Antología Abierta De Literatura Hispana
Julie Ward, University of Oklahoma
Pub Date: 2017
Publisher: Rebus Community
Conditions of Use
This is an unusual book and I can't really argue that it is comprehensive. If you are teaching Spanish literature, this would not be the book I would read more
This is an unusual book and I can't really argue that it is comprehensive. If you are teaching Spanish literature, this would not be the book I would choose. The readings cover a huge span of time--13th Century to the early 20th Century. I am not sure whether there is a thematic organization. Having said that, the selection is interesting and the writing is well-crafted. As for the glossary, there are footnotes and notations that provide are well-researched and on target. Some of the footnotes include commentary from students; they offer fresh perspectives. There are three writers I recognized.
The scholarship is solid and seems to have the right scope. There is a critical and theoretical point of view but it seems part of the consensus in the field. The students' contributions is more fundamental.
This is a period book, dealing with an overview of the literature over a period of time. The critical apparatus is solid, though. The span covered would make for a rather eccentric course: some selections are from Latin America, some are from before Columbus. I don't even know if the question of relevancy makes sense here: the reading selections seem very specific and personal; there is no defined historical span, the one visible connection between the readings is the language and it seems that some selections are abridged.
This is a hard question. The readings are interesting and varied; the scholarly apparatus is comprehensive and not excessive; the language is clear. But, because it is hard to see thematic or historical period clearly delineated, each selection would seem to require extensive background information. Language is clear but conceptual framework is a little less so.
See above. The terminology is consistent but the framework is not simply because of the span of time and the lack of a clear thematic arrangement.
The readings are manageable, large print, sufficient footnotes to explain language registers and regional meanings.
This is not organized chronologically--one selection goes back to the 13th Century; there is one Central American writer, a few Caribbean writers, a few from Argentina. Other than Dario, Quiroga, and Columbus, most of the writers are not a central part of the canon. This course would not fit into the traditional courses offered on Hispanic literature.
Many blank pages, very large print, many pages have little to read. Perhaps this is too reader-friendly. This book should be 100 pages, not 200.
I did not see grammar mistakes. I would have liked the editors to be more explicit as to what texts were abridged and which have been updated for language.
There are many female writers represented here and that would lead to discussions on gender roles and patriarchal power structures. There are also questions of colonialism and the beginnings of capitalism. There are not many instances of inclusiveness in terms of race.
I would like to praise Professor Ward for including student voices. She must have had excellent students.
The book is comprehensive, useful, and beneficial for those wishing to teach, learn, and examine Hispanic Literature. read more
The book is comprehensive, useful, and beneficial for those wishing to teach, learn, and examine Hispanic Literature.
The text is accurate. It is evident that knowledgeable, experienced professors worked diligently to prepare this text.
The book will be relevant for many years. The title lends itself to being updated in future editions.
The written level of the text is of professional, academic, quality. It is expertly written and it is accessible.
The book is consistent. The professors devoted time and energies that will serve the educator and the student well.
The greatness of an OER anthology is that one may choose which works to focus on for one's classes. One may use all of the works or one may use two or three.
The book is well organized. Many an educator and many a student stand to benefit from this anthology.
There are no issues that will affect the reader's understanding. The book is well planned.
The book does not have any grammatical errors.
The book is culturally relevant.
I am elated that such an anthology is now available for educators and students to use. I am grateful for the work of Dr. Julie Ward, and for the work done by Alice Barrett and Karlee Bradberry. Thank you as well to the U of Oklahoma who helped make it possible for a valuable anthology of Hispanic Literature to appear as an open textbook.
This text is a magnificent initiative that includes the participation of both students and Faculty of the University of Oklahoma Spanish program. read more
This text is a magnificent initiative that includes the participation of both students and Faculty of the University of Oklahoma Spanish program. The book is an anthology of nine authors from the Hispanic World. It includes both canonical authors such as Emilia Pardo Bazán and Don Juan Manuel (both from Spain) and Rubén Darío, Horacio Quiroga, or Alfonsina Storni from different regions of Latin America and the Spanish Caribbean. The textbook as stated in the preface allows for content additions and edits, which is a great feature to supplement its original content. While well intended for its audience, this book would require additional representation of more canonical and marginal authors, but this initiative is to be praised since most main stream textbooks on either Hispanic, Spanish or Latin American literature tend to be inclusive of said canonical authors and exclusive of relevant marginal literary figures. The text provides a very clear and user-friendly table of contents that will send its reader to the desired authors and texts. No glossary is provided but the notes replace a great deal the information that one could find on traditional glossaries.
The content of the introductions to the authors and the notes (since the texts are in their original language and format and have not been adapted, as far as I can tell), is accurate but there are enough typos that can lead to misunderstandings. For example, in Parte III: Emilia Pardo Bazán (pp. 43-58), in the introduction we read “..el país había perdido las colonias del Nuevo Mundo como resultado de la Guerra hipanoamericana en 1889” when it should be 1898. Additionally, some of the notes for the chapter I specifically reviewed, seem to be a little simplistic and could be better articulated. An example: note # 6 (p. 52): “Bazán nació en A Coruña, Galicia, España. A Coruña era un puerto importante en los siglos XIX y XX para migración del país a América y por eso había muchos barcos allí.” The part of the note highlighted in bold is the one that seem simplistic and diffuses the reason for the note. If we eliminated that part, the note would gain more significance in the context of the knowledge that it’s trying to provide the reader of the text.
All parts and chapters are easily organized in a way that a) anyone who may want to add content to either the introductions to the authors or the notes to the texts can do so; b) anyone who wishes to contribute to this anthology can by adding subsequent parts or chapters (additional canonical / marginal authors and their texts).
The text is definitely written in academic Spanish, reaching an advance level of sophistication and complexity that is very manageable for the students that would use it for second to third year course in a Spanish major or minor program. The terminology used in the introductions and notes are within the expected level of sophistication for this type of text and for the literary analysis that students would be performing. One important piece is missing is practice activities where the students would put their reading comprehension and analytical skills (critical thinking) to work. I would recommend the consideration of adding such activities.
The text is consistent with the goal of facilitating the reading process of complex texts to Spanish students. To this end, the book follows literary analysis terminology but adapted to the needs of the student who is studying Spanish as a second language. The introductions to the authors are consistent with their goal, which is to provide background context for the specific text that follows. The notes are extremely useful in clarifying or explaining key cultural concepts and historical episodes and characters. Therefore, this book is extremely consistent with its main goals: to provide a thorough selection of both canonical and marginal texts; introducing the readers to their authors, and to engage the reader in the reading process by facilitating as much background information and literary concepts as possible and in that way establishing a dialog between the text and the reader.
The organization of a text like this one for an introduction to reading Hispanic Literature is essential so that students can navigate the literary pieces with ease. The text is organized in nine different parts, each of them corresponding to a distinct author in Hispanic Literature. Each part consists of a biographical and literary introduction to the author and then, their original text with notes that help the reader understand both context and literary style. Each part ends with a (suggested) bibliography used in the introduction or notes but can also be used for further study or research. Any Spanish student would find this text extremely easy to use. The criteria for the organization or structure of the book isn’t explicitly stated in the preface, but in the description of the book for the library the main reason for the selection of these authors is stated: “the inclusion of both canonical and marginal voices in Hispanic literature.” It would be helpful if he authors would explain in the preface the reasons that have led them to include the selected authors and texts so that the reader can understand why Miguel de Cervantes or Lope de Vega, or García Márquez, Vargas Llosa or Sor Juana Inés de la Cruz aren’t included.
As previously stated in section 6, this text is very well put together. My only suggestion for structure would be to explain the reasons for their selections of both authors and texts in the preface or introduction. This would give the book a much more cogent reason of being. The reader doesn’t know why Colón is included and not Fray Bartolomé de las Casas. While the main goal is stated in the library description of the book (“About the book” section): “A critical anthology of literary texts from the Spanish-speaking world. A focus on canonical authors and an attempt to include voices that have been marginalized. Each text includes an introduction and annotations created by students.” http://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=537 ) no selection criteria is offered to the reader other than “Este libro de texto provee una visión general de las vidas de autores famosos y famosas y sus obras más importantes” (to provide a general overview of the authors’ lives and their works). Other important authors such as Miguel de Cervantes are mentioned but do not appear in the selection made by the authors of this book. Therefore, my suggestion is that this be added and integrated to the preface to provide both students and faculty of cogent reasons to use this textbook in the classroom that make it unique to others.
The interface of this book is simple, and based on its nature, a literary anthology, it only includes a few images either in the introduction to the authors or in the main text by the author or both to help illustrate concepts or themes related to the texts or the author’s time. These images are helpful and simple. They fulfill their goal, which is to serve as a supporting guide to the reader.
This anthology is written in Spanish for Spanish majors and minors at second or third year of college study, and it has been written in collaboration between students and faculty of the University of Oklahoma. The literary texts (full or excerpts) are the original ones, with introductions and notes written by the editors (students and faculty). The language is clear, mostly error free but there are some syntax, vocabulary and grammatical errors in some parts that could / should be reviewed. Obviously, we want this book to reflect the students’ speech and accuracy, because it’s their work but at the same time if there are sentences that seem to be confusing for a native speaker, then, additional reviews of the text for language accuracy should be recommended. That being said, these students have done a marvelous job in writing and editing these introductions and notes, and while there may be some errors, these may be minor when taking the whole text as a frame of reference. The reader can tell that the work has been done with extreme care and professionalism.
This text attempts to be inclusive and respectful of both canonical authors and marginal voices. If this text is open to edits and additions by other students and faculty members, more canonical and non-canonical texts could be added to it to supplement the lack of some of the key figures in Hispanic Literature that are precisely canonical and marginal (as stated earlier). I would encourage the authors to continue their work with their students and to also collaborate with other school departments of Spanish or Hispanic Studies. At Randolph-Macon College we would welcome the opportunity to collaborate in such a fascinating project.
Not at this time. Great book, with fantastic possibilities of growth and collaboration.
Table of Contents
PARTE I. RUBÉN DARÍO
- A Roosevelt
PARTE II. HORACIO QUIROGA
- 1. Introducción
- 2. El hijo
- 3. Bibliografía
PARTE III. EMILIA PARDO BAZÁN
- 4. Introducción
- 5. Las medias rojas
- 6. Bibliografía
PARTE IV. GERTRUDIS GÓMEZ DE AVELLANEDA
- 7. Introducción
- 8. Al partir
- 9. Bibliografía
PARTE V. DON JUAN MANUEL
- 10. Introducción
- 11. Lo que sucedió a un mancebo el día que se casó
- 12. Bibliografía
PARTE VI. CRISTÓBAL COLÓN
- 13. Introducción
- 14. Carta a Luis de Santángel
- 15. Bibliografía
PARTE VII. ALFONSINA STORNI
- 16. Introducción
- 17. Peso Ancestral
- 18. Bibliografía
PARTE VIII. JUANA MANSO DE NORONHA
- 19. Introducción
- 20. Emancipación moral de la mujer
- 21. Bibliografía
- 22. Introducción
- 23. Viaje a la Habana: Carta 1
- 24. Bibliografía
About the Book
Una antología crítica de textos literarios del mundo hispanohablante. Se enfoca en autores canónicos y también se intenta incluir voces marginadas. Cada texto tiene una introducción y anotaciones creadas por estudiantes.
A critical anthology of literary texts from the Spanish-speaking world. A focus on canonical authors and an attempt to include voices that have been marginalized. Each text includes an introduction and annotations created by students.
About the Contributors
Julie Ann Ward joined the faculty of the University of Oklahoma in 2014 as Assistant Professor of 20th- and 21st-Century Latin American Literature. Her research focuses on representations of the real in contemporary Latin America, with a particular focus on Mexican drama, narrative, and performance. Dr. Ward’s publications on this topic have appeared in Theatre Journal, TransModernity, Latin American Theatre Review, Revista de Literatura Mexicana Contemporánea, and Paso de Gato, as well as the Routledge Companion to Dramaturgy and the Routledge Companion to Gender, Sex and Latin American Culture. She is the General Editor of student-generated Open Educational Resource, the Antología abierta de literatura hispana.