Narcís Oller and Realism in European Literature
Code: 105855 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2503998 Catalan Philology: Literary Studies and Linguistics | OT | 4 |
| 2504380 English and Catalan Studies | OT | 3 |
| 2504380 English and Catalan Studies | OT | 4 |
| 2504388 Catalan and Spanish Studies | OT | 3 |
| 2504388 Catalan and Spanish Studies | OT | 4 |
Contact
- Name:
- Francesc Foguet Boreu
- Email:
- francesc.foguet@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Passion for reading
Objectives and Contextualisation
The main objective of the course is twofold: on the one hand, to situate Narcís Oller in the context of Catalan and European literature of his time and, on the other, to analyse his novels in the light of the aesthetics and the great names of European realism and naturalism.
Competences
- Catalan Philology: Literary Studies and Linguistics
- Act with ethical responsibility and respect for fundamental rights, diversity and democratic values.
- Critically read and interpret texts.
- Demonstrate a mastery of the rules of the Catalan language, its linguistic bases and all its application in the academic and professional fields.
- Produce written work and oral presentations that are effective and framed in the appropriate register.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills 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 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 information in accordance with academic ethics.
- English and Catalan Studies
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Apply scientific ethical principles to information processing.
- Critically evaluate the literary and cultural production in the Catalan and English languages and their historical and social context.
- Demonstrate knowledge of the rules of Catalan and mastery of its foundations and 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.
- 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.
- 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.
- Demonstrate knowledge of the rules of Catalan and Spanish and mastery of their applications in the academic and professional fields.
- Recognise the most significant periods, traditions, tendences, authors and works in Catalan and Spanish literature in their historical and social contexts.
- 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 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 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
- Comment on literary texts, apply the acquired tools and take into account the historical and sociocultural context.
- Comment on literary texts, using the instruments acquired, with regard to the historical, social and cultural context.
- 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 interpret literary works taking into account their historical and social context.
- Critically interpret literary works, taking into account the relationships between the different areas within literature and their relationship to humanistic, 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.
- Demonstrate a solid knowledge of subjects related to the study of Literature and Culture in general.
- Develop effective written work and oral presentations and adapted to the appropriate register.
- Expose knowledge about the history, art and other cultural movements.
- Express oneself effectively by applying argumentative and textual procedures in formal and scientific texts, in the language studied.
- Gain a greater capacity for reading, interpreting and critically analysing literary and linguistic texts.
- Identify principal and secondary ideas and express them using correct language.
- 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 relationships of literature with history, art or other cultural movements.
- Interpret Western cultural tradition from the 19th century to the present day, pinpointing features of the Western tradition in a contemporary text.
- Know how to comment critically on a text from a basic analytical reading.
- 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 knowledge of history, art or other cultural movements.
- Produce normatively correct written and oral texts.
- Produce work in accordance with academic ethics.
- Produce written and oral texts with correction rules.
- Produce written work and oral presentations that are effective and framed in the appropriate register.
- Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
- Recognise the literary sources of a text.
- Recognise the main periods of Western literary history and their general features.
- Recognise the principles of the discipline of study and its main sources.
- Relate an author to his or her period and its literary features.
- Respect the opinions, values, behaviour and customs of others.
- Rigorously assess the values conveyed by the texts analysed, making constructive criticism.
- Strengthen the capacity of reading, interpretation and critical analysis of literary texts and language.
- Use IT tools and be able to consult specific documentary sources.
- Work independently in the synchronic and diachronic study of Catalan language and literature.
- Work self-sufficiently on the synchronic and diachronic study of Catalan language and literature.
- Write a summary of contents in a coherent and cohesive way.
- Write text commentaries from a critical standpoint.
Content
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Theoretical classes and seminars for discussion of texts | 28 | 1.12 | 2, 8, 26, 28, 14, 6, 34, 23, 36, 31, 32, 41, 33, 19, 38 |
| Type: Supervised | |||
| Oral or written commentary on classroom readings | 28 | 1.12 | 2, 8, 26, 24, 28, 14, 5, 6, 34, 31, 30, 41, 33, 19, 35 |
| Type: Autonomous | |||
| Documentation, reading, writing and study | 28 | 1.12 | 29, 2, 8, 26, 24, 28, 16, 14, 5, 6, 20, 23, 12, 27, 31, 32, 30, 41, 33, 19, 38, 35 |
The course combines theory classes with reading seminars, tutorials and the preparation and presentation of individual and group work.
The detailed timetable with the content of the different sessions will be published on the day of the presentation of the course. It will also be published on the Virtual Campus, where students will be able to find a detailed description of the exercises, the different teaching materials and the information necessary to follow the course properly.
In the event of a change of teaching modality for health reasons, the lecturer will inform the students in due time of the changes that will take place in the course programme and in the teaching 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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and active participation in class/lectures/complementary activities | 10 % | 20 | 0.8 | 29, 2, 8, 26, 24, 28, 16, 14, 5, 6, 20, 23, 12, 27, 31, 32, 30, 41, 33, 19, 38, 35 |
| Development of an individual exercise | 30 % | 20 | 0.8 | 29, 2, 8, 26, 24, 28, 16, 14, 5, 6, 20, 23, 12, 27, 31, 32, 30, 41, 33, 19, 38, 35 |
| Group presentation | 30 % | 20 | 0.8 | 29, 37, 2, 8, 26, 24, 11, 28, 16, 14, 5, 6, 18, 20, 34, 23, 12, 27, 31, 32, 30, 41, 33, 19, 39, 35 |
| Written test and review of the evaluation | 30 % | 6 | 0.24 | 21, 29, 37, 1, 3, 2, 8, 22, 26, 24, 10, 11, 28, 16, 13, 15, 14, 17, 5, 4, 7, 6, 20, 34, 23, 12, 36, 25, 27, 9, 31, 32, 30, 41, 40, 33, 19, 38, 35 |
Continuous assessment
1. The individual exercise consists of writing, in class, a review of La Papallona by Narcís Oller. Length: one side of a sheet of paper.
2. The oral presentation (in groups of 2) will consist of a comparison between a novel by Oller and a European novel. Duration: 15 minutes.
3. The written test will ask an open question on one of the contents that have been worked on in class. The length of the answer may not exceed one side of a sheet of paper.
Attendance, active participation in class and the implementation of the student in the subject will be assessed. Intervention in the debates in the reading seminars will be taken into account.
In order to pass the course, students must complete all the evaluation activities and obtain a minimum mark of 5.
The student will have the right to take advantage of the recovery process if he/she obtains between a 3.5 and a 4.9 final average grade. However, activities based on participation or group work (up to 50%) cannot be recovered. The overall maximum mark for the make-up is a 5.
Single assessment
1. Writing a review of La Papallona. Length: 2.100 characters with spaces. 25 %
2. Oral presentation comparing one of Narcís Oller's novels with a similar European novel. 25 %
3. Written test on the contents of the subject. 50 %
The same assessment method as continuous assessment will be used.
Additional marks:
1. In the event that the tests cannot be taken in person, their format will be adapted (maintaining the weighting) to the possibilities offered by the virtual tools of the UAB. Homework, activities and class participation will be carried out through forums, wikis and/or discussions of exercises through Teams, ensuring that all students can access them.
2. At the time of the completion ofeach assessment activity, the teacher will inform the students (Moodle)of the procedure and the date of revision of the qualifications.
3. In the event that the student commits any type of irregularity that may lead to a significant variation in the qualification of an assessment activity, this will be graded with 0, regardless of the disciplinary process that may result from this. In the event that several irregularities are verified in the assessment acts of the same subject, the final grade for this subject will be 0.
4. The student will receive the qualification "Not evaluable" if he/she has not handed in more than 30 % of the evaluation activities.
Bibliography
Balzac, Honoré de (2000): Écrits sur le roman, París: Libraire Générale Française.
Bartolí, Gemma (2023): "Introducció", a Narcís Oller, La febre d'or, Barcelona: Barcino, p. 7-32.
Beser, Sergi (1967): “La novel·la d’un personatge sense novel·la: el Josep Rodon de Narcís Oller”, Serra d’Or, núm. 3 (març), p. 53-58.
Beser, Sergi (1977): “Les limitacions narratives de Narcís Oller”, a Germà Colon (cur.), Actes del Quart Col·loqui Internacional de Llengua i Literatura Catalanes. Basilea, 22-27 de març de 1976, Barcelona: Publicacions de l’Abadia de Montserrat, p. 333-347.
Beser, Sergi (1985): “La novel·la realista”, a Lliçons de literatura comparada catalana i castellana (segles XIX i XX), Barcelona: Publicacions de l’Abadia de Montserrat, p. 7-25.
Beser, Sergi (1986): “La bogeria, historia y discusión de una locura anunciada”, a Narcís Oller, La Locura, Barcelona: Llibres del Mall, p. 9-34.
Beser, Sergi (1990): “La bogeria dintre el món narratiu de Narcís Oller”, a Narcís Oller, La bogeria, Barcelona: La Magrana, p. 5-16.
Bonet, Laureano (1983): “Luces de la ciudad. Notas sobre la aparición de la metròpoli capitalista en la narrativa de Narcís Oller”, a Literatura, regionalisme y lucha de clases (Galdós, Pereda, Narcís Oller y Ramón D. Perés), Barcelona: Universitat de Barcelona, p. 65-115.
Cabré, Rosa (2009): “Narcís Oller”, a Enric Cassany (dir.), Panorama crític de la literatura catalana, vol. IV (segle XIX), Barcelona: Vicens Vives, p.429-447.
Camps, Josep (2005): “Introducció”, a Narcís Oller, La bogeria, Barcelona: Proa, p. 7-55.
Cassany, Enric (1992): “Narcís Oller”, a El costumisme en la prosa catalana del segle XIX, Barcelona: Curial, p. 226-230.
Cassany, Enric (dir) (2009): Panorama crític de la literatura catalana IV. Segle XIX, Barcelona: Vicens Vives.
Cassany, Enric (2018): “Narcís Oller”, a Enric Cassany i Josep M. Domingo (dir.), Història de la literatura catalana, vol. V, Barcelona: Enciclopèdia Catalana, Editorial Barcino, Ajuntament de Barcelona, p. 517-552.
Dasca, Maria (2016): Entenebrats. Literatura catalana i bogeria, Barcelona: Publicacions de l’Abadia de Montserrat.
Dorca, Toni (2001): “The town and the City in the Narrativa of Narcís Oller”, Catalan Review, XV, 2, p. 61-77.
Ferrater, Gabriel (1979): “Carta a un neòfit castellà, sobre literatura catalana, seguida de cinc anotacions de diari, sobre Oller i Vayreda”, a Sobre literatura, Barcelona: Edicions 62, p. 127-137.
Gallén, Enric (2001): “Estudi introductori”, a Narcís Oller, Memòries teatrals, Barcelona: La Magrana, p. 7-50.
Gaziel [Agustí Calvet] (1962): “Una època memorable. Pròleg”, a Narcís Oller, Memòries literàries. Història dels meus llibres, Barcelona: Aedos.
Grilli, Giuseppe (1991): “Estudi introductori”, a Narcís Oller, Isabel de Galceran i altres narracions, Barcelona: Edicions 62, p. 7-40.
Malé i Pegueroles, Jordi (1989): “La Papallona: gènesi d’una novel·la a partir d’un quadre de costums”, Quaderns de Vilaniu, núm. 15, p. 3-25.
Martori, Joan (2009): “Estudi introductori”, a Narcís Oller, Pilar Prim, Barcelona: Edicions 62, p. 13-71.
Maseras, Alfons (1996): Vida de Narcís Oller, ed. Montserrat Corretger, Tarragona: Edicions el Mèdol.
Moragas i Rodes, Vicenç de (1995): Narcís Oller i de Moragas. La seva vida vista per un contemporani, Valls: Institut d’Estudis Vallencs.
Montoliu, Manuel de (1948): “Estudi crític”, a Narcís Oller, Obres completes, Barcelona: Selecta, p. 13-33.
Nunes i Alfonso, Maria (1987): “El boc emissari. Sobre la funció dels personatges romàntics en la literatura realista, a propòsit de Narcís Oller”, Quaderns de Vilaniu, núm. 12, p. 5-21.
Oller, Narcís (2010): Àlbum Narcís Oller, edició a cura de Roger Roig, Valls: Cossetània.
Oller, Narciís (2014): Memòries. Història de mos llibres i relacions literàries, edició a cura d'Enric Cassany i Arnau Soler Pejoan, Valls: Cossetània.
Sardà, Joan (1997): Art i veritat. Crítiques de novel·la vuitcentista, edició a cura d’Antònia Tayadella, Barcelona: Curial.
Serrahima, Maurici (1948): “El món de Narcís Oller”, a Narcís Oller, Obres completes, Barcelona: Selecta, p. 1061-1093.
Shoemaker, William H. (1964): “Una amistad literaria: la correspondencia espistolar entre Galdós y Narciso Oller”, Butlletí de la Reial Acadèmia de Bones Lletres de Barcelona, vol. 30, p. 247-306.
Sunyer, Magí (cur.) (1999): El Segle Romàntic. Actes del Col·loqui Narcís Oller, Valls: Cossetània. (Especialment els articles de Pere Anguera, Margarida Casacuberta, Enric Cassany i Magí Sunyer).
Tayadella, Antònia (1986): “Narcís Oller i el naturalisme”, a Joaquim Molas (dir.), Història de la literatura catalana, vol. VII, Barcelona: Ariel, p. 605-667.
Tayadella, Antònia (2012): “Narcís Oller”, a Josep M. Domingo (cur.), Sobre literatura del segle XIX, Lleida: Punctum, p. 141-257.
Triadú, Joan (1955): Narcís Oller. Resum biogràfic, Barcelona: Barcino.
Vall, Xavier (1994): “Valls en la composició de L’Escanyapobres de Narcís Oller”, Quaderns de Vilaniu, 26, p. 89-101.
Yates, Alan (1998): Narcís Oller.Tradició i talent individual, Barcelona: Curial.
Yxart, Josep (1991): Novel·listes i narradors, edició a cura d’Enric Cassany, Barcelona: Curial.
Zola, Émile (1998): El naturalismo, ed. Laureano Bonet, Barcelona: Península.
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AELC https://www.escriptors.cat/
Espais Escrits https://www.espaisescrits.cat/
Lletra (UOC) https://lletra.uoc.edu/
Societat Narcís Oller https://narcisoller.cat/
Traces https://traces.uab.cat/
Software
Teams
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |