Romance Languages and Literatures

Questions about these requirements? See the contact info at the bottom of the page. 

The First Two Years of the PhD Program

The first two years of graduate study are spent in coursework. Students begin teaching after the second year. Normally, students take sixteen four-credit courses during the first two years, with the possibility of credit given for previous graduate work done elsewhere.

Course Requirements

Required Courses

The sixteen four-credit courses must include:

• Major Romance Literature. Three 200-level courses in the major Romance literature. (A 100-level course can be counted as a 200-level course if the work done is at graduate level and the faculty teaching the course agrees to do so). 
• History of a Major Romance Language. One four-credit course in the history of a major Romance language or a course deemed equivalent by the section head. 
• Romance Studies 201. This is a seminar on approaches to literary and cultural theory specifically designed for all the graduate students in Romance Languages and Literatures (RLL), and normally taken in the fall term of the first year.
• Language Requirements. Two four-credit courses entailing advanced literary study of one or more Romance languages (other than the language of specialization), or Latin.
  • Students may request subsitutions of other European or world languages dictated by their field of research. 
  • Students specializing in medieval and/or early modern studies take one half-course in Latin literature at a level beyond the yearlong introductory language course. Students specializing in modern and contemporary studies may take the two half-courses in one or two languages. 
  • Students specializing in Portuguese take one half-course in the Hispanic literatures. Students specializing in Spanish take one half-course in Portuguese, Brazilian or Lusophone literature.
  • If the courses are taught in English, primary readings should be done in the language under study.
  • Language courses or equivalent study, as well as elementary Latin courses do not receive credit toward the graduate language requirement.
  • Students may request graduate language requirement credit for course work done at another university or equivalent study done prior to arrival at Harvard. 
  • Romance Studies courses taught by members of a section other than that of the student’s specialization, and in which primary readings are done in the language or languages presented for the graduate language requirement, may be proposed for credit toward the language requirement. In Romance Studies courses co-taught by a faculty member of the student’s home section, but in which half of the primary materials are read in languages outside the field of specialization, the course may count as half of a half-course; two such courses count as one half-course. 
  • Language requirement must be met before sitting for the general exam. 

Elective Courses

Supervised Reading and Research (320-level)

Students must obtain the formal approval of their advisors before registering for 320-level courses. Only one 320-level course will count toward the sixteen four-credit courses required for the PhD. However, if a 320-level course is being tailored to satisfy a specific requirement not offered that year, the instructor should provide documentation of this to the graduate coordinator. Students taking 320 courses as requirements may still take an additional 320 course for credit.

Courses taken outside RLL and secondary fields

Graduate students not pursuing a secondary PhD field will be allowed to take a maximum of four courses outside the department over their first two years; that is, an average of one course per term.

Those students who choose to complete a secondary PhD field during the first two years in the program will not be allowed to take courses outside the department other than those taken for the secondary field. Students pursuing secondary fields must take a minimum of 12 courses in Romance Languages and Literatures.

Course Requirements for the Joint Track: 

Eighteen courses (that is, two more than in the single track) to be completed in two years. The course distribution between the two languages should be fairly balanced, e.g.: 9:9 or 8:10, and may include Romance Studies courses. (It must include Romance Studies 201.) Students may take a maximum of two courses outside of the Department.

Students must satisfy mandatory course requirements in each of their two languages.

Credit for Graduate Courses Taken Elsewhere

Students may submit a request for credit for up to four term-long courses taken elsewhere to their primary advisor and the DGS. Such requests will be accepted on the basis of need and plan. If the advisor and DGS accept the request, students may then formally request that the registrar record these credits. With registrar approval, and after the successful completion of one term of graduate studies at Harvard, these courses will be counted among their sixteen four-credit courses. Students may request graduate language requirement credit for course work done at another university or equivalent study done prior to arrival at Harvard. They may also request credit for 200-level courses in their major Romance literature. Advisors who approve these credits indicate in the advising journal which requirements are met by the transfer credit.

Incompletes

The department faculty strongly discourages students from taking an incomplete in a course. The Department of Romance Languages and Literatures adheres strictly to the policies established by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences regarding unfinished coursework. A grade of incomplete (INC) must be converted to a letter grade before the end of the registration period following the one in which the course was taken. Otherwise, it will become permanent unless the student has successfully petitioned the Dean’s Office for an extension of time.

The First Year

Courses

Normally, students take eight four-credit courses, including Romance Studies 201. If students need to take elementary-level language courses in order to enroll in an advanced course fulfilling their language requirement, they should take these courses during their first year.

Assignments

Graduate students in Romance Languages and Literatures may commit to writing a maximum of three article-length research papers per term. Students assigned such papers in 100-level courses may request an alternate assignment, such as an examination, a series of shorter papers, etc.

First-Year Presentation

All students are examined at the end of their second term of study in the department by faculty members of their section. They prepare a 20-minute presentation, under the form of a conference paper, on a topic of their choice related to issues relevant in their field. The goal is to check the student's progress and provide advice on strengths and weaknesses. It is also part of the requirements for an AM degree. In exceptional cases, the presentation may determine whether the student should continue in the program. If the examining board so recommends, a student may repeat the entire or portions of the presentation (normally within one year of the first attempt).

Format for All Sections

(Revised, December 20, 2019) 

The first-year presentation normally takes place at the end of spring term of the first year in the program. It lasts one hour, followed by deliberation and feedback. The committee includes at least two faculty members from RLL. One member (usually the student's mentor or a faculty close to their interests) serves as chair of the committee. 

During the spring term, in concertation with their mentor, students prepare a list of about 15 to 20 items, taken mostly from the courses they took during their first year, indicating their main interests and their general knowledge of the field. The list is turned to the graduate coordinator and all members of the committee three weeks before the date of the presentation. 

In preparation for the presentation, sections may provide broader lists of items they encourage students to consider during their course of study. 

The students prepare in advance a 20-minute oral presentation under the form of a conference paper on a topic of their choice related to issues relevant to their field and supported by at least one specific item of their list. They should demonstrate their aptitude to present a problem, synthesize ideas, build an argument with the help of a critical and theoretical framework, and contextualize and analyze closely primary sources. 

The presentation is followed by a 30-minute question and answer discussion based on the paper and the reading list. 

The last 10 minutes are devoted to a conversation about the student's coursework and their intellectual and academic interests. 

After a brief deliberation, the committee provides feedback to the students about their strengths and weaknesses and their standing in the program, and makes recommendations for future development.  

For students who arrived without an AM in their field and desire to apply to a Harvard AM degree, the approved presentation complements the eight courses required by Harvard Griffin GSAS.  

NB: The presentation and discussion should include parts in the target Romance language and parts in English. It is up to the committee to decide whether the paper presentation should be delivered in English or in the target language. 

Format For Joint Track

(Adopted February 28, 2020)  

After consultation and with the approval of their advisors in both tracks, students will choose between two possibilities.  

1) Two first-year presentations: 

Students must pass a first-year presentation in each of their tracks at the end of the first year in the program. 

2) One integrated first-year presentation: 

The first-year presentation normally takes place at the end of spring term of the first year in the program. It lasts 120 minutes, followed by deliberation and feedback. The committee includes at least two faculty members from RLL. One member (usually the student's mentor or a faculty close to their interests) serves as chair of the committee. The two tracks must be represented in the committee. 

During the spring term, in concertation with their mentor, students prepare a list of about 20 to 25 items, taken mostly from the courses they took during their first year, indicating their main interests and their general knowledge of their two fields. The list is turned to the graduate coordinator and all members of the committee three weeks before the date of the presentation. 

In preparation for the presentation, sections may provide broader lists of items they encourage students to consider during their course of study. 

The students prepare in advance a 20-minute oral presentation under the form of a conference paper on a topic of their choice related to an issue relevant to both of their fields and supported by at least two specific items of their list. They should demonstrate their aptitude to present a problem, synthesize ideas, build an argument with the help of a critical and theoretical framework, and contextualize and analyze closely primary sources. Normally, the presentation is in English.  

The presentation is followed by a 45-minute question and answer discussion based on the paper and the reading list. The discussion should include segments in both target Romance languages. 

The last 15 minutes are devoted to a conversation about the student's coursework and their intellectual and academic interests. 

After a brief deliberation, the committee provides feedback to the students about their strengths and weaknesses and their standing in the program, and makes recommendations for future development.  

For students who arrived without an AM in their field and desire to apply to a Harvard AM degree, the approved presentation complements the eight courses required by Harvard Griffin GSAS.  

The Second Year

Courses

Students should take all the remaining courses needed to fulfill their requirements.

Incompletes

Students must make up all incomplete grades in required courses before sitting for general examinations.

Toward the General Exams

By the end of the second year, students should begin discussing plans and preparations for their general exams, which they must complete by the end of their third year.

Master of Arts (AM)

Students do not enroll in the graduate program for the sole purpose of obtaining a master’s degree, and there is no AM program separate from the PhD. However, students who came into the program without a Master of Arts may apply to the master's degree. The AM degree is not conferred automatically.

In exceptional cases, faculty may decide to confer a terminal AM on students who will not complete requirements for the PhD.

To be eligible for the AM degree, students must complete one year of residency, eight four-credit courses, and the first-year presentation, as described in the First Year section.

Successful completion of all AM academic requirements is a prerequisite for the PhD program.

Students who have not met all the academic requirements for the AM degree may not hold appointments as teaching fellows.

Teaching

Support through teaching is guaranteed to graduate students in their third and fourth years provided they have met the necessary requirements. Possible teaching assignments include a section of an undergraduate language course or a discussion section of a literature course. Teaching opportunities in the General Education program and in other departments may sometimes be available as well. Note: the two-year guaranteed support through teaching can be moved to the fifth and sixth years, for instance, if a student obtains other funding for research abroad in their third or fourth year.

Romance Language 210, to be taken at the beginning of the first year of teaching, is a requirement for all graduate students who wish to teach a language in the department, but does not count as one of the 16 courses toward the doctorate. Graduate students with previous teaching experience who have already taken a course in pedagogy through another graduate degree program may petition to be exempt from this course. To do so, they must submit a dossier, including the syllabus, and papers or projects completed for the course. After considering the dossier, the Director of Language Programs and the DGS will choose one of three options: a) exemption from the Romance Languages 210 requirement; b) completion of some of the work for the course as an independent project in addition to the 16 courses required for the PhD; or c) enrollment in Romance Languages 210.

Students in their first and second year of study should not take on paid teaching responsibilities but may take on a research assistantship with the approval of their main advisor.

Advising

In the first year of graduate study, all students are assigned a faculty advisor in the specialty stated in their dossiers or elsewhere. This faculty advisor may work with the student until the end of their general examinations and beyond. However, a student may change advisors at any point provided the student obtains the agreement of the newly selected advisor. Once this agreement is obtained, the student should notify both previous and new advisors, the DGS, and the coordinator. This information will be incorporated in the student record on my.harvard. After the PhD general examination, the dissertation director serves as the student’s advisor in consultation with the other members of the dissertation committee.

Joint Track Advising

Each joint track student has one faculty advisor in each language. Advisors are designated prior to enrollment, according to the student’s chosen field and stated interests. Students may change advisors later on after discussion with their respective section head. Advisors are in charge of supervising the plan of studies and organizing the general examinations.

Following conversations between faculty and graduate students in fall 2020 and spring 2021, the department voted unanimously the following rules and guidelines on advising on April 20, 2021. It was agreed that they will be evaluated at the end of spring term 2022 to see if any adjustments need to be made. 

Mandatory Meetings 

Pre-Generals: 

• Two meetings per term with main advisor. 

Post-Generals: 

• One meeting per term with main advisor. 
• One prospectus meeting with whole committee. 
• One chapter meeting for each chapter with whole committee. 

All mandatory meetings should be at least 30 minutes long.  

Guidelines 

The mandatory meetings are a bare minimum. They do not preclude more meetings or other forms of communication (emails for instance). They should include exchange about expectations on both sides, regarding the best channels of communication, how many meetings in the coming term or year, as well as subjects of interest and anxiety to be addressed. We don't require a formal "advising compact" but recommend that space be made for expression of wishes, needs, and readjustments when necessary. The advising relation should not be taken for granted and should remain negotiated all the way. 

We recommend that the following topics (listed in alphabetical order) be addressed at the appropriate times and when needed: anxieties, balancing teaching and research time, belonging, campus life, courses, committees (general examination, dissertation), conferences, examinations (first-year presentation, general examinations), funding, job market, networking, publications, research abroad, resources, teaching, well-being. 

The main topic should remain the intellectual and professional development of the doctoral candidates. Their intellectual interests, their research, and scholarship should be at the center of the advising relationship from the beginning to the end. 

Scheduling meetings 

Advisor meetings

At the beginning of each term, a week before registration day, the graduate coordinator will send to all graduates and all faculty advisors an email reminding them to schedule a meeting. Some faculty may send their advisees a sign-on sheet; some may ask their advisees to write them to trigger the scheduling. Whatever the system is, it should be clearly explained during the first exchanges between advisor and advisee. 

Around mid-term, the graduate coordinator will send to pre-general graduates and all faculty advisors an email reminding them to schedule a second meeting. 

Once the mandatory meetings have been set, the advisor will enter a note in the my.harvard advising journal or will write the coordinator who will enter it. 

Committee meetings

Once the prospectus or a chapter is ready to be submitted to the committee, the student should notify the graduate coordinator, who will then organize the prospectus and chapter meetings with the dissertation committee, and take note in my.harvard. 

Students who have questions about advising are welcome to reach out to the DGS or the department chair. 

PhD General Examinations

Students must complete the general exam by the end of the third year of graduate studies.

Purpose

Candidates are expected to demonstrate breadth of knowledge and acquaintance with their field, to define their area of specialization and show their mastery of it, and to present their methodology and perspective. 

Timing

The general examination is taken in May during the spring term of the third year in the graduate program. In some cases, and with approval of advisors, it may be taken in December of the fall term of the third year.

Examination Committee

At the end of their second year, and in consultation with their main advisor, students establish their examination committee. The committee's role is to advise candidates as they constitute their lists and draft their essays and to administer the examination. Normally, the academic advisor of the candidate chairs the committee. It comprises at least two RLL faculty members and at least one faculty member who represents the candidate's field. When possible, the committee should include more than two RLL faculty, including faculty members representing other areas of specialization than the student's chosen area. It is also recommended that one faculty member from another section be included whenever possible. In some cases, a faculty member from another department may join the committee.

Lists of Materials

After the end of their second year, each candidate starts creating three lists, comprising in total about 90 to 100 items.

The first list constitutes the "field" covering a wide chronological and spatial array including several subfields (subfields are defined by each section). It comprises about 50 to 60 items.

The second list constitutes the "area" and represents the specialization of the student. It comprises about 30 to 40 items.

The third list constitutes the "prospectus list" and introduces the problem and specific sub-areas the candidate will address in the dissertation. It comprises about 10 items.

Examples

1. Field: Spanish studies; area: contemporary Latin American cultures; prospectus list: literature written by women between the 1960s and 1990s
2. Field: Italian studies; area: Medieval literature; prospectus list: theories of language, discourses about language in the 13th and 14th c.
3. Field: French studies; area: 20th and 21st c. francophone literature; prospectus list: literature and law
4. Field: Brazilian and Portuguese studies; area: 16th-17th c Portuguese literature; prospectus list: gender and genres in poetry

The lists are structured chronologically or geographically. They are expected to be balanced in such a way that the field list complements the area and prospectus lists rather than overlapping with them. Therefore, the field list should mostly comprise subfields that are not the area of specialization of the candidate.

Sections may decide to substitute coursework for a subfield, which then may not be represented in their lists. This should be clearly explained to new students entering the program so they can choose their courses judiciously. It is up to the sections to decide how many subfields need to be represented in the lists and how many courses can be accepted as substitutes. It is also up to the sections to decide what texts or items need to be present on the lists of all students.

Written Component of the Examination

As they establish their lists, students work on two essays (8-10 page for each) presenting two large themes broad enough to be relevant to the different subfields represented on the list. Through examples selected in all subfields, candidates demonstrate the breadth of their knowledge and their ability to read critically across time, space, and genres using their themes as points of entry. The essays include references to theoretical and critical works and give the committee a sense of the methodologies used by the candidates. The essays should not be a mini-dissertation prospectus but a broad map helping to structure the lists and constitute the indispensable background for the prospectus. Of the two essays, one is written in English and the other in the Romance language of the field.

Candidates start working on the essays in consultation with their main advisor and, eventually, with the other members of their committee.

Examples of themes

Memory and history; Encounters with strangers; Displacements; Aesthetics of hybridity; Illnesses and their cures; Heroes and heroism; Food and meaning; Poetic of the sea; Mapping knowledge; Dreams, fantasies, illusions; Utopias and heresies; Real and imaginary libraries.

Both the three lists and the two essays need to be finalized, approved, and shared with all members of the committee three weeks before the date of the examination.

The graduate coordinator keeps examples of lists and themes for consultation.       

Oral Examination

The examination lasts no less than two hours and no more than three hours. It starts with a brief presentation in English of the essays, followed by questions on the essays and on any item of the lists that faculty members decide to address. The questions are informed by the two themes proposed in the essays. Follow-up questions may address other topics or matters. The questions are not seen in advance by the candidates. Their goal is to assess the knowledge and familiarity candidates have with the field, their ability to think on their feet, and to go back and forth between concepts and particular traits of the works they have studied. The conversation is divided between English and the Romance language of the field. The examination concludes with the candidates presenting a brief oral account of their dissertation project.

Besides the prescribed opening and conclusion, sections may structure the oral examination differently, either around the themes in the essays or by subfields or by lists. They may decide to divide the exam equally between a part in English and a part in the Romance language or to move back and forth between languages. In any case, each faculty member present should have the opportunity to ask more than one or two questions. The expectations of the section and their particular way of carrying out the examination should be made clear to candidates in advance.

Grades and Feedback

The members of the examination committee evaluate and comment on the essays and the oral examination immediately after it has been administered, and the committee communicates its feedback right away to candidates. The scale used is: Distinction; high pass; pass; fail. The assessment and grade are recorded in a written report signed by all members of the committee. The graduate coordinator is in charge of filing the report in the candidate's dossier. If the committee judges that the examination does not earn a "pass," the candidate is asked to take the examination again within six months. If the candidate fails a second time, they are not authorized to continue in the PhD program.

Joint Track General Examinations

Single track guidelines apply unless otherwise stated below.

Purpose

Candidates are expected to demonstrate breadth of knowledge and acquaintance with their fields, to define the area of specialization and show their mastery of it, and to present their methodology and perspective.

Timing

The general examination is taken in May during the spring term of the third year in the graduate program. In some cases, and with approval of advisors, it may be taken in December of the fall term of the third year.

Examination Committee

At the end of their second year, and in consultation with their advisors, students establish their examination committee. The committee's role is to advise candidates as they constitute their lists and draft their essays and to administer the examination. Normally, one of the two academic advisors of the candidate chairs the committee. The committee comprises at least two RLL faculty members and at least one faculty member who represents each of the candidate’s fields. When possible, the committee should include more than two RLL faculty, including faculty members representing other areas of specialization than the student’s chosen area. In some cases, a faculty member from another department may join the committee.

List of Materials

After the end of their second year, each candidate starts creating three lists, comprising in total about 100 to 120 items. The three lists should involve materials coming from both fields.

The first list constitutes the “field” covering a wide chronological and spatial array including several subfields (subfields are defined by each section). It comprises about 60 to 70 items and provides coverage in the two Romance languages and literatures chosen.

The second list constitutes the “area” and represents the specialization of the student. It comprises about 30 to 40 items.

The third list constitutes the “prospectus list” and introduces the problem and specific sub-areas the candidate will address in the dissertation. It comprises about 10 items.

The lists are structured chronologically and geographically. They are expected to be balanced in such a way that the field list complements the area and prospectus lists rather than overlapping with them. Therefore, the field list should mostly comprise subfields that are not the area of specialization of the candidate.

Sections may decide to substitute course work for a subfield, which then may not be represented in their lists. This should be clearly explained to new students entering the program so they can choose their courses judiciously. It is up to the sections to decide how many subfields need to be represented in the lists and how many courses can be accepted as substitutes. It is also up to the sections to decide what texts or items need to be present on the lists of all students.

Written Component of the Examination

As they establish their lists, students work on two essays (8-10 page for each) presenting two large themes broad enough to be relevant to the different subfields represented on the list. Through examples selected in all subfields, candidates demonstrate the breadth of their knowledge and their ability to read critically across time, space, and genres, using their themes as points of entry. The essays include references to theoretical and critical works and give the committee a sense of the methodologies used by the candidates. The essays should not be a mini-dissertation prospectus but a broad map helping to structure the lists and constitute the indispensable background for the prospectus. The essays should be written in the languages the committee finds most appropriate.

Candidates start working on the essays in consultation with their advisors and, eventually, with the other members of their committee.

Oral Examination

The examination lasts no less than two hours and no more than three hours. It starts with a brief presentation in English of the essays, followed by questions on the essays and on any item of the lists that faculty members decide to address. The questions are informed by the two themes proposed in the essays. Follow-up questions may address other topics or matters. The questions are not seen in advance by the candidates. Their goal is to assess the knowledge and familiarity candidates have with the field, their ability to think on their feet, and to go back and forth between concepts and particular traits of the works they have studied. The conversation is conducted in English and/or the Romance languages, as directed by the committee. The examination concludes with the candidates presenting a brief oral account of their dissertation project.

Beside the prescribed opening and conclusion, sections may structure the oral examination differently, either around the themes in the essays or by subfields or by lists. They may decide to divide the exam equally between a part in English and a part in the Romance languages or to move back and forth between languages. In any case, each faculty member present should have the opportunity to ask more than one or two questions. The expectations of the section and their particular way of carrying out the examination should be made clear to candidates in advance.

Grades and feedback

The members of the examination committee evaluate and comment on the essays and the oral examination immediately after it has been administered, and the committee communicates its feedback right away to candidates. The scale used is: Distinction; high pass; pass; fail. The assessment and grade are recorded in a written report signed by all members of the committee. The graduate coordinator is in charge of filing the report in the candidate's dossier. If the committee judges that the examination does not earn a "pass," the candidate is asked to take the examination again within six months. If the candidate fails a second time, they are not authorized to continue in the PhD program

Dissertation

Committee

Students have six weeks following formal written notification of their general examination grade in which to constitute their dissertation committee. Ordinarily, two members of the committee represent the student’s major language and field; a third may come from another language or discipline. Two of the committee members must come from Harvard’s Faculty of Arts and Sciences. Visiting professors with renewable appointments may serve on dissertation committees but may not chair them. Note: The Dissertation Acceptance Certificate must be signed by no fewer than three dissertation readers.

Prospectus

A prospectus is a 10 double-spaced pages essay (roughly 2,500-3,000 words) followed by about 10 additional pages of bibliography. It provides a preliminary description of the dissertation and includes a provisional chapter outline. In order to maintain eligibility for dissertation research fellowships at Harvard Griffin GSAS and elsewhere, students must obtain prospectus approval within six months of the date on which they receive notice of a passing generals grade.

Dissertation

An RLL dissertation is a substantial, original scholarly contribution to the student’s field of specialization that typically assumes the form of an extended, in-depth written argument supported by a comprehensive apparatus and bibliography that demonstrates mastery of the field in question.

An RLL dissertation may incorporate substantial work in other media so long as such media is integral to the nature of the scholarly argument and/or serves as a support. Such media may include interactive maps, databases, data visualizations, video documentaries, stage and set designs, curated archives, and digital editions or translations. Artistic productions in various media may also be included so long as they contribute to the scholarly argument.

Multimedia components of RLL dissertations must be documented and justified within the argumentative portions of the dissertation and be developed in accordance with best practices in long-term preservation and access.

The dissertation may be written in English or in the appropriate Romance language.

Joint Track Dissertation

The successful joint track dissertation should be deeply informed by issues pertinent to both literatures.

Defense

PhD candidates are required to make a public oral presentation or defense of the dissertation followed by a question-and-answer period. The defense is usually scheduled at least 10 days before the deadline for submission.

Submission

The final manuscript must conform to the requirements described in the Dissertation section of Policies. It should be submitted electronically by the posted deadline.

PhD Tracks Across Sections

Hispanic Literature with a Minor in Portuguese

Candidates for a degree in this specialty must prove oral and written proficiency in the Portuguese language. They must complete a minimum of eighteen four-credit courses (instead of the standard sixteen). These are to be distributed as follows: fourteen courses in or related to Spanish literature, including the required course of history of the language; four courses in Portuguese. At least two of those four should be graduate seminars (200-level); the other two may be advanced undergraduate courses (100-level). Candidates are required to complete a general reading list of 24 Portuguese texts. Reading lists of Hispanic texts will remain the same for all students. The general examination will include an additional two-hour component of Portuguese. The dissertation topic must address significant issues from both Hispanic and Portuguese literature.

Other Major/Minor Literature Combinations

Other programs in one Romance literature with a minor in a second may be arranged in consultation with the DGS and advisors in both languages, generally following the model of the Portuguese minor.

Joint Track in Romance Languages and Literatures

The joint track in Romance Languages offers highly qualified students a PhD in two Romance languages and literatures, exploring the two fields more in depth than a major/minor program allows them to do. Students pursuing the joint track should have equal command of the two languages and literatures and have a sufficiently clear idea of their fields of interest to design an appropriate, consistent, and feasible individualized course of study that explores various intellectual paths and establishes links across languages. Qualified students may be directly admitted into the joint track program or after one year of proven academic excellence in their single track graduate program in the department. Candidates must explain to both of the relevant sections and to the Director of Graduate Studies their intellectual reasons for combining two languages and define the areas of interest they wish to explore in their course of study. Criteria for selection into the joint track include language proficiency, strong literary and cultural foundations in both literatures and languages, and intellectual focus. A joint track student may revert back to a single track if it appears that this is not the best plan of graduate study for them.

Latinx Studies Track

Currently not accepting new candidates

Latinx studies is a transnational and transdisciplinary field grounded on the examination of cultural, historical, political, and scholarly knowledge that stem from Latinidad. By centering a Latinx episteme, history, or literature to answer larger intellectual questions, Latinx Studies seeks archival justice and possibilities for the decolonization of knowledge.

Latinx Studies is the study of Latinx peoples, histories, experiences, and cultures. It is also an epistemological approach and a method of researching. For instance, in teaching a class on modernity, students would be encouraged to locate the “modern moment” in the Haitian Revolution rather than the French Revolution. This geo-temporal switch would require students to directly engage with race, slavery, and the plantation economy in rethinking modernity, which leads to different ways of understanding what is modern and who is modern. It also leads to engaging a different set of archival and cultural materials produced often outside the dominant European archives.

Candidates for a degree in this specialty must prove oral and written proficiency in Spanish, Portuguese, French or Italian. They must complete a minimum of sixteen four-credit courses in their language of specialization (Spanish, Portuguese, French or Italian) and including at least three graduate-level courses in Latinx Studies:

• A course that introduces key methodological and theoretical questions in the area of Latinx Studies, such as “Global Latinidad” (SPAN 228, offered every other year); “Latinx Theory: Being and Knowing” (SPAN 242, offered every other year).
• Courses selected from among graduate courses (or upper-level seminars) across the University. These courses may be used to satisfy the Spanish, Portuguese, French, or Italian requirements. For courses numbered below 200 (primarily for undergraduates), graduate students must complete the designated graduate-level requirements.

For their language requirement, the two advanced level literature/culture in another language than their main one will be in one or two languages that are relevant to their field of interest (another romance language or any other language).

General examination will follow the common examination model. The dissertation topic must address significant issues in Latinx Studies.

Double Doctorate in Italian Studies and Renaissance Culture

Currently not accepting new candidates

This program, introduced in 2009, allows students to complete both a doctorate in Italian Studies at Harvard University and a doctorate in Renaissance Culture at the Istituto Nazionale di Studi sul Rinascimento (INSR) in Florence, Italy, within a period of five to six years. After successful a dissertation defense, Harvard awards students a PhD in Romance Languages and Literatures, while the INSR grants a “Diploma di perfezionamento in civiltà dell’Umanesimo e del Rinascimento.” The INSR Diploma is legally equivalent to a doctorate awarded by an Italian university.

Secondary field in Romance Languages and Literatures

Please see the description of the secondary field in Romance Languages and Literatures.

Contact Info

Romance Languages and Literatures Website