Panoramas literarios: España

  • AUTHORS: Beverly Mayne Kienzle; Teresa Méndez-Faith; Mary-Ann Vetterling
  • ISBN-13: 9781111839147 
  • Grade(s): 9 | 10 | 11 | 12
  • 544 Pages  Paperback 
  • 2nd Edition  |  Previous Editions: 1998
  • ©2013     Published
  • Prices are valid only in the respective region


About The Product

Designed for upper-level courses, the second edition of PANORAMAS LITERARIOS: ESPAÑA introduces students to the study of Spanish literature through representative works by major literary figures from the Middle Ages to the present. This anthology places a strong emphasis on literature of the twentieth and twenty-first centuries and includes some of the most influential and active writers today. The carefully chosen selections exemplify the genres of narrative, drama, and poetry, as well as the most important literary currents of the period under study. This text is part of a two-volume anthology that can be used separately or in conjunction with its companion volume, PANORAMAS LITERARIOS: AMÉRICA HISPANA.


  • The introductory chapter addresses the reading process as related to literature and literary criticism to help students make the transition from reading for comprehension to reading for interpretation. It includes a description of local and global reading strategies, a discussion of the three genres, definitions of fundamental literary terms, and guidelines for analyzing each genre. The chapter concludes with a brief overview of trends in modern literary criticism and how they relate to the approaches to literature taken in PANORAMAS LITERARIOS.
  • Each section opens with a timeline, Cronología, of the historical and literary progress of the relevant time period. This provides students with the relevant social information and an excellent context for the reading selections covered.
  • To provide students with the necessary background information for their study of literature, each of the text's six sections begins with a general overview, Sinopsis histórico-literaria, describing important literary currents and the historical context for the period covered in that section.
  • A brief biographical sketch of the author, Nota biográfica, precedes each selection and includes titles of major works published and their dates. This section also explains the historical context and significance of the author's work.
  • The Guía y actividades de pre-lectura section serves as an advance organizer and prepares students to read. It supplies information on the specific work to be studied, highlights major themes, and discusses the author's writing techniques and style.
  • Each reading selection is followed by a series of comprehension questions and by two or three additional activities, Comprensión y expansión, that prepare students to advance to analytical and interpretive topics.
  • The Temas de discusión o análisis section provides a range of topics for class discussion or written analysis, emphasizing the cognitive dimension of reading and looking for consistent patterns of meaning.
  • Emphasizing the affective dimension of reading, the Temas de proyección personal section is concerned with an emotional reaction that allows the reader to make use of the reading experience in real life. Termed "reader-response criticism," this section aims to develop this type of response and an individual engagement with the text.
  • To facilitate comprehension, each selection has marginal glosses that define difficult words or phrases in English, or when possible, in simple Spanish. Footnotes explain literary allusions or other unfamiliar cultural and historical references in Spanish.
  • For students' reference, the Glosario de términos literarios y culturales defines key literary and cultural terms in English. Each term in the glossary is marked with an asterisk (*) the first time it appears in a text section.
  • An extensive Spanish-English vocabulary at the end of the book includes those words glossed in the text margins.
  • The Website for PANORAMAS LITERARIOS: ESPAÑA gives students access to supplemental questions from the Temas intertextuales section of the text, as well as links to other web sites dedicated to Peninsular and Spanish American literature, or to major authors featured in these volumes. The Temas intertextuales section features topics that relate to more than one work of literature presented in the section or to works in other sections. The Actividades section features automatically-graded activities related to the texts that give students immediate feedback on their understanding of the texts before and after in-class discussions.
  • The Website for PANORAMAS LITERARIOS: ESPAÑA gives students access to supplemental questions from the Temas intertextuales section of the text, as well as links to other web sites dedicated to Peninsular and Spanish American literature, or to major authors featured in these volumes. The Temas intertextuales section features topics that relate to more than one work of literature presented in the section or to works in other sections. The Actividades section features automatically-graded activities related to the texts that give students immediate feedback on their understanding of the texts before and after in-class discussions.

About the Contributor

  • Beverly Mayne Kienzle

    Beverly Mayne Kienzle received her BA from the University of Maryland and her MA and PhD from Boston College. She began teaching at Harvard Divinity School in 1986 and currently is the John H. Morison Professor of the Practice in Latin and Romance Languages, Lecturer on Medieval Christianity, and the Faculty Director of Language Studies. Her courses on Christian Latin and medieval Christianity emphasize the careful examination of primary sources and the role of texts in medieval culture. As past president of the International Medieval Sermon Studies Society, she channels her passion for medieval sermons into her teaching and her publications on preaching. Her work focuses on the place of preaching and sermons in the history of medieval religion and on evidence for women's preaching in monastic, lay, and dissident communities. A concern about violence against women motivates her continuing research on battering in historical narratives. She has published several books on medieval sermons and preaching, including: Hildegard of Bingen and her Gospel Homilies (2009); Hildegard of Bingen, Expositiones euangeliorum, co-edited with Carolyn Muessig (2007), and The Sermon. Typologie des sources du moyen âge occidental, fasc. 81-83, (2000).

  • Teresa Méndez-Faith

    Teresa Méndez-Faith was born in Asuncion, Paraguay. She received her PhD at the University of Michigan in 1979. She currently resides in New England. An essayist, literary critic and college professor, she teaches Hispanic-American literature at Saint Anselm College, New Hampshire. She has authored several books including Paraguay: Novela y Exilio (1985) and Nuevos contextos: Doce cuentistas contemporáneos de Hispanoamérica (2002), and is co-author of four Spanish textbooks. Teresa Méndez-Faith has been awarded several academic distinctions, including two postgraduate scholarships from the National for Endowment the Humanities, the AAUP "Teacher of the Year" prize at her college (1990) and, also that same year, the "Sears-Roebuck Foundation Teaching Excellence and Campus Leadership Award".

  • Mary-Ann Vetterling

    Mary-Anne Vetterling is professor of Spanish at Regis College, Weston, MA. She received her BA from Smith College and her AM and PhD from Harvard University, with a specialization in medieval Spanish literature. At Harvard she won the Romance Language Prize for Excellence in Teaching. She has also been the Massachusetts Spanish Teacher of the Year and has received both the Alfonso X the Wise Award from the Ministry of Education in Spain and the Distinguished Service Award from the AATSP (American Association of Teachers of Spanish and Portuguese), which she has served in numerous roles, including president in 2003. She is the editor of Enlace, the online newsletter for the AATSP. She has also been a Table Leader at the reading of the Advanced Placement Exam in Spanish for more than twenty years. She has numerous publications and conference presentations on medieval Spanish literature, animals in world literature, Hispanic culture, film, the Camino de Santiago, and the pedagogy of foreign language teaching. She has edited several volumes of essays for conferences and has written extensively for several Spanish textbooks.

Table of Contents

I.De la Edad Media al Renacimiento. Sinopsis histórico-literaria. ANÓNIMO, El Cantar de Mío Cid. ANÓNIMO, Auto de los Reyes Magos. DON JUAN MANUEL, Ejemplo XLV: «De lo que le sucedió a un hombre que se hizo amigo y vasallo del diablo». JUAN RUIZ, ARCIPRESTE DE HITA, «Debate entre los griegos y romanos», «La mujer y la alcahueta ideales», «La serrana Aldara», «Mur de Guadalajara y Mur de Monferrado». JORGE MANRIQUE, Coplas por la muerte del maestre de Santiago don Rodrigo Manrique. ROMANCES, «Romance del rey moro que perdió Alhama», «Romance de cómo se perdió España». FERNANDO DE ROJAS, La Celestina.
II. Del Renacimiento a la Ilustración. Sinopsis histórico-literaria. GARCILASO DE LA VEGA, «Soneto X», «Soneto XXIII». ANÓNIMO, La vida de Lazarillo de Tormes y de sus fortunas y adversidades: Tratado primero. FRAY LUIS DE LEÓN, «Vida retirada», «Al salir de le cárcel». SANTA TERESA DE JESÚS, Libro de la Vida: Capítulo 1. SAN JUAN DE LA CRUZ, «La noche oscura». MIGUEL DE CERVANTES SAAVEDRA, Don Quijote de la Mancha: Capítulo 8. El retablo de las maravillas. FÉLIX LOPE DE VEGA Y CARPIO, Fuente Ovejuna. LUIS DE GÓNGORA Y ARGOTE, «Las flores del romero», «A la ciudad de Córdoba y su fertilidad». FRANCISCO DE QUEVEDO Y VILLEGAS, «Poderoso caballero es don Dinero», «Salmo XVII», «A un hombre de gran nariz». MARÍA DE ZAYAS Y SOTOMAYOR, 
«La fuerza del amor».
III. De la Ilustración a la Generación del 98. Sinopsis histórico-literaria. JOSÉ CADALSO, Carta XXXVIII: Orgullo de los españoles. TOMÁS DE IRIARTE, «El burro flautista», «La ardilla y el caballo». JOSÉ DE ESPRONCEDA, «Canción del pirata». MARIANO JOSÉ DE LARRA, «Vuelva usted mañana». GUSTAVO ADOLFO BÉCQUER Rimas: XXXIII, XI y XXI. ROSALÍA DE CASTRO, «Dicen que no hablan has plantas», «Hora tras hora... ». FERNÁN CABALLERO, «El galleguito». PEDRO ANTONIO DE ALARCÓN, «Tic...Tac... ». BENITO PÉREZ GALDÓS, «La novela en el tranvía». LEOPOLDO ALAS (CLARÍN), «¡Adiós, Cordera!». EMILIA PARDO BAZÁN, «El encaje roto».
IV. De la generación del 98 a la Guerra Civil. Sinopsis histórico-literaria. ANTONIO MACHADO, «Noche de verano», «He andado muchos caminos», «Retrato». PÍO BAROJA, «Lo desconocido». SERAFÍN Y JOAQUÍN ÁLVAREZ QUINTERO, Mañana de sol. JUAN RAMÓN JIMÉNEZ, «Intelijencia», «El viaje definitivo», Platero y yo: Capítulo I y Capítulo CXXXV. RAMÓN MARÍA DEL VALLE-INCLÁN, «Un ejemplo». CONCHA ESPINA, «Buscando playa». MIGUEL DE UNAMUNO, «Al correr los años», «Castilla», «Tu voluntad». AZORÍN (JOSÉ MARTÍNEZ RUIZ), «La España invisible». FEDERICO GARCÍA LORCA, «La guitarra», «Canción de jinete», «Romance sonámbulo».
V. De la Guerra Civil a la muerte de Franco. Sinopsis histórico-literaria. LUIS CERNUDA, «Un español habla de su tierra», «Hacia la tierra». CAMILO JOSÉ CELA, «Un niño piensa». CARMEN LAFORET, «La muerta». DÁMASO ALONSO, «Hermanos», «A un río le llamaban Carlos». ANA MARÍA MATUTE, «La conciencia». JOSÉ RUIBAL, La secretaria. VICENTE ALEIXANDRE, «Después de la guerra». RAFAEL ALBERTI, «El mar, la mar», «Madre vísteme», «Los ángeles muertos», «Los niños de Extremadura», «A ''Niebla'' mi perro», «Se equivocó la paloma», «Cita triste de Charlot».
VI. De la muerte de Franco al presente. Sinopsis histórico-literaria. MIGUEL DELIBES, Mi querida bicicleta: un capítulo. FRANCISCO AYALA, «Fúnebre Nueva York». JUAN BENET, «La novela en la España de hoy». RAMÓN SENDER, «Pablo el malagueño». CARMEN MARTÍN GAITE, Introducción a Usos amorosos de la postguerra española. FERNANDO SAVATER, Los siete pecados capitales: Capítulo 1. ROSA MONTERO, La loca de la casa: Capítulo 2. ANTONIO MUÑOZ MOLINA, «La voz humana». GLORIA FUERTES, «Nací para poeta o para muerto», «Zoo de verbena», «Poeta de guardia», «En los bosques de Penna (U.S.A)», «¿Antipoema?», «Minicursi», «Principio de cuento», «Poética», «No perdamos el tiempo». FRANCISCO UMBRAL, «Agua en marte», «Los ríos de España», «Los gatos», «El pino», «El tabaco», «El castellano», «El abanico». MANUEL VÁZQUEZ MONTALBÁN, «Nunca desayunaré en Tiffany», «Poema de Dardé», «Hasta los átomos», «Si te perdieras», «Si se supiera», «Tal vez sea cierto». JUAN MARSÉ, «Nada para morir». SOLEDAD PUÉRTOLAS, «Contra Fortinelli». CARME RIERA, «El reportaje». JAVIER MARÍAS, «Prismáticos rotos». JUAN JOSÉ MILLÁS, «El hombre hueco». MARUJA TORRES, «Desaparecida». MERCEDES ABAD, «Las pieles de mamá».
MANUEL RIVAS, «La lengua de las mariposas». ANA DIOSDADO, «Harira».
Glosario de términos literarios y culturales.
Vocabulario español-inglés.

New to this Edition

  • Fourteen new twentieth- and twenty-first-century authors (plus a selection from the fourteenth-century Libro de buen amor) have been added.
  • Timelines appear at the beginning of each Sección to give a historical and cultural overview of the times in which each selection was written as well as to reflect recent events and trends.
  • Numerous questions referring to the Glosario de terminos literarios at the end of the book have been added to the literary analysis sections to help students gain experience with applying literary terminology to their analysis of the texts.
  • A new term, ecocrítica, has been introduced for students interested in environmental issues and how they relate to the reading and understanding of literature.