SPAN 3006 - Latin American Literature and Society
North Terrace Campus - Semester 1 - 2022
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General Course Information
Course Details
Course Code SPAN 3006 Course Latin American Literature and Society Coordinating Unit Spanish Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites SPAN 2102 Assumed Knowledge Working oral & written knowledge of the Spanish language Assessment Participation 10%, Oral exchange 20%, Mid-term test 20%, 3000 word Essay 50% Course Staff
Course Coordinator: Dr Sergio Holas
Lecturer:
Dr. Sergio Holas
Room 807, Napier Building,
Phone: 83134744
E-mail: sergio.holas@adelaide.edu.au
Course Timetable
The full timetable of all activities for this course can be accessed from .
Both Lecture and Seminar 02 will be online. Seminar 01 will be face to face.
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Learning Outcomes
Course Learning Outcomes
The course aim of this course is to introduce students to the interconnected processes that shape Latin American Literature & Society.
The learning outcomes after successfully completing this course state that you should be able to:
1. To better your intercultural competence.
2. To comprehend the cognitive nature of artistic practices in Latin America.
3. To get an overview of the great diversity of Latin American literary and artistic practices.
4. To better your listening competence in the Spanish language.
5. To better your linterpretative competence in the Spanish language.
6. To better your communicative competence in the Spanish language.
7. To discuss literary texts in a critical and analytic way.
8. To reach an understanding of the ways in which Latin American artistic communities creatively decolonize and represent themselves under different and continuous processes of colonization.最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 3, 4, 5, 6, Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 4, 5, 6, 7, 8 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 3, 4, 5, 6, 7 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 4, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 2, 3 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1, 2, 8 -
Learning Resources
Required Resources
Required Readings:
1. García Márquez. Gabriel. Cien años de soledad. (Canvas)
2. Parra, Nicanor. "Poesía, antipoesía y ecopoesía". (Canvas)
3. Violeta Parra. Poesía y canciones. (Canvas)
6. Juan Luis Huenún (ed.). Poetry of the Earth. Queensland: Interactive Press (IT). (Canvas)Recommended Resources
Recommended Journals:
There are two, very important, Special Issues of the Journal IXQUIC that are dedicated to explore the theme of Ecology and Literature:
1. IXQUIC Number 2. Revista Hispánica Internacional de Análisis y Creación. Agosto 2000; and
2. IXQUIC Number 10. Revista Hispánica Internacional de Análisis y Creación. Diciembre 2014.
Recommended books:
García Márquez, Gabriel. 1982. El olor de la guayaba. Conversaciones con Plinio Apuleyo Mendoza. Bogota: Editorial La Oveja Negra.
Kusch, Rodolfo. 2010. Indigenous and Popular Thinking in América. Durham & London. Duke 最新糖心Vlog Press.
Martin, Gerald. 2008. Gabriel García Márquez: A Life. London: Bloomsbury.
Mignolo, Walter. 2005. The Idea of Latin America. Oxford: Blackwell.
Mignolo, Walter. 2000. Local Histories/ Global Designs. Decoloniality, Subaltern Knowledges, and Border Thinking. Princeton; Princeton 最新糖心Vlog Press.
Parra, Nicanor. 2004. Antipoems. How to Look Better & Feel Great. New York: New Directions.
Parra, Nicanor. 2009. After-Dinner Declarations. Austin, Texas: Host Publications.
Online Learning
Other Learning Resources
a. Latin American Network Information Center, 最新糖心Vlog of Texas:
This is a vast internet resource center with information on countries, economy, education, government, media, culture, communication, science, society and many other aspects. In English, Portuguese and Spanish.
b. Library of Congress - Hispanic Reading Room:
This is the primary access point for research to the Caribbean, Latin America, and Iberia; the indogenous cultures of those areas; and the peoples throughout the world historically influenced by Luso-Hispanic heritage, including Latinos in the US, and peoples of Portuguese or Spanish heritage in Africa, Asia, and Oceania.
c. CLACSO. Consejo Latinoamericano de Ciencias Sociales: -
Learning & Teaching Activities
Learning & Teaching Modes
Semana 1:
Introducción al curso.
NO HAY SEMINARIO ESTA SEMANA.
Semana 2:
Actividades partes 1 - 5, Gabriel García Márquez, Cien años de soledad I.
Leer y preparar preguntas para el seminario:
García Márquez, Gabriel, "La soledad de América Latina".
Semana 3:
Actividades partes 6 - 10, Gabriel García Márquez, Cien años de soledad II.
Leer y preparar preguntas para el seminario: (Parte I: hasta el minuto 17:00)
Semana 4:
Actividades partes 11 -15, Gabriel García Márquez, Cien años de soledad III.
Ver y preparar preguntas para el seminario:
Gabriel García Márquez, "La escritura embrujada" (Parte II: hasta el minuto 34:00)
Semana 5:
Actividades partes 16 - 20, Gabriel García Márquez, Cien años de soledad IV.
Ver y preparar preguntas para el seminario:
Gabriel García Márquez, "La escritura embrujada". (Parte III: hasta el minuto 52:00).
Semana 6:
Test 1 (Saturday 10th April)
Ver y preparar preguntas para el seminario:
Gabriel García Márquez, "La escritura embrujada". (Parte IV: hasta el final)
VACACIONES MITAD SEMESTRE: 12 abril al 23 de abril
Semana 7:
Violeta Parra tejiendo su mundo I.
Leer y preparar preguntas para el seminario:
a. VER: Cantar con sentido. Una biografía de Violeta Parra (Cortometraje de 22:30 minutos)
b. ESCUCHAR: Entrevista de Mario Cespedes a Violeta Parra en Radio Universidad de Concepciónm, 1960 (19:55 minutos).
Semana 8:
Violeta Parra tejiendo su mundo II.
Leer y preparar preguntas para el seminario:
Sergio Holas, "Intenso vivir. Contra el desarraigo: vida y creatividad en Violeta Parra." IXQUIC. Revista Internacional de Análisis Literario y Cultural. Número 9, diciembre 2008, pp. 24-36. (In Canvas)
Semana 9:
La poesía, la antipoesía y la ecopoesía de Nicanor Parra I.
Leer y preparar preguntas para el seminario:
Sergio Holas, "Cartografía de las impurezas en las prácticas de Nicanor Parra."
Semana 10:
La poesía, la antipoesía y la ecopoesía de Nicanor Parra II.
VER para el seminario:
Entrevista a Nicanor Parra (TVE, 19 de enero 1987) (Duración: 10:07 minutos)
Lectura opcional:
Niall Binns, "¿Por qué ecopoesía?. En Ciclo de homenaje en torno a la figura y obra de Nicanor Parra. Santiago: Ministerio de Educación. 2002: 59-74.
Semana 11:
La poesia de la Tierra I.
Lectura para el seminario:
Sergio Holas, "El arte de la palabra/ The Art of the Word". En Jaime Luis Huenún, Poetry of the Earth. pp. xv - xxiv.
Semana 12:
Clase: :La poesía de la Tierra II.
Test 2.
NO HAY SEMINARIO ESTA SEMANA.
Semana 13:
Entregar ensayo lunes 7 de junio.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
La información que se provee más adelante es sólo una guía aproximada del tiempo y el tipo de actividades que el estudiante debe hacer para cumplir con los requerimientos del curso en el que se ha matriculado.
1 x 2 hour lecture per week 24 hours per semester
1 hour seminar per week 12 hours per semester
7 hours reading per week 84 hours per semester
3 hours assignment preparation per week 36 hours per semester
TOTAL WORKLOAD 156 hours per semesterLearning Activities Summary
El curso ha sido diseñado en dos horas de clases más una hora de seminario. En el seminario el estudiante debe prepararse con anticipación para guiar la conversación de su grupo en torno al tema de la semana. Esto significa que debe leer sobre el tema de la semana, preparar un resumen ("abstract") del tema con sus principales subtemas y luego preparar 3 preguntas para guiar a los otros miembros del grupo hacia una respuesta coherente, bien articulada y con sentido lógico. -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Asistencia y participación: 10%
Trabajo de seminario: 20%
2 Tests en línea (15% cada uno): 30%
Ensayo (2.500 palabras): 40%Assessment Detail
Seminar.
You should critically examine the weekly seminar reading and prepare 3 questions that you will discuss in depth with your seminar group. The seminar must be focus and explore in depth the chosen themes. You must be able to provide directions and be able to mantain the group focus. Your seminar must be focus as well as imaginative.
Essay.
You will write an essay of no more than 1500 words in Spanish. In this essay you should answer the questions that we will be putting up during the lectures & seminars. The essay is due midday Monday 6th June, week 13th. Must be submitted by email to the coordinator of the course before 12:00 noon.
A well researched and well written essay is coherent, systemic, and has a precise argument which must be persuasive and backed with quotes and references from a contemporary theoretical background. Credit will be given to those works that are original and well documented and also to those arguments that have a coherent and logic ending. Credit will also be given to those arguments that are based on comprehensive and original quoting instead of quoting from secondary sources only.
Tests.
There will be two online tests during the semester (weeks 6 and 12). Each test will last 60 minutes. The content of these tests will be thematic and based on the novels, short stories and poetry studied during the lectures and seminars.Submission
All submission must be sent to the coordinator by e-mail on the due date.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
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Policies & Guidelines
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- Academic Credit Arrangements Policy
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- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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