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Course Criteria
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4.00 Credits
LAIS Ever since its "discovery" in 1492, Latin Americahas been (re)produced for European audiences as literature, art, history, and science. The Spanish conquistadors created dazzling prospects of America that stoked the imagination and whetted colonialist ambitions.With the crumbling of the Iberian empires, the republics of Latin America were thrown open to British and North American entrepreneurs, scientists, and adventurers who struggled to define Anglo-imperialism as different from its Iberian antecedents. In the 20th and 21st centuries, Latin America has attracted such diverse chroniclers as Beat poets, ecotourists, radical Marxists, and multinational CEOs. In this course, students examine why Latin America has been and remains such a powerful object of artistic and political attention. Readings include selections from Columbus's Four Voyages, DÃaz' s Conquest of New Spain, Robertson's History of America, Prescott' s Historyof the Conquest ofMexico, and Todorov's Conquest of America.
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4.00 Credits
Theater This course introduces students to important American plays from about 1914 to 1955 and examines the relationship between modernism and the theater, as well as the ways in which European expressions of modernism influenced American playwrights. Authors studied include Djuna Barnes, Jane Bowles, e. e. cummings, Langston Hughes, Zora Neale Hurston, Mina Loy, ArthurMiller, Clifford Odets, Frank O'Hara, Eugene O'Neill, Gertrude Stein, Thornton Wilder, and Tennessee Williams.
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4.00 Credits
French Studies This course considers Louisiana not just as a place but as an idea. What does Louisiana (and New Orleans, in particular) mean in the American imagination? How did the various populations distinctive to this region-the Creoles, Cajuns, "Americans," and free people of color, amongothers-help define this meaning? The history of the region is one of traumatic change, beginning with its sale to the United States in the Louisiana Purchase and including the Civil War, Reconstruction, Jim Crow, cholera and yellow fever epidemics, the flood of 1927, the oil boom and bust, and Hurricane Katrina. How has the idea of Louisiana (and New Orleans) persisted through all of these crises? Students read the first French accounts of Louisiana, then turn to works by George Washington Cable, Kate Chopin, William Faulkner, Lafcadio Hearn, Zora Neale Hurston, Louis Armstrong, Tennessee Williams, and Walker Percy.
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4.00 Credits
See Literature 2314 for a full course description.
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4.00 Credits
American Studies, RES Two great national literatures-Russian and American-have come of age over the past 200 years. Both traditions simultaneously explore those situations, problems and terms that give rise to literary modernism. Students in this course examine pairs of Russian and American works and authors whose relationship to each other illuminates a number of important critical issues: for example, the "little" man in a monolithicsocial system; the rise of the industrial city and urban experience; crises of identity, consciousness, and selfhood (and the question of the "double"); the possibility and the loss of spiritualand religious consolations in an increasingly secular world. Authors include Pushkin and Irving, Gogol and Poe, Dostoevsky and Melville, Nabokov (in relation to himself), and Tolstoy and Roth.
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4.00 Credits
This course examines ways in which American authors have used the gothic genre to engage with social, political, and cultural concerns. The gothic novel-the stronghold of ghost stories, family curses, and heroines in distress-uses melodrama and the macabre to disguise horrifying psychological, sexual, and emotional issues. In America the genre has often confronted topics pertinent to national identity and history. Readings include 19th- and 20th-century novels and short stories by Nathaniel Hawthorne, Edgar Allan Poe, Harriet Jacobs, Henry James, Louisa May Alcott, Charlotte Perkins Gilman, Edith Wharton, William Faulkner, Shirley Jackson, and James Baldwin.
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4.00 Credits
GSS In the late 18th century, the gothic emerged across Europe as a powerful discourse well suited to the tempestuous politics of the time. This class explores the phenomenon of the gothic revival in British literature, as well as its debts to French and German literary traditions. Students read central gothic novels, including Walpole's The Castle of Otranto; Radcliffe's A Sicilian Romance; Lewis's The Monk; Dacre' s Zofloya, orthe Moor; Godwin's Caleb Williams; Maturin's Melmoth the Wanderer; and Hogg's The Private Memoirs and Confessions of a Justified Sinner. Students also examine relevant poems by Coleridge and Keats; plays by Shelley and Inchbald; and French and German works with which British texts were in dialogue, including writings by de Sade, de Sta?l, Diderot, Goethe, Hoffman, and Schiller. The class also explores the impact of the gothic across the disciplines (aesthetic theory, political commentary, etc.).
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4.00 Credits
Human Rights, Medieval Studies For much of the 11th, 12th, and 13th centuries, Christians departed from Europe in large battalions in an attempt to gain possession of the Holy Lands, now under Muslim control, and for many centuries thereafter they dreamed of reviving such a quest. This course examines the considerable literature produced around the Crusades, which includes epics, lyric poems, chronicles, and sermons. While primarily considering the Catholic perspective, attention is also paid to the Greek, Muslim, and Jewish points of view on these conflicts.
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4.00 Credits
Africana Studies, American Studies In her influential collection of critical lectures, Playing in the Dark, Toni Morrison asks, "How is 'literary whiteness' and 'literary blackness' madand what is the consequence of that construction? How do embedded assumptions of racial (not racist) language work in the literary enterprise that hopes and sometimes claims to be 'humanistic'?" In a country where authors oEuropean descent are considered universal writers, while writers of African and other ancestries are marginalized into ethnic ghettos, what has been the effect on American literature? Using Morrison and other critics as guides, the course begins its investigation with Edgar Allan Poe's Narrative of Arthur Gordon Pym of Nantucket, Herman Melville's "Benito Cereno," HarrieBeecher Stowe's Uncle Tom's Cabin , and MarkTwain's Puddn'head Wilson . On the other end ofthe ethnic divide, students examine slave narratives (including Frederick Douglass's Narrative), Africanist fiction (such as Frank Webb's The Garies and Their Friends), and the stories of Charles W. Chesnutt. Works by Willa Cather, William Faulkner, Ernest Hemingway, Nella Larsen, and Ralph Ellison are also studied.
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4.00 Credits
Africana Studies, Human Rights, SRE The second half of the 20th century saw the emergence of modern African literature. Students are introduced to this new writing through key texts. Works written originally in French or Arabic are read in their English translations. Wherever appropriate, the course relates the literature to Africa's past traditions as well as its contemporary reality. Authors studied include Cheikh Hamidou Kane, Alex La Guma, Nadine Gordimer, Ferdinand Oyono, Amos Tutuola, Nawal El Saadawi, Tsitsi Dangarembga, and Tayeb Salih.
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