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Literature and Journalism: from Josep Pla to Montserrat Roig

Code: 106732 ECTS Credits: 6
2025/2026
Degree Type Year
Catalan Philology: Literary Studies and Linguistics OT 4
English and Catalan Studies OT 3
English and Catalan Studies OT 4
Catalan and Spanish Studies OT 3
Catalan and Spanish Studies OT 4

Contact

Name:
Ramon Panyella Ferreres
Email:
ramon.panyella@uab.cat

Teaching groups languages

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


Prerequisites

None


Objectives and Contextualisation

The subject proposes the study of Catalan literary journalism during the 20th century, specifically between the interwar period (1919-39), the postwar period, the transition and the first years of the democratic era (1950-1980).

Specifically, aims are:

a) To know the variety of genres of modern journalistic prose in Catalan language (column, serial chronicle, report, interview, portrait ...), with special attention to the genre of the literary article and its various modalities and approaches.

b) Study a selection of the main Catalan writers and journalists of the 20th century who cultivated some of these genres of journalistic prose or non-fiction prose in newspapers and magazines.

 

 


Competences

    Catalan Philology: Literary Studies and Linguistics
  • Act with ethical responsibility and respect for fundamental rights, diversity and democratic values.
  • Apply concepts, resources and methods of literary analysis to Catalan literature taking into account the sources, periods of Western literary history and social context.
  • Carry out historical studies on the trends, genres and authors of the Catalan literary tradition.
  • 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.
  • Identify the main tendencies, most significant authors and most representative work in Catalan literature.
  • Interpret literary texts from a philological and comparative viewpoint.
  • 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.
  • 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 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.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • 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.
  • Apply scientific ethical principles to information processing.
  • 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.
  • Produce arguments applicable to the areas of Catalan and Spanish philology, literary theory and linguistics and evaluate their academic relevance.
  • 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 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 the methodology and concepts of literary analysis taking into account the sources and the historical and social context.

Learning Outcomes

  1. Analyse literary texts from philological and comparative standpoints, and identify literary language models in contemporary Catalan texts.
  2. Apply the tools and know consult the documentary sources.
  3. Apply the tools and know consult the specific documentary sources.
  4. Comment on literary texts, apply the acquired tools and take into account the historical and sociocultural context.
  5. Comment on literary texts, using the instruments acquired, with regard to the historical, social and cultural context.
  6. Commenting on literary texts, applying the acquired tools and taking into account the historical and sociocultural context.
  7. Contrast texts by different authors and from different periods.
  8. Critically interpret bibliography.
  9. Critically interpret literary works take into account the relationships between different areas of literature and its relationships with human, artistic and social areas.
  10. Critically interpret literary works, taking into account the relationships between the different areas within literature and their relationship to humanistic, artistic and social areas.
  11. Critically interpreting literary works taking into account the relationships between the different areas of literature and its relationships with human, artistic and social areas.
  12. Demonstrate a solid knowledge of subjects related to the study of Literature and Culture in general.
  13. Describe the historical context of contemporary Catalan literature and relate works to their historical and cultural context.
  14. Develop effective written work and oral presentations and adapted to the appropriate register.
  15. Expose knowledge about the history, art and other cultural movements.
  16. Gain a greater capacity for reading, interpreting and critically analysing literary and linguistic texts.
  17. Identify principal and secondary ideas and express them using correct language.
  18. Identify relationships between literature and history, art and other cultural movements.
  19. Identifying the key elements of the Western culture from the 19th century to the present.
  20. Identifying the relationships of literature with history, art or other cultural movements.
  21. Interpret Western cultural tradition from the 19th century to the present day, pinpointing features of the Western tradition in a contemporary text.
  22. Maintain an attitude of respect for the opinions, values, behaviors and practices of others.
  23. Make appropriate use of the knowledge acquired in order to collect data and handle documentary sources in the study of Catalan language and literature.
  24. Master oral and written expression in Catalan.
  25. Organise the autonomous component to the learning process in an effective manner.
  26. Present and explain overall perspectives on phenomena of contemporary Catalan literature.
  27. Present knowledge of history, art or other cultural movements.
  28. Produce advanced-level critical texts on the most significant trends, authors and works in Catalan literature.
  29. Produce normatively correct written and oral texts.
  30. Produce work in accordance with academic ethics.
  31. Produce written and oral texts with correction rules.
  32. Produce written work and oral presentations that are effective and framed in the appropriate register.
  33. Relate an author to his or her period and its literary features.
  34. Respect the opinions, values, behaviour and customs of others.
  35. Rigorously approach the values conveyed by the texts analysed, carrying out constructive criticism.
  36. Rigorously assess the values conveyed by the texts analysed, making constructive criticism.
  37. Strengthen the capacity of reading, interpretation and critical analysis of literary texts and language.
  38. Use IT tools and be able to consult specific documentary sources.
  39. Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
  40. Work independently in the synchronic and diachronic study of Catalan language and literature.
  41. Work self-sufficiently on the synchronic and diachronic study of Catalan language and literature.
  42. Write complex original essays, showing mastery of the relevant literature, on contemporary authors and works.
  43. Write historical interpretative essays, at an advanced level, on the contemporary literary tradition.
  44. Write text commentaries from a critical standpoint.

Content

A. THEORETICAL TOPICS

1. The relationship between literature and journalism. Literary prose, journalistic prose and non-fiction prose: limits, spaces of confluence. Journalists and writers.

2. Journalistic genres: columnism, article writing, chronicle, reporting, criticism. others

3. Historical panorama of modern Catalan literary journalism (20th century). Beginning and evolution. Main authors and headers (newspapers, magazines, weeklies).

B. AUTHORS. READING AND ANALYSIS OF TEXTS

4. 1920s/1930s: Josep Carner, Josep Pla, Josep M. de Sagarra, Carles Soldevila, Eugeni Xammar, Just Cabot, Irene Polo, Josep M. Planes, Rosa M. Arquimbau. Others: Domènec de Bellmunt, Sebastià Gasch, Andreu Avel·lí Artís, Aurora Bertrana...

5. Civil War, Post-war and early years of the democratic era: Joan Oliver, Pere Calders, Montserrat Roig, Josep M. Espinàs. Others: Maria Aurèlia Capmany, Teresa Pàmies, Baltasar Porcel, Isabel-Clara Simó, Quim Monzó...


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Presentation, by the teacher, of the points of the program. Contextualization of readings 30 1.2 13, 27, 26, 34, 16
Presentation (oral or written) on a theoretical or critical tex 15 0.6 5, 13, 30, 27, 32, 17, 10, 34, 16, 29, 43, 42, 44
Type: Supervised      
Analysis and discussion of journalistic, theoretical and critical texts 20 0.8 1, 5, 13, 27, 17, 10, 21, 34, 16
Type: Autonomous      
Written commentary on periodistic, theoretical and critical texts, with the teacher's guidance 25 1 5, 13, 30, 32, 17, 10, 21, 34, 16, 44, 41
Bibliographic search. Documentary sources and resources 30 1.2 38, 41
Guided reading of texts 20 0.8 1, 5, 13, 17, 16, 43

The subject is divided into theoretical sessions and reading seminars. The theoretical sessions have a panoramic and contextualizing character and are accompanied by commentary on theoretical and critical texts. The sessions dedicated to reading focus on the analysis of compulsory reading works and other complementary documents.

The detailed calendar with the content of the different sessions will be posted on the Virtual Campus (CV) at the beginning of the course. In the CV, students will also be able to find the corpus of mandatory reading texts by each of the authors that will be worked on; the instructions for the exercises and practices and any other teaching material and information necessary for the proper follow-up of the subject.

 

 

 

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, conferences, complementary activities 5% 1 0.04 6, 4, 5, 15, 27, 26, 9, 11, 10, 22, 34, 37, 16, 29, 44
Exercises and essays 30% 3 0.12 35, 1, 2, 3, 38, 4, 5, 7, 12, 13, 24, 28, 30, 27, 15, 26, 32, 19, 17, 18, 20, 8, 11, 10, 21, 25, 16, 37, 29, 14, 43, 42, 44, 41, 40, 39, 36
Oral presentations 15% 2 0.08 35, 23, 38, 6, 4, 5, 13, 30, 27, 26, 32, 9, 11, 10, 34, 25, 16, 37, 29, 31, 14, 33, 41, 39, 36
written tests 50% 4 0.16 1, 6, 4, 5, 12, 13, 28, 27, 26, 32, 17, 18, 11, 9, 10, 21, 37, 16, 29, 31, 14, 43, 44, 33

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 5 %

Module of oral presentations, with a global weight of 15% (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 dates of the different assessment activities will be communicated to the students on the first day of class.

On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.

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. Likewise, in this subject the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and will be graded with a 0.

 

Single assessment

It will consist of three activities:

         Work: critical anthology of texts by an autor of the course topics (30%)

         Oral commentary on a literary article (20%)

         Written test about the course topics (50%)

The date of the single assessment will be communicated to students at the start of the course.

The conditions for approving the subject and those for the reassessment of single assessment students are the same as those indicated for continuous assessment students.

 

 


Bibliography

Throughout the course, a more complete bibliography will be provided through the virtual campus, especially about the authors and publications of the subject.

 

ACOSTA MONTORO, José (1973). Periodismo y literatura (2 vols.). Madrid: Guadarrama.

ALTÉS, Elvira (2007). Les Periodistes del temps de la República. Barcelona: Col·legi de Periodistes de Catalunya-Diputació de Barcelona.

ANGULO EGEA, Maria (coord.) (2010). Periodismo literario. Madrid: Editorial Fragua.

BLOM, Philipp (2016). La fractura: Vida y cultura en Occidente, 1918-1938. Barcelona: Anagrama.

CANOSA, Francesc & YESTE, Elena (eds.) (2028). Dones que surten del paper. Periodistes catalanes que expliquen un país. Juneda: Editorial Fonoll.

CANOSA, Francesc & VILA, Enric (coord.) (2007). “Els clàssics del periodisme català: de la Renaixença a la Guerra Civil”, Tripodos, núm. 20.

CASASÚS, Josep M. (1992). «El periodisme literari del segle XIX», Anuari Verdaguer 1991, ps. 9-18.    https://raco.cat/index.php/AnuariVerdaguer/article/view/67601/86044

CASASÚS, Josep M . (1987). El pensament periodístic a Catalunya. Barcelona:Curial.

CASASÚS, Josep M . (1998). El periodisme a Catalunya. Barcelona: Plaza & Janés.

CASASÚS, Josep M . (1996): Periodisme català que ha fet historia. Barcelona:Proa.

CHILLÓN, Lluís-Albert (1993). Literatura i periodisme. Universitat de València.

CHILLÓN, Lluís-Albert (1990). El reportatge novel·lat (tesi doctoral). Universitat Autònoma de Barcelona.

ESPINET, Francesc i altres (1989). Premsa, comunicació i cultura a Catalunya durant el primer terç del segle XX. Universitat Autònoma de Barcelona.

GIMFERRER, Pere (1996). Literatura catalana i periodismo Barcelona: Generalitat de Catalunya.

GÓMEZ MOMPART, Josep Lluís (1992). La gènesi de la premsa de masses a Catalunya (1902-1923), Barcelona: Pòrtic.

GUILLAMET, Jaume (2003). Història del periodisme. Notícies, periodistes i mitjans de comunicación. Barcelona: Aldea Global.

LEÓN GROSS, Teodoro (1996). El artículo de opinión. Barcelona: Ariel.

MANENT, Albert. “Assaig, periodisme i memòries (1918-1938). Dins: MOLAS, Joaquim i altres (dirs.) (1987). Història de la literatura catalana. Part moderna. Vol. 10, ps. 191-211. Barcelona: Ariel.

MARÍN, Enric (1989). La premsa de Barcelona durant la Segona República, Universitat Autònoma de Barcelona.

MONTERO, Francesc & PLA, Xavier (eds.) (2014). Cosas vistas, Cosas leídas (La edad de oro del periodismo literario en Cataluña, España y Europa). Edition Reichenberger (Problemata Literari, 76).

PRIETO I BERBEGAL, Albert (2012). «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.     https://raco.cat/index.php/ButlletiSCEH/article/view/77098/438878

REAL, Neus (2006). Dona i literatura a la Catalunya de preguerra. Barcelona. PAM.

------ (2021). “La prosa de no-ficció”. Dins: CASTELLANOS, Jordi & MARRUGAT, Jordi (coord.) (2021). Història de la literatura Catalana (Vol. 7). Literatura Contemporània (III).Del 1922 al 1959, ps. 263-294.

SINGLA CASELLAS, Carles (2006). Mirador (1929-1937). Un model de periòdic al servei d'una idea de país. Barcelona: Institut d'Estudis Catalans.

TORRENT, Joan i TASIS, Rafael (1966). Història de la premsa catalana. Barcelona: Bruguera.

------- (1961). Un segle de vida catalana. Vol. I: ps. 156-160, 435-441 i vol. II: ps. 732-741, 1194-1214. Barcelona: Alcides.

UZCANGA MEINECKE, Francisco (ed.) (2016). La eternidad de un día. Clásicos del periodismo literario alemán (1823-1934). Barcelona: Acantilado.

 

https://arca.bnc.cat/arcabib_pro/ca/inicio/inicio.do (Archive of old catalan magazines)

https://crai.ub.edu/ca/coneix-el-crai/biblioteques/biblioteca-pavello-republica/republica/publicacions_periodiques#N    

https://www.girona.cat/sgdap/cat/premsa.php


Software

None


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Catalan first semester morning-mixed
(TE) Theory 1 Catalan first semester morning-mixed