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Spanish Literature: Enlightenment to Romanticism

Code: 106358 ECTS Credits: 6
2024/2025
Degree Type Year
2504211 Spanish Language and Literature OB 2

Contact

Name:
Rebeca Martín López
Email:
rebeca.martin@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

By obtaining the minimum of credits in basic training subjects, students have demonstrated to have acquired the basic competences and they will be able to express themselves orally and in writing.

It is also expected that students know the general rules of submission of an academic work. However, students could apply the specific rules that the teacher of the subject may indicate to them if they deem it necessary.


Objectives and Contextualisation

The subject aims to offer an overview of Spanish literature at the beginning of modernity, from the mid-18th century to the mid-19th century. Special attention will be paid to the description and development of the main stages of literature and its literary and aesthetic currents.

Special attention will be given to the description of the different currents and aesthetic tendencies that intersect with the stages called Enlightenment and Romanticism, concerning the historical period in which they have developed. For this reason, the focus will be mainly on the reading and analysis of some of the fundamental texts of those stages, periods, movements, or trends.


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Demonstrate the ability to work autonomously and in teams in order to achieve the planned objectives in multicultural and interdisciplinary contexts.
  • Develop arguments applicable to the fields of Hispanic literature, literary theory, Spanish language and linguistics, and evaluate their academic relevance.
  • Identify the most significant periods, traditions, trends, authors and works in Spanish-language literature in their historical and social context.
  • Recognise the main theories, themes and genres of literature in the different Spanish-speaking countries.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • 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.
  • Use the methodology and concepts of literary analysis taking into account sources and contexts.

Learning Outcomes

  1. Analyse the features of 19th-century Spanish narrative.
  2. Analyse the features of the literary genres of the Spanish Enlightenment and Romanticism.
  3. Assess, through the analysis of literary productions, the prejudices and discriminations that may be included in actions or projects, in the short or long term, in relation to certain people or groups.
  4. Comment on a text taking into account the figures of thought and expression.
  5. Contextualise historically, socially and ideologically the literary production of 19th century Spanish poetry and theatre.
  6. Contextualise historically, socially and ideologically the literary production of Realism and Modernism.
  7. Contextualise historically, socially and ideologically the literary production of the Enlightenment and Romanticism.
  8. Critically interpret bibliography.
  9. Critically interpret literary works taking into account their historical and social context.
  10. Elaborate summaries or reviews of academic works.
  11. Examine the features of 19th-century Spanish poetry and theatre.
  12. Identify the features of the literary genres of Realism and Modernism.
  13. Justify the characteristics of the texts and literary periods under study in different types of academic writing (written exams, academic papers, summaries and reviews).
  14. Recognise the principles of the discipline of study and its main sources.
  15. Use appropriate terminology in the construction of an academic text.
  16. Use digital tools to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  17. Use the appropriate terminology in the construction of an academic text and in the transmission of their knowledge.
  18. Use traditional sources to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  19. Write and present academic works.

Content

1. Crosscurrents in eighteenth century Spanish literature: Rococo, Enlightenment, Neoclassicism, Enlightened Sensibility.

2. The prose in the Enlightenment, between the essay and the novel.

* Required reading: Cartas marruecas. Noches lúgubres by José Cadalso.

3. General features of neoclassical theater: from heroic tragedy to sentimental comedy and comedy of manners. The popular theater.

4. Enlightened poetry: didacticism and sentimentality.

* Required reading: Anthology of eighteenth–century poetry.

5. The reception of European Romanticism in Spain.

6. Romantic poetry: from Espronceda to Bécquer.

* Required reading: El estudiante de Salamanca by José de Espronceda.

7. The prose during Romanticism: historical novel, Costumbrism and fantastic tales.

8. The romantic drama.

* Required reading: Don Álvaro o la fuerza del sino by Ángel de Saavedra, Duque de Rivas.

 

Mandatory readings

 * José Cadalso, Cartas marruecas. Noches lúgubres, by Emilio Martínez Mata y estudio preliminar de Nigel Glendinning, Barcelona, Crítica (Biblioteca Clásica); Cartas marruecas. Noches lúgubres, ed. by Joaquín Arce, Cátedra (Letras Hispánicas).

* Poesía española del siglo XVIII, edition by teacher.

* José de Espronceda, El estudiante de Salamanca. El diablo mundo, ed. by Robert Marrast, Madrid, Castalia (Classics Castalia, 81), 1978.

* Angel of Saavedra, Duke of Rivas, Don Álvaro o la fuerza del sino, ed. by Miguel Ángel Lama and preliminary study of Ermanno Caldera, Barcelona, Crítica (Biblioteca Clásica, 91); Don Álvaro o la fuerza del sino, ed. by Alberto Sánchez, Cátedra (Letras Hispánicas), Don Álvaro, ed. by Enrique Baltanás, Alianza.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Master classes and classroom practices 60 2.4 2, 7, 17, 14, 15
Type: Supervised      
Tutorials 12 0.48 16, 18, 8, 9, 15, 3
Type: Autonomous      
Individual study and production of papers and analytical comments written 75 3 2, 7, 17, 14, 3

The learning of this subject by the students is distributed as follows:

Directed activities. These activities are divided into master classes and seminars and classroom practices led by the faculty, in which theoretical explanation is combined with discussion of all types of texts.

Supervised activities. These tutorials are programmed by the teacher, dedicated to correcting and commenting on problems at different levels of literary analysis.

Autonomous activities. These activities include both time devoted to individual study and production of papers and analytical comments written, as well as oral presentations.

Evaluation activities. The evaluation of the subject will be carried out through written tests.

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
Active participation in class 10% 0 0 1, 2, 4, 7, 5, 6, 19, 10, 11, 17, 16, 18, 12, 8, 9, 13, 14, 15, 3
Written tests 90% 3 0.12 1, 2, 4, 7, 5, 6, 19, 10, 11, 17, 16, 18, 12, 8, 9, 13, 14, 15, 3

Continuous evaluation

In order to obtain a passing grade, it is compulsory to have completed all the course readings.

The evaluation of the course will be based on the following activities (the specific weight of each of them in the final grade is indicated in brackets):

1) A text commentary or the development of a topic related to the subject of the course. The teacher will provide on the first day of class the content of this test, which will be carried out in a session dedicated to that activity. [20%].

2) A written test on the subject taught during the first half of the course [35%], which will cover the topics related to the Enlightenment and its corresponding readings.

3) A second written test on the subject taught during the second half of the course [35%], which will cover the topics related to Romanticism and its corresponding readings.

4) Attendance and active participation in class [10%]. For its evaluation, the results of learning manifested in the classroom should be appreciated from some activities proposed by the teacher.

In the case of written expression, the student must write a correctly structured speech, with paragraphs with full content, coherent and well developed. Faults (spelling, syntax, punctuation errors, unnecessary repetitions, Anglicisms, Catalanisms, etc.) will deduct 0.25 points each; with more than ten faults the test will be graded Fail.

The activities, practices and works presented in the course must be original and plagiarism, total or partial, of other people's materials published in any support will not be admitted under any circumstances. The person enrolled in the course must explain conveniently, according to the uses of bibliographic documentation, the authorship of all quotations and the use of other people's materials. The eventual presentation of non-original material without adequately indicating its origin will automatically result in a failinggrade (0),with no possibility of recovery. In case the student carries out any type of irregularity that may lead to a significant variation in the grade of a given evaluation act (plagiarism, unacknowledged use of AI...), this will be graded with 0, regardless of the disciplinary process that may result from it. In case several irregularities are verified in the evaluation acts of the same subject, the final grade of this subject will be 0.

The review of the tests will take place in an interview previously agreed with the teacher, who will inform the students (Moodle) of the date of review of the grades.

Students who, once the weighted average of the various tests has been made, do not obtain a grade equal to or higher than 4.9, may be submitted to the recovery, provided they meet the following requirements:

a) To have completed the first three evaluation activities (two tests on the syllabus and readings [35% + 35%] and the text commentary or development of the topic provided by the teacher [20%]).

b) To have obtained, at least, an average of 3.5 in the continuous evaluation of the course.

c) To have passed at least one of the two tests on the syllabus and compulsory readings [35%]. If the final average grade is between 3.5 and 4.8, but the student has failed both tests on the syllabus and readings [35% + 35%], he/she will not be able to take the recovery.

d) Under no circumstances can the whole course be made up.

The result of the make-up test will replace the grade of the failed test to calculate the final grade of the course.

Not taking any or only one of the activities or tests will be considered "Not evaluable". The completion of two activities implies the willingness to be evaluated in the subject.

 

 

Single evaluation

In order to obtain a passing grade, it is compulsory to have completed all the coursereadings.

The evaluation of the course will be based onthe following activities (the specific weight of each of them in the final grade is indicated in brackets):

1) A text commentary or the development of a topic related to the subject of the course. The teacher will provide on the first day of class the content of this test, which will be carried out in a session dedicated to that activity. [30%].

2) A written test on the material taught during the first half of the course [35%], which will cover the topics related to the Enlightenment and its corresponding readings.

3) A second written test on the material taught during the second half of the course [35%], which will cover the topics related to Romanticism and its corresponding readings.

The same recovery system will be applied as for the continuous evaluation.

For the rest of the considerations about the correctness of the written expression, plagiarism, the revision of the tests, the recovery system and the grade of "Not evaluable", the rules of the continuous evaluation will be applied.

 


Bibliography

The teacher will provide students with a specific bibliography (articles, book chapters, books, etc.) for each block. Most of these resources will be published on the Virtual Campus.

 

Aguilar Piñal, Francisco (1991), Introducción al siglo XVIII, Madrid, Júcar.

Albiach Blanco, María-Dolores (2011), Historia de la literatura española. 4. Razón y sentimiento (1692-1800), Barcelona, Crítica.

Alborg, Juan Luis (1980), Historia de la literatura española, IV: El Romanticismo, Madrid, Gredos.

Alonso, Cecilio (2010), Historia de la Literatura Española. Vol. 5. Hacia una literatura nacional (1808-1898), Barcelona, Crítica.

Álvarez Barrientos, Joaquín (1991), La novela del siglo XVIII, Madrid, Júcar.

*Álvarez Barrientos, Joaquín (2005), Ilustración y Neoclasicismo en las letras españolas, Madrid, Síntesis (Historia de la Literatura Universal. Literatura Española, 18).

Álvarez Barrientos, Joaquín (2008), Los hombres de letras en la España del siglo XVIII. Apóstoles y arribistas, Madrid, Castalia.

Amorós, Andrés (ed.) (1998), Antología comentada de la Literatura española. Siglo XVIII, Madrid, Castalia.

Arce, Joaquín (1980), La poesía del siglo ilustrado, Madrid, Alhambra.

Bolufer, Mónica (2019), Arte y artificio en la vida en común: Los modelos de comportamiento y sus tensiones en el Siglo de las Luces, Madrid, Marcial Pons Historia.

*Caldera, Ermano (2001), El teatro español en la época romántica, Madrid, Castalia.

Cantos Casenave, Marieta (ed.) (2022), Mitos e imaginarios de España (1831-1879), Madrid, Vervuert.

*Carnero, Guillermo (coord.) (1995), Siglo XVIII (I y II), Tomo 6 y 7 de la Historia de la literatura española dirigida por Víctor García de la Concha, Madrid, Espasa Calpe.

*Carnero, Guillermo (coord.) (1996), Siglo XIX (I), Tomo 8 de la Historia de la literatura española, dirigida por Víctor García de la Concha, Madrid, Espasa Calpe.

Caso González, J.M. (ed.) (1983), Ilustración y Neoclasicismo. Historia y crítica de la literatura española, Barcelona, Crítica

*Checa, J., J.A. Ríos e Irene Vallejo (1992), La poesía del siglo XVIII, Madrid, Júcar.

Domínguez Ortiz, Antonio (1976), Sociedad y Estado en el siglo XVIII español, Barcelona, Ariel.

Establier Pérez, Helena (2023), Damas del siglo ilustrado: la escritura de las mujeres españolas en el XVIII, Madrid / Fránkfurt, Iberoamericana Vervuert.

García Hurtado, Manuel (coord.) (2009), La vida cotidiana en la España del siglo XVIII, Madrid, Sílex.Fontana, Josep (2015), La época del liberalismo, en Josep Fontana y Ramón Villares (dirs.), Historia de España, vol. 6, Barcelona, Crítica / Marcial Pons.

Gies, David T. (ed.) (1989), El Romanticismo, Madrid, Taurus («El escritor y la crítica», 197).

Gies, David T. y Sebold, Russell P. (eds.) (1992), Ilustración y Neoclasicismo. Primer Suplemento. Historia y crítica de la literatura española, Barcelona, Crítica.

*Gies, David T. (1998), El teatro en la España del siglo XIX, Cambridge, Cambridge University Press.

Lilti, Antoine (2023), La herencia de la Ilustración. Ambivalencias de la modernidad, Barcelona, Gedisa. 

*Llorens, Vicente (1989), El Romanticismo español. Ideas literarias. Literatura e historia, Madrid, Castalia.

Lynch, John (1991), Historiade España, XII. El siglo XVIII, Barcelona, Crítica.

Marrast, Robert (1989), Espronceda y su tiempo, Barcelona, Crítica.

Montesinos, J.F. (1955), Introducción a una historia de la novela española del siglo XIX, Madrid, Castalia, 3ª edición ampliada de 1973.

Molina, Álvaro (2013), Mujeres y hombres en la España ilustrada. Identidad, género y visualidad, Madrid, Cátedra (Ensayos Arte Cátedra).

*Navas Ruiz, Ricardo (1990), El Romanticismo español, Madrid, Cátedra.

Navas Ruiz, Ricardo (1971), El Romanticismo español. Documentos, Salamanca, Anaya.

Palacios Fernández, Emilio (2002), La mujer y las letras en la España del siglo XVIII, Madrid, Arcadia de las Letras.

Payán, Juan Jesús (2022), Los conjuros del asombro: Expresión fantástica e identidad nacional en la España del siglo XIX, Newark, Juan de La Cuesta-Hispanic Monographs.

Pérez Magallón, Jesús (2001), El teatro neoclásico, Madrid, Ediciones del Laberinto.

*Romero Tobar, Leonardo (1994), Panorama crítico del Romanticismo español, Madrid, Castalia.

Sánchez-Blanco, Francisco (1991), Europa y el pensamiento español del siglo XVIII, Madrid, Alianza.

Sánchez-Blanco, Francisco (1992), La prosa del siglo XVIII, Madrid, Júcar.

Sánchez-Blanco, Francisco (1997), La Ilustración en España, Madrid, Akal.

Sánchez-Blanco, Francisco (ed.) (1998), El ensayo español. 2. El siglo XVIII, Barcelona, Crítica.

Sánchez-Blanco, Francisco (1999), La mentalidad ilustrada, Madrid, Taurus.

Sebold, Russell P. (1989), El rapto de la mente. Poética y poesía dieciochesca, Barcelona, Anthropos.

Tuñón de Lara, Manuel (2000), La España del siglo XIX, 2 vols., Madrid, Akal.

Zavala, I.M. (1971), Ideología y política en la novela del siglo XIX, Salamanca, Anaya.

*Zavala, Iris (ed.) (1982), Romanticismo y realismo. Historia y crítica de la literatura española, Barcelona, Crítica.

*Zavala, Iris, (ed.) (1994), Romanticismo y realismo. Primer suplemento. Historia y crítica de la literatura española, Barcelona, Crítica.

 

Biblioteca Virtual Miguel de Cervantes

(www.cervantesvirtual.com)

Bibliotecas de Autor:

Gustavo Adolfo Bécquer

José Cadalso

José de Espronceda

Leandro Fernández de Moratín

Tomás de Iriarte

Juan Meléndez Valdés

Ángel de Saavedra, Duque de Rivas

Félix María de Samaniego


Software

Moodle, TEAMS.


Language list

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Spanish second semester morning-mixed
(PAUL) Classroom practices 2 Spanish second semester morning-mixed
(TE) Theory 1 Spanish second semester morning-mixed
(TE) Theory 2 Spanish second semester morning-mixed