Faculty

Alexandre Albert-Galtier, associate professor (17th-century French theater, art, and literature). Licence, 1981, D.E.A., 1983, Ph.D., 1988, Lyon II. (1994)

Barbara K. Altmann, professor (Old and Middle French literature and language, codicology, gender studies). B.A., 1978, Alberta; M.A., 1982, Ph.D., 1988, Toronto. (1989)

Pedro García-Caro, assistant professor (Spanish). B.A., 1995, Universidad de Murcia; M.A., 1997, University College, London; Ph.D., 2004, King’s College, London. (2006)

Nadia Ceccacci, senior instructor; supervisor-coordinator, first- and second-year Italian programs. Corso di laurea in Lingue e Letterature Straniere, 1981, Università degli Studi di Perugia; M.A., 1986, Oregon. (1989)

Robert L. Davis, associate professor (methodology and pedagogy, Spanish and Romance linguistics). B.A., 1983, Southern Mississippi; M.A., 1987, Ph.D., 1991, North Carolina at Chapel Hill. (1991)

Laurie deGonzalez, senior instructor; supervisor-co-coordinator, first-year Spanish program. B.A., Antioch; M.A., 1987, Monterey Institute of International Studies. (1993)

André Djiffack, associate professor (Francophone literatures, 20th-century French literature, colonial and postcolonial studies). B.A., 1987, Maîtrise, 1988, Doctorat de 3e Cycle, 1992, Yaoundé; Ph.D., 1998, Cape Town. (2000)

Paula Ellister, senior instructor; supervisor–co-coordinator, first-year Spanish program. B.A., 1992, M.A., 1994, Oregon. (1994)

Cecilia Enjuto Rangel, assistant professor (Spanish and Latin American poetry, transatlantic studies, gender and literary theory). B.A., 1998, Universidad de Puerto Rico; M.A., 2002, Ph.D., 2005, Yale. (2005)

Juan A. Epple, professor (19th- and 20th-century Latin American literature, short-story theory, Hispanic literature in the United States). Licenciate, 1971, Chile; M.A., 1977, Ph.D., 1980, Harvard. (1980)

Hilary Fisher, senior instructor; supervisor-coordinator, first-year French program. B.Ed., 1973, Exeter, Devon; M.A., 1975, Oregon. (1994)

Leonardo García-Pabón, associate professor (colonial Latin American literature, contemporary Latin American poetry, literary theory). B.S., 1980, Universidad Mayor de San Andrés; M.A., 1981, Université Catholique de Louvain; Ph.D., 1990, Minnesota, Twin Cities. (1990)

Amalia Gladhart, associate professor (20th-century Latin American literature, theater, feminist studies). B.A., 1989, Michigan State; Ph.D., 1995, Cornell. (1995)

Evlyn Gould, professor (19th-century French literature and culture, European studies, literature and the other arts). B.A., 1975, California, Irvine; M.A., 1977, Ph.D., 1983, California, Berkeley. (1983)

Harinder K. P. Hennesy, senior instructor (Italian). B.A., 1991, Istanbul; M.A., 1996 and 1998, Oregon. (1999)

Gina Herrmann, assistant professor (contemporary Spanish literature, politics and culture, autobiographical studies, gender studies). B.A., 1990, Cornell; M.A., 1993, Columbia; Ph.D., 1998, Cornell. (2002)

Nathalie Hester, assistant professor (French and Italian Renaissance and baroque literature and culture, travel literature). B.A., 1992; M.A. 1993; Ph.D., 2001, Chicago. (2001)

Mónica Lara, senior instructor. B.A., 1982, M.A., 1992, Oregon. (1992)

Massimo Lollini, Emmanuel S. Hatzantonis Distinguished Fellow in Italian Language and Culture; professor (baroque and modern Italian literature, comparative modern literature). Laurea, 1978, Bologna; Ph.D., 1992, Yale. (1992)

Karen McPherson, associate professor (Francophone literatures, modern French novel, feminist theory). B.A., 1970, Oregon; M.A., 1983, Ph.D., 1987, Yale. (1998)

Shelley Merello, senior instructor. B.A., 1970, St. Lawrence; M.A., 1972, Stanford. (1989)

Leah Middlebrook, assistant professor (early modern French and Spanish literature and culture, lyric poetry, comparative literature). See Comparative Literature.

Bryan J. Moore, senior instructor. B.A., 1987, M.A., 1990, Oregon. (1990)

Fabienne Moore, assistant professor (French Enlightenment, prose poetry, contemporary France). License, 1987, Toulouse–Le Mirail; Ph.D., 2001, New York University. (2000)

George Moore, adjunct instructor (Continental philosophy, aesthetics, European literature). B.A., 1977, William and Mary; M.A., 1980, Ph.D., 1987, Boston College. (2003)

Rosario Murcia, senior instructor; supervisor-coordinator, second-year Spanish program. B.A., 1984, Alicante; M.A., 1988, Oregon. (1988)

Amanda W. Powell, senior instructor. B.A., 1977, Yale; M.A., 1983, Boston University. (1991)

F. Regina Psaki, Giustina Family Professor of Italian Language and Literature (medieval and Renaissance Italian literature, comparative medieval literature). B.A., 1980, Dickinson; M.A., 1986, Ph.D., 1989, Cornell. (1989)

Andrew Rothgery, senior instructor. B.A. 1991, M.A., 1994, Oregon. (1994)

Analisa Taylor, assistant professor (Mexican literary and social history). B.A., 1992, Oregon; M.A., 1996, Ph.D., 2002, Duke. (2002)

Tania Triana, assistant professor (Caribbean studies, literature of the Americas, gender and African diaspora studies). B.A., 1996, State University of New York, Buffalo; M.A., 2000, Ph.D., 2004, California, San Diego. (2004)

David Wacks, assistant professor (medieval Iberian literature and culture, Sephardic studies). B.A., 1991, Columbia; M.A., 1997, Boston College; Ph.D., 2003, California, Berkeley. (2003)

Catherine Wiebe, senior instructor; supervisor-coordinator, second-year French program. Diplôme, 1978, Ecole Supérieure des Arts Appliquées, Paris; M.A., 1982, Oregon. (1985)

Gloria Zabala, senior instructor. B.A., 1983, M.A., 1989, Oregon. (1989)

Emeriti

Randi M. Brox, professor emerita. Cand. Philol., 1960, Oslo; Ph.D., 1965, Illinois. (1965)

Françoise G. Calin, professor emerita. Licence, 1963, Diplôme d’Études Supérieures, 1964, CAPES, 1966, Sorbonne; Ph.D., 1972, Stanford. (1973)

David J. Curland, senior instructor emeritus. B.A., 1950, California, Los Angeles; M.A., 1963, Oregon. (1966)

Richard H. Desroches, associate professor emeritus. B.A., 1947, Clark; Ph.D., 1962, Yale. (1957)

Sylvia Giustina, senior instructor emerita. B.A., 1956, Marylhurst; M.A., 1966, Oregon. (1968)

Elisabeth A. Marlow, associate professor emerita. Diplôme, 1953, Hautes Études Commerciales, Paris; M.A., 1958, Ph.D., 1966, Oregon. (1958)

Barbara D. May, associate professor emerita. B.A., 1972, M.A., 1973, Ph.D., 1975, Utah. (1976)

Perry J. Powers, professor emeritus. B.A., 1941, Oregon; Ph.D., 1947, Johns Hopkins. (1946)

Steven Rendall, professor emeritus. B.A., 1961, Colorado; Ph.D., 1967, Johns Hopkins. (1967)

Wolfgang F. Sohlich, associate professor emeritus. B.A., 1959, Johns Hopkins; M.A., 1970, Ph.D., 1971, Emory. (1970)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

About the Department [back to top]

The Department of Romance Languages offers an extensive range of courses and degree programs, from instruction in beginning languages through the study of the literatures and cultures of French-, Italian-, and Spanish-speaking countries. Students can earn a bachelor of arts (B.A.) degree in French, Italian, Spanish, or Romance languages; the master of arts (M.A.) is also available in these areas. The doctor of philosophy (Ph.D.), awarded in Romance languages, encompasses a primary language and literature and a supporting area. Romance languages is a liberal-arts major, providing a valuable background for students interested in graduate work, teaching, and, increasingly, other professional and international careers.

Preparation. The department recommends the following preparation for study leading to a major in any of the Romance languages:

1. As much work as possible in the student’s major language. Knowledge of a second Romance language is helpful but not required

2. Knowledge of the history and geography of the European, Latin American, or African areas where the student’s major language is spoken

3. Communication skills, speech, and essay or theme writing that help the student convey ideas logically. In literature courses, papers or essay examinations are generally required

4. Experience in literary studies

Careers. Students who graduate with a B.A. degree in Romance languages enter a variety of occupations. Language teaching is an obvious possibility. Proficiency in a second language and knowledge of other cultures enhances study and career opportunities in other areas as well. Romance languages majors, especially those who have a second major in another discipline (e.g., art history, business administration, economics, history, international studies, journalism, music, or political science) find positions in communications media, government foreign service, international business and law, libraries, social work organizations, and travel and tourist-related agencies, among others.

Interdisciplinary Faculty

Faculty members in the Department of Romance Languages actively participate in other UO interdisciplinary programs and departments (e.g., African studies, comparative literature, European studies, Latin American studies, linguistics, medieval studies, and women’s and gender ­studies). For descriptions, see those sections of this catalog.

Scholarships

The department administers scholarships for undergraduate and graduate students of Romance languages. The Perry J. Powers Scholarship is awarded annually to an outstanding Romance languages student. The Charles Stickles Endowment Scholarship is awarded for study in a Spanish-speaking country. The Emmanuel Hatzantonis Scholarship is awarded every year to a Romance languages major or minor who is studying in Italy with the university’s overseas study program. The Helen Fe Jones Spanish Student Fellowship supports study abroad. The Leona M. Kail Scholarship is awarded every other year to an outstanding student with financial need. The James T. Wetzel Memorial Scholarship is awarded every year to an outstanding graduate student in the Department of Romance Languages. The Françoise Calin scholarship is awarded every year to a French major or minor. More information may be obtained from the department office in early January.

Undergraduate Studies [back to top]

Programs leading to undergraduate degrees are offered in French, Italian, Spanish, and Romance languages (two languages). Majors concentrate on Romance languages, literatures, and cultures. Attention is given to developing the skills of understanding, speaking, reading, and writing the modern language. The Yamada Language Center, in 121 Pacific Hall, provides a valuable complement to classroom exercises.

Students who intend to pursue graduate work in Romance languages are advised to begin a second Romance language early in their studies. Courses in English and other literatures are also recommended. A goal of the department is to give students a thorough view of the cultures of the countries where Romance languages are spoken. The department encourages students to study, at some point in their undergraduate careers, in a country where their target language is spoken.

Major Requirements

Specific requirements for each major are listed below. Students are urged to consult their faculty advisers to create balanced programs.

French, Italian, or Spanish

Majors must complete on the Eugene campus a minimum of 12 credits in literature courses beyond the survey level (courses numbered higher than 319). At least 8 credits of these 12 must be in courses numbered 407 or higher.

Majors are urged to take work in related fields (e.g., another Romance language, English, linguistics, art history, philosophy, history).

French. Forty-eight credits in French—passed with grades of C– or better—are required beyond second-year French, distributed as follows:

Italian. Forty-eight credits in Italian—passed with grades of C– or better—are required beyond second-year Italian, distributed as follows:

Spanish. Forty-eight credits in courses—passed with grades of C– or better—are required beyond second-year Spanish, distributed as follows:

Romance Languages

Romance languages majors must complete on the Eugene campus a minimum of 12 credits in literature courses. At least 8 credits of these 12 must be in courses numbered 407 or higher.

Forty-eight credits in two Romance languages—passed with grades of C– or better—are required beyond the second-year language sequence, distributed as follows:

Departmental Honors

Application for graduation with departmental honors in the major must be made through the student’s departmental adviser no later than the end of the term preceding the term of graduation.
Approval for graduation with honors is granted to a student who:

1. Maintains at least a 4.00 grade point average (GPA) in all upper-division department course work and at least a 3.50 GPA overall or

2. Maintains at least a 3.75 GPA in all upper-­division department course work, maintains at least a 3.50 GPA overall, and submits an honors thesis written under the guidance of a Romance languages faculty thesis adviser. The thesis adviser determines whether the thesis is acceptable and may require the student to register for up to 6 pass/no pass (P/N) credits in Thesis (FR, ITAL, SPAN 403)

Transfer credits and overseas work used to fulfill major graduation requirements are typically included in determining the major GPA.

Minor Requirements

Students may earn a minor in French, Italian, or Spanish (not in Romance languages) by completing 28 credits in upper-division courses, passed with grades of C– or better, in one language area. At least 12 credits must be in language studies and 12 in literature. A minimum of three literature courses (12 credits) must be taken on the Eugene campus. Readings in courses taken for the minor must be in the original language.

Study Abroad

Students are encouraged to study abroad during their tenure at the university. Before going abroad, students should consult a Romance languages overseas adviser about the selection of a program and the courses to be taken in that program.

Courses taken in which the readings or lectures or both are in English do not count toward the major, the minor, or the B.A. foreign-language requirement.

Students in University of Oregon overseas study programs enroll in courses with subject codes that are unique to individual programs. Special course numbers are reserved for overseas study. See International Programs in the Academic Resources section of this catalog.

French. The Oregon University System provides opportunities for a year’s study in France at the Universities of Poitiers and Lyon. Although the programs are intended for undergraduates, some graduate credit may be obtained if arrangements are made with the department. Please refer to the description of these programs under International Programs in the Academic Resources section of this catalog.

Seniors and graduate students may also apply to participate in the French government Lycée assistantship program that places students in French high schools to teach English for one year.

Italian. Since 1970 the university has had a summer program in July and August at the Università Italiana per Stranieri, Perugia, Italy, which is open to undergraduate and graduate students. No knowledge of Italian is required, but participants with one or more years of instruction in the language have a wider choice of courses because all are taught in Italian by faculty members of the host university. Participants earn 12 credits. Applications received before February 15 are given priority consideration.

The university participates in a consortium program in Siena and Macerata, Italy. Students may enroll for one or more terms during the fall-through-spring academic year. The curriculum includes work at all levels in intensive Italian language and courses taught in English on Italian art history, culture, literature, politics, history, and other subjects.

In addition, one advanced student of Italian studies at the Collegio Ghislieri in Pavia each year. Three years of university-level Italian are required for this direct-exchange program.

Spanish. The university offers language study programs in a variety of locations in both Latin America and Spain. These programs may include literature, history, art, business, and other fields of study as well. Please refer to their descriptions under International Programs in the Academic Resources section of this catalog.

Latin America. Students may participate in language programs in Rosario, Argentina, Valdivia, Chile, and Quito, Ecuador.

Mexico. The university participates in language programs in Morelia and Querétaro, Mexico, as well as offering direct enrollment at universities in Cuernavaca, Guadalajara, and Monterrey.

Spain. The Department of Romance Languages operates an advanced Spanish language, literature, history, and culture program in the southern Spanish city of Granada. Students may also attend a language and literature program in the northern city of Oviedo.

Kindergarten through Secondary School Teaching Careers

Students who complete a degree with a major in French, Spanish, or Romance languages are eligible to apply for the College of Education’s fifth-year licensure program in middle-secondary teaching. Students may also apply to the fifth-year licensure program to become an elementary teacher. More information is available from the department’s education adviser, Robert Davis; see also the College of Education section of this catalog.

Graduate Studies [back to top]

The Department of Romance Languages offers programs of study leading to the degree of master of arts (M.A.) in Romance languages, French, Italian, or Spanish and to the degree of doctor of philosophy (Ph.D.) in Romance languages.

The master’s degree program encourages broad research in each of the language areas. The Ph.D. program allows students to focus on a specific field of interest.

Both graduate programs offer students intensive training as teacher-scholars. The department is proud of its high-quality teaching methods courses, and it offers funding to graduate students who present papers at national academic conferences.

The university’s library resources for research in French, Italian, and Spanish support the department’s graduate programs; in some fields they are outstanding. The library’s holdings of learned periodicals are extensive.

Admission

An applicant for admission to the master of arts (M.A.) program should have completed an undergraduate major in a Romance language and literature or its equivalent (e.g., licence, laurea, licenciatura). Students with a degree in another discipline may apply, provided they have a good knowledge of at least one Romance language and are familiar with one Romance literature.

An applicant for admission to the Ph.D. program should have completed a master of arts degree in a Romance language and literature or its equivalent. Students should have at least a reading knowledge of a second Romance language upon entering the Ph.D. program.

Admission Procedure

1. Applications may be made in one of two ways:

a. Apply online at the department website

b. Download a printable version of the Graduate Admission Application at the department website and apply by mail. Applicants should be aware that the paper application may take several weeks longer to process. Send the first copy to the university Office of Admissions with the $50 fee and the remaining copies to the department’s graduate secretary

2. Submit or have sent to the department’s graduate secretary:

a. An official transcript showing college-level work as of the date of application

b. A 750-word statement of purpose describing academic experience, the reasons for wanting to do graduate work in the Department of Romance Languages, and eventual career goals. Students applying to the Ph.D. program must also specify their research interests

c. Three letters of recommendation from faculty members who can directly comment on the applicant’s language competence and aptitude for graduate studies in literature. One letter may refer to potential teaching ability

d. An official record of verbal and quantitative Graduate Record Examinations (GRE) scores for native English speakers. International students must demonstrate proficiency in English by passing the Test of English as a Foreign Language (TOEFL) with a minimum score of 500 on the paper test or 173 on the electronic test

3. Submit a substantial writing sample (e.g., master’s thesis, graduate seminar paper, or undergraduate research paper on a relevant topic) if applying to the Ph.D. program

Priority is given to applicants whose files are complete by February 1. The department’s graduate admissions committee reviews the completed file and notifies each applicant of its decision. New students are typically admitted to the program for fall term.

Graduate Teaching Fellowships

A number of graduate teaching fellowships are available each year for new graduate students in the department. Students should apply to the department by February 1 for fall admission and appointment priority. In exceptional cases, these fellowships may be supplemented by academic scholarships and awards.

Students who hold a Graduate Teaching Fellow (GTF) appointment are required to register and complete a minimum of 9 graduate credits during each quarter of their appointment, all of which must apply toward their degree programs. GTF support to complete the master’s degree program is two years.

Master of Arts Program

Students entering the M.A. program may specialize in French, Italian, or Spanish, or combine two of these fields for a major in Romance languages. The master of arts program consists of course work, written examinations, and a research project. The program is designed to be completed in two years.

To help students navigate requirements, a faculty adviser is assigned by the department during fall term of the first year. Students may change advisers later if they wish.

Degree Requirements

A minimum of 52 graduate credits is required for the master’s degree. To fulfill degree requirements, all courses must be taken on a graded basis. Course work must be completed with grades of B– or better, and a grade point average (GPA) of 3.00 or better must be maintained.

A student whose knowledge of the language or languages is found to be deficient must take remedial work—an advanced writing class or additional study abroad or some form of language immersion.

Distribution of Course Work. M.A. students must take Second-Language Teaching Methods (RL 608) fall term of their first year of graduate studies, and Graduate Study in Romance Languages (RL 620) winter term of their first year. In addition, M.A. students must take Romance Languages Colloquium (RL 623) as a two- or four-credit graded course, as well as one 2-credit preparatory reading seminar (RL 607) during summer session of their first year in the program. The remaining course work should be done in French or Italian or Spanish or Romance languages courses. Students pursuing an M.A. in French, Italian, or Spanish must complete at least two 4-credit graduate-level courses in each of the four literary periods listed below.

Students studying for a master’s degree in Romance languages must enroll in

• at least one 4-credit, graduate-level course in each of the four literary periods in their major language

• one additional course in each of two periods of their choosing in their major language

• at least one 4-credit, graduate-level course in each of the four literary periods in their minor language

for a total of 24 credits in the major language and 16 credits in the minor language.

After receiving written permission from their advisers, students may take as many as two courses toward the degree outside the Department of Romance Languages.

Distribution of Literary Periods

French: medieval and Renaissance; 17th–18th centuries; 1830–1945; 1945–present

Italian: medieval; Renaissance; 17th–19th centuries; 20th century–present

Spanish: 11th century–1569; 1526–1810; 1810–1939; 1939–present

Master of Arts Research Project

The degree requires a research project (either an essay or a pedagogy portfolio) that allows a student to expand his or her expertise in literary and cultural studies or in teaching language, literature, and culture. A faculty member oversees the development of and evaluates the final product. The student must identify a faculty member willing to serve as director and secure his or her signature of approval for the project by the ninth week of spring term of the first year.

The research project must be between 6,000 and 9,000 words. In consultation with the research project director, the student chooses whether to write the project in a Romance language or in English.

Research projects are approved by the director and are referred to the student’s M.A. examination committee (see below) for remediation if the work is found to be deficient or in need of revision. The director submits a final copy of the approved essay or portfolio to the department office by the last day of classes in spring term of the second year.

Essay in literary and cultural studies. This essay allows students to widen their knowledge in a specific area of a Romance language, literature, culture, or all three. In addition, the essay permits students to focus in greater depth on writing formal academic prose, presenting an interpretation, constructing an argument, documenting sources and references, and honing persuasive strategies. At the end of the first year of study, the student chooses one of the seminar papers that he or she submitted during the first three terms of course work. During the summer session immediately following, the student expands and polishes the paper.

Students who plan to apply for the Ph.D. program in Romance languages at the University of Oregon must complete an essay in literary and cultural studies.

M.A. pedagogy portfolio in teaching language, literature, and culture. This project allows students to explore in depth specific issues of teaching language, literature, culture, or all three. The portfolio is designed in consultation with the director and serves to demonstrate the student’s professional expertise. The portfolio may include the following documents: a coherent collection of teaching materials supported by a theoretical rationale; a description, personal assessment, and third-party evaluation of an internship experience; a formal “philosophy of teaching” statement; documentation of participation in a professional conference; and/or other components as recommended by the director.

Examinations. The master of arts examination comprises two four-hour exams taken in the seventh week of spring term in the second year.

For students studying for the M.A. in French, Italian, or Spanish, the first exam consists of one specific question in each of the four periods. The second exam consists of a detailed analysis of a short text in two parts: a close reading of the text and a consideration of the text in its social, historical, cultural, and/or literary contexts. The student, in consultation with the examination committee, chooses in which of the four periods this second exam is done.

The exams for the Romance languages M.A. are similar to those for French, Italian and Spanish. However, in the first exam students are asked to draw on examples from both their major and minor literatures in their answer to at least one of the questions. They are encouraged but not required to refer to both literatures in their answers to the other three short questions.

The graduate secretary informs the students and the examination committee members of the scheduled exam date.

Examination Committee

By the second week of fall term in the second year, students submit to their advisers

• a list of the course work completed in the first year and planned for the second year

• the names of three departmental faculty members to constitute their examination committee

• a preliminary reading list of literary works on which to be examined

Examination reading list. Students construct a list using the departmental reading list and the syllabuses and bibliographies of the seminars they have taken.

For students studying for the M.A. in French, Italian, or Spanish, the reading list consists of at least ten items in each of the four periods, drawn up in consultation with the exam committee. Of the ten works in each period, at least five must be chosen from the departmental reading list. The other works can be suggested by the student, based on his or her own interests and readings.

For students studying for the M.A. in Romance languages, the reading list consists of at least twelve items in each of the four periods: eight in the major language and four in the minor. Of the eight works in the major language, at least four must be chosen from the departmental reading list; all texts in the minor language must be chosen from the departmental reading list.

The examination reading list also contains two additional secondary readings (usually literary histories or general literary surveys) that cover the four periods, also drawn from the departmental reading list.

The final version of the examination reading list must be approved and signed by the student’s exam committee and filed with the graduate secretary by the end of winter term of the second year. Students are responsible for distributing the approved reading list to the M.A. committee members as soon as the list is approved.

Examination questions. In all fields, one of the two exams must be answered in the candidate’s major language; the other can be written in the major language or in English. Choice of language is to be determined in consultation with the committee chair.

The chair is responsible for collecting questions from the other committee members and submitting them to the graduate secretary. The committee members prepare the questions for the candidate who, for each part of the exam, chooses between two questions. The three members read and grade both exams. The student passes when the average grade for each exam is satisfactory (“low pass,” “pass,” or “high pass”).

The master’s examination is a closed-book exam, without footnotes or bibliography. The exam must be typed using a 12-point font, double spaced.

Students who fail the examination in whole or in part will be allowed to take it over once. They are encouraged to do so during the following term (usually summer session) and no later than six months after failing. If they fail again, they are disqualified.

Further requirements and a timeline for completion of the M.A. can be found on the department website, rl.uoregon.edu/main/ma_req.shtml.

Overseas Study and Teaching

Several opportunities for study and teaching abroad are available each year. One position is graduate assistant to the director of the Oregon Study Center at the University of Lyon, France, concurrent with studies at the University of Lyon. Another is an assistantship to teach English in a French secondary institution while pursuing studies at a French university, whenever the appointment location allows. A third is an assistantship to direct a one-term study program in Querétaro, Mexico. In addition, a graduate assistant works with the eight-week summer program in Perugia, Italy.

Doctor of Philosophy

The Ph.D. program in Romance languages is designed to provide (1) a thorough familiarity with several fields (e.g., a movement, a genre, a period, or a literary problem), (2) the opportunity to situate the student’s special interests in the wider context of Romance languages and literatures as well as in the context of trends inside and outside Western European culture, (3) the tools necessary to engage literary issues at a high level, and (4) the ability to examine new and challenging literary or theoretical perspectives.

Students who enter the Ph.D. program with no knowledge of a second Romance language are encouraged to start learning one as soon as possible during their graduate studies.

The Ph.D. program has five components: course work, comprehensive examination, dissertation prospectus, original dissertation, and final oral defense.

Course Work. The Ph.D. degree requires a total of 80 graduate-level credits—32 credits in addition to the 48 required for the master’s degree. Course work applied to the degree must be taken for letter grades, and a grade point average (GPA) of 3.00 or better must be maintained. Of the 80 credits:

1. Twelve credits must be taken in a second Romance language

2. Up to 12 credits may be taken outside of the department with the adviser’s consent

3. Only 4 credits of Reading and Conference (FR, ITAL, SPAN 605) may be applied to the Ph.D. degree

Doctoral students must also take Graduate Study in Romance Languages (RL 620) for at least two credits.

Students with an M.A. in French, Italian, Spanish, or Romance languages from the University of Oregon may count a maximum of two graduate courses completed during the M.A. program toward Ph.D. course requirements, provided that these courses were not used to fulfill M.A. requirements.

Graduate students with an M.A. in French, Italian, Spanish, or Romance languages from another institution must take a minimum of 40 credits in the Department of Romance Languages. The department’s graduate committee evaluates previous graduate course work and determines whether additional work is necessary to fill any gaps in a student’s preparation. This may result in a student having to take more than 40 credits at the University of Oregon—up to a maximum of 68 credits. If the candidate is found to be seriously deficient or if the master’s degree is in a field other than Romance languages, the graduate committee may admit the student into the master’s program. In this case, the student may submit a petition to the committee to transfer a maximum of three courses toward the twelve courses required for the M.A. This petition may be submitted after the student has completed four graduate-level courses with grades of mid-B or better in the Romance languages master’s program.

Comprehensive Examination. Students entering the Ph.D. program should develop, as soon as possible but no later than the third term of work beyond the master’s degree, a field of interest for the Ph.D. comprehensive examination and ideally for the dissertation. This field of interest usually emerges from the selected courses and shapes the subfields represented on the comprehensive examination.

The comprehensive examination consists of two written examinations and an oral examination. Each written examination covers a subfield that pertains to the student’s field of interest. The student creates a reading list for each of the subfields, which must bear directly on the field of interest. The subfield reading lists should be defined and prepared with three members of the Romance languages faculty who constitute the Ph.D. examination committee. One of these faculty members should represent the student’s second Romance language. A fourth member may be added from another department.

The written examinations take the form of essays that respond to two questions formulated by two members of the Ph.D. examination committee. Each written examination covers one or more of the subfields and can be up to twenty double-spaced, typed pages in length. The student has two weeks to write each of the two essays.

Two weeks after the successful completion of the written essays, the student takes an oral examination. The oral examination attempts to integrate the subfields addressed in the written examinations with the other facets of the student’s declared field of interest. In a two-hour conversation, the candidate and the committee members examine and elaborate on ways in which the written essays and other subfields relate to the student’s field of interest.

Typically undertaken during the fifth term of study following the master’s degree, the comprehensive examination should result in clarification of the dissertation’s subject matter and possible approaches to it. At the least, the oral examination should produce a tentative dissertation topic.

It is the student’s responsibility to schedule both the written and oral portions of the comprehensive examination.
Dissertation Prospectus. The prospectus, typically completed during the sixth term of study following the master’s degree, defines the scope of the dissertation and demonstrates the originality of the project. The student submits a five- to eight-page prospectus and a bibliography of primary and secondary material to the faculty members on the dissertation committee.

Dissertation. The dissertation constitutes an original and valuable contribution to scholarship in the student’s field of interest. It should be characterized by mature literary interpretation, informed and reasoned argument, and an awareness of the means and goals of research.

It is the student’s responsibility to ascertain the rules and deadlines of the Graduate School for proper filing of the dissertation.

Final Oral Defense. When the dissertation committee has approved the dissertation, a public oral defense of the work is held. The dissertation committee, other faculty members, and the general public may question the candidate about the dissertation’s implications and its use to the field.

Funding

Work for the Ph.D. beyond the master’s degree, including the dissertation, is typically completed in three to four years of study. Students who enter the Ph.D. program with a master’s degree from the University of Oregon are typically eligible for a maximum of three years of funding. Students entering the Ph.D. program with a master’s degree from another institution are typically eligible for a maximum of four years of funding.

Ph.D. students who are making satisfactory progress toward the degree are eligible for graduate teaching fellowships. GTFs include stipends for teaching and tuition waivers. “Satisfactory progress” entails completion of courses taken for credit with grades of mid-B or better, passing the Ph.D. comprehensive examination, timely submission of an acceptable dissertation prospectus, and regular and timely progress on the dissertation itself. See also Graduate Teaching Fellowships earlier in this section of the catalog.

Romance Languages Courses (RL) [back to top]

199 Special Studies: [Topic] (1–5R)

404 Bilingual Internship (2R) Bilingual internship opportunity in area schools or community agencies for students of French or Spanish. Prereq: third-year language competence. R in another term.

407/507 Seminar: [Topic] (1–5R) Changing topics on issues relevant to study in two or more Romance languages. Recent topics include Travel Writing, Testimonial Writing, Caribbean Women Writers.

410/510 Experimental Course: [Topic] (1–5R)

503 Thesis (1–16R)

602 Supervised College Teaching (1–16R)

603 Dissertation (1–16R)

604 Bilingual Internship (2R) A bilingual internship opportunity in area schools or community agencies for students of French or Spanish. Prereq: third-year language competence. R in another term.

607 Seminar: [Topic] (1–6R)

608 Workshop: [Topic] (2–4R) Teaching Methods offered fall term only. Other workshops may be offered. R when topic changes.

609 Supervised Tutoring (1–16R)

620 Graduate Study in Romance Languages (2–4) Discussion of purposes, problems, and methods of graduate study in Romance languages. Elements of critical method, research techniques, scholarly writing, and professional development. García-Pabón, Gould, Lollini, Psaki.

623 Romance Languages Colloquium: [Topic]

(2–4R) Seminar organized around a series of speakers exposes students to critical and theoretical issues central to the study of Romance languages and literatures. R for a maximum of 8 credits.

French Courses (FR) [back to top]

Native speakers of French or students whose competence in the language already exceeds the scope of the course may not enroll in any lower-division course.

101, 102, 103 First-Year French (5,5,5) Introduction to French stressing the development of listening, speaking, reading, and writing skills through a communicative approach. Sequence. Conducted in French. Prereq for 102: FR 101; prereq for 103: FR 102.

111, 112 Intensive Beginning French (5,5) Intensive study for experienced language learners; introduction to French culture. Prereq for 111: previous study of French or competence in another Romance language; prereq for 112: FR 111. Cannot be combined with FR 101, 102, 103 for more than 15 credits of first-year French.

150 Cultural Legacies of France (4) French civilization in France and beyond. Possible topics are the Francophone world, premodern, early modern, and modern France; French film, architecture, and painting. Conducted in English. Albert-Galtier, Altmann, Gould, McPherson.

151 Francophone Cinema (2R) Emphasizes basic oral communication and listening comprehension through weekly viewings of films in French. R once for a maximum of 4 credits.

199 Special Studies: [Topic] (1–5R)

201, 202, 203 Second-Year French (4,4,4) Development of reading, writing, and speaking skills; study of short literary and cultural texts; considerable attention paid to oral use of the language. Prereq for 201: first-year language competence; prereq for 202: FR 201; prereq for 203: FR 202.

301 Culture et langage: la France contemporaine (4) Training in language and culture of modern France using newspapers, short stories, poetry and film. Vocabulary enrichment activities. Conducted in French. Prereq: FR 203; WR 122 or 123. Albert-Galtier, Altmann, Gould, Hester, McPherson, Moore.

303 Culture et langage: identités francophones (4) Language skills with emphasis on the global cultures of the French-speaking world. Grammar review. Prereq: FR 203; WR 122 or 123. Djiffack, McPherson.

307 Oral Skills (2R) Practice in improving oral, comprehension, and listening skills in French. Communicative activities in class in addition to language laboratory work. Prereq: FR 203; WR 122 or 123. R once for maximum of 4 credits.

317 French Survey: Medieval and Renaissance (4) Introduction to major themes and ideas in French literature from the medieval and Renaissance periods through the reading of representative texts. Prereq: FR 301 or 303. Albert-Galtier, Altmann.

318 French Survey: Baroque and Enlightenment (4) Introduction to major themes and ideas in French literature from the 17th and 18th centuries through the reading of representative texts. Prereq: FR 301 or 303. Albert-Galtier, Gould, Moore.

319 French Survey: 19th and 20th Centuries (4) Representative literary works from the 19th and 20th centuries with attention to literary analysis and literary history. Prereq: FR 301 or 303. Albert-Galtier, Djiffack, Gould, McPherson.

320 Intensive French Grammar Review (4) Promotes linguistic competency in French through intensive review and refinement of French grammar while introducing basic vocabulary and linguistic concepts. Prereq: FR 203. Wiebe.

330 French Poetry (4) Poems from the Middle Ages to the 20th century, literary movements, introduction to textual analysis and modern critical approaches. Prereq: FR 301, 303. Albert-Galtier, Altmann, Gould, Moore.

331 French Theater (4) Explores important aspects of French theater. Reading plays from different periods. Emphasizes formal aspects and critical reading. Prereq: FR 301, 303. Albert-Galtier, Gould.

333 French Narrative (4) Covers important aspects of French narrative. Reading texts from different periods. Emphasis on formal aspects and critical reading. Prereq: FR 301, 303. Djiffack, Gould, Hester, McPherson.

342 French Literature in Translation: [Topic] (4R) In-depth examination of French aesthetic and intellectual movements through the reading in translation and discussion of theoretical texts and creative fiction. Conducted in English. R when topic changes.

361 Francophone Literature and Culture (4) Examines French culture outside of France—­Sub-Saharan Africa, the Caribbean, Quebec—through literature and film. Texts may be read in either English or French. Prereq: FR 301 or 303. Djiffack, McPherson.

362 French Film (4) Focuses on the differences between American culture and French and Francophone cultures. Addresses sensitive issues exemplified by the attitude of the internatoional movie industry.

363 Le français du monde économique moderne (4) Promotes linguistic competency in current economic and business French while introducing the international economy of France and the European Union. Prereq: FR 301 or 303. Wiebe.

399 Special Studies: [Topic] (1–5R)

403 Thesis (3–6R)

405 Reading and Conference: [Topic] (1–6R)

407/507 Seminar: [Topic] (1–6R) Recent topics include French Novel and World War II, Writers and Painters, Medievalism, Francophone Caribbean, Gide and Sartre.

408/508 Workshop: [Topic] (1–12R)

409 Practicum: [Topic] (1–4R)

410/510 Experimental Course: [Topic] (1–4R)

416/516 Advanced Writing in French (4) Extended written production; writing for specific purposes and audiences. Advanced grammar review and composition; study of specialized vocabulary. Prereq: FR 301, 303. Wiebe.

450/550 17th-Century Literature: [Topic] (4R) Changing topics concerning trends or particular authors representative of 17th-century French literature. Prereq: FR 317, 318, 319. R when topic changes. Albert-Galtier.

451/551 Baroque Theater: [Topic] (4R) Intensive study of representative plays by Molière, Racine, or Corneille with emphasis on modern criticism. R thrice when topic changes for maximum of 16 credits. Albert-Galtier.

460/560 18th-Century Literature: [Topic] (4R) Changing topics concerning trends or particular authors representative of 18th-century French literature. A recent topic is Being Modern in the 18th century. Prereq: FR 317, 318, 319. R when topic changes. Moore.

480/580 19th-Century Literature: [Topic] (4R) Changing topics concerning trends or particular authors representative of 19th-century French literature. Prereq for 480: FR 317, 318, 319. R when topic changes. Gould.

490/590 20th-Century Literature: [Topic] (4R) Changing topics concerning trends or particular authors representative of 20th-century French literature. Recent topics include African Identities, The French Novel in 2000, Postcolonial Africa. Prereq: FR 317, 318, 319. R when topic changes. Djiffack, McPherson.

497/597 Francophone Women’s Writing (4) Developments in literature by women from the Maghreb, the Caribbean, Sub-Saharan Africa, Quebec, France, and Canada. Prereq: FR 317, 318, 319. McPherson.

RL 503 Thesis (1–16R)

601 Research: [Topic] (1–6R)

RL 603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–6R)

607 Seminar: [Topic] (1–6R)

609 Practicum: [Topic] (1–4R)

Italian Courses (ITAL) [back to top]

Native speakers of Italian or students whose competence in the language already exceeds the scope of the course may not enroll in any lower-division course.

101, 102, 103 First-Year Italian (5,5,5) Introduction to Italian stressing speaking, reading, writing, and comprehension skills. Sequence. Prereq for 102: ITAL 101; prereq for 103: ITAL 102.

104, 105 Intensive First-Year Italian (6,6) Covers in two terms the work of ITAL 101, 102, 103. Cannot be taken in any combination with ITAL 101, 102, 103 to total more than 15 credits of first-year Italian. Prereq for 105: ITAL 104.

150 Cultural Legacies of Italy (4) Italy’s contributions to world cultures includes topics such as modern Italian life, Italians in America, Italian cinema and its influence, the Italian Renaissance, Roman art, opera. Conducted in English. Hester, Psaki.

151 Italian Cinema (2R) Emphasizes basic oral communication and listening comprehension through weekly viewings of films in Italian. Discussion in English. R once for a maximum of 4 credits.

199 Special Studies: [Topic] (1–5R)

201, 202, 203 Second-Year Italian (4,4,4) Review of grammar, reading of short literary and cultural texts, development of speaking and writing skills. Sequence. Conducted in Italian. Prereq for 201: first-year language competence; prereq for 202: ITAL 201; prereq for 203: ITAL 202.

301 Cultura e lingua: l’Italia contemporanea (4) Analysis of Italian history and society since the unification of Italy through the readings of a short novel. Vocabulary enrichment activities and grammar review. Prereq: ITAL 203; WR 122 or 123. Ceccacci.

303 Cultura e lingua: società, economia, politica (4) Analysis of Italian society, its economy and politics from 1950 to present. Readings of short stories and magazine articles, viewing of films. Vocabulary enrichment activities and grammar review. Prereq: ITAL 203; WR 122 or 123. Ceccacci.

305 Cultura e lingua: arte, musica, i mass media (4) Artistic expressions over time and the influence of the mass media on social structures and language. Prereq: ITAL 203; WR 122 or 123. Ceccacci.

307 Oral Skills (2R) Practice in improving listening, comprehension, and oral skills in Italian. Communicative activities in class in addition to language laboratory work. Prereq: ITAL 203. R twice for maximum of 6 credits.

317 Italian Survey: Medieval and Renaissance (4) Introduction to major themes and ideas in Italian literature and art from the medieval and Renaissance periods. Prereq: ITAL 203. Conducted in Italian. Psaki.

318 Italian Survey: Baroque and Enlightenment (4) Introduction to major themes and ideas in Italian literature from the baroque and Enlightenment periods through the reading of representative texts. Conducted in Italian. Prereq: ITAL 203. Lollini, Hester.

319 Italian Survey: 19th and 20th Centuries (4) Representative literary works from the 19th and 20th centuries with attention to literary analysis and literary history. Conducted in Italian. Prereq: ITAL 203. Lollini.

320 Intensive Italian Grammar Review (4) Bridges second- and third-year culture and literature courses. Provides review, synthesis, consolidation, and elaboration of linguistic knowledge gained from lower-division courses. Prereq: ITAL 203. Hennesy.

341 Dante in Translation (4) The entire Divine Comedy read in English. Focuses on specific medieval components, relevance for modern readers, effects and process of translation. Conducted in English. No major or minor credit. Psaki.

363 Contemporary Italian Film (4) History of contemporary Italian cinema and its influence abroad, especially in the United States. Directors studied include Scola, Taviani, Tornatore, Moretti, and Nicchetti. Prereq: ITAL 301 or 303 or 305. Lollini.

399 Special Studies: [Topic] (1–5R) R when topic changes.

403 Thesis (3–6R)

405 Reading and Conference: [Topic] (1–6R)

407/507 Seminar: [Topic] (1–6R) Recent topics include Il canzoniere, Italian Folktales, Italian Epic, Pirandello, Literary Analysis.

408 Workshop: [Topic] (1–12R) Special group activities such as production of Italian plays.

409 Practicum: [Topic] (1–4R)

410/510 Experimental Course: [Topic] (1–4R)

441/541 Medieval Italian Culture: [Topic] (4–6R) Cultural productions of 13th- and 14th-century Italy (e.g., translating Dante, rewriting Boccaccio, chivalric romance) and the history of their interpretation. Conducted in Italian. Prereq: ITAL 317 or 318 or 319. R twice when topic changes for maximum of 12 credits. Psaki.

444/544 Medieval and Renaissance Literature: [Topic] (4–6R) Focuses on a topic from 13th- to 16th-century Italy (e.g., medieval foundations of the Renaissance, Petrarch and Petrarchism, representations of otherness, Boccaccio and his influence). Conducted in Italian. Prereq: ITAL 317 or 318 or 319. R twice when topic changes for maximum of 12 credits. Psaki.

449/549 Humanism and the Renaissance (4) Covers authors who exemplify learning, aesthetics, and ideology of Renaissance Italy (e.g., Ariosto, Castiglione, Colonna, Franco, Leonardo, Machiavelli, Michelangelo, Tasso). Includes essays in criticism and theory. Conducted in Italian. Prereq: ITAL 317 or 318 or 319. Psaki, Hester.

461/561 Vico and the Settecento (4) Focuses on Giambattista Vico’s New Science and Autobiography in the context of the philosophical and aesthetic debates of the 18th century. Prereq: ITAL 317 or 318 or 319. Lollini.

481/581 19th-Century Literature: [Topic] (4R) Topics concerning issues or authors in 19th-century Italian literature (e.g., Irony and Novel, Leopardi and Italian Romanticism). Conducted in Italian. Prereq: ITAL 317 or 318 or 319. R when topic changes. Lollini.

491/591 20th-Century Literature: [Topic] (4R) Topics about issues or figures in 20th-century Italian literature (e.g., Modern Lyric Poetry, Postmodern Narrative). Conducted in Italian. Prereq: ITAL 317 or 318 or 319. R when topic changes. Lollini, Psaki.

RL 503 Thesis (1–16R)

601 Research: [Topic] (1–6R)

RL 603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–6R)

607 Seminar: [Topic] (1–6R)

609 Practicum: [Topic] (1–4R)

Portuguese Courses (PORT) [back to top]

These courses are offered through the Yamada Language Center, not the Department of Romance Languages.

101, 102, 103 First-Year Portuguese (5,5,5) Introduction to Brazilian Portuguese language and culture, with emphasis on speaking, reading, writing, and listening comprehension skills. Sequence.

201, 202, 203 Second-Year Portuguese (5,5,5) Development of Brazilian Portuguese speaking, reading, writing, and comprehension; study of short literary and cultural materials. Sequence. Prereq: PORT 103 or equivalent.

Spanish Courses (SPAN) [back to top]

Native speakers of Spanish or students whose competence in the language already exceeds the scope of the course may not enroll in any lower-division course.

101, 102, 103 First-Year Spanish (5,5,5) Emphasis on the development of speaking, reading, and writing skills; introduction to Hispanic culture. Sequence. Conducted in Spanish. Prereq for 102: SPAN 101; prereq for 103: SPAN 102.

111, 112 Intensive Beginning Spanish (5,5) Intensive study for experienced language learners; introduction to Hispanic culture. Prereq for 111: previous study of Spanish or competence in another language; prereq for 112: SPAN 111. Sequence. Conducted in Spanish. Cannot be combined with SPAN 101, 102, 103 for more than 15 credits of first-year Spanish.

150 Cultures of the Spanish-Speaking World (4) Rich cultural heritage of the Spanish-speaking world. Topics include Jewish, Arabic, and Christian relations in medieval Iberia; the encounter with the New World; Hispanic experience in the United States. Conducted in English. García-Pabón, Gladhart, May.

151 Spanish Cinema (2R) Emphasizes basic oral communication and listening comprehension through weekly viewings of films in Spanish. R once for a maximum of 4 credits.

199 Special Studies: [Topic] (1–5R)

201, 202, 203 Second-Year Spanish (4,4,4) Continued development of Spanish-language skills; emphasis on diversity of Hispanic cultures. Sequence. Conducted in Spanish. Prereq for 201: first-year language competence; prereq for 202: SPAN 201; prereq for 203: SPAN 202.

301 Cultura y lengua: identidades hispanas (4) Develops advanced language skills through analysis of major historical influences in the cultures of Spanish-speaking regions: Spain, Latin America, and the United States. Taught in Spanish. Prereq: SPAN 203; WR 122 or 123.

303 Cultura y lengua: expresiones artísticas (4) Develops advanced language skills through the study of cultural products (e.g., art, literature, film, music) in Spanish-speaking societies. Taught in Spanish. Prereq: SPAN 203; WR 122 or 123.

305 Cultura y lengua: cambios sociales (4) Develops advanced language skills through the investigation of major currents of change in modern Spanish-speaking societies; gender issues, technology, revolution and counter­revolution. Taught in Spanish. Prereq: SPAN 203; WR 122 or 123.

307 Oral Skills (2R) Practice in improving listening, comprehension, and oral skills in Spanish. Communicative activities in class in addition to language laboratory work. Prereq: SPAN 203. R once when content changes for maximum of 4 credits.

315 Spanish Pronunciation and Phonetics (4) Study of Spanish sounds, rhythms, and intonation; supervised pronunciation practice. Prereq: SPAN 301 or 303 or 305. Davis.

316 Survey of Peninsular Spanish Literature (4) Introduction to major themes and ideas from the medieval period to 1800 through the reading of representative texts. Prereq: two from SPAN 301, 303, 305. Herrmann, Middlebrook, Powell, Wacks.

317 Survey of Peninsular Spanish Literature (4) Introduction to major themes and ideas from 1800 to the present through the reading of representative texts. Prereq: two from SPAN 301, 303, 305. Herrmann, May, Powell.

318 Survey of Spanish American Literature (4) Introduction to main currents and literary works in the colonial Spanish American period from a historical perspective. Critical readings of selected texts from colonial times. Prereq: two from SPAN 301, 303, 305. Epple, García-Pabón, Powell, Taylor.

319 Survey of Spanish American Literature (4) Introduction to basic currents and movements in contemporary Spanish American literature from a historical perspective. Critical readings of selected poems, short fiction, and plays. Prereq: two from SPAN 301, 303, 305. Enjuto Rangel, Epple, García-Pabón, Taylor, Triana.

320 Intensive Spanish Grammar Review (4) Review and development of the more complex aspects of Spanish grammar with special attention to idiomatic usage. Prereq: SPAN 203. Davis, Murcia, Zabala.

328 Hispanic Literature in the United States (4) Introduction to Hispanic literature written in the United States. Close reading and discussion of selected texts by Hispanic authors. Emphasis on literary trends and themes. Prereq: two from SPAN 301, 303, 305. Epple, Gladhart, May, Taylor, Triana.

330 Introduction to Spanish Poetry (4) Explores important aspects of Spanish poetry. Reading poems from different periods of Spanish and Spanish American literature. Emphasizes formal aspects and critical reading. Prereq: two from SPAN 301, 303, 305. Enjuto Rangel.

331 Introduction to Spanish Theater (4) Explores important aspects of Spanish theater. Reading plays from different periods of Spanish and Spanish American literature. Emphasizes formal aspects and critical reading. Prereq: two from SPAN 301, 303, 305. Epple, Gladhart.

333 Introduction to Spanish Narrative (4) Explores important aspects of Spanish narrative. Reading texts from different periods of Spanish and Spanish American literature. Emphasizes formal aspects and critical reading. Prereq: two from SPAN 301, 303, 305. Enjuto Rangel, Epple, García-Pabón, Taylor.

361, 363 Hispanic Culture and Civilization (4,4) Intellectual, cultural, and historical backgrounds of the Spanish-speaking world. 361: Spain. 363: Latin America. Prereq for 363: two from SPAN 301, 303, 305.

399 Special Studies: [Topic] (1–5R)

403 Thesis (3–6R)

405 Reading and Conference: [Topic] (1–6R)

407/507 Seminar: [Topic] (1–6R) Recent topics include Golden Age Theater, Latin American Film, Medieval Iberian, Mexican Literature and Culture, 19th-Century Spanish Decadence, Postwar Spain, Testimonial Literature.

408 Workshop: [Topic] (1–12R) Special on-campus activities in Spanish.

409 Practicum: [Topic] (1–4R)

410/510 Experimental Course: [Topic] (1–4R) Recent topics include Literature and Democratic Transition, Race in Modern Los Angeles, Social Roots of Creativity.

416/516 Advanced Writing in Spanish (4) Extended written production; writing for specific purposes and audiences. Advanced grammar review and composition; study of specialized vocabulary. Prereq: two from SPAN 301, 303, 305; SPAN 307 recommended. Epple, Lara, Merello, Zabala.

417/517 Advanced Oral Skills (2R) Advanced-level practice in improving listening, comprehension, and oral skills in Spanish. In-class communicative activities, language laboratory work. Prereq: two from SPAN 301, 303, 305; SPAN 307 recommended. R once for maximum of 4 credits. Murcia.

420/520 Spanish Linguistics: [Topic] (4R) Variable topics in Spanish linguistics. Recent topics include Spanish Phonology, History of the Spanish Language. SPAN 315 recommended. Davis. R when topic changes.

425/525 Literary Translation (4) Variable topics include con textos, first issues, and cultural translation–transculturation in practice. SPAN 420/520 recommended. Powell.

436/536 Contemporary Mexican Literature: [Topic] (4R) Explores major aesthetics trends, genres, authors. Prereq: two from SPAN 316, 317, 318, 319. R thrice when topic changes for maximum of 16 credits. Epple, García-Pabón, Gladhart, Taylor.

437/537 Contemporary Latin American Verse: [Topic] (4R) Explores major aesthetic trends, authors, and works in contemporary Latin American poetry. Topics include avant-garde poetry, poetry and subjectivity, poetry and modernism. Prereq: two from SPAN 316, 317, 318, 319. R thrice when topic changes for maximum of 16 credits. Enjuto Rangel, Epple, García-Pabón.

438 Spanish Romantic Poetry (4) Major poets and movements from Romanticism to the present. Prereq: two from SPAN 316, 317, 318, 319. May.

450/550 Colonial Latin American Literature: [Topic] (4R) Representative works of Colonial Latin America. Recent topics include Mestizaje, Colonial Theater, Colonial Literature, Carlos Fuentes. Prereq: two from SPAN 316, 317, 318, 319. R twice when topic changes for maximum of 12 credits.

451/551 Sor Juana and Her Context (4) The debate on women and the woman intellectual; aesthetic definitions and the social meaning of Renaissance and baroque. Taught in Spanish. Prereq: two from SPAN 316, 317, 318, 319. Powell.

452 Renaissance and Baroque Poetry (4) Petrarchism of Garcilaso and Herrera; traditional forms, especially the romance; poetry of Fray Luis de León, San Juan de la Cruz, Santa Teresa, Góngora, Lope de Vega, and Quevedo. Prereq: two from SPAN 316, 317, 318, 319. Middlebrook.

460 Don Quixote (4) Careful reading of Don Quixote along with discussion of major critical topics and of its place and importance in literary history. Prereq for majors: two from SPAN 316, 317, 318, 319; prereq for nonmajors: equivalent background in literature.

466/566 Introduction to Spanish Golden Age (4) Survey of major figures and cultural issues in the Spanish Golden Age, ca. 1500s–1700s. Prereq: two from SPAN 316, 317, 318, 319.

480/580 19th-Century Spanish American Literature: [Topic] (4R) Topics include issue of literary periods, authors, narrative and nation, genres, and indigenismo. Prereq: two from SPAN 316, 317, 318, 319. R twice when topic changes for maximum of 12 credits.

481/581 19th-Century Spanish Literature: [Topic] (4R) Explores major literary trends, authors, and works. Recent topics are 19th-Century Fetish, Realism, Nation Building. Prereq for 481: two from SPAN 316, 317, 318, 319. R thrice when topic changes for maximum of 16 credits.

490/590 20th-Century Latin American Literature: [Topic] (4R) Explores major literary trends, authors, and works. Recent topics are Avante-garde in the Mexican Revolution, Latin American Theater, Testimonial Literature. Prereq: two from SPAN 316, 317, 318, 319. R twice when topic changes for maximum of 12 credits.

RL 503 Thesis (1–16R)

601 Research: [Topic] (1–6R)

RL 603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–6R)

607 Seminar: [Topic] (1–6R)

609 Practicum: [Topic] (1–4R)

666 Golden Age Cultural Studies (4) Recent cultural theory (e.g., cultural studies, feminist approaches, psychoanalytic perspectives) applied to the Spanish Golden Age. Herrmann, Middlebrook.

680 Advanced 19th-Century Spanish American Literature: [Topic] (4R) Selected Latin American topics from literary periods, authors, genres, and aesthetic trends. R twice when topic changes for maximum of 12 credits.

690 Advanced 20th-Century Latin American Literature: [Topic] (4R) Selected topics from literary periods, authors, genres, and aesthetic trends. R twice when topic changes for maximum of 12 credits.