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LTAF 120

LTAF 120 Africa

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LTAM 100 The Americas

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LTAM 105 The Americas

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LTAM 110 The Americas

This course focuses on The Wonderful Wizard of Oz, the seminal 1900 novel of American fantasy and children’s literature by L. Frank Baum. Baum’s book—though in the form of a children’s tale—has been widely understood to be an allegory on turn-of-the-century American politics, particularly a commentary on the presidential election of that year, though its meanings are multiple and more complicated than this. We will begin with an examination of the ways that Baum’s book represents the classic hero’s journey, as well as may function as a critique of American political and economic hegemonies, particularly as they involve gender, race, and empire. Following this, we will look at how several visual adaptions—including the 1939 film The Wizard of Oz, 2025’s Wicked: For Good and the 2007 television miniseries Tin Man—each attempt to extend, undermine, and/or interrogate the meanings of the original. We will conclude by studying Salman Rushdie’s 1990 novel Haroun and the Sea of Stories, which draws from the same fantastical and allegorical tradition of The Wonderful Wizard of Oz and is a conscious homage to that earlier work, revealing undercurrents of gender politics, indigenous rights, LGBTQ liberation politics, animal rights, and anti-fascist politics that can be read from both works.

The course looks at the relationship between love and time in contemporary romantic comedies. It examines rom-com relationships that follow traditional life courses and those that reject romantic chronology altogether. Films may include How to Lose a Guy in 10 Days, 50 First Dates, The 40-Year-Old Virgin, I Give It A Year, and Weekend. Students will learn foundational skills in film analysis.

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It may be the 2020s, but the 1980s are alive and well. From the resurgence of neon colors and oversized blazers to the nostalgic settings and images present in current media production, the ‘80s are everywhere you turn. The decade is one that has an immediately recognizable aesthetic, and Hollywood continues to revisit it today in belated sequels like Cobra Kai or Top Gun: Maverick and in retro-styled serials like Stranger Things. So what defined the cinematic style and content of the 1980s? The course will investigate this question through an introductory overview of Hollywood cinema during that decade, an era in which a surge of “high-concept” blockbuster films hit the big screens (and the newer shopping mall multiplexes) of the USA. Students will watch, discuss, and analyze films in various genre, including Stanley Kubrick’s The Shining (1980), Adrian Lyne’s Fatal Attraction (1987), Paul Verhoeven’s Robocop (1987), and John Carpenter’s They Live (1988).

LTCS 111

LTCS 111

Since its invention, the cinema has been obsessed with sex and sexuality. Cinema’s technological developments have tracked the ways bodies move in seemingly realistic manners on big and small screens. Critics have in turn attributed various psychic and physiological effects produced in the viewer in response to cinematic depictions of sex, from arousal to corruption, from education to addiction, and from oppression to liberation. This course will provide a historical and theoretical overview of the ways moving image sex acts have been represented on screen, from early cinema’s silent film loops to today’s celebrity sex tapes. It considers how the cinema has functioned as a “how-to manual,” scripting how we learn, know, and experience sex-sexuality and how we make sense of ourselves as modern sexual subjects. At the same time that the course seeks to understand the ideological operations of sex in the cinema, it also aims to comprehend the multifarious ways viewers, filmmakers, and critics respond to dominant conceptions of sex-sexuality through alternative cinematic production and scholarship. Units include: stag movies, the Production Code, the avant-garde, hard core, Blaxploitation, celebrity sex videos, queer feminist porn, and the digital revolution.

LTCS 150

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LTEA 100A Asia

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LTEA 120B

LTEA 120B Asia

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LTEA 132 Asia

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LTEN 107

This is an advanced undergraduate seminar focusing on one of the most versatile poetic forms of Renaissance literature, the sonnet. The authors considered include Francesco Petrarca, Gaspara Stampa, Thomas Wyatt, Henry Howard, Philip Sidney, William Shakespeare, Edmund Spenser, Mary Wroth, John Donne, George Herbert, and John Milton. Given the continued stature and prestige of the sonnet in our own time, students will be encouraged, alongside developing critical writing, to experiment with sonnet-makings of their own.

LTEN 110

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LTEN 152 The Americas

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LTEN 171 The Americas

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LTEN 175A The Americas

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LTEN 181 The Americas

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This course dives into Umberto Eco's The Name of the Rose (1980), a gripping murder mystery set in a medieval monastery where monks are being killed off one by one in rather gruesome manners. As we follow a detective-monk investigating the crimes, we'll explore how Eco weaves together a page-turning thriller with bigger questions about knowledge, power, and who gets to control information. Through reading, analysis, and discussion, we'll discover how a 14th-century whodunit (written around 1980) connects to modern debates about censorship, technology, and the dangers of dogmatic thinking. No prior experience with literature or history required—just curiosity about a good mystery with ideas that still matter today.

LTEU 140 The Mediterranean

LTEU 140 Europe

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LTEU 141 Europe

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LTEU 154 Europe

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2B is an intermediate-level course conducted entirely in German. The class provides a review and an expansion of the four German language skills. It also emphasizes reading authentic literature, cultural texts and discussions of current events and films. Another focus is the review of grammar and gaining more communication skills in the target language.

Learning Italian is not just learning a language, but partaking of the culture this language allows you to enter.
Italian 2A/2B/50 is a grammar review, through the language of food and travel, meant to give you an "insider's perspective" on Italian culture at all levels, including music, film, sport, gestures, and of course, recipes!

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Third Year Korean 130W (4 units) is the second part of the advanced Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught in the Korean 2A, 2B, 2C and 130F courses. Students in this course will learn mid-advanced level skills in the areas of listening, speaking, reading, and writing in Korean, as well as expand their cultural understanding. Upon completion of this course, students are expected to acquire and use more vocabularies, expressions and sentence structures and to have a good command of Korean in formal situations. Students are expected to read and understand daily newspapers and daily news broadcasts. Upon completion of this course, students will be able to do the following in Korean:

Speaking: Students are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, and provide structured arguments to support these opinions.
Listening: Students are able to understand speech in a standard dialect on a wide range of familiar and less familiar topics. They can follow linguistically complex extended discourse. Comprehension is no longer limited to the listener's familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of more complex structures and linguistic experience within the target culture. Students can understand not only what is said, but sometimes what is left unsaid.
Reading: Students are able to understand texts from many genres dealing with a wide range of subjects, both familiar and unfamiliar. Comprehension is no longer limited to the reader's familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of complex structures and knowledge of the target culture. Students at this level can draw inferences from textual and extralinguistic clues.
Writing: Students are able to produce most kinds of formal and informal correspondence, in-depth summaries, reports, and research papers. They demonstrate the ability to explain complex matters, and to present and support opinions by developing cogent arguments and hypotheses. They demonstrate a high degree of control of grammar and syntax, of general vocabulary, of spelling or symbol production, of cohesive devices, and of punctuation.

Prerequisite: LTKO 2C or an equivalent level of proficiency in Korean language.

LTKO 130W Korean

LTKO 130W Asia

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LTLA 103

LTLA 103 Latin

LTLA 103 The Mediterranean

LTLA 103 Europe

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LTRU 104C Russian

LTRU 104C Europe

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LTRU 150 Russian

LTRU 150 Europe

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En este seminario analizaremos la experiencia de la gente latina en los Estados Unidos, el papel del lenguaje y la cultura en dicha experiencia y la reproducción de las ideologías lingüísticas y culturales en la sociedad estadounidense. In this seminar we will discuss the experiences of Latinxs in the USA, the role of language and culture in their experiences, and the production of language and cultural ideologies in US society.

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LTSP 100F Spanish

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LTSP 100F Spanish

This course explores advanced Spanish grammar topics from a corpus-based approach and how grammar and culture intertwine. We will also discuss the language dialectal variation of the Spanish speaking world with an emphasis in the Spanish spoken along the US-Mexico border. Students will bring examples of Spanish from their communities to the classroom to help facilitate discussions on Spanish grammar.

LTSP 110 Spanish

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LTSP 115

LTSP 115 Spanish

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LTSP 175 Spanish

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LTSP 180 Spanish

El objetivo de este seminario es explorar el español tal como se habla en la comunidad y el significado social y cultural que se atribuye a las diferentes formas de hablar. A través de un análisis crítico, las discusiones de clase se centrarán en las experiencias de los/las/les estudiantes acerca de su propio uso del español.

In this class, we will study representations of health, medicine, and the body across a historically and culturally diverse range of texts. What are the social and personal dimensions of health, illness, disability, and well-being? How do our bodies determine our selves, and our selves our bodies? And how do we, as bodies and selves, fit in the worlds we inhabit? Authors considered in this course include essayists, poets, physicians, activists, artists, and scholars—such as John Milton, Virginia Woolf, Audre Lorde, Riva Lehrer, Maggie Nelson, Atul Gawande, Ada Limón, and Alice Wong.

This course introduces the study of children’s literature from a “grown-up” scholarly perspective through a selective survey of cultural production for children over the course of the twentieth century in Europe and the Soviet Union. We will focus on children’s literature through the lens of politics and society in the USSR, interwar and post-WWII Germany and the Eastern bloc countries. By reading children’s books and theoretical writings about children and childhood, we will follow political trends including nationalism and internationalism, national socialism and fascism, socialism and communism and even back to capitalism and nationalism again. Some of our guiding questions include: what counts as children’s literature? How do different societies and political formations (including “the state” and “the family”) conceive of “the child”? Who is children’s literature for? What is the relationship between children’s literature and propaganda? Materials will include picturebooks, plays, YA-level fiction, poems and films. As a culminating assignment, students will produce their own children’s book.

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LTWL 180

LTWL 180

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LTWL 181

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LTWR 101C Spanish

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In this course, we will be reading and examining pieces of Sci Fi and Fantasy literature and writing our own pieces of irrealism, discussing and experimenting with POV, structure, and magic systems. Students will have the chance to workshop and revise pieces of short fiction, novellas, and/or first chapters of a novel. Emphasis will be on writing-as-process, with particular focus on revision as a skill.

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The Literary Translation Workshop will focus on the art and practice of literary translation. Participants should have solid command of a language other than English though, given the linguistic and cultural diversity of participants, translations will be primarily into English. This workshop will cover many practical aspects of translation, from selection of texts to word choice and sonic concerns, performance and publishing, as well as the theoretical, social and political considerations that emerge from these practices. In addition to translated texts and each others’ work, we will read commentaries and “translators’ notes” and consider the weight of these paratexts vis-à-vis the “originals.” Workshop members will choose their own texts to translate into English and will share their translations-in-progress in multiple peer workshops. Members will both receive and give peer feedback that incorporates ideas and terms from our readings.

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