Latin American Literature

Course Number:
ENG 213
Transcript Title:
Latin American Literature
Created:
Aug 10, 2022
Updated:
Jul 11, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
Yes
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Prerequisite/Concurrent 

WR 121 or WR 121Z

Course Description

Explores fiction, creative non-fiction, poetry, drama, myth, and other texts from Latin America. Includes works from many cultures and ethnicities from Latin America, including indigenous peoples. All readings are in English. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Define the literary forms and elements in a variety of texts that are specific to the Latin American Literature genre.
  2. Analyze how literary themes and metaphors express particular world views.
  3. Define how the concept of borders reflects the search for identity as well as the theme of alienation present in the texts.
  4. Write clear, focused, coherent essays about literature for an academic audience, using standard English conventions of grammar and style.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Major
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Minor
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The final grade for the course will be based on the extent of the student's understanding of the course readings, lectures, presentations, and discussions. Assessment strategies may include exams, short analytic essays, journals, oral presentations, creative expression linked to the themes explored in the course, and formal papers.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

THEME

  • Setting
  • Plot
  • Character
  • Point of view
  • Narrative styles
  • Symbolism
  • Imagery
  • Genres of fiction
  • Regional or national literatures
  • Social class
  • Exploitation
  • Gender
  • Race
  • Ethnicity
  • Central vs. marginal social position
  • History of conquest
  • Impact of Catholicism and other religious ideologies
  • Revolution
  • Political and social history
  • Indigenous cultures
  • Role of the storyteller

COMPETENCIES AND SKILLS

  • Analysis
  • Synthesis
  • Understanding various texts through social, political, artistic, and other contexts.
  • Writing about literature.
  • Close readings.
  • Speaking and listening reflectively.

Suggested Texts and Materials

POSSIBLE TEXTS

A number of anthologies exist; however, some present bias through omission or commentary, so if an anthology is used, supplemental texts and critical examination of views should be considered.

One good current anthology is The Vintage Book of Latin American Stories, edited by Carlos Fuentes and Julio Ortega. Fortunately, individual works of fiction or poetry in translation (or written in English by writers who are bi- or multi-lingual) are numerous, so instructors should have no difficulty designing a general introductory course or a more focused course around a particular theme or issue.

Historical pieces such as The Popol Vuh, the writings of Sor Juana Ines de la Cruz, and Pablo Neruda as well as contemporary works by Julia Alvarez, Octavio Paz, Carlos Fuentes, Gabriel Garcia Marquez, Mario Vargas Llosa, Claribel Alegria, Rosario Ferre, Julio Cortazar, and Rigoberta Menchu are readily available.

To enrich the students understanding of Latin American literature and culture, films can provide a valuable resource as well. Contact one of the instructors for a full bibliography of texts and films.