Pre-requisites: Completion of College Writing I and II, enc 1123, or equivalent with a grade of c or better. This course serves the International Studies, Latin American Studies, and Spanish concentrations

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LAS 3005 H Comparative Caribbean and Latin American Culture and Civilization

(WAC and 6000-word Gordon Rule Course)

Wilkes Honors College

Florida Atlantic University

MaryAnn Gosser Esquilín HA 113 561-799-8674

Pre-requisites: Completion of College Writing I and II, ENC 1123, or equivalent with a grade of C or better.
This course serves the International Studies, Latin American Studies, and Spanish concentrations. It also fulfills the International Studies and Culture, Ideas, and Values Honors College’s Core Requirements. It is conceived as part of an interdisciplinary curriculum which includes linked courses and writing across the curriculum (WAC).
Course Description: An introductory, panoramic course that covers a wide, but representative array of eras in Latin American history (colonial, post-colonial, present-day) and problems (indigenous groups, exploitation of the land and natural resources, political tendencies, U.S. sphere of influence). Literary and historical readings will be paired with other media in order to discuss issues of colonialism, wars of independence, revolutions, exile, migration, race, class, and gender.
Course Objectives:

1) To study the cultures and civilizations of Caribbean and Latin American countries today. Students should be able to understand better and assess critically press reports, news, and different points of view that pertain to Caribbean and Latin American situations.

2) To fulfill the Gordon Rule writing requirement.

3) Students should also be able to write clearly and persuasively as a result of the writing-intensive across the curriculum nature (WAC) of the course. We will explore different aspects of Latin America’s and the Caribbean’s cultures and civilizations through writing in different venues. Writing assignments will take place outside of class, but class time will be dedicated to the writing process, rules of grammar, syntax, punctuation, and strategies to enhance both the process and the final writing. The instructor will provide substantive feedback on all writing assignments that are to be revised and reedited for a final grade. All assignments, reading and writing, are detailed on the syllabus.

Course Grading: Words:

Critical responses to assigned readings (28) 30 % (1,400)

1 first essay 5-6 pages (draft) 10 % (1,500-1,800)

1 first essay 5-6 pages (the revision) 10 % (1,500-1,800)

1 3-page, take-home essay midterm (typed) 10 % (900)

Oral presentation + one-page abstract + bibliography of final paper 5 % (300)

1 5-6 page final research essay 15 % (1,500-1,800)

Class participation and attendance 20 %

Critical responses: Students will submit a maximum 50-word critical response to all the assigned materials (28 in total). Students are to type the responses: double spaced, 12-font, 1-inch margins, unjustified, single side, and in black ink. Please refer to the handout model I will distribute on the first day. They are marked with an asterisk (*) on the course schedule. In these responses, I am looking for the following elements:

  1. A critical thinking rubric which identifies the central issue or question at stake in the reading;

  2. When applicable, it assesses the supporting data/evidence and is able to distinguish facts from opinions;

  3. The writing is organized and clear and pays attention to grammar and punctuation.

On these responses, I will provide substantial feedback and at the beginning of each class, we will go over some of the most notable contributions or problems of these responses be them from a content or a style perspective. The following symbols encompass the grading scale: √++, √+, √, √-, X (roughly 100, 90, 80, 70, F). If students fail to turn in these assignments, they will not pass the course. If they are turned in late, I will read and comment them, will mark them as completed, but they will not count for a grade.

First essay: Draft and revision: It is on an assigned topic. Please write according to the latest guidelines of the MLA Handbook. Students will turn in a complete first draft. This means, it has a title, a thesis, it uses proper citation, and includes a works cited page. Prior to turning the essay, we will dedicate class time (as indicated on the syllabus) to the mechanics and strategies for approaching the writing of a research essay. After the essays are turned in, and I have looked at them, we will go over recurring problems that came up as a group (titles, clear thesis statement, citations). I will also meet with each student individually to go over the writing, and each student will turn in a final version incorporating stylistic and content suggestions. Please note that a revision or rewrite is more than simply doing the cosmetic or spelling changes. I will be looking at how you incorporated the comments I provided to guide you. These comments address critical thinking approaches and should be carefully considered as you revise.
Topic: This is a mini research paper in which students will use assigned primary sources, all written by Europeans, in conjunction with a few extant indigenous sources (poems that I will place on reserve). No other sources are required. The purpose of the paper is to compare and contrast the views proposed by the conquistadors (Columbus, Bernal, or Las Casas) when examined against the literary and artistic production of the indigenous or criollo (Sor Juana, Martí) writers. Several chroniclers alluded to the differences, not in superior terms, but in what we would call today a cultural relativist view. Who are the tolerant observers of the New World? To whom were they directing their observations? What are some of those different values, beliefs, world views that surprise them, yet do not necessarily repulse them? How do the indigenous populations see the newcomers? How do they extol others to behave? What role does orality play in their transmittal of those differences? If you opt to discuss criollo writers of the colonial period, how do they define themselves vis-à-vis the mother country, Spain? Do they see themselves as different? How? Why? Use at least 3 references to primary sources (they should be the ones from class, but if you decide to find others, please consult with me since I do not want truncated sources from the Internet) and cite them according to the MLA Handbook’s latest edition. If you are able to read the sources in their original language, it is appropriate to cite in languages other than English, (for this paper they will more than likely be in Spanish).
Midterm: 3-pages, typed, double spaced, 12-font, 1-inch margins, unjustified, single side, and in black ink. Also an assigned topic and it is an essay question. Students may use their notes. We will go over the exams in class together as a group after it has been graded. The grade will be based on the student’s persuasive arguments as well as clarity of expression. The midterm will be based on the transition from colonies to independent nations (from slave plantations to haciendas, wk 3a to 9b).
Oral presentation + one-page abstract that includes at least 5 secondary bibliographical references on final research paper topic. Primary sources need to be incorporated, but are not part aof the 5. In order to assist students with the final research paper, I have divided the process in stages so as to help with the writing process. All students will be required to give a 10-minute presentation (no PowerPoints, please) to their classmates. The presenter will provide a copy of the one-page abstract + bibliography so that the audience may follow the presentation.

Bibliographical references: May include books, chapters of books, essays in peer-reviewed journals, and articles found over the internet that are found through services such as JSTOR. Unacceptable internet documents are those whose reliability, accuracy, or verifiability are hard to establish because they are anonymous, have no citations, or offer any sources.
It is a peer-reviewed type of exercise because all students will be given a few minutes after each presentation to make helpful comments on the abstract + bibliography and return them to the presenter. Please take into account the following rubrics:
Title: Is it too vague? Does it need a subtitle, if so offer a suggestion.

Thesis statement: Is it clear what the presenter wants to achieve and prove through the research?

Organization: Is there a progressive and intelligent development of the topic?

Originality: Has the presenter presented an intriguing and thought-provoking theme?

Manageability: Is this topic feasible in 5-6 pages?

Citations and sources: Do they seem adequate? Up-to-date? Do not rely on someone’s opinion on the internet?

Grammar and punctuation: Does the abstract need more polishing?
Final research essay: Will consist of research on a topic chosen by the student in discussion with the instructor, but it must deal with an aspect of an issue raised during the last third of the course, namely, the political struggles in the newly formed nations: the indigenous population’s problems, land appropriation, the descendants of slaves and racial issues, relations with the United States, the Haitian, the Mexican, and the Cuban revolutions. I welcome comparative topics. Students may choose to examine a literary text or a film as their point of departure or react critically to a comment made by the historians, for example. Please write according to the latest guidelines of the MLA Handbook.
During final’s week, we will meet individually during our scheduled exam time to go over the corrected final essay.
Grading the essays: Essays will be graded based on the following criteria: Is there a convincing argument? Is the thesis statement clearly stated? Has the student identified and assessed the quality of the supporting evidence? Does the essay have a title and a clear introduction? A conclusion? Is the essay organized and free from grammar and spelling errors? Are quotations and ideas clearly attributed to their original sources?
Plagiarism: Is to use someone’s ideas or words and present them as your own without giving them proper credit by citing clearly and giving the necessary bibliographic information. Plagiarism is a serious academic offense and may result in an “F” for the work, the course, and even expulsion from the university. Please look at the students’ website for specific policies and procedures ruling plagiarism cases at the Honors College.
Attendance and class participation: This course will cover broad temporal eras and geographical areas. It is important to attend classes. Missed classes will count against you, unless you provide documentation that the absence was due, for example, to illness, death in the family, or court appearance. If you come late or leave early more than three times, your grade will be adversely affected. As a WAC course, at the beginning of each class, time will be devoted to writing strategies. If you take these strategies seriously, your learning in this Caribbean and Latin American culture and civilization class will be enhanced as you learn to express clearly your crtically thoughts about such a diverse and culturally-rich region.
Late Work: This is a writing-intensive course that constantly builds on topics discussed, so it is crucial for all of the work to be turned in on time. I will read late submissions, but they will not receive a grade.
Letter course grade assigned as follows: 92-100 A / 90-91 A- / 88-89 B+ / 82-87 B / 80-81 B- / 78-79 C+ / 72-77 C / 70-71 C- / 68-69 D+ / 66-67 D / 64-65 D- / 0-63 F
Required Texts:

Fuentes, Carlos, Where the Air is Clean. New York: Dalkey, 2004.

Galeano, Eduardo. Open Veins of Latin America: Five Centuries of the Pillage of a Continent. Trans. Cedric

Belfrage. New York: Monthly Review P, 1997.

Gallegos, Rómulo. Doña Bárbara. Trans. Robert Malloy. New York: Smith, 1948.

Roumain, Jacques. Masters of the Dew. 1947. Trans. L. Hughes and M. Cook. London: Heinemann,1978.

Skidmore, Thomas F., and Peter H. Smith, Modern Latin America, 6th ed. New York: Oxford UP, 2004

The rest of the texts (articles, poems, stories) will be placed on reserve.

Honor Code: Students agree to adhere to the Honors College Honor Code. The text can be found at www.fau.divdept/honcol/students/honorcode. Please write the following statement on your papers: “I have adhered to the Honors College Honor Code” and sign it.
ADA: If you need assistance, please contact the Office for Students with Disabilities (Ms. Naomi Grelis).
* Please make sure that cell phones and beepers are set to vibrate and not ring while you are in class.



Topic to be addressed:

Critical response due:

Writing (10-15 minutes each)

Wk 1a

Introduction. Distribute syllabus. Explain WAC objectives assignments, grading.

Geography quiz

Wk 1b


Chapter 1: Skidmore and Smith

*Columbus: First letter

*Popol Vuh: selection


Popol Vuh

Commas, semicolons, colons

Wk 2a

The Conquest and Women in the Colonies

*Bernal Díaz: selections.

*Sor Juana: “Silly Men”

+ excerpt from “Response to Sor Filotea”


Bernal Díaz

Sor Juana


Review responses. Apostrophes and italics

Wk 2b

Chapter 2: Skidmore and Smith.

Donald F. Stevens: “Never Read History Again? The Possibilities and Perils of Cinema as Historical Depiction”

*Las Casas: selection

Las Casas

In-class discussion of the first essay. Mechanics of MLA style. Examples of thesis statements and conclusions.

Handout: sample first page and Works Cited page

Wk 3a

Sugar and Slavery

The Last Supper (film)

*Jan Rogozinski. “Sugar Rules the Islands.” A Brief History of the Caribbean: From the Arawak

and the Carib to the Present. New York: Facts on File, 1992. 105-21


Bibliographical exercise: how to cite correctly.

Handout on documentation style and most common cited sources.


The Last Supper (film)

*Galeano: 59-71


Plagiarism. Integrating sources, transitions, parenthetical references

Wk 4a

“Our America” and Independence

Chapter 11 (first half): Skidmore and Smith.

*Rodó: Ariel (selections).

*Martí: “Our America”



Punctuation when citing sources

Wk 4b

Chapter 6 (Perú): Skidmore and Smith

Draft of first research essay

Any particular difficulties?


The Indigenous Populations and the Land

*Mariátegui: Seven Essays on Peruvian Reality (selection)


Go over essays. Discuss overall difficulties, examine recurring problems, i.e., citations, thesis statement, titles, conclusions

Wk 5b

Civilization and Barbarism

*Gallegos: Doña Bárbara (Part I)


Schedule individual meetings outside of class

Handout: proofreader’s marks

Wk 6a

*Gallegos: Doña Bárbara (Part II)


Schedule individual meetings outside of class

Wk 6b

*Gallegos: Doña Bárbara (Part III)


Review difficulties with rewrite

Wk 7a

Doña Bárbara (film)

Rewrite of first essay due

Wk 7b

Doña Bárbara (film)

Chapter 3 (Argentina): Skidmore and Smith

Outlines and abstracts


*Hernández: Martín Fierro (selections)

Partnoy: The Little School (selection)


Bring a typed version of your possible topic to discuss with others

Wk 8b

Chapter 7 (México): Skidmore and Smith

Bring a typed version of your possible topic to discuss with others

Wk 9a

The Mexican Revolution

*Fuentes: Where the Air Is Clearer


Précis: how to write one


*Fuentes: Where the Air Is Clearer


Review sources you have obtained

Wk 10a

Chapter 3 (Chile): Skidmore and Smith

Remember the midterm: 3 pages. May use primary sources. Spend no more than 2 hours. Topic: related to readings from weeks 3a to 9b

Wk 10b

Socialism and Communism

*Neruda: “United Fruit Co.”

*Guillén: “West Indies, Ltd.”



Midterm due at the beginning of class

Any writing difficulties?

Wk 11a

Chapter 9 (section on Haiti): Skidmore and Smith

Discuss the midterm

Review any difficulties

Wk 11b

Roumain: Masters of the Dew (Chapters 1-7)


Evaluating internet sites

Wk 12a

*Roumain: Masters of the Dew (Chapters 8-end)


Any difficulties with abstracts or bibliographies?

Wk 13a

Oral presentations

Abstracts and bibliography due. Peer-reviewed


Oral presentations

Abstracts and bibliography due. Peer-reviewed


Chapter 9 (section on Puerto Rico): Skidmore and Smith

Active and passive constructions

Wk 14a

U.S. Spheres of Influence

*Soto: “Bayaminiña”

*Cardenal: poems




Wk 15a

Chapter 8 (Cuba): Skidmore and Smith

Any problems with final paper?

Wk 15b

The Cuban Revolution

*Castro: “History Will Absolve Me” (selection).

*Ojito: Finding Mañana (selection)



Final paper due

Any difficulties?

Wk 16a

Human Rights

*Sábato: “Never Again”

*Menchú: I, Rigoberta Menchú (selection)

*NY Review of Books, 8 Apr. 1999, 28-33



NY Review

Wk 16b

Meet individually to discuss final essay paper


Barradas, Efraín. Para leer en puertorriqueño: acercamiento a la obra de Luis Rafael Sánchez. Río Piedras:

Editorial Cultural, 1981.

Benítez Rojo, Antonio. The Repeating Island: The Caribbean and the Postmodern Perspective.

2nd ed. Trans. James E. Maraniss. Durham: Duke, 1996.

Bolanos, Álvaro Félix, and Gustavo Verdesio, eds. Colonialism Past and Present: Reading and Writing about

Colonial Latin America Today. Albany State U of New York P, 2001.

Brent Toplin, Robert, ed. Slavery and Race Relations in Latin America. Westport, CT: Greenwood, 1974.

Castro, Fidel. La historia me absolverá: autodefensa de Fidel Castro ante el Tribunal de Urgencia de Santiago

de Cuba el 16 de octubre de 1953. La Habana, Impr. Nacional de Cuba, 1961.

---. History Will Absolve Me. Trans. New York: Liberal, 1959.

Chang-Rodríguez, Raquel, and Malva E. Filer, eds. Voces de Hispanoamérica: antología literaria. 3rd ed. Boston: Heinle, 2004.

Columbus, Christopher. Select Letters of Christopher Columbus, with Other Original Documents Relating to

His Four Voyages to the New World. :Adamant Media, 2001.

Como agua para chocolate. (Like Water for Chocolate). Dir. Alfonso Arau. Arau Films International, 1992.

Cornejo Polar, Jorge. Estudios de literatura peruana. Lima: Universidad de Lima, 1998.

Cruz, Sor Juana Inés de la. Antología. Ed. Elías L. Rivers. Salamanca: Anaya, 1971.

Dash, J. Michael. Haiti and the United States: National Stereotypes and the Literary Imagination. 2nd ed. New

York: Macmillan, 1997.

Díaz del Castillo, Bernal. The Bernal Díaz Chronicles: The True Story of the Conquest of Mexico. Trans. and

ed. Albert Idell. Garden City: Doubleday, 1956.

---. The Conquest of Spain. New York: Penguin, 1963.

---. Historia verdadera de la conquista de la Nueva España. Madrid: Porrúa, 2002.

Duany, Jorge. The Puerto Rican Nation on the Move: Identities on the Island and in the United States. Chapel Hill: U of North Carolina P, 2002.

Fernández Olmos, Margarite, and Lizabeth Parvisini-Gebert, eds. El placer de la palabra: literatura erotica

femenina de América Latina. México, D.F.: Planeta, 1991.

Flores, Lauro, ed. The Floating Borderlands: Twenty-five years of U.S. Hispanic Culture. Seattle: U of

Washington P, 1998.

Foster, David William. Gay and Lesbian Themes in Latin American Writing. Austin: U of Texas P, 1991.

Galeano, Eduardo. Open Veins of Latin America: Five Centuries of the Pillage of a Continent. Trans. Cedric

Belfrage. New York: Monthly Review P, 1997.

Gibaldi, Joseph, ed. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003.

González Echevarría, Roberto. Myth and Archive: A Theory of Latin American Narrative. Cambridge:

Cambridge UP, 1990.

González Echevarría, Roberto, and Enrique Pupo-Walker, eds. The Cambridge History of Latin American

Literature. 3 vols. Cambridge: Cambridge UP, 1996.

Gracia, Jorge J. E., and Mireya Camurati, eds. Philosophy and Literature in Latin America: A Critical

Assessment of the Current Situation. Albany: State U of New York P, 1989.

Hernández, José. Martín Fierro. Ed. Oscar Brando. Montevideo: Ediciones del Pizarrón, 2000.

Hintz, Suzanne S. Rosario Ferré: A Search for Identity. New York: Lang, 1995.

La Historia oficial.(The Official Story). Dir. Luis Puenzo. Almi Pictures, Inc., 1985.

Hoffmann, Léon-François. Le Roman haïtien: idéologie et structure. Sherbrooke, Québéc: Éditions Naaman,


Jiménez, José Olivio, and Antonio R. de la Campa, eds. Antología crítica de la prosa modernista

hispanoamericana. New York: Eliseo Torres, 1976.

Juan-Navarro, Santiago. Archival Reflections: Postmodern Fiction of the Americas (Self-reflexivity, Historical

Revisionism, Utopia). Lewisburg: Bucknell UP, 2000.

Las Casas, Bartolomé de. An Account, Much Abbreviated, of the Destruction of the Indies. Ed. Franklin W.

Knight. Trans. Andrew Hurley. Indianapolis: Hackett, 2003.

---. Historia de las Indias. Ed. André Saint-Lu. Caracas: Biblioteca Ayacucho, 1986.

Lavrin, Asunción, ed. Latin American Women: Historical Perspectives. Westport: Greenwood, 1978.

Lindstrom, Naomi. Early Spanish American Narrative. Austin: U of Texas P, 2004.

López-Calvo, Ignacio. Written in Exile: Chilean Fiction from 1973-present. New York: Routledge, 2001.

Luciani, Frederick, ed. Special Issue on Women in the Colonial World. Colonial Latin American Review 9.2


Manrique Cabrera, Francisco. Historia de la literatura puertorriqueña. Río Piedras: Editorial Cultural, 1986.

Mariátegui, José Carlos. Seven Interpretive Essays on Peruvian Reality. Trans. Marjory Urquidi.

Austin: U of Texas P, 1971.

---. Siete ensayos de interpretación de la realidad peruana. Caracas: Biblioteca Ayacucho, 1979.

Martí, José. The America of José Martí: Selected Writings. Trans. Juan de Onís. New York, Funk,1968.

---. Obras completas. Ed. Jorge Quintana. Caracas, 1964.

Martínez, Julio A., ed. Dictionary of Twentieth-century Cuban Literature. New York: Greenwood, 1990.

McClennen, Sophia A., and Earl E. Fitz, eds. Comparative Cultural Studies and Latin America. West Lafayette,

IN: Purdue UP, 2004.

Menchú, Rigoberta. “The Quincentenary Conference and the Earth Summit, 1992.” Women Writing Resistance:

Essays on Latin America and the Caribbean. Ed. Jennifer Bowdy de Hernandez. Cambridge, MA: South

End P, 2003. 117-35.

Mordecai, Pamela, and Betty Wilson, eds. Her True-True Name. Oxford: Heinemann, 1990.

Morse, Richard M. New World Soundings: Culture and Ideology in the Americas. Baltimore: Johns Hopkins

UP, 1989.

Neruda, Pablo. Pablo Neruda. Five Decades: A Selection. New York: Grove, 1974.

Nicholls, David. From Dessalines to Duvalier: Race, Colour and National Independence in Haiti. 3rd ed. Warwick University Caribbean Studies. London: Macmillan, 1996.

El Norte. Dir. Gregory Nava. Independent Productions, 1983.

Ocasio, Rafael. Literature of Latin America. Westport: Greenwood, 2004.

Ortiz, Fernando. Cuban Counterpoint: Tobacco and Sugar. Durham: Duke UP, 1995.

Partnoy, Alicia, ed. You Can’t Drown the Fire: Latin American Women Writing in Exile. Pittsburgh: Cleis,


Parra, Violeta. “Here’s to Life.” Twentieth-Century Latin American Poetry: A Bilingual Anthology. Ed. Stephen

Tapscott. Austin: U of Texas P, 1996. 266-68.

Paz, Octavio. The Labyrinth of Solitude. Trans. Lysander Kemp. New York: Grove, 1961.

---. Sor Juana Inés de la Cruz o las trampas de la fe. Barcelona: Seix Barral, 1982.

Popol Vuh: The Mayan Book of the Dawn of Life. Rev. ed. Trans. Dennis Tedlock. New York: Simon, 1996.

Ramos Rosado, Marie. La mujer negra en la literatura puertorriqueña. 2nd ed. Río Piedras: Editorial de la

Universidad de Puerto Rico, 1999.

Reddock, Rhoda E., ed. Interrogating Caribbean Masculinities: Theoretical and Empirical Analyses. Kingston:

U of the West Indies P, 2004.

Retrato de Teresa. (Portrait of Teresa). Dir. Pastor Vega, 1980.

Rivera de Álvarez, Josefina. Literatura puertorriqueña: su proceso en el tiempo. Madrid: Ediciones Partenón,


Rodó, José Enrique. Ariel. Austin: U of Texas P, 1988.

Rogozinski, Jan. A Brief History of the Caribbean: From the Arawak and the Carib to the Present. New York:

Facts on File, 1992.

La Rue Cases-Nègres. (Sugar Cane Alley). Dir.Euzhan Palcy. SU.MA.FA. Productions, 1985.

Skidmore, Thomas E., and Peter H. Smith. Modern Latin America. 6th ed. New York: Oxford UP, 20.

Smith, Verity, ed. Concise Encyclopedia of Latin American Literature. London: Fitzroy Dearborn, 2000.

Soto, Pedro Juan. Spiks. 1973. 6th ed. Río Piedras: Editorial Cultural, 1980.

---. Spiks. Trans.Victoria Ortiz. New York, Monthly Review, 1973.

Stavas, Ivan. The Hispanic Condition: Reflections on Culture and Identity in America. New York: HarperPerennial, 1996.

---, ed. The Oxford Book of Latin American Essays. New York: Oxford UP, 1997.

Stevens, Donald F., ed. Based on a True Story: Latin American History at the Movies. Wilmington: Scholarly Resources, 1997.

Stubbs, Jean. “Social and Political Motherhood of Cuba: Mariana Grajales Cuello.” Engendering History:

Caribbean Women in Historical Perspective. Ed. Verene Shepherd, Bridget Brereton, and Barbara

Bailey. Kingston: Ian Randle, 1995. 296-317.

Trías Monje, José. Puerto Rico: The Trials of the Oldest Colony in the World. New Haven: Yale UP, 1997.

La última cena. (The Last Supper). Dir. Tomás Gutiérrez Alea. ICAIC, 1976.

Williams, Claudette. Charcoal and Cinnamon:The Politics of Color in Spanish Caribbean Literature.

Gainesville: UP of Florida, 2000.

Yáñez, Mirta, ed. Álbum de poetisas cubanas. Madrid: Editorial Letras Cubanas, 1997.

Yo, la peor de todas (I, the Worst of All). Dir. María Luisa Bemberg. First Run/Icarus Films, 1990.

Zamora, Margarita. Reading Columbus. Berkeley: U of California P, 1993.

First Writing Assignment:
You have been asked by the President of the Latin American Studies Association to present a research-based paper at the Association’s next general meeting on DUE DATE. The Association has strict rules about length and formatting: no more than 6 pages (excluding the Works Consulted page) and use of the most recent Modern Language Association’s manual. Your audience consists of peer-scholars in the discipline of Latin American Studies who are interested in your proposed discussion of Eduardo Galeano’s position based on selected texts and a film.
Proposed Strategies:

  1. Reread Columbus’s letter, Zamora’s article, Bernal Díaz del Castillo’s excerpts on products of the New World, and Rogozinski’s data on sugar. If at all possible, see the film the Last Supper anew.

  2. Establish a thesis statement that incorporates the various tensions found in the aforementioned selections. For example: To whom were they addressed? Are the authors/film director’s agenda confirm Galeano’s views?

  3. Based on the evidence you have provided (quote your texts), do you agree or disagree with Galeano?

In the Introduction to Open Veins of Latin America, Galeano categorically states the following:

“Latin America is the region of open veins. Everything, from the discovery until our times, has always been transmuted into European—or later the United States—capital, and as such has accumulated in distant centers of power. Everything: the soil, its fruits and mineral-rich depths, the people and their capacity to work and to

consume, natural resources and human resources” (2).

Evaluation Criteria:

Clear presentation of the thesis 20

Quality of analysis of those citations 30

Quality of the selected citations 30

Clear sentences 10

Grammar and correctness 10

Gosser Esquilín

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