lunes, 8 de septiembre de 2008
domingo, 7 de septiembre de 2008
Monografías - Descriptores
The band descriptors are:
A Work of an excellent standard
B Work of a good standard
C Work of a satisfactory standard
D Work of a mediocre standard
E Work of an elementary standard.
Assessment Criteria descriptors
A: research question
(Objectives 1 and 2)
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore, this criterion is called the “research question”. However, certain disciplines may permit or encourage different ways of formulating the research task.
Descriptor Achievement level
The research question is not stated in the introduction or does not lend itself to
a systematic investigation in an extended essay in the subject in which it is
registered.
0
The research question is stated in the introduction but is not clearly expressed or
is too broad in scope to be treated effectively within the word limit.
1
The research question is clearly stated in the introduction and sharply focused,
making effective treatment possible within the word limit.
2
Although the aim of the essay can best be defined in the form of a question, it may also be presented as
a statement or proposition for discussion. A research question that is too narrow or too obvious will
normally be deemed to be one that does not lend itself to systematic investigation in an extended essay.
B: introduction
(Objectives 1 and 5)
This criterion assesses the extent to which the introduction makes clear how the research question relates
to existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.
Descriptor Achievement
level
Little or no attempt is made to set the research question into context. There is
little or no attempt to explain the significance of the topic.
0
Some attempt is made to set the research question into context. There is some
attempt to explain the significance of the topic and why it is worthy of
investigation.
1
The context of the research question is clearly demonstrated. The introduction
clearly explains the significance of the topic and why it is worthy of investigation.
2
The context should be established succinctly and should not be an excuse for padding out an essay with a lengthy account of the historical or biographical context of a literary text. Instead, the introduction should focus on the research question and the student’s reasons for choosing it. In some cases, students may be able to say how it relates to existing knowledge on the topic but, since they cannot be expected to know the whole range of secondary writing on major texts, it is sufficient for them to state briefly why they have chosen their particular research question and what they think it has to offer.
C: investigation
(Objectives 1 and 3)
This criterion assesses the extent to which the investigation is planned and an appropriate range of
sources has been consulted, or data has been gathered, that is relevant to the research question. Where
the research question does not lend itself to a systematic investigation in the subject in which the essay
is registered, the maximum level that can be awarded for this criterion is 2.
Descriptor Achievement level
There is little or no evidence that sources have been consulted or data gathered,
and little or no evidence of planning in the investigation.
0
A range of inappropriate sources has been consulted, or inappropriate data has
been gathered, and there is little evidence that the investigation has been planned.
1
A limited range of appropriate sources has been consulted, or data has been
gathered, and some relevant material has been selected. There is evidence of
some planning in the investigation.
2
A sufficient range of appropriate sources has been consulted, or data has been
gathered, and relevant material has been selected. The investigation has been
satisfactorily planned.
3
An imaginative range of appropriate sources has been consulted, or data has been
gathered, and relevant material has been carefully selected. The investigation has
been well planned.
4
The range of resources includes, in the first place, the primary texts being studied (and, possibly, other writings by the author(s) in question, such as essays, journals and letters) and, less importantly, secondary sources such as published criticism on those texts. The proper planning of an essay should involve interrogating secondary sources in light of the research question, so that the views of critics are used to support the student’s own argument, and not as a substitute for that argument. It may thus be helpful for a student to challenge a statement by a critic instead of simply agreeing with it. In a literary context, the data gathered is principally the evidence the student finds in the primary text(s) to support the argument of the essay. If students make use of Internet-based sources, they should do so critically and circumspectly in full awareness of their potential unreliability.
D: knowledge and understanding of the topic studied
(Objectives 3 and 7)
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2. “Academic context”,
as used in this guide, can be defined as the current state of the field of study under investigation. However,
this is to be understood in relation to what can reasonably be expected of a pre-university student. For
example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of
inquiry in the relevant field; detailed, comprehensive knowledge is not required.
Descriptor Achievement level
The essay demonstrates no real knowledge or understanding of the topic studied.
0
The essay demonstrates some knowledge but little understanding of the topic
studied. The essay shows little awareness of an academic context for the
investigation.
1
The essay demonstrates an adequate knowledge and some understanding of the
topic studied. The essay shows some awareness of an academic context for the
investigation.
2
The essay demonstrates a good knowledge and understanding of the topic studied.
Where appropriate, the essay successfully outlines an academic context for the
investigation.
3
The essay demonstrates a very good knowledge and understanding of the topic
studied. Where appropriate, the essay clearly and precisely locates the investigation
in an academic context.
4
The topic studied here is principally the primary text(s) that is/are the focus of the essay. The quality of the student’s understanding of the primary text(s) is the main concern. The use of secondary sources is not an essential requirement: this may be helpful in the case of classic texts, enabling discussion to start at a higher level, but it should not replace the student’s personal engagement with the primary text(s).
E: reasoned argument
(Objectives 1 and 4)
This criterion assesses the extent to which the essay uses the material collected to present ideas in a
logical and coherent manner, and develops a reasoned argument in relation to the research question.
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2.
Descriptor Achievement level
There is no attempt to develop a reasoned argument in relation to the research
question.
0
There is a limited or superficial attempt to present ideas in a logical and coherent
manner, and to develop a reasoned argument in relation to the research question.
1
There is some attempt to present ideas in a logical and coherent manner, and to
develop a reasoned argument in relation to the research question, but this is only
partially successful.
2
Ideas are presented in a logical and coherent manner, and a reasoned argument
is developed in relation to the research question, but with some weaknesses.
3
Ideas are presented clearly and in a logical and coherent manner. The essay
succeeds in developing a reasoned and convincing argument in relation to the
research question.
4
Students should be aware of the need to give their essays the backbone of a developing argument. Personal views should not simply be stated but need to be supported by reasoned argument to persuade the reader of their validity. Straightforward description of a literary text through plot summary or narration of the action does not usually advance an argument and should generally be avoided (although, where a little-known text is under discussion, a brief description may be appropriate).
F: application of analytical and evaluative skills
appropriate to the subject
(Objective 7)
Descriptor Achievement level
The essay shows no application of appropriate analytical and evaluative skills.
0
The essay shows little application of appropriate analytical and evaluative skills.
1
The essay shows some application of appropriate analytical and evaluative skills,
which may be only partially effective.
2
The essay shows sound application of appropriate analytical and evaluative skills.
3
The essay shows effective and sophisticated application of appropriate analytical
and evaluative skills.
4
Appropriate application of analytical and evaluative skills here is the use of persuasive analysis and argument to support a personal interpretation. Second-hand interpretations that are derived solely from secondary sources will lose marks under this criterion, as will purely descriptive essays that list examples of literary motifs but fail to analyse them.
G: use of language appropriate to the subject
(Objective 6)
Descriptor Achievement level
The language used is inaccurate and unclear. There is no effective use of
terminology appropriate to the subject.
0
The language used sometimes communicates clearly but does not do so
consistently. The use of terminology appropriate to the subject is only partly
accurate.
1
The language used for the most part communicates clearly. The use of terminology
appropriate to the subject is usually accurate.
2
The language used communicates clearly. The use of terminology appropriate to
the subject is accurate, although there may be occasional lapses.
3
The language used communicates clearly and precisely. Terminology appropriate
to the subject is used accurately, with skill and understanding.
4
H: conclusion
(Objectives 1, 4 and 5)
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the
research question and is consistent with the evidence presented in the essay.
Descriptor Achievement level
Little or no attempt is made to provide a conclusion that is relevant to the research
question.
0
A conclusion is attempted that is relevant to the research question but may not
be entirely consistent with the evidence presented in the essay.
1
An effective conclusion is clearly stated; it is relevant to the research question and
consistent with the evidence presented in the essay. It should include unresolved
questions where appropriate to the subject concerned.
2
“Consistent” is the key word here: the conclusion should develop out of the argument and not introduce new or extraneous matter. It should not repeat the material of the introduction; rather, it should present a new synthesis in light of the discussion.
I: formal presentation
(Objective 5)
This criterion assesses the extent to which the layout, organization, appearance and formal elements of
the essay consistently follow a standard format. The formal elements are: title page, table of contents,
page numbers, illustrative material, quotations, documentation (including references, citations and
bibliography) and appendices (if used).
Descriptor Achievement level
The formal presentation is unacceptable, or the essay exceeds 4,000 words.
0
The formal presentation is poor.
1
The formal presentation is satisfactory.
2
The formal presentation is good.
3
The formal presentation is excellent.
4
This criterion refers to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or do not give references/citations for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements—title page, table of contents, page numbers—are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).
J: abstract
(Objective 5)
The requirements for the abstract are for it to state clearly the research question that was investigated,
how the investigation was undertaken and the conclusion(s) of the essay.
Descriptor Achievement level
The abstract exceeds 300 words or one or more of the required elements of an
abstract (listed above) is missing.
0
The abstract contains the elements listed above but they are not all clearly stated.
1
The abstract clearly states all the elements listed above.
2
The abstract is judged on the clarity with which it presents the three required elements, not on the quality of the research question itself, nor on the quality of the argument or the conclusions.
K: holistic judgment
(Objective 1)
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as
intellectual initiative, depth of understanding and insight. While these qualities will be clearly present
in the best work, less successful essays may also show some evidence of them and should be rewarded
under this criterion.
Descriptor Achievement level
The essay shows no evidence of such qualities.
0
The essay shows little evidence of such qualities.
1
The essay shows some evidence of such qualities.
2
The essay shows clear evidence of such qualities.
3
The essay shows considerable evidence of such qualities.
4
s
This descriptor reward work that shows initiative, creativity and insight, even if the essay does not achieve the highest standard overall. Routine essays on well-worn topics will not score highly under this criterion.
0
A Work of an excellent standard
B Work of a good standard
C Work of a satisfactory standard
D Work of a mediocre standard
E Work of an elementary standard.
Assessment Criteria descriptors
A: research question
(Objectives 1 and 2)
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore, this criterion is called the “research question”. However, certain disciplines may permit or encourage different ways of formulating the research task.
Descriptor Achievement level
The research question is not stated in the introduction or does not lend itself to
a systematic investigation in an extended essay in the subject in which it is
registered.
0
The research question is stated in the introduction but is not clearly expressed or
is too broad in scope to be treated effectively within the word limit.
1
The research question is clearly stated in the introduction and sharply focused,
making effective treatment possible within the word limit.
2
Although the aim of the essay can best be defined in the form of a question, it may also be presented as
a statement or proposition for discussion. A research question that is too narrow or too obvious will
normally be deemed to be one that does not lend itself to systematic investigation in an extended essay.
B: introduction
(Objectives 1 and 5)
This criterion assesses the extent to which the introduction makes clear how the research question relates
to existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.
Descriptor Achievement
level
Little or no attempt is made to set the research question into context. There is
little or no attempt to explain the significance of the topic.
0
Some attempt is made to set the research question into context. There is some
attempt to explain the significance of the topic and why it is worthy of
investigation.
1
The context of the research question is clearly demonstrated. The introduction
clearly explains the significance of the topic and why it is worthy of investigation.
2
The context should be established succinctly and should not be an excuse for padding out an essay with a lengthy account of the historical or biographical context of a literary text. Instead, the introduction should focus on the research question and the student’s reasons for choosing it. In some cases, students may be able to say how it relates to existing knowledge on the topic but, since they cannot be expected to know the whole range of secondary writing on major texts, it is sufficient for them to state briefly why they have chosen their particular research question and what they think it has to offer.
C: investigation
(Objectives 1 and 3)
This criterion assesses the extent to which the investigation is planned and an appropriate range of
sources has been consulted, or data has been gathered, that is relevant to the research question. Where
the research question does not lend itself to a systematic investigation in the subject in which the essay
is registered, the maximum level that can be awarded for this criterion is 2.
Descriptor Achievement level
There is little or no evidence that sources have been consulted or data gathered,
and little or no evidence of planning in the investigation.
0
A range of inappropriate sources has been consulted, or inappropriate data has
been gathered, and there is little evidence that the investigation has been planned.
1
A limited range of appropriate sources has been consulted, or data has been
gathered, and some relevant material has been selected. There is evidence of
some planning in the investigation.
2
A sufficient range of appropriate sources has been consulted, or data has been
gathered, and relevant material has been selected. The investigation has been
satisfactorily planned.
3
An imaginative range of appropriate sources has been consulted, or data has been
gathered, and relevant material has been carefully selected. The investigation has
been well planned.
4
The range of resources includes, in the first place, the primary texts being studied (and, possibly, other writings by the author(s) in question, such as essays, journals and letters) and, less importantly, secondary sources such as published criticism on those texts. The proper planning of an essay should involve interrogating secondary sources in light of the research question, so that the views of critics are used to support the student’s own argument, and not as a substitute for that argument. It may thus be helpful for a student to challenge a statement by a critic instead of simply agreeing with it. In a literary context, the data gathered is principally the evidence the student finds in the primary text(s) to support the argument of the essay. If students make use of Internet-based sources, they should do so critically and circumspectly in full awareness of their potential unreliability.
D: knowledge and understanding of the topic studied
(Objectives 3 and 7)
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2. “Academic context”,
as used in this guide, can be defined as the current state of the field of study under investigation. However,
this is to be understood in relation to what can reasonably be expected of a pre-university student. For
example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of
inquiry in the relevant field; detailed, comprehensive knowledge is not required.
Descriptor Achievement level
The essay demonstrates no real knowledge or understanding of the topic studied.
0
The essay demonstrates some knowledge but little understanding of the topic
studied. The essay shows little awareness of an academic context for the
investigation.
1
The essay demonstrates an adequate knowledge and some understanding of the
topic studied. The essay shows some awareness of an academic context for the
investigation.
2
The essay demonstrates a good knowledge and understanding of the topic studied.
Where appropriate, the essay successfully outlines an academic context for the
investigation.
3
The essay demonstrates a very good knowledge and understanding of the topic
studied. Where appropriate, the essay clearly and precisely locates the investigation
in an academic context.
4
The topic studied here is principally the primary text(s) that is/are the focus of the essay. The quality of the student’s understanding of the primary text(s) is the main concern. The use of secondary sources is not an essential requirement: this may be helpful in the case of classic texts, enabling discussion to start at a higher level, but it should not replace the student’s personal engagement with the primary text(s).
E: reasoned argument
(Objectives 1 and 4)
This criterion assesses the extent to which the essay uses the material collected to present ideas in a
logical and coherent manner, and develops a reasoned argument in relation to the research question.
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2.
Descriptor Achievement level
There is no attempt to develop a reasoned argument in relation to the research
question.
0
There is a limited or superficial attempt to present ideas in a logical and coherent
manner, and to develop a reasoned argument in relation to the research question.
1
There is some attempt to present ideas in a logical and coherent manner, and to
develop a reasoned argument in relation to the research question, but this is only
partially successful.
2
Ideas are presented in a logical and coherent manner, and a reasoned argument
is developed in relation to the research question, but with some weaknesses.
3
Ideas are presented clearly and in a logical and coherent manner. The essay
succeeds in developing a reasoned and convincing argument in relation to the
research question.
4
Students should be aware of the need to give their essays the backbone of a developing argument. Personal views should not simply be stated but need to be supported by reasoned argument to persuade the reader of their validity. Straightforward description of a literary text through plot summary or narration of the action does not usually advance an argument and should generally be avoided (although, where a little-known text is under discussion, a brief description may be appropriate).
F: application of analytical and evaluative skills
appropriate to the subject
(Objective 7)
Descriptor Achievement level
The essay shows no application of appropriate analytical and evaluative skills.
0
The essay shows little application of appropriate analytical and evaluative skills.
1
The essay shows some application of appropriate analytical and evaluative skills,
which may be only partially effective.
2
The essay shows sound application of appropriate analytical and evaluative skills.
3
The essay shows effective and sophisticated application of appropriate analytical
and evaluative skills.
4
Appropriate application of analytical and evaluative skills here is the use of persuasive analysis and argument to support a personal interpretation. Second-hand interpretations that are derived solely from secondary sources will lose marks under this criterion, as will purely descriptive essays that list examples of literary motifs but fail to analyse them.
G: use of language appropriate to the subject
(Objective 6)
Descriptor Achievement level
The language used is inaccurate and unclear. There is no effective use of
terminology appropriate to the subject.
0
The language used sometimes communicates clearly but does not do so
consistently. The use of terminology appropriate to the subject is only partly
accurate.
1
The language used for the most part communicates clearly. The use of terminology
appropriate to the subject is usually accurate.
2
The language used communicates clearly. The use of terminology appropriate to
the subject is accurate, although there may be occasional lapses.
3
The language used communicates clearly and precisely. Terminology appropriate
to the subject is used accurately, with skill and understanding.
4
H: conclusion
(Objectives 1, 4 and 5)
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the
research question and is consistent with the evidence presented in the essay.
Descriptor Achievement level
Little or no attempt is made to provide a conclusion that is relevant to the research
question.
0
A conclusion is attempted that is relevant to the research question but may not
be entirely consistent with the evidence presented in the essay.
1
An effective conclusion is clearly stated; it is relevant to the research question and
consistent with the evidence presented in the essay. It should include unresolved
questions where appropriate to the subject concerned.
2
“Consistent” is the key word here: the conclusion should develop out of the argument and not introduce new or extraneous matter. It should not repeat the material of the introduction; rather, it should present a new synthesis in light of the discussion.
I: formal presentation
(Objective 5)
This criterion assesses the extent to which the layout, organization, appearance and formal elements of
the essay consistently follow a standard format. The formal elements are: title page, table of contents,
page numbers, illustrative material, quotations, documentation (including references, citations and
bibliography) and appendices (if used).
Descriptor Achievement level
The formal presentation is unacceptable, or the essay exceeds 4,000 words.
0
The formal presentation is poor.
1
The formal presentation is satisfactory.
2
The formal presentation is good.
3
The formal presentation is excellent.
4
This criterion refers to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or do not give references/citations for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements—title page, table of contents, page numbers—are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).
J: abstract
(Objective 5)
The requirements for the abstract are for it to state clearly the research question that was investigated,
how the investigation was undertaken and the conclusion(s) of the essay.
Descriptor Achievement level
The abstract exceeds 300 words or one or more of the required elements of an
abstract (listed above) is missing.
0
The abstract contains the elements listed above but they are not all clearly stated.
1
The abstract clearly states all the elements listed above.
2
The abstract is judged on the clarity with which it presents the three required elements, not on the quality of the research question itself, nor on the quality of the argument or the conclusions.
K: holistic judgment
(Objective 1)
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as
intellectual initiative, depth of understanding and insight. While these qualities will be clearly present
in the best work, less successful essays may also show some evidence of them and should be rewarded
under this criterion.
Descriptor Achievement level
The essay shows no evidence of such qualities.
0
The essay shows little evidence of such qualities.
1
The essay shows some evidence of such qualities.
2
The essay shows clear evidence of such qualities.
3
The essay shows considerable evidence of such qualities.
4
s
This descriptor reward work that shows initiative, creativity and insight, even if the essay does not achieve the highest standard overall. Routine essays on well-worn topics will not score highly under this criterion.
GRUPO 1 – Native speakers
Monografías – Extended Essays
The upper limit is 4,000 words for all extended essays. This upper limit includes the introduction, the body, the conclusion and any quotations, but does not include:
· the abstract
· acknowledgments
· the contents page
· maps, charts, diagrams, annotated illustrations and tables
· equations, formulas and calculations
· citations/references (whether parenthetical or numbered)
· footnotes or endnotes
· the bibliography
· appendices.
Essays containing more than 4,000 words are subject to penalties and examiners are not required to read material in excess of the word limit.
Structure
· Title page - The title should provide a clear indication of the focus of the essay. It should be precise and not necessarily phrased in the form of a question.
· Abstract - An abstract not exceeding 300 words must be included with the essay submitted. It does not serve as an
introduction, but presents an overview of the extended essay, and should, therefore, be written last. The abstract should be typed or word processed on one side of a sheet of paper, and placed immediately after the title page. The minimum requirements for the abstract are for it to state clearly:
· the research question being investigated
· the scope of the investigation
· the conclusion(s) of the extended essay.
· Contents page all pages should be numbered. An index is not required.
· Introduction
· Body (development/methods/results)
in the form of a reasoned argument. The form of this varies with the subject of the essay but, as the argument develops, it should be clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it supports the argument. In most subjects, sub-headings within the main body of the essay will
help the reader to understand the argument (and will also help the student to keep on track).
· Conclusion (which says what has been achieved, including notes of any limitations and any questions that have not been resolved)
· References and bibliography
· Appendices
Treatment of Topics: Literary treatment of philosophical, political or social questions Students should always consider how the texts work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written.
0
Monografías – Extended Essays
The upper limit is 4,000 words for all extended essays. This upper limit includes the introduction, the body, the conclusion and any quotations, but does not include:
· the abstract
· acknowledgments
· the contents page
· maps, charts, diagrams, annotated illustrations and tables
· equations, formulas and calculations
· citations/references (whether parenthetical or numbered)
· footnotes or endnotes
· the bibliography
· appendices.
Essays containing more than 4,000 words are subject to penalties and examiners are not required to read material in excess of the word limit.
Structure
· Title page - The title should provide a clear indication of the focus of the essay. It should be precise and not necessarily phrased in the form of a question.
· Abstract - An abstract not exceeding 300 words must be included with the essay submitted. It does not serve as an
introduction, but presents an overview of the extended essay, and should, therefore, be written last. The abstract should be typed or word processed on one side of a sheet of paper, and placed immediately after the title page. The minimum requirements for the abstract are for it to state clearly:
· the research question being investigated
· the scope of the investigation
· the conclusion(s) of the extended essay.
· Contents page all pages should be numbered. An index is not required.
· Introduction
· Body (development/methods/results)
in the form of a reasoned argument. The form of this varies with the subject of the essay but, as the argument develops, it should be clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it supports the argument. In most subjects, sub-headings within the main body of the essay will
help the reader to understand the argument (and will also help the student to keep on track).
· Conclusion (which says what has been achieved, including notes of any limitations and any questions that have not been resolved)
· References and bibliography
· Appendices
Treatment of Topics: Literary treatment of philosophical, political or social questions Students should always consider how the texts work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written.
Monografías - Recursos
Textos de Referencia:
1. Ficciones sexuales latinoamericanas y la constitución del sujeto masculino
http://www.lehman.cuny.edu/ciberletras/v16/villanuevacollado.html
2. La construcción del travesti en Sirena Selena vestida de pena
grad.uprm.edu/tesis/paganvelez.pdf
3. Simbolismo y alegoria. Mutaciones transgresoras en literatura latinoamericana y el cuerpo fantástico
gupea.ub.gu.se/dspace/bitstream/2077/10424/1/gupea_2077_10424_1.pdf
4. LA NOVELA LATINOAMERICANA DE FINES DEL SIGLO XX: 1967-1999. HACIA UNA TIPOLOGIA DE SUS DISCURSOS
www.hf.uio.no/ilos/studier/fleksibel/spansk/emne/spa1300/textos/sem/nelsonmoderna.doc
4. masculinidades en el campo
www.ejournal.unam.mx/vol03-03/RXM003000306.pdf
5. Feminismo y literatura en latinoamérica:
http://www.correodelsur.ch/arte/literatura/literatura-y-feminismo.html
0
1. Ficciones sexuales latinoamericanas y la constitución del sujeto masculino
http://www.lehman.cuny.edu/ciberletras/v16/villanuevacollado.html
2. La construcción del travesti en Sirena Selena vestida de pena
grad.uprm.edu/tesis/paganvelez.pdf
3. Simbolismo y alegoria. Mutaciones transgresoras en literatura latinoamericana y el cuerpo fantástico
gupea.ub.gu.se/dspace/bitstream/2077/10424/1/gupea_2077_10424_1.pdf
4. LA NOVELA LATINOAMERICANA DE FINES DEL SIGLO XX: 1967-1999. HACIA UNA TIPOLOGIA DE SUS DISCURSOS
www.hf.uio.no/ilos/studier/fleksibel/spansk/emne/spa1300/textos/sem/nelsonmoderna.doc
4. masculinidades en el campo
www.ejournal.unam.mx/vol03-03/RXM003000306.pdf
5. Feminismo y literatura en latinoamérica:
http://www.correodelsur.ch/arte/literatura/literatura-y-feminismo.html
Suscribirse a:
Entradas (Atom)