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Literature Undergraduate Course Descriptions Spring 2018

LTCH 101 - Readings in Contemporary Chinese Literature
Modern Chinese Hometown Literature
Instructor: Ping-hui Liao

We will read short literary pieces in English translation (with Chinese original made available on TED) from writers like Lu Xun, Shen Congwen, Xiao Hong, Eileen Chang, Huang Chun-ming, Wu Ming-yi, and many others,  on their hometowns.  Major issues include place and gender, ecological discourse, cold war politics, home and the world.  Students will have to keep journal entries and  writeup in class in response to readings, on top of actively participating in group discussion and doing a term paper.

LTCS 50 - Introduction to Cultural Studies
Instructor: Winifred Woodhull

This course is an introduction to the ways key social issues of our time, including global north-global south relations, immigration, the environment, gender, and race are represented and refashioned in and through the media, including film, television, newspapers, literature, and the internet.  Attendance will be taken in each class period and is expected, as is preparation for class and active participation in discussion.  Grade breakdown:  Participation 20%; one 10 to 15-minute presentation on an assigned reading or film 20%; in-class midterm exam (2 short essays) 25%; final exam during scheduled 3-hour exam period (short-answer questions and two essays) 35%.

LTCS 87 - Freshman Seminar
Asian Horror
Instructor: Hoang Nguyen

The course focuses on the explosion of horror, thriller, and suspense movies across Asia in the new millennium. Our investigation of this wildly popular genre will be framed by the politics of gender, sexuality, race/ethnicity, and national identity. Case studies will include productions from Japan, Korea, Hong Kong, Vietnam, Thailand, and the Philippines. Students will learn foundational skills in formal film analysis.

LTCS 87 - Freshman Seminar
Love at First Sight
Instructor: Hoang Nguyen

The course looks at the relationship between love and time in contemporary romantic comedies. It examines movie relationships that follow traditional life courses and relationships that reject romantic chronology altogether. Films may include Beginners, 50 First Dates, The 40-Year-Old Virgin, I Give It A Year, Her, and Weekend. Students will learn foundational skills in formal film analysis.

LTCS 150 - Topics in Cultural Studies
Extraordinary Bodies: Disability in Cultural Studies

Instructor: Michael Davidson

This class will provide an overview of disability studies with an eye towards its importance for cultural studies generally. Our subtitle, “Extraordinary Bodies,” is based on a foundational book by Rosemarie Garland Thomson that considers the ways that nontraditional bodies and cognitions challenge normative ideas of identity. Primary texts will include a wide range of cultural products--stories, poetry, film, visual art, slave narrative, advertising, television clips, and novels. In the opening weeks we will read key theoretical formulations of disability and then look at individual areas of emphasis. We will also study the recent “intersectional turn” in disability studies influenced by work in critical race studies, material feminism and queer theory. that has moved disability studies beyond forms of identity politics to intersectional identities and coalitional politics. This shift in emphasis understands disability as the modality through which race, sexuality, national identity, and gender are often lived; to separate them into component parts disregards their interdependent relationships. Primary texts for the course will include Indra Sinha’s novel, Animal’s People, William and Ellen Craft’s slave narrative, Running a Thousand Miles for Freedom, poetry by Larry Eigner, Peter Cook, and Clayton Valli, Samuel Beckett’s play, Endgame, the film, Children of a Lesser God, the art installations of Christine Sun Kim and Corban Walker, performance art by Amanda Baggs, stories by Flannery O’Connor, Toni Morrison and Herman Melville, Mark Haddon’s novel, the curious incident of the dog in the night-time. Evaluation will be based on class participation, weekly prompts and three short papers.  

LTCS 173 - Topics in Violence and Visual Culture
Film and Video
Instructor: Winnie Woodhull

This course will focus on both fiction and documentary films dealing with several different societies and cultures and addressing various forms of violence deployed in contexts including war, the environment, the criminal justice and prison systems, conflicts of race, ethnicity and class, and gender-based violence, whether in families or in the wider world. 

Learning outcomes:  Students will learn to recognize and interpret aspects of film form including narrative structure, editing, costumes, lighting, set design, editing, sound, and cinematography (framing of shots, the still or moving camera); to identify and analyze film genres frequently associated with graphic violence such as action, horror, social problem, and war films; to understand and discuss scholarly arguments relating to films; to critically assess the relation between a film and the contexts of its production and reception (economic, social, political, and cultural); to understand the many types of violence treated and enacted in film and video in our time; and to grasp some of the main reasons why violence is so prevalent in these media today. 

Grade breakdown:  Midterm exam 25%; final 7 to 9-page paper 35%, individual presentation 20%; consistent preparedness for and active participation in class 20%.

LTEA 110A - Classical Chinese Fiction in Translation
Traditional Chinese Stories
Instructor: Ping-hui Liao

The course is on traditional Chinese stories, especially Sung and Ming tall tales on folk heroes, fatal women, ghosts, judges, and lovers.  Readings will be in English translation, with Chinese original made available.  Students will need to keep journal entries and writeup in class in response to the stories, on top of participating in group discussion and doing a term paper.

 LTEA 110A will fulfill Literature/World major’s non-European/non-U.S. requirement.

LTEA 110C - Contemporary Chinese Fiction in Translation
Queer Chinese Cultures: A Survey of Materials Available in English
Instructor: Ari Heinrich

This course offers a survey of materials available in English on lesbian, gay, bisexual, transgender, and gender-nonconforming literature, cinema, culture, and critical theory from contemporary China, Taiwan, Hong Kong and beyond.  We will explore a diverse sampling of materials related to Chinese queer cultures.  The course is open to everyone, but will be of particular interest to students with backgrounds in literature, cinema, Chinese studies, critical gender studies, and popular culture studies.  All required reading materials and assignments will be in English, but students may opt to read texts in Chinese when available.  

 LTEA 110C will fulfill Literature/World major’s non-European/non-U.S. requirement.

LTEA 142 - Korean Film, Literature, and Popular Culture
Instructor: Benoit Berthelier

This course examines multiple facets of popular culture in Korea (South, North and diasporas), from best-selling books and blockbuster films to pro-wrestling and pop music. Tracing the roots of modern Korean popular culture to the early cultural industries of the colonial era, it questions the relationship between culture, national identities and globalized economic interests.

Rather than conflating “Korean culture” with the sole culture of South Korea, this course offers a critical investigation of the various factors behind this amalgamation. In order to do so, it brings to the fore the silenced or lesser known voices of cultural producers from North Korea and the Korean diasporas in Japan, America and Central Asia. This scattered mosaic of texts, film, dance and music will allow us to question the boundaries of “Koreanness” and give us a comparative framework with which to study popular culture.

The course is organized historically and thematically, covering topics such as the tourism industry in colonial Korea, literary marketing in South Korea, leisure in North Korea and the role of anti-Americanism in the rise to fame of the Korean-Japanese wrestler Ryŏkdosan.  

All reading materials are in English and no previous knowledge of Korean is required.

 LTEA 142 will fulfill Literature/World major’s non-European/non-U.S. requirement.

LTEN 23 - Introduction to the Literature of the British Isles: 1832-Present
Instructor: Ameeth Vijay

This course will examine how British literature worked through the impact of economic change, urbanization, mass-war, imperialism and globalization, and the many movements for democracy and equality that characterized the past two centuries.  We will examine how the optimism of industrial development was tempered by both a nostalgia for a rural, aristocratic order and working-class upheaval; how women fought for visibility in politics and culture (including literature); an how Britain both fortified its position as a global power and was confronted by anti-imperial rebellion and the voices of postcolonial authors.   Throughout the course, we will pay close attention to changes in literary form and the complex interaction between cultural production and historical conditions.

LTEN 26 - Introduction to the Literature of the United States, 1865 to the Present
Instructor: Erin Suzuki

From the nineteenth century onward, American literature has become increasingly global in scope. By the turn of the twentieth century, many American writers and artists were looking westward toward the Pacific and eastward across the Atlantic for inspiration—even as they struggled to define a truly “American” experience during a tumultuous time when technological innovations, world wars, and a growing industrial economy were creating cultural changes at an incredibly rapid pace. In this class, we will see these shifting and global dynamics at play as we survey some of the major works and authors of American literature since the nineteenth century, from Walt Whitman to Toni Morrison. By the end of the course, you should not only be familiar with major literary movements from this period—including naturalism, modernism, and postmodernism—but you should also be able to discuss how these authors use literary techniques to address key concepts like democracy, nationhood, and race.

LTEN 27 - Introduction to African American Literature
Instructor: Mychal Odom

This course is a survey of African American literature, vernacular tradition, and cultural production from the 18th century through the present.  However this course also looks at the influences on African American literature and how African American literature has influenced other traditions.  Embracing what cultural historian Robin Kelley has called “Freedom Dreams,” this course will look at the role African American and Black Literature has played in spurring social change in the United States and beyond.

LTEN 113 - Shakespeare II: The Jacobean Period (a)
Instructor: Seth Lerer

This course introduces students to the work of Shakespeare in his last, creative decade. It examines plays and poems written in the first years of the seventeenth century, the years when King James VI of Scotland became King James I of England, the years when Europeans began to settle the New World, when science and exploration gave new understandings to the everyday, but when a taste for magic and the occult still held the human imagination. We will focus closely on five major works of Shakespeare: The Tempest, Macbeth, Antony and Cleopatra, King Lear, and The Winter’s Tale. Each of these works says something powerful about Shakespeare’s imagination, about the social and political life of the time, and about the relationship between that time and the historical and legendary past. Each of these works, too, tells us something about how plays were acted and how books were published in their time. A goal of this course, therefore, is not only to understand the drama of the playhouse and the expectations of the audience; it is to understand the printers and the publishers, the readers and the editors, that shaped Shakespeare’s texts for the future. In addition to reading the plays, we will look at some current literary scholarship and criticism to help us understand their worlds, their impact, and their endurance. Reading scholarship and criticism can help us find our own ways, as well, of talking and writing about Shakespeare. Assignments will include two short critical papers and a scheduled final exam.

LTEN 127 - Victorian Poetry (b)
Instructor: Margaret Loose

Please contact instructor for course description.

LTEN 142 - The British Novel: 1830-1890 (b)
Instructor: Margaret Loose

Please contact instructor for course description.

LTEN 148 - Genres in English and American Literature (c)
Instructor: Nicole Tonkovich

In the first half of this course we will read and discuss texts that we now classify as gothic written in nineteenth-century USAmerica. These texts include, but are not limited to, fictions by Edgar Allan Poe, Nathaniel Hawthorne, and Victor Sejour, and poems by Emily Dickinson. We will investigate what kinds of cultural pressures elicited these stories about haunted houses, ghostly apparitions, psychopathic lovers, mad scientists, and guilty clergymen. In the second half of the course we will turn our attention to how nineteenth-century episodes of traumatic racialized violence haunt twentieth-century works, reading several texts in which historical events become the basis of uncanny plots. These texts include, but are not limited to, fictions by Charles Chesnutt, Toni Morrison, Sherman Alexie, Sandra Cisneros, and Maxing Hong Kingston. Throughout the class, we will also read, analyze, discuss secondary critical interpretations of gothic texts.

LTEN 149 - Topics: English-Language Literature
Survey of Native American and Indigenous Literature
Instructor: Kathryn Walkiewicz

This course examines key issues in the field of Indigenous literary studies. We will read work from an array of authors whose writings span hundreds of years and cover multiple geographic regions and Indigenous affiliations. Driving our discussion of these texts are a set of key questions: What is Indigenous literature? How does it differ from other genres? What is the value in thinking about Indigenous literature as a specific canon or body of writing? The course will include fiction, poetry, film, comics, and nonfiction prose produced by Indigenous artists and intellectuals.

LTEN 154 - The American Renaissance (c)
The Body in Nineteenth-Century U.S. Literature and Culture
Instructor: Kathryn Walkiewicz

This class looks to representations of the body in U.S. literature and culture in the first half of the nineteenth century. Developments in science, technology, and philosophy all placed great emphasis on the human body. While the singular body signaled individualism and liberty—central tenets of the new U.S. nation-state—it also represented difference, curiosity, and fear; not all human bodies were imagined equal. In this course we will turn to a number of literary and cultural depictions of the body to unpack how subjectivity, autonomy, freedom, and difference were mapped onto the individuated human body in the antebellum United States. Discussion topics will include: colonization, slavery, phrenology and race science, medicine, incarceration, criminology, bodies on display, gendered bodies, queered bodies, laboring bodies, unruly bodies, temperance, and undead bodies.

LTEN 159 - Contemporary American Literature (d)   (Course Flyer!)
"It's Only Rock 'n' Roll:" 1960s Popular Music in Cultural Context

Instructor: Robert Cancel

Contrary to current mythology, most popular music during the decade of the 1960s was neither revolutionary nor radically 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 later 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 sixties and contemporary cultural studies looking back at that period.

We will examine the roots of Rock ‘n’ Roll (including 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 178 - Comparative Ethnic Literature
The 21st Century Immigrant Narrative

Instructor: Erin Suzuki

What is uniquely American about American literature? This central concern of American literary study takes on additional complexity when it comes to exploring the contemporary literature of the United States. The diversity of ethnic cultures and subcultures in the United States makes it difficult to generalize about a singular American (or even ethnic American) experience. Moreover, many of these texts are explicitly transnational in scope, deliberately testing or transgressing the political and cultural boundaries of the nation. In this course, we will explore these changing ideas of “American-ness” in the context of an increasingly globalizing world.

LTEN 181 - Asian American Literature (d)
Asian Decolonization and the US Civil Rights Movement

Instructor: Jody Blanco

From its very inception, the category of “Asian-American” was anomalous: it lumped Asian populations of the most diverse origins and histories into one, whose status as a historically underrepresented US minority group was roughly comparable to that of African- and Latinx-Americans. But of equal importance, the exclusive attention to the “American” experience of these historically underrepresented minorities neglected the fact that such Asian populations remained closely tied to the politics and cultures of the Asia-Pacific region; and that even African-Americans and Latinxs fighting for civil rights took both the experiences and lessons of decolonization in Asia as a point of departure for understanding their own struggles and histories in the US. This course addresses the inextricably intertwined histories of and reflections on Asian decolonization (in countries as diverse as Indonesia, India, Taiwan, the Philippines, Vietnam, Korea, and Japan) and the US Civil Rights movement. From Martin Luther King, Jr.’s study of Indian decolonization under Gandhi’s leadership, to Malcolm X’s understanding of the Vietnam War, civil rights leaders never ceased to weave together the historical destinies of subaltern classes in Asia and the racially segregated classes in the United States. Requirements include: attendance and participation, quizzes / short responses, oral group presentation, midterm exam, analysis paper.

LTEN 192 - Senior Seminar in Literatures in English
Careers for Literature Majors
Instructor: Margaret Loose

There is an exciting and wide array of career options for Literature Majors and we will explore some, hear from people who are making good use of their degrees, and structure some time for students to think about where their own strengths and interests lie for life after college. What strategies can help you leverage your training to get the edge in the hunt for jobs and advanced studies? Let's check them out!

LTFR 2A - Intermediate French I
Instructor: Catherine Ploye

First course in the intermediate sequence designed to be taken after LIFR1C/CX (If you choose to take LIFR1D/DX, you will still need to take LTFR 2A to continue in the French program). Short stories, cartoons and movies from various French-speaking countries are studied to strengthen oral and written language skills while developing reading competency and cultural literacy. A thorough review of grammar is included. Taught entirely in French. May be applied towards a minor in French literature.    

LTFR 2C - Intermediate French III: Composition and Cultural Contexts
Instructor: Catherine Ploye

Emphasizes the development of effective communication in writing and speaking. Includes a grammar review. A contemporary novel and a film are studied to explore cultural and social issues in France today. Taught entirely in French. May be applied towards a minor in French literature or towards fulfilling the secondary literature requirement. Students who have completed 2C can be authorized to register in upper-level courses (LTFR115 or 116).  

LTFR 50 - Intermediate French III: Textual Analysis
Instructor: Catherine Ploye

Emphasizes the development of language skills and the practice of textual analysis. Discussions are based on the analysis of various poetic texts (poems, short story, and songs…) and on a film. Taught entirely in French. May be applied towards a minor in French literature or towards fulfilling the secondary literature requirement. Students who have completed 50 can register in upper-level courses (LTFR115 or 116).

LTFR 125 - Twentieth Century
Marcel Proust
Instructor: Steven Cassedy

In this course, we will read selections from Marcel Proust’s masterpiece À la recherche du temps perdu: the first volume (Du côté de chez Swann), parts of the second volume (À l’ombre des jeunes filles en fleurs), and parts of the final volume (Le Temps retrouvé). Class will be conducted primarily in French. We will discuss Proust’s writing and discuss the historical, social, and artistic context of Proust’s novel.

LTGK 3 - Intermediate Greek (II)
Instructor: Julia Mebane

In this three-quarter sequence, (LTGK 1-2-3), students will learn the fundamentals of ancient Greek, the language of Homer, Plato, Herodotus, and the New Testament. Over the course of the year, they will acquire basic grammar and vocabulary and engage with adapted readings of Greek texts. In the third quarter, they will continue to practice verb morphology and the uses of the five cases, as well as master new vocabulary and more complex grammatical constructions. In addition to linguistic knowledge, students will develop an understanding of and appreciation for Greek culture, which gave rise to the disciplines of medicine, mathematics, philosophy, and history, as well as the institution of democracy. Assessments will include short homework assignments, weekly quizzes, a midterm, and a final.

LTGK 102 - Greek Poetry
Instructor: Julia Mebane

In this course, students will read selections from Homer’s Odyssey in the original Greek. An epic poem that tells the story of Odysseus’ return from the Trojan War, the Odyssey has captured the imaginations of readers for thousands of years. In addition to exploring themes of heroism, honor, hope, and homecoming, students will meet such memorable characters as Circe, the Cyclops, and the Sirens. To aid the reading process, we will use an intermediate-level commentary that provides extensive help in understanding Homeric Greek and its grammatical constructions. Assessments will include daily translation exercises, bi-weekly quizzes, a midterm, and a final.

LTGM 2C - Intermediate German III
Instructor: Eva Fischer-Grunski

2C is the last sequence of the intermediate series. The class will continue to study grammar, vocabulary and other aspects of the German language.  This course is conducted entirely in German and emphasizes the four language skills: speaking, listening, reading and writing. The class will focus on cultural readings of historical content as well as current events and will engage in discussions of films.

LTGM 130 - German Literary Prose
Instructor: William O'Brien

From childhood to Hollywood, the modern imagination remains haunted by evil witches and cheerful elves, gallant knights and virtuous maidens, enticing mermaids and repulsive ogres.  Our cultural fantasy world seems as durable as steel, more ancient than the costume of its characters.

Yet the modern fabrication of this fairytale world was undertaken in the years around 1800—by the Brothers Grimm and a host of other authors celebrated in their day.  In what would later become Germany, in response to the advent of bourgeois democracy, the Industrial Revolution, and the nation-state, writers turned to fantasy as the avenue by which they could earn a living free of aristocratic support or patronage.  The ‘writer’ emerged as a purveyor of fantasy, a professional money-maker, by offering his productions to a new middle class that feverishly consumed a literature of supposed escape.  The world of fairy-tale fantasy that still lives today was created in a time of revolution and reaction, as the French Revolution and Napoleonic Wars rushed across the European stage.

What was—and is—fantasy writing?  An escape from the increasingly rational world after the Enlightenment?  A cry of horror at the new, money-based economy?  An experience of nature as the supernatural? 

This course will study German fantasy writing from 1790 to 1820, the famous “fantastic” genre of German Romanticism.  We will slowly and carefully read the Brothers Grimm, Ludwig Tieck, Achim von Arnim, and Friedrich de la Motte-Fouqué.  The cast of characters will be evil, scheming, innocent, virtuous, sexy and unnatural.  The literary style will be finely wrought, inherited from the Enlightenment and Neo-Classicism, yet built on folk traditions and pushing the limits of form and representation.

Requirements:  Preparation of readings for each class and three three-page papers, written in English or German.

LTIT 50 - Advanced Italian
Instructor: Adriana de Marchi Gherini

The last segment of Intermediate-Advanced Italian.  Contemporary culture and classical art; movies and poems; newspapers and opera!  Writing, reading and conversation!  Meets M-W-F.  Two quizzes, one oral presentation, and a final project.  Dopo cinque trimestri di grammatica, è ora di mettere in pratica tutto quello che avete imparato!

For more information about the UCSD Korean Language Program please visit: http://ucsdkoreanlanguage.blogspot.com/

LTKO 1C - Beginning Korean: First Year III
Instructor: TAs Supervised by Jeyseon Lee

First Year Korean 1C (5 units) is the third part of the Beginning Korean. This course is designed to assist students to develop high-beginning level skills in the Korean language. These skills are speaking, listening, reading, and writing, as well as cultural understanding. LTKO 1C is designed for students who have already mastered LTKO 1B or who are already in the equivalent proficiency level. This course will focus on grammatical patterns such as sentence structures, some simple grammatical points, and some survival level use of 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 become able to do the following in Korean: 

Speaking: Students are able to converse with ease and confidence when dealing with the routine tasks and social situations. They are able to handle successfully uncomplicated tasks and social situations requiring an exchange of basic information. They can narrate and describe in all major time frames using connected discourse of paragraph length, but not all the time.

Listening: Students are able to understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive substantial meaning from some connected texts, although there often will be gaps in understanding due to a limited knowledge of the vocabulary and structure of the spoken language.

Reading: Students are able to understand fully and with ease short, non-complex texts that convey basic information and deal with personal and social topics to which they brings personal interest or knowledge. They are able to understand some connected texts featuring description and narration although there will be occasional gaps in understanding due to a limited knowledge of the vocabulary, structures, and writing conventions of the language.

Writing: Students are able to meet all practical writing needs of the basic level. They also can write compositions and simple summaries related to work and/or school experiences. They can narrate and describe in different time frames when writing about everyday events and situations.

LTKO 2C - Intermediate Korean: Second Year III
Instructor: Jeyseon Lee

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: Students can perform all intermediate-level tasks with linguistic ease, confidence, and competence. They are consistently able to explain in detail and narrate fully and accurately in all time frame. In addition, they may provide a structured argument to support their opinions, and they may construct hypotheses. They may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies.

Listening: Students are able to understand, with ease and confidence, conventional narrative and descriptive texts of any length as well as complex factual material such as summaries or reports. They are able to follow some of the essential points of more complex or argumentative speech in areas of special interest or knowledge.

Reading: Students are able to understand, fully and with ease, conventional narrative and descriptive texts of any length as well as more complex factual material. They are able to follow some of the essential points of argumentative texts in areas of special interest or knowledge. In addition, they are able to understand parts of texts that deal with unfamiliar topics or situations.

Writing: Students are able to write about a variety of topics with significant precision and detail. They can handle informal and formal correspondence according to appropriate conventions. They can write summaries and reports of a factual nature. They can also write extensively about topics relating to particular interests and special areas of competence.

LTKO 149 - Readings in Korean Language History and Structure
Instructor: Jeyseon Lee

This course is designed to develop cultural understanding and professional/academic level reading skill for students with coverage of materials on Korean language history from the 5th century to the present, previous and current writing systems, and Korean language structure. This is a Korean cultural/literature topics course designed for students to understand Korean language history and structure.

Readings in Korean Language History and Structure I focuses on Korean language history and writing systems; Readings in Korean Language History and Structure II focuses on Korean language sound system and word formation system; Readings in Korean Language History and Structure III focuses on Korean language grammar system and meaning change. LTKO 149 in the Spring 2018 focuses on Korean language grammar system and meaning change.

LTLA 3 - Intermediate Latin (II)
Instructor: Julia Mebane

In this three-quarter sequence (LTLA 1-2-3), students will learn the fundamentals of Latin grammar and begin reading the comedies of Plautus, speeches of Cicero, and history of Livy. In the third quarter, students will continue to master verb morphology and the usage of the six cases, as well as acquire new vocabulary and continue reading primary texts.  We’ll spend time considering how Latin evolved from one of many regional languages on the Italian peninsula to the dominant language of the Roman empire. We will also study graffiti, inscriptions, and papyrus fragments in order to appreciate Latin as a living language used by millions of people in the ancient world. Assessments will include short homework assignments, weekly quizzes, a midterm, and a final.

LTLA 3 - Intermediate Latin (II)
Instructor: Eliot Wirshbo

More of the same, except PhD (Piled higher and Deeper). We'll forge ahead undaunted in our beloved text, though instead of having chuckles from laff-riot Plautus to sustain us, we'll plunge into more serious authors and learn Latin through Roman history and mythology. (In fact, the two fields are often hard to distinguish clearly.)

The grammar begins to change a bit in character also, as the memorization of countless forms begins to give way to higher-order usages known as 'syntax.' This will involve matters whose very names are meaningless at this point but which will constitute ongoing challenges: indirect statement, subjunctive mood, impersonal verbs, participles of various tenses and voices.

But the approach will be the same: read some text and then learn the already somewhat intuited grammar through the tackling of exercises. Six quizzes at 4-5 day intervals, mid-term, final.

LTLA 105 - Topics in Latin Literature
Ovid's Metamorphoses: Love Stinks

Instructor: Eliot Wirshbo

Upper-division students fatigued by all the marginal authors recently on offer -- Aulus Gellius, Plautus, Apuleius -- will now have someone mainstream to test their grammatical knowledge on. But despite being canonical, Ovid is quirky enough to flout convention and push the limits of decorum.

We'll read selections from his most influential work, which contains scores of tales involving change of shape ("Meta-morphoses"). The theme will be love, a subject Ovid claimed to be an expert on -- except that the stories to be read all involve a love that is in some way wrong, or frustrated, or excessive, or fated to end in tragedy.

Ovid has always been admired for his wit and lively story-telling ability. One of the aims of this course is to reveal the poetic technique behind these aspects of O's reputation: how he wields rhetorical and verbal tricks to invest readers in his tales. Another consideration: how myths can be altered by a mythographer who molds raw material to his artistic impulses -- in O's case, to be striking, poignant, different.

Mid-term, final, daily recitation. Upper division courses like this require a 4,000-word paper, which can be most easily accomplished with an annotated bibliography (though there are other options).

LTRU 1C - First Year Russian
Instructor: Rebecca Wells

Please contact instructor for course description

LTRU 104A - Advanced Practicum in Russian
Instructor: Rebecca Wells

Please contact instructor for course description. 

Intermediate courses in Spanish language/literature:

The introductory/beginning Spanish sequence (1ABCD) is offered through the Linguistics Language Program (see http://ling.ucsd.edu/language/llp-spanish.html)
Intermediate language and upper-level language and literature courses are offered through the Literature Department (see: http://ltspoffer.blogspot.com)
Contact Beatrice Pita (bpita@ucsd.edu) 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 2A, 2C, 2E & 50C will be held in common on SATURDAY, JUNE 9th, 2018.

LTSP 2A - Intermediate Spanish I: Foundations
Instructor: TAs 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.

Contact instructor (bpita@ucsd.edu) with any questions regarding placement.

Note: The Final Exam for LTSP 2A is scheduled for SATURDAY, JUNE 9th, 2018. Contact instructor (bpita@ucsd.edu) with any questions regarding placement.

LTSP 2C - Intermediate Spanish III: Cultural Topics and Composition
Instructor: TAs 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 for SATURDAY, JUNE 9th, 2018. Contact instructor (bpita@ucsd.edu) with any questions regarding placement.

LTSP 2E - Advanced Readings and Composition for Bilingual Speakers
Instructor: 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 SATURDAY, JUNE 9th, 2018. Enrollment for LTSP 2E requires department pre-authorization; contact instructor (bpita@ucsd.edu) with any questions regarding placement.

LTSP 50C - Readings in Latin American Topics
Instructor: TAs 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 50C prepares Literature majors and minors for upper-division work. LTSP 50A or 50B or 50C are required for Spanish Literature majors. May be applied towards a minor in Spanish Literature or towards fulfilling the second literature requirement for Literature majors. Prerequisites: Completion of LTSP 2C, 2D, 2E or 2 years of college level Spanish.

Note: The Final Exam for LTSP 50C is scheduled for SATURDAY, JUNE 9th, 2018. Contact instructor (bpita@ucsd.edu) with any questions regarding placement.

LTSP 135B - Modern Mexican Literature
Mexican science fiction and speculative fiction
Instructor: Rosaura Sanchez

In this course we will be looking at a variety of speculative fiction and science fiction short stories by Mexican writers.  In the process we will compare these to "el cuento fantástico" and read a few essays on critics’ assessment of science fiction.  We will be looking at stories taken from collections edited by Gabriel Trujillo Muñoz, Paco Ignacio Taibo II, and Federico Schaeffler.  There will be two short papers assigned, a mid-term and a final exam.

LTSP 171 - Studies in Peninsular and/or Latin American Literature and Society
Did you Say Populism? Popular culture, and social movements in Contemporary Chile (2006-2013)
Instructor: Luis Martin-Cabrera

What is populism? What is Popular Subjectivity? Who Can Claim to Speak on Behalf of the People? What is the Relationship between the Category of the “People” and the Notions of Gender, Class, Race, Sexuality etc? Can Populism be Feminist? Are Transgender People included in the People? Are popular subjectivity and populism the same thing? Is populism Different in Latin America?

We will ask and discuss these and other questions in the context of the last waves of protest in Chile (2006-2013). In 2006 high school students took to the streets in Santiago and other cities to protests the dire conditions of the educational system in Chile. In 2011 college students did the same thing to end profiting in higher educations. These movements were only the tip of the iceberg. Other movements from feminist movements to indigenous and community based activism also took to the streets during this period.

In this class we will study how popular culture represented and constructed this movements and the notion of popular subjectivity that accompanied them. We will discuss novels, testimonials, hip hop music, film and TV series as well as theoretical texts dealing with populism and popular culture.

 LTSP 171 will fulfill Literature/World major’s non-European/non-U.S. requirement.

LTSP 174 - Topics in Culture and Politics 
Mining, Ecology and Culture in the Andes
Instructor: Luis Martin-Cabrera

Even before the arrival of the Spanish conquerors to the Andean region in the XVI Century, mining has been a crucial component in the economy of the territory. With the arrival of the white European man, the indigenous population of the region was almost immediately subjected to the institution of the “Mita” and other forms of non-wage exploitation and dehumanization. The emergence of the new independent republics of Perú, Bolivia, Chile and Argentina did not change the situation of these ancestral communities . Under the new criollo regimes, indigenous people were still driven out of their lands and forced to work in the mining operations for meager salaries. In the present, the economies of much of these countries is still predicated on the extraction of minerals such as lithium, gold, cupper, silver and other natural resources that happens to be in indigenous lands.

Yet, parallel to these processes of dispossession and exploitation, the Aymara, Quechua, and Lickan Antay communities of the Andean highlands, managed to survive and preserve key elements of their cultures and societies. Key among those, it is a different non-objectifying way of relating to nature and life and a different understanding of ecology, production and development.

In this class we will study both the cultural imaginaries of mining in the Andes, and the forms of indigenous resistance to it. Some of the authors we will discuss include Inca Garcilaso de la Vega, Guamán Poma de Ayala, José María Arguedas, Silvia Ribera Cusicanqui, John V. Murra, and others.

 LTSP 174 will fulfill Literature/World major’s non-European/non-U.S. requirement.

LTTH 150 - Topics in Critical Theory
Translation Theory and Practice

Instructor: Amelia Glaser

This course is simultaneously an in-depth seminar in literary theory and a workshop in the practice of literary translation (it can be petitioned to count as a LTWR workshop). We will read theoretical texts that shed light on questions of translation, language and interpretation. Students will also have several very short creative translation assignments throughout the quarter. Throughout the quarter you will be working in groups to produce a creative literary translation, which may include non-text media and non-literal approaches to translation. Your final project will consist of a translator's introduction, which will be presented alongside this translation. Students will be supported in seeking a broader audience for these final translation projects, either through web-or print-based publication, or public performance. Note that there is no foreign language prerequisite to taking this course, since you will be working in groups, at least one member of which will speak a language other than English. This course can fulfill a LTWR workshop requirement.

LTWL 19C - Introduction to the Ancient Greeks and Romans
Instructor: Eliot Wirshbo

A republic born out of rebellion against royal authority, a people priding itself on individuality and common sense, a political body with power shared among three branches ... and then oligarchic power grabs, unfair distribution of wealth, and a transformation from a form of government where the individual could be heroic to one where an emperor whimsically dictated whatever he wanted.

Well, that description of ancient Rome was meant to sound a bit like modern-day America, but this course is not so much focused on politics and history as on literature (which of course to some extent reflects the historical moment in which it happens to be composed). We'll try to see how the Roman ethos is expressed through the whole panoply of Latin literature, including not just works of imagination but also history and oratory and satire. 

Inevitably, the "issues" touched on by the Roman authors, given the nature of our shared humanity, will often feel contemporary. Such a feeling is healthy, as a trite but valid reason for studying this material is to enlarge our sense of what it has meant to be human and to discover affinities between ourselves and other peoples.

Two 2,500-word papers, mid-term, final.

LTWL 87 - Freshman Seminar
Dystopia in Film and Literature
Instructor: Lisa Lampert-Weissig

George Orwell’s dystopian classic, 1984, recently shot to the top of Amazon’s bestseller list. What does this novel, written in 1949, have to say to us today? We will explore political, environmental, and technological dystopias in works such as Atwood’s The Handmaid’s Tale, Butler’s The Parable of the Talents, Collins’ The Hunger Games, and the UK television series Black Mirror.

LTWL 114 - Childrens Literature
Instructor: Seth Lerer

This course introduces students the historical range of children’s literature, from Classical Antiquity, through the Middle Ages, Renaissance, Modern period, and to the present. Our goal will be to understand the enduring forms, themes, and social contexts of writing for children and teaching children how to read. Thus, we will begin with education in Classical Antiquity: with Aesop’s Fables and with the teaching of language. We will move through stories of adventure, poetry of comfort and devotion, and tales of fantasy and the imagination. We will examine the social creation of “boys” and “girls,” the impact of exploration and science, and the making of the illustrated children’s book. The course will have some familiar authors (Lewis Carroll, Dr. Seuss, J.K. Rowling, Neil Gaiman), some classics (e.g., The Wind in the Willows, Peter Pan), and some historical works that, I hope, will be a revelation to the modern reader (e.g., Sarah Fielding’s Female Academy of 1749). Finally, I hope this course in children’s literature will provoke students to reread “adult” works of poetry, adventure, and imagination in new ways, and to see how, throughout history, certain writers (Defoe, Swift, Twain) became reworked and appropriated as children’s writers. Assignments will include a creative paper (writing a beast fable, with explication), a critical paper (7-10pp. piece of analysis of a text), and a scheduled final exam.

Course can be considered a LTEN equivalent; about two-thirds of the material was originally written in English.

 LTWL 114 is an LTEN equivalent course. 

LTWL 128 - Introduction to Semiotics and Applications
Dreams in Cinema
Instructor: Alain Cohen

How do we compare our own analysis of our everyday dreams with the dreams represented in film? Our readings in film interpretation will run the gamut from Freud’s basic Interpretation of Dreams, to today’s psychoanalytic theories and research done in neuroscience so as to elaborate upon this question. Films proposed for extended study will include such classics as Alfred Hitchcock’s renowned Spellbound (1945) and Ingmar Bergman’s Wild Strawberries (1957). Other films which explore dreams and dream-like fantasies will extend to Stanley Kubrick’s Eyes Wide Shut (1999), Chris Nolan’s complex dream-within-dreams in Inception (2010), Michael Haneke’s The Piano Teacher (2001) –whose main protagonist does not dream as her life experience is that of a lived nightmare –, as well as clips from several other contemporary films. These clips will illustrate the relationship of psychoanalysis and cinema which is at the heart of film theory and film history, as are several approaches to the semiotics of cinema. The films with explicit dreams, fantasies, and reveries will be studied with focus on the viewer/character and psychoanalyst/patient interactions, towards the interpretation of symptoms, anxiety, conflict, repression, et al.

The course will be run in seminar style around the main topics of dreams, dream interpretation, the flashback as art and convention, audiences’ involvement, patients and psychoanalysts in cinema, with rf. to the foundational texts of film theory (by C. Metz, L. Mulvey, G. & K. Gabbard). Lectures will also deal with methods of psychoanalytic theory applied to dreams in film – which involve psychoanalysts and semioticians from early Freud to current research in neuroscience (e.g. J. Fosshage.)

For their paper on close analysis and for their course project, students will consult with their professor to choose a specific film involving dreams, in conjunction with at least one of the authors selected from the reading list and from the course Reader (made available by week 3 through University Readers.) Several films will be suggested for such, during the first half of the course – e.g., Michel Gondry’s Eternal Sunshine of the Spotless Mind (2004), or his amusing The Science of Sleep (2006), among so many films where dreams appear.

The course may be taken as a LTEN equivalent. (Course cannot be repeated.)

Graduate students are welcome.

 LTWL 128 is an LTEN equivalent course. 

LTWL 172 - Special Topics in Literature
Medieval gruesome murders, contemporary conspiracy theories, and a world that can be read like a book:  Umberto Eco murder mysteries
Instructor: Adriana de Marchi Gherini

The world is a text, that can be read by finding meaning and context in signs and symbols.  Semiotics is the study of meaning and of communication through these signs and symbols, and Umberto Eco popularized this discipline over decades through works of theory and fiction.  In this course we will read his two best known mystery novels, the almost Gothic, bloody, and sophisticated The Name of the Rose, and the paranoid, almost hallucinogenic Foucault's Pendolum.  Students will have to develop a new conspiracy theory, give a short oral presentation about it, and write a final paper.

Italian Literature students can use this course in alternative to LTIT161 to fulfill the Major/Minor requirement.  Please contact me at demarchi@ucsd.edu for details and information.

Read before signing up for LTWR courses: Enrollment in Literature Writing Courses

LTWR 8A - Writing Fiction
Instructor: Lily Hoang

Please contact instructor for course description.

LTWR 8C - Writing Nonfiction
Instructor: Danielle Pafunda

Our Writing Nonfiction class will explore how writing about ourselves becomes writing about the world and how writing about that which isn’t us often becomes memoir. This course introduces several forms of literary nonfiction through the most recent Best American Essays and supplementary texts. We will read these forms of nonfiction and cover relevant concerns from other genres. We’ll consider what makes something not-a-fiction and also devote ourselves to issues of craft. Throughout the quarter, our discussions will serve as a springboard for individual work on our three key assignments.  

LTWR 100 - Short Fiction Workshop
Instructor: Camille Forbes

Please contact instructor for course description.

LTWR 106 - Science Fiction, Fantasy, and Irrealism Workshop
Sinister Spinnings! Popular Tales, Respun

Instructor: Anna Joy Springer

We all bring our histories to every text we encounter, and texts amend and frame our histories.  Our culturally-determined reading practices, of course, determine our writing interests and strategies.

Ideally, literature enlarges readers’ understanding of self, relationship, and culture.  However, popular tales like fairy tales, folktales and myths often implicitly support dominant ideologies, making it hard for readers to conceive of alternative ways of experiencing the world.  In this class, you will undermine the dominant world-views implicit in canonical source-texts by rereading them through your own historical and cultural lens, and by rewriting them to address your own (idiosyncratic-yet-mediated) perspectives and values.  

In this class, you will revitalize, that is, “re-spin" popular tales.  Your final short story will become a “con-text” or “counter-discourse.” .  You’ll re-weave a vibrant, relevant fiction out of a tale so well known that it may have become a sort of lifeless background hum or so under-appreciated that it deserves a brand new spotlight and stage.

Course Texts: Film Freeway; "The Company of Wolves” by Angela Carter;  excerpts from My Mother She Murdered Me, My Father He Ate of MeMidnight Robber by nail hopkinson; Briar Rose by Robert Coover; “The Tale of Old Venn” by Samuel Delaney; "Help Me Follow My Sister into the Land of the Dead” and "The Husband Stitch” by Carmen Maria Machado

LTWR 113 - Intercultural Writing Workshop
Don’t Need You: A Riot Grrrl Writing Workshop
Instructor: Melissa Bañales

Riot Grrrl Nicky Click once said, “Never underestimate the power of a girl daydreaming in her bedroom about changing the world.” It is this spirit that is at the heart of one of the most powerful Feminist, cultural, and artistic movements of both the 20th and 21st century: Riot Grrrl. While most know Riot Grrrl for its empowering, defiant punk rock and zine culture, what many do not know is that Riot Grrrl remains one of the most influential writing communities world-wide today (and it’s not just for “girls” anymore!). All over the world riot grrrls are using the tools of narrative and memoir to write themselves out of pain as well as into liberation, going beyond the discussion of gender and gender-equality to include discourse and texts around race, sexuality, and accessibility. What makes Riot Grrrl such a lasting cultural imprint is the intimate, raw, unapologetic, layered, and straightforward attitude that their writing embodies. In this workshop we will explore the ways riot grrrls access their material and follow-through creatively by engaging in the some of the writing and cultural activities they have established, most notably: first and second-person narratives; cross-genre work such as journals, diaries, letters, lists, interviews, playlists, and mixtapes; radical performance such as guerilla performance, performance art, and spoken-word; and radical economies such as independently-owned record labels, feminist bookstores, small presses, zines, zine fests, and grrrl conventions. We will also explore where Riot Grrrl got their inspiration by looking at the ancestors and fore-parents that helped foster Riot Grrrl such as 70’s Feminism, folk music, and art-as-protest. Through exploring these modes of culture and process writers will gain a fuller understanding of current events, history, and counterculture as well as build a toolbox for accessing work, creating work, and putting out work in the world. Writers will also have the opportunity to learn how to take an idea and make it more than just a good piece of writing but also a cultural affair. This course is designed as an upper level undergraduate creative writing workshop and critical thinking Literature course where fifty percent will be writing & workshop of our own creative writing developed during the course; twenty-five percent will be readings, discussions, and guest speakers; and twenty-five percent will be a final consisting of a complete body of work or excerpt from a longer work (novel/stories/essays, poems, zine) as well as organization and participation in a class-wide, end of the quarter cultural event honoring Riot Grrrl at UCSD.  Through exploring the diversity of styles and forms that Riot Grrrl embraces, writers will better understand the urgency of this culture’s work, the ways this culture has been both problematic & inspiring to others, and how in our own writing we can learn from their work and honor the truths we feel need to be heard. By the end of the quarter, successful students in this course will have a sample of creative work not just for the course final but for future use as well. Successful students will also have given back to the community around them by creating an event at UCSD for all students to honor and engage with Riot Grrrl. Some of the writers and culture-makers we will explore this quarter include: Audre Lorde, bell hooks, Third Woman Press, Kathleen Hanna, Bikini Kill, Kill Rockstars, Sleater-Kinney, Billy Rain, India’s Pink Army, Guerilla Girls, Pussy Riot, Bitch magazine, Leah Lakshmi Piepzna-Samarasinha, Riot Grrrls of Color, and many, many more. Course texts and materials will be distributed through online resources and in-class. You will need regular, reliable access to the Internet to fully participate in this course.

LTWR 115 - Experimental Writing Workshop
Crossing Lines  - Women’s experiments in stories of sex and travel.

Instructor: Anna Joy Springer

The focus of this very challenging class is on feminist, queer and woman-centered experiments in English Language and translated literatures of the 1980’s and 1990’s, with a particular emphasis on topics of sex, travel, and rebellion.  and forms that resist harmful and/or reductive ideologies and modes of expression.  We’ll be reading unruly texts written by women whose work reflects the authors’ multifaceted identity-structures and politics. The course readings specifically explore women’s physical, intellectual, discursive, spiritual, and political interactions in their world(s) and the vicissitudes and interplay of characters’ “identities” as gendered, racialized, nationalized, aged subjects, embodied, in history.  Each of the course texts will provoke questions about what literature is and what it can be and might do in the world.  Via theme, syntax, methodology, and structure, these works provide counter-narratives to a variety of dominant and dominating discourses.  In so doing, these works galvanize critical/creative agility, allowing us fresh possibilities for understanding ourselves in relationship to others and for re-creating ourselves and our worlds through our own writing. Primary course texts are the film Freeway, Zami by Audre Lorde, Women Without Men by Shahrnush Parsipur, Blood and Guts in High School by Kathy Acker, Flaming Iguanas by Erika Lopez, excerpts from Hothead Paisan and the Film Rise Above.

LTWR 148 - Theory for Writers/Writing for Theory
Instructor: Danielle Pafunda

This hybrid workshop offers writing students a working knowledge of literary theory while exposing literature students to workshop strategies to refresh their writing of theoretical texts. We will explore the intersections between poetry and philosophy, between fiction and the real, between feeling and knowing. We’ll take a particular look at affect theory as we consider how feeling produces writing (or the urge to write), how writing in turn makes us feel, and how language becomes the medium of communicating our experiences in our bodies and identities to others—both those in power and those on the fringes. Discussion of student’s three workshopped pieces and the texts we read compose the bulk of class.