LTAM 110 - Latin American Literature in Translation
Please contact instructor for course description.
LTAM 110 The Americas
LTCS 52 - Topics in Cultural Studies
LTCS 150 - Topics in Cultural Studies
Zapotec Culture: Indigeneity Across Time and Place
This interdisciplinary class introduces students to the historical and present-day cultures of the Zapotec people both in Oaxaca and the diaspora. Participants will learn about Zapotec culture through diverse modes of engagement, including language, film, literature, poetry, and modern digital media. Active participation is key, especially as there will be opportunities for participating in community engaged projects.
LTEA 120B - Taiwan Films
LTEA 120B
LTEA 120B Asia
LTEA 138 - Japanese Films
Returns and Repetitions: 20th Century Cinema in Japan
LTEA 138
LTEA 138 Asia
LTEA 141 - Modern Korean Literature in Translation from 1945 to Present
This
course examines South Korean history from 1945 to the present through a
comparative examination of literary works, films, media and popular culture. We
will focus on three larger issues: 1) globalization 2) multiethnicization and
multiculturalism 3) intersectionality of race and gender/sexuality. Some of the questions we will explore include
the following: 1) how do we conceptualize South Korean history transnationally
as part of the intensifying globalization process in the post-1945 era? 2)
how do we relate the ongoing globalization processes to the contemporary
multiethnicization and multiculturalization of South Korea? 3) how are
multiethnicization and multiculturalism being managed by the state and the
mainstream media in Korea? 4) how does Korean and Asian popular culture help
shape the regional globalization process in Asia? 5) how do various
contemporary media and communication technologies contribute to the formation
of new national, regional and globalized identities?
LTEA 141 Asia
LTEN 22 - Introduction to the Literature of the British Isles: 1660-1832
Are poets the "unacknowledged legislators of the world," as Percy Shelley wrote in 1821? Can literature build or topple empires? Is literature a business like any other, or does it transcend the logic of the market? Can anyone write literature, or is literary fame only accessible to those with the right family, gender, race, education, innate genius, emotional experience, or marketing savvy? Should literature represent entire nations, or reveal one individual's inner world?
These were pressing questions for British authors and readers between 1660 and 1832, a time period that included massive expansion in both literacy and the print industry, the birth of new genres like the newspaper and the novel, the Industrial Revolution, and Britain's transformation into a major imperial power. This class will offer an introduction to British literature of this period of radical change—a time when the terms “British” and “literature” were both subject to intensive debate. At the same time, we will practice the fundamental skills of literary analysis, learn the vocabulary of literary form, and learn how (and why) to read and write like a literary scholar. Throughout, we will return to the very questions that preoccupy the authors of our texts: what is literature, what does it do, and why does it matter?LTEN 25 - Introduction to the Literature of the United States, Beginnings to 1865
This course surveys an expansive body of literature and culture, beginning with pre-contact material and ending just before the U.S. Civil War. In this class we will take up various notions of myth and destiny to unpack the many ways writers articulated American identity and culture. The term “American,” however, is a slippery one. What precisely does it mean? Who counts as American? Is America the same things as the United States? What makes something “American literature”? Throughout the quarter we will turn to speeches, fiction, poetry, personal essays, maps, art, and periodicals to work through these questions. In addition, we will pay particular attention to the ways nation-formation, slavery, colonization, and industrialization shaped understandings of the United States, specifically, and the notion of “America” more broadly.
LTEN 27 - Introduction to African American Literature
LTEN 112 - Shakespeare I: The Elizabethan Perioda
This course introduces students to the work of Shakespeare in his first, great creative decade. It examines plays and poems written in the 1590s: the years when Queen Elizabeth I consolidated her power, when England established itself as a European naval force, when science and exploration began to challenge old beliefs and traditions, and when the study of the past became less a matter of legend and more a matter of history. We will focus close on five works written and circulated (though not necessarily first printed) in the 1590s: Romeo and Juliet, Henry IV Part I, A Midsummer Night’s Dream, Julius Caesar, and the Sonnets. Each of these works says something powerful about Shakespeare’s imagination, about the social and political life of the time, and about the relationships between that time and the historical and the legendary past.
LTEN 112
LTEN 127 - Victorian Poetry b
Shake your hips tap your feet lend me your ears let’s talk about poetry. It’s about sound, about soul, about sex it deals with death, and doubt, and difference. Whether you want to write poetry or just learn to be a better reader of it, it’s indispensable to know about the things you thought you hated: meter, and alliteration, and the difference between sonnets and sestinas. Here is your chance to learn that vocabulary (no experience required) and why it really matters—the Victorians can show you how. The Victorians also struggled with the appropriate subjects for poetry: should it address large, contemporary social issues? the realities of the domestic sphere? the subjective experience of the lyric “I”? They wondered how to (and whether to) represent the individual’s sense of alienation from self, how much poetry should seem like painting or music. They created a wide cast of characters, from the criminally insane to the deeply pious to the prostitute to the classical hero, and we’ll encounter many of them in the course of our study. This will be a strongly participatory class.
LTEN 144 - The British Novel: 1890 to Presentb
Colonial Encounters in the Adventure Novel
LTEN 148 - Genres in English and American Literatureb
Victorian Social Problem Novel
Unlikely to appear in advertisements for the Industrial Revolution were such features as sweatshops, famine, unemployment, and overcrowded slums. Faced with such an inheritance, the Victorians became a generation of reformers with radically divergent views on what reform meant and how it should be achieved. An important literary response to the “Condition of England” question, and the political and philosophical movements it engendered, was the social problem novel. We will read some examples of this characteristically Victorian genre to see how each characterizes progress, tries to educate the middle- and upper-classes, represents the working class, and envisions remedy. We will also examine the impact of the novelist’s “having a purpose” on the narrative style of his or her work: how do writers domesticate large social issues in the stories of private lives? what is the role of authorial intervention and outbursts of narrative comment in fiction? how do authors utilize history to contextualize or distance contemporary events? how convincingly portrayed are the lives and personalities of members of opposing classes, and how important is that question? Students will be asked to research particular movements or social problems to enrich our discussions of the texts. The class will also include weekly quizzes and a final interpretive essay.
LTEN 155 - Interactions between American Literature and the Visual Arts
Race as Spectacle
In this course, we
will analyze the multiple ways in which race (as well as intersecting
categories such as sexuality, class, religion or gender) are both naturalized
and deconstructed through visual media. We will focus on one particular aspect:
race as spectacle - the multiple ways in which race is produced as a
visual mass culture commodity. This happens in politics, music videos, local
news reports, fashion, children’s programs, mug shots and countless other
sites. We explore the modes of production of these images as well as the
conditions of their reception, and political and philosophical analyses of this
process – particularly those relating to questions of gender, class, sexuality
and nation. Finally, we explore counterstrategies, which rather than rejecting
mass culture, attempt to use it to undermine dominant images.
This is a seminar class, meaning that rather than
being lecture based, the course will be built around your participation.
LTEN 155
LTEN 155 The Americas
LTEN 158 - Modern American Literatured
Nabokov: Beyond Lolita
What is the relationship between a
fictional character and the author? When does a novel qualify as postmodern?
How do we read Lolita after the many #metoo revelations that have recently
surfaced? What is the difference between pornography and art? In this course we
shall explore these and other questions by studying the work of a single
author. Born in 1899 to an aristocratic Russian family, and exiled at the
age of twenty, Vladimir Nabokov became one of the most beloved and
controversial writers in the English language. Writing in
three languages (Russian, French and English), Nabokov was also a
critic, translator and lepidopterist. We will study Nabokov’s life and
work, including his poetry, short stories, novels, and criticism, beginning
with his Russian period, and continuing with his years as an émigré
in Europe and the U.S. We will read examples of his essays and translations, in
addition to several novels, including Lolita, Speak,
Memory, and Invitation to a Beheading. Readings and class
discussions will be in English. (This course on a Russian
émigré writer may be counted as a Russian literature class by petition.)
LTEN 158 The Americas
LTEN 159 - Contemporary American Literatured
The Times They Are A’Changin’: 1960s Popular Music in Cultural Context
Contrary to current mythology, most popular music during the
decade of the 1960s was neither revolutionary nor particularly
innovative. Mainstream radio was mostly AM and the music industry
controlled what was played and created for the teen audiences. It was
only in the 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. Assignments will include two papers (one an analysis of a song and
the other a final research paper) and bi-weekly, short, in-class quizzes.
LTEN 192 - Senior Seminar in Literatures in English
Careers for Literature Majors
There is an exciting and wide array of career options for Literature Majors to explore, and students will think systematically about where their own strengths and interests lie for life after college. We discuss graduate school, gap years, entrepreneurial opportunities, and hear from people who are making good use of their degrees. Students collaborate with representatives from the Academic Internship Program and Career Services to acquire experiental learning, workshop their resumes and interview skills, and develop a "Career Action Plan." 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!
LTEU 105 - Medieval Studies
The Decameron: Recreating a Lost World Through Storytelling
After a deadly virus
destroys their way of life, decimates the population of their city, and puts
them at risk, 10 young women and men decide to leave for a healthier
environment, hoping to avoid contagion. Strong of their friendship, love for
each other, and creativity, they try to recreate in their storytelling what
they have lost and miss: family, fun, sex, food, wealth, hope, dignity. They
create a small "perfect" society as an antidote to the chaos they
left behind, and that may may await them upon their return to the city.
In English. Students will choose and present one novella to the class, and
write a paper on some elements of it.
For any questions please contact Adriana De Marchi Gherini at demarchi@ucsd.edu
LTEU 105
LTEU 105 The Mediterranean
LTEU 105 Europe
LTEU 140 - Italian Literature in Translation
MEDITERRANEAN CROSSROADS: MERIDIAN THOUGHT, MIGRANT NARRATIVES
Beginning with a brief consideration of Italian emigration since
national unification in 1861, its causes and effects, and the regions it mostly
affected, we will turn our attention to contemporary immigration into Italy.
Mediterranean migrations are an everyday reality that has challenged the notion
of Italians as "brava gente" (a kind population). Neglecting the
lessons of its own migration history, and as its recent governments have shown,
today Italy is among the least welcoming and most anti-immigrant European
nations. Through the writings, testimonials, and audiovisual productions of
immigrants to Italy, this course will consider contemporary causes of
migrations, including climate change and its effects on territory, economics,
and social structures. We will consider films made from a variety of points of
view, ranging from World Bank publicity shorts, to migration and climate change
documentaries, to works by new immigrants themselves.
LTEU 140 The Mediterranean
LTEU 140 Europe
LTFR 2B - Intermediate French II
Plays from the 19th and 20th centuries as well as movies are studied to strengthen the skills developed in LTFR 2A. Includes a grammar review. Taught entirely in French. May be applied towards a minor in French literature or towards fulfilling the secondary literature requirement. Prerequisite: LTFR 2A or equivalent or a score of 4 on the AP French language exam.
LTFR 2C - Intermediate French III: Composition and Cultural Contexts
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. Prerequisite: LTFR 2B or equivalent or a score of 5 on the AP French language exam.
LTFR 116 - Themes in Intellectual and Literary History
LTFR 116 French
LTFR 116 The Mediterranean
LTFR 116 Europe
LTFR 142 - Topics in Literary Genres in French
Le roman policier en France aujourd’hui
Longtemps considéré comme un
genre mineur, le roman policier a toujours fasciné lecteurs et écrivains.
Dans un premier temps, nous analyserons brièvement les circonstances qui ont permis l’émergence du roman policier au XIXe
siècle. Nous étudierons ensuite des textes et films représentatifs de la
manière dont aujourd’hui, romans et films intègrent l’intrigue
policière afin de commenter sur des sujets divers: rôle de la mémoire, critique sociale…etc.
Le cours sera enseigné entièrement
en français.
LTFR 142 French
LTFR 142 The Mediterranean
LTFR 142 Europe
LTGK 105 - Topics in Greek Literature
Hesiod’s Theogony
LTGK 105
LTGK 105 Greek
LTGK 105 The Mediterranean
LTGK 105 Europe
LTGM 2B - Intermediate German II
Please contact instructor for course description.
LTIT 2B - Intermediate Italian II
Dal pesto al ragú: il
viaggio continua!
Il nostro viaggio gastronomico-culturale continua, con fermate a Genova
(pesto), Napoli (pizza), Milano (risotto), Bologna (ragú) e Puglia.
Studieremo avverbi, pronomi, verbi, comparativi, nuove ricette, e tanto lessico
"culinario."
4 quiz, presentazioni orali, un esame finale, e mini quiz in relazione a film.
Per informazioni, per favore contattare Adriana De Marchi Gherini a demarchi@ucsd.edu
LTIT 115 - Medieval Studies
The Decameron: Recreating a Lost World Through Storytelling
After a deadly virus
destroys their way of life, decimates the population of their city, and puts
them at risk, 10 young women and men decide to leave for a healthier
environment, hoping to avoid contagion. Strong of their friendship, love for
each other, and creativity, they try to recreate in their storytelling what
they have lost and miss: family, fun, sex, food, wealth, hope, dignity. They
create a small "perfect" society as an antidote to the chaos they
left behind, and that may may await them upon their return to the city.
In English. Students will choose and present one novella to the class, and
write a paper on some elements of it.
For any questions please contact Adriana De Marchi Gherini at demarchi@ucsd.edu
LTIT 115
LTIT 115 Italian
LTIT 115 The Mediterranean
LTIT 115 Europe
LTKO 1B - Beginning Korean: First Year II
First Year Korean 1B (5 units) is the second part of the Beginning Korean series. This course is designed to assist students to develop mid-beginning level skills in the Korean language. These skills are speaking, listening, reading, and writing, as well as cultural understanding. LTKO 1B is designed for students who have already mastered the materials covered in LTKO 1A 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 the Korean language. Additionally, speaking, reading, writing, and listening comprehension will all be emphasized, with special attention to oral speech. Upon completion of this course, students will be able to do the following in Korean:
Speaking: Students are able to handle successfully
a variety of uncomplicated communicative tasks in straightforward social
situations. Conversation is generally limited to those predictable and concrete
exchange necessary for survival in the target culture. They are capable of
asking a variety of questions when necessary to obtain simple information to
satisfy basic needs.
Listening: Students are able to understand simple,
sentence-length speech, one utterance at a time, in variety of basic personal
and social contexts. Comprehension is most often accurate with highly familiar
and predictable topics although a few misunderstandings may occur.
Reading: Students are able to understand short, non-complex texts
that convey basic information and deal with basic personal and social topics to
which they bring personal interest or knowledge, although some
misunderstandings may occur. They may get some meaning from short connected
texts featuring description and narration, dealing with familiar topics.
Writing: Students are able to meet a number of practical writing
needs. They can write short, simple communications, compositions, and requests
for information in loosely connected texts about personal preferences, daily
routines, common events, and other personal topics.
LTKO 2B - Intermediate Korean: Second Year II
Second Year Korean 2B (5 units) is the second part of the Intermediate Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught during the Korean 1A, 1B, 1C, and 2A courses. Students in this course will learn mid-intermediate level of standard modern Korean in listening, speaking, reading, and writing, as well as expand their cultural understanding. After the completion of this course, students are expected to acquire and use more vocabularies, expressions, and sentence structures and to have a good command of Korean in various conversational situations. Students are also expected to write short essays using the vocabularies, expressions, and sentence structures introduced. Upon completion of this course, students will become able to do the following in Korean:
Speaking: Students are able to handle with ease
and confidence a large number of communicative tasks. They participate actively
in most informal and some formal exchanges on a variety of concrete topics
relating to work, school, home, and leisure activities, as well as topics
relating to events of current, public, and personal interest or individual
relevance.
Listening: Students are able to understand
conventional narrative and descriptive texts, such as extended descriptions of
persons, places, and things, and narrations about past, present, and future
events. The speech is predominantly in familiar target-language patterns. They
understand the main facts and many supporting details.
Reading: Students are able to understand conventional narrative and
descriptive texts, such as extended descriptions of persons, places, and things
and narrations about past, present, and future events. They understand the main
ideas, facts and many supporting details. Students may derive some meaning from
texts that are structurally and/or conceptually more complex.
Writing: Students are able to meet a range of work and/or academic
writing needs. They are able to write straightforward summaries on topics of
general interest. There is good control of the most frequently used
target-language syntactic structure and a range of general vocabulary.
LTKO 2B - Intermediate Korean: Second Year II
Second Year Korean 2B (5 units) is the second part of the Intermediate Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught during the Korean 1A, 1B, 1C, and 2A courses. Students in this course will learn mid-intermediate level of standard modern Korean in listening, speaking, reading, and writing, as well as expand their cultural understanding. After the completion of this course, students are expected to acquire and use more vocabularies, expressions, and sentence structures and to have a good command of Korean in various conversational situations. Students are also expected to write short essays using the vocabularies, expressions, and sentence structures introduced. Upon completion of this course, students will become able to do the following in Korean:
Speaking: Students are able to handle with ease
and confidence a large number of communicative tasks. They participate actively
in most informal and some formal exchanges on a variety of concrete topics
relating to work, school, home, and leisure activities, as well as topics
relating to events of current, public, and personal interest or individual
relevance.
Listening: Students are able to understand
conventional narrative and descriptive texts, such as extended descriptions of
persons, places, and things, and narrations about past, present, and future
events. The speech is predominantly in familiar target-language patterns. They
understand the main facts and many supporting details.
Reading: Students are able to understand conventional narrative and
descriptive texts, such as extended descriptions of persons, places, and things
and narrations about past, present, and future events. They understand the main
ideas, facts and many supporting details. Students may derive some meaning from
texts that are structurally and/or conceptually more complex.
Writing: Students are able to meet a range of work and/or academic
writing needs. They are able to write straightforward summaries on topics of
general interest. There is good control of the most frequently used
target-language syntactic structure and a range of general vocabulary.
LTKO 3 - Advanced Korean: Third Year
Third Year Korean 3B (5 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 3A 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.
LTKO 100 - Readings in Korean Literature and Culture
Readings in Colonial Korean Literature and Culture
LTKO 100 Korean
LTKO 100 Asia
LTLA 103 - Latin Drama
Please contact instructor for course description.
LTLA 103
LTLA 103 Latin
LTLA 103 The Mediterranean
LTLA 103 Europe
LTRU 1B - First-Year Russian
LTRU 2B - Second-Year Russian
LTRU 104C - Advanced Practicum in Russian: Analysis of Text and Film
LTRU 104C Russian
LTRU 104C Europe
LTSP 2B - Intermediate Spanish II: Readings and Composition
LTSP 2B is an intermediate-level language course that reinforces
and enhances the development of the communicative skills (reading, writing,
listening, and speaking) and the intercultural competency of the student. Class
activities are designed so that students can build up these skills and function
at an intermediate language level. Conducted entirely in Spanish, this class
will provide students with ample opportunity to work in small groups and in
pairs while gaining confidence communicating in Spanish. Students will
learn the language in the cultural contexts in which it is produced, using a
variety of formats (film, literature, journalism, songs, etc.) and registers
from most formal to more colloquial and from the metropolitan rule to each of the
regional variations of the language.
LTSP 2C - Intermediate Spanish III: Cultural Topics and Composition
LTSP 2C is an advance-level language course that reinforces
and enhances the development of the communicative skills (reading, writing,
listening, and speaking) and the intercultural competency of the student. Class
activities are designed so that students can build up these skills and function
at an intermediate language level. Conducted entirely in Spanish, this class
will provide students with ample opportunity to work in small groups and in
pairs while gaining confidence communicating in Spanish. Stundents
will learn the language in the cultural contexts in which it is produced, using
a variety of formats (film, literature, journalism, songs, etc.) and registers
from most formal to more colloquial and from the metropolitan rule to each of
the regional variations of the language.
LTSP 2E - Advanced Readings and Composition for Bilingual Speakers
This course is the second quarter of a sequence of classes
(2D/E) designed for those students who speak Spanish at home or in their daily
lives, but may have not received a “formal education” in Spanish. The class is
designed therefore for “heritage”
speakers of Spanish. The course will emphasize reading and academic
writing skills, although all four language skills (listening, reading,
speaking, and writing) will be considered.
Although learning formal Spanish is one of the goals of the class, bilingualism or different degrees of proficiency in Spanish will not be considered a deficiency or a “problem” but rather an asset and a normal outcome of a border or migrant subjectivity. Accordingly, in this class, students will learn the formal and normative Spanish but always in the context of the historical transformations that produced a variant of Spanish as the “norm” and the rest as less valuable or deficient. In other words, we will question the production of these hierarchies while learning about the different registers and uses of Spanish.
LTSP 50B - Readings in Latin American Literature
This course introduces students to cultural analysis through the close textual reading of a selection of Latin American texts including novels, plays, short fiction and poetry. Coursework includes reading of texts, participation in class discussions and written assignments. LTSP 50B prepares Literature majors and minors for upper-division work. Two classes from the LTSP 50ABC series (any two) are required for Spanish Literature majors. May be applied towards a minor in Spanish Literature or towards fulfilling the secondary language requirement for other Literature majors. Prerequisites: Completion of LTSP 2C or LTSP 2E.
LTSP 134 - Literature of the Southern Cone
Feminismos y disidencias sexuales: producción cultural conosureña en dictadura y postdictadura
Este curso analiza la narrativa
escrita y cinematográfica de mujeres y disidentes en Chile, Argentina y Uruguay
desde los años 70 hasta la actualidad. Violencia política, memoria, cuerpos y
feminismos son los conceptos que buscaremos articular en un recorrido crítico
sobre este complejo campo simbólico.
Los
Rubios
(2003) de Albertina Carri y Cordero de
Dios (2008) de Lucía Cedrón en Argentina, El edificio de los chilenos (2010) de Macarena Aguiló y Rara (2016) de Pepa San Martín en Chile,
En la puta vida (2001) de Beatriz
Flores Silva y Migas de pan (2016) de
Manane Rodríguez en Uruguay, son algunas de las películas que debatiremos en
clases para poner en cuestión los pactos patriarcales, coloniales y
dictatoriales en las sociedades conosureñas contemporáneas.
Asimismo, trabajaremos con
novelas, manifiestos y boletines feministas que textualizan la paradoja deseo/goce
y/o muerte/vida en la narrativa disidente y de mujeres. Especialmente, en la
novela actual veremos cómo los contagios, las enfermedades, la transmisión
transgeneracional del trauma, la psicosis, los hospitales y manicomios, hacen
del terror o lo terrorífico una escena de simbolización privilegiada y novedosa
con respecto a la producción escrita anterior en el Cono Sur.
LTSP 135B - Modern Mexican Literature
Please contact instructor for course description.
LTSP 135B Spanish
LTSP 135B The Americas
LTSP 172 - Indigenista Themes in Latin American Literature
Please contact instructor for course description.
LTSP 172 Spanish
LTSP 172 The Americas
LTSP 174 - Topics in Culture and Politics
Religión cristiana en la cultura popular
LTSP 174 Spanish
LTTH 115 - Introduction to Critical Theory
The aim of this course is twofold: 1) to give each student a foothold in the basic categories and terminologies of contemporary theoretical discourse and 2) to explore and develop critically each student's theoretical approach. We will begin with the basics of how to identify our own theoretical interests. We will especially ask the questions: what materials do we need to assemble and process, in order to develop relations with the texts we study? How does theorizing take different forms in different cultural contexts? This course is intended as a foundation for further work, especially for undergraduates with plans for graduate work in literature and cultural studies. Readings will include representative texts from poststructuralist theory, Marxist theory, feminist theory, postmodern, and postcolonial theory.
LTTH 115
LTWL 87 - Freshman Seminar
Vampires in Literature and Film
How did the legend of the vampire originate and how has it changed over time? What can vampires tell us about our fears and fantasies? We will examine the portrayal of vampires in a series of films ranging from Murnau's 1922 classic Nosferatu to the shows like True Blood and the Vampire Diaries. Students will watch the films outside of class to prepare for our discussions. Visit http://talesofthenight.com for more information.
LTWL 100 - Mythology
Myths of the Ancient Greeks and Romans
Gods,
goddesses, heroes and queens, Amazons and monsters---the fabulous creatures of
the classical world, many once divine, persist as myth into our present. The
course will explore the pleasures of stories told of these characters from
ancient Greece and Rome, in poetry and tragedy, and their survival into the
Renaissance and the present. Readings include Homer's Odyssey, the Theogony,
The Homeric Hymns, two Athenian tragedies, Alcestis and the Bacchae,
Ovid's Metamorphoses, Shakespeare's Midsummer Night's Dream, and
a contemporary novel, Gods Behaving Badly.
LTWL 100
LTWL 100 The Mediterranean
LTWL 100 Europe
LTWL 114 - Childrens Literature
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.
LTWL 155 - Gender Studies
Sappho and After
LTWL 155 - Gender Studies
Women on the Verge: Explorations of Gender Across Borders
“Women on the Verge” surveys
transnational approaches to contemporary feminist and gender studies through
revisiting the figure of feminine madness. The figure of feminine madness today
is a collusion of images that are edited, cut, and reassembled. An overused,
yet not insignificant, cultural trope and subject of media sensationalism, the
concept of feminized madness provides us with both restricting and subversive
images of how gender roles are both constructed and challenged. By resituating
our contemporary relation to this figure, we seek to complicate depictions of
feminist literature and theory as “Eurocentric,” “white,” or “classist,” or
“transphobic.” Throughout the course will explore contributions to literature,
theories of intersectionality, affect theory, critical race studies, and film
as we take up Ahmed’s figure of the feminist killjoy to curate our personal
killjoy survival kits.
LTWL 155
LTWL 165 - Literature and the Environment
Take a walk with me
Contemporary research in environmental humanities, urban planning and architecture call for a transdisciplinary approach to urban and environmental challenges. Urban environments are in the frontlines of contestations and policies on citizenship, ecology, housing and justice. But how is such transdisciplinary research done in practice? This course offers an opportunity to explore this question through uniting walking explorations with critical readings on the subject.
Using our surrounding environments as our guides, co-participants, and laboratories, we read and analyze texts on walking from a variety of points of view. As assignments, the course will include a series of walks, in which students have the opportunity to put the theories of the texts under consideration into walking practice.
Further, the course
will touch upon themes of representation, politics, city government, policy,
urban wildlife habitat as well as conceptions and uses of nature, science, and
technology.
LTWL 165
LTWL 177 - Literature and Aging
In this course, we will have the opportunity to
explore the particular contribution of a humanistic approach to the research
field of healthy aging. Studying literary texts in relation to research
articles in the science and engineering fields, we will bring humanistic skills
and practices to our discussion of such topics as the neurobiology of wisdom,
engineering and writing, neuroscience and architecture, creativity and
dementia, culture and heart disease, and literature and medical education.
LTWL 177
LTWL 184 - Film Studies and Literature: Close Analysis of Filmic Text
Paranoia in Spy Films
LTWL 184
LTWL 184
LTWR 8A - Writing Fiction
This is a craft-based course in which
we will read and write short fiction. We will discuss published work in class
(including Chinelo Okparanta, Donald Barthelme, Otessa Modhfegh, Tahmima Anam
and Kathleen Collins, to name a few), and we will discuss student work in
workshop. We will aim to develop fluency in craft as we explore the process of
writing, approaching our work as an act of discovery and inquiry. Creation and
critique of each story, then, will focus on observation not evaluation.
LTWR 110 - Screen Writing
LTWR 114 - Graphic Texts Workshop
Comics for Writers
In this class we’ll look at storytelling and poetics
by creating comics-formatted literary works. This is a class for writers,
so no particular drawing skill is necessary. The course will include a
combination of comics-making techniques, workshops/sharing, and discussion of
narrative & artistic features of published comics, including contemporary
comics theory.
LTWR 115 - Experimental Writing Workshop
Writing the Cities of the Interior
This
course will take the work of 20th Century writer Anais Nin as the
starting point to consider the novel of the interior. Though mostly lauded now
as a diarist, Nin pioneered a form of prose informed by surrealism and her
early embrace and study of psychoanalysis. Students will read several of Nin’s
short novels and and cross-genre work as well as several of Nin’s essays on the
art of poetic fiction, and explore her techniques by writing their own creative
pieces of poetry, fiction, nonfiction, or cross-genre work.
LTWR 126 - Creative Nonfiction Workshop
Writing and Science
LTWR 143 - Stylistics and Grammar
Dickinson
and Her Heirs
RELI 2 - Comparative World Religions
Please contact instructor for course description.
RELI 87 - Freshman Seminar in Religion
Beginning Meditation
Please contact instructor for course description.
RELI 101 - Tools and Methods in the Study of Religion
Please contact instructor for course description.