Literature and Journalism: Josep Pla and Prose Writing in the Interwar Years
Code: 105853 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2504380 English and Catalan Studies | OT | 3 | 0 |
| 2504380 English and Catalan Studies | OT | 4 | 0 |
| 2504388 Catalan and Spanish Studies | OT | 3 | 0 |
| 2504388 Catalan and Spanish Studies | OT | 4 | 0 |
Contact
- Name:
- Ramon Panyella Ferreres
- Email:
- ramon.panyella@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
None
Objectives and Contextualisation
The aim is to study a number of Catalan writers from the interwar period (1919-1939) whose work has a strong journalistic brand, visible in the various cultivated genres: short article, serial chronicle, report, interview ... With special attention to the transition from the material published in newspaper to the book.
Competences
- English and Catalan Studies
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
- Critically evaluate the literary and cultural production in the Catalan and English languages and their historical and social context.
- Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
- Identify and interpret literary texts in different languages, analysing the generic, formal, thematic and cultural characteristics in accordance with the concepts and methods of comparative literature and literary theory.
- Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
- Recognise the most significant periods, traditions, tendencies, authors and works of literature in the Catalan and English languages in their socio-historical context.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Use digital tools and specific documentary sources to gather and organise information.
- Catalan and Spanish Studies
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
- Carry out historical-type studies on tendences, genres and authors of the Catalan and Spanish literary tradition.
- Demonstrate knowledge of the rules of Catalan and Spanish and mastery of their applications in the academic and professional fields.
- Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
- Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
- Recognise the most significant periods, traditions, tendences, authors and works in Catalan and Spanish literature in their historical and social contexts.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Use the methodology and concepts of literary analysis taking into account the sources and the historical and social context.
Learning Outcomes
- Analyse literary texts from philological and comparative standpoints, and identify literary language models in contemporary Catalan texts.
- Apply the tools and know consult the documentary sources.
- Commenting on literary texts, applying the acquired tools and taking into account the historical and sociocultural context.
- Critically interpret literary works take into account the relationships between different areas of literature and its relationships with human, artistic and social areas.
- Critically interpreting literary works taking into account the relationships between the different areas of literature and its relationships with human, artistic and social areas.
- Describe the historical context of contemporary Catalan literature and relate works to their historical and cultural context.
- Identify relationships between literature and history, art and other cultural movements.
- Identify the main and secondary ideas and express them with linguistic correctness.
- Identifying the key elements of the Western culture from the 19th century to the present.
- Identifying the main and secondary ideas and expressing them with linguistic correctness.
- Interpret Western cultural tradition from the 19th century to the present day, pinpointing features of the Western tradition in a contemporary text.
- Locate and organise relevant English-language information available on the internet, databases and libraries, and apply this to work and/or research environments.
- Maintain an attitude of respect for the opinions, values, behaviors and practices of others.
- Make appropriate use of the knowledge acquired in order to collect data and handle documentary sources in the study of Catalan language and literature.
- Master oral and written expression in Catalan.
- Organise the autonomous component to the learning process in an effective manner.
- Present and explain overall perspectives on phenomena of contemporary Catalan literature.
- Produce advanced-level critical texts on the most significant trends, authors and works in Catalan literature.
- Produce critical texts on the main trends, the most significant authors and the most representative works in Catalan literature.
- Produce written and oral texts with correction rules.
- Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
- Recognise literary texts from philological and comparative standpoints, apply these criteria to texts in contemporary Catalan literature and write analyses of the literary language of contemporary Catalan texts.
- Recognize literary texts from philological bases and comparatists apply to the texts of contemporary Catalan literature and writing analysis of contemporary Catalan literary language texts.
- Strengthen the capacity of reading, interpretation and critical analysis of literary texts and language.
- Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
- Work independently in the synchronic and diachronic study of Catalan language and literature.
- Write and present academic works.
- Write complex original essays, showing mastery of the relevant literature, on contemporary authors and works.
- Write historical interpretative essays on the contemporary literary tradition.
- Write historical interpretative essays, at an advanced level, on the contemporary literary tradition.
- Write original essays, showing mastery of the relevant literature and of contemporary authors and works.
- Write text commentaries from a critical standpoint.
Content
Interwar journalism in Europe
Interwar journalism in Catalonia
The emergence of journalism in Catalan.
Journalistic genres.
Journalism and literature.
Authors and publications
Gaziel (Agustí Calvet)
“La Veu de Catalunya”
Books: Hores viatgeres (1926); Tots els camins duen a Roma. Barcelona (Aedos, 1958).
Josep Pla
“La Publicidad”
Books: Madrid. Un dietari (1929); Madrid 1921. Un dietari, dins OC III: Primera volada (1966).
Just Cabot
“Mirador”
Books: Indignacions i provocacions (Edicions 62, 1992)
Eugeni Xammar
“La Veu de Catalunya”, “La Publicitat”
Books: Periodisme (Quaderns Crema, 1989); L'ou de la serp (Quaderns Crema, 1998).
Lluís Capdevila
“La Humanitat”
Digital edition: Les 227 cròniques de guerra de Lluís Capdevila. 1936-1939
https://irla.cat/wp-content/uploads/2018/03/capdevila_227cr%C3%B2niques.pdf
Authors proposed for oral or written essays
Josep Carner
“La Veu de Catalunya” 1923
Les bonhomies (1925)
Carles Soldevila
“La Publicitat” 1922-1934
Fulls de dietari (tria de l’autor, 1928); Fulls de dietari (Selecta, 2005)
Josep M. de Sagarra
“Mirador” 1929-1935
L’aperitiu (ed. d’autor, 1947); L’aperitiu (La Campana, 1995)
Irene Polo,
“Imatges”, “La Humanitat”, “La Rambla”, “L'Opinió”, “L'Instant”
La fascinació del periodisme. Cròniques (1930-1936) (Quaderns Crema, 2003)
(Aurora Bertrana, Rosa M. Arguimbau, Anna Murià et al.)
Dones que surten del paper. Periodistes catalanes que expliquen un país (Fonoll, 2018). Antologia a cura d'Elena Yeste i Francesc Canosa.
Domènech de Bellmunt [Domènec Pallerola]
Del Paral·lel a Montmartre (1928). [reed.: Ll. Catalònia 1981]
This list can be expanded with the names of Joan Estelrich, Joan Crexells, Domènec Guansé, Antoni Rovira i Virgili, Jaume Passarell, Ramon Xuriguera, Rafael Tasis, Maurici Serrahima.
Methodology
The subject is distributed in theoretical sessions and reading seminars. The theoretical sessions have a panoramic and contextual character and are accompanied by the commentary of theoretical-critical texts. The sessions devoted to reading focus on the analysis of compulsory reading works and other complementary texts. A list of works and bibliographical references associated with each reading will be available.
The calendar will be available on the first day of class. Students will find all information on the Virtual Campus: the description of the activities, teaching materials, and any necessary information for the proper follow-up of the subject. In case of a change of teaching modality for health reasons, teachers will make readjustments in the schedule and methodologies.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Presentation (oral or written) on a theoretical or critical text | 15 | 0.6 | 1, 3, 15, 27, 19, 18, 17, 9, 8, 10, 4, 16, 24, 20, 22, 29, 28, 31, 32, 30, 26 |
| Presentation, by the teacher, of the points of the program. Contextualization of readings | 30 | 1.2 | 6, 18, 17, 9, 7, 4, 11, 13, 29, 28, 30 |
| Type: Supervised | |||
| Analysis and discussion of journalistic, theoretical and critical texts | 20 | 0.8 | 1, 3, 6, 15, 17, 8, 10, 4, 5, 13, 24, 20, 23, 22, 32 |
| Type: Autonomous | |||
| Bibliographic search. Documentary sources and resources | 30 | 1.2 | 21, 2, 12, 16, 26, 25 |
| Guided reading of texts | 20 | 0.8 | 1, 3, 8, 10, 4, 5, 16, 24 |
| Written commentary on periodistic, theoretical and critical texts, with the teacher's guidance | 25 | 1 | 1, 3, 15, 27, 19, 18, 17, 8, 4, 5, 16, 24, 20, 22, 31, 32, 26 |
Assessment
The competences of this subject will be evaluated by means of an examination and of individual or collaborative works. The evaluation system is organized in 4 types of activities or modules, each of which will have a specific weight assigned in the final grade:
Module of attendance and participation, with a global weight of 10%
Module of oral presentations, with a global weight of 10% (each student will have to analyze a journalistic, theoretical or critical text)
Module of written tests, with a global weight of 50% (a final exam on the subject)
Work delivery module, which will evaluate an essay with a global weight of 30%
The individualized follow-up to the student will make those demands adapt slightly. The recovery system provides that different tests can be performed according to the student's learning needs, with the aim of recovering at least 50% of the activities carried out.To participate in the recovery the students must have been previously evaluated in a set of activities whose weight equals to a minimum of two thirds of the total grade of the subject, and must have achieved overall a rating between 3.5 and 4.9. The maximum recovery note is 5.
A 5 is needed for the final pass. The student will receive the grade of "Not assessable" as long as he/she has not delivered more than 30% of the assessment activities.
In the event that the student conducts any irregularity that can lead to a significant variation of the qualification of an evaluation act, this evaluation act will be qualified with 0, regardless of the disciplinary process that can be instructed. In caseThat there are several irregularities in the evaluation acts of the same subject, the final grade of this subject will be 0
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activitiesand class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and active participation in class, conferences, complementary activities | 10% | 1 | 0.04 | 13, 16, 20 |
| Exercises and essays | 30% | 3 | 0.12 | 1, 14, 21, 2, 3, 15, 27, 19, 18, 17, 9, 8, 10, 7, 4, 5, 11, 12, 24, 20, 23, 22, 29, 28, 31, 32, 30, 26 |
| Oral presentations | 10% | 2 | 0.08 | 1, 3, 6, 15, 8, 10, 4, 5, 13, 24, 23, 22, 25 |
| written tests | 50% | 4 | 0.16 | 1, 14, 21, 3, 15, 19, 18, 17, 9, 8, 10, 7, 5, 16, 20, 22, 29, 28, 31, 32, 30, 26 |
Bibliography
A more complete bibliography will be provided through the virtual campus, especially with regard to compulsory readings.
ACOSTA MONTORO, José. Periodismo y literatura (2 vols.), Guadarrama, Madrid, 1973.
ANGULO EGEA, Maria (coord.). Periodismo literario, Editorial Fragua, 2010.
BONADA, Lluís. L'obra de Josep Pla, Ed. Teide, B. 1991 [«Bibliografia sobre Josep Pla i la seva obra», ps. 207-216].
CASASÚS, Josep M. «El periodisme literari del segle XIX», Anuari Verdaguer 1991 (Vic, 1992), ps. 9-18.
CASASÚS, Josep M . El periodisme a Catalunya, Plaza & Janés, Barcelona, 1988.
CASASÚS, Josep M . El pensament periodístic a Catalunya, Curial, Barcelona, 1987.
CASASÚS, Josep M . Pweriodisme català que ha fet història, Proa, Barcelona, 1996.
CHILLÓN, Lluís-Albert. Literatura i periodisme, Universitat de València, 1993.
CHILLÓN, Lluís-Albert. El reportatge novel·lat (doctoral thesis). Universitat Autònoma de Barcelona, 1990.
CHILLÓN, Lluís-Albert. Literatura y periodismo. Una tradición de relaciones promiscuas,
Universitat Autònoma de Barcelona,
ESPINET, Francesc i altres. Premsa, comunicació i cultura a Catalunya durant el primer terç del segle XX, Universitat Autònoma de Barcelona, 1989.
GIMFERRER, Pere. Literatura catalana i periodisme, Generalitat de Catalunya, 1996.
GÓMEZ MOMPART, Josep Lluís. La gènesi de la premsa de masses a Catalunya (1902-1923), Barcelona: Pòrtic, 1992.
GUILLAMET, Jaume. Història del periodisme. Notícies, periodistes i mitjans de comunicació, Aldea Global, Barcelona, 2003.
GUSTÀ, Marina. Els orígens ideològics i literaris de Josep Pla, Curial, Barcelona, 1995.
LEÓN GROSS, Teodoro. El artículo de opinión, Ariel, Barcelona, 1996.
LÓPEZ-PAMPLÓ, Gonçal. «El moment editorial d'Irene Polo. Una proposta per a l'estudi de les relacions transtextuals en 'La fascinació del periodisme'», Rivista Italiana di Studi Catalani, n. 10 (2020), ps. 173-.
MARÍN, Enric. La premsa de Barcelona durant la Segona República, Universitat Autònoma de Barcelona, 1989.
ORTÍN, Marcel. La prosa literària de Josep Carner, Quaderns Crema, Barcelona, 1996.
PLA, Xavier. Josep Pla. Ficció autobiogràfica i veritat literària, Quaderns Crema, Barcelona, 1997.
PRIETO I BERBEGAL, Albert, «Els periodistes dels anys trenta o el periodisme català de qualitat», Butlletí de la Societat Catalana d’Estudis Històrics, n. XXIII (2012), p. 417-424
file:///Users/enriccassany/Downloads/347698-Text%20de%20l'article-500791-1-10-20190107.pdf
QUINTANA, Lluís. «Josep Pla: una reescriptura incessant». Rivista Italiana di Studi Catalani, n. 10 (2020), p. 189-201.
SANTAMARIA, Núria. Carles Soldevila, l’intel·lectual i l’escriptor (1912-1936). Doctoral thesis. Universitat Autònoma de Barcelona, 2001.
TORRENT, Joan i TASIS, Rafael, Història de la premsabarcelonina, Bruguera, Barcelona, 1966.
Un segle de vida catalana, Ed. Alcides, Barcelona, 1961: vol. I: ps. 156-160, 435-441; vol. II: ps. 732-741, 1194-1214.
UZCANGA MEINECK, Francisco (ed.). La eternidad de un día. Clásicos del periodismo literario alemán (1823-1934, Acantilado, Barcelona, 2016.
XAMMAR, Eugeni. Seixanta anys d'anar pel món, Pòrtic, Barcelona, 1974.
Software
None