spanish at leicester - University of Leicester [PDF]

SCHOOL OF MODERN LANGUAGES

Spanish &Latin American Studies Handbook Session 2012-13

Cover design: Mosaic by Antoni Gaudí

SPANISH & LATIN AMERICAN STUDIES AT LEICESTER

Welcome to the Spanish & Latin American Studies programme at Leicester. We aim to provide you with a stimulating programme of study that broadens your perspectives on the language and culture of Spain and Latin America and equips you for a range of career options. Our course structure is flexible and allows you to choose from a number of optional modules in the second and third years that reflect the research interests of members of staff, including Spanish and Latin American literature, film, art, history and cultural studies, as well as Catalan language and culture. We endeavour to create a convivial, supportive atmosphere within the department, enlivened by the presence of native speakers. The feedback we get from former students suggests that they have enjoyed their degree studies with us and we hope this will also be your experience. We wish you a happy and successful year of study ahead. In this handbook you will find the important information relevant to the programme. Information applicable to all students in the School can be found in the School Handbook on the School’s Website. Information on the Year Abroad can be found on the Year Abroad Blackboard pages.

LIST OF CONTENTS 

STAFF CONTACT DETAILS

3-4



GENERAL INFORMATION

5-6



CALENDAR, 2012-13

7



YEAR ONE MODULES: CREDITS & MODULES

8



YEAR TWO: CREDITS & MODULES

9-10



YEAR ABROAD: CREDITS & MODULES

10



FINAL YEAR: CREDITS & MODULES

11



FIRST YEAR MODULES

12-21



SECOND YEAR MODULES

22-34



FINAL YEAR MOUDLES

35-45



RESIDENCE ABROAD IN SPAIN AND LATIN AMERICA

46-47



ESSAY-WRITING GUIDELINES

48-49



LANGUAGE MARKING CRITERIA

50-51



PENALITIES FOR SUBMISSION OF LATE WORK

51



CONTENT ESSAY MARKING CRITERIA

52



LANGUAGE MARKING CRITERIA

53-56

2

ACADEMIC STAFF CONTACT DETAILS Dr Sheldon Penn Lecturer in Latin American Studies Room ATT 1103 Te1 Ext 2666 Email: [email protected]

Helen Rawlings Senior Lecturer in Spanish and Director of Studies in Spanish Room ATT 1105 Tel Ext 2660 Email: [email protected]

Dr Lesley Wylie Lecturer in Latin American Studies (Semester 2) Room ATT 1106 Tel Text 2668 Email: [email protected]

Nuria Escudero Pérez Teaching Fellow in Spanish Room ATT 1104 Tel Ext: 2687 Email: [email protected]

Dr Lucía Pintado Gutiérrez Teaching Fellow in Spanish ATT 1101 Tel Ext: 2667 Email: [email protected]

Dr Emma Staniland Teaching Fellow in Spanish Room: ATT 1212 Tel Ext: 2689 Email: [email protected]

Dr Anna Vives Teaching Fellow in Catalan & Spanish ATT 1102 Tel Ext: (223)1239 Email: [email protected]

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Martín Agnone Teaching Fellow in Spanish ATT 1106 (Mondays, Tuesdays) Tex Ext: 2669 ATT 1102 (Wednesdays) Tel Ext: (223)1239 Email: [email protected]

Marc Ripley Graduate Teaching Assistant in Spanish and Postgraduate Student ATT 1212 Tel Ext: 2689 Email: [email protected] _____________________________________________________________________ THE OFFICE HOURS OF EACH MEMBER OF STAFF ARE POSTED ON THEIR DOORS. IF YOU WISH TO CONSULT WITH US OUTSIDE THESE TIMES, IT IS BEST TO MAKE AN APPOINTMENT. PLEASE NOTE THAT OFFICE HUORS NORMALLY APPLY IN TEACHING PERIODS ONLY.

ADMINISTRATIVE STAFF CONTACT DETAILS

Mrs Hilary Casey

ATT 11.13

Tel 2682

[email protected]

Ms Stephanie Collins (Tuesdays, Thursdays)

ATT 11.15

Tel 2683

[email protected]

Ms Kerry Moralee ATT 11.15 (Mondays, Weds, Fridays)

Tel 2683

[email protected]

Mrs Mary Needham (Languages @ Leicester)

ATT 11.16

Tel 2662

[email protected]

Lynda Langford (ELTU, Administrator)

Readson House (229) 7856 [email protected]

Mr Dave Kitto (Technician)

KE Floor 6

SML Fax Number

0116 252 3633

Tel 5516

[email protected]

Note: All staff may be contacted from outside the University by prefixing the internal telephone number with (0116) 252 + extension number (4 digits).

4

GENERAL INFORMATION TIMETABLES & TEACHING GROUPS Timetables will be issued during Induction week (beg 1st October) to each year group. Teaching groups for language and content modules will be posted on the Attenborough 11th floor notice board as well as on the relevant Blackboard sites. Please check the notice board, Blackboard and your university e-mail accounts on a daily basis for any changes. COMMUNICATION We will communicate regularly with you by e-mail and it is your responsibility to check your e-mail accounts every day. You should also check the 11th floor notice board on a regular basis. Certain information (e.g. documents) may be left in the student pigeon holes on the 11th floor (along Italian corridor). OFFICE HOURS Each member of academic staff has office hours (posted on their doors) when they guarantee to be available to see students for help or advice. Alternatively you can make an appointment to see us at other times. We encourage you to make use of this facility. Do not hide away if you have a problem. PERSONAL TUTORS You will be allocated a Personal Tutor who will provide advice, information and guidance on your academic progress, and, when appropriate, advise on personal circumstances and concerns. He or she may refer you to other agencies with more specialist skills within the university (e.g. student welfare, counselling services, learning centre). Your tutor can be asked to provide references for employment and, if necessary, act as an advocate or intermediary on your behalf. See the Code of Practice on Personal Support for Students: http://www.le.ac.uk/sas/quality/personaltutor FEEDBACK AND RETURN OF WORK Detailed feedback will be given on the work you do (oral and written), as well as a mark. Each lecturer will inform you of when and how your work will be returned. The Department complies with the University’s policy for the return of marked coursework (see: http://www.le.ac.uk/sas/quality/student-feedback/return-of-marked-work for details of the full policy: ATTENDANCE Regular attendance is a course requirement and for this reason we take registers and follow up any unexplained absences or failures to hand in work. Persistent absences that cannot be explained or accounted for via medical evidence may result in sanctions at College and University. In exceptional cases, this can lead to exclusion and termination of your course of study. If you are having personal, financial or health difficulties that are affecting your attendance and/or academic progress, please contact your personal tutor or the Director of Studies directly or otherwise speak to Kerry Moralee in the School Office (see page 4 for contact details), with whom all certificates/letters covering absence should be lodged. Please bear in mind that if you miss any continuous assessment (oral or written test) through absence, your mark will be recorded as zero unless you have valid mitigating circumstances. See http://www.le.ac.uk/sas/regulations/mitigation for full details of the mitigating circumstances regulations and procedures, including the University’s definition of a mitigating circumstance. 5

WORKING METHODS Your programme will involve participation in lectures, seminars, tutorials and language classes. Each meets a particular learning need and involves different sorts of preparation/follow-up work. In lectures you will mainly be on the receiving end of information and will need to develop an effective way of taking notes for later retrieval. In seminars you will be asked to prepare material in advance and present your ideas in the context of a discussion. In a tutorial you will meet with a tutor on a one-to-one basis to review progress and give feedback on your performance. In language classes you will engage in a variety of activities that revise and develop your communicative skills and for which appropriate preparation will be set. Each contact hour will generate at least two hours a week of personal work in the form of books/texts to be read, films to be watched, written work/presentations to prepare. In addition to these two hours, you should aim to establish contact with the Hispanic world via extended reading, listening to Spanish/Latin American tv/radio and conversing with native speakers, such as Erasmus students. ASSESSMENT PRACTICE You will assessed in a variety of different ways according to subject discipline. Language will involve (a) weekly assignments, which ensure you make regular progress, (b) coursework (listening, reading, writing and speaking tasks) which contribute to your end-of-year mark and (c) formal examinations. All content (nonlanguage) modules in Spanish are assessed by a selection of coursework essays, seminar presentations, screening/slide/textual analyses and formal examinations. Each type of assessment requires careful preparation. The module leader will advise you as necessary. See pages 48-49 for guidelines on essay-writing. Hand-in-dates for all categories of coursework must be observed to avoid penalties being incurred (see page 52). Penalties for late submission of coursework follow the University scheme: http://www.le.ac.uk/sas/assessments/late-submission.

THE SCHOOL OF MODERN LANGUAGES WEBSITE The School of Modern Languages website (http://www.le.ac.uk/modlang/) contains important supplementary information on the following (including links to relevant websites) and should be consulted in conjunction with this Handbook:             

School procedures and communication within the School School and University facilities (Language Services Unit, Library, Computer Services etc.) University Regulations (Attendance, Neglect of Academic Obligations, Withdrawal etc.) Degree Programmes within the School Examination procedures Mitigating circumstances Assessment schemes within the School of Modern Languages Student Support and Guidance (Learning support facilities, Special Needs, Careers, Counselling, Welfare, Personal Tutors etc.) Plagiarism/Academic dishonesty penalties Complaints and Appeals procedures Residence Abroad Staff-Student Committee PDP (Personal Development Planning) 6

CALENDAR 2012-2013 SEMESTER 1 Week commencing 1 October

Week 1

Induction week

08 October 15 October 22 October 29 October 05 November 12 November 19 November 26 November 03 December 10 December

Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11

All classes begin

Sem. 1 classes end 14th Dec

Christmas Vacation (4 weeks) 17 December 2012– 14 January 2013 Monday 14 January

Week 12

14-25 January

ALL SEMESTER 1 COURSEWORK HANDED IN 14 JANUARY BY 12.00

Semester 1 examination period

SEMESTER 2 Week commencing 28 January 04 February 11 February 18 February 25 February 04 March 11 March 18 March

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

All classes begin

Easter Vacation (5 weeks) 25 March – 29 April 2013 29 April Week 9 07 May (6th May is Bank Holiday) Week 10 13 May 13-17 May 20 May-7 June 10 June-28 June 28 June

Sem. 2 classes end 11th May ALL SEMESTER 2 COURSEWORK HANDED IN 13 MAY BY 12.00

Week 11 Wks 12-14 Wks 15-17 Week 17 7

Oral examinations in Spanish University examination period Marking period & Exam Boards End of academic year

YEAR ONE STUDENTS: CREDITS & MODULES All degree pathways require students to study 120 credits worth of modules over the whole academic year. The number of Spanish credits you follow varies according to your degree programme and may be 60, 40 or 80. All students take either 40 credits in Spanish language (Beginners entry) or 20 credits in Spanish Language (Advanced entry). Year 1 credits: BA French & Spanish BA Italian & Spanish BA Spanish & English

60 Spanish credits per year/30 per ster 60 Spanish credits per year/30 per ster 60 Spanish credits per year/20 in semester 1 and 40 in semester 2 40 Spanish credits per year/20 per ster 40 Spanish credits per year/20 per ster 40 Spanish credits per year/20 per ster

BA Modern Language Studies BA Modern Languages with Management BA Modern Languages with Management and English as a Foreign language BA Modern Languages with History of Art and Modern Languages with Film Studies BA European Studies

1 language: 80 Spanish credits per year/40 per ster. 2 languages: 40 Spanish credits per year/20 per ster. 80/60/40 credits per year/40/30/20 per ster.

Year 1 modules: YEAR ONE MODULES SPANISH

CREDITS (p/semester)

MODULE TITLE

LANGUAGE

(CORE FOR ALL STUDENTS) SP1020 (all students) SP1021 (all students) SP1010 (all degree students) SP1024/1025 (Erasmus, JYA & Supplementary students)

20 (sem 1) 20 (sem 2) 20 (year-long) 10 (sem 1 & sem 2)

Spanish Spanish Spanish Spanish

OPTIONAL MODULES SP1026 SP1027

10 (sem 1) 10 (sem 1)

SP1041 SP1029

10 (sem 1) 10 (sem 2)

SP1031 SP1051 SP1000

10 (sem 2) 10 (sem 2) 10 (1 or 2)

Contemporary Spain Latin American Culture and Society: Mexico & Mesoamerica Spanish Literature & Film Latin American Culture and Society: South America Latin American Literature & Film A History of Spain Core Skills for Language Learners

Language Language Language Language

(Beginners) 1 (Beginners) 2 Advanced 1 & 2 (Advanced) 1 & 2

In Semester 1 SP1000 (Core Skills for Language Learners) is compulsory for Advanced students in Spanish who are following degrees in: French & Spanish, Italian & Spanish, Modern Language Studies or European Studies, unless they have opted to follow FR1000 or IT1000. In Semester 2 SP1000 (Core Skills for Language Learners) is compulsory for Advanced students in Spanish who are following the degree in Modern Languages with Management unless they have opted to follow FR1000 or IT1000. This module is not taken by students studying the degrees of Spanish & English, Modern Languages with History of Art or Film Studies or Modern Languages with Management and English as a Foreign language

8

YEAR TWO STUDENTS: CREDITS AND MODULES All degree pathways require students to study 120 credits worth of modules over the whole academic year. The number of Spanish credits you follow varies according to your degree programme and may be 60, 40 or 80. All students take 20 credits in Spanish language. Year 2 credits: BA French & Spanish BA Italian & Spanish BA Spanish & English

60 credits: 20 language + 2 x 20 content 60 credits: 20 language + 2 x 20 content 60 credits: 20 language + 30 content semester 1; 10 content semester 2 2 languages (40 credits each): 20 lang + 1 x 20 content per language + 3rd subject (40 credits) 2 languages (40 credits each): 20 lang + 1 x 20 content per language; 1 language (80 credits): 20 lang + 2 x 20 + 2 x 10 content 1 language (40 credits): 20 language + 2 x 10 content

BA Modern Language Studies

BA Modern Languages with Management

BA Modern Languages with Management and English as a Foreign language 2012-13

BA Modern Languages with Film Studies 1 language (80 credits): 20 language + 2 x 2012-13 20 + 2 x 10 content BA European Studies 2 languages (40 credits each): 20 language + 1 x 20 content; 1 language (80 credits): 20 language + 2 x 20 + 2 x 10 content Year 2 modules: YEAR TWO MODULES SPANISH

CREDITS (p/semester)

MODULE TITLE

LANGUAGE

(CORE FOR ALL STUDENTS) SP2005 (all degree students) SP2015/2016 (Erasmus, JYA & Supplementary students) SP2010 (all degree students)

20 (year-long) 10 (1 & 2)

Spanish Language (Post-Beginners) 3/4 Spanish Language (Post-Beginners) 3/4

20 (year-long) SP2017/2018 (Erasmus, JYA 10 (1 & 2)

Spanish Language (Post-Advanced) 3/4 Spanish Language (Post-Advanced) 3/4

& Supplementary students)

OPTIONAL MODULES

SP2030 SP2032 SP2035 SP2070

20 (sem 1) 20 (sem 1) 20 (sem 1) 20 (sem 1)

Federico García Lorca Catalan Language and Culture I Contemporary Mexican Cinema

SP2022 SP2023 SP2071

20 (sem 2) 20 (sem 2) 20 (sem 2)

The Mexico-US Border The Spanish Civil War

SP2036

20 (sem 2)

Cultures Within Cultures: Latino/a and Caribbean Literature from the United States

South American Narratives of Dictatorship and Exile Drugs & Displacement in Contemporary Colombian Culture

9

SP2040 SP2050 SP2000 (MLME only)

10 (sem 1) 10 (sem 2) 10 (sem 1)

European Texts in Translation 1 European Texts in Translation 2 Core Skills for Language Learners

YEAR ABROAD: CREDITS AND MODULES Students opt to spend the Year Abroad studying at a partner University or as a Foreign Language Assistant or on a Work Placement in Spain or Latin America. YEAR ABROAD MODULES (for students

CREDITS

MODULE TITLE

graduating in 2013, excluding CS and Spanish & English)

For Students who split the year between two countries/languages SP3033 20 Study Abroad via ECTS credit transfer (1 semester) SP3023 20 Work Placement report (1 semester) SP3085 20 Language Skills 1 (written)* SP3095 20 Language Skills 2 (oral/aural)* For Students who spend the whole year in one country SP3066 40 Study Abroad via ECTS credit transfer (1 year) SP 3046 40 Work Placement report (1 year) SP 3088 40 Language Skills 1 (written)* SP 3099 40 Language Skills 2 (oral/aural)* YEAR ABROAD CREDITS MODULE TITLE MODULES (BA SPANISH & ENGLISH) All students spend the whole year in a Spanish-speaking country SP3033 20 Study Abroad (Spanish ECTS credit transfer) Or SP3025 20 Work Placement report (Spanish) SP3085 20 Language Skills 1 (written)* SP3095 20 Language Skills 2 (oral/aural)* EN3033 60 Study Abroad (English ECTS credit transfer) Or EN3025 60 Work Placement report (English) * Marks derived from performance in the final year.

10

FINAL YEAR STUDENTS: CREDITS AND MODULES All degree pathways require students to study 120 credits worth of modules over the whole academic year. The number of Spanish credits you follow varies according to your degree programme and may be 60, 40 or 80. All students take 20 credits in Spanish language. Year 4 credits: BA French & Spanish BA Italian & Spanish BA Spanish & English BA Modern Language Studies BA Modern Languages with Management

BA European Studies

BA Combined Arts 2012-13

60 credits: 20 language + 2 x 20 content 60 credits: 20 language + 2 x 20 content 60 credits: 20 language + 30 content sem 1; 10 content sem 2 60 credits: 20 language + 2 x 20 content 2 languages (40 credits): 20 language + 1 x 20 content; 1 language (80 credits): 20 language + 2 x 20 + 2 x 10 content 2 languages (40 credits): 20 language + 1 x 20 content; 1 language (80 credits): 20 language + 2 x 20 + 2 x 10 content 1 language (60 credits): (20 language + 1 x 20 + 2 x 10 content)

Year 4 modules: FINAL YEAR MODULES

CREDITS (semester)

MODULE TITLE

(CORE FOR ALL STUDENTS) SP3005 (all degree students)

10 (year-long)

SP3010 (all degree students) SP 3110/3111 (Erasmus

10 (year-long) 10 (1 & 2)

Spanish Language 5 & 6 (oral/aural skills) Spanish Language 5 & 6 (written skills) Spanish Language 5 & 6

SPANISH LANGUAGE

students)

OPTIONAL MODULES SP 3132 SP 3134 SP 3175 SP 3149 SP 3151 SP 3145 SP 3155

20 (sem 1) 20 (sem 1) 20 (sem 1) 20 (sem 2) 20 (sem 2) 20 (sem 2) 20 (sem 2)

SP 3060 SP 3070 SP 3022 (AS students) SP 3071 (AS students)

10 (sem 1) 10 (sem 2) 20 (sem 2) 20 (sem 2)

The Spanish Picaresque Boom Literature: Language and Creation Salvador Dalí Art & Society in Spain Catalan Language & Culture II The Cinema of Luis Buñuel Putymayo: the history and culture of a Latin American conflict zone Modern & Post-Modern in World Lit 1 Modern & Post-Modern in World Lit 2 The Mexico-US Border South American Narratives of Dictatorship and Exile

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FIRST YEAR SPANISH LANGUAGE MODULES Module Module Module Credits Module

Title Code Definition

Spanish Language Beginners 1 & 2 SP1020 & SP1021 (all students) Level 1 20 credits semester 1; 20 credits semester 2 Co-ordinator Dr Emma Staniland ([email protected])

Module Aims This module is an accelerated and intensive introduction to the acquisition of speaking, listening, reading and writing skills in Spanish, for students with no prior knowledge of the language. The course covers the expanse of linguistic knowledge and skills whose successful attainment is equivalent to GCSE standard (equivalent to level A2 of the European Languages Framework). Learning Outcomes At the end of this module students will be able to:  Speak and write accurately about the topics covered during the course.  Recall, and accurately and appropriately deploy those grammatical structures covered throughout the year.  Verbally express themselves and engage in conversation with others about the topics studied during the course.  Extract, from Spanish language material both written and spoken, relevant information on the topics covered. Teaching and Learning Methods: Your study of the language will be placed in a context that relates to aspects of contemporary life, society and culture in Spain and Latin America. There are four contact hours per week, dedicated to practical skills: reading, writing, listening and speaking and one hour every week of practice using the web-based learning programme AVE. You are expected to attend and participate in all five contact hours, having done the necessary preparation set by the tutor, as they form an essential part of the learning process. Continuous Assessment pattern SP1020: Semester 1 Continuous Assessment (50%) Your tutor will explain the breakdown of this mark Reading and Writing Exam (50%)

SP1021: Semester 2 Continuous Assessment (50%) Your tutor will explain the breakdown of this mark Reading and Writing Exam (50%)

Dates of assessments will all be confirmed by your tutor and posted on Blackboard. Missing an assessment constitutes missing an exam and will reduce your mark in this module accordingly. Bibliography and Resources You will need to purchase a copy of the following coursebook:  Español Lengua Viva 1 – Libro del alumno (Santillana: Salamanca, 2007) The following grammar book is recommended for private study:  Pilar Muñoz and Mike Thacker, A Spanish Learning Grammar (Arnold, 2001) 12

All students should obtain a suitable dictionary such as:  The Collins Concise Spanish Dictionary or The Concise Oxford Spanish Dictionary (latest editions) If you know that you will be studying Spanish for more than one year then it would be better to purchase a large dictionary such as:  The Oxford Spanish Dictionary or The Collins Spanish Dictionary (latest editions) Additional Resources Further text resources to complement your study of the language are available in the Modern Languages Study Centre (MLSC) (Ken Edwards Building (KE) – 6th Floor). The David Wilson library holds a large collection of foreign language films including many from Spanish & Latin American. You should use these resources to immerse yourself as fully as possible in the Spanish language and in Hispanic cultures. Student support Students who are having difficulty with any aspect of language learning at this level should consult with the module leader without delay.

********************************************************************* Module Title Module Codes

Spanish Language Advanced 1 & 2 SP1010 (all degree students) or SP1024/SP1025 (Erasmus, JYA, Supplementary students) Module Definition Level: 1 Credits: SP1010 (20 credits whole year) SP1024/SP1025 (10 credits per semester) Module Co-ordinator Mr Martín Agnone ([email protected]) Module Aims This module aims to develop students’ communication skills in Spanish and their application to complex contexts and registers from an AS/A2 level in Spanish to a first year undergraduate level (equivalent to B1 of European Languages Framework). Learning Outcomes At the end of this module students will be able to:  Extract information from a range of written and spoken sources including journalistic sources and the broadcast media  Respond accurately in writing to stimulus material on topics of general and current interest using complex structures and idiom and both formal and informal registers  Communicate fluently and accurately in the spoken language, taking part in debates and simulations, as well as give short presentations on a range of topics of general interest using both formal and informal registers  Work independently to consolidate language skills Teaching and learning methods Your study of the language will be placed in a context that relates to aspects of contemporary life, society and culture in Spain and Latin America. There are three contact hours per week, dedicated to developing all the main language learning skills (reading, writing, listening and speaking), using an integrated communicative approach 13

and one hour every other week using the web-based learning programme AVE. You are expected to attend and participate in all four contact hours, having done the necessary preparation set by the tutor, as they form an essential part of the learning process. Assessment Pattern Semester 1 Continuous Assessment (25)% Your tutor will explain the breakdown of this mark

Semester 2 Continuous Assessment (25%) Your tutor will explain the breakdown of this mark End-of-year Written Examination (35%) End-of-year Oral Examination (15%)

Dates of assessments will all be confirmed by your tutor and posted on Blackboard. Missing an assessment constitutes missing and exam and will reduce your final mark in this module accordingly. Bibliography and Resources You will need to purchase a copy of the following coursebook: 

Jaime Corpas, Agustín Garmendia, Carmen Soriano, Aula Internacional 3 (Difusión: Barcelona, 2006)

You are also advised to purchase a copy of the following text books which will be of use to you throughout your undergraduate programme:  

John Butt and Carmen Benjamin, A New Reference Grammar of Modern Spanish (Fifth edition, Arnold, 2011) Christopher J Pountain and Teresa de Carlos, Practising Spanish Grammar (Arnold, 2002)

You should also purchase a suitable dictionary such as:  The Collins Spanish Dictionary or The Oxford Spanish Dictionary (latest editions) Additional Resources Further resources to complement your study of the language are available in the Modern Language Study Centre (Ken Edwards – Floor 6th ). The David Wilson library holds a large collection of foreign language films including many from Spanish & Latin American. You should use these resources to immerse yourself as fully as possible in Spanish Language and Culture. Student Support Students who are having difficulty with any aspect of language learning at this level should consult with the module leader without delay.

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FIRST YEAR CULTURAL STUDIES MODULES

Module Title Module Code Module Definition Module Leader

Latin American Culture and Society: Mexico and Mesoamerica SP1027 Level: 1 Credits: 10 Semester: 1 Dr Sheldon Penn ([email protected])

Module Aims Focussing on the regions of Mesoamerica and Mexico, this module aims to provide students with a broad understanding of some of the key historical, cultural, social and political foundations of Latin America as a basis for their linguistic and content studies at undergraduate level. This study will be carried out through the analysis of both textual and visual media. Learning Outcomes At the end of this module students will be able to demonstrate an awareness of the set topics through informed oral contributions in class and coherent analytical writing in the coursework essay. Teaching and Learning Methods Classes will take the form of introductory lectures and seminars based on individual and/or group research. Assessment Method 100% coursework: Hand-in-date: 14th January 2013 (by 12:00 noon) Topics/Themes The Geography of Latin America Indigenous Cultures and Societies of Mesoamerica The Conquest of the Americas Indigenous People, Society and Politics Cultural Expression and Identity 20th Century Revolution: Mexico Art and Society: Mexican Muralism Recommended Reading/Viewing Green, Duncan, Faces of Latin America (Latin American Bureau: London, 2005) Keen, Benjamin, A History of Latin America (Houghton Mifflin: Boston, 2000) Fuentes, Carlos, The Buried Mirror: Reflections on Spain and the New World (VHS – Parts 1 & 2). Copies in the Ken Edwards Modern Language Study Centre. Fuentes, Carlos, The Buried Mirror: Reflections on Spain and the New World (André Deutsch: London, 1992) Additional Resources A full reading list will be distributed during the first week of teaching and will be available on Blackboard.

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Module Module Module Module

Title Code Definition Leader

Spanish Literature & Film SP1041 Level: 1 Credits: 10 Dr Emma Staniland ([email protected])

Semester: 2

Module Aims This module aims to explore a number of contemporary literary and cultural genres (including a short story, short novel and film) and place them in the context of Spain’s recent socio-political development. Learning Outcomes At the end of this module students will be able to apply critical skills to their reading of texts and films and demonstrate their understanding in oral and written analysis of particular themes. Teaching and Learning Methods Classes will take the form of part workshop, part seminar with students undertaking preparatory reading and film viewing for class discussion. Assessment Method 1 coursework essay of 1,500 to 2,000 words Hand-in-date: 14th January 2013 (by 12.00 noon) Texts and Films to be studies Play: Federico García Lorca, Yerma (trans. Yerma) Short stories: Montserrat Lunatí, Días de Lluvia (trans. Rainy Days) Film: Pedro Almodóvar, Volver (trans. Volver)

All texts are available in English translation and film with English sub-titles. Additional Resources Further bibliography on all the primary texts will be provided in class and via Blackboard.

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Module Module Module Module

Title: Code: Definition: Leader:

Contemporary Spain SP1026 Level: 1 Credits: 10 Helen Rawlings ([email protected])

Semester: 1

Module aims This module introduces students of Spanish to contemporary Spain, including some of the historical, cultural, social and political issues which make the country what it is today. Learning outcomes At the end of this module students will be able to demonstrate an awareness of the key features of Spain’s development and identity, apply critical skills in their response to the issues addressed and express their understanding coherently in oral and written form. Teaching and learning methods Classes will take the form lectures, seminars and workshops, with students undertaking preparatory reading on each topic for class discussion. Assessment method 1 coursework essay of 1,500 to 2,000 words Hand-in-date: TBC Topics/themes National Identity The Geography of Spain The Transition from Democracy to Dictatorship Autonomous Regions The Spanish Economy Gender and society Youth Culture Democratic Spain Key text John Hooper, The New Spaniards (2nd edition, Penguin, 2006) Examples of further reading Barry Jordan and Rikki Morgan-Tamosunas (eds.), Contemporary Spanish Cultural Studies (Edward Arnold, 2000) Helen Graham and Jo Labanyi (eds.), Spanish Cultural Studies: an introduction (Oxford, 1995) David T. Gies (ed.), The Cambridge Companion to Modern Spanish Culture (Cambridge, 1999) Additional Resources A further bibliography and seminar discussion questions will be issued at the start of the course

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Module Module Module Module

Title code Definition Leader

Latin American Culture and Society: South America SP1029 Level 1 10 Credits Semester 2 Dr Emma Staniland ([email protected]) Dr Lesley Wylie ([email protected])

Module Aims This module aims to provide students with an understanding of some of the key political, cultural, and social changes that have taken place in South America since the Conquest. Intended Learning Outcomes On completion of this module students will have developed an understanding of the history and culture of South America. They will be able to demonstrate their knowledge through informed oral contributions in class and a coursework essay. Teaching and Learning Methods Classes will largely take the form of introductory lectures and seminars with students undertaking preparatory reading for class discussion. Assessment Method 1 coursework essay of 1,500 to 2,000 words. Hand-in-date: 13th May 2013 (by 12.00 noon) Topics The Conquest and its aftermath Bartolomé de las Casas: defender of indigenous rights José Martí: ‘Nuestra America’ The Putumayo Rubber Boom: genocide in the Amazon? Bananas and Coca Cola: the price of commodity trade September 11th in Chile: Pinochet and the Disappeared Coca culture and Evo Morales Plan Colombia The rise of the Left: Hugo Chávez Recommended Reading Galeano, Eduardo, Open Veins of Latin America: Five Centuries of the Pillage of a Continent [1971] (New York: Monthly Review Press, 1997) Green, Duncan, Faces of Latin America, 3rd edn (London: LAB, 2006) Skidmore, Thomas, and Peter H. Smith, Modern Latin America, 6th edn (New York: Oxford University Press, 2004) Williamson, Edwin, The Penguin History of Latin America (London: Penguin, 1992) Additional Resources A full reading list will be provided in the first week of teaching and will be available on Blackboard.

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Module Module Module Module

Title Code Definition Leader

A History of Spain SP1051 Level 1 Credits 10 Helen Rawlings ([email protected])

Semester 2

Module Aims This module aims to provide students with a broad understanding of key moments of Spain’s historical development from it origins to the modern era. Learning Outcomes On successful completion of familiarity with key aspects secondary literature; assemble written and spoken English, consistently.

this module students will be able to demonstrate a of Spain’s historical development; critically evaluate ideas and mount an argument clearly and coherently in incorporating bibliographical information accurately and

Teaching and Learning Methods This module will be taught through lectures and seminars. Lectures will provide an overview of the topic and will highlight the main issues which will then be developed further by students in seminars and workshops. Topics/Themes An historical map of Spain Spain’s religious heritage The Spanish Inquisition Philip II and the Catholic Reformation The decline of Spain in the 17th century Liberalism and Conservatism The Spanish Civil War Guernica Franco’s Spain Assessment 1 Coursework essay of 1,500-2,000 words. Hand-in-date: TBC Key Background Texts Simon Barton, A History of Spain (Palgrave, 2004) Raymond Carr, Spain. A History (Oxford, 2000) Henry Kamen, Golden Age Spain (Palgrave, 2005) Paul Preston, A Concise History of the Spanish Civil War (Fontana, 1996) Additional Resources A further bibliography and seminar discussion questions will be issued at the start of the course.

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Module Module Module Module

Title Code Definition Leader(s)

Latin American Literature & Film SP1031 Level: 1 Credits: 10 Semester: 2 Dr Sheldon Penn ([email protected]) & Mr Marc Ripley ([email protected])

Module Aims Students will study a short novel from Colombia, a collection of short stories from Chile and a film based on an Argentine short story directed by a Spanish filmmaker. You will consider the cultural and social themes of each text/film and come to understand the ways in which these are conveyed via their specific linguistic and stylistic forms. Learning Outcomes At the end of this module students will have acquired a critical understanding of the aesthetic and socio-cultural aspects of each set text/film and a knowledge of their historical contexts. Students’ oral and written analytical skills will be enhanced through group discussion and individual essay writing. Teaching and Learning Methods Classes will take the form of introductory lectures with workshops and seminars based on individual and/or group research. Assessment Method 1 coursework essay of 1,500 to 2,000 words. Hand-in-date: 13th May 2013 (by 12.00 noon) Core Film TBC

Core Texts Allende, Isabel, Cuentos de Eva Luna (The Stories of Eva Luna) Márquez, Gabriel García, Crónica de una muerte anunciada (Chronicle of a death foretold) All texts are available in English translation and the film with English sub-titles. Additional Resources A full reading list will be distributed during the first week of teaching and will be available on Blackboard.

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Module Title Module Code Module Definition

Core Skills for Language Learners (Spanish) SP1000 Level: 1 Credits: 10 Semester: 1 or 2

Module Title Module Code Module Definition

Core Skills for Language Learners (Spanish) SP2000 Level: 2 Credits: 10 Semester: 1

Module Leader(s)

Corinne Pelton ([email protected])

SP1000 Module Eligibility This module is also known as FR1000 and IT1000. It is compulsory for all year 1 students taking degrees in the School of Modern Languages, except for Spanish & English and Modern Languages with History of Art/Film and Modern Languages and Management with ELTU (see below under SP2000). If you are a Beginner in Spanish you must take it as a module in your other (Advanced level) language. The module is taken once only, either in semester 1 or semester 2 and according to your degree programme as follows: Semester 1 French & Spanish; Italian & Spanish; European Studies; Modern Language Studies, (Advanced level entry students, unless you have opted for FR1000 or IT1000) Semester 2 Modern Languages & Management (Advanced level entry students, unless you have opted for FR1000 or IT1000) SP2000 Module Eligibility This module is for year 2 Modern Languages and Management with ELTU students taking Spanish and runs in semester 1 only. Module Aims  To allow students to improve many of the essential skills that they will need as Modern Language students in Higher Education  To familiarise students with the grammatical terminology that they will need in language work  To encourage students to develop transferable study skills that will be essential in both language and content modules, such as developing an academic writing style, finding library resources, referencing and producing bibliographies, as well as avoiding plagiarism in essays and assessed work. Course Format This module is delivered mainly as an on-line resource, which you will access and complete at your own convenience, but will include regular face-to-face workshops. You will need to work through online diagnostic tests to find out you own strengths and weaknesses and will then be provided with online micro-lectures and exercises to help you improve your essential skills. Assessment This module will be assessed by a series of on-line tests and an end-of-semester exam.

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SECOND YEAR SPANISH LANGUAGE MODULES Module Title Module Codes Module Definition Credits: Module Leader

Spanish Language Post-Beginners, 3 & 4 SP2005 (all degree students) or SP2015/SP2016 (Erasmus, JYA, Supplementary students) Level: 2 SP2005 (20 credits whole year) SP2015/SP2016 (10 credits per semester) Dr Anna Vives ([email protected])

Module Aims This module aims to extend students’ communicative and receptive skills in Spanish Language and to build upon their understanding of advanced functions from a Beginners’ level in year 1 to an A level standard by the end of the second year in preparation for their period of residence in a Spanish-speaking country (equivalent to B1 of European Languages Framework). Learning Outcomes At the end of this module students will be able to:  Extend their grammatical understanding to incorporate complex structures.  Write accurately in Spanish using a variety of registers and structures.  Extract information from a variety of written and spoken sources and respond to it.  Discuss topics of general and current interest in Spanish (including those that relate to the period of residence abroad), take part in debates and simulations, as well as make individual oral presentations.  Work independently to consolidate language skills. Teaching and learning methods Your study of the language will be placed in a context that relates to aspects of contemporary life, society and culture in Spain and Latin America. There are three contact hours per week (one two-hour and one single hour), in which you will take part in a variety of integrated learning activities set in authentic contexts, including the practice of oral and aural skills, reading comprehension and responsive writing tasks. You are expected to attend and participate in all three contact hours, having done the necessary preparation set by the tutor, as they form an essential part of the learning process. Your programme of study will also incorporate an autonomous learning element based on films, books, and conversations with a native speaker (tandem). Assessment pattern Semester 1 Continuous Assessment (25%) Your tutor will explain the breakdown of this mark

Semester 2 Continuous Assessment (25%) Your tutor will explain the breakdown of this mark End-of-year Examination (50%) Written 35% Oral 15%

Dates of assessments will all be confirmed by your tutor and posted on Blackboard. Missing an assessment constitutes missing an exam and will reduce your final mark in this module accordingly. 22

Bibliography and Resources You will need to purchase a copy of the following coursebook:  Damaris Álvarez Ramos et al., Destino Erasmus 2 (Universitat de Barcelona and SGEL, 2009 edition) The following are recommended for purchase:  Pilar Muñoz and Mike Thacker, A Spanish Learning Grammar (Arnold, 2001)  The Oxford Spanish Dictionary or The Collins Spanish Dictionary (latest editions) And these are recommended for reference:  Juan Kattán-Ibarra and Christopher J. Pountain, Modern Spanish Grammar. A Practical Guide (Routledge, 1997)  Juan Kattán-Ibarra, Modern Spanish Grammar Workbook (Routledge, 1997)  Phil Turk, Acción Gramática (Hodder & Stoughton, 2000) Additional Resources Further resources to complement your study of the language are available in the Modern Language Study Centre (Ken Edwards – Floor 6th ). The David Wilson library holds a large collection of foreign language films including many from Spanish & Latin American. You should use these resources to immerse yourself as fully as possible in Spanish Language and Culture. Student Support Students who are having difficulty with any aspect of language learning at this level should consult with the module leader without delay. ********************************************************************* Module Title Module Codes Module Definition Credits: Module Leader

Spanish Language Post-Advanced, 1 & 2 SP2010 (all degree students) or SP2017/SP2018 (Erasmus, JYA, Supplementary students) Level: 2 SP2010 (20 credits whole year) SP2017/SP2018 (10 credits per semester) Nuria Escudero Pérez ([email protected])

Module Aims This module aims to further extend students’ communicative and receptive skills in Spanish Language and to consolidate their understanding of advanced functions from an Advanced level in year 1 to a Post-Advanced level by the end of year 2 in preparation for their period of residence in a Spanish-speaking country (equivalent to B2 of European Languages Framework). Learning Outcomes: At the end of this module students will be able to:  Understand and use the grammatical structures covered in the course.  Write with a good degree of accuracy in Spanish using a variety of registers and for different purposes.  Extract information from a variety of sources, including the printed and broadcast media and respond to it.

23

 

Communicate orally in Spanish (including simulations and short presentations) in a variety of formal and informal situations, including those to be encountered during the period of residence abroad. Work independently to consolidate language skills.

Teaching and Learning Methods Your study of the language will be placed in a context that relates to aspects of contemporary life, society and culture in Spain and Latin America. There are three contact hours per week (one two-hour and one single hour), in which you will take part in a variety of integrated learning activities set in authentic contexts, including the practice of oral and aural skills, reading comprehension and responsive writing tasks. You are expected to attend and participate in all three contact hours, having done the necessary preparation set by the tutor, as they form an essential part of the learning process. Your programme of study will also incorporate an autonomous learning element based on films, books, and conversations with a native speaker (tandem). Assessment pattern Semester 1 Continuous Assessment (25%) Your tutor will explain the breakdown of this mark

Semester 2 Continuous Assessment (25%) Your tutor will explain the breakdown of this mark End-of-year Examination (50%) Written 35% Oral 15%

Dates of assessments will all be confirmed by your tutor and posted on Blackboard. Missing an assessment constitutes missing an exam and will reduce your final mark in this module accordingly. Bibliography and Resources You will need to purchase a copy of the following coursebook:  Aula Internacional 4 (Difusión: Barcelona) You should purchase a suitable dictionary such as:  The Collins Spanish Dictionary or The Oxford Spanish Dictionary (latest editions) You are also recommended to purchase the following grammar texts:  John Butt and Carmen Benjamin, A New reference Grammar of Modern Spanish (5th edition, Arnold, 2011)  Christopher J. Pountain and Teresa de Carlos, Practising Spanish Grammar (2000) Additional Resources Further resources to complement your study of the language are available in the MLSC (Ken Edwards – Floor 6th ). The David Wilson library holds a large collection of foreign language films including many from Spanish & Latin American. You should use these resources to immerse yourself as fully as possible in Spanish Language and Culture. Student Support Students who are having difficulty with any aspect of language learning at this level should consult with the module leader without delay. 24

SECOND YEAR CULTURAL STUDIES MODULES Module Module Module Module

Title Code Definition Leader

Federico García Lorca SP2030 Level: 2 Credits: 20 Helen Rawlings ([email protected])

Semester: 1

Module Aims This module aims to examine the contribution made to Spanish culture by one of its leading play writes and poets of the twentieth-century, Federico García Lorca. It will focus on a study plays derived from his rural trilogy and a selection of his poems which portray the broad theme of freedom versus suppression in Spanish society in the 1930s. Learning Outcomes On successful completion of this module students will be able to: identify the recurrent themes in the theatre and poetry of Federico García Lorca and relate them to the condition of Spanish society in the 1930s as well as to the wider cultural context; give effective oral presentations on selected themes; demonstrate an awareness of critical readings of Lorca’s work; present informed written evaluations of the literature using an appropriate academic register. Teaching and Learning Methods Classes will largely take the form of seminar presentations and small group discussions/workshops. Assessment Method 1 seminar presentation + write up (15%) 1 in-class textual analysis (25%) 1 coursework essay of 2,000-2,500 words (60%). Due in 14th January 2013 by 12.00. Set Texts Federico García Lorca (1930), La Zapatera Prodigiosa (The Prodigious Shoemaker’s wife) Federico García Lorca (1933), Bodas de Sangre (Blood Wedding) Federico García Lorca (1936), La Casa de Bernarda Alba (The House of Bernarda Alba) Key Background Reading Ian Gibson (1990), Federico García Lorca: A Life Gwynne Edwards (1980), Lorca: the theatre beneath the sand Dennis A Klein (1991), Blood Wedding, Yerma and The House of Bernarda Alba: Lorca’s Tragic Trilogy Federico Bonnadio (2007), A Companion to Federico García Lorca. Additional Resources A further bibliography, including a list of journal articles, will be provided to support students’ study of the plays.

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Module Module Module Module

Title Code Definition Leader

Contemporary Mexican Cinema SP2035 Level: 2 Credits: 20 Semester 1 Dr Sheldon Penn ([email protected])

Module Aims In this module students will study four recent films, three entirely Mexican and one Spanish-Mexican co-production. In each case they will consider thematic aspects, focusing on their social and cultural meanings and contexts, as well as questions of style, including cinematic narrative and genre. Learning Outcomes On completion of this module, students will have acquired a critical understanding of the films studied and be able to demonstrate their knowledge in oral and written form of their social and/or cultural themes and contexts and explain how these are mediated via the use of cinematic language. Teaching and Learning Methods Seminar workshops and group presentations based on guided independent research. Assessment Method 1 coursework essay of 2,000-2,500 (50%). Due in 14th January 2013 by 12:00. 1 clip analysis exam (35%) (sat in January) 1 assessed seminar presentation (15%) Essential Viewing Films Amores Perros [Love’s a Bitch] (dir. Alejandro González Iñárritu) Y tu mamá también [And Your Mother Too] (dir. Alfonso Cuarón) El espinazo del diablo [The Devil’s Backbon] (dir. Guillermo del Toro) Los bastardos (dir. Amat Escalante) Additional Resources A full reading list will be distributed during the first week of teaching and is available via Blackboard. Film Viewings Film viewings will take place every other week from the second week of teaching. Some useful websites (Más de) Cien años de Cine Mexicano (http://cinemexicano.mty.itesm.mx/front.html) Mexican Film Resource Page (http://www.wam.umd.edu/~dwilt/mfb/html) Resources for Fans of Mexican Films (http://lonestar.utsa.edu/rlwilson/pio.html)

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Module title Module Code Module Definition Module Leader

Cultures within Cultures: Latino/a Caribbean Literature from the United States SP2070 Level 2 20 Credits Semester 1 Dr Emma Staniland ([email protected])

Module Aims This module examines a selection of writings by Latino and Latina Caribbean authors – that is, authors whose origins lie in the Hispanic Caribbean but who were born in or grew up in the United States. It focuses on exploring recurrent themes in this kind of literature, including racial and gendered identity formation, explorations of cultural difference, and the socio-political dimensions of cultural hybridity, but also provides opportunities for learning about the forces behind migration from the Hispanic Caribbean to the United States. The authors to be studied are of Dominican, Puerto Rican, and Cuban descent, and are writers of both novels and short stories. Intended Learning Outcomes On completing this module, students should be able to:  explain the historical motivations behind migration from various parts of the Hispanic Caribbean to the US;  demonstrate awareness of the recurrent themes explored by writers of Latino Caribbean origins who were either born in, or have grown up in, the United States of America;  contextualise analytical readings of the texts studied within that social and cultural history;  present this new knowledge in both oral presentations and academic essays. Teaching and Learning Methods The broader historical aspects of the course will be introduced by short lectures, and related texts will be examined through group discussion and group presentations in seminars. Assessment Methods 1 coursework essay of 2,000-2,500 words (60%). Due in 14th January 2013 by 12.00. 1 in-class presentation (10%) 1 in-class exam (1hr) (30%) Set Texts Drown (1997), Junot Diaz (Dominican-American) How the García Girls Lost Their Accents (2001), Julia Álvarez (Dominican-American) Almost a Woman (1999), by Esmeralda Santiago (Puerto Rican-American) The Aguero Sisters (1997), Cristina García (Cuban American)

Recommended Background Reading and Additional Resources A list of helpful secondary sources on individual authors and on Latino literary and cultural studies will be given to you in the early stages of the course. A number of other resources will also be made available to you via Blackboard.

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Module Module Module Module

Title Code Definition Leader

The Spanish Civil War SP2023 Level 2 Credits: 20 Helen Rawlings ([email protected])

Semester: 2

Module Aims This module aims to set the Spanish Civil War and its aftermath in its historical, literary and cultural contexts. It will analyse the divisions and tensions that the War generated via the reading of selected texts and films of the period and relate them to the social and political backdrop. Learning Outcomes On successful completion of this module students will be able to: understand the history of the period, evaluate critical writing on the set texts/films, give effective oral presentations on selected themes and communicate ideas coherently in written form using an appropriate academic register. Teaching and Learning Methods This module will be taught through lectures and seminars. Lectures will provide an overview of the topic and will highlight the main issues which will then be developed further by students in seminars and workshops. Topics/Themes (a) War and Politics; (b) War and Propaganda (Poster Campaign and Photography); (c) Women and War; (e) War and Exile; (f) War and the Press Assessment pattern 1 seminar presentation + write-up (15%) 1 in-class document study (25%) 1 end-of-semester coursework essay of 2,000-2,500 words (60%): 13 May 2013 noon Key Texts Background texts: Fraser, Ronald, Blood of Spain: an oral history of the Spanish Civil War (1994) Graham, Helen, The Spanish Civil War. A very short introduction (2005) Kenwood, Alun, The Spanish Civil War: a cultural and historical reader (1993) Preston, Paul, A Concise History of the Spanish Civil War (1996) Films: Francisc Betriu (dir), Réquiem por un campesino español (1985) Victor Erice (dir), El Sur (1983) TBC Ken Loach (dir.), Land and Freedom (1995) Emilio Martínez Lázaro (dir), Las Trece Rosas Rojas (2007) Additional Resources Students will be given a full bibliography of readings relating to the literary, historical and cinematographic contexts of study.

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Module Title Module Code Module Definition

The Mexico-U.S. Border: History and Culture SP2022 (Modern Language students) Level: 2 Credits: 20 Semester 2

Module Code Module Definition

SP3022 (American Studies students) Level: 3 Credits: 20

Module Leader

Dr Sheldon Penn ([email protected])

Semester 2

Module Aims This module examines the society and cultural identity of the Mexican-U.S. Border region. It will begin with an exploration of the historical formation of the border and will go on to consider social and cultural issues through a set film, a novel and an extended essay on identity. Learning Outcomes Students will gain an understanding of the key historical, social and cultural aspects of the border and be able to demonstrate a critical understanding of the issues surrounding Mexican-U.S. border identity as represented in the written and visual texts studied. They will be able to demonstrate this knowledge in oral and written form. Teaching and Learning Methods Classes will take the form of introductory lectures, group workshops and presentations. Assessment Method SP2022 1 coursework essay of 2,000-2,500 words (50%). Due in 13th May 2013 by 12:00. 1 presentation (20%) 1 1½ hour examination (30%). SP3022 1 coursework essay of 2,500-3,000 words (50%). Due in 13th May 2013 by 12:00. 1 presentation (20%) 1 1½ hour examination (30%). Essential Viewing and Reading Film TBC Texts Fuentes, Carlos, La frontera del cristal (The Crystal Frontier) - studied in translation. Anzaldúa, Gloria, La frontera (Borderlands) - a multi-lingual text for English readership Additional Resources A full reading list will be distributed during the first week of teaching and will be available via Blackboard.

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Module Title Catalan Language and Culture I Module Code SP2032 Module Definition Level 2 20 credits Semester 1 Module Leader Dr Anna Vives ([email protected]) Website http://www.le.ac.uk/ml/spanish/catalan Module Aims The course is designed to provide a functional knowledge of the Catalan language as well as an introduction to the basics of Catalan culture. Learning Outcomes On completion of this module, you will have acquired both a basic level in the language and a general understanding of Catalan culture. Teaching and Learning Methods This course is structured around thematic units, each one dealing with a relevant everyday topic and tackling one or more grammar areas. Reading, writing, listening and speaking skills will be developed through a variety of integrated exercises. There will be three contact hours per week: one single hour class for oral and aural activities, and one two-hour class devoted to cultural and linguistic aspects. You are expected to work at home on the topics presented in class. For updated information on the course you should check the Blackboard site regularly. Assessment Method Continuous Assessment (50%)  Homework  Listening  Independent project

20% 10% 20%

Dates of assessments will be confirmed by your tutor and posted on Blackboard. Examination (50%)  Oral exam in wk 11  Written exam sat in January

10% 40%

Bibliography and Resources The following are recommended for purchase:  

Anna Poch and Alan Yates, Teach yourself Catalan (Hodder & Stoughton, 2010) A Catalan-English bilingual dictionary, preferably one of the following: o Catalan Dictionary: English-Catalan / Catalan-English (London & New York: Routledge, 1994) o Diccionari Oxford Pocket Català (Oxford University Press, 2007) o Collins Student’s Pocket Dictionary (Ediciones Grijalbo, 2006)

And these are recommended for reference:   

Marta Mas et. al., Digui, digui. Curs de català (Publicacions de l’Abadia de Montserrat, 1998) _________, Veus. Curs de català 1. Llibre de l’alumne (Publicacions de l’Abadia de Montserrat, 2005) _________, Veus. Curs de català 1. Llibre d’exercicis i gramàtica (Publicacions de l’Abadia de Montserrat, 2005) 30

  

Dominic Keown (ed.), A Companion to Catalan Culture (Woodbridge: Támesis, 2011) Max W. Wheeler, Alan Yates and Nicolau Dols, Catalan: A Comprehensive Grammar (Routledge Grammars, 1999) Alan Yates, Teach yourself Catalan. A Complete Course for Beginners (NTC Publishing Group, 1993)

********************************************************************* Module Module Module Module Module Module

title Code Definition Code Definition Leader

South American Narratives of Dictatorship & Exile SP2071 Level 2 20 Credits Semester 2 SP3071 (American Studies students) Level: 3 Credits: 20 Semester 2 Dr Emma Staniland ([email protected])

Module Aims This module introduces and explores the social and political shifts that led to the establishment of dictatorships in Chile, Argentina and Uruguay in the 1970s and 80s, and examines the impact of these events through creative responses to them. To this end, we will look at short stories, a novel, poems, essays and journalistic writings, and a film, all of which explore and examine life under authoritarian rule, forms of resistance to it, and the alternative experience of exile. Intended Learning Outcomes On completing this module, students should be able to: • demonstrate knowledge of the texts and films studied that is informed by a grasp of the historical, social and political backgrounds these works explore; • describe and analyse, using an appropriate critical vocabulary, different genres of cultural expression, including the short story, the contemporary novel, and film; • be able to express this knowledge in oral presentations and written assignments. Teaching and Learning Methods The broader historical aspects of the course will be introduced by lectures, and related texts will be examined through group discussion and group presentations in seminars. Assessment Methods 1 coursework essay of 2,000-2,500 words (60%). Due in 13th May 2013 by 12:00. 1 in-class presentation (10%) 1 in-class exam (1hr) (30%) Set Texts My House is on Fire (1990), Ariel Dorfman (Chile, Short Stories and Short Film) La Historia oficial (2004), Luis Puenzo (Dir.) (Argentina, film) Conversación al sur (1981), Marta Traba (Argentina, novel) Selected poems from Piedritas en la ventana, Mario Benedetti (Uruguay, poems) Selected poems from El estado de exilio, Cristian Peri Rossi (Uruguay, poems) Recommended Background Reading and Additional Resources A full reading list will be provided in the first week of teaching and a number of other resources will be made available to you via Blackboard. 31

Module Culture Module Module Module

Title

Drugs and Displacement in Contemporary Colombian

Code Definition Leader

SP2036 Level 2 20 credits Dr Lesley Wylie ([email protected])

Semester 2

Module Aims This module will introduce students to aspects of contemporary Colombian culture through an examination of two recent films, a novel, and a testimonial narrative. It will begin with a consideration of the recent history of Colombia, particularly of the drug industry, and will go on to explore the social and political contexts of each of the set texts and to analyse their themes and style. Learning Outcomes On completion of this module students will have developed a critical awareness of the texts and films studied and of their social and historical contexts. They will be able to discuss recurrent themes in contemporary Colombian culture and to demonstrate their knowledge of literary and cinematic techniques through oral and written presentations. Teaching and Learning Methods Classes will largely take the form of introductory lectures, seminars, and presentations. Assessment Method 1 coursework essay of 2000-2,500 words (50%). Due in 13th May 2013 by 12.00 noon. 1 presentation (20%) 1 11/2 hour examination (30%) Set texts María, llena eres de gracia [Maria Full of Grace] (2004) Joshua Marston (dir.) Molano, Alfredo, Desterrados: Crónicas del desarraigo (Bogotá: Ancora, 2001) ------The Dispossessed: Chronicles of the Desterrados of Colombia, trans. Daniel Bland (Chicago: Haymarket Books, 2005) La vendedora de rosas [The Rose Seller] (1998) Víctor Gaviria (dir.) Vallejo, Fernando, La virgen de los sicarios [1994] (Bogotá: Alfaguara, 2008) ------Our Lady of the Assassins, trans. by Paul Hammond (London: Serpent’s Tail, 2001) Key background reading Livingstone, Grace, Inside Colombia: Drugs, Democracy and War (London: LAB, 2003). Pearce, Jenny, Colombia: Inside the Labyrinth (London: LAB, 1990). Safford, Frank and Marco Palacios, Colombia: Fragmented Land, Divided Society (New York and Oxford: OUP, 2002). Additional Resources A full reading list will be provided in the first week of teaching and will be available on Blackboard.

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Module Module Module Module

Title Code Definition Leader

European Texts in Translation 1 FR/IT/SP2040 Level 2 10 credits Semester 1 Dr Steven Wilson ([email protected])

Module Aims This course will introduce students to some of the key texts of European literature and will promote discussion of their thematic and stylistic features, and of what we can learn from them in their historical and social context. Consideration will also be given to questions posed by the different versions of the texts that have appeared in English translation. Learning Outcomes Upon successful completion of this module, students will have been provided with the opportunity to:  Demonstrate recognition of the thematic, narrative and stylistic features of texts associated with different European literary movements.  Apply this awareness to the analysis of a range of texts.  Demonstrate a critical understanding of the cultural, social and historical contexts relevant to these texts.  Show evidence of increased intercultural awareness through the ability to draw comparisons and contrasts between texts arising out of different national contexts.  Give presentations based on personal research and the critical appraisal of sources. Set Texts French:

Gustave Flaubert, Madame Bovary (1856)

Italian:

Eduardo de Filippo, Filumena Marturano (1946) (Methuen Drama, 1998), translated by Timberlake Werterbaker

Spanish:

Dulce Chacón, The Sleeping Voice (La voz dormida) (2006)

Contact hours One per week Assessment method Coursework essay (summative) and seminar presentations (formative).

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Module Module Module Module

Code Code Definition Leader

European Texts in Translation 2 FR/IT/SP2050 Level 2 10 Credits TBA

Semester 2

Module Aims This course will introduce students to some of the key texts of European cinema and will promote discussion of their thematic and stylistic features, and of what we can learn from them in their historical and social context. Consideration will also be given to questions posed by the different versions of the texts that have appeared in English translation. Learning Outcomes Upon successful completion of this module, students will have been provided with the opportunity to:  Demonstrate recognition of the thematic, narrative and stylistic features of texts associated with different European cinematic movements.  Apply this awareness to the analysis of a range of texts.  Demonstrate a critical understanding of the cultural, social and historical contexts relevant to these texts.  Show evidence of increased intercultural awareness through the ability to draw comparisons and contrasts between texts arising out of different national contexts.  Give presentations based on personal research and the critical appraisal of sources. Set Texts for Euro Texts 2 French

Harry, He’s Here to Help (Dominik Moll, 2000)

Italian

The Name of the Rose (Jean-Jacques Annaud, 1986)

Spanish

La madre muerta (Juanma Bajo Ulloa, 1993)

Contact hours One per week (seminar); two hours (film screening) Assessment method Coursework essay (summative) and seminar presentations (formative).

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FINAL YEAR SPANISH LANGUAGE

Module Title Module Codes

Module Definition Credits:

Module Leader

Spanish Language 5 & 6 SP3005 oral/aural skills (all degree students) SP3010 written skills (all degrees) or SP3110/3111 (Erasmus students) Level: 3 SP3005 (10 credits whole year) SP3010 (10 credits whole year) SP3110/SP3111 (10 credits per semester) Dr Lucía Pintado Gutiérrez ([email protected])

Module Aims The aim of this module is to perfect students’ communicative skills in Spanish commensurate with the academic level required at final degree level. The study of the language will be placed in a context that relates to aspects of contemporary life, society and culture in Spain and Latin America. Learning Outcomes At the end of the module students should be able to demonstrate their ability to use the four essential skills as follows: 1. Listening: to understand a wide range of spoken registers drawn from a variety of complex sources (including news broadcasts, documentaries and academic discussions) and extract information, ideas and opinions. 2. Speaking: to hold sustained and fluent discussions with native speakers, take part in debates and simulations, prepare and give oral presentations on specialist subjects using accurate structure and appropriate register. 3. Reading: informal, complex editorials, opinions.

to understand a wide range of written registers (including formal, idiomatic, persuasive, argumentative and technical) drawn from sources (including internet/newspaper articles, commentaries, interviews and conversations) and extract information, ideas and

4. Writing: to produce a range of extended pieces of writing in the foreign language, including essays, commentaries, summaries and reports using accurate structure and appropriate style/register. Translation into English will also form part of the programme. Note these classes take place every other week. Teaching and Learning Methods Students will have the following contact hours per week: 1½ hour session every week reading and writing skills 1 hour session every week listening and speaking skills 1 hour session every other week translation from Spanish into English Assessment Pattern

35

Dates of assessments will be confirmed by your tutor and posted on Blackboard. Missing an assessment constitutes missing an exam an exam and will reduce your final mark in this module. Continuous Assessment (40%: SP3010 Written skills) Semester 1 Semester 2 Summary in Essay in Spanish Date TBC Spanish Date TBC (13.33%) (13.33%) Translation from Spanish to English

Date TBC (13.33%)

Continuous Assessment (40%: SP3005 Oral & Aural skills) Semester 1 Semester 2 Listening Comp Listening Comp Date TBC (10%) Date TBC (10%) Oral Activity

Date TBC (10%)

Oral Activity

Date TBC (10%)

Examination (60%: SP3010 Written skills) Semester 2 May/June 2013 Writing in 3 hours (40%) Spanish Trans Span > Eng 1½ hours (20%) Examination (60%: SP3005 Oral & Aural skills) Semester 2 May 2013 Week beg 13th Final Oral Exam May 2013 (60%) Bibliography and Resources Grammar/reference works

You are recommended to purchase the following grammar texts:  John Butt and Carmen Benjamín, A New Reference Grammar of Modern Spanish (Fifth edition, Arnold, 2011)  Christopher J. Pountain and Teresa de Carlos, Practising Spanish Grammar (Arnold, 2000) The following grammar text is recommended for reference:  R. E. Batchelor and C. J. Pountain, Using Spanish: a Guide to Contemporary Usage (Cambridge, 1992) Dictionaries

You should also purchase a suitable dictionary (large coverage) such as:  The Oxford Spanish Dictionary or The Collins Spanish Dictionary (latest editions)  María Moliner, Diccionario del uso del español (2000)  On-line dictionaries: Real Academia Española: http://rae.es/rae.html Word Reference: http://www.wordreference.com/English_Spanish_Dictionary.asp 36

FINAL YEAR CULTURAL STUDIES MODULES Module Module Module Module

Title Code Definition Leader

Boom Literature: Language and Creation SP3134 Level 3 Credits:20 Semester: 1 Dr Sheldon Penn ([email protected])

Module Aims In this module, students will study some of the major authors of the ‘Boom’ and pre‘Boom’ period of Latin American literature from the 1940s to the 1960s. In particular, it will look at ways in which these texts demonstrate the authors’ desire to find a new literary language and to explore the relationship between the text and the concrete world. Close consideration will be given to the ways in which these texts explore language both as a creative force in a philosophical/mystical context, and as a shaper of identity within a socio-historical context. Learning Outcomes By the end of this module students will have gained an understanding of the themes of the works studied and be able to relate them to the wider context of the ‘Boom’ literature movement. They will also understand how these texts function in relation to the reader and to their wider social and historical contexts. Students’ skills of textual close reading and presentational delivery will also be extended. Teaching and Learning Methods Introductory lectures, round-table seminars and presentations based on individual and group research. Assessment Method 1 coursework essay of 2,500-3,000 words (60%); Hand in date: 14th January 2013 by 12.00 noon 1 presentation (10%) 1 examination of 1.5 hours (30%) Texts for study Fuentes, Carlos, Aura Borges, Jorge Luis, El Aleph Castellanos, Rosario, Balún Canán García Márquez, Gabriel, Cien años de soledad Bibliography and Resources A full bibliography for this module will be supplied in the first week of teaching and will be available via Blackboard.

37

Module Title Module Code

The Spanish Picaresque Novel SP3132

Module Definition

Level: 3

Module Leader

Helen Rawlings ([email protected])

Credits: 20

Semester: 1

Module Aims This module will address the Spanish literary concept of the Picaresque. With its essentially anti-humanist core, the Picaresque relies heavily on parody and presents a vibrant, if sordid, picture of the exploits of anti-heroes: rogues, vagabonds, tricksters and murderers as they progress through life. The genre challenges’ the readers’ perception of right and wrong, good and evil.

Learning Outcomes On successful completion of this module students will be able to critically assess the protagonisation of the pícaro as a negative role model in a selection of literary texts drawn from different periods, compare and contrast fictional approaches to the theme of villainy and present informed critical evaluations of the texts in oral and written form.

Teaching and Learning Strategies The picaresque genre will be set in its context via a general introductory lecture, followed by seminar presentations and group discussions addressing particular issues relating to the texts.

Assessment pattern 1 seminar presentation + write up of 1,500 words (15%) 1 in-class textual analysis (25%) 1 end-of-semester coursework essay of 2,500-3,000 words (60%): Hand in date: 14th January 2013 by 12.00 noon

Set texts Fernando de Rojas, La Celestina (The Spanish Bawd). Anonymous, La Vida de Lazarillo de Tormes (The Life of Lazarillo de Tormes). Camilo José Cela, La Familia de Pascula Duarte (The Family of Pascual Duarte).

Key background reading A A Parker, Literature and the Delinquent (Edinburgh, 1967) B. W. Ife, Reading and Fiction in Golden Age Spain (Cambridge, 1985) Francisco Rico, The Picaresque Novel and the point of view (Cambridge, 1984) Peter Dunn, The Spanish Picaresque: a new literary history (London, 1993)

Further reading Students will be provided with a full bibliography to support their study

38

Module Module Module Module

title Code Definition Leader

Salvador Dalí’s Art and Writing SP3175 Level 3 20 Credits Dr Anna Vives ([email protected])

Semester 1

Module Aims This module will focus on the art and writing of Catalan artist Salvador Dalí from the 1920s to the 1980s. Despite his megalomaniac personality and his dubious flirtation with Fascism, Dalí’s impact in our society remains rather unparalleled as proven by his broad presence in current mass culture. Drawing upon a range of materials, students will learn the intricacies of Dalí’s work and life well beyond his pictorial legacy. Intended Learning Outcomes On successful completion of this module students will have gained a sound knowledge about a number of pictorial, literary, autobiographical and cinematic works by Salvador Dalí. They will learn about the place he occupies in the Catalan and the international Avant-garde as well as about his contribution to 20th and 21st Century art and society. In the process of studying this controversial artist students will become especially acquainted with Surrealism and with the socio-political situation of modern Europe. Students will ultimately be able to provide informed opinions orally and in written about a variety of aspects of his work including violence, narcissism, selfrepresentation as a genius and mass culture. Teaching and Learning Methods Each new topic will be introduced by a lecture, followed by seminar presentations and group discussions. Assessment Methods 1 coursework essay of 2,500-3,000 words (60%): Hand in date: 14th January 2013 by noon. 1 in-class presentation (15%) 1 two-hour departmental examination (25%) Topics Dalí’s violent muse: Surrealism and the aesthetics of objectivity Dalí’s narcissism and the paranoiac-critical method Dalí’s self-representation as a genius: from Lombroso to Nietzsche Dalí and the politics of extremes: from the far-left to the far-right Dalí and science: Physics and Mathematics Dalí and mass culture: cinema and advertising Recommended background reading Dawn, Ades, Dalí (London: Thames & Hudson, 1982). Descharnes, Robert and Gilles Néret, Salvador Dalí, 1904-1989: The Paintings (Köln: Taschen, 2001). Finkelstein, Haim N., Salvador Dalí’s Art and Writing, 1927-1942: The Metamorphosis of Narcissus (Cambridge: Cambridge University Press, 1996). Additional Resources A full reading list will be provided in the first week of teaching and will be available on Blackboard.

39

Module Module Module Module

Title Code Definition Leader

The Cinema of Luis Buñuel SP3145 Level: 3 Credits: 20 Semester: 2 Dr Sheldon Penn ([email protected])

Module Aims In this module students will study films from all periods of the work of this leading director of Spanish and World Cinema. The key aspects of Buñuel’s work will be considered, including surrealism, psychoanalysis ethics and humour. Students will also look at the way in which Buñuel’s cinematic language explores and develops these themes. Learning Outcomes Students will gain an understanding of Buñuel’s unique cinematic vision and of the intellectual and aesthetic currents that inform it. Through this they will be able to produce close analytical readings of the films which also place them within their social and cultural contexts. Teaching and Learning Methods Introductory lectures will be given, but classes will mainly comprise seminars and group presentations and therefore a high level of participation is required. All films (including those in French) are subtitled. Films: Un chien andalou El ángel exterminador L’Âge d’or Los olvidados Viridiana Belle de jour Le charme discret de la bourgeoisie Assessment method One Coursework essay of 2,500-3,000 words [50%]; Hand in date: 13th May 2013 by 12.00 noon. One presentation (normally as part of a small group) [10%] One 3-hour examination [40%] Bibliography and Resources A full module bibliography will be supplied in the first week of teaching and will be available via Blackboard.

40

Module Module Module Module

Title Code Definition Leader

Art and Society in Spain SP3149 Level: 3 Credits: 20 Helen Rawlings ([email protected])

Semester: 2

Module Aims This module will explore some of the major aspects of Spain’s development between the sixteenth and twentieth centuries via a selection of paintings by the great masters of Spanish Art. Each artist’s work will be examined within a thematic context that relates to the condition, values and outlook of the society it depicts. Learning Outcomes On successful completion of this module students will be able to apply critical skills in their analysis of paintings, understand the historical and social contexts in which artists worked, undertake bibliographical searches, and present informed opinions in written and oral form. Teaching and Learning Methods Following an introduction to the work of each artist, students will engage in discussion groups/workshops on specific themes, approaches and issues arising from a close study of selected paintings. Assessment Method 1 seminar presentation + write-up of 1,500 words (15%) 1 in-class painting analysis (25%) 1 end-of-semester coursework essay of 2,500-3,000 words (60%). Hand in date: 13th May 2013 by noon. Artists and Contexts of Study Velázquez (1599-1660) Goya (1746-1828) Picasso (1881-1973)

Still life; Myth and Reality; Portraiture Popular Culture; Social Satire; Political commentary Cubism, War and the Avant Garde

Key Background Texts (Recommended for purchase) Janis A. Tomlinson, Painting in Spain: El Greco to Goya, 1561-1828 (New York: Harry N. Abrams, 1997) Norbert Wolf, Velázquez (Koln: Taschen, 2003) Rose-Marie & Rainer Hagen, Goya (Koln: Taschen, 2003) Inigo F. Walther, Picasso (Koln: Taschen, 2003) Additional Resources A further bibliography will be provided as well as textual and visual support materials via Blackboard.

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Module Title Module Code Module Definition Module Leader Website

Catalan Language and Culture II SP3151 Level: 3 Credits 20 Dr Anna Vives ([email protected]) http://www.le.ac.uk/ml/spanish/catalan

Semester 2

Module Aims This module explores the artistic production and cultural activity in the Catalanspeaking lands throughout the 19th , 20th and 21st centuries. It also focuses on language skills, which will be developed through reading, writing, speaking and listening activities about a number of content texts in Catalan. Learning Outcomes This module is mainly addressed to students who took SP2032 Catalan Language and Culture I in year two, however you can also sign for this new module if you have spent the Year Abroad in a Catalan-speaking land or if you have a great deal of familiarisation with Catalan culture in general. By the end of the module, you should be able to discuss knowledgeably and critically a range of different materials on Catalan culture. You will also gain a solid knowledge of the historical evolution of both the Catalan culture and language and be able to present informed opinions in written and oral forms. You will gain a solid reading knowledge of Catalan as well as foundational grasp of spoken Catalan. Teaching and Learning Methods Language classes will focus on both oral and written skills through comprehension, translation and thematic discussion. Cultural lessons will combine short lectures on a specific topic and seminars based on different content texts set for discussion beforehand. The cultural topics will be introduced by following the chronological narrative of Mercè Rodoreda’s novel La plaça del Diamant (we will use the translation into English by David H. Rosenthal), which will be a compulsory reading. One hour lessons will be devoted to language skills and two hour lessons will have a component of culture and a component of language. Homework will be handed in on the one hour lessons and one reading test will take place during this session too. Your assessment will also consist of a cultural essay in English on topics examined in class. Participating in class will be vital to the proper development of the course. Materials and other important information will be published regularly in Blackboard. Assessment Method Language Coursework (50%) Coursework essay of 2,500-3,000 words (50%): Hand in date: 13th May 2013 by 12.00 Bibliography and Resources The following are recommended for purchase:   

Mercè Rodoreda, The Time of the Doves, trans. David H. Rosenthal (Graywolf Press, 1989) Josep Miquel Sobrer, Catalonia: a Self-Portrait (Indiana: Indiana UP, 1992) Catalan dictionary: English-Catalan, Catalan-English (London: Routledge, 1994)

And these are recommended for reference: 42

      

Antoni Ferrando and Miquel Nicolàs, Panorama d’història de la llengua (València: Tàndem edicions, 1993) Robert Hughes, Barcelona (London: Harvill Press, 2001) Dominic Keown (ed.), A Companion to Catalan Culture (Woodbridge: Támesis, 2011) Kenneth McRoberts, Catalonia: Nation Building without a State (Canada: Oxford UP, 2001) Anna Poch and Alan Yates, Teach yourself Catalan (Hodder & Stoughton, 2004) Arthur Terry, Catalan Literature (London: Ernest Benn, 1972) __________, A Companion to Catalan Literature (Woodbridge: Támesis, 2003)

********************************************************************* Module title Module Code Module Definition Module Leader

Putumayo: the history and culture of a Latin American conflict zone SP3155 Level 3 20 Credits Semester 2 Dr Lesley Wylie ([email protected])

Module Aims This module will focus on the history and culture of the Putumayo, a region of the Colombian Amazon which shares a border with Ecuador and Peru. Although geographically isolated, the Putumayo has been of great strategic, economic, and cultural significance throughout Latin America’s postcolonial history. This module will explore the history and culture of the Putumayo from the late nineteenth century to the present, drawing upon a range of materials, including travel writing, journalism, testimony, fiction, and documentary film. Intended Learning Outcomes On completion of this module, students will be able to identify the key historical developments in the Putumayo from the late nineteenth century to the present, and connect these to national and international events. They will have developed a critical awareness of discourses about the region, both by Colombians and non-Colombians, and will be able to demonstrate their knowledge of different cultural traditions from the Putumayo, including that of indigenous and mestizo communities. They will be able to demonstrate their knowledge in class discussions and informed written presentations. Teaching and Learning Methods Each new topic will be introduced by a lecture, followed by seminar presentations and group discussions. Assessment Methods One Coursework essay of 2,500-3,000 words (50%). Hand-in-date: 13th May 2013 by 12.00 noon. One examination of 3 hours (50%) Topics Travel writing The Rubber Boom Yagé 43

Political violence: Paramilitaries, the FARC, and the US war on drugs Recommended background reading Livingstone, Grace, Inside Colombia: Drugs, Democracy and War (London: LAB, 2003). Safford, Frank and Marco Palacios, Colombia: Fragmented Land, Divided Society (New York and Oxford: OUP, 2002). Additional Resources A full reading list will be provided in the first week of teaching and will be available on Blackboard. ********************************************************************* Module Module Module Module Module

Title Code Definition Coordinator Tutors

Modern and Post-Modern in World Literature 1 FR/IT/SP 3060 Level: 3 Credits: 10 Semester: 1 Dr Emma Staniland ([email protected]) Ariane Richards; Sharon Wood; Emma Staniland

Module Aims This course will introduce key concepts and texts related to the presentation of Modernity in World literature. It will promote discussion of the texts’ thematic and stylistic features, and will take into account the specificity of their national cultural context, while engaging with the wider theoretical debate framing the notions of Modernism and Modernity. Learning Outcomes At the end of this module, students should be able, typically, to:  demonstrate recognition of stylistic, thematic and narrative features of literature  apply this awareness to selected texts from world literature of the modern and contemporary period  make connections between different cultural, literary trends and movements in world literature  demonstrate some critical understanding of cultural, historical and sociopolitical issues affecting literary texts  show evidence of increased intercultural awareness through the ability to draw comparisons between the texts produced by different cultures  write about world literature in an appropriate academic register  discuss seminar topics based upon independent research and guided reading Teaching and Learning Methods Lectures, seminars and group work. One contact hour per week. Assessment Method One essay of 2,500-3,000 words. Deadline for submission: Monday, 14th January 2013 by noon. Set texts (in order of study) French

Charles Baudelaire, Paris Spleen, 1869, trans. by Martin Sorrel, Oneworld Classics, 2010 44

Italian Spanish

Luigi Pirandello, The Late Mattia Pascal, 1904, trans. by Nicoletta Simborowski, Dedalus, 2011 Julio Cortazar, Blow-up and Other Stories (1968), trans. by Paul Blackburn, Random House/Pantheon Books, 2004.

A detailed bibliography for each text will be available on Blackboard ********************************************************************* Module Module Module Module Module

Title Code Definition Coordinator Tutors

Modern and Post-Modern in World Literature 2 FR/IT/SP 3070 Level: 3 Credits: 10 Semester: 2 Dr Emma Staniland ([email protected]) Ariane Richards, Sharon Wood, Emma Staniland

Module Aims This course will introduce key concepts and texts related to the presentation of PostMoernity in World literature. It will promote discussion of the texts’ thematic and stylistic features, and will take into account the specificity of their national cultural context, while engaging with the wider theoretical debate framing the notions of Modernism and Modernity. Learning Outcomes At the end of this module, students should be able, typically, to:  demonstrate recognition of stylistic, thematic and narrative features of literature  apply this awareness to selected texts from world literature of the modern and contemporary period  make connections between different cultural, literary trends and movements in world literature  demonstrate some critical understanding of cultural, historical and sociopolitical issues affecting literary texts  show evidence of increased intercultural awareness through the ability to draw comparisons between the texts produced by different cultures  write about world literature in an appropriate academic register  discuss seminar topics based upon independent research and guided reading Teaching and Learning Methods Lectures, seminars and group work. One contact hour per week. Assessment Method One essay of 2,500 to 3,000 words. Deadline for submission: Monday, 13th May 2013 by noon. Set texts (in order of study) French Raymond Queneau, Zazie in the Metro (1959), trans. by Barbara Wright, Penguin Modern Classics, 2001 Italian Ital Calvino, If on a Night a Winter's Traveller (1979) (Vintage Classics, 1992). Spanish Cristina Peri Rossi, The Ship of Fools (1984), trans. by Psiche Hughes, Readers International, 2000

45

RESIDENCE ABROAD IN SPAIN & LATIN AMERICA First year Summer School All beginners studying Spanish for more than one year are required to spend a three week period at a summer school in Spain during the long vacation before proceeding to the second year. Students follow an intensive language course appropriate to their level of ability and stay with Spanish families as a paying guest. We make all the necessary official arrangements and subsidise the summer school. The package covers travel, insurance, full-board accommodation, and registration fees Second year period of residence in Spain or Latin America (3 year degrees) Any student studying for a three-year degree including Spanish must spend a minimum of three weeks in Spain or Latin America during the vacation between their second and final years. The University’s Vacation Awards Board provides grants covering travel and subsistence for these short visits. Please note: you are only eligible for one such grant, either for First year Summer School or Second year vacation residence. Third year period of residence in Spain or Latin America (all 4 year degrees) All students reading the four-year degrees in French-Spanish, Italian-Spanish, Spanish and English as well as European Studies, Modern Language Studies, Modern Languages with Management (including with English as a Foreign Language) or History of Art or Film Studies) are required to spend a period of residence abroad (either a semester or the whole academic year) in a Spanish-speaking country between the second and the final year of their degree course. The following options are available: Assistantships in Spanish/Latin American Schools English Language assistantships are normally held for the whole academic year. Applications are administered through the Central Bureau for Educational Visits and Exchanges in London. Application forms are distributed in November and have to be returned to the School Office by early December. Students may request an assistantship in a particular town or location (although requests are not guaranteed). The Assistantships are not open to students of Spanish and English. Study at a Spanish or Latin American University We currently have SOCRATES exchange agreements with the following universities in Spain: Barcelona (http://www.uab.es) students studying Catalan only Cáceres (Universidad de Extremadura) (www.unex.es) Granada (http://www.ugr.es) Salamanca (http://www.usal.es) Santiago de Compostela (http://www.usc.es) Sevilla (http://www.us.es) Valencia (http://www.uv.es) Valladolid (http://www.uva.es) Zaragoza (http://www.unizar.es) 46

We also have a links with the Universidad de Las Américas in Puebla, Mexico: (http://www.udlap.mx/internacional) and La Benemérita Universidad de Puebla in Puebla, México (www.buap.mx), UNAM in Mexico City (http://www.unam.mx) and Universidad del Rosario (http://www.urosario.edu.co) in Bogotá, Colombia. Students choose courses from within their range of interests and follow the appropriate assessment procedures. Marks/certificates of study are returned to Leicester at the end of your period of study. Students can make alternative arrangements, subject to approval, to study at an alternative university of their choice. Spanish and English students may only attend universities from the above list whose course programmes in English literature are approved by the Department of English. Detailed information of which universities are open to students on degree programme will be given during Year Abroad meetings. Work/Study programmes Abroad Students may choose to make their own arrangements for study/employment abroad, subject to the approval of the Spanish Department and the Year Abroad Coordinator. Assessment of the Year Abroad Detailed information about this can be found on the Year Abroad Blackboard Pages.

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GUIDELINES ON WRITING ESSAYS General points Essays should be approximately 1,500-2,000 words in length in year one, 2,000-2,500 words in length in year two and 2,500-3,000 words in length in the final year. Essays should preferably be word-processed, double-spaced, with pages numbered and a word count at the end. You should leave good margins at both sides for marker’s comments. Essays should be handed in via the post box on the Attenborough 11 th floor landing) by the appropriate deadline, with an Assignment Sheet (available from the School Office) attached to the front. You are strongly advised to keep a copy of your essay for reference purposes. Essays will normally be returned within four weeks of submission. Essays submitted by fax or as an e-mail attachment are not acceptable. Planning/Getting Started  Get the title of the essay question right! Even slight divergence from the title set suggests a lack of concentration and can lead you in the wrong direction.  If you have a choice of texts to write about, think about which text or texts are best suited to the question you have chosen.  Get the author’s name and title of the work right! Mistakes here are inexcusable.  Don’t start your essay with a biography of the author – unless the question is actually about the author’s personal life (unlikely).  Don’t tell the story. We already know it!  Don’t talk about characters in a book as if they exist.  Course handouts or material from the module Blackboard pages are not really an ideal source for a quotation. We know you already have it and we wrote it! Quoting what a lecturer said in a class is definitely inappropriate.  Think before you make assumptions about ‘the profound beliefs’ of a writer. You cannot get inside his mind. All you have is a text. Structure Essays must show clear evidence of planning. A good essay should consist of:  An opening introductory paragraph that makes a relevant response to the question set and explains the approach you intend to take to the issue.  A middle section (three or four paragraphs) in which you develop clear lines of argument.  A conclusion which summarises your main points and provides an overall evaluation of the issues raised. General Advice  Avoid conversational language: an academic essay is not a chat with a friend. Any phrases which would sound OK in Eastenders are probably wrong for your essay.  Avoid contractions like ‘didn’t and ‘wouldn’t’.  Don’t use inverted commas to justify a word or phrase which is not quite right for the context or otherwise of doubtful suitability. Find another way of expressing it.  Avoid conversational emphasizers like ‘really difficult’, ‘incredibly dramatic’ or ‘totally impossible’. We tend to exaggerate in speech but in writing these phrases look like strong words masking weak argument.  Avoid judgements which sound moralizing: academic writing should be objective.  Make the most of your word limit. Valuable marks are lost by writing too little and only an expert can write a brilliant piece with only half the words available to everyone else. 48

 

Going over the word limit is dangerous – the reader may well become exasperated and whoever marks your essay can even simply stop marking after the word limit has been reached. Try reading your finished essay out loud to yourself. Many grammatically incorrect sentences jump off the page as wrong when they are spoken aloud.

Conventions  Use double line spacing for ease of marking.  Use italics for the names of films, plays and novels.  Use italics for any non-English words you use in your essay (apart from in quoted passages).  Learn the guidelines on footnotes and references. Don’t lose marks through these easily avoided mistakes.  There is no need to put inverted commas around quotations which are indented.  Do not use double line spacing for indented quotations.  Indent new paragraphs. No need to leave an extra line. Plagiarism Undergraduate assignments should demonstrate evidence of further reading beyond the text/film and lecture/seminar notes. You must fully acknowledge those sources you have used in the compilation of your essay as footnotes and in an accompanying bibliography. Deliberate plagiarism (i.e. presenting substantial portions of someone else’s work, either published or unpublished, as if it were your own) is a form of cheating and will mean automatic failure. Quotations from literary texts or secondary sources should be either enclosed within quotation marks, or, if longer than three lines, indented and separated from the preceding text by a blank line. In every case the source of the quotation must be indicated by a footnote reference. Further guidance on plagiarism can be found in the School of Modern Languages Handbook. Check the Careers Service website for guidance on how to avoid plagiarism http://www2.le.ac.uk/offices/ssds/sdcareers/ld/resources/study/avoiding-plagiarism. See also University guidelines: http://www.le.ac.uk/sas/assessments/plagiarism A final checklist  Has the essay been spell-checked?  Is the essay well planned & structured? Is the argument coherent?  Does it answer the question comprehensively?  Does the essay analyse, rather than merely describing the work or telling the story?  Are its arguments adequately supported via evidence from the text or other authoritative sources?  Might a plagiarism charge be brought against this essay?  Is the essay too subjective? Does it tend to make exaggerated claims?  Is the linguistic register appropriate to academic writing?  Is there a bibliography? Is it correctly set out?  Are all names of writers and their works correctly spelt?  Is the essay fully referenced via footnotes that obey style conventions ? Referencing conventions MHRA style book: a handbook for authors, editors, and writers of theses (Modern Humanities Research Association, 2002). ISBN: 9780947623623. Library Shelf Mark: REF 808.02 MOD. 49

LANGUAGE MARKING CONVENTIONS IN SPANISH Tabla para la corrección de errores de escritura Símbolo

Descripción / Explicación

AC

Acento. Has escrito un acento cuando no era necesario o no lo has hecho cuando sí se necesitaba.

*Exámen  Examen *No lo se  No lo sé

ANGL

Anglicismo. Has inventado una palabra por influencia del inglés o has traducido directamente de la lengua inglesa.

ART

Artículo (el/la/los/las/un/una/unos/unas). Artículo mal elegido, que aparece cuando no debe o que no aparece cuando sí debería.

CONJ

Conjugación verbal. El tiempo verbal que has elegido está bien, pero has formado mal el verbo.

CONC

Concordancia.

DEM

Demostrativo (este/a/os/as, ese/a/os/as, aquel/a/os/as, esto/eso/aquello). Has escogido mal el adjetivo o el pronombre demostrativo. Mira el contexto y el significado de la frase. Falso amigo. Son palabras que existen en español y en inglés, ¡¡¡pero su significado cambia completamente!!!

*Es mandatorio  Es obligatorio *Está lloviendo perros y gatos  Está lloviendo a cántaros *Hay el perro  Hay un perro *Veo la programa  Veo el programa *Soy un profesor  Soy profesor *¡Nos vemos lunes!  ¡Nos vemos el lunes! *Quero ir al cine  Quiero ir al cine *Se ponió la ropa  Se puso la ropa *La mesa es rojo  La mesa es roja *La gente que hablaban  La gente que hablaba *Esto libro es feo  Este libro es feo *Esta cosa de allí  Esa cosa de allí *Actualmente (meaning actually)  Realmente (actualmente means nowadays!!!) *La estudianta  La estudiante *Mi programa favorita  Mi programa favorito *Dijo venía ayer  Dijo que venía ayer *Quiero que vienes mañana  Quiero que vengas mañana *¡Comes con nosotros!  ¡Come con nosotros! *Hay demasiadas gentes aquí  Hay demasiada gente aquí *No hay alguien  No hay nadie *Hay no problema  No hay problema *Tengo una roja casa  Tengo una casa roja

FA

G

MISS MODO

Género. A veces la palabra es igual para masculino que para femenino, otras veces hay errores de concordancia porque no conoces el género de la palabra… Missing word. Falta una palabra que no has escrito y se necesita en la frase. Has elegido bien el tiempo verbal, pero has escogido mal el modo verbal: indicativo / subjuntivo / imperativo.

N

Número. Problemas con el singular y el plural.

NEG

Negación. Debes recordar las reglas para la negación en español.

OP

Orden de palabras. La frase en español tiene un orden diferente para que sea correcta o resulte natural. Puntuación. Mal uso u olvido al utilizar signos de interrogación, comas, puntos, letras mayúsculas.

P

P/I

PREP

Pretérito indefinido / Pretérito imperfecto. Error con el uso de estos dos tiempos verbales. Repasa cuándo se usan. Preposición. Puedes haber escrito una preposición

50

Ejemplos (*Mal  Bien)

*Dónde estás?  ¿Dónde estás? *Soy Inglesa  Soy inglesa *Juan conocía a Pedro ayer  Juan conoció a Pedro ayer. *Voy en China  Voy a China

incorrecta o haber tenido un error con por y para, o quizás se te ha olvidado la preposición… PRON

Pronombre. Problemas con los pronombres personales (yo, tú, él…), con los de Objeto Directo e Indirecto (lo/la/los/las/le/les…), con los posesivos (mio, tuyo, suyo…) o con el pronombre se. Has puesto el pronombre incorrecto, o no es necesario, o sí lo es y no lo has puesto… Repasa cuándo se usan.

S/E/H

Ser / Estar / Haber. Confusión en los usos de alguno de estos tres verbos.

SP

Spelling. Error de escritura.

TMP

Tiempo verbal. Has escogido bien entre indicativo y subjuntivo, pero has cometido un error en el tiempo verbal (presente, imperfecto, futuro…)

VOC

Vocabulario. Has seleccionado mal la palabra. Busca con cuidado en el diccionario y escoge la mejor, teniendo en cuenta el contexto.

*Es una película por niños  Es una película para niños *Conocí Juan  Conocí a Juan *La dije que estaba mal  Le dije que estaba mal *Le vi a Pedro  Vi a Pedro *Yo voy al zoo  Voy al zoo *Fui y dije a Juan que era tonto  Fui y le dije a Juan que era tonto *Estuvo un accidente ayer  Hubo un accidente ayer. *Soy contento  Estoy contento *Lo verás quando vengas  Lo verás cuando vengas *Fui mañana allí  Fui ayer allí *Estoy jugando mañana al fútbol  Jugaré / Voy a jugar mañana al fútbol *Te voy a perder  Te voy a echar de menos

PENALTIES FOR THE LATE SUBMISSION OF ASSESSED WORK All written work for formal assessment (including essays, coursework assignments and dissertations) should be delivered via the post box on the 11th floor landing of the Attenborough Building by 12.00 noon on the day prescribed as the deadline for submission. Work that is handed in after this time will not normally be accepted. If you know you are unable to meet a deadline you must speak to the lecturer of the course concerned in advance. The penalties incurred for handing assessed work in late are as follows:  

10% of available marks for the written work will be deducted upon expiry of the deadline 5% of the available marks for the written work will be deducted on each of the ten subsequent working days, after which a mark of zero will be awarded

‘Working day’ in this context means a period of twenty-four hours or part thereof from Monday to Friday inclusive. Appropriate documentary evidence (e.g. a medical certificate) is normally required for these penalties to be waived. In the interests of fairness to all, it is not School policy to grant extensions for assessed coursework and essays and you are therefore advised to plan your work carefully and schedule the completion of assessed work to coincide with the deadline. See http://www.le.ac.uk/sas/regulations/mitigation for full details of the mitigating circumstances regulations and procedures, including the University’s definition of a mitigating circumstance. 51

A GUIDE TO CONTENT ESSAY MARKING CRITERIA

85100

7084

(1) Knowledge and research

(2) Interpretation and analysis

(3) Structure and argumentation

(4) Style and expression

As below, but exceptional at undergraduate level. Close reading of primary texts, thorough knowledge of subject area. Extensive and sensitive use of secondary sources.

As below, but exceptional at undergraduate level. Distinctive insight into primary texts and key issues, awareness of different critical perspectives and sound analytical framing of the issue. Non derivative. Evidence of analytical thinking, ability to use relevant critical concepts with some independence.

As below, but exceptional at undergraduate level. Lucid and sustained argument, clear and effective structure and signposting.

Accomplished personal style.

Assured and articulate. High level of accuracy and precision.

Academic conventions observed.

Clearly structured and signposted. Understands question, develops relevant aspects of it. Largely coherent, but some lack of consistency in linking and signposting. Understands question, but response may be superficial. Some attempt to answer question, structure lacks clarity. Poorly organised and signposted.

Well written with few errors of grammar, spelling or punctuation.

Academic conventions observed. May lack thoroughness.

Style and expression do not hinder the communication of the content but may demonstrate weaknesses.

Academic conventions largely observed, although referencing may be incomplete or inconsistent.

Poorly expressed, ungrammatical in places, reads like a first draft.

Careless use of academic conventions.

Misunderstanding of some issues, mainly descriptive.

Fails to grasp the question, argument lacks coherence.

Expression often inhibits communication.

Minimal or no evidence of personal synthesis. Primarily descriptive.

Largely irrelevant. Very poorly structured, largely incoherent.

Expression a serious barrier to communication.

Little awareness of conventions for referencing Minimal or no awareness of conventions for referencing.

6069

Sound knowledge of primary texts, draws on a range of relevant secondary material.

5059

Displays familiarity with primary texts and course material, some engagement with secondary material.

Lacks analytical initiative, limited personal synthesis of critical material, tendency to rely on familiar examples to make case. Some parts may be merely descriptive.

4049

Some familiarity with primary texts and awareness of subject area, but largely derived from lectures/seminars. Incomplete knowledge of primary texts/ relevant subject area. Lack of familiarity with primary texts/basic subject area. This category is also used where sources are unacknowledged.

Rudimentary understanding, over-reliance on description. Some key areas unexplored.

3539

034

52

(5) Referencing and academic conventions Referenced to publishable standards.

CRITERIA for ASSESSMENT of WRITTEN WORK in TL (ALL SECTIONS ARE EQUALLY WEIGHTED)

Content*

Argumentation and Communication

Complexity of Syntax & Structures** Lexis and Register

Accuracy

* **  

(100-85)

(84-70%)

(69-60%)

(59-50%)

(49-40%)

FAIL (39-0%)

Excellent ideas, highly original with fully supportive evidence Meaning fully grasped; extremely well illustrated response

Many good and appropriate ideas; some originality with supportive evidence Meaning fully grasped; relevant and well illustrated response

A range of good ideas; with some evidence Meaning of original grasped; relevant response

Some good ideas, mostly appropriate; supportive evidence rather slack. Meaning of original partially grasped; some relevant points in response

Few good ideas, not all appropriate; insufficient or inappropriate evidence Difficulty in comprehension; few relevant points in response

Ideas lacking; no evidence provided Original source text misunderstood; irrelevant or lacking response

Ideas are very well linked; highly coherent argumentation; very effective at an intellectually complex level

Ideas are linked; coherent argumentation; effective at an intellectually complex level

Most ideas linked; argumentation reasonably demanding

Some ideas are linked; argumentation simple and not always effective

Few ideas are linked; coherent argumentation generally deficient/lacking

Ideas not/poorly linked; lack of coherence; random structure

Successful and wide ranging; complete command of syntax and structures

Predominantly successful; wide range of structures enhancing the topic

Reasonably accurate; wide range of structures attempted

Reasonably sound; predominantly simple structures

Shaky; simple structures; some intrusive errors

Shaky; simple structures; repeated basic errors

Impressively broad range of vocabulary, used to very good effect; register highly appropriate; complex level

Very broad range of vocabulary, used to good effect; choice of register appropriate; attempted level complex

Good range of vocabulary; register often correct; attempted level appropriate

Limited range of vocabulary with little attempt to use appropriate register

Insufficient for topic, impeding presentation of topic; no attempt at complexity or appropriate register

Completely inadequate for topic; errors prevail; no sensitivity to register

Virtually free of minor errors

90% of text should be free of minor errors

75% of text should be free of minor errors

60% of text should be free of minor errors

50% of text should be free of minor errors

More than 50% contains minor errors (wrong case, spelling, gender, accent, agreement, conjugation)

In the case of the Year Abroad Current Affairs Project, assessment of the quality of sources will be included under this head ing. E.g. complex tenses, sequence of tenses, modalising structures, active and passive etc. the use of unattributed material as if it is the student’s own intellectual property may result in failure of the essay as a whole and a mark of zero WORD COUNT: a penalty of 5 points will be deducted for every 10% by which an essay falls short of a stipulated minimum length. Where an essay exceeds an upper word limit, the remainder of the essay will not be marked.

53

CRITERIA for ASSESSMENT of WRITTEN SUMMARIES from TL into TL (ALL SECTIONS ARE EQUALLY WEIGHTED)

Factual Accuracy and Range

Structuring of Information

(100-85%)

(84-70%)

(69-60%)

(59-50%)

(49-40%)

FAIL (39-0%)

Extremely comprehensive coverage; entirely relevant and accurate

Comprehensive coverage; relevant and accurate

Wide coverage; most points covered in depth; relevant examples; very largely accurate

Reasonable coverage of topic; some depth to points made; mostly accurate

Information partly correct and relevant, but superficial coverage of topic

Information provided is insufficient, inaccurate or irrelevant

Information is extremely coherent, clear and cogent

Information is very clearly structured; coherent; cogent

Good overall structure; development of ideas; progressive and largely coherent

Reasonably well structured; could be more coherent

Not very well structured; difficult to follow logical connections; lacks coherence

Random structure; no thought given to logical progression or coherence

Virtually free of minor errors

90% of text should be free of minor errors

75% of text should be free of minor errors

60% of text should be free of minor errors

50% of text should be free of minor errors

More than 50% contains minor errors (wrong case, spelling, gender, accent, agreement, conjugation)

Near native command of lexis, syntax and register

Level of language attempted is complex; good command of lexis, syntax and register

Language shows good appreciation of register; some complexity in syntax and lexis

Limited appreciation of register; syntax and lexis generally simple but some variety

Language used is predominantly simple, especially in respect of syntax and lexis

Language used is syntactically and lexically simple and repetitive

Impressive ability to reformulate, summarize and expand

Exploitation of sources shows extensive ability to reformulate, summarize and expand

Some ability to reformulate, summarize and expand

Reasonable degree of independent formulation but some dependence on verbatim source material

Content and/or language rely substantially on verbatim use of source material

Content and language merely regurgitate source material

Accuracy of Language

Sophistication of Language

Independence

 

The verbatim use of substantial amount of the original material may result in failure of the summary as a whole and a mark of zero The mark will be reduced by 5% for every 10% by which a summary falls short of a stipulated minimum length or exceeds an upper word limit

54

CRITERIA FOR ASSESSING FINAL YEAR ORAL PRESENTATION (Continuous Assessment & End-of-year)

(100-85) Language (50%)

(84-70%)

Pronunciation & intonation Near-native

Pronunciation & intonation Accurate, few English patterns.

Accuracy Near-native

Accuracy Highly accurate, with only a few slips.

Complexity Complete command of sentence structures appropriate to spoken language Fluency Near-native

Vocabulary and register Impressive command of vocabulary and register appropriate to spoken presentation and discussion.

Complexity Wide range of sentence structures. Fluency Very fluent and spontaneous throughout Vocabulary and register Confident use of a wide range of vocabulary in appropriate register.

(69-60%)

(59-50%)

Pronunciation & intonation Mostly accurate and convincing.

Pronunciation & intonation Acceptable, although some flaws. No undue strain on listener.

Accuracy Mostly accurate, mainly minor errors.

Accuracy Reasonably accurate, although several formal errors.

Complexity Some appropriate use of more complex structures.

Complexity Some attempt at complex structures, with some success.

Fluency Mostly fluent and spontaneous

Fluency Reasonably fluent with some hesitation.

Vocabulary and register

Vocabulary and register

Good range of vocabulary, good awareness of register.

Some ability to vary vocabulary, some evidence of awareness of register.

55

(49-40%)

FAIL (39-0%)

Pronunciation & intonation Anglicised intonation, poor pronunciation, occasionally hard to follow.

Pronunciation & intonation Pronunciation and intonation are an obstacle to communication.

Accuracy Frequent formal errors.

Accuracy Little evidence of grammatical awareness

Complexity Simple and often inaccurate sentence structure

Complexity Anglicised structure, struggles to create sentences.

Fluency Obvious hesitation, fluency confined to prelearned material.

Fluency Very halting.

Vocabulary and register

Vocabulary and register

Basic range of vocabulary, little evidence of awareness of register.

Anglicised vocabulary, many gaps.

Depth and quality of content Content (40%) Able to develop ideas and/or opinions to an advanced stage.

Evidence of research Evidence drawn from a wide range of sources, excellent personal synthesis. Ability to respond to questions Very confident, able to expand on arguments with ease.

Presentational

Structuring and coherence Impressively coherent

Skills (10%) Independence from notes Excellent contact with audience maintained throughout.

Depth and quality of content Comprehensive coverage, considerable depth, very cogent. Evidence of research A range of sources used and integrated into a coherent argument.

Depth and quality of content Wide coverage, most points covered in depth, relevant examples. Evidence of research A number of sources used , material understood and digested.

Ability to respond to questions Confident, able to develop ideas.

Ability to respond to questions

Structuring and coherence Ideas clearly linked, good sense of overall perspective, clear introduction and conclusion. Independence from notes Very good contact, notes referred to without interrupting flow of presentation.

Depth and quality of content Reasonable coverage, some depth, mostly relevant. Evidence of research More than one source used, mostly understood and digested. Ability to respond to questions

Depth and quality of content Superficial coverage, some examples irrelevant. Evidence of research Reliance on very limited source(s), little evidence of personal synthesis. Ability to respond to questions

Understands questions, some hesitation in response.

Questions not always understood, some responses inadequate.

Structuring and coherence Clear structure, ideas mostly linked with an introduction and conclusion.

Structuring and coherence Some evidence of structure and linking, but could be better sign-posted for audience.

Structuring and coherence Some progression of ideas, but structure not always clear.

Independence from notes

Independence from notes

Some reliance on notes, but easy to follow, pace maintained.

Reliance on notes but some audience awareness. Pace not a serious hindrance to audience’s ability to follow.

Understands questions and can usually respond appropriately.

56

Independence from notes Whole sections read out, inappropriate pace, little awareness of audience.

Depth and quality of content Information insufficient, inaccurate or irrelevant. Evidence of research Little evidence of research.

Ability to respond to questions Unable to respond to questions.

Structuring and coherence Ideas introduced in no apparent order.

Independence from notes Mostly read, audience not acknowledged, pace a hindrance to audience’s understanding.