITALIAN
LTIT 1B - LANGUAGE OF ITALIAN CULTURE II
Instructor: Stephanie Jed

A continued study of the elements of Italian conversation, grammar, and dramatic style. We will sharpen and refine our Italian language skills through the study of short movies, a mystery, and songs. This quarter, we will spend some time studying a mystery featuring characters of the Commedia dell'Arte, Arlecchino, Colombina, e Pantalone. Based on our reading, we will study Commedia dell'Arte, Italian carnevale (mardi gras), and interesting cultural internet sites. In grammar, we will focus primarily on: 1) the imperfect tense; 2) the future tense; 3) combined pronouns; 4) reflexive verbs; and 5) the conditional. Grammar and conversational exercises will be generated from cultural texts. We will focus on an integrated relationship with the language through work on expression of emotions and convictions. The primary work for the course is class attendance, participation, and a willingness to improvise and act silly in Italian. You will prepare in-class presentations and write letters to each other about what you are learning and thinking in the class. Grammar quizzes will also help you keep up as we go along.

This course is designed for students who are interested in a cultural approach to language learning and who would like to develop the musical and dramatic qualities of Italian language and style in their own lives.. This is the second 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.

Prerequisite: LTIT 1A or LIIT 1A or consent of the instructor.

LTIT 2B - INTERMEDIATE ITALIAN Il
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 137 - STUDIES IN MODERN ITALIAN PROSE: ITALIAN ENVIRONMENTAL LITERATURE
Instructor: Pasquale Verdicchio

This course, taught in Italian, will consider writings that reflect Italian culture's relationship with the natural world. Though most of the work we will read is concentrated in what can be termed the contemporary era, we will also look at the role of nature, or nature as a setting, for writers such as Petrarca. The reading list will include works by Gianni Celati, Italo Calvino, Jolanda Insana and Giuseppe Moretti. Moretti is the founder of Lato Selvatico, a group related to the bioregionalism movement that includes Gary Snyder in the US. Though mostly concerned with literature, we will also look at cross-disciplinary work by artists like Luigi Ghirri (photographer) and Studio Azzurro (multimedia artists).

LTWL 172 - SPECIAL TOPICS IN LITERATURE
SEE NAPLES AND DIE: NAPLES IN THE CULTURAL IMAGINATION
Instructor: Pasquale Verdicchio

This course will consider how the Italian city of Naples (Napoli), while having influence the image of Italian culture around the world through its culture and culinary tradition, has come to be regarded as representative of what we might consider the most degraded aspects of human society. We will consider how this might have come to be and review the city's cultural heritage and contemporary status through literature, film, travelogues and politics. We will walk through the streets of Naples alongside Goethe, Dickens, Martone, Ramondino and Rossellini to prove that one can indeed see Naples and live.
KOREAN LITERATURE
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. 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 1B (5 units) is the second part of the Beginning Korean series, and designed for students who have already mastered the materials covered in LTKO 1A. This course will assist students in developing mid-beginning level skills in the Korean language, such as speaking, listening, reading, writing, and cultural understanding. It 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: Ability 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: Ability to understand some short learned utterances in familiar contexts although misunderstandings and pauses for assimilation are frequent.

Reading: Ability to identify a number of highly contextualized words and/or phrases, including some borrowed words in very predictable texts, such as public announcements.

Writing: Ability 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 1C - BEGINNING KOREAN: FIRST YEAR III
Instructor: T.A. supervised by Jeyseon Lee

LTKO 1C is designed to help students develop beginning level (third quarter) skills in the Korean language. This course is recommended for students who have home Korean language background. The concentration is on the development of basic listening, speaking skills, and cultural understanding.

First Year Korean 1C (5 units) is the third part of the Beginning Korean and is designed for students who have already mastered LTKO 1B. This course is designed to assist students in developing high-beginning level skills in the Korean language such as speaking, listening, reading, and writing, as well as cultural understanding. 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: Ability to engage in basic communicative exchanges, mainly through recombination or expansion of learned material. Content is still limited to a few topics concerning the self and immediate surroundings, such as family and community.

Listening: Ability to partially understand very simple face-to-face conversations, including some questions, when strongly supported by familiar contexts. May require repetition, rephrasing, and/or slow, careful speech for comprehension.

Reading: Ability to derive some meaning on a consistent basis from simple connected texts, such as straightforward advertisements written for a wide audience. Partial understanding may depend on context and/or extralinguistic knowledge.

Writing: Ability to write with partial success a limited number of personal communications and exhibit some practical writing skills. Can recombine memorized material into simple statements or questions.

LTKO 2B - INTERMEDIATE KOREAN: SECOND YEAR II
Instructor: T.A. supervised by Jeyseon Lee

This course is designed to help students develop intermediate-level skills (second quarter) in Korean language. Upon completion, students are expected to have a good command of the language in various daily conversational and casual situations. Sections A01 and B01 are recommended for students who have home-Korean language background. Section C01 is recommended for students who have no home-Korean background.

Second Year Korean 2B (5 units) is the second part of the Intermediate Korean. It is assumed that students in this course have previous knowledge of Korean, taught in the Korean 1A, 1B, 1C, and 2A courses. Students in this course will learn mid-intermediate levels of standard modern Korean in listening, speaking, reading, and writing, as well as the expansion of their cultural understanding. After the completion of this course, students are expected to acquire and increase their vocabulary, 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 vocabulary, expressions, and sentence structures introduced. Upon completion of this course, students will be able to do the following in Korean:

Speaking: Ability to maintain a variety of uncomplicated conversations. Produce 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: Ability 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: Ability to understand main ideas and some details of simple connected written texts, such as advertisements. Student has an ample vocabulary base and is able to infer meaning from most unknown vocabulary. Understanding is consistent.

Writing: Ability 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 2C - INTERMEDIATE KOREAN: SECOND YEAR III
Instructor:  Jeyseon Lee

LTKO 2C is designed to help students develop intermediate-level skills (third quarter) in the Korean language. Upon completion, students are expected to have a good command of the language in various daily conversational and casual situations.

Second Year Korean 2C (5 units) is the third 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, 2A and 2B courses. Students in this course will learn high-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 be able to do the following in Korean:

Speaking: Ability to handle, successfully, most uncomplicated communicative tasks and social situations, partially distinguishing appropriate polite and formal speech styles within these social situations. Able to narrate and partially describe simple activities and situations in connected speech using a variety of the more frequent conjunctions.

Listening: Ability to partially understand chunks of connected discourse related to a variety of contexts, i.e., a narrative about leisure or recreation. Comprehension may depend somewhat on contextual and subject matter knowledge, and understanding may be inconsistent due to failure to grasp cohesive cues (comparison, cause-effect, time sequence), pragmatic cues (speech styles and/or honorific expressions), and details.

Reading: Ability to partially understand texts of several paragraphs in length, such as news items featuring narration and/or description, when those texts feature a clear underlying structure and if expectations cued by the text are fulfilled. Understanding may depend somewhat on contextual and subject matter knowledge, and rereading several times may be necessary.

Writing: Ability to write some descriptions and narratives on familiar topics by using rudimentary connected discourse which features both simple and complex sentence structures.

LTKO 3 - ADVANCED KOREAN: THIRD YEAR ll
Instructor: Jeyseon Lee

This course is designed to help students develop advanced-level skills (second quarter) 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 3B (5 units) is the second part of the advanced Korean courses. It is assumed that students in this course have previous knowledge of Korean taught in LTKO 2A, 2B, 2C and 3A. Students in this course will learn mid-advanced level skills in the areas of listening, speaking, reading and writing, as well as expand their cultural understanding. Upon completion of this course, students are expected to acquire and use more vocabulary, 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: Ability to satisfy routine social demands, school or work requirements, and handle a wide variety of communicative tasks using appropriate speech styles. Also narrate and describe in paragraphs linking sentences together smoothly with cohesive devices. Students should learn to state an opinion, but not yet fully support it, on topics of general interest, such as current events, politics, and social issues. Also, learn to 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: Ability 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, featuring interviews or short talks on familiar subjects.

Reading: Ability 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: Ability 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 should have no difficulty understanding writing at this level.

LATIN LITERATURE 
LTLA 2 - INTERMEDIATE LATIN l
Instructor: Eliot Wirshbo

Identical in format to Latin I, this course is distinguished chiefly by its greater difficulty.

LTLA 2 - INTERMEDIATE LATIN l
Instructor: Charles Chamberlain

We will cover chapters 17-32 of Wheelock's Latin by Frederic M. Wheelock (6th edition). Expect to have a
quiz almost every week, plus two midterms and final. Quizzes are worth 30 %, the midterms 20 % each, the final 30 %, class participation and other factors 10 %. However, when figuring your final grade, I will take improvement (or the lack thereof) into account. I also reserve the right to institute written homework assignments and more frequent quizzes if necessary.

Latin is not taught as a spoken language, so the emphasis will not be on conversing so much as pronouncing correctly through oral drills. There are, however, many grammatical principles to be learned. In some ways, Latin is more like math or science than it is like a modern foreign language; you will soon find it impossible to "get the gist" of the readings unless you know the grammatical rules thoroughly. Therefore, I urge you not to fall behind -- it is very difficult to catch up.

LTLA 135 DRAMA: SENECA’S MEDEA
Instructor: Leslie Edwards

To today’s readers, the excessive violence of Seneca’s tragedies may actually seem rather tame, while the bombastic and artificial rhetoric strikes us as strange. Yet his plays open up interesting questions about their relationship to their Greek predecessors as well as to Roman poetry, Stoic ethics and psychology.

Paper, midterm, and final. Prerequisite: LTLA 100 or permission of the instructor.

NEAR EASTERN LITERATURE
 
LTNE 101 - BIBLE: THE NARRATIVE BOOKS
THE BIBLE AND CURRENT ISSUES
Instructor: Richard Friedman

The class will study how the Hebrew Bible relates to major controversial issues of our time: women’s status, abortion, homosexuality, the Ten Commandments, capital punishment, the earth, war, and the contemporary Middle East.
PORTUGUESE LITERATURE

No course offerings Winter 2006
RUSSIAN LITERATURE
LTRU 1B - FIRST YEAR RUSSIAN
Instructor: Rebecca Wells

Continue exploring 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 continue 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 two days per week for grammar lectures and two days per week for conversation. Every effort will be made to integrate material on Russian culture into the language curriculum

LTRU 2B - SECOND YEAR RUSSIAN
Instructor: Rebecca Wells

Continuing expansion of previous language acquisitions and introduction to 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 two days a week for grammar lectures and two days per week for conversation. Every effort will be made to integrate material on Russian culture into the language curriculum.

LTRU 104B - 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 150 - RUSSIAN CULTURE: MODERN PERIOD
WRITING THE BODY IN CONTEMPORARY RUSSIAN WOMEN'S FICTION
Instructor: Yelena Furman

Why is there so much talk about bodies in contemporary Russian women's fiction? This course will explore works by Russian women writers from glasnost' to the present through the feminist theory of "writing the body." We will analyze what this theory entails and investigate the multitude of ways in which bodies are written in contemporary Russian women's literature.

All readings in English, no knowledge of Russian required.
LITERATURES IN SPANISH
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, March 14th, 2006.

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, March 14th, 2006.

LTSP 2C - INTERMEDIATE SPANISH III: CULTURAL TOPICS
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, March 14th, 2006.
DEPARTMENT APPROVAL FOR LTSP 2D AND 2E IS AVAILABLE IN THE LITERATURE UNDERGRADUATE OFFICE FROM 9:00-3:30, MONDAY THROUGH FRIDAY, BEGINNING WEDNESDAY, 11/01/05 LTSP 2D IS INTENDED FOR STUDENTS WITH SPANISH-SPEAKING BACKGROUND. PLEASE SEE INSTRUCTOR PRIOR TO ENROLLMENT.
LTSP 2D - INTERMEDIATE/ADVANCED READINGS AND COMPOSITION: SPANISH FOR HERITAGE SPEAKERS
Instructor: T.A.s supervised by Beatrice Pita

Designed for bilingual 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, March 14th, 2006.  Enrollment for LTSP 2D requires department stamp. Contact instructor with any questions regarding placement.

LTSP 2E - ADVANCED READINGS AND COMPOSITION: SPANISH FOR HERITAGE 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 of 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: Native speaking ability and/or recommendation of instructor. Note: The Final Exam for LTSP 2E is scheduled for Monday, March 14th, 2006. Enrollment for LTSP 2E requires department stamp. Contact instructor with any questions regarding placement.

LTSP 31 - CONVERSATION WORKSHOP Il
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. Pre-requisites: 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 50B - READINGS IN LATIN AMERICAN LITERATURE
Instructor: T.A.s supervised by Beatrice Pita

This course introduces students to literary analysis through the close textual reading of a selection of Latin American texts including novels, plays, short fiction and poetry. Coursework includes reading of texts, participation in class discussions and written assignments. LTSP 50B prepares Literature majors and minors for upper-division work. LTSP 50A and either 50B or 50C are required for Spanish Literature majors. Prerequisites: Completion of LTSP 2C, 2D or 2E or 2 years of college level Spanish. Note: The final exam for LTSP 50B is scheduled is scheduled for Monday, March 14th, 2006.

LTSP 107 - LITERATURE OF THE FIFTEENTH CENTURY
Proposed Instructor: Jorge Mariscal

In this course we will read examples of different kinds of writing produced in Spain at the end of the Middle Ages. The so-called disintegration of the medieval world led to profound contradictions and conflicts which are at work in the literature of the period, a period marked in its final decade by the momentous year of 1492. We will read passages from Columbus's letters, poetic and dramatic texts, accounts of Europe's relationship with Muslim cultures, treatises on African slavery, and Fernando de Rojas's important La Celestina. Students will be responsible for analyzing each text and participating in discussions; the instructor will lecture on the cultural and historical context.

LTSP 119AB - CERVANTES - Novelas ejemplares
Instructor: Jorge Mariscal

We will read the short stories (novelas ejemplares) written by Cervantes in the early 17th century. First published in 1613, these brief but complex narratives deal with such issues as cultural identity, ethnicity, blood purity, sexual relations, religion, and madness. We will meet a man of glass, an aristocratic gypsy girl, two talking dogs, several witches, and an English-Spanish woman, among others. We will also compare and contrast several of the readings with other writings by Cervantes, e.g., sections of Don Quijote; Persiles y Sigismunda. Students will have the responsibility of reading and analyzing the text; the instructor will provide social and historical background. Two exams plus assorted take-home exercises. Required readings: Cervantes, Novelas ejemplares, and a Cal Copy reader. Prerequisite: LTSP 50A and either LTSP 50B or 50C.

LTSP 130A - DEVELOPMENT OF SPANISH LITERATURE
Instructor: Luis Martin-Cabrera

This class is designed as an overview of Spanish Literature from the Middle Ages to the 20th century. The goal of the course is to familiarize students with the main trends in Spanish literature. Special emphasis will be placed on the relationship between literary currents and historical processes. The class will be conducted in Spanish.

LTSP 140 - LATIN AMERICAN NOVEL
Instructor: Rosaura Sanchez

Readings for this course will center on several recent Latin American novels, including those of Laura Restrepo, Jorge Franco, Mayra Santos Febres, Roberto Bolaño, Fernando Vallejo, and Mayra Montero. These novels and related films will be examined for the various modalities that the authors and filmmakers employ as well as for an analysis of issues confronting 21st century Latin American societies.

LTSP 174 - TOPICS IN CULTURE AND POLITICS: HISTORY, ART AND LITERATURE, AND IDEOLOGY
Proposed Instructor: Cecilia Ubilla

Este curso examinará la relación entre cultura, política y literatura en el contexto
latinoamericano. Por medio del análisis de textos literarios (prosa y poesía), y de
textos pictóricos (pintura mural), trataremos de identificar la dinámica entre historia y creación artística, y las implicaciones ideológicas de ese proceso.

LTSP 178 - LATIN AMERICAN SOCIAL MOVEMENT: NEW SOCIAL MOVEMENTS IN LATIN AMERICA
Instructor: Luis Martin-Cabrera

This course will focus on the emergence of so-called new social movements in Latin America from the 1980’s to the present. We will concentrate on some representative case studies from the region (i.e. The Mothers of Plaza de Mayo from Argentina, The indigenous movement in Ecuador and the neo-Zapatistas in Mexico among others). The main emphasis of the class will be on the texts and discourses produced by these movements. We will ask questions such as: What is the relationship between these groups and the State? How do they mobilize cultural discourses for their struggle? What is their position with respect to transnational capitalism? How do they construct their collective identities as a group? How do they imagine the relationship between gender, race and class? How do they conceive the relationship between theory and praxis? The class will be conducted in English, but Spanish reading knowledge is required.
LITERATURE/THEORY
LTTH 110 - HISTORY OF CRITICISM
Instructor: Donald Wesling

This is a lecture-plus-discussion course on the History of Criticism. The intent is to bring the topic up to 1960-1970, touching in our final two weeks on the early elements of a Marxist revival, the stirrings of Feminism and certain other developments that led to the Age of Theory between 1965-2000. (The period from 1960-2005 is reserved for another course that deals with the Age of Theory.) The intent here is to cover the high points of earlier developments, including selections from Plato, Aristotle, Longinus, Christine de Pisan, Dante, Sir Philip Sidney, Alexander Pope, Samuel Johnson, Friedrich Schiller, Wordsworth and Coleridge, Keats, Shelley, Karl Marx, Matthew Arnold, Henry James,T.S. Eliot, M.M. Bakhtin, F.R. leavis, Shklovsky, Tyjanov, Empson, Sassure, Lévi-Strauss, Roland Barthes, Roman Jakobson, and the early writings of Fredric Jameson, Gilbert and Gubar, Barbara smith. (Note: Most but not all of these figures will be assigned; other names may be substituted.) We will use two anthologies edited by David H. Richter, The Critical Tradition: Classic Texts and Contemporary Trends (most recent revised edition), and (to help us debate more recent developments) Falling Into Theory: Conflicting Trends on Reading Literature (most recent edition). I shall have the most to say on Aristotle, Johnson, Coleridge, Bakhtin, and Jameson. Some issues that we will trace from the earliest to the most recent critical essays are: the meaning of imitation, canon, genre, aesthetics, judgment; style study and how to do it without being reductively called a formalist; relation of theorizing to a pedagogy, and to original creation; literature and politics; in any critic, the amount and quality of close reading. This is a course in how magnificent philosophical critics have argued, but it does have something practical to say about how the members of our group summarize, judge, conduct debates, find productive questions, organize essays, and write persuasively. Tasks: two five page papers, due in weeks 4 and 8; a few informal reading-reports spaced at two-week intervals; and a creative-speculative final exam whose choice of writing projects will be known long in advance---but the exam will be written in bluebooks on the assigned day and time. For a few class members, there will be a chance to substitute an oral report for the final exam.
LITERATURES OF THE WORLD
LTWL 4A - FICTION AND FILM IN TWENTIETH CENTURY: FRENCH
Instructor: Winifred Woodhull

This course will deal with films from various parts of the French-speaking world, including Africa (eg Algeria, Senegal), the Caribbean, and Europe (eg Belgium and Switzerland as well as France itself). Most films will be fairly recent ones. In addition to the story told in a given film, we will examine formal elements, including camera work, editing, sets, lighting, costumes, and sound, in order to grasp the many cinematic features that produce meaning and induce affective responses in viewers. Finally, we will consider the films in relation to the social context of their emergence and reception, which will involve examining, among other things, questions of gender and sexuality, race and ethnicity, national identity, migration, and cultural belonging.

This course requires no prior experience in film studies, and no knowledge of French. (All films will be subtitled in English.)

Note that, in addition to lectures, there will be 7 or 8 REQUIRED film screenings during the quarter, probably on Wednesdays at 5 or 6 pm, depending on availability of classroom space. Films will also be placed on reserve for further study and preparation of a 4-5 page paper, a midterm, and a final exam.

LTWL 19B - INTRODUCTION TO ANCIENT GREEKS AND ROMANS
Instructor: Eliot Wirshbo

This course presents for consideration some of the works of some of the most interesting thinkers of the Classical Age of ancient Athens. If all goes well, students will realize that many of our own perennial concerns were shared by the ancient dramatists, philosophers, and historians and vividly presented in their writings. In the course of studying this quite different culture with its unfamiliar forms of thought and expression, the realization that their ways of looking at the world are fresh and enlightening and useful impresses itself on us. The perspective gained from such a discovery doesn't translate into fungible assets, but is invaluable. Two 5-page papers, a mid-term, and a final.

LTWL 87 - FRESHMAN SEMINAR: WAR FILMS
Instructor: Winifred Woodhull

US and European war films about World War Two, Vietnam War, the genocide in Rwanda, and the recent US war in Iraq. We will discuss narrative, lighting, setting, editing, cinematography, and sound, as well as the social context of the wars and the film’s representations thereof. The course assumes no prior work in film studies.

LTWL 87 - FRESHMAN SEMINAR
OUR ENVIRONMENT, OUR SELVES: THINKING ABOUT THE WOLRD AROUND US
Instructor: Pasquale Verdicchio

We will read and discuss excerpts from various writers on nature and the environment, such as Ralph Waldo Emerson’s Nature. The point of the course is to think about how we engage our immediate and expanded environments and how we might better come to understand our place in the natural world.

LTWL 87 - FRESHMAN SEMINAR
REVOLUTIONARY ART: CUBAN POPULAR CULTURE SINCE 1959
Instructor: Sara Johnson

Seminar uses popular culture to provide an introduction to post-revolutionary Cuban society. We examine literature (testimonial texts and poetry), film, the graphic arts and music to assess the role of the arts in forming national ideals.

There is one library film screening in addition to the class meetings.

LTWL 100 - MYTHOLOGY: MYTHS OF ANCIENT GREEKS AND ROMANS
Instructor: Page duBois

Study and discussion of the myths of the ancient Greek and Roman gods, goddesses, warriors, heroes, kings, and queens.

LTWL 116 - ADOLESCENT LITERATURE
Instructor: Stephen Potts

A number of novels now read by adolescents and taught in high school were actually written for general adult audiences—books such as Plath’s The Bell Jar, Golding’s Lord of the Flies, and Kesey’s One Flew Over the Cuckoo’s Nest. How do these novels reflect their original social and literary milieux? What themes and techniques make them particularly suitable for adolescents? Could adolescent psychology in fact provide a paradigm for the great concerns of literature? This quarter we will examine such questions through novels that have trickled down from the literary mainstream to become adolescent classics.

LTWL 128 - INTRODUCTIONS TO SEMIOTICS AND APPLICATIONS: NARRATIVE THEORY AND FILM THEORY
Instructor: Alain J.-J. Cohen

Please see the Literature Undergraduate Office, room 110 for a copy of the course description for this course.

LTWL 151 - RELIGION AND POLITICS: CONTEMPORARY SOUTH WEST ASIA
Instructor: Babak Rahimi

This course surveys the historical and theoretical relationship between religion and politics in contemporary South West Asia, mainly focusing on the interplay of religious movements and politics by looking at countries such as Egypt, Iraq, Iran, Israel, Lebanon, Saudi Arabia, Syria and Turkey.

LTWL 172 - SPECIAL TOPICS IN LITERATURE: SEE NAPLES AND DIE: NAPLES IN THE CULTURAL IMAGINAT
Instructor: Pasquale Verdicchio

This course will consider how the Italian city of Naples (Napoli), while having influence the image of Italian culture around the world through its culture and culinary tradition, has come to be regarded as representative of what we might consider the most degraded aspects of human society. We will consider how this might have come to be and review the city's cultural heritage and contemporary status through literature, film, travelogues and politics. We will walk through the streets of Naples alongside Goethe, Dickens, Martone, Ramondino and Rossellini to prove that one can indeed see Naples and live.

LTWL 176 - LITERATURE AND IDEAS: DAOISM
Instructor: Wai-lim Yip

Daoism is a root-awakening forward-looking horizon, which can be best characterized by the double meanings of the English word "Radical". On the one hand, it attacks the root questions of how language affects our conceptions, both of the world and of our selves as beings in the world, leading to opening up a new perception of total phenomena as an interweaving, inter-disclosing, and inter-defining entity free from the restriction and distortion of ideas, on the other, it offers us radical, avant-garde subversive strategies to retrieve and re-inscribe such a space in and out of which we are empowered to move freely.

In the Daoist discourse, we often find words, phrases, statements, or stories of actions that take us by
surprise, unconventional, strange forms of logic, or anti-logic, teasing language and rhetoric, including paradoxes and attacks by way of using off-norms to re-inscribe off-norms as possible norms, and challenging norms to expose their acceptance as treacherous. In the neo-Daoist developments, we find further the use of actions or activities to tease and assail the life-imprisoning institutions, including techniques of shouting and beating in Chan (Zen) Buddhist kongan or koan. These language strategies and actions or activities of ancient China have anticipated and previewed the three stages of attack often used in Western avant-garde art events since the Dadaist movement, namely, TO DISTURB, TO DISLOCATE, and TO DESTROY. It is important to note that these triple stages of the Daoist attack are inseparable from their target vision of retrieving the free flow of Nature and humanity to the full. Without this understanding, all these "disturb-dislocate-destroy" attempts in avant-garde art movements since Dadaism, including deconstruction and poststructuralist attempts, will remain merely shock techniques as such.

The Daoist Project, in deframing power structures of fuedalistic China, reawakens the memories of the repressed, exiled and alienated natural self, leading to recovery of full humanity. As a counterdiscourse to the tyranny of language, it is at once political and aesthetic. Through the texts of Lao Zi and Zhuang Zi, we will explore fully the decreative-creative parameters of this ancient Chinese philosophy, as they operate both in life and in the arts and the new points of departure for rethinking the problems in the modern and postmodern world.

The first three weeks will be devoted to a series of lectures on some of the topics listed above. This will be done comparatively in a crosscultural, transcultural manner. The students should start reading both texts of Daoism as soon as possible. The next two weeks will be devoted to textual analysis. In the remaining weeks, we will use examples of Chinese poetry, paintings and other cultural activities, including the Chan (Zen) Buddhist texts to illustrate the effect of Daoism on aesthetics.

LTWL 176 - LITERATURE AND IDEAS
Proposed Instructor: Babette Babich

The course follows Nietzsche’s thought from his early-on Birth of Tragedy to the works of his twilight period. The course will consider his influence on contemporary literature theory by looking at the work of Bataille, Deleuze, Derrida, Foucault and Steiner.

LTWL 180 - FILM STUDIES AND LITERATURE: FILM HISTORY
INTERNATIONAL FILMS ON FASCISM
Instructor: Cynthia Walk

This course will explore diverse perspectives on Hitler's Third Reich in films from World War II to the present by directors from Germany, America, France, Italy, and the Soviet Union: Triumph of the Will  (Riefenstahl), The Great Dictator (Chaplin), Alexander Nevsky (Eisenstein), To Be or Not To Be (Lubitsch), Rome: Open City (Rossellini), Night and Fog (Renais), The Night Porter (Cavani), and Schindler's List (Spielberg). Together with selected readings, we will consider issues of fascist ideology and aesthetics, everyday life under Nazi rule, the politics of war, and--in the context of occupation and the Holocaust--the moral dilemmas of collaboration and resistance, as they are raised, debated, and purportedly resolved in these films.

Note: For students who would like to take this course for credit in German, there will be a weekly one-hour foreign-language discussion section (LTWL 180 XL).

LTWL 183 - FILM STUDIES AND LITERATURE: DIRECTOR WORK
THE CONFLICTED PSYCHE IN CINEMA
Instructor: Alain J.-J. Cohen

Please see the Literature Undergraduate Office, room 110 for a copy of the course description for this course.

LTWL 191 - HONORS SEMINAR
MEMORY IN LITERARY AND CULTURAL STUDIES

Instructor: Shelley Streeby

In this seminar, our main organizing topic will be memory in literary and cultural studies, and many of our readings will provide theoretical, creative, and literary approaches to questions of memory. We will read critical essays by Walter Benjamin, Sigmund Freud, Avery Gordon, Marita Sturken, and others as well as fiction, non-fiction, and poetry; we will also watch a film or two. During the quarter, we will consider how different forms of literature and culture enable processes of remembering and forgetting; or, as Sturken puts it in her study of remembering the Vietnam War and the AIDS epidemic, how “memory is produced…in various forms, including memorials, public art, popular culture, literature, commodities, and activism.”

Our goal will be to generate research paradigms for critical and creative writing. That is, we will think about how writers identify topics; we will consider what kinds of methodologies are appropriate for particular projects; and we will try to understand the various theories of literature and culture upon which different projects depend. Ultimately, the class will be geared toward helping you to produce an honors project that you care about, and our readings will be chosen with this goal in mind. Students will also participate in writing workshops and will be asked to produce short written responses to the reading as well as a project prospectus and/or part of a manuscript, along with a bibliography, that will be due at the end of the class.

If you plan to enroll in the seminar, I would welcome e-mails telling me more about your interests so I can respond to specific student needs as I construct the syllabus. Please contact me.
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.


LTWR 8A - WRITING FICTION
Instructor: Mel Freilicher

This course is a rigorous introduction to the basic elements of fiction: characterization, dialogue, setting, point-of-view, and narrative structure. Students will practice working with these elements in many individual writing exercises; they will critique these exercises in small peer groups in class, with assistance of an undergraduate tutor. These are preparatory to completing a ten-page short story, written in drafts, which will be critiqued by instructors and peer group members. There will be an in-class, essay midterm on the readings, which include short fiction by Kafka, Chekhov, Zora Neale Hurston, Grace Paley, William Faulkner, Virginia Woolf, Gabriel Marquez, Yukio Mishima, Sandra Cisneros, and others. The lab session refers to the New Writing Series poetry readings. Students in 8A are required to attend three of these readings during the quarter. Prerequisite: Fulfillment of college writing requirements.

LTWR 8C - WRITING NON-FICTION
Instructor: Halle Shilling

Like all writers, nonfiction writers build characters, craft descriptions, and create symbols. Unlike poets
and novelists, however, they cannot “make something up.” The class will examine multiple types of
nonfiction writing, including memoir, journalism and personal essay. We will examine how facts are woven
into narrative forms to portray real, rather than imagined, people, places and events. At issue will be
the nature of nonfiction writing and how practitioners can write with style while sticking to the facts.
Reading assignments will include a broad array of nonfiction models. Students will apply what they learn
from the readings to their own nonfiction writing.

DEPARTMENT APPROVAL FOR UPPER-DIVISION WRITING COURSES IS AVAILABLE IN THE LITERATURE UNDERGRADUATE OFFICE FROM 9:00-3:30, MONDAY THROUGH FRIDAY.
PRIORITY ENROLLMENT BEGINS 11/01 FOR SENIOR WRITING MAJORS,
11/02 FOR JUNIOR WRITING MAJORS, 11/03 FOR SENIOR WRITING MINORS,
11/04 FOR JUNIOR WRITING MINORS, 11/07 FOR PRE-WRITING MAJORS,
11/08 FOR ALL OTHERS (UPPER-DIVISION STANDING WITH APPROPRIATE PREREQUISITE).


LTWR 100 - SHORT FICTION
Instructor: Sarah Shun-lien Bynum

How does one transform a glorious chaos of experiences, obsessions, dreams, theories, and observations into a shapely and compelling story? This course will explore a variety of methods, both traditional and experimental, for making that transformation possible. An interest in craft and a sense of adventure are key. In addition to submitting stories for workshop, students will be asked to read widely, throw themselves into writing exercises, and contribute generously to discussions. Refining the ability to critique peers’ work will be of equal importance as developing one’s own writing. Readings may include stories by Angela Carter, Rick Moody, Junot Diaz, ZZ Packer, Paul Bowles, Aimee Bender, Carolyn Ferrell, Jorges Luis Borges, Amy Hempel, Grace Paley, Donald Barthelme, Deborah Eisenberg, Edward P. Jones, Mary Gaitskill. Prerequisite: LTWR 8A.

LTWR 100 - SHORT FICTION
Instructor: Ali Liebegott

In this class we will read a mix of novels and short stories. Students will do weekly writing assignments based on exercises derived from the stories we read. Final projects will be handmade chapbooks by each student. We will work hard, be kind but critical of one another, laugh and sometimes eat donuts.

LTWR 102 - POETRY
Instructor: Rae Armantrout

This course is for students with an interest in writing (and reading) contemporary poetry. Poetry has been variously defined by modern poets. William Carlos Williams said a poem is a "small (or large) machine made of words." Charles Bernstein described poetry as "turbulent thought" which "leaves things unresolved." We will explore a range of approaches to poetry writing and students will be encouraged to invent their own poetic forms. Assigned readings may include work by Emily Dickinson, William Carlos Williams, Langston Hughes, Sylvia Plath, Charles Bernstein, Frank O'Hara, and Harryette Mullen. There will be intensive small group discussion of student poems. Prerequisite: LTWR 8B.

LTWR 104 - THE NOVELLA
Instructor: Sarah Shun-lien Bynum

A form that’s sometimes maligned and famously difficult to define, the novella lends itself well to writing that defies categorization. In this workshop, our models will be authors who invoke familiar genres – fantasy, westerns, fairy tales, hard-boiled crime fiction, ghost stories – to create works that are ultimately sui generis. Looking to these novellas for strategies and inspiration, each student will write and revise a fifty to sixty page manuscript over the course of the quarter. Texts will include “Train Dreams” by Denis Johnson, “Breasts” by Stuart Dybek, Mrs. Caliban by Rachel Ingalls, The Turn of the Screw by Henry James, The Death of Speedy by Jaime Hernandez and Briar Rose by Robert Coover. Prerequisite: LTWR 100.

LTWR 107 - WRITING FOR CHILDREN
Proposed Instructor: Diane D’Andrade

In this course students will be reading and writing stories for children aged 6-10. The emphasis will be on ways of writing for children that are clear, dramatic, compelling, humorous, and not cute or simplistic. Readings will afford examples of effective work for children of this age. Students will write five or six stories of four to six pages in length and will have an opportunity to read and critique each others' work. We will also experiment with revision. There will be no final exam; the final project will be a thoroughly revised version of one of the student¹s stories.

LTWR 110 - SCREEN WRITING: WRITING THE ORIGINAL FEATURE SCREEN PLAY
Instructor: Harry Dodge

The course explores the art and craft of writing a feature-length narrative screenplay. Fundamentals include: scene structure, conflict, visual story telling, character development, dialogue, and theme. Includes regular presentations of scenes to fellow writers.

LTWR 111 - PROSE POEM
Instructor: Wai-lim Yip

The student-poets will be exposed to a wide range of prose poems from various periods and traditions before they present their own creations. Readings and discussions include classic French examples (Baudelaire, Mallarme, Rimbaud, Ponge etc.), other European and American attempts, including those by the L=A=N=G=U=A=G=E poets, and related lyrical prose pieces from the Orient.

Final project: a collection of prose poems plus a short essay on an example from class.

Text: Poetic Prose/ Prose Poetry (Soft Reserves)

I-III: Topics
  1. The Rise of Poeme-en-Prose in France: Baudelaire, Mallarme, Rimbaud and its development in Europe.
  2. The Lyrical Spectrum: poetic markers in prose compositions.
  3. The Making of the "line".
  4. Examples from other traditions.
IV-X Workshops on student-poets' compositions.

LTWR 115 - EXPERIMENTAL WRITING

Instructor: Laurie Weeks

Troubled by how much you love Satan? Does reading a New Yorker short story feel like a bout of Necrotic Fasciitus, the deadly flesh-eating bacteria? Then take my class.

LTWR 120 - CREATIVE NON-FICTION: WRITING THE SOCIAL SELF
Instructor: Linda Brodkey

Designed as a writing workshop, students produce a series of texts (such as stipulative definitions of literacy, writing and reading inventories, memory work, and literacy anecdotes) that contribute to their understanding of literacy. In the final narrative they locate and explore places where they learned to write and read and what those sites contribute to how they see themselves as writers and readers. Readings may include educational memoirs, material on examining the social and cultural dimensions of individual experience, and drafts of materials produced by peers.

LTWR 143 - STYLISTICS AND GRAMMAR
Instructor: Charles Chamberlain

The title of this course being "Stylistics and Grammar", there will be two parts to it -- one involving style, the other grammar. We will begin with a quick review of basic grammar (most of which will be familiar to you from studying foreign languages) then move into new territory -- the clause (main and subordinate), the participle (present active and perfect passive), the voice (active and passive), the substantive, the copula, the absolute construction -- and more! You will discover to your relief that you have been using all these structures in your own prose for years.

As you are mastering the fundamentals of grammar, you will also tackle some style points -- I mean, points of style, like parallel structure, tricolon, tetracolon, zeugma, hyperbaton, anaphora -- and more! Sadly, you will probably discover that your prose is lacking in these structures. Decades of teaching have convinced me that the best way to learn new style moves is through imitation; accordingly, we will read various authors whose style cries out for imitation -- Woolfe, Hemingway, and a few others. Your final grade will be based on your mastery of both style and grammar.

LTWR 148 - THEORY FOR WRITERS
Instructor: Eileen Myles