TEORÍA LITERARIA-Español 500
		Dr.  Anthony Nuño: anuno2@csub.edu

Oficina:  B123-Teléfono: 665 6799 
Horas de Oficina: Lunes, Miércoles : 11-12:30 y 4:00-5:30 

Objetivos y descripción del curso: 
A.-Adquirir conocimientos fundamentales de las diversas teorías literarias contemporáneas. B.- Desarrollar y adquirir un aparato teórico y crítico que ayudará a los estudiantes en sus investigaciones literarias. Desarrollar y sistematizar, desde una perspectiva conceptual, las estipulaciones teóricas aprendidas en este curso. 

Textos: Breve Introducción a la teoría literaria. Jonathan Culler.
 Los principales artículos teóricos se encuentran en reserva en la biblioteca Walter W. Stiern.
Texto  opcional: Contemporary Literary Theory, editors:  G. Douglas Atkins y Laura Morrow. Este texto se utilizará como guía complementaria. 

HORARIO:
Septiembre 13: 
Introducción: ¿Qué es teoría? ¿Cómo se define el lenguaje literario? 
Consideraciones sobre el desarrollo del pensamiento filosófico en las sociedades occidentales
Septiembre 18: 
Lectura, Jonathan Culler: 11-55-¿Una teoría, ha de ser más que una  mera hipótesis?, ¿Los circuitos de códigos culturales  reflejan la realidad? 
Discutir actividades en grupo-
Septiembre 20: 
Continuación Culler 11-55 Escritura y literatura, ¿qué razonamientos nos propocionan  las teorías literarias, abstractos, prácticos?

Septiembre 25-27: Primera presentación: Actividades en grupo-
57-113  ¿La constitución del sujeto en el conglomerado cultural- posición del sujeto enunciativo, cual es su relación con el lenguaje?

El formalismo ruso: Roman Jakobson, El estructuralismo, El círculo de Praga Lectura: Víctor Aguiar 397-433
		
Octubre  2:
Culler: 115-157

Octubre 16: Segunda Actividad en grupos
 Alfonso Reyes : El Deslinde, prolegómenos a la teoría literaria (15-44).	

Octubre  9:
Continuación Alfonso Reyes
		
Octubre 16: Teorías femininistas y de la Orientación Sexual: Lectura: Rosario Castellanos: “Mujer que sabe latín”,  Eliana Rivero: “Precisiones de lo femenino y lo feminista en la práctica hispanoamericana”.
Octubre 18: Midterm

Octubre 23: Cont. Rosario Castellanos –
Lecturas feministas opcionales: Simone de Beauvoir, Betty 
Freidan, Rosario Ferré, Kate Millett, Alice Walker, Annette Kolodny, Margo Glantz, etc.

Actividad en grupos II-presentaciones			

Octubre 25: El psicoanálisis/ S. Freud y la Semiótica.
Lectura: Oscar Castro: Semiótica y literatura (145-166)

Octubre 30: Continuación Teorías psicoanalíticas			

Noviembre 1ero:Continuación: Teoría  marxista: Lectura: Françoise Perus: “Literatura y 
sociedad en América Latina, Lectura”: 7-42	

Noviembre 6: Teoría  marxista: Lectura: Françoise Perus: “Literatura y sociedad en América Latina, Lectura”: 7-42

Noviembre 8: Lectura: Roberto Fernández Retamar: “Para una teoría de la literatura hispanoamericana” ( 74-133)

Noviembre 13: Continuación Roberto Fernández Retamar -Presentaciones finales

Noviembre 15: Presentaciones Finales

Noviembre 20: Último día de clase/Entregar investigación Final-

Noviembre 29: 	Examen Final  5:00-7:30 p.m.

Investigación literaria: Al final del curso, los estudiantes entregarán un proyecto de 15 páginas mínimo, incluyendo una bibliografia. El formato de la investigación literaria debe seguir las reglas establecidas por la MLA.
Evaluación y calificación: Habrá dos exámenes, el primero ( 20 %) versará sobre los elementos discutidos  durante la primera parte del programa, el examen final (20%)versará sobre la segunda parte del curso. Investigación literaria final (40%).
Participación en clase y actividades en grupo (20%). La asistencia a clase es fundamental, por lo tanto, 4 ausencias resultarán en  una F final. Este programa es tentativo y el profesor puede hacer cambios pertinentes. (There will be no make up exams-No late papers will be accepted)  This course deals with some materials and opinions that, in the past, people have found objectionable owing to their political, religious and/or sexual nature(s).

GRADING CRITERIA:
 "A" paper: excellent theoretical and analytical assertions:

	Avoids the obvious and articulates  insights on an analytical level that are illuminating and stimulating to the educated reader.

	Develops ideas effectively and purposefully with appropriate evidence, examples and illustrations. 

	Progresses by clearly ordered and necessary stages with paragraphs that are coherent and unified. 
 "B" paper -- demonstrably competent but lacks theoretical  and analytical assertions:

	Usually avoids the obvious and offers interesting interpretations, but lacks the imaginative insights of the "A" paper. 

	Develops an idea with a clear and effective sense of order. 

	Progresses by ordered stages with paragraphs that are coherent and unified. 
 
 "C" paper – competent but lacks analytical and theoretical depthness

	Functions on the literal level, often depending on the self-evident. 

	Develops ideas minimally, often leaving the reader with unanswered questions. 

	Has a discernible, if mechanical, organization. 

	Conforms to conventional grammar, mechanics, and punctuation. 

	Has sentences which are correctly constructed, though perhaps tending towards repetitious patterns with minimal or mechanical use of coordination and subordination. 

	Works with a limited range of words and thus becomes dependent on cliches and colloquialisms.
 "D" paper -- lacking competence 

	Exploits the obvious either because of a lack of understanding, an inability to read, a failure to grapple with the topic, or, in many cases, a lack of interest. 

		Wanders aimlessly because of a lack of overall conception or, in some instances, has a semblance of form without the development that makes the parts a whole. 

		Has a plan or method that is characterized by irrelevancy, redundancy, or inconsistency. 

		Frequently lacks careful mechanical and grammatical distinctions although some papers contain correct (if simple) sentences. 

		Has sentences which are not correctly constructed or which are monotonous or repetitious. 
 "F" paper -- incompetent 

	Doesn't fulfill the assignment; is unclear overall. 

	Lacks specific development; tends to wander aimlessly. 

	Lacks logical and coherent progression. 

	Consistently lacks conventional grammar and mechanics so that communication is unclear. 

INTEGRITY OF SCHOLARSHIP AND GRADES/ACADEMIC DISHONESTY

The CSUB rules regarding the integrity of scholarship will be strictly enforced.  For your information, the rules, as they appear on page 80-81 of the 2005-2007 Catalog are as follows:
The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars.  The University expects that both faculty and students will honor these principles and in so doing protect the validity of University grades.  This means that all academic work will be done by the student to whom it is assigned, without unauthorized aid of any kind.  Instructors, for their part, will exercise care in the planning and supervision of academic work so that honest effort will be positively encouraged.

Plagiarism, the practice of taking ideas and writings from another and offering them as one's own, is a form of cheating and is unacceptable.  It may consist of handing in someone else's work, copying a composition, using ideas, paragraphs, sentences, or phrases written by another or using ideas, data, and statistics compiled by another.  This includes rearrangement of phrases from the original into a new pattern.  When using ideas, interpretations, or material written or compiled by another, acknowledgment of indebtedness to the original author or source must be made by the use of quotation marks, footnotes or similar references.

A student may not submit a paper (or two papers which are substantially the same) for credit in two different courses unless a prior agreement to accept such work has been made between the instructors involved.

If any instance of academic dishonesty is discovered by an instructor, it is the instructor's responsibility to give a failing grade to the student for the course.  In every case, the instructor should notify in writing the Dean of Students and the dean of the school in which the student is enrolled of the circumstances of the case.  In all cases of academic dishonesty, the first offense will result in the student's receiving an "F" in the course and the second offense will result in termination of the student's enrollment at the University.

A student may appeal any sanction employed by the instructor and the University based upon an allegation of academic dishonesty by initiating grievance procedures within no more than fifteen (15) school days (academic year) after notification of the grade is mailed or personally given to the student.  Procedures are available in the School deans' offices.