Results for DLCL

In the early 19th century, some Europeans started seeing the stories and songs of illiterate peasants as folklore to be collected, preserved, and perhaps transformed into new literature, art, and music. These folktales, such as legends of vampires, continue to inspire artists. The idea of folklore has expanded to include the shared practices or utterances of any group with at least one linking factor, including latrinalia (wall writings in a public bathroom). Sources include folklore from German, English, Russian, and Yiddish sources, and theoretical essays. Students collect living folklore, and analyze and present it.

Designed to supplement the literature curriculum of existing undergraduate courses in DLCL departments in which a multimedia component may benefit collaborative or individual research projects. Taken for credit at the discretion of the instructor of the departmental literature course.

Focus is on literacy development in a second language, emphasizing literary texts, and assessing the learners' second-language linguistic level and requisite background knowledge with regard to particular literary texts. Instructional strategies and feedback techniques for written and oral work.

Learning perspective rather than traditional teaching methods. Focus is on instructional decision making within the context of student intellectual and linguistic development in university settings to different populations. Readings in second-language acquisition. Might be repeatable for credit.

Humanities Education explores issues concerning teaching and learning in the humanities, including research on student learning, innovation in pedagogy, the role of new technologies in humanities instruction, and professional issues for humanities teachers at all educational levels.

The Performance Group brings together diverse departments within the DLCL with other disciplines, such as Drama, to achieve a cross-pollination: to reinvigorate performance theory through our own consciously re-mediated research interests, methodologies, and forms of scholarly expression. Drawn to topics involving space, temporality, and embodiment, we still want to ¿do things with words.¿

The Focal Group in Philosophy and Literature brings together scholars and students from eight departments to investigate questions in aesthetics and literary theory, philosophically-inflected literary texts, and the form of philosophical writings. Fields of interest include both continental and analytic philosophy, as well as cognitive science, political philosophy, rational choice theory, and related fields.

The Renaissances Group brings together faculty members and students from over a dozen departments at Stanford to consider the present and future of early modern studies (provisionally framed as a period spanning the fourteenth through the seventeenth centuries) within the humanities. Taking seriously the plural form of the group's name, we seek to explore the early modern period from the widest range of disciplinary, cultural, linguistic, and geographical perspectives possible.

The Workshop in Poetics is concerned with the theoretical and practical dimensions of the reading and criticism of poetry. During the three years of its existence, the Workshop has become a central venue at Stanford enabling participants to share their individual projects in a general conversation outside of disciplinary and national confinements. The two dimensions that the workshop sees as urgent are: poetics in its specificity as an arena for theory and interpretive practice, and historical poetics as a particular set of challenges for the reader and scholar.

Participants discuss and critique work presented by graduate students and faculty in the DLCL. Work may include conference or seminar papers, thesis chapters, or works-in-progress. Feedback focuses on writing and argumentation, and more general responses to the subject matter. Meetings open to the public. May be repeated for credit.

Prepares graduate students in DLCL departments to teach literature at the undergraduate level. Topics include: the opportunities and problems of transposing a research project into a feasible course; the logic of syllabi and reading lists; the structuring of a course from week to week; and other matters relevant to first-time teachers of literature. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.

Meets regularly throughout the year to advise and support dissertation-level students as they prepare a prospectus, begin writing, submit chapters, and complete their projects. Focus of the workshop shifts from term to term as appropriate to the participants. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.

Meets regularly throughout the year to discuss issues in the professional study of literature. Topics include the academic job market and the challenges of research and teaching at different types of institutions. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.

An inquiry into the principal modalities of the maternal figure as constructed in representative European, Asian, and American texts, including those of Euripedes, Balzac, Fontane, James, Tanizaki, Garcia Lorca, and Bazin. Such canonical literary works will be read with methodical attention to the relationship between primary texts and given analytical frameworks in Barthes, Benjamin, Freud, Kristeva, and Said, incorporating strategies of research.

For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.

An inquiry into the principal modalities of the maternal figure as constructed in representative European, Asian, and American texts, including those of Euripedes, Balzac, Fontane, James, Tanizaki, Garcia Lorca, and Bazin. Such canonical literary works will be read with methodical attention to the relationship between primary texts and given analytical frameworks in Barthes, Benjamin, Freud, Kristeva, and Said, incorporating strategies of research.