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Fall 2015 CERVANTES' DON QUIXOTE Prof. Julio Baena Syllabus

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Fall 2015 SPAN 3700: SELECTED READINGS. SPANISH LITERATURE IN TRANSLATION. CERVANTES’ DON QUIXOTE Prof. Julio Baena Office: McKenna 24 Office hours: Mondays 10-12; Wednesdays 1-3, and by appointment e-mail address: [email protected] Syllabus Don Quixote de la Mancha is one of the most important books ever written. No literary critic in the world, or cultural critic, or even philosopher fails to mention it, to analyze it to interpret it. It has been influential to thinkers from Lukács to Foucault to Bakhtin to Girard to the Frankfurt School, and to writers from Sterne to Nabokov to Borges to Flaubert. No other book in the world, except for the Bible, has been translated to more languages, or undergone more editions and reprints, or generated so many books and articles about it. It is, of course, a novel, the first modern novel according to most critics, a herald of modernity, but it is also a book that scrutinizes the human psyche, the nature of empire and domination, the reality of the real, or the way in which it is reality that imitates fiction as much as the other way around. The purpose of this course is to read and comment this one book. Or it can be argued that it is two books, because Cervantes published Part I in 1605, and Part II in 1615… or it can be argued that it is three books, because a “fake” Don Quixote was published in 1614, which Cervantes incorporates in a brilliant intertextual exercise, or it can even be argued—following Borges—that we are dealing with an unlimited number of Don Quixotes. Don Quixote is a book about many things: idealism/realism; humor/seriousness; modernity/middle ages, etc. But it is always a book about books. Everything in it is mediated by several layers of reading/writing, so that the very nature of reading/writing constitutes its main issue. Modernity, thus, gives way to post-modernity from its very start, and that is why this book continues to be one of the most important ever written, in any language, in any era. The course will read a number of chapters of Don Quixote each week, focusing on a theme, for which auxiliary bibliography will be provided and required to read. Texts A number of good translations of Don Quixote exist. We will use the English translation by Tom Lathrop, Signet Classics (ISBN 978-0451-53181-0) (it is designed specifically for American students, and it is not expensive). For students in the class who can read Spanish, it is recommended that they have a Spanish edition at hand, in order to savor the original prose by Cervantes. A good Spanish edition can be also the Spanish edition by Tom Lathrop. Auxiliary or complementary readings Selected texts on criticism about Don Quixote in relation to important issues of general cultural significance are recommended for each week’s chapters of DQ. They will be commented upon briefly. However, these are among the texts that students will use for their final papers— depending on each student’s topic—. The bibliography about DQ is so vast that it is nearly impossible to handle. Students will be required to come to the teaching assistants’ or professor’s office to discuss how to look for bibliography according to the specific topics of their final papers, and for any other special reading need. I have selected a list that puts in perspective the importance of Don Quixote and the issues associated to it for world-wide readers, not necessarily specializing in literature or majoring in Spanish. The complementary readings from which we will be commenting as the course progresses come from this list: Allen, John Jay: Don Quixote, Hero or Fool? Althusser, Louis “Ideology and Ideological State Apparatusses.” Bakhtin, Mikhail: The Dialogic Imaginaton Borges, Jorge Luis: Pierre Ménard, Author of Don Quixote Burningham, Bruce: Tilting Cervantes Cascardi, Anthony: Ideologies of History in Spanish Golden Age ---. (ed.) The Cambridge Companion to Don Quixote Childers, William: Transnational Cervantes Close, Anthony: A Companion to Don Quixote De Armas, Frederick: Don Quixote and the Saracens Dudley, Edward: The Endless Text Egginton, William: The Theater of Truth El Saffar, Ruth: Distance and Control in Don Quixote ---. Beyond Fiction: The Recovery of the Feminine in the Long Novels by Cervantes El Saffar, Ruth, and Diana De Armas Wilson: Quixotic Desire Foucault, Michel: The Order of Things (especially Intro and Chapter 1) ---. “What is an Author?” Fuchs, Barbara: Passing for Spain Garcés, María Antonia: Cervantes in Algiers Gerli, Michael: Refiguring Authority Girard, René: Deceit, Desire, and the Novel (Especially Intro and Chapter I) Hitchcock, R. “Cervantes, Ricote, and the Expulsion of the Moriscos Iser, Wolfgang: “The Repertoire.” Johnson, Carroll B. Cervantes and the Material World Kundera, Milan: The Art of the Novel. Lacan, Jacques: “The Mirror Stage.” Lukács, Georg: Theory of the Novel Maravall, José Antonio: The Culture of the Baroque ---. Utopia and Counterutopia in Don Quixote Murillo, Luis Andres: The Golden Dial Parr, James: Don Quixote: Anatomy of a Subversive Discourse Riley, Edward C. Cervantes’ Theory of the Novel Unamuno, Miguel de: Our Lord Don Quixote Methodology: Monday and Wednesday: Professor’s lectures Monday or Tuesday: Recitation sessions. These sessions are mandatory, and will constitute most of the participation grade During lectures, the professor will explain, analyze, and contextualize the chapters assigned for the day. There will be a 5-minute quiz almost every week (12 quizzes total) destined to test reading comprehension and to make sure that the students are reading the text closely and carefully. Also in each lecture class, questions will be distributed to students for them to answer and discuss their answers during recitation sessions. Most of the grade for participation will come from the recitation discussions. Recitation sessions are conducted by Teaching Assistants. Students will discuss the questions distributed in advance by the professor, will get a feedback on their quizzes, and answer to a brief written question in the last 5 to 10 minutes. If there is time, they can also discuss their final paper projects, but it is recommended that the discussion of each individual project takes place with the professor or the TA during office hours or time set for such discussions, out of class. Attendance: Two absences in lecture and one in recitation are allowed without penalty. Beyond that, 3 points per unexcused absence will be deducted from the final grade. Excused absences are those related to illness (medical note needed), sports participation (note also needed), or any other justifiable reason (proof needed). Final Essay: students must write a 10-page final essay (double-spaced, Times Roman font 12 or equivalent). 10 pages is a minimum, and it is recommended that students plan for 15 pages. The essay must choose a specific topic on Don Quixote, with depth and analysis being preferable to width and synthesis. A minimum of 5 bibliographical auxiliary sources must be chosen and used. Students must be able to articulate literary concepts, present a coherent and logical argument, close-read the primary text, and relate it to the theoretical issues explained during the course. A first draft of the essay is due two weeks before the deadline. Grade distribution 2 partial or midterm exams (one take-home, and one in-class). 15% each for 30% Final exam 20% Final essay 20% Weekly quizzes 10% Grade for answers to questions for recitation 10% Class participation 10% CALENDAR Week 1 Complementary readings for weeks 1 and 2: Gerli: Refiguring Authority (Intro). Barthes: “The Death of the Author” Foucault: The Order of Things (Intro and Ch. 1) Dudley: The Endless Text (Conclusions) Mon. Aug, 24 Brief introduction to the course. The Prologue to Don Quixote Part I. Chapters 1-3 Topics: The borders of a text: a meta-prologue A writer who reads; a hidalgo who reads. Bad data. Prostitutes become princesses. Questions to answer and discuss in next recitation: --“Idle reader.” How does Cervantes relate the reader to the protagonist? --Whose activities and problems does the reader find before finding those of the Protagonist? --Is Don Quixote unique in the way he perceives a mediated reality? --What were Chivalry Romances? How do they compare to our own “cheap” entertainment? Aug 24 and 25 Recitation Wed. Aug 26 Quiz #1 Chapters 4 to 8 Topics: Andrés’ adventure: how (not) to be a super-hero “I know who I am” (modern subjectivity) DQ’s library; books to keep or to burn Sancho’s introduction Windmills/giants. The author runs out of text. Questions to answer and discuss in next recitation: --Andrés’ adventure: idealism and reality (the dialectics of good deeds) --The merchants: blind faith and money --What is D Q’s second favorite literary genre? --How is the burning of books related to Spain’s reality in the 1600’s? Week 2 Complementary readings for weeks 2 and 3: El Saffar and Wilson: Quixotic Desire El Saffar: Distance and Control in Don Quixote Mon. Aug 31 Chapters 9 to 14 Topics: Fragments and versions. Cide Hamete Benengeli The myth of the Golden Age (of goats and sheep) First love story: Marcela. A pastoral-cum-suicide Questions to answer and discuss in next recitation: --After an abrupt interruption, how many more voices are added to the telling of the story, and how reliable are they? --The pros and cons of fragments in narrative --Marcela: she is free (but she is also narcissistic). Aug 31 and Sep 1 Recitation Wed. Sep 2 Quiz #2 Chapters 15 to 19 Topics: Desire, lust, and darkness at the inn: Medicines to cure or kill Sancho’s body as a “credit card” Reality and perception (in a dust cloud or in a dark night) Questions to answer and discuss today or in next recitation: --The first interpolated story is a pastoral one.
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  • Implementing an Education Programme and SOAP Notes

    Implementing an Education Programme and SOAP Notes

    “Implementing an Education Programme and SOAP Notes Framework to Improve Nursing Documentation.” Joseph Donohoe (JD) A Dissertation submitted in part fulfilment of the degree of MSc Healthcare Management, Institute of Leadership, Royal College of Surgeons in Ireland MSc in Healthcare Management 2014-2015 “Implementing an Education Programme and SOAP Notes Framework to Improve Nursing Documentation.” MSc in Healthcare Management 2014-2015 Student ID: 13118960 Date: 13/05/15 Word Count: 16, 423 Facilitator: Ms Siobhan McCarthy 2 Ireland Bahrain Dubai RCSI Reservoir House, PO Box 15503, 4th Floor A/P25, Ballymoss Road, Building No. 2441, Dubai Healthcare City, Sandyford, Road 2835, Dubai, Dublin 18, Busaiteen 436, PO Box 505095, Ireland. Kingdom of Bahrain. United Arab Emirates Declaration Form Declaration: “I hereby certify that this material, which I now submit for assessment for the Project Dissertation Module on the MSc in Healthcare Management is entirely my own work and has not been submitted as an exercise for assessment at this or any other University.” Student’s Signature(s): Date: 13/05/15 Student Number:13118960 3 Table of Contents Acknowledgements .................................................................................................. 8 Abstract ..................................................................................................................... 9 List of Tables .......................................................................................................... 10 List of Figures .......................................................................................................