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Introducción a la literatura Latinoamericana | ||||
Introducción a la literatura Latinoamericana: 2005 • 1-58510-105-2 • paper • 314 pages • 7 x 10 • $34.95 This is the first in a series of Focus texts designed to provide a survey of Spanish language literature from Spain and Latin America. This volume covers Latin American literature from the beginnings through modern times. Introductions to each literary period include discussions of the historical and cultural developments of each period and a brief history/overview of literature in the period. Also included is a brief bibliography for each author. Pedagogy includes questions to develop students' critical abilities, including a student guide to the identification of key literary techniques or literary components, and suggested essay questions such as a student could expect on a typical Advanced Placement* literature exam. Also included is a brief bibliography for each author. | About the Author | Contents | Preface |
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Spanish Literature | |||
This text is part of a Focus series of student editions in Spanish designed for students of Spanish and general readers who are not native speakers. Designed to help the student approach the materials with linguistic, literary and cultural issues, each text includes introductory material on the authors, their period and their work, the Spanish text of the stories with notes and vocabulary, and questions to assist in study for the Advanced Placement* examination. The series consists of:
All are under the series editorship of Paola Bianco, Wilkes University and Antonio Sobejano-Morán, SUNY Binghamton.
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Paola Bianco is an Associate Professor of Spanish at Wilkes University. She earned her PhD from UNC-Chapel Hill and has published books and articles on poetry, literature, Italian culture and Hispanic women writers. Antonio Sobejano-Morán is Professor of Spanish at SUNY Binghamton since 1986. He received his PhD from the University of Michigan, and has published extensively in the field of Spanish literature. He has taught language and literature courses at many levels, and served as AP table leader in Spanish and Latin American literature for ETS. | ||||
1. Introducción histórico-cultural Literaturas maya, azteca y quechua SIGLOS XV-XVIII: LA COLONIA 2. Introducción histórico-cultural Introducción literaria. Siglo XVI: el Renacimiento Álvar Núñez Cabeza de Vaca Naufragios. Caps. XII, XX, XXI y XXII 3. Siglo XVII: Manierismo y Barroco Sor Juana Inés de la Cruz “En perseguirme, Mundo, ¿qué interesas?” “Hombres necios que acusáis” 4. Siglo XVIII: el Rococó y el Neoclasicismo SIGLO XIX: INDEPENDENCIA Y EMANCIPACIÓN 5. Introducción histórico-cultural Introducción literaria. El Neoclasicismo José Joaquín Fernández de Lizardi El periquillo sarniento. Cap. V 6. El Romanticismo: el ensayo, literatura gauchesca. Poesía José María Heredia “En una tempestad” 7. El Romanticismo: novela, teatro. Las tradiciones Ricardo Palma “El alacrán de fray Gómez” 8. Realismo. Naturalismo y Modernismo José Martí “Yo soy un hombre sincero” “Dos patrias” 9. Apogeo del Modernismo Rubén Darío “Canción de otoño en primavera” “A Roosevelt” “Lo fatal” SIGLO XX: HISPANOAMÉRICA DENTRO DEL CONCIERTO MUNDIAL DE LAS NACIONES 10. Introducción histórico-cultural 11. La vanguardia. Poesía Alfonsina Storni “Tú me quieres blanca” “Peso ancestral” 12. Julia de Burgos “A Julia de Burgos” 13. La vanguardia. Poesía (II) Rosario Castellanos “Autorretrato” “Kinsey Report” 14. Pablo Neruda “Me gustas cuando callas” “Walking Around” “Oda a la alcachofa” 15. Nicolás Guillén “Balada de los dos abuelos” “Sensemayá: canto para matar una culebra” 16. Prosa Horacio Quiroga “El hijo” 17. Prosa (II) 18. Juan Rulfo “No oyes ladrar los perros” 19. Carlos Fuentes “Chac Mool” 20. Gabriel García Márquez “Un señor muy viejo con unas alas enormes” “El ahogado más hermoso del mundo” “Un día de estos” 21. Isabel Allende “Dos palabras” 22. Sabine R. Ulibarrí “Mi caballo mago” 23. Julio Cortázar “La noche boca arriba” “Continuidad de los parques” 24. El ensayo Jorge Luis Borges “El sur” “La muerte y la brújula” 25. Teatro Sergio Vodanovic “El delantal blanco”
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Introducción a la literatura latinoamericana offers both advanced high school and undergraduate Spanish students at the university level a comprehensive introduction to Latin American literature. This textbook may be used as a companion book to Introducción a la literatura española, and the three editions of Tirso de Molina’s El burlador de Sevilla y convidado de piedra, Miguel de Unamuno’s San Manuel Bueno, mártir, and Federico García Lorca’s La casa de Bernarda Alba. Aimed at AP students of Spanish and students at the third year level of the college or university curriculum, Introducción a la literatura latinoamericana purports itself as an introduction or survey of Latin American literature through some of the most representative works and writers. The first chapter of the book is an introduction to the pre–Columbian literatures, and the rest of it maps the development of the three major literary genres: narrative, poetry and theater, from the fifteenth century through the twenty–first. All the selected works are reproduced in their entirety, with the exception of Álvar Núñez Cabeza de Vaca’s Naufragios and José Joaquín Fernández de Lizardi’s El periquillo sarniento. In the case of Cabeza de Vaca, the four selected chapters provide a general, but accurate, idea of the nature of the Naufragios. Likewise, the selected chapter from Lizardi’s picaresque novel, El periquillo sarniento, is a good representation of the Neoclassic period. Lizardi is not part of the AP reading list, but the authors decided to include him because he is a good example of the Neoclassic period, a literary trend that has not been represented in the AP reading list, and bridges the two literary movements that precede and follow it: the Baroque and the Romantic period. In addition to the selected readings, Introducción a la literatura latinoamericana also features a cultural and historical overview of Latin America and a history of its literature. This panoramic view will enable students to place the selected works within a specific cultural, historical, and literary context. Each reading is followed by a series of drills that are designed to question the student’ s basic understanding of the story and develop critical analysis skills. Since some of these texts may pose some difficulty, especially for non–native speakers, we have tried to minimize this burden by providing an extensive glossary. Due to the difficulty presented by poetry, we have included a special section devoted to the study of poetic language. This is a tool intended to help students count syllables and identify rhymes and the different types of verses. It also provides an introduction to the study of the most common rhetorical figures used in poetry. The authors expect that the work and dedication they put into this textbook will elicit an excellent reception on the part of teachers and students.
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