2. Compare the representation of 2 (or more) main female characters in two cultural objects analysed in the module. What is their role in the story? Do they conform or challenge the stereotypes associated with women in the detective canon or in the subgenre of detective fiction they pertain to?

3. Analyse the representation of the space in two of the  cultural objects studied: Any specific function or symbolic value associated with the city space, the districts, the landscape and the weather? Are these features o functions typical of the genre of crime fiction?


Further instructions on the comparative essay:

•      The essay should attempt to showcase your newly acquired knowledge. Show that you master the key concepts, topics, themes and issues treated in the course. Show accuracy and precision (double check the information and sources you use, be precise about dates, names, events, contextualise them) 

•      It is not the summary of each text/film but an integrated argument based on the two texts/films.

•      Take into account the research question for the analysis: what are you looking at? 

•      Make sure to be familiar with the general topic and plot of the text/film, wrong information about plot, author, characters, etc will result in failing the assignment 

•      You cannot re-use the same character you analysed for the padlet project. You cannot reuse material that you included in the padlet project. You can decide to use either Vientos de Cuaresma or Vientos de La Habana as one of your cultural objects for the comparative essay. However, you will have to focus on a different character/aspect than what you did in the padlet and you will have to compare it with one of the films or the short story that we discussed after the break ( La isla mínima, El secreto de sus ojos or El camaleón y los leones).

•      Any change to the proposed titles needs to be agreed and approved by the tutor.

•      Use appropriate academic secondary sources (not Wikipedia, or film/book reviews done by the general public or high school /university students)

•      Use appropriate referencing style. Please check this link https://libguides.ucd.ie/academicintegrity/referencingandcitation

•      Be aware of plagiarism. Please check this link 

 

The course is delivered through some introductory lectures during which the tutor introduces the genre features, the historical and social context of each country, the authors, films and  texts their main features and themes.  
The tutor will provide beforehand guidelines for the reading of the material and will help the students to compare and confront their interpretation of the different themes, aspects and features of each text/film.

The course is focused on the crime genre features, historical evolution, varieties and subgenres. It intends to familiarize and possibly attract students to the genre.

Rational for the language: Students in level 2 should: 
-familiarise themselves with cultural production of the countries they study and in the language they study. 
-Be able to appreciate varieties of Spanish from  different countries. 
-engage with content and language integrated learning and develop their cultural awareness. 
- Continue their  language leaning progression in line with the BA curriculum.

  

•       Analysis of the setting (time and space): year, month, season, country, city, the crime scene, urban vs rural space, the weather and natural elements.  Any specific symbolic value associated with the space/weather/etc?

•       Analysis of the characters: 

Main characters: the detective (what kind of detective is he? How is his job?), the victim, the murderer... 

Additional characters: the informers, the helpers, the suspects.
Who are they? How do they look like? What is their role in the story? Are they good or bad (can you tell?) Do they change their role in the story in any way? How do they interact with each other? To what extent the characters are influenced by their context? Any difference in the representation and role of female and male characters? Any difference in the representation of young and older characters?

·         Analysis of the structure/language of the book/film: what happens in terms of the story-line? Is it linear? Does it start in the middle? Jumps back and forward? Who is the narrator? What is the perspective? Who do you identify with as a reader/spectator? How is the language (estilo/registro, low/high/colloquial) used and why the author uses this kind of language?

·         Analysis of the socio/historical themes (critical value?): reference to the specific cultural/historical/ socio-political/ economic context? Does the author express a judgement on the context? Any wider/global concern /topic that exceeds the regional and local setting?