Trilogía sentimental (Spanish Edition)

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Burgess covers both aspects in this comprehensive study of the younger generation of Mexican playwrights, not only the first study of its kind but the first major work to appear on Mexican theatre in many years. With birthdates between and , their productive cycle meshes almost perfectly with Arrom's generational pattern. The reasons for the slow years are not entirely clear but may be related to the consequences of the episode at Tlatelolco. To organize comments about plays by forty-four authors into a digestible framework is no small task. Burgess accomplishes this by dividing the work into seven chapters plus an introduction and conclusion , each of which focuses on one or two of the principal writers.

The themes and techniques represented are impressively wide-ranging but there are common denominators. The three act play virtually disappears; a full-length play is normally only two acts. Another consideration is their political and social awareness. Most of the plays deal with contemporary problems, often expressed in realistic terms. In the early years a high number of plays focused on the specific problems of youth, especially in opposition to figures of authority parents, teachers, police.

Another characteristic is the lack of loving relationships with the society which drives the characters to feel estranged, to become desperate, or simply to lose their will. In other cases they may be motivated by a desire to gain control, either of their own lives or of those around them. Sabina Berman, the only major woman writer, deals with a world of shifting realities which are reflected in the changing titles of her works. Burgess's methodology is eclectic, appropriate to the plays, and ranges from Joseph Campbell and myth, Barthes' codes, Hayden White's history, Esslin and Artaud, to Todorov and Saussure.

The text is readable and enlightening. The ubiquitous question of a crisis in the Mexican theatre remains because the numbers themselves do not necessarily add up to a sense of dramatic movement.


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Several of those playwrights are themselves estranged from the theatre because of the difficulties of staging and publishing their works. By they had achieved some recognition from a Mexican public for their efforts to deal with a wide range of contemporary issues despite a plethora of unfavorable conditions.

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Burgess's study reveals his deep understanding of the period and of their heroic efforts to continue the vitality of the Mexican theatre into another generation. Watson Distinguished Visiting Professor in the Humanities. University of North Carolina at Chapel Hill. Although the title promises both a generic and cultural approximation to Chicano literary production those seeking a simple presentation of an ethnic group's satiric vision may not be fully satisfied.

Apparently Chicanos face the Other. Clarity falters when the author admits that the poles are mutually dependent, the subject needing the objectivized Other to survive. He further undermines even this oppositions by reminding us that Chicanos exist between two dominant cultures, so the historically rooted ambiguity of multiple Others exists from the start. This is all consonant with contemporary thought, especially deconstruction. This discourse However, he admits the great variety of Chicano experience. In short, Chicano satire is double-edged, attacking both the dominant cultures and its own ethnic base.

They are key authors in different genres -theatre, poetry, and narrative respectively providing a spectrum of different literary approaches on which to apply his method. However, the interpretation tends to be overly descriptive, straying from the focus of satire and its function in the texts. Oscar Zeta Acosta comes to mind immediately when Chicano satire is discussed. Also, since the author emphasizes the need to imbed the texts in their historical specificity -a strong trend in ethnic criticism- the volume seems to focus narrowly on current literature, and even then what historical discussion there is arises from the texts more than from any critical construction of intertextual relations or specific external contexts.

However, as it stands, this is a good introduction to the topic. University of California, Irvine. The Sandinista Revolution and subsequent efforts to transform and govern Nicaraguan society have attracted international attention for over a decade. For many non-Nicaraguans it was an opportunity to observe and even participate in the creation of a just and collective society; in others it inspired fear and animosity.

In retrospect, both sides may have idealized, certainly overstated, not only their vision of what was happening in Nicaragua, but their own commitment to the process as well. The Sandinista defeat was followed by a hasty abandonment of Nicaragua by both the Left and the Right. But the Nicaraguan people remain, as real as ever, their lives shaped by political, economic and ideological forces whether they chose to participate actively or not.

One wonders, however, if international interest has not already focused on other arenas, turning a deaf ear to the stories in this collection. That would be unfortunate, for the lives narrated are interesting, moving and enlightening. The author refers to the stories variously as biographies, autobiographies and a collective biography. They were gathered as interviews, i. While typographically they appear to be monologues, their content clearly indicates that they developed and were shaped in dialogue. Certain questions, such as whether one's life is more or less difficult now as compared to before the revolution, or the effect that the revolution has had on one's family, seem to have been asked of all the subjects.

This creates a certain minimal level of standardization which, while welcome in that it allows the reader to make comparisons and generalizations, complicates the facile classification of these stories as either biographies or autobiographies. One is inclined to read them rather as creative journalism or edited testimonies. This quibbling over naming, however, is in no way meant to detract from the book's worth, for while it is not unique in its effort to foreground the human dimension of the Nicaraguan Revolution cf.

It is also noteworthy for the sense it communicates of really listening and of allowing the story-tellers' hierarchy of concerns to be expressed, rather than probing for signs of pro or anti-Sandinista leanings. Among the subjects are the president of the Nicaraguan Institute of Social Security and Social Welfare, the Chief of the National Police, professors and students, nuns and priests, a poet, a small business owner, an unemployed bartender, the mother of Daniel Ortega and Violeta Chamorro.

Chamorro's story is particularly interesting for the light it sheds on the personality as well as the political and religious beliefs of this woman faced with the daunting challenge of uniting a polarized society and bringing some semblance of economic well-being to a country suffering incredible scarcity and poverty. But her story is ultimately no more interesting than any of the other twenty-five.

They are all elevated to the level of docudrama by virtue of the national and international significance of the historical moment they have lived. Perhaps in part as a result of the outside attention to their national situation, the speakers reveal a high level of political awareness, regardless of their ideology. Almost everyone mentions friends, neighbors, relatives and comrades who died during the war, and all talk of the material want which has become a daily nightmare. No one was spared in this small country living out a large idea, proving in the most poignant way that the political is personal.

Conversely, if these stories are indeed representative of the larger population, the fusion of personal and political has contributed to the development of a nation of articulate, informed citizens more aware of their own power and able to question and analyze their reality. Louisiana State University. Seton Hall University. A mi juicio el lenguaje es tan original que se impone a todos los otros elementos de la novela dejando desconcertado al lector. Universiry of California, Irvine. Each pair of facing pages comprises a unit, numbered 1A and 1B, 2A and 2B, and so on, with the same visual or a variation of the visual for A on page B.

There is a brief explanation of what each student is to find out from, describe, or tell to the other. Pertinent expressions for phrasing suitable questions are given. Suggestions for implementing each unit, including writing and further speaking activities, are given at the beginning of the text. The table of contents lists the theme of each unit, a more specific description of what it deals with, and the grammar and vocabulary covered in the unit.

This is extremely helpful to instructors in choosing the units that will best enhance the aims of the course. At the end of the book, there is a short list of Latin American words and expressions used in the workbook, together with their equivalents in Spain. It would be suitable as an ancillary to a beginning or intermediate language text, although there are only a few units simple enough for the elementary level.


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The sixty topics for conversation included in this book cover a broad assortment, of varying levels of difficulty. Some examples of the grammar topics that form the basis for a number of lessons are uses of the subjunctive, ser and estar , the various tenses, numbers, and gustar. Among the tasks required by the various units are debating with someone, reconstructing texts in a logical order, telling a story, reacting in unexpected situations, clearing up misunderstandings, lodging complaints, and adopting the role of another person.

Happily, typographical errors are few. The activities offered are so diverse that instructors of language, culture, and conversation courses should find sufficient material of interest and benefit to both high school and college students from second semester through high intermediate levels.

Dolly J. Young's and Darlene F. Wolf's Esquemas: Estrategias Para Leer provides Spanish teachers with a book containing reading strategies, readings, exercises and activities which lead students toward an active participation in the reading process. Students learn how to read, what to look for in the readings, and gain an understanding of the readings as they analyze the content of a broad spectrum of content-filled readings.

Ticket stubs, articles from Hispanic magazines and newspapers, recipes, maps, letters, pictograms, and short stories provide a wide selection which is sure to interest students at different ability levels. The exercises are well conceived and provide a good understanding of the reading passages. The book is quite flexible and could be adapted for use in intermediate level Spanish courses at the university level and in third and fourth year high school foreign language classes.

Each of the ten chapters contains some seven reading selections. Students first are presented with the Estrategias of the chapter, which usually number three. The strategies sections help students to become proficient in such skills as skimming, scanning, making use of visual cues, recognizing chronological and categorical information, and identifying main ideas and narrative styles.

ISBN 13: 9788408081180

The Entre Nosotros sections provide a variety of speaking and writing exercises while the sections, Un Poco de Todo , encourage use of the strategies practiced. The ten chapters are: Vacaciones en el extranjero. The authors are to be commended for their insistence on implementing strategies which help students learn how to read and what to look for when they read. They have successfully created a book which permits learning and growing from a limited language experience to a more advanced acquisition of reading language competence.

The use of English, while obvious at the beginning, is reduced as students progress through the book. The book, in workbook binding, has a very attractive cover. Students can write the answers in the book or do so on their own paper.

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The book is consumable. The charts and maps, in most instances, are well done. There is a map of Madrid on page thirty-five which is too small and is difficult to read. The point on the chart and article on pages fifteen, sixty-three and sixty-four is quite small and bothersome to the eye. Most pages, however, are quite easy to read and should be easy to follow. To further enhance the teaching of their book, Young and Wolf have given Spanish teachers an impressive Teacher's Manual which offers pre-reading, reading, and post-reading activities to facilitate the teaching of each reading selection.

Ben Davis High School. This book undertakes a study of Spanish motion verbs from the perspective of Lexico-Grammar, a grammatical theory based on work of Zellig Harris and Maurice Gross. The first chapter introduces Lexico-Grammar, while the remaining three chapters are devoted to verbs of motion. These latter chapters make a clear empirical contribution to the study of motion verbs and, more generally, to the study of infinitival complements.

It is less clear what the theoretical contribution is, nor is it clear exactly how analyses within Lexico-Grammar might differ from generative analyses of the same phenomena. I will begin by discussing the latter chapters, and then return to the theoretical introduction. Chapter 2 discusses intransitive verbs of motion, as used in the following examples:.

Jorge viene a cenar. Jorge sale para hablar con Usted. A good deal of this chapter is devoted to demonstrating that subordinate clauses introduced with the preposition a have the status of subcategorized arguments, while those introduced with para are non-arguments. Thus, Lamiroy argues against the traditional practice of not distinguishing between these types of complementation.

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Her arguments are solid, and present a good deal of interesting data. Lamiroy limits her discussion to cases where this phenomenon involves verbs of motion, e. As with the previous chapter, a good deal of interesting data are presented. Chapter 4 is perhaps the most interesting one. It deals with transitive motion verbs, e. Lamiroy notes that these verbs are causatives in that they imply that their subject causes the object to perform the event expressed by the embedded clause.

This is a valid and important point; the rest of the chapter presents a number of syntactic properties of these constructions that should be of great interest to anyone researching the syntax of causative constructions. There is one issue I would like to raise, however. Lamiroy seems to adopt an analysis similar to the generative Clause Reduction account of causative constructions.

In particular, she assumes that causative movement verbs involve the reduction of two clauses into a monoclausal structure. However, she does not provide data that illustrate any of the classic mono-clausal phenomena associated with reduced constructions. In fact, she argues that one of these mono-clausal phenomena, clitic climbing, is often disallowed in these constructions:.

Jorge manda a inspeccionar las obras a Eva.

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Jorge las manda a inspeccionar p. Nevertheless, Lamiroy's conclusion regarding the possibility of clitic climbing is not completely valid. In constructions that normally allow clitic climbing, it is generally impossible for an embedded direct object clitic to cliticize to the matrix verb when the embedded subject is overt, but does not itself cliticize.

This, and not the general failure of clitic climbing with causative motion verbs, could be the source of 6b 's ungrammaticality. In fact, if the embedded subject is a clitic, or involves clitic doubling, many speakers allow the direct object clitic to climb:. Thus, there may be support for the claim that constructions like 6a have mono-clausal properties. Chapter 1 provides a sketch of Lexico-Grammatical theory. The chapter does not provide a clear description of the goals of this framework. On the one hand, one gets the impression that Lexico-Grammar is just like generative grammar, except it takes the contribution of individual lexical items more seriously although proponents of generative approaches could point to the MIT Lexicon Project as an indication that generative theory does take the lexicon equally seriously.

If this is the case, then it is hard to see how Lexico-Grammar rises above a descriptive device. Since this framework is not well-known, perhaps more space should have been devoted to a more complete discussion of its theoretical agenda. Nevertheless, this book provides a wealth of thought-provoking data for anyone interested in complementation in Spanish. Florida International University. The authors have designed the text for advanced upper-division or graduate students whose career plans include translation, teaching Spanish to English speakers or English to speakers of Spanish.

Since it is so well organized, this text would serve as an excellent resource for high school teachers. Chapter 28 which includes analysis of the ser-estar and saber-conocer contrasts will also prove useful to every classroom teacher searching for new examples to use in the construction of exercises, quizzes and exams. An innovative feature of the text is the abundance of exercises which are divided into three categories based on level of difficulty and the requirements of teacher or student. This is another positive aspect of the manual which increases its use as a teacher resource.

This is somewhat unfortunate since the authors have characterized the exercises as the most salient feature of the manual. The Spanish words a reincluded in one of the appendices. Except for the presentation of a few essential phonetic items, the text deals exclusively with syntax. As the title suggests, each element is presented in terms of the contrasts between the two languages. While such a comparative analysis does not lend itself to actual communicatory skill development in a proficiency oriented classroom, all teachers can benefit from a clearer understanding of inter-lingual contrasts.

The problem areas revealed through contrastive analysis provide a framework within which teachers can better comprehend and evaluate the difficulties their students encounter in acquiring a second language. This text is a chamaleon-like manual which lends itself to a remarkable variety of uses and is recommended as a resource text for teachers at all levels.

Each of the thirty-six units is written simply and directly. The organization of the manual clearly reflects the desire of the authors is to provide an accessible and eminently useful inventory of the major grammatical contrasts between English and Spanish. Montana State University. Those already familiar with the second edition of this text will be happy to find out that none of the readings from that version have been omitted in this revised edition.

Several illustrations have been deleted or reduced in size to permit more text per page, two maps have been added, and the prefaces to the two earlier editions have been eliminated in favor of the preface to this new edition. Two new appendices for students cover literary periods and movements in Spanish literature and useful literary terms. The text is now printed as a paperback rather than in hardcover, and the typeset is darker, slightly larger, and easier to read.

The selections have not been changed from the original Spanish; handy, bottom-of-the-page glosses aid understanding, and many passages are brief enough to read as one assignment. Change is evident from the Table of Contents page onward. The second edition ended with the work of Miguel Delibes. The entire post-Civil War section of this new edition has been revised, beginning with the inclusion of an essay outlining the novel from the s up to The essays on Matute and Delibes have also been changed since several other authors now follow them in the text.

The format for each author and work s remains the same: A brief introduction in Spanish to the author's life and works, one or more brief selections from the author's work entire poems, scenes from plays, passages from novels, etc. Occasionally in the new edition there appear Debate questions, designed to make comparisons between two or more authors, or between different literary epochs. Great care has been taken so that the questions direct the student's comprehension of the material. This revised text provides the most up-to-date treatment of Peninsular Spanish literature as it represents a unique concept for use with intermediate students.

University of Mississippi. Although she is known as one of Latin America's best playwrights she has made some profound statements on human relations in her theater of cruelty , Gambaro began her career as a novelist and in recent years has returned to this genre. Her present novel, which was written for a contest for erotic fiction, has been described as a comic romp through the fields of desire and pleasure in nineteenth-century Spain. In the opening chapter Madame X receives a passionate love letter from Jonathan, and the entire text consists of a series of frustrated attempts by the love-struck couple to copulate.

The Impenetrable Madam X is laced with absurd episodes that satirize various aspects of nineteenth and twentieth-century life. Through his florid rhetoric, Jonathan emerges as a caricature of the romantic hero, while Madam X's snobbery and intimate relations with her maid poke fun at Spain's social stratification, bridged ironically on the sexual level.

But the principal examples of satire are Jonathan's hyperbolic machismo he has no control over his sex organ, and his orgasms produce lightning, rain, and rock slides and the social taboos on homosexuality the relations between Madam X and Marie and a homosexual prosecutor whose attraction to Jonathan turns him against his own witness and sparks a sexual orgy in the courtroom. Some of Gambaro's scenes are indeed hilarious, but her plot is too repetitious, and most readers will predict the ending after completing a few chapters.

If read as a parody of the erotic novel, however, this book is a literary tour de force. Narrated in a cool, straightforward style by a high-school teacher, this novel paints a condemnatory portrait of contemporary Bolivian society, but its ironic, often satirical tone and multidimensional characters the narrator, for example, is lazy and sexually promiscuous but appealing and a paragon of virtue compared to some of those around him partially mute its message of social protest.

Jonah is married to Talia, the daughter of Patroclo, a rich Bolivian businessman who despises los pichicateros the drug dealers , because their wealth has enabled them to control virtually every aspect of national life. Jonah's graphically described love affair with his sister-in-law Julia, the other protagonist, serves for both of them as a release from the stifling, dehumanizing atmosphere surrounding their lives.

The plot moves relentlessly toward a climax, which should not be detailed here, with the revelation of spreading corruption, events reminiscent of a murder mystery, and an open ending underscoring Jonah's existential indecisiveness. It would mean the beginning of the Fourth World. And I'll tell you why. If the police, for example, did their duty, they'd catch all the drug dealers. Then we'd lose our only significant source of income. We'd all starve to death! In spite of its pessimistic overtones, Jonah and the Pink Whale stands out as an engaging and artistically drawn representation of Bolivia's upper-middle class in the s.

Both Garfield and Pritchett are accomplished, sensitive translators who have performed their difficult tasks flawlessly. Colorado State University. This is by no means an easy book to read, in English or in the original, but the effort is certainly justified. The translator's work has also been worth while, for he opens up worthy vistas on the horizon that otherwise would not be available to the non-Portuguese-speaking population. Certainly, the original text of this novel is almost infinitely richer and more allusive than the translation could be.

Nonetheless, Zenith's rendering of Antunes's novel is excellent, making accessible a highly original story told in a unique and even captivating style. But the reader can come as close as is ever possible through such intermediaries. The protagonist, Rui S. It is a day, however, that, as always, for the protagonist, miscarries. His attempts at live and loving relationships are almost without exception abortive.

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The title of the book recalls one of the few times when Rui S. Other narrative strands include his memories remembrance of things past, present, and apparently future of his dying mother, his estrangement from his industrialist father, his failed first marriage and rejection by his two children, his failing marriage to a strident Communist woman, Marilia, who beats him to the punch in asking for a divorce, and his marginal academic career.

With this often-confused confluence, the stream of the poor man's consciousness at times seems quite muddy, as the narrative descends through his surreal and episodic recollections toward his final suicide and partial consumption by the birds with which he has such a peculiar relationship. Rui S. Just as that predecessor may figure as a symbol of his homeland's condition, so also Rui S. The protagonist may not be able to make sense of his life, but the reader can. The overall vision of his mind however disjointed and disheveled in its particulars aesthetically is clear and accurate.

Time and space are all relative within the confines of his psyche, as well as of the book's cover. The narrative is truly mimetic of his mental state; the kaleidoscopic and composite picture of Rui S. The surreal, even carnivalesque story line provides a true picture of his condition: the randomness is only apparent and the fragmented, discontinuous recollections, perceptions, and vignettes that make up the novel are emblematic of Rui S.

Decay sets in long before the birds go to work on him. The reader is drawn into a well-tempered schizoid system, where the randomness is only apparent and the technical design is carefully-crafted and tightly organized. His emotional and physical estrangement are characterized by abject strangeness. Insurmountable difference and distance lead Rui S. Though a reader can follow, and now in English. University of Wyoming.

Hispania. Volume 75, Number 3, September | Biblioteca Virtual Miguel de Cervantes

Several years have lapsed since the ticket was purchased, and the protagonist, still in Paris, recalls conversations relating to his decision not to return to Buenos Aires. He imagines other conversations which might have occurred if he had returned to Buenos Aires, conversations which reveal his discontent with the Argentine political situation as well as his alienation from friends who at one time had been his political allies. Since the third person omniscient narrator does not always clarify the time or place of his protagonist's imaginings, Paris blurs into Buenos Aires, and time present, into time past.

The narrator's numerous references to cinematographic techniques place him in the position of director as well as writer. Ironically, the author's treatment of point of view suggests ultimately that perspective is unessential, and that experiences, in fact, are nonspecific. Just as the romantic roles of the Egyptian film stars Farid El Atrache and Chadia seem, in the eyes of the protagonist, no different from those of Palito Ortega and Violeta Rivas, he concludes that any of us may be cast in roles portrayed by others at another time and place.

Place, then, and displacement by analogy are diminished in Cozarinsky's scheme of things. His journey carries him across the border into the United States, and from one south-western city to another. In Houston, after many weeks of searching, he eventually finds work at a printer's shop. Interested in learning a trade that will be useful in his village, he leaves that job to work in a carpenter's shop, where he is exploited by his employer.

He then travels to San Antonio, where he finds other low-paying, exploitative jobs, and eventually to Los Angeles. There his employment is equally unsatisfactory but his life style is enhanced by the presence of friends and relatives from Macuiltianguis. He participates in a network that provides financial support for the village and emotional support for the immigrants. After working briefly as a bracero in northern California, he returns to Mexico.

He pays the necessary mordida to bus station officials, who then allow him to carry his newly purchased tools into the country. His mentality is never that of the expatriate, but always that of the foreigner. Especially striking, his views of American life are never harsh. Instead, they are simply those of one who understands and prefers a different lifestyle. He chooses to ruminate about Christmas in his village rather than to attend a family dinner in the States. At Halloween, a holiday he fails to appreciate, he recalls All Souls' Day at home, particularly the priest's parade through the village, stopping to bless the door of each parishioner.

He longs for village life and views his stay in the United States as a temporary inconvenience. Both translations are excellent. Cozarinsky manages English masterfully, and he and Ronald Christ have created a fine English version of the Spanish part of Urban Voodoo. University of Arkansas. A View from the Witch's Cave. Folktales of the Pyrenees. Translated by Linda White. Madrid: Betania, Miami: Ediciones Universal, Homage to a Nobel Prize , ed. Una hora antes. Madrid: Playor, Geada, Rita. Esa lluvia de fuego que nos quema. Genette, Gerard. The Architext: An Introduction.

Translated by Jane Lewin. Berkeley: U of California Press: Madrid: Editorial Pliegos, Grazia, Victoria de. How Fascism Ruled Women: Italy, Berkeley: U of California Press, Hesse, Everett W. Kloer, Robert. Directory of English Schools in Spain. Murtaugh, ID: author. Fronteras: Literatura y Cultura , 2 ed. El desorden de tu nombre. The Greatest Performance. Saladrigas, Robert. Tauromaquia: sol i lluna. Barcelona: Edicions Destino, Teatro politico spagnolo del primo ottocento.

A cura di Ermanno Caldera. Rome: Bulzoni Editore, Toro, Alfonso de. Buenos Aires: Editorial Galerna, Veracruz: Universidad Veracruzana, New York: The Translation Center, Understanding the Central American Crisis. Sources of Conflict, U. Policy, and Options for Peace. Kenneth M. Coleman and George C. Victoria, Octavio. Obra de Salvador- de Madariaga. Vida de Salvador de Madariaga. Book Reviews. Alfonso X of Castile.

The Learned King Harvard Studies in Romance Languages : Gil Vicente and the Development of the Comedia. Chapel Hill: U. Urbina, Eduardo. Principios y Fines del 'Quijote'. Potomac, MD: Scripta Humanistica, The Schism in England La cisma de Inglaterra. Translated by Kenneth Muir and Ann L. Italo-Hispanic Literary Relations. Potomac, Md. Jurkevich, Gayana. Franz, Thomas R. Valencia: Albatros Ediciones, Henares, Domingo. Nagel, Susan. Lewisburg: Bucknell University Press, Bolloten, Burnett. Revolution and Counterrevolution. Foreword by Stanley Payne.

Calvi, Maria Vittoria. Milano: Arcipelago Edizioni, Westport Connecticut: Greenwood Press, D'Lugo, Marvin. The Films of Carlos Saura. The Practice of Seeing. Princeton: Princeton University Press, , pp. Loureiro, Angel G. Madrid: Editorial Castalia, Schulman, Ivan A. Literatura colonial hispanoamericana. Montevideo: Uruguay: Editorial Monte Sexto, London, John.

Madrid: Ciclo Editorial S. Schulman editores. Urbana-Champaign: Universidad de Illinois, Creedman, Theodore S. Historical Dictionary of Costa Rica. Metuchen, N. Feierstein, Ricardo, ed. Bell-Villada, Gene H. Sacoto, Antonio. Novelas claves de la literatura ecuatoriana. Cuenca: Universidad de Cuenca, Edited by Charles L. Tucson: University of Arizona Press, Illustrations, maps, table, appendixes, notes, index. A publication of the American Folklore Society.

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