SPAN W1101x and y Elementary Spanish I 4 pts. Prerequisites: A score of 0-279 in the department's Placement Examination. An introduction to Spanish communicative competence, with stress on basic oral interaction, reading, witting, and cultural knowledge. Principal objectives are to understand and produce commonly used sentences to satisfy immediate needs; ask and answer questions about personal details such as where we live, people we know and things we have; interact in a simple manner with people who speak clearly, slowly and are ready to cooperate; and understand simple and short written and audiovisual texts in Spanish.

SPAN W1102x and y Elementary Spanish II 4 pts. Prerequisites: SPAN W1101, or a score of 280-379 in the department's Placement Examination An intensive introduction to Spanish language communicative competence, with stress on basic oral interaction, reading, witting and cultural knowledge as a continuation of Spanish W1101. Main objectives are to understand sentences and frequently used expressions related to areas of immediate relevance; communicate in simple and routine tasks requiring a direct exchange of information on familiar matters; describe in simple terms aspects of our background and personal history; understand the main point, the basic content, and the plot of filmic as well as short written texts.

SPAN W1113y Spanish Rapid Reading and Translation 3 Prerequisites: Offered only to graduate students in GSAS. This course, conducted in English, is designed to help graduate students from other departments gain proficiency in reading and translating Spanish texts for scholarly research. The course prepares students to take the Spanish proficiency exam that most graduate departments demand to fulfill the foreign-language proficiency requirement in that language. Graduate students with any degree of knowledge of Spanish are welcome.

SPAN W1120x and y Comprehensive Beginning Spanish 4 pts. Prerequisites: A score below 379 in the department's Placement Examination or some previous exposure to the language. One-term intensive coverage of the contents of SPAN W1101 and SPAN W1102. A student may not receive credit for both SPAN W1120 and the sequence SPAN W1101-SPAN W1102.

SPAN W1201x and y Intermediate Spanish I 4 pts. Prerequisites: SPAN W1102 or SPAN W1120, or a score of 380-449 in the department's Placement Examination. An intensive course in Spanish language communicative competence, with stress on oral interaction, reading, writing, and culture as a continuation of SPAN W1102 or SPAN W1120.

SPAN W1202x and y Intermediate Spanish II 3 pts. Prerequisites: SPAN W1201 or a score of 450-624 in the department's Placement Examination. An intensive course in Spanish language communicative competence, with stress on oral interaction, reading, witting and culture as a continuation of SPAN W1201.

SPAN W1208y Spanish for Spanish-Speaking Students 3 pts. Prerequisites: Heritage knowledge of Spanish. Students intending to register for this course must take the department's on-line Placement Examination. You should take this course if your recommended placement on this test is Spanish W1202 (a score of 450-624). If you place below Spanish W1202 you should follow the placement recommendation received with your test results. If you place above Spanish W1202, you should choose between Spanish W3300 and Spanish W4900. If in doubt, please consult the Director of the Language Programs. Designed for native and non-native Spanish-speaking students who have oral fluency beyond the intermediate level but have had no formal language training.

SPAN W1220x and y Comprehensive Intermediate Spanish 4 pts. Prerequisites: A score of 380-624 in the department's Placement Examination, or SPAN W1102, or SPAN W1120. One-term intensive coverage of the contents of SPAN W1201 and SPAN W1202. A student may not receive credit for both SPAN W1220 and the sequence SPAN W1201-SPAN W1202 or SPAN BC1203-SPAN BC1204.

SPAN W3300x and y Advanced Language through Content [in Spanish] 3 pts. Prerequisites: Fulfillment of the language requirement. Corequisites: Formerly Spanish W3200 and BC3004. If you have taken either of these courses before you can not take Spanish W3300. An intensive exposure to advanced points of Spanish grammar and structure through written and oral practice, along with an introduction to the basic principles of academic composition in Spanish. Each section is based on the exploration of an ample theme that serves as the organizing principle for the work done in class (Please consult the Directory of Classes for the topic of each section.) This course is required for the major and the concentration in Hispanic Studies.

SPAN W3330x and y Introduction to the Study of Hispanic Cultures 3 pts. Prerequisites: Spanish 3300 (formerly Spanish 3332) The course studies cultural production in the Hispanic world with a view to making students aware of its historical and constructed nature. It explores concepts such as language, history, and nation; culture (national, popular, mass, and high); the social role of literature; the work of cultural institutions; globalization and migration; and the discipline of cultural studies. The course is divided into units that address these subjects in turn, and through which students will also acquire the fundamental vocabulary for the analysis of cultural objects. The course also stresses the acquisition of rhetorical skills with which to write effectively in Spanish about the topics discussed. This course is required for the major and the concentration in Hispanic Studies.

SPAN W3349x and y Hispanic Cultures I: Islamic Spain through the Colonial Period 3 pts. Prerequisites: Spanish 3330 (formerly Spanish 3332). This course provides an overview of the cultural history of the Hispanic world, from Roman Iberia to about 1700. It will address Islamic al-Andalus, Christian Spain and the late Middle Ages, the conquest of the "New World", the pre-Columbian cultures of the Americas, the colonial age and the decline of empire. Students will become familiar with major events and significant political, social and cultural trends of the various periods through the study of oral vs. manuscript vs. print culture, elite vs. popular culture, conquest and resistance, transculturation, and the links between cultural production and ideology. Students will also develop beginning skills in reading older forms of Spanish. Class discussions will seek to situate the works studied within the political and cultural currents and debates of the time. Emphasis will be placed on the historical context and on the development of close reading skills. All primary materials, class discussion, and assignments are in Spanish. This course is required for the major and the concentration in Hispanic Studies. It also fulfills the A-list Major Cultures requirement.Global Core.

SPAN W3350x and y Hispanic Cultures II: Enlightenment to the Present 3 pts. Prerequisites: Spanish 3330 (formerly Spanish 3332) This course surveys cultural production of Spain and Spanish America from the eighteenth to the twenty-first centuries. Students will acquire the knowledge needed for the study of the cultural manifestations of the Hispanic world in the context of modernity. Among the issues and events studied will be the Enlightenment as ideology and practice, the Napoleonic invasion of Spain, the wars of Spanish American independence, the fin-de-si�cle and the cultural avant-gardes, the wars and revolutions of the twentieth century (Spanish Civil War, the Mexican and Cuban revolutions), neoliberalism, globalization, and the Hispanic presence in the United States. The goal of the course is to study some key moments of this trajectory through the analysis of representative texts, documents, and works of art. Class discussions will seek to situate the works studied within the political and cultural currents and debates of the time. All primary materials, class discussion, and assignments are in Spanish. This course is required for the major and the concentration in Hispanic Studies. It also fulfills the A-list Major Cultures requirement.Global Core.

SPAN W3490x Latin American Humanities I: From Pre-Columbian Civilizations to the Creation of New Nations [In English] 4 pts. An introduction to the history and culture of Latin America, from pre-Columbian civilizations and the Spanish conquest to the foundational period of nation formation after independence from Spain. A study of pre-conquest cultures will be followed by a review of the various strategies through which Spain imposed its authority on new lands and peoples in the Americas, paying close attention to the roles played by religion, culture, and politics in the process. The rise of creole subjectivities and the struggle for independence from peninsular authority will be examined, followed by a consideration of the problems inherent in the creation of new nations and states in the former colonial lands. Students are encouraged, but are not required, to take Latin American Humanities II (Spanish W3491). No knowledge of Spanish or Portuguese required. This course may count toward the major or concentration in Hispanic Studies and the concentration in Portuguese Studies. Major Cultures Requirement: Latin American Civilization List A. Global Core.

SPAN W3491y Latin American Humanities II: From Modernity to the Present [In English] 4 pts. An introduction to the history and culture of Latin America, from the advent of modernity to the present, that is, after the foundational period of nation formation. The course will begin by addressing the phenomenon of modernity in a peripheral context in order to understand the specificity of cultural production in Latin America. The relationship between metropolitan discourses and their creative transformation in Latin America will provide a fertile ground for the study of the continent's history and cultural movements. The overarching concern will be to study how notions of Latin American culture were negotiated at certain historical turning points by different agents such as writers, artists, and politicians. Among the themes and topics examined will be positivism and cosmopolitanism, the close and contentious relationship between art and political engagement during the Mexican and the Cuban revolutions, the Boom of Latin American literature in the 1960s, the military dictatorships of the 1970s, and the migrations that have characterized the new global realities. Students are encouraged, but are not required, to take Latin American Humanities I. This course is on the "A list" of courses for the Major Cultures Core requirement. It is recommended that students take Latin American Humanities I before taking this course. Students with knowledge of Spanish may read the works in the original language. This course may count toward the major or concentration in Hispanic Studies and the concentration in Portuguese Studies. Global Core.

SPAN W3265y Latin American Literature in Translation [in English] 3 pts. A panoramic study of modern Latin American fiction. Major Cultures Requirement: Latin American Civilization List A. Global Core.

SPAN W3333x East/West Frametale Narratives [in English] 3 pts.(same as CPLS W3333; students should register using call #16350)

What do the Tales of the Arabian Nights, the Panchatantra, and the works of Boccaccio, Marguerite de Navarre, Mar�a de Zayas and Cervantes have to do with the narrative forms of films such as the romance Love Actually, Stephen King's psychological thriller Secret Window, or Christopher Guest's mockumentary Best in Show? Frametale narratives, the art of inserting stories within stories, in oral and written forms, originated in East and South Asia centuries ago; tales familiar to Europe, often called novellas, can trace their development from oral tales to transmitted Sanskrit and Pahlavi tales, as well as Arabic and Hebrew stories. Both Muslim Spain and Christian Spain served as the nexus between the East and Europe in the journey of translation and the creation of new works. This course examines, through readings and contemporary films: the structure, meaning, and function of ancient, medieval, and early modern frametale narratives; literary and cultural topics, including Christian, Muslim, and Jewish relations in medieval and early modern Mediterranean societies; how complex and entertaining narratives develop from their "bare bones" origins in joke books, laws and legal theories, conduct manuals, collections of aphorisms and other wise and pithy sayings, misogynist non-fiction writings, and Biblical stories. Qualified students may write papers in Spanish, French, or Italian.

SPPO W3410y Language and Ideology in Latin America 3 pts. Prerequisites: SPAN 3300 and SPAN 3330, or PORT 3300, or PORT 3301 This course focuses on the most influential developments in discourse analysis in the context of language and ideology, applied to relevant discourses in Latin America. The five theoretical modules are: a) basic concepts in linguistics (Saussure and Benveniste), b) dialogue in discourse (Bakthin), c) Critical Discourse Analysis (Fairclough), d) discourse and ideology (van Dijk), and e) Cognitive Sciences (Lakoff). For each module, there will be a discussion session applying the methodological approaches to actual discourse. Students will write a 5-page essay (module notes) for each module either applying the theoretical framework at hand to a discourse corpus (related to Latin America) or relating the framework studied to another. They will also write a 15-page analysis of a discourse corpus (related to Latin America) as a final essay. In the final 2 sections of the course, they will have the opportunity to present their analysis and receive input from the class. Through the course, students will be required to meet with the instructor several times to tailor their module notes and final essay to their particular interests.

SPAN W3451x Performing Freedom: Democracy and Excess in Contemporary Spain 3 pts. Prerequisites: Spanish W3349, W3350, or instructor's permission. In a relatively short period of time, Spain has been transformed from an anachronistic authoritarian state dominated by pre-modern values to a modern and established democracy firmly integrated in the European Union. This �exemplary� story of success and of a harmonious path to (post) modernity becomes somewhat blurred when confronted with the cultural sphere of the same period. New modes of identity and expression required by a changing context are developed, negotiated and problematized in a cultural arena often at odds with the optimistic image of youth and hypermodernity promoted by/in international mass-media. New personal and public identities are the result of insecure �performances� of freedom that along with the brilliant new face of Spanish society have produced other expressions of excess and apathy. The analysis in context of different �texts� (literature, film, music, political performance) will allow us to map the complexities of the Spanish society of the last thirty years.

SPAN W3455x Witches, Sorcerers, and Prophets in Spain 1500-1800 3 pts. Prerequisites: Spanish W3349, W3350, or instructor's permission. From the 15th to the 18th century, Europe passed from the Dark Ages to the Enlightenment. This would leave the Early Modern period (the 16th and 17th centuries) somewhere in the shadows. The purpose of this course is to examine beliefs and representations of �shadowy figures��the Prince of Darkness himself and a vast gallery of witches, magic, sorcery, prophecy�during this period in Spain. Through an examination of literary, legal, theological, and scientific �texts� from these centuries, we will consider the development of ideas about good and evil, reason and faith, order and disorder. We will consider the intersections of the discourses of magic with the most important political, social, literary and theological developments of these centuries. How did urban and rural communities understand the occult, and how did the Counter Reformation Church and the absolutist state attempt to interpret and control popular ideas of magic? How did playwrights, authors, and painters represent the occult? Is Spain�s experience with magic different than that of the rest of Western Europe? And did those shadowy figures really go away in the Enlightenment? In researching these questions, we will look at early modern witch-hunting manuals and demonology treatises, and Inquisition trials of sorcerers and witches. We will read of �outbreaks� of possessions in convents, visionary nuns whose prophecies shaped Imperial policy, and Inquisition trial records of accused magicians. We will read Cervantes�s witches, Calder�n de la Barca�s fairies, V�lez de Guevara�s devil, and Ru�z de Alarc�n sorcerers. We will also examine accounts of miraculous experiences in the literatura de cordel�the forerunner of the newspaper, as well as Enlightenment theologians� attempts to explain away these same phenomena. In addition to gaining exposure to the principal modes of representation of the period, we will also think about the way the very nature of representation and experience of the invisible.

SPAN W3460x Literature and Anthropology in Latin America 3 pts. Prerequisites: Spanish W3349, W3350, or instructor's permission. Our seminar looks at different notions of culture, race, and nation as they were debated in literary texts and in essays by Latin American writers and scientists and anglophone anthropologists. While these texts tell stories about collective belonging and historical or mythical truth, they also question the role of cultural differences in the modern world. Tales, short stories, poetry, essays and testimonies by Jos� Mar�a Arguedas, Lydia Cabrera, Fernando Ortiz, Miguel Angel Asturias, Ruth Benedict, Franz Boas, and others. Global Core.

SPAN W3461x Image Making in the Iberian Worlds 3 pts. Prerequisites: Spanish W3349, W3350, or instructor's permission. This course aims to introduce undergraduate students to the variety of artistic forms created between the XVth and the XVIIIth centuries in the four parts of the world as an unpredictable consequence of the expansion projects of Portugal and Spain from Europe to America, Asia and Africa. This variety can be analyzed as the fruit of the reciprocal transformations between local (Ta�no, Mexica, Maya, Inca, Japanese, Moghol, Sapi, but also Venetian, Flemish, etc.) traditions and the complex phenomenon of the curculation of objects throughout the planet. The impact of Western models (Christian iconographies, perspective techniques, new architectural construction systems, etc.), materials and media (engraving, oil painting, etc.) on these local traditions will be addressed, as well as the reverse influence of local traditions on Western models and techniques. From codices of New Spain to Japanese screen-folds, and from Indian or African ivory-imagery to Peruvian colonial textiles, encompassing mother-pearl mosaics, feather-paintings, silk nun-shields, graffiti, corn sculptures, kero-cups, obsidian-mirror crosses, maps, as well as more �canonical� media (oil and wall-painting, wood-sculpture, silver or gold production etc.), the course will continuously place each object in its specific historical, political and anthropological context. The making of these images and objects will be understood as a concrete aesthetic relationship between factura and idea, that is to say, between the most tangible and material aspects of their manufacture and the different ideas, meanings, interpretations and discourses involved in these same productions. We will also pay attention to the heterogeneous uses of these images, which range from the juridical (use of painted codices as testimonial proofs in trials) to the administrative (use of maps to organize and govern a territory), from the liturgical (use of new Christian imageries in churches) to the political (sending of gifts throughout the planet), and from the illicit (graffiti) to the civic (mural decorations in a colonial officer's house).

SPAN W3468x Spanish American Poetry 3 pts. Prerequisites: Spanish W3349, W3350, or instructor's permission. The aims of the class are twofold: 1) to explore the language of poetry and ways of approaching it; 2) to study selected poems by major figures of XXth- and XXIst-century Spanish American poetry. For the purposes of the class, poems will be considered not as ideological constructs or forms of cultural production, but as aesthetic artifacts, sources of readerly pleasure and enlightenment. As the American poet Robert Frost put it: A poem begins in delight and ends in wisdom. Authors to be discussed include Pablo Neruda, C�sar Vallejo, Alfonsina Storni, Nicol�s Guill�n, Alejandra Pizarnik, Nicanor Parra, and Jos� Kozer.

SPAN W3566y Cuba Inside and Out 3 pts. The class will study works of Cuban literature, mostly fiction, written inside and outside of the island during the last half-century. Authors to be discussed include: Guillermo Cabrera Infante, Miguel Barnet, Zo� Vald�s, Leonardo Padura, Mayra Montero, Reinaldo Arenas, Chely Lima, Oscar Hijuelos, Cristina Garc�a, and Richard Blanco.

SPAN W3574y Realism in Hispanic Film 3 pts. This course traces the development of a certain style and idea in Hispanic film. The conception of the film image not as a visual artifice or a vehicle of imagination but rather as an ethical representation of reality is at the chore of some of the most important films in Spain and Latin America. The assimilation of Italian Neorealism to different geo-political contexts offered Hispanic film-makers a privileged vehicle, not only to portray a social context in constant conflict but also to offer scripts of change from an aesthetic threshold conceived as always already political.

SPAN W3689y Inventing the Political Mind 3 pts. In this course we are going to examine texts and other cultural objects produced during the late Middle Ages and the Early Modern period that deal with the creation of the politician as a public person, and politics as an occupation and a business. We will also be exploring the crucial relationships between politics and theology, and we will therefore be examining issues that are central to our own time and life experience. This course will have an interdisciplinary and transatlantic character, insofar as it involves texts, images (paintings, etchings, etc.), architecture, legal codifications, etc., that will lead us from the Iberian Peninsula and its cultural, religious, and linguistic differences, to the transoceanic expansion of the Hispanic Empire in the Americas, Asia, and Africa. We will read works by authors such as Ibn Rushd, Maimonides, Alfonso X, Graci�n, and Cervantes, among others. We will also make comparative approaches with similar texts produced all over Europe, such as Machiavelli, Erasmus, Hobbes, etc. Our mission is not just historical. We will also create theoretical links with contemporary issues regarding politics as a public occupation as well as its consequences.

SPAN W3795y Surrealism 3 pts. This course familiarizes students with surrealism in its multiple media manifestations (poetry, narrative, visual arts, cinema). We will discuss notions such as the surrealist metaphor, automatic writing, convulsive beauty and manifesto art, and look at the trajectory of surrealism from its beginnings in France and quarrels with DADA artists to its popularization and adoption by artists and the mass media culture in Spain and Latin America. We will also consider recent works that engage in a dialogue with historical surrealism. Works by Andr� Breton, Salvador Dal�, Federico Garc�a Lorca, Alejo Carpentier, Octavio Paz, Roberto Bola�o, Wifredo Lam, Roberto Matta, Remedios Varo.

SPAN W3991x Senior Seminar: Violence and Persecution 4 pts. Prerequisites: Senior status This seminar will examine texts, images, and other cultural objects that allow us to delve into the concepts and ideas about violence and persecution within the Hispanic city during the pre-modern era on both sides of the Atlantic. We will study how some groups were the object of organized violence--religious minorities, people with certain diseases, marginal communities, etc.--as well as the creation of coercive nstitutions that granted and officialized organized violence and persecution such as the Inquisition, among others. We will focus our research into what a historian has called "the formation of a persecuting society" (Moore). To do so, we will read accounts of organized persecutions and massacres, handbooks for inquisitors, narratives of autos-da-fe, images depicting acts of institutional violence and persecution, music, etc. We will also be reading contemporary texts that explore a critical theory of violence. The framing question of our class will be, in fact, a contemporary one: how medieval, early modern, and colonial concepts of violence and persecution can help us understand the models of violence and persecution that pervade our culture, and how the study of history can help us discover subtle ways in which coercion, organized violence, and institutional persecution have become a constitutive part of democratic societies.

SPAN W3991y Senior Seminar: Travel, Empire and Cosmopolitanism in the Hispanic World 4 pts. Prerequisites: Senior major or concentrator status. This course will work retrospectively through the transatlantic Hispanic tradition, analyzing essays, poems, novels and movies that locate themselves against the larger structure of an empire (be it US, British or Spanish) and its corresponding webs of translation and trade. While �travel writing� in the Hispanic tradition has long included accounts of the New World written back to Spanish readers, we will examine other vectors as well: texts written back to the New World by American travelers in Europe, Spanish and Spanish American impressions of the burgeoning US empire, and textual and cinematic attempts to position the local within a global community of observers, readers and/or viewers. Central topics include the manipulation of the trope of civilization vs. barbarity, the peripheral critique of global capitalism, the question of local vs. universal perspectives on culture, and, above all, the aesthetic and political agendas that further (and are furthered by) the notion of cosmopolitanism, that �placeless place� (in the words of Camilla Fojas) �that remains to be thought.�

SPAN W3992x Senior Seminar: Modern Cities and Global Cities 4 pts. Prerequisites: Senior status. The course focuses on the cultural representation of cities in contemporary Hispanic American literature, essays, visual texts, and films. The problem of �modernity� and �postmodernity� in a peripheral culture and its relationships with public spaces is at the core of all the texts. The main hypothesis will be that urban narratives articulate new experiences during periods of change. Students will be introduced to theoretical writing that reflects on urbanism and space, modern and postmodern thought, and contemporary Hispanic American contexts. We will focus on the representation of urban spaces in literary and visual texts, films, and essays from Spain, Argentina, Mexico, Colombia, Venezuela. Students will become familiar with major problems and significant political, social and cultural trends in the contemporary Hispanic American world including topics such as elite culture vs. popular culture, practices of resistance, the representation of violence, and Otherness.

SPAN W3997x Supervised Individual Research (Fall) 3 pts. Permission of DUS required Students register in this course while they pursue independent study work under the supervision of a faculty member during the fall semester. Permission of the Director of Undergraduate Studies is required to register.

SPAN W3998y Supervised Individual Research (Spring) 3 pts. Permission of DUS required Students register in this course while they pursue independent study work under the supervision of a faculty member during the spring semester. Permission of the Director of Undergraduate Studies is required to register.

SPAN W4050x Introduction to Modern Nahuatl 3 pts. This introductory two-semester course in Older (Classical) and Modern Nahuatl will be taught live using distance technology. The learning objectives include: a) developing student oral comprehension, speaking, reading, writing, and knowledge of language structure, as well as cultural wisdom and sensibility in order to facilitate their ability to communicate effectively, correctly, and creatively in everyday situations; b) providing students with instruments and experiences that demonstrate the continuity and differences between past and present Nahua culture through the study of colonial and modern texts and conversation with native speakers; c) penetrating into the historical, economic, political, social, and cultural aspects of Nahua civilization; d) preparing students to eventually take university-level humanities courses taught in Nahuatl alongside native speakers.

SPAN W4051y Introduction to Modern and Classical Nahuatl 3 pts. This introductory two-semester course in Older (Classical) and Modern Nahuatl will be taught live using distance technology. The learning objectives include: a) developing student oral comprehension, speaking, reading, writing, and knowledge of language structure, as well as cultural wisdom and sensibility in order to facilitate their ability to communicate effectively, correctly, and creatively in everyday situations; b) providing students with instruments and experiences that demonstrate the continuity and differences between past and present Nahua culture through the study of colonial and modern texts and conversation with native speakers; c) penetrating into the historical, economic, political, social, and cultural aspects of Nahua civilization; d) preparing students to eventually take university-level humanities courses taught in Nahuatl alongside native speakers. All students will be required to attend a language laboratory session on Wednesdays and Fridays at the Language Resource Center.

SPAN W4995x Spanish for the Legal Profession 4 pts. Prerequisites: Matriculation in the School of Law

CLSP G6107y Medieval Iberian Saints 3 pts. Prerequisites: Reading knowledge of Spanish. This course studies the literary, historical, religious and social conditions that produced Latin and Spanish broadly defined hagiographical narratives of the Iberian peninsula from the fifth century to the fifteenth, and considers the relationship between the production of hagiography and the development of popular and learned prose fiction in the medieval and early modern periods. We have learned over the past twenty years or so that hagiographic narratives provide windows into medieval beliefs and daily lives, and they have been particularly fruitful areas of study for our understanding of women and gender. In several cases, we will look at Greek, Latin, and French antecedents to the Spanish texts. Topics will include: Christian martyrs in al-Andalus, and Muslim converts to Christianity; relics and the trafficking of relics, authenticated and fake, and the special role of relics to nation-building; early Christian women�s travel narratives and how male confessors framed the women�s stories; martyrdom, miracles, pious lives; differences between male and female saints and their stories, monasticism, asceticism, and the function of time/space/ and place in hagiography; the relationship of Marian worship to courtly literature, and of both to the stories of converted prostitutes and secular misogynistic literature of the Middle Ages; historical documentation of peasants� visions of saints and the Virgin Mary in thirteenth, fourteenth, and fifteenth century Castile. Reading knowledge of Spanish required, but the other texts are available in the original language and in English translation.

SPAN G6123y Justice and Injustice in Pre Modern Spain 4 pts. This course examines the representations of justice�divine and human�which are found at the heart of both literary and political discourses in the early modern Spanish period. Students will read canonical literary texts and will also read primary source discourses regarding the key juridical issues of the era: the prosecution/ persecution of religious, ethnic and political difference, the regulation of poverty, the rights and responsibilities of sovereigns before their subjects, and the regulation of supernatural and visionary experience. This course will give them the theoretical frame to consider literary and historical texts in dialogue.

SPAN G6293y Post-Abolition Brazil 3 pts. In this course we will examine representations of (mostly inter-racial and male) friendship � and related concepts such as philanthropy, sympathy/ hostility, patronage and clientelism; fraternity, camaraderie, companionship, generation and bohemia; cordiality, nationality and (racial) democracy�between the abolition of slavery (1889) and the appearance of Gilberto Freyre�s main works in the beginning of the 1930�s. The goal is to understand how Brazilian writers struggled to imagine a modern nation in face of blatant social inequalities and the new exigencies of citizenship of a multi-racial, multi-ethnic and peripheral society. We will read works by authors such as Joaquim Nabuco, Adolfo Caminha, Machado de Assis, Jos� do Patroc�nio, Lima Barreto, Nestor V�tor, M�rio de Andrade, Gilberto Freyre, S�rgio Buarque de Hollanda and Jos� Lins do Rego.

SPAN G6344y The Avant-Garde and Mass Media 3 pts. This course explores the historical avant-garde�s involvement with the early mass media industry and its technologies, particularly radio broadcasting, cinema and photography. The rise of these media in the early twentieth century produced not only reflections on the total artwork and on the role of the visual and the aural, but in many cases a repositioning of authors and intellectuals in the public sphere. In this course we analyze early chronicles, poetry, experimental artworks, radio scripts, and movies to see how individual writers and artists engaged with the new possibilities offered by these media. Discussions of Frankfurt School criticism and recent media theory by Douglas Whitehead, Dominique Kahn, Hal Foster, Rub�n Gallo, and Edmundo Paz Sold�n will be paired with texts by Alejo Carpentier, Vicente Huidobro, Jorge Luis Borges, Amado Nervo, among others.

SPAN G6420y Spanish Nationalism 1808-1898 3 pts. Most critical discussions of nationalism in Spain focus on the cases of Catalonia, the Basque Country, and Galicia. However, the Spanish nation itself is a relatively recent historical construct, dating back to the end of the ancien r�gime in the aftermath of Napoleon�s invasion and the C�diz constitutional courts. Through analysis of theoretical works on nations, nationalism, national culture, and the role of literature in nation-building, in addition to close reading of literary and nonliterary primary texts, this course examines the political and symbolic figuration of the nation during the period leading up to the 1898 �Disaster��the loss of the last colonies in the Spanish-American war.

SPAN G6509y Visions from Afar, Visions from Nearby 3 pts. Between the 15th and the 17th centuries the expansion projects �and in particular the Iberian ones � stimulated an unprecedented fertile tension between the distant and the close, in geographical, historical and visual terms. Each session of this graduate seminar will be devoted to specific episodes � how to make a Jesuit mapamundi in Beijing (Matteo Ricci)? how to illustrate local plants and fruits in Mexico (Francisco Hernandez) or Goa (Garc�a da Orta, Cristovao de Acosta)? how to transform into copper plates the pages of the chronicles describing remote places for an European public (from the India of De Maares to the �Indies� of Las Casas through De Bry or Cornelis Claesz, but also Athanasius Kircher� China Monumenta)? We will study also a number of textual and visual documents explicitly conceived to cross the ocean (Diego Mu�oz Camargo from Tlaxcala, Guaman Poma de Ayala from Lucanas, both authors� textual and visual works aimed to reach Spain), or the artistic �recipes� written in Spain but then used and reinterpreted by the Andean painters to prepare the colors and paint their canvases. From the Brazilian reframing of landscape or genre painting in Eeckhout�s or Frans Post�s masterpieces, to the display of farness through the objects of a Wunderkammern in Prague, or Naples, we will investigate how between the 15th and 17th centuries, new ways of making both remoteness and proximity visible were used and invented, tools that range from new challenges of ekphrasis to precise optical techniques of capturing.

PORT W1101x Elementary Portuguese I 4 pts. A beginning course designed for students who wish to start their study of Portuguese and have no proficiency in another Romance language. The four language skills: listening, speaking, reading, and writing are developed at the basic level.

PORT W1102y Elementary Portuguese II 4 pts. Prerequisites: PORT W1101 or the equivalent. A course designed to acquaint students with the Portuguese verbal, prepositional, and pronominal systems. As a continuation of Elementary Portuguese I (PORT W1101), this course focuses on the uses of characteristic forms and expressions of the language as it is spoken and written in Brazil today.

PORT W1220x and y Comprehensive Intermediate Portuguese 4 pts. Prerequisites: PORT W1102 or PORT W1320. This course discusses contemporary issues based on articles from Lusophone newspapers and magazines. Students will review grammar, expand their vocabulary and improve oral expression, writing, and reading skills. They are also exposed to audiovisual material that will deepen their understanding of Lusophone societies and culture.

PORT W1320x and y Comprehensive Elementary Portuguese I and II for Spanish Speakers 4 pts. Prerequisites: Knowledge of Spanish or another Romance language An intensive beginning language course in Brazilian Portuguese with emphasis on Brazilian culture through multimedia materials related to culture and society in contemporary Brazil. Recommended for students who have studied Spanish or another Romance language. The course is the equivalent of two full semesters of elementary Portuguese with stress on reading and conversing, and may be taken in place of PORT W1101-W1102. For students unable to dedicate the time needed cover two semesters in one, the regularly paced sequence PORT W1101-W1102 is preferable.

PORT W3101x Conversation about the Lusophone World 3 pts. Prerequisites: Portuguese W1220. This conversation class will help students develop their oral proficiency in Portuguese. We will discuss current events, participate in challenging pronunciation exercises, improve understanding of Portuguese idioms, develop conversation strengths, confront weaknesses, and increase fluency in spoken Portuguese.

PORT W3300y Advanced Language through Content 3 pts. Corequisites: Port W1220 An intensive exposure to advanced points of Portuguese grammar and structure through written and oral practice, along with an introduction to the basic principles of academic composition in Portuguese. Each section is based on the exploration of an ample theme that serves as the organizing principle for the work done in class. This will serve as the topical context to review advanced points of Portuguese grammar and structure through written and oral practice, and to introduce the basic principles of academic composition in Portuguese, particularly those pertaining to narration and description. This course is required for the concentration in Portuguese Studies. "Brasil: Favela e carnaval" intends to offer an exploration of issues related to poverty, race and violence through cultural phenomena manifested in fiction, music, film and media in today�s Brazilian society.This course is required for the concentration in Portuguese Studies.

PORT W3301x Advanced Writing and Composition in Portuguese 3 pts. Prerequisites: PORT W1220 This course focuses on three elements: 1) the main elements of formal discourse in Portuguese (grammar, vocabulary, expressions, etc.); 2) discourse genres, based on the theoretical bases laid out by Textual Linguistics and Discourse Analysis; 3) cultural, economic, social, political themes related to the reality of Brazil or other Portuguese-speaking countries. However, students should be able to define their areas of interest and shape their experience in the course according to them. Such an approach takes advantage of the diversity in the classroom, stimulates participation, and promotes independent academic research. Therefore, students will start a weblog, where their writing activities will be posted, so that their colleagues may read and comment on them. The mandatory genres-forms for all students are in the modules of discourse genres and academic writing, and the corresponding forms, the pronominal system and semelfectives. Students will then choose one more genre among biographical texts (resum�, facebook, biography), lyrical texts (music, poetry), subjective texts (description, narrative, commentary, editorial), and journalistic texts, as well as the corresponding forms assigned to those modules: indirect speech, mandates, past verbal tenses, conjunctions, redundancy/repetition, and semelfactives (conditionals). Every student will study and practice all genres and forms, but they will be responsible for larger assignments (module notes, to be posted on their blogs) on the two mandatory modules and the optional one. At the beginning of the semester they will choose a thematic topic for the course (in their field of study or area of personal interest), and will select a literature list with the assistance of the instructor. All assignments in the course must be related to the chosen thematic topic and will involve research based on the literature list. At the end of the semester, they will produce an essay on their thematic choice.

PORT W3330y Introduction to Portuguese Studies 3 pts. This course presents the students with the information and basic tools needed to interpret a broad range of topics and cultural production from the Portuguese-speaking world: literary, filmic, artisitic, architectural, urban, etc. We will use a continuing cross-disciplinary dialogue to study everyday acts as a location of culture. This course will center on interpretation as an activity and as the principal operation though which culturally sited meaning is created and analyzed. Among the categories and topics discussed will be history, national and popular cultures, literature (high/low), cultural institutions, migration, and globalization. Students will also acquire the fundamental vocabulary for the analysis of cultural objects. This course is required for the concentration in Portuguese Studies.

PORT W3490y Brazilian Society and Civilization (in English) 3 pts. Each week, a historical period is studied in connection to a particular theme of ongoing cultural expression. While diverse elements of popular culture are included, fiction is privileged as a source of cultural commentary. Students are expected to assimilate the background information but are also encouraged to develop their own perspective and interest, whether in the social sciences, the humanities (including the fine arts), or other areas.

CATL W1120x and y Comprehensive Beginning Catalan 4 pts. An extensive introduction to the Catalan language with an emphasis on oral communication as well as the reading and writing practice that will allow the student to function comfortably in a Catalan environment.

CATL W1201y Intermediate Catalan I 4 pts. Prerequisites: CATL W1120. The first part of Columbia University�s comprehensive intermediate Catalan sequence. The main objectives of this course are to continue developing communicative competence�reading, writing, speaking and listening comprehension�and to further acquaint students with Catalan cultures.

CATL W1202x Intermediate Catalan II 4 pts. Corequisites: Catalan 1201 or the equivalent.

CATL W3330y Introduction to Catalan Culture 3 pts. Course objectives are to examine manifestations of cultural production in the Catalan-speaking world and to perfect Catalan language skills. Topics to be discussed include: bilingualism and language as the marker of �authentic� national identity; the influx of immigration and the constant redefinition of all things Catalan; the very locally rooted and at the same time very international outlook of the avant-garde from Foix to T�pies; the protest song and popular vis-�-vis Hollywood culture; the zombie-like estrangement of characters in post-Civil War fiction. By the end of the course, students will have a broad-based yet nuanced grasp of fundamental aspects of Catalan cultures.