New York City College Of Technology Instructor’s Name: Humanities Department Contact Email: Course Title: Survey of Early Office: L630; 718-260-5018 SPA 3301; Section _____ Office Hour:

Sample Syllabus

3 Credit Hours; Course Prerequisites: SPA 2202 or SPA 2202HS; or placement test and department permission Flexible core: WORLD CULTURES AND GLOBAL STUDIES

Course Description This course is intended for students with an advanced level of proficiency in Spanish. It covers a selection of works of Spanish literature (poetry, prose, drama) from the Middle-Ages to the end of the 18th century. Students are introduced to techniques of critical literary analysis. Class activities include group discussions, reading, and written assignments. Conducted in Spanish.

Standard Textbook: Bianco, Paola; Sobejano-Moran, Antonio, Introducción a la Literatura Española, Newburyport, MA: Focus Publishing, 2005. NOTE: Students are required to bring the textbook/reading materials to every single class. Extra material will be available on Blackboard as the course progresses (for more details, see Humanities Department Attendance Policy below).

Assessment Overview

1. Quizzes/ assignments: Students will show progressive acquisition of literary vocabulary, and demonstrate in oral discussion and on written assignments their ability to incorporate such language material. Students will demonstrate gradual command of concepts, techniques and procedures necessary to the appropriate examination and analysis of literary forms.

2. Midterm examination: Students will acquire a working knowledge of literary concepts and techniques to examine selected pieces of poetry and narrative prose. 3. Final examination: Students will demonstrate their ability to use the vocabulary and idiomatic expressions used in literary texts, and a gradual development of their ability to examine and interpret literature with independent mind. 4. Class participation: In class participation students will demonstrate their ability to interpret literary texts by answering, in the appropriate level of language, to general questions about the covered material, and by examining excerpts critically. Grading Distribution

Quizzes/ assignments 10% Midterm examination 30% Final examination 30% Class Participation 30%

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Humanities Department Attendance Policy It is the conviction of the Humanities department that a student who is not in a class for any reason is not receiving the benefit of the education being provided. Missed class time includes not just absences but also lateness, early departures, and time outside the classroom taken by students during class meeting periods. Missed time impacts any portion of the final grade overtly allocated to participation and/or any grades awarded for activities that relate to presence in class.

Absence is failure to attend any part of the class, from roll call to dismissal. Please note that sleeping or putting your head down on your desk means that you are not present in the class; the same is applied to unauthorized use of electronic devices, leaving the classroom during class, or leaving early.

Plagiarism and NYCCT Academic Integrity Policy: “Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.” (See pp. 73-76 in the student handbook). The following are some examples of plagiarism:

• Copying another person’s actual words without the use of quotation marks and footnotes attributing the words to their source. • Presenting another person’s ideas or theories in your own words without acknowledging the source. • Using information that is not common knowledge without acknowledging the source. • Failing to acknowledge collaborators on homework and laboratory assignments. • Internet Plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the internet without citing the source, and “cutting and pasting” from various sources without proper attribution. • Speech assignments must be paraphrased into your own language and properly cited. All major writing speeches and exams will be run through Safe Assign.

NOTE: In the event that the instructor finds that the results of students’ homework, scripts, and other at home activities do not correspond to their level of proficiency, students may be called to take an extra exam to prove their capacity to solve tasks similar to those normally assigned in class.

Policy on In-class use of technology Students are required to log into their City Tech emails and Blackboard regularly (every two to three days) in order to get updated information on course content, download handouts, watch videos, and follow class assignments. Failure to do so is every students’ responsibility and the consequences may affect their final grades. CUNY guidelines state that all communication between students and the instructor must be through your City Tech email address. The professor will use ONLY City Tech email addresses as primary means of communication. The instructor will make every effort to answer email messages promptly (Monday to Friday until 5:00 p.m.).

Any electronic devices (e.g. cell phones, tablets, computers, etc.) must be turned off when class begins, and remain off when the class is in session, unless otherwise indicated by your instructor. Any evidence of cell phone use (ringing, buzzing, etc.) and similar equipment use will result in an automatic zero in participation for the day’s session. Using a cell phone during a test will result in a test score of zero. 2

Technological issues are not a valid excuse for lack of participation or lack of course work. Students should foresee potential technical problems and should always have a Plan B in place (e.g., use of computers in the campus).

Accessibility Statement City Tech is committed to supporting the educational goals of enrolled students with disabilities in the areas of enrollment, academic advisement, tutoring, assistive technologies and testing accommodations. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state and city laws. You may also request services for temporary conditions or medical issues under certain circumstances. If you have questions about your eligibility or would like to seek accommodation services or academic adjustments, you can leave a voicemail at 718 260 5143, send an email to [email protected] or visit the Center’s website t http://www.citytech.cuny.edu/accessibility/ for more information.

Humanities Department Commitment to Student Diversity The Humanities Department complies with the college wide nondiscrimination policy and seeks to foster a safe and inclusive learning environment that celebrates diversity in its many forms and enhances our students’ ability to be informed, global citizens. Through our example, we demonstrate an appreciation of the rich diversity of world cultures and the unique forms of expression that make us human.

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Sample Course Schedule Tuesday/Thursday (Schedule will vary by Instructor and School Calendar)

DATE CLASS TOPIC

0/00 1 Course introduction. Overview of the Spanish literature. Origin and evolution of Castilian (from spoken Latin to Romance language). Literary terminology: cultural / literary periods (Middle Ages; Golden Age: Renaissance, Baroque). Literary genres (epic, lyric, dramatic poetry).

2 11th Century: Las jarchas (first documented lyric poetry in Romance language) 12th Century. Castilian epic poetry (Cantar de gesta). Mester de juglaría (popular poetry): El Mio Cid (I): “El destierro del Cid.”.

3 Cantar de Mio Cid (II): “Las bodas de las hijas del Cid.” 4 Cantar de Mio Cid (III): “La afrenta de Corpes.” Study of the epic verse: “metro” (syllable count), “rima.” Film presentation (Cantar de Mio Cid).

5 13th Century: Mester de clerecia (learned poetry): Gonzalo de Berceo: Los milagros de nuestra señora (selection). Study of “mester de clerecía verse:” cuaderna vía, rima consonante. QUIZ 1 (El Cid).

6 14th Century: Castilian prose (fiction): Don Juan Manuel: El conde Lucanor (short- story collection). “Lo que le sucedió a un mozo que se casó…” “Don Illán y el mago de Toledo.” Study of language: author’s restrained way of tale-telling (style), didacticism, influences (oriental legacy).

7 14th Century Mester de clerecía (cont.). Arcipreste de Hita: Libro de buen amor. QUIZ 2 (Don Juan Manuel).

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8 Libro de buen amor (cont.) Study of characters and language: lovers and go-betweens; author’s humorous and satitical style (irony). 15th Century. From the Middle Ages to Renaissance. Fernando de Rojas: La Celestina

9 La Celestina (cont.) Study of language and characters: realism; self-interest (greed, lust) as behavioral motivation, Film presentation (La Celestina). MIDTERM EXAMINATION (The examination consists of a questionnaire based on La Celestina).

10 15th Century (cont.) Marques de Santillana: Serranillas (selection of lyric poetry). Villancicos: selection of lyric poetry (popular, anonymous).

11 15th Century (cont.) El romancero: traditional poetry (popular, anonymous). Home assignment on La Celestina: Identification / collection of proverbs / sayings from the text.

12 16th Century. Renaissance: lyric poetry. Garcilaso de la Vega, Fray Luis de Leon, San Juan de la Cruz (selected poems). Topics of Renaissance poetry (Carpe diem). Study of poetic forms (décima, soneto)

13 17th Century. Baroque prose: : Don Quijote de la Mancha (selected chapters).

14 17th Century (cont.). Baroque poetry: Luis de Gongora, , Francisco de Quevedo (selected poems). Baroque style (culteranismo y conceptismo). Topics of baroque literature (pessimistic worldview).

15 La novela picaresca: El Lazarillo de Tormes (selected chapters).Study of language (humor, satirical description of society) and characters: the “pícaro,” Spanish underdog archetype. Film presentation (Lazarillo de Tormes). FINAL EXAMINATION. (The examination consists of a questionnaire based on El Lazarillo…)

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Course Intended Learning Outcomes and Assessment Details

LEARNING OUTCOMES ASSESSMENT METHODS Students will show progressive acquisition of Class discussions and exams literary vocabulary, and demonstrate in oral discussion and on written assignments their ability to incorporate such language material.

Students will demonstrate gradual command of Written quiz based on a poem or prose selection concepts, techniques and procedures necessary to the appropriate examination and analysis of literary forms.

Students will demonstrate gradual command of Continuous observation by instructor of concepts, techniques and procedures necessary students’ preparation (reading assignment and to the appropriate examination and analysis of class discussion). literary forms. Active participation of students is encouraged.

Students will acquire a working knowledge of Midterm Exam (based on reading and literary concepts and techniques to examine preparation of major work). selected pieces of poetry and narrative prose.

Students will acquire gradual ability to interpret Reading assignment / class discussion literary texts by answering, in the appropriate level of language, to general questions about the covered material, and by examining excerpts critically.

Students will show progressive command of the Class activity: Reading comprehension (prose vocabulary and idiomatic expressions used in selection) literary texts, and a gradual development of their ability to examine and interpret literature with independent mind.

Students will demonstrate their ability to use the Class activity: Reading comprehension (poetry vocabulary and idiomatic expressions used in selection) literary texts, and a gradual development of their ability to examine and interpret literature with independent mind.

Students will demonstrate their ability to use the Final Exam (based on reading and preparation vocabulary and idiomatic expressions used in of major work). literary texts, and a gradual development of their ability to examine and interpret literature with independent mind.

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GENERAL EDUCATION INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS PATHWAYS LEARNING OUTCOMES: ASSESSMENT METHODS WORLD CULTURES AND GLOBAL STUDIES 1. Gather, interpret, and assess information Reading assignments and class discussions of a from a variety of ces and points of view. variety of texts (poetry, short-story, novel, play, essay) will engage students in both literature as an aesthetic experience and literature as a source of valuable information on the Spanish cultural background. This activity will require a close examination of form and content of a text. For example, Arcipreste de Hita’s “Libro de buen amor” is one of the selected works in which students will be engaged in relevant aspects of the analysis and evaluation of early Spanish literature, such as school / poetic technique (mester de clerecía, cuaderna vía), personal style (sense of humor, social satire) and historical context (medieval institutions, social structure, way of living, etc.). 2. Evaluate evidence and arguments critically or A film can provide a relevant material for close analytically. examination. For example, “El Cid” (anonymous epic poem) is a film presentation of this national hero’s exploits during the Reconquista (military campaign aiming at recovering lands occupied by of North Africa). The film intently will eventually engage viewers in productive discussion of topics associated with the Spanish Medieval society: the Reconquista, king / vassal relationship (feudalism); courtly life, chivalry code, religion. The Cid embodies the moral values of the official society. He epitomizes the Christianknight: loyal vassal; honest, expert so oted Christian, loving husband and father. 3. Produce well-reasoned written or oral Reading Comprehension Test. This test arguments using nce to support conclusions. consists of reading of a selected text (short- story, poem) followed by a questionnaire. Here students will demonstrate their ability to handle the material by giving appropriate answers based on valid arguments, reasoned possibilities of text interpretation. For ex. Lope de Vega’s sonnet “Marcio, yo amé…” is a typical piece of baroque poetry, which abounds in plays on words involving form as well as meaning. The right interpretation of the poem requires alternate understanding of “estrella” as star and fate, “cielos” as sky and heaven, among other meaning connotations, in reference to the love story in question. Written report This 7

assignment can be based on a reading, an audio-visual material (film), a performance (play), etc. A written report is intended to develop students’ ability to work independently and, eventually, to work on a selected literary topic (for ex. study of a “romance”). As a result of students’ regular training in class discussion of readings and other activities, and based on the nature and content of the material (for ex. a movie adaptation of Fernando de Rojas’ La Celestina), they will be able to communicate in writing their reactions to the material, and provide valid arguments supporting their interpretation and critical evaluation of the said material. Relevant topics to work on are, for ex., realistic features in “La Celestina:” language; selfishness, greed and sexual passion as behavioral motivations of characters, etc). 4. Identify and apply the fundamental concepts Reading Assignment / Class Discussion A and methods of a discipline or interdisciplinary reading assignment (for ex., the novel Lazarillo field exploring world cultures or global issues, de Tormes) is followed by a class discussion including, but not limited to, anthropology, which includes examination of the language economics, ethnics studies, languages (building material (vocabulary, idioms) and the historical upon previous language acquisition), geograp / cultural context of the work in question (XVI ce, sociology, and world literature. Century Spain). This is a first step in the approach intended to ensure students’ comprehension and appropriate interpretation of the material. The next step would be an examination of style (author’s personal style / style associated with a literary period: Renaissance, Baroque, etc.), which includes all kinds of resources and technical procedures in poetry and prose (verse, figures of speech, tropes, etc.). Students are also encouraged, under the instructor’s guidance, to communicate their reactions to and opinions on the reading. This activity is not only aimed at the progressive development of students’ language skills, but especially of the students’ analytical and critical handling of information. 5. Analyze the historical development of one or Examination of literary material in a historical / more non-U.S. ocieties. e the historical cultural context. The “Romancero” (collection development of one or more non-U.S. ocieties. of anonymous poems describing various aspects of human experience, relevant events of the country history) is a primary source for the study of the Spanish society, the formation of national identity along the Middle Ages . Through the “romances,” students will acquaint themselves with the conflict of Christians and Moors for land control, everyday life in urban and rural communities under Moorish or 8

Christian rule, communities where Christians, Jews and Muslims, the ethnic groups making up the cultural stock, the national character of the country, coexisted for centuries in a permanent social exchange. One of those “romances,” to be read and discussed in class, “La pérdida de Alhama”, highlighting the Moorish decline in Spain, describes the Christians’ taking of this city, and prefigures the imminent fall of the kingdom of (1492), which marks the end of Arabs’ occupation of Spain. 6. Analyze the significance of one or more The rise of Islam (VIIth century) and its major movements ave shaped the world's progressive influence across East and West was societies. a movement that changed history, especially the history of the Iberian peninsula. As a result, Spain (al-Andalus) became a preeminent scientific and artistic center (Cordova) , a depository of rich oriental traditions. This is what student will find and examine in Don Juan Manuel’s writing. He was a pioneer in the assimilation and dissemination of this legacy in Western Europe. His stories (“El conde Lucanor”), models of fine Castilian prose, are mostly versions of tales belonging to an old tradition of oriental literature, making up a didactic repertory of topics that later can be found in other European authors. 7. Analyze and discuss the role that race, Social differentiation played a crucial role in the ethnicity, class, belief, or other forms conflict between Christians and Muslims during differentiation play in world cultures or the Moorish occupation of a large part of the societies. Iberian peninsula in the Middle Ages. Along with language and culture, religion (Islam versus Christianity) was a most evident factor of hostility for both factions struggling for military and political dominance of the land. “El Cid” (epic poem), for ex., is a document vividly illustrating the subject. It will provide students with scenes where Moors and Christians kill themselves, respectively, in the name of Allah and Santiago, the patron saint of Spanish warriors. On the other hand, students should become aware, nonetheless, of how important Moorish legacy has been in the formation of modern Spain (for ex., Oh Allah > Spanish “Ojalá” I hope). 8. Speak, read, and write a language other than Regular practice of Spanish, through the English, and that language to respond to various in-class and out-of-class activities, will cultures other than one's own. gradually increase students’ language skills, a crucial learning requirement they will demonstrate in active class participation, and as a result of assignments and tests / 9

examinations. Their expected level of Spanish proficiency (language and culture) will allow them to communicate in everyday life situations, and to form and express appropriate ideas and opinions about the Spanish cultural background.

Updated MARCH 2021 David Sanchez Jimenez

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