Duration
30h Th
Number of credits
Lecturer
Language(s) of instruction
Spanish language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The aim of this course is twofold. On the one hand, we will read in chronological order a corpus of Spanish works that are socially relevant in contemporary Spain, and we will reconstruct in great detail the context of their first reception. On the other hand, these readings will allow us to discuss such burning issues as the political uses of literature, the legal limits of freedom of expression and the varying interpretations of the same text according to different interpretive communities.
The course will start by laying the theoretical, cognitive and sociological grounds for the reading of literary texts, and will then proceed to present several case studies of particular historical and theoretical relevance. We will also consider an aspect that has hardly been theorized yet: rewriting (parody, continuation, transposition...) as a testimony of a historical and situated reading.
Learning outcomes of the learning unit
By the end of this semester students should be able to:
- read authentic Spanish texts of high socio-historical complexity;
- develop elaborated reflections on the everyday uses of fiction;
- be able to argue reasonably about the pragmatic regime to which different textual genres are subject;
- know the main milestones in Spanish political and cultural history of the 20th Century;
- explain the reasons behind the polysemy of the literary fact;
- conceive a stratified and cumulative literary history;
- show the rhetorical and linguistic competence needed to present a paper with the results of personal reflection.
Prerequisite knowledge and skills
General knowledge of the history of Western literature and methods of literary analysis. Level B2 in Spanish language.
Planned learning activities and teaching methods
Each session will contain, in addition to ex cathedra explanations, directed discussions of the required readings.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to face. Flipped classroom.
Recommended or required readings
MANDATORY READING :
Students should purchase of the works marked by an asterisk.
- Joaquín Dicenta: Juan José (1895) (on eCampus).
- Celso Lucio / Antonio Palomero: Pepito (1895) (on eCampus).
- Benito Pérez Galdós: Electra (1901) (on eCampus).
- Rafael Sánchez Ferlosio: Industrias y andanzas de Alfanhuí (1952)*.
- Rodrigo García: Golgota picnic (2011) (on eCampus).
- Cristina Fallarás: El evangelio según María Magdalena (2021)*.
- Several research papers (on eCampus), including:
- Christine Rivalan Guégo: «Lectura y lecturas en las familias», en Lecturas gratas o ¿la fábrica de los lectores?, Madrid: Calambur, 2007, pp. 37-70.
- José-Carlos Mainer: «Cien años después: sobre Electra», en Y. Arencibia / M. P. Escobar / R. M. Quintana (eds.): VII Congreso internacional galdosiano. Galdós y la escritura de la modernidad, Las Palmas de Gran Canaria: Cabildo Insular de Gran Canaria, 2001, pp. 957-972.
- Marta Palenque: «Fotografiar la escena a principios del siglo XX: entre gabinetes, prensa y tarjetas postales (con ejemplos de Electra y Mariucha, de Benito Pérez Galdós)», en Ínsula, nº 864, pp. 20-24.
- Eva Morón / Consuelo Martínez: «Las dificultades de los futuros maestros ante la LIJ: el ejemplo de Alfanhuí», en Impossibilia, nº 8, 2014, pp. 194-207.
- Anna Arzoumanov / Mathilde Barraband / Marty Laforest: «"Mais c'est une fiction!» Mobilisation et démobilisation d'une notion controversée dams l'affaire Golgotha picnic», in COnTEXTES, nº 26, 2020.
- Mathilde Barraband: «Incroyable García. Golgotha picnic ou le vacillement référentiel», ibidem.
- Arnaud Latil: «Exprimer, provoquer ou exhorter. L'affaire Golgotha picnic à la lumière de la mutation du délit de provocation à la haine», ibidem.
SUGGESTED FURTHER READING :
Arzoumanov, Anna: La Création artistique et littéraire en procès, 1999-2019, Paris: Garnier, 2022.
Böck, Sebastian et al (ed.): Lesen X.0. Rezeptionsprozesse in der digitalen Gegenwart, Göttingen: V&R unipress, 2017.
Ceballos Viro, Álvaro: «La recepcio´n empi´rica de Benito Pe´rez Galdo´s en la red social digital "Goodreads"», en Anales Galdosianos, nº 54, 2019, pp. 31-48.
Dehaene, Stanislas: El cerebro lector. Últimas noticias de las neurociencias sobre la lectura, la enseñanza, el aprendizaje y la dislexia, Buenos Aires: Siglo XXI, 2014. Trad. María Josefina D'Alessio.
Dufays, Jean-Louis: Stéréotype et lecture. Essai sur la réception littéraire, Bruxelles: P.I.E. Peter Lang, 2010 (1994).
Eco, Umberto: Interpretación y sobreinterpretación, Madrid: Akal, 2012 (1992). Trad. de Juan Gabriel López Guix.
______: Los límites de la interpretación, Barcelona: Random House Mondadori, 2013 [1990]. Trad. de Helena Lozano Miralles.
Felski, Rita: Uses of Literature, Malden / Oxford: Blackwell, 2008.
Fish, Stanley: Is There a Text in This Class? The Authority of Interpretive Communities, Cambridge / London: Harvard University Press, 1980.
García Cívico, Jesús et al.: Ficciones, las justas. La nueva moral en el cine, la música y la pornografía, Valencia: Contrabando, 1922.
Grignon, Claude / Passeron, Jean-Claude: Le Savant et le populaire. Misérabilisme et populisme en sociologie et en littérature, Paris: Gallimard / Seuil, 1989.
Hegel, Allison: Social Reading in the Digital Age. Tesis doctoral, University of California, Los Angeles, 2018. https://escholarship.org/uc/item/193451g2
Littau, Karin: Theories of Reading. Books, Bodies and Bibliomania, Cambridge: Polity Press, 2006.
McCormick, Kathleen: «Task representation in writing about literature». Poetics, nº 16, 1987, 131-154.
Mauger, Gérard / Poliak, Claude F. / Pudal, Bernard: Histoires de lecteurs, Paris: Nathan, 1999.
Pratt, Mary-Louise: «Interpretive Strategies / Strategic interpretations. On Anglo-American Reader Response Criticism», Boundary 2, vol. 11, nº 1-2, 1982/1983, 201-231.
Sangsue, Daniel: La Parodie, Paris: Hachette, 1994.
Sapiro, Gisèle: Peut-on dissocier l'œuvre de l'auteur?, Paris: Seuil, 2020.
Squire, James R.: The Responses of Adolescents While Reading Four Short Stories, Champaign (Il.): National Council of Teachers of English, 1964.
Vara, Eduardo: Érase una vez en tu cerebro. Cómo y por qué disfrutas tanto con algunas historias, Barcelona: Ariel, 2022.
Wiart, Louis: La Prescription littéraire en réseaux: enquête dans l'univers numérique, Villeurbane: Presses de l'enssib, 2017.
Wolf, Maryanne: Tales of Literacy for the 21st Century, Oxford: Oxford University Press, 2016.
Exam(s) in session
Any session
- Remote
written exam ( open-ended questions )
Written work / report
Additional information:
During the exams (session), students must submit a personal paper in which they will integrate the knowledge and skills acquired during the semester. This work will consist of the analysis of the reviews published on the digital social network Goodreads of El Evangelio según María Magdalena, by Cristina Fallarás.
The length of this work will be between 3,000 and 4,500 words. The assessment criteria will be the following:
- grammatical, spelling and typographical quality;
- syntactic and structural quality;
- proficiency in the use of terminology;
- pertinence of quotations and observations;
- insight.
Work placement(s)
Organizational remarks
This course will be taught in Spanish and according to a pedagogical model of digital sobriety. This means that students will not be allowed to use any electronic mobile devices during class.
Contacts
Alvaro CEBALLOS VIRO Département de Langues et Littératures Romanes Place Cockerill, 3/5 (A2) - 4000 Liège Tel.: 04 366 53 89 E-mail : A.CeballosViro@uliege.be
Association of one or more MOOCs
Items online
Online Notes
Notes available on eCampus.