Maymester: May 17 – June 2, 2017
- Earn 3 credit hours in three weeks
- Select from 70 courses
- Satisfy Foundations, Approaches, or Connections requirements
- If you enroll in a Maymester course, it is recommended that you do not enroll in another First Session course.
- Classes meet every day: 9:00 – 12:15, 11:30 – 2:45 or 1:15 – 4:30
- In the online registration system, Maymester course sections are indicated by an ‘M’ (i.e. section 01M, 02M)
- Final Exam: June 2 at the regular class time
* Add, Drop, Withdrawal dates are listed on the Summer 2017 Calendar
If you register for a Maymester and a First Session course, contact your Dean for instructions on changing your schedule.
Maymester 2017 Course List
Click here for a list of courses and General Education requirements.
AAAD 201 The Literature of Africa (3). An introduction to African literature. In addition to substantive themes, we will identify major stylistic characteristics of modern African literature with particular attention to the ways in which African language, literature, and traditional values have affected modern writing. Course flyer.
AMST 225 Comedy and Ethics (3). This course explores the historical, sociocultural, and legal significance of 20th- and 21st-century comedy in the United States. We will consider comedy as public voice; examine how humor constructs and disrupts American identities; and discuss the ethics of the creative process, performance, and reception.
AMST 278 Crimes and Punishments (3). This course explores the social history and culture of crime, deviant behavior, and punishment in America between the pre-revolutionary period and today. It traces the history of longstanding institutions; examines elements of American history from a criminal justice perspective; and seeks historical origins and continuities for contemporary problems.
AMST 292 The Unexpected Lives of American Indians (3). MAYMESTER. This course explores the unexpected lives of American Indians from the late nineteenth century to the mid-twentieth century through the experiences of Flathead author, activist, and intellectual D’Arcy McNickle (1904-1977). During week one, we’ll read scholarship on history, race, and identity, as well as D’Arcy McNickle’s own unpublished diary. In week two, we’ll travel to Washington, D.C. to conduct original research in the records of the Bureau of Indian Affairs at the National Archives. Our research will focus on D’Arcy McNickle’s work with the Lumbee in North Carolina during the Indian New Deal of the 1930s. In week three, we’ll represent what we’ve learned using digital technologies. While we will delve deeply into Native America, the archive, and digital representation, the course has been designed to be accessible to those who do not have a background in any of these areas. A program fee of $150 covers train and other program expenses.Students will pay for their own meals as well as the cost of lodging at the Kellogg Conference Center at Gallaudet University in Washington, D.C., where all participants will stay. For more information please email Professor Cobb at email@example.com. Course flyer.
ANTH 147 Comparative Healing Systems (3). In this course we compare a variety of healing beliefs and practices so that students may gain a better understanding of their own society, culture, and medical system.
ANTH 318 Human Growth and Development (3). Comparative study of human growth and development from conception through adulthood. Special emphasis on evolutionary, biocultural, ecological, and social factors that influence growth.
ANTH 423 Written in Bone: CSI and the Science of Death Investigation from Skeletal Remains (3). It is 1991, and a mass grave has been excavated near Ekaterinburg in central Russia. Authorities believe the remains may be those of former Czar Nicholas II and his family, known to have been murdered during the Russian Revolution of 1917. Now the remains will be flown to a laboratory where the age, sex, and method of death have to be determined for each individual. How does this happen? What other contextual clues in the grave might help in the analysis? What season did they die? This course combines laboratory training, field projects, lectures, films, discussion, and student presentations into a course on the science of human skeletal analysis. Students gain laboratory experience in the methods scientists use to study human remains and determine life history of the individual such as age, sex, growth, nutrition, disease, behavioral modifications, and the cause of death. This practical knowledge will serve as a baseline for case studies in how skeletal analysis is used in the study of past populations and contemporary forensic cases. We will also examine how burial rituals, beliefs about death and the afterlife, and the construction of ancestral memory all impact treatment of the dead and later interpretations regarding the conditions of their lives and deaths. To see a video from a previous Summer’s course, please click here!
ARTH 251 Art and Architecture in the Age of the Caliphs (Seventh-12th Centuries CE) (ASIA 251) (3). Introduces the art and architecture of the caliphal period, concentrating on the seventh through 12th centuries (the “classical” period of Islamic art). Course flyer.
ARTH 551 Introduction to Museum Studies (3). Introduces careers in museum and other cultural institutions. Readings and interactions with museum professionals expose participants to curation, collection management, conservation, exhibition design, administration, publication, educational programming, and fundraising. Course flyer.
ARTS 106 Core Concepts: Time (3). This foundation course introduces concepts and techniques of temporal art making. Through projects designed to develop an understanding of the creative language unique to digital media, students will learn various software programs and basic digital strategies to realize time-based works of art. Foundation requirement for studio majors.
ARTS 343 (ARTS 290) Special Topics in Studio Art: MAKE: Art in the (NEW) Age (3). This is an introductory level, studio art course. No prior fabrication or design background is required. This course examines the connecting trajectories of artistic and technological developments from early modernism to the contemporary condition. Focusing on how the two fields have developed in relation to each other, the course addresses the interconnected nature of technology, technique, craft and art. With its thematic structure, this course will provide an historical survey of key artistic developments and related philosophical questions and a survey of various computer controlled fabrication technologies at our disposal. In this entry level course, computer controlled fabrication technologies such as 3D printer, lasers, CNC routers, vinyl cutters, and finishing tools will be used to transform an idea for an art product into its tangible work of art. Students will explore the many interrelated fields including engineering, science, mathematics, art, graphic design, computer aided design (CAD), electronics and entrepreneurship. Course flyer.
ARTS 364 (ARTS 290) Special Topics in Studio Art: The Walking Seminar (3). This is an innovative special topics course that engages students in an investigation of the North Carolina landscape. By hiking, walking, looking, drawing, and photographing, students in the class will gain a greater understanding of their location as they document their experience. This course seeks to nurture both a theoretical and applied approach to knowing and interpreting place as we experience and construct it through the act of moving from place to place. Course flyer.
BIOL 455 Behavioral Neuroscience (3). Prerequisite, BIOL 205. Permission of the instructor for students lacking the prerequisite. The neurobiological basis of animal behavior at the level of single cells, neural circuits, sensory systems, and organisms. Lecture topics range from principles of cellular neurobiology to ethological field studies. Five lectures per week.
BIOL 474 Evolution of Vertebrate Life (3). Prerequisite, BIOL 201 or 202. Permission of the instructor for students lacking the prerequisite. Evolutionary history of the vertebrates. Emphasis on anatomical, physiological, behavioral adaptations accompanying major transitions: the move from water to land, the development of complex integrating systems. Counts as organismal ONLY when 474 & 474L completed (474L offered in fall & spring only). Five lectures per week.
CHEM 430 Introduction to Biological Chemistry (BIOL 430) (3). Prerequisites, BIOL 101, CHEM 262 or 262H, and 262L or 263L. The study of cellular processes including catalysts, metabolism, bioenergetics, and biochemical genetics. The structure and function of biological macromolecules involved in these processes is emphasized
CLAS 122 The Romans (3). A survey of Roman civilization from the beginning to the late empire, dealing with history, literature, archaeology, philosophy and religion, technology, the economy, and social and political institutions.
COMM 140 Introduction to Media History, Theory, and Criticism (3). An introduction to the critical analysis of film, television, advertising, video, and new media texts, contexts, and audiences.
COMM 422 Family Communication (3). Prerequisite, COMM 120. Growth in technologies, more frequent travel, and movements of products and people across the borders of nation states change concepts of family and community. Foregrounded by these realities, this course combines theories of family and communication with documentation of lived experience to interrogate family communication patterns in contemporary culture.
COMM 690 Media Production and Counter Radicalization (PWAD 690) (3). Permission of the instructor for nonmajors. May be repeated. Students will collaborate in teams to produce videos countering the online propaganda of violent extremist groups in partnership with the Quilliam Foundation, a UK think tank focused on countering violent extremism (CVE).
DRAM 170 The Playful Actor: Theatre Games and Improvisation (3). This course seeks to strengthen the powers of imagination, courage, spontaneity, and presence of the actor through theatre games and improvisation. This course can prove invaluable for the acting student, but also for anyone who wishes to be a more engaged, fearless, and creative human being. No pre-requisite or acting experience required.
DRAM 245 Acting for the Camera (3). The process of acting and its relationship to the technical and artistic demands of television/film production. Problems of continuity and out-of-sequence filming. Concentration and thinking on camera. This highly experiential course integrates skills that cover a wide range of the entertainment industry. Along with on-camera acting techniques, this course exposes how many career paths are available to actors AND non-actors in the TV/Film industry by guiding students in the execution of various production roles as we shoot scenes. The class recreates an authentic film set by using professional-grade lighting and camera equipment as well as operating at a pace similar to realistic shoots.
The students will take on various roles: Producer, Product Client, Advertising Representative, Host, Screenwriter, Camera-Operator, etc. It is hands-on, furious in pace, and culminates into several video files of various styles including TV commercials and scenes from TV and film. The students will be given full access to their files for reference and to share with friends and family. Students of all majors and any experience level are encouraged to enroll. No pre-requisite necessary for Summer School.
This class will collaborate with the Maymester course, DRAM 300 Directing, with Julie Fishell, and with DRAM 290 – Special Studies: Writing the Half-Hour Comedy for Television (Staff) with guest UNC Celebrity Alumnus, Brian Hargrove. Mr. Hargrove is an award-winning screenwriter based in Los Angeles who has written for highly successful TV productions and films.
DRAM 260 Advanced Stagecraft (3). The course provides practical applications of principles and techniques used in technical theatre. Lectures are supported by individually scheduled workshop sessions where techniques are applied to a theatrical production. Students will learn the structure, tools, and safety aspects of the scene shop. They will then apply these skills while designing and building half-size scenery for a chosen play.
DRAM 290 – Special Topics in Dramatic Art “Writing the Half-hour Comedy for Television” With Special Guest Brian Hargrove (3). The study of a topic in dramaturgy, theatrical design, or theatrical production. Content and instructor will vary. May be repeated for credit.
Being a television writer is one of the most exciting, fast paced, emotionally and artistically rewarding, not to mention lucrative, careers you can possibly imagine. It is also one of the most demanding, time consuming and competitive professions in the Entertainment Industry. This class has been designed to simulate a professional Writers’ Room to give students a chance to experience what it’s like to be a writer on staff of a half-hour situation comedy. Using lecture, series clips, class discussion, and analysis of colleagues’ written work, the course will teach students how to recognize a good idea for a series; develop the idea into a story; break and outline that story into acts, scenes and beats; write and re-write a script based on the outline; write and rewrite a second draft; and participate in a group rewrite to prepare a final draft that will be filmed with students from DRAM 245-Acting for the Camera and by students taking DRAM 300-Directing.
This will be a full production, and it will give writers the opportunity to be involved in casting, editing scenes live in rehearsals and on-set, and collaborating with the actors and directors, who will be bringing their words to life. This class will be hugely collaborative and integrative while being conducted in a professional atmosphere, and it will involve a lot of writing, writing, writing and, oh, what’s the word… writing! But above all, it will be a lot of fun.
Students of all majors and any experience level are encourage to enroll.
DRAM 300 Directing (3). An introductory course in the principles of stage directing; analysis for concept, organization of production; and methodology of staging. Students will work alone and in groups to explore improvised events and scripted scenes. Primary focus on principles and approaches to staging and organization of production.
This class will collaborate with the Maymester course, Directing 245 Acting for the Camera, with John Patrick, and with DRAM 290 – Writing the Half-Hour Comedy for Television (Staff), with guest UNC Celebrity Alumnus, Brian Hargrove. Mr. Hargrove is an award-winning screenwriter based in Los Angeles who has written for highly successful TV productions and films.
ECON 468 Principles of Soviet and Post-Soviet Economic Systems (3). Prerequisite, ECON 400, 310, or 410. Study of principles, design, organization, and performance of state-controlled economies relying on planning or regulated markets, with an emphasis on continuity and post-communist transition.
EDUC 309 An Examination of Quality and the Pursuit of Betterness (3). A three-credit seminar on leadership styles, philosophies, and issues related to leadership. Each class will overlap these concepts (topical or theory/practice, service, and self-awareness.)
EDUC 390 Special Topics in Education – Learning on the Edge: Theories of Experiential Education (3). This is an interdisciplinary course designed for the undergraduate minor in education. The course allows students to apply their learning in the course to their identified major. Beyond the course readings, students will engage with those who are involved with experiential education. The course will move beyond the theoretical to examine what experiential education looks like in a variety of settings. Students will conduct a case study of experiential education in a specific field of study of their choosing. They will explore the role experiential education currently plays and suggest new roles it could play in the identified field. Students will be introduced to and practice a variety of strategies that facilitate reflection including open narrative, graphic, and critical incident reflections.
EDUC 617 Teaching in the Middle School (3). Provides students with an introduction to the history, philosophy, and attributes of schools and curriculum specifically designed for young adolescents with attention to their developmental characteristics and needs as learners.This course is required for students who will seek middle level licensure through the M.A.T. program and is approved for EE (Experiential Education) credit. It is an APPLES service learning course.
EDUC 871 Seminar in Education: Dewey Democracy and the Many Meanings of “Progressive Education” (3). This course will be a discussion and inquiry course, where readings will be interrogated thoroughly, investigating the following three questions: What was Dewey arguing? What is democratic education? What is Progressive Education? How much of it is still with us and in what form? There will be two to three field trips during the course to visit with and observe the teaching of local teachers, schools and classrooms that self-describe as “democratic” or “progressive.” Class members will have the opportunity to interact with teachers and school leaders on these field trips. Students will leave the class with a working understanding of Dewey’s main educational arguments, an understanding of democratic schools, and an understanding of the progressive legacy or lack thereof in schools today.
ENEC 306H/BUSI 490H Business and the Environment (3). Introduction to the methods for selecting management practices in business and industry in ways that optimize environmental quality and economic prosperity. Three lecture hours a week.
ENEC 490 Special Topics in Environmental Science and Studies (1–12). Advanced topics from diverse areas of environmental science and/or environmental studies are explored. The Future of Energy. The class includes a 3-4 night field trip to several locations in Eastern North Carolina. Extra fee of ~$200.
ENGL 265 Literature and Race, Literature and Ethnicity (3). Considers texts in a comparative ethnic/race studies framework and examines how these texts explore historical and contemporary connections between groups of people in the United States and the Americas.
ENGL 292 Depictions of Childhood in Literature and the Visual Arts (3). This course considers a range of texts, including children’s literature, to focus on the aesthetic, historical, and social factors grounding depictions of childhood. Other material includes literature and visual texts in various forms. The course stresses original student research.
ENGL 345 American Literature, 1900-2000 (3). Instructors choose authors or topics from the period 1900 to 2000. The course may be organized chronologically or thematically but is not intended as a survey.
ENGL 347 The American Novel (3). The development of the American novel from the late 18th century through the 20th century. May proceed chronologically or thematically. AMERICAN VERTIGO This course examines Alfred Hitchcock’s 1954 film “Vertigo” as reflecting a general sense of disorientation in American culture in the contemporary moment. Treating the condition “vertigo” as a broad cultural diagnosis of the era spanning 1950 to the present, we will examine the “dizziness” caused by new media, technology, and other cultural changes as they shapes the American novel in particular. From Scotty’s wandering on the streets of San Francisco in Alfred Hitchcock’s “Vertigo” to Oedipa Maas’s obsessive California trek in “The Crying of Lot 49,” we will explore postwar and contemporary filmmakers and authors who present disorientation in a variety of stories–about lost drivers on road trips, about protagonists not entirely at home in reality, and other estranging situations. The aim will be to gain a deeper understanding of the American novel in its postwar and contemporary contexts.
ENGL 443 American Literature before 1860-Contemporary Issues (3). A junior- or senior-level course devoted to in-depth exploration of an author, group of authors, or topic in American literature to 1860.
EXSS 288 Emergency Care of Injuries and Illness (3). Also in Session I. Recommended preparation, EXSS 175. Theory and practice of basic first aid, cardiopulmonary resuscitation, and the acute care of athletic injuries.
GEOL 225 Introduction to Field Geology (3). Prerequisite: GEOL 101 or permission of instructor. Introduction to geologic field methods. Includes making observations, mapping, identification of structures and features, and interpretation to solve basic geologic problems. Local field trips.
GERM 279 Once Upon A Fairy Tale: Fairy Tales and Childhood, Then and Now (CMPL 279) (3). Considers fairy tales from several different national traditions and historical periods against the backdrop of folklore, literature, psychoanalysis, and the socializing forces directed at children. Students may not receive credit for both GERM 279/CMPL 279 and GERM 54.
HIST 234 Native American Tribal Studies (AMST 234, ANTH 234) (3). This course introduces students to a tribally specific body of knowledge. The tribal focus of the course and the instructor changes from term to term. This summer section of the course will unveil Lumbee history and culture in a useable way, revealing how the past resonates in the present. Students will learn through readings, in-class discussions and films, and by conducting multimedia research projects that help Lumbee history come alive for the general public. At least one all-day trip to the Lumbee homeland of Robeson County will be included in the course. Course flyer.
HIST 245 The United States and the Cold War: Origins, Development, Legacy (3). This is both a wide-ranging and detailed course that looks at the origins, the evolution, and the termination of the Cold War from 1945 to 1989-90. It also considers the “New Cold War” with Russia that developed in 2014. This course is based on an international and multinational perspective.
HIST 277 The Conflict over Israel/Palestine (ASIA 277, PWAD 277) (3). Explores the conflict over Palestine during the last 100 years. Surveys the development of competing nationalisms, the contest for resources and political control that led to the partition of the region, the way that established a Jewish state, and the subsequent struggles between conflicting groups for land and independence. Course flyer.
HIST 432 The Crusades (3). Students in this course will examine Christian attitudes toward holy war, crusading, and other forms of coercive violence from the 11th until the 15th centuries, with a focus on the major crusades to the Holy Land.
HNRS 353 Silicon Revolution (3). Silicon Valley is celebrated as a global capital of high-tech innovation and transformative economic development. Business leaders and politicians in other regions have attempted to reproduce that accomplishment, almost always with limited success. Why has the task been so difficult? What magic combination of institutions, public policy, people, and geography transformed the lettuce fields of Santa Clara County into the epicenter of a new knowledge economy? And what lessons can Silicon Valley teach us about the roles that government, universities, and private capital might play in inventing the future? These are the questions this course sets out to explore. We’ll use the first week of class to immerse ourselves in the history of Silicon Valley. Then we’ll spend a week in San Francisco and Palo Alto, where we’ll visit with UNC alumni working in small start-ups, technology giants such as Google and Cisco, and a number of venture capital and private equity firms. When we return to Chapel Hill, we’ll use our last week to take the measure of what we’ve learned and to connect lessons from Silicon Valley to the challenges of economic development in North Carolina. Students enrolled in this course will pay a program fee of $1,275 directly to Honors Carolina. The fee will cover the cost of airport transfers, lodging at the Cardinal Hotel in downtown Palo Alto, and evening meals. It will not cover airfare, the cost of other meals, or incidental personal expenses. Enrollment is by permission of the instructor. Students should click here to provide a brief statement of interest.
ITAL 241 Italian Renaissance Literature in Translation (3). A study of the major authors of the Italian Renaissance, with special attention to Petrarch, Boccaccio, Machiavelli, Castiglione, Ariosto, and Tasso.
MASC 220 (ENEC 220) North Carolina Estuaries: Environmental Processes and Problems (3). North Carolina is home to some of the nation’s most productive, most scenic, and most threatened estuaries. This class will use the Neuse River estuary as a case study to examine both natural processes and human impacts on estuarine systems. The course is heavily “hands-on” and blends field research, laboratory analysis, data synthesis and interpretation. Suitable for both science and non-science majors. Students spend one week at the Institute of Marine Sciences (IMS) in Morehead City. They participate in a cruise on the R/V Capricorn to the Neuse River estuary in which they actively engage in research using state-of-the art techniques. On non-cruise days, students work on laboratory analysis, data synthesis, and group reports and have afternoon seminars conducted by IMS faculty and graduate students. In addition, students will tour other estuarine research facilities such as National Oceanic and Atmosphere Administration and National Estuarine Research Reserve. Course has an extra fee for the off-campus component.
MEJO 157 News Editing (3). Prerequisite, MEJO 153. Study and practice in copyediting, headline writing, and caption writing for print, digital, and social media.
MEJO 376 Sports Marketing and Advertising (3). Examines the range of promotional techniques being used in the modern sports industry. Topics include sponsorships, advertising, merchandising, and the effects of commercialization.
MEJO 475 Concepts of Marketing (3). Designed to provide the larger business context for students anticipating careers in advertising, public relations, and other media industries, the course teaches the vocabulary and basic concepts of marketing as it will be practiced.
MUSC 239 Introduction to Music Technology (3). A practical study of selected aspects of computerized music technology, including one or more of music-notation software, MIDI sequencing, digital sound production and storage, and computer composition. For this offering of the course, students will look closely at analog sound synthesis and its use in creating sound for both recording and live performance. We will build sounds from Additive, Subtractive, AM and FM synthesis. Our platform will be the Moog Mother 32 synthesizer, and software used will include Logic Pro X. Students will attend and draw on the resources of the Moogfest conference and festival in Durham
PHIL 155 Introduction to Mathematical Logic (3). Introduces the theory of deductive reasoning, using a symbolic language to represent and evaluate patterns of reasoning. Covers sentential logic and first-order predicate logic.
PHIL 165 Bioethics (3). An examination of ethical issues in the life sciences and technologies, medicine, public health and/or human interaction with nonhuman animals or the living environment.
PHIL 185 Introduction to Aesthetics (3). The nature of art and artworks and their aesthetic appraisal.
PLAN 575 Real Estate Development (3). Rigorous examination of real estate development from the entrepreneurial and public perspectives. Emphasis on risk management and the inherent uncertainties of development. The four dimensions of real estate are addressed: economic/market, legal/institutional, physical, and financial.
PLCY 101 Making Public Policy (PWAD 101) (3). Overview of the policy-making process and of major public policy issues. Study of policy and political challenges in areas such as economic and tax policy, the social safety net, income support and the minimum wage, health care, education, environment and energy, foreign policy and national security, and homeland security.
PLCY 210 Policy Innovation and Analysis (3). There is a need to define innovative solutions to public policy problems, to provide analysis of different alternatives, and to create a course of action that would benefit the largest number of stakeholders. This course focuses on the process of constructing, evaluating, and deciding among alternatives based on their ability to satisfy society’s goals.
POLI 100 Introduction to Government in the United States (3). An introductory course designed to explain the basic processes and issues of the American political system.
POLI 150 International Relations and World Politics (PWAD 150) (3). The analysis of politics among nations.
POLI 270 Classical Political Thought (3). Survey designed to introduce students to major political thinkers and ideas of the ancient world and of the medieval period.
POLI 432 Tolerance in Liberal States (3). This course will compare the theory and practice of tolerance in the United States and Europe, with particular attention to Great Britain and France.
PSYC 222 Learning (3). Prerequisite, PSYC 101. Topics in Pavlovian and operant (instrumental) conditioning, learning theory, higher order cognitive learning, and application of those principles to mental-health related situations.
PSYC 501 Theoretical, Empirical Perspectives on Personality (3). Prerequisite, PSYC 101. An in-depth coverage of the traditional clinically based personality theories of the early 20th century contrasted with more recent empirically based perspectives.
PSYC 503 African American Psychology (3). Prerequisite, PSYC 101. This course examines race and culture in the psychological processes and behavior of African Americans.
PSYC 566 Attitude Change (3). Prerequisites, PSYC 101 and 260, and 210 or 215. A detailed consideration of the theoretical issues in attitude and belief change.
RELI 140: Religion in America (3). An introduction to the history, themes, and issues in American religion from the precolonial period to the present
RELI 246: Supernatural Encounters: Zombies, Vampires, Demons, and the Occult in the Americas (3). This course examines accounts of supernatural beings such as zombies and vampires and aims to understand them as popular ways of making sense of the world in the context of uneven and frequently unsettling processes of modernization, neoliberalism, and globalization.
SPAN 255 Conversation I (3). Prerequisite, SPAN 204. Introductory conversation. Builds oral proficiency and awareness of Hispanic culture. Emphasizes vocabulary and grammatical accuracy; writing activities support speaking. Students may not receive credit for both SPAN 255 and SPAN 266. Not open to native speakers. Note: Spanish Service Learning component available (SPAN 293).
SPAN 293 Spanish Service Learning (1). Permission of the instructor. Service learning component for students enrolled in Spanish language courses. May not count toward the major or minor in Spanish. Note: Available to students enrolled in SPAN 255.
SPAN 361 Hispanic Film and Culture (3). Prerequisite, SPAN 300, 326, 340, 344, or 345. Study of contemporary cultural, historical, and aesthetic issues through narrative film, documentary, and other media from Latin America and Spain. Course flyer.
SPAN 377 Grammatical Structure of Spanish (LING 377) (3). Prerequisites, SPAN 300 or 326, and 376 (or permission of the instructor). Introduction to the linguistic study of meaning, grammatical form, and dialectal and sociolinguistic variation, with a particular focus on modern Spanish and the languages of Spain and Latin America.