Spanish (SPAN-GA)

This course is designed to give you the skills necessary to conduct research in Spanish. It will focus on reading knowledge of the language only. No prior knowledge of the language is required. Classes will be conducted in English and the readings will be tailored toward individual student research needs.

Foundation in the theory of translation, through readings in contemporary translation studies and practice in translation. Literary texts drawn from works related to the Hispanic and Portuguese-speaking worlds.

Provides a theoretical foundation and practical experience for teaching Spanish to English speakers at beginning, intermediate, and advanced levels. Divided into three segments: comparative study of basic structures of Spanish and English as related to teaching Spanish grammar, classroom techniques, and contrastive phonology.

Theoretical and practical introduction to the meaning of ?letters? and literature in the Middle Ages and the methods and techniques to approach them. Major themes, literary ?topoi,? and trends are illustrated with readings from the ?jarchas? and Cantar de m?o Cid through Libro de buen amor and La Celestina.

Traces origins and development of Romance languages of the Iberian Peninsula from the Roman period to the 16th century, with focus on Castilian and Portuguese. Provides students with tools for understanding written documents and literary works of the Spanish Middle Ages.

Examines two major forms of narrative poetry in the Spanish Middle Ages: the ?popular? epic of the ?juglares? and the ?learned? poetry as exemplified in Cantar de m?o Cid, Poema de Fern?n Gonz?lez, Libro de Alexandre, and Libro de Apolonio, as well as in some masterpieces of vernacular hagiography.

Intensive reading of the two parts of Don Quijote de la Mancha, 1605 and 1615. Major topics: linguistic perspectivism, satire and poetry, humor and irony. Don Quijote as first novel and last romance. In addition, La Galatea, Novelas Ejemplares, and Persiles and Sigismunda are studied.

The baroque in Spain and colonial Mexico, with emphasis on El Polifemo and Soledades of G?ngora, the Primero Sue?o, and the sonnets of Sor Juana In?s de la Cruz. Quevedo as satirist.

Study of modernismo both as literary practice and as tool for Continental self-definition. Topics: cultural appropriation and manipulation, literature and cosmopolitanism, women as objets d?art, decadence and regeneration, politics and dandyism. Prose and poetry of Casal, Silva, Dar?o, Mart?, Rod?.

Examines use of manifestos, proclamations, and polemical texts; studies both theory and practice of the avant-garde in Spanish America. Topics: the ?nativist? problematic; experiments with language; varying allegiances to futurism, cubism, dadaism, etc.

Most recent trends in contemporary theatrical practice?theatre of the resistance in Chile, critical realism in Mexico, campesino theatre in Peru, Colombian collective theatre. Tradition and innovation in the new theatre of Latin America.

Development of the novel from the end of the Spanish Civil War in 1939 until the present. Innovation, social criticism, the break with traditional canons of 19th-century Spanish realism. Texts range from Cela?s La familia de Pascual Duarte to Benet?s Una meditaci?n.

During this program of guided reading and research reports, taken in the second semester of the second year, students work with their future dissertation advisors to start to shape up a dissertation topic and prepare for the Comprehensive Evaluation.

During this program of guided reading and research reports, taken in the second semester of the second year, students work with their future dissertation advisors to start to shape up a dissertation topic and prepare for the Comprehensive Evaluation.

This course is taken in the Spring Semester of Year 1. It provides training in the following academic writing skills: writing an academic CV; writing a funding application; writing a conference paper.

This course is taken in the Spring Semester of Year 2. It follows on from Professional Writing Practices I, taken in Year 1, by providing a preparation in the following academic writing skills: writing a syllabus and submitting an article to an academic journal. The preparation in writing a syllabus will build on your classroom experience as language course instructors in your second year, as well as preparing you for your Comprehensive Exams in Fall of Year, which include producing a teaching list based on 2-3 syllabi. You will be encouraged to submit one or more articles to academic journals from your third year, so that you have a promising publication portfolio by the time you go on the job market in year 5 or 6.

This course interrogates the notion of the “archive” that has been radically opened up by activists, archivists, and scholars in recent decades. This includes, among other things, grassroots activism, radical historiographies, embodied methodologies, oral histories, cultural ephemera, film and photography, pornography, art and performance. As we explore the ways in which archives are often symbolic colonizing and nationalist projects, we will also think about how archives and documentary collections become sites of activism. We will also analyze colonial archives, alternative literacies, digital archives and processes of digitization, access to archives, embodied research methodologies, the body as archive, oral histories, LGBT/queer archives, and other public memory projects. How do some archival narratives privilege models of historical subject recovery, such that they purport to recuperate (and define) particular voices and subjectivities of the past? How do such archival engagements reassert and/or rupture traditional notions of archival authority? How are archives mediated spaces, and how do archival voices undergo several stages of transmission and filtering? Through the course, we will elucidate “affective archival encounters,” as influenced by language, race, ethnicity, gender, age, and subject of research. We will also examine the specific ways in which particular desires—archival, historical, and political—serve to inform the logics, subjects, and erasures of archives. As such, a significant component of this course will be our own personal and intellectual engagements with archives and the documents they house. The course will likely include scheduled visits to two or three archival collections in New York City, such as the Lesbian Herstory Archives, the Fales Library and Special Collections, the NYU Hemispheric Institute archive, the New York Public Library Manuscripts and Archives Division (and their Gay and Lesbian Collection), and the Hispanic Society of America’s Manuscripts and Rare Books Collection.

Topics vary by semester

Topics vary by semester

Topics vary by semester

Topics vary by semester

Topics vary by semester

Topics vary by semester

Topics vary by semester

Topics vary by semester

Evolution of Borges as poet and short story writer, with collateral readings in his essays. Texts include Ficciones, El Aleph, Otras Inquisiciones, Obra po?tica.

Different fDifferent forms of self-portraiture in Spanish American autobiographies of the 19th and 20th centuries. Major texts by Sarmiento, Manzano, Can?, Norah Lange, Vasconcelos, and Victoria Ocampo.

Workshop to direct students toward the basic approaches and structure of the future dissertation, with the goal of writing a finished proposal.

An introductory course, combining readings of writers? reflections on writing with readings in literary theory and criticism. Visiting Spanish, Latin American and Latino writers are invited regularly to lecture in the course. Required for all students. Taught once a year

The course assumes some familiarity with major fiction writers in Spanish. Students will discuss fiction and non-fiction techniques in relation to assigned readings and explore various aspects of prose writing, including memoir, literary journalism, journals, and essays. Required for all students. Taught once a year.

This class introduces students to the craft of writing poetry through readings of Spanish and Latin American poets, encourages them to reflect on that poetry and to discover in it possibilities for their own writing. Required for all students.

Students develop their skills in writing short and long fiction by submitting weekly exercises and working on a final project for the semester.

Students develop their skills in writing poetry (short and long poems, prose poems, documentary poetry, classical and avant-garde pieces) by submitting weekly exercises and working on a final project for the semester.

Students develop their skills in non-fiction (personal essay, chronicle, testimony, literary journal, hybrid pieces) by submitting weekly exercises and working on a final project for the semester.

Students develop their skills in literary translation from any genre, by submitting weekly exercises and working on a final project for the semester. Projects can be presented in the following languages: English into Spanish, Spanish into English, French into Spanish, and Portuguese into Spanish.

Students develop their skills in in a specified writing form by submitting weekly exercises and working on a final project for the semester.

Articulatory mechanisms, pronunciation, and intonational patterns of Spanish as spoken in Spain and Spanish America, with attention to national and regional variations and expression.

This course provides an introduction to Pragmatics as well as to aspects of pragmatics related to Spanish language acquisition. Speech acts (such as requests, apologies or compliments) and other aspects such as politeness and non-verbal communication will be examined cross-culturally in order to understand the nature of Interlanguage Pragmatics—that is, the non-native speaker’s use and acquisition of pragmatic knowledge in a foreign language. Finally, the application of new technologies as a means to promote the development of intercultural communication in the foreign language classroom will be explained and

Study of the more sophisticated and complex forms of literary and spoken syntax as exemplified by contemporary texts. Explication, drill, and practice also aimed at giving a complete command of verbal and written expression.

This course provides a comprehensive overview of different aspects that influence geographic and sociolinguistic variations of Spanish. In addition to geographic variation, students will explore gender- and age-based linguistic differences, as well as sociolinguistic variants due to social and cultural factors in Spain, Latin America, and the United States. Students will be introduced to theoretical and methodological concepts of dialectal, social and linguistic variants in research on language contact. Through this analysis, the course will explore language as a source of cultural identity. Students will conduct their own research on specific varieties of Spanish and their social context for a final paper and will be expected to present a portion of this material and participate actively in class discussions.

This course provides an introduction to Pragmatics as well as to aspects of pragmatics related to Spanish language acquisition. Speech acts (such as requests, apologies or compliments) and other aspects such as politeness and non-verbal communication will be examined cross-culturally in order to understand the nature of Interlanguage Pragmatics—that is, the non-native speaker’s use and acquisition of pragmatic knowledge in a foreign language. Finally, the application of new technologies as a means to promote the development of intercultural communication in the foreign language classroom will be explained and

The objective of this course is to introduce students to the study of Spanish phonology and phonetics in order to analyze various features of spoken Spanish. The course will also explore the current state of teaching phonetics in second language acquisition and the linguistic disciplines in which phonetics proves to be a useful tool to study language. The course has both theoretical and practical components that include analyzing the distinct features of the sound systems of peninsular and American variants of spoken Spanish, allowing students to distinguish regional and social varieties of the language.

Contemporary Latin American culture within the context of its past and present sociopolitical dynamiContemporary Latin American culture within the context of its past and present sociopolitical dynamics. Topics: conquest and dependence; the polemics of national identity; repression and revolution. Works by Galeano, Garc?a M?rquez, Fuentes, Cardenal, and Neruda.

Este seminario examina la huella profunda que ha dejado la historia de España de la primera mitad del siglo XX en la consolidación, o falta de la misma, de una identidad española a partir de los años 60. Empezaremos con unas representaciones atrevidas en el cine y la novela de ese pasado no muy lejano que, sin embargo, quedó sin resolver y digerir – la Guerra Civil Española. Con la ayuda de Linda Hutcheon, descifraremos el diálogo entre la ficción y la historia, la llamada “Historiographic Metafiction”, representativa de la Transición. Veremos también que la memoria, en oposición a una supuesta memoria colectiva oficial, juega un papel fundamental en esa producción cultural. Prestaremos especial atención al debate político en cuanto a la recuperación de la memoria histórica, y sus representaciones culturales. Por último, analizaremos la transformación que sufre la representación del pasado al convertirse en nostalgia, como es el caso de la serie de televisión “Cuéntame cómo pasó”. Desde las teorías de Stuart Hall que contemplan tanto la producción como el consumo de cultura, entendiendo cultura como "a critical site of social action and intervention, where power relations are both established and potentially unsettled,” podremos hacer una lectura de la España de finales del siglo XX y principios del XXI, y su lucha por redefinirse. Nuestro corpus de “textos” incluirá lecturas teóricas, cine, televisión, novelas y prensa.

Relation of theatre and poetry to painting in the Golden Age; Goya and the romantic vision in literature; expressionism and perspectivism in the Generation of 1898. Art criticism of Jos? Ortega y Gasset.

Esta asignatura tiene como objetivo estudiar diferentes estéticas que surgen en la producción cultural española, en momentos históricos concretos desde el principio del siglo XX hasta la contemporaneidad. Específicamente, el análisis se enfocará en los motivos estéticos a menudo contrarios a ‘lo bello’—lo grotesco, lo esperpéntico, lo siniestro, lo abyecto, lo sublime, lo kitsch, lo fantástico, lo obsceno y lo fantasmal—, provocando así cierto distanciamiento o asombro en el que se encuentra la posibilidad de crítica. El análisis de los motivos estéticos producidos por cada manifestación cultural guiará el debate en clase en torno a la representación del suceso histórico y del sujeto. ¿Qué relación existe entre la historia y la cultura? ¿Qué potencial tiene la producción cultural—cine, literatura, artes plásticas y visuales—de aportarnos una visión crítica de una historia ‘otra’ a la que se representa en la historiografía convencional? El alumno trabajará en la ‘lectura’ de textos teóricos (Benjamin, Certeau, Chambers, Foster, Freud, Kracauer, Kristeva, Lyotard, Rancière, Todorov) y objetos culturales de diversa índole: la pintura y la escultura, la fotografía, la arquitectura, la literatura y el cine.

The intersection of Spain and Spanish America. Topics: new world consciousness vis-?-vis Spain in Latin American writers; Spain seen from exile; cultural interaction between Spanish America and Spain in the contemporary world.

P/F grade assigned by thesis director. The MA Thesis is a substantial piece of original scholarly work on a topic of the student’s choice, completed with the guidance of a faculty advisor. As the capstone to the MA degree, the Thesis gives students the opportunity to demonstrate expertise in their chosen area of research (Applied Linguistics or Literary and Cultural Studies). Students make progress on their MA Thesis over the course of the Spring term and summer months for final submission in summer.

Este curso tiene como objetivo estudiar los diferentes aspectos de la herencia cultural judía, musulmana y cristiana en la España medieval. Se pondrá un énfasis especial a la contribución de musulmanes, judíos y cristianos a la literatura española, la historia de España, la religión, filosofía, artes y ciencias. Gran parte del curso estará dedicada a la comparación entre estas contribuciones. También se analizará la situación social de las comunidades cristianas, judías y musulmanas en un contexto tanto cristiano como musulmán, así como el papel desempeñado por las mujeres en estos contextos. Se estudiarán los problemas de tolerancia e integración en al-Ándalus y en la España cristiana, así como la ruptura de la coexistencia, la Inquisición y la expulsión de los judíos y el fin del poder musulmán en 1492. Especial relevancia se dará a las cuestiones de identidad de los grupos minoritarios en un entorno multicultural. En clase se analizarán, se comentarán y se discutirán fuentes primarias—traducidas al español—de cada una de estas culturas, así como otros documentos de la época.

Este curso explora las relaciones entre literatura y discursos de la modernidad política y cultural en América Latina durante el siglo XIX. A través de una lectura crítica de ensayos, cuentos y novelas, examinaremos como estos escritores respondieron, a nivel ideológico y formal, a tres desafíos claves de la transformación histórica que significó la independencia política de España: la construcción de estados-naciones modernos en sociedades étnicamente heterogéneas, la descolonización política y cultural, y la mercantilización de las relaciones sociales. Nos enfocaremos en las maneras en que recibieron, adaptaron, y contestaron formas europeas de modernidad, analizaremos sus estrategias retóricas, y exploraremos cómo intentaron resolver las profundas divisiones sociales, culturales y económicas entre las elites criollas y las mayorías no blancas, así como entre hombres y mujeres.

Offered in the Spring term, this course aims to guide students in their individual research for the MA Thesis, as well as to follow their progress and development in collective workshops throughout the semester. The workshop will serve as a space in which students can prepare different materials to plan their research, in collaboration with their thesis advisors and colleagues in class. Students will prepare the following materials to be revised in a workshop format, allowing them to give and receive peer feedback on their writing: a research proposal, an initial bibliography for the MA project, a timeline developed between the student and advisor, a portion of a working draft for the thesis, and an abstract for their final presentation at the Graduate Student Symposium. The success of the MA workshop depends on the students’ preparation and continuous collaboration with faculty mentors outside the classroom. For this reason, a large part of the grading criteria will be based on class participation and preparation for the workshops, as well as on periodic self-evaluations of their progress according to the timeline agreed upon by the student and advisor. At the end of the term, students will organize the speakers, moderators, and panels for the Graduate Student Conference, contributing to their professional training.