ENG 234 English Literature II Course Package Approved: December 3, 2010 EFFECTIVE DATE: Spring 2011
COURSE PACKAGE FORM Team Leader and Members Don Timpson (NMC), John Kitts (NCK), Tim Montbriand (LHC), Jim Lyddane (BHC). Date of proposal to Curriculum Sub-committee: October 1, 2010 Purpose: New _X_Change Retire If this is a change, what is being changed? (Check ALL that apply) Update Prefix Title _X_ Learning Units _X_ Competencies _X_ Format Change _X_Course Description Course Number Textbook Credits Prerequisite Effective Semester/Year Fall 20 Spring 2011 Summer 20 COURSE INFORMATION Prefix & Number: ENG 234 Title: English Literature II Catalog Course Description: A general survey of English literature from the mid-eighteenth century to the late twentieth century. Includes representative readings from the Romantic, Victorian, Modern, and Post-Modern periods. Credit Hours: 3 Modality: Online: X On-Ground: X Lecture Hours: Lab Hours: Prerequisite(s) Successful completion of ENG 101 Co-requisite(s) Does this course need a separately scheduled lab component? Yes Does this course require additional fees? If so, please explain. Yes X No X No Is there a similar course in the course bank? Yes (Please identify.) _X No Articulation: Is this course or an equivalent offered at other two and four-year universities in Arizona? No _X_Yes (Identify the college, subject, prefix, number and title: ASU, ENG 222, Survey of English Literature; NAU, ENG 232, British Literature After 1750; UA, ENGL or ENGV Departmental Elective; AWC,ENG 242, English Literature; CAC, LIT 204, English Literature
II; Maricopa, ENH 222, Survey of English Literature After 1800; Yavapai, ENG 212, Major Issues in British Literature II; Eastern, English Literature II Writing Across the Curriculum Rationale: Mohave Community College firmly supports the idea that writing can be used to improve education; students who write in their respective content areas will learn more and retain what they learn better than those who don t. Courses in the core curriculum have been identified as Writing Across the Curriculum courses. Minimum standards for the Writing Across the Curriculum component are: 1. The writing assignments should total 1500 2000 words. For example, a single report which is 1500 words in length OR a series of essay questions and short papers (example: four 375-word assignments) which total 1500 words could meet the requirement. 2. The writing component will represent at least 10% of a student s final grade in the course. Is this course identified as a Writing Across the Curriculum course? X Yes No (See addendum for writing rubrics) Intended Course Goals 1. A greater awareness, understanding, knowledge, and appreciation of the relevant historical, cultural, and biographical contexts for English literature beginning with the Romantic period and concluding with the mid- to late-twentieth century. 2. A greater understanding of literary forms and an increased proficiency in recognizing and analyzing those forms. 3. Awareness and understanding of the significant themes and ideologies represented in the literary works of the periods under examination. 4. Increased proficiency in the application of Modern Language Association formatting and documentation guidelines. 5. Continued development of written skills relative to grammar, punctuation, and mechanics. 6. Continued development of oral communication skills relative to articulation of ideas and presentation of subjective positions. 7. Enhanced critical reading skills and continued development of critical thinking skills. 8. Increased familiarity with research resources (including databases) useful for the study of literature.
Course Competencies and Objectives By the end of the semester, students will be able to: Competency 1 Develop an understanding of and appreciation for the evolving nature of the English literary canon. Objective 1.1 Describe the requisite qualities that earn a particular literary work a place in the English literary canon (for example, the work contains one or more of the following characteristics: aesthetic value, significance as a cultural document, literary or social influence, new or innovative form or style, longevity, etc.). Objective 1.2 Appraise writers traditionally included in the canon (for example, Blake, Coleridge, Wordsworth, Byron, Shelley, Keats, Browning, Tennyson, Kipling, Wilde, Hardy, Conrad, Yeats, Joyce, Woolf, Pound, Eliot, etc.). Objective 1.3 Name recently discovered or rediscovered writers (especially women writers and writers of color) who have of late gained scholarly acceptance for inclusion in the canon (for example, Nadine Gordimer, Chinua Achebe, Salman Rudshdie, Derek Walcott, etc,). Objective 1.4 Assess this fluidity and evolving diversity of the canon by identifying not only the growing scholarly popularity of certain writers (such as those mentioned above in Objective 1.3) but also the decline in scholarly popularity of other writers. Objective 1.5 Develop an aesthetic for reading and analyzing the wide range of literary works currently considered part of the English canon. Competency 2 Appraise and practice techniques of critical reading. Objective 2.1 Examine, interpret, and evaluate a text thoroughly by annotating during the course of a reading. Objective 2.2 Appraise and assess a text decisively by freewriting upon the conclusion of a reading. Objective 2.3 Develop responses to a text fully by maintaining a reading journal. Competency 3 Demonstrate proficiency in the use of standard written English. Objective 3.1 Identify and repair common problems in grammar, such as run-on sentences and sentence fragments. Objective 3.2 Identify and repair common problems in punctuation, such as the misuse of commas and the misapplication of quotation marks. Objective 3.3 Identify and repair common problems in mechanics, such as the incorrect use of capitalization and the misapplication of italics.
Competency 4 Evaluate the elements of fiction/drama and apply to assigned readings as appropriate. Objective 4.1 Discuss the causal nature of plot, identify traditional plot structure, and determine variations on chronological sequencing and traditional structuring. Objective 4.2 Analyze the various methods of characterization in fiction/drama, define the characteristics of round and flat characters, determine protagonists and antagonists, explain the function character serves in shaping and driving plot, and recognize the primacy of character in literary fiction/drama. Objective 4.3 Explain the dramatic function setting serves in fiction/drama, describe the various methods writers employ to create vitality in setting, and recognize the connection between setting and character. Objective 4.4 Identify first-person, second-person, and third-person points of view, define reliable and unreliable narrators, define omniscient, limited, and objective perspectives, and recognize how a writer's choice of point of view influences a reader's understanding of any story. Objective 4.5 Articulate the importance of theme in literary fiction/drama and how all elements of a story work together to contribute to its meaning. Objective 4.6 Distinguish the various ways writers employ matters of style, tone, irony, and symbolism to enhance meaning in works of literary fiction/drama. Competency 5 Evaluate and assess the elements of poetry and apply to assigned readings as appropriate. Objective 5.1 Identify and define concrete images and sensory details. Objective 5.2 Identify and define sound devices such as alliteration, assonance, and onomatopoeia. Objective 5.3 Identify and define rhyme patterns such as perfect rhyme and slant rhyme. Objective 5.4 Distinguish free verse poetry from formal verse poetry (the sonnet, for example). Objective 5.5 Identify and define rhythmic patterns of poetic meter, particularly that of iambic pentameter. Objective 5.6 Analyze the function of figurative language, particularly the use of similes and metaphors. Objective 5.7 Distinguish between lyric and narrative poetry. Objective 5.8 Distinguish the various ways poets employ matters of style, tone, irony, and symbolism to enhance meaning in works of literary poetry.
Competency 6 Evaluate the elements of nonfiction works and apply to assigned readings as appropriate. Objective 6.1 Interpret the characteristics and rhetorical strategies of periodical writings. Objective 6.2 Interpret the characteristics and rhetorical strategies of autobiographical writing. Objective 6.3 Interpret the characteristics and rhetorical strategies of journal writings. Objective 6.4 Interpret the characteristics and rhetorical strategies of the familiar essay. Objective 6.5 Interpret the characteristics and rhetorical strategies of scientific argument. Competency 7 Write persuasive position papers (and, similarly, essay exam responses) about literature using the conventions of literary argument. Objective 7.1 Apply strategies for writing to identify appropriate topics for discussion. Objective 7.2 Determine a viable, defensible thesis. Objective 7.3 Discuss literary works in the present tense. Objective 7.4 Select supporting evidence from both primary and secondary sources. Objective 7.5 Explain the significance of all selected evidence. Objective 7.6 Compare and/or contrast opposing positions as necessary. Objective 7.7 Integrate evidence smoothly into the text of the paper. Objective 7.8 Document all sources in both in-text citations and a works cited page. Objective 7.9 Demonstrate familiarity with critcial approaches as necessary. Objective 7.10 Demonstrate proficiency in all other conventions of literary argument. Competency 8 Assess and evaluate various critical approaches to the study of literature. Objective 8.1 Identify and define Formalist criticism and explain application to selected texts. Objective 8.2 Identify and define Biographical criticism and explain application to selected texts. Objective 8.3 Identify and define Psychological criticism and explain application to selected texts.
Objective 8.4 Assess and evaluate historical criticism and explain application to selected texts. Objective 8.5 Identify and define Reader-response criticism and explain application to selected texts. Objective 8.6 Identify and define Gender criticism and explain application to selected texts. Objective 8.7 Identify and define Cultural criticism and explain application to selected texts. Objective 8.8 Review other critical approaches (Deconstruction, Rhetorical Criticism, Poststructuralism, etc.) as appropriate. Objective 8.9 Identify and explain the nature of literary criticism and discuss its benefits to both readers and researchers. Competency 9 Develop a critical as well as contextual appreciation of English literature. Objective 9.1 Employ critical approaches as included in Competency 8 to gain a more critical appreciation of English literature. Objective 9.2 Develop critical strategies to make connections among texts. Objective 9.3 Summarize the evolution of various critical approaches in English literary scholarship. Objective 9.4 Evaluate the history of critical receptions to selected works of English literature. Competency 10 Identify, demonstrate, and apply academic research skills, strategies, and methodologies. Objective 10.1 Demonstrate familiarity with the campus library and the many services it has to offer, particularly those services attendant to academic research. Objective 10.2 Demonstrate proficiency in using the library's Public Access Catalog (PAC) to locate print sources. Objective 10.3 Demonstrate proficiency accessing such useful online databases as Academic Search Elite, MasterFILE Premier (EBSCOhost), and Gale Literature Resource Center. Objective 10.4 Demonstrate proficiency conducting research on the Internet. Competency 11 Demonstrate skill in evaluating both print and online sources. Objective 11.1 Examine all sources on the points of relevance, evidence, authorship, timeliness, publisher bias, and comprehensiveness. Objective 11.2 Evaluate Internet sources by examining such items as domain name, evidence of posted information about the author or site, and availability of secondary source
commentary about the author or site. Objective 11.3 Determine the relevance of potential sources to the focus of the research. Competency 12 Identify, define, and avoid all forms of plagiarism. Objective 12.1 Show the necessity of quotation marks to indicate the use of direct language from another source. Objective 12.2 Identify the key characteristics of a successful paraphrase. Objective 12.3 Explain the need to credit not only the language but also the ideas of another source. Objective 12.4 Identify the concept of common knowledge. Objective 12.5 Explain the nuances of successful in-text citation of another source. Objective 12.6 Describe the necessity of providing all relevant publication information on a works cited page. Competency 13 Identify and apply Modern Language Association (MLA) guidelines to all written work for the course. Objective 13.1 Identify and apply proper MLA style for all matters of formatting. Objective 13.2 Identify and apply proper MLA style for all in-text citations. Objective 13.3 Identify and apply proper MLA style for all sources included on a works cited page. Competency 14 Develop oral communication skill in advancing positions of persuasion on subjective material. Objective 14.1 Develop a vocabulary with which to discuss the detailed elements of ficition, poetry, and nonfiction works. Objective 14.2 Discriminate between tenable and suspect positions. Objective 14.3 Argue the necessity of supporting any position with evidence from the relevant source. Competency 15 Analyze the developments, outlooks, and the values of the English and English Commonwealth peoples as reflected in the literature of the Romantic period. Objective 15.1 Reconstruct the historical and intellectual background as a reaction against 18 th century neoclassicism. Objective 15.2 Evaluate relationships between the literature and the era s major historical events and trends such as the French Revolution, urbanization, and political reform.
Objective 15.3 Express emerging concepts of self, nature, and society. Objective 15.4 Assess the ways literary genres, styles, and techniques reflect Romanticism. Competency 16 Analyze the developments, outlooks, and the values of the English and English Commonwealth peoples as reflected in the literature of the Victorian period. Objective 16.1 Reconstruct the historical and intellectual background of the Victorian age. Objective 16.2 Reconstruct the early Victorian, mid-victorian, and late Victorian periods. Objective 16.3 Evaluate relationships between the literature and the era s major historical events and trends such as Darwinism, Utilitarianism, Industrial Revolution, women s emancipation movements, and colonialism. Objective 16.4 Articulate the changing and conflicting concepts of the English identity, self, and society: Utilitarianism vs. Aestheticism; Darwinism vs. Traditional Christianity. Objective 16.5 Evaluate the ways literary genres, styles, and techniques reflect Victorian values. Competency 17 Analyze the developments, outlooks, and the values of the English and English Commonwealth peoples as reflected in the literature of the Modern period. Objective 17.1 Reconstruct the historical and intellectual background of Modernism in the early twentieth century. Objective 17.2 Evaluate relationships between modern literature and the era s major historical events and trends such as World War I, The Irish Rebellion, the Depression, Women s emancipation movements, and the decline of colonialism. Objective 17.3 Discuss the effects of relativism, fragmentation, and the decline of traditional values on concepts of self and society. Objective 17.4 Assess the ways in which literary genres, styles, and techniques reflect emerging modern values. Objective 17.5 Evaluate the impact of the Bohemian movement / philosophy on English literature. Competency 18 Analyze the developments, outlooks, and the values of the English and English Commonwealth peoples as reflected in the literature of the Post-Modern period. Objective 18.2 Reconstruct the historical and intellectual background of Post-Modernism in the mid-twentieth century a generation after World War II. Objective 18.3 Evaluate relationships between post-modern literature and the era s major historical events and trends such as British troops in Ireland, War in the Falklands, the final evaporation of the English Empire, and Women s continuing liberation movements. Objective 18.4 Evaluate Post-Modernism s questionings of objectivity and absolutes in both
representation and analysis. Objective 18.5 Analyze how post-modern literature explores the dilemma of self and meaning. Objective 18.6 Assess the ways in which women writers and writers in English colonies have exposed in post-modern literature cultural conflicts long-hidden by chauvinism, racism, and imperialism. Teacher s Guide Course Textbook, Materials and Equipment Textbook(s) Title The Norton Anthology of English Literature. 8 th ed. 2006. Author(s) Greenblatt, et al., eds. Publisher W. W. Norton and Company ISBN ISBN: 0-393-92834-9 (Package 2: Vols. D, E, & F) Software/ Equipment Textbook Costs Title Author(s) Publisher ISBN Approximately $75.00 Course Assessments Description of Possible Course Assessments (Essays, multiple choice, etc.) Exams standardized for this course? Midterm Final Other (Please specify): Where can faculty members locate or access the required standardized exams for this course? Student Outcomes: Identify the general education goals for student learning that are components of this course. A formal paper of at least 1500 words is required; this assignment may be a research paper or a comprehensive essay based on the assigned readings for the course. At least two essay exams are required and may be administered in either an in-class, online, or a take-home format; an additional 1000 required words may be satisfied by any combination of papers, response essays, reading journals, revisions, or in-class or online writing assignments. At the instructor s discretion, the following areas may also be evaluated: quizzes, in-class or online reading and writing exercises, participation, and individual conferences relative to the formal paper assignment. Are exams required by the department? Yes _X No If Yes, please specify: N/A
Check all that apply: 1. Communicate effectively. a. Read and comprehend at a college level. [x] b. Write effectively in a college setting. [x] Method of Assessment In-class or online reading and writing exercises; essays; exams 2. Demonstrate effective quantitative reasoning and problem solving skills. 3. Demonstrate effective qualitative reasoning skills. [x] In-class or online reading and writing exercises; essays; exams 4. Apply effective methods of inquiry. a. Generate research paper by gathering information from varied sources, analyzing data and organizing information into a coherent structure. [x] b. Employ the scientific method. 5. Demonstrate sensitivity to diversity a. Experience the creative products of humanity. [x] b. Describe alternate historical, cultural, global perspectives. [x] Paper requiring research and competent use of primary and secondary sources In-class or online reading and writing exercises; essays; exams In-class or online reading and writing exercises; essays; exams Learning Units Learning Unit Topic 1: Introduction to course; overview of the general survey course in literature; discussion of the evolving canon in English literature; characteristics of critical reading. Competency: 1, 2. Objectives: 1.1-5, 2.1-3. Introductions, syllabus, course policies; in-class or online diagnostic (to evaluate student writing skills, critical thinking abilities, preliminary content knowledge of English literature, etc.); class lecture on and discussion of the evolving nature of the canon of English literature, the relevance of English literary history, the efficacy of reading literature in developing critical thinking skills, and the characteristics of critical reading; in-class or online critical reading exercise.
Learning Unit Topic 2: The Early Romantics Competency: 2, 5, 8, 9,14, 15 Objectives: 2.1-3, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 15.1-4 Selected readings from William Blake, Samuel Taylor Coleridge, and William Wordsworth; class lecture on and discussion of Blake as a proto-romantic writer who preceded the emergence of early Romantic writers like Coleridge and Wordsworth. class lecture on and discussion of Romanticism as a reaction to neoclassicism; class lecture on and discussion of the literary theory of the early Romantics; class lecture on elements of poetry; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 3: The Later Romantics Competency: 2, 5, 8, 9,14, 15 Objectives: 2.1-3, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 15.1-4 Selected readings assigned from works by Percy Bysshe Shelley, George (Lord) Byron, John Keats; class lecture on and discussion of the later Romantics adherence to and expansion of the early Romantics literary vision; class lecture on and discussion of the literary theory of the later Romantics; class lecture on elements of poetry; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 4: Women and Regional Writers in the Romantic Era Competency: 2, 5, 8, 9, 14, 15, 18 (3, 7) Objectives: 2.1-3, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 15.1-4, 18.1 (3.1-3, 7.1-10) Selected readings assigned from works by Robert Burns, Sir Walter Scott, Maria Edgeworth, Jane Austen; class lecture on and discussion of regional influences on English literature; class lecture on and discussion of the tensions between individual and social values in the novel; class lecture on and discussion of the elements of poetry; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as
appropriate; student presentations as appropriate; use of social media as appropriate.; suggested: formal paper assigned and/or essay exam administered (in online, in-class, or take-home format) following the completion of this unit. Learning Unit Topic 5: Prose Writings of the Romantic Era Competency: 2, 6, 8, 9, 14, 15, 18 Objectives: 2.1-3, 6.1-4, 8.1-9, 9.1-4, 14.1-3, 15.1-4, 18.1 Selected readings assigned from works by Charles Lamb, William Hazlitt, Thomas DeQuincey, Mary Wollstonecraft; class lecture on and discussion of Enlightenment ideals as applied to societal roles for women; class lecture on and discussion of the characteristics and rhetorical strategies of autobiographical writing, periodical writing, and the familiar essay; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 6: The Early Victorian Period: Reaction to the Industrial Revolution Competency: 2, 5, 8, 9,14, 16 Objectives: 2.1-3, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 16.1-5 Selected readings assigned from works by Thomas Carlyle, Elizabeth Barrett Browning, Robert Browning, Alfred (Lord) Tennyson, Charles Dickens; class lecture on and discussion of the impact of the Industrial Revolution on English literature; class lecture on and discussion of the elements of poetry; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 7: The Mid-Victorian Period: Empire Competency: 2, 5, 8, 9,14, 16 (3, 7) Objectives: 2.1-3, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 16.1-5 (3.1-3, 7.1-10) Selected readings assigned from works by Matthew Arnold, Gerard Manley Hopkins, Rudyard Kipling, Algernon Charles Swinburne; class lecture on and discussion of the extent of the English Empire and the proliferation of English culture; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate.; suggested:
formal paper assigned and/or essay exam administered (in online, in-class, or take-home format) following this unit. Learning Unit Topic 8: The Late Victorian Period: Disillusionment and Decline Competency: 2, 4, 8, 9,14, 16 Objectives: 2.1-3, 4.1-6, 8.1-9, 9.1-4, 14.1-3, 16.1-5 Selected readings assigned from works by Robert Louis Stevenson, Oscar Wilde, Bernard Shaw; class lecture on and discussion of the presence in English literature of a growing uneasiness with imperialist values; class lecture on and discussion of the elements of fiction and drama; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 9: Victorian Issues: Science and Religion Competency: 2, 6, 8, 9,14, 16 Objectives: 2.1-3, 6.1-5, 8.1-9, 9.1-4, 14.1-3, 16.1-5 Selected readings assigned from works by John Henry Cardinal Newman, Thomas Henry Huxley, and Charles Darwin; class lecture on and discussion of religious controversies of the early Victorian period and the elevation of science in the mid- and late Victorian periods; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 10: Twentieth Century and the End of Empire Competency: 2, 4, 5, 8, 9,14, 17 Objectives: 2.1-3, 4.1-6, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 17.1-5 Selected readings assigned from works by Thomas Hardy, Joseph Conrad, A. E. Housman, William Butler Yeats; class lecture on and discussion of the fin de siècle worldview and prelude to war; inclass or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate.
Learning Unit Topic 11: World War I and Its Influence on English Literature Competency: 2, 5, 8, 9,14, 17 Objectives: 2.1-3, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 17.1-5 Selected readings assigned from works by Rupert Brooke, Siegfried Sassoon, Isaac Rosenberg, and Wilfred Owen; class lecture on and discussion of the horrors and futility of modern warfare as described by the World War I war poets; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 12: The Emergence of Modernism Competency: 2, 4, 5, 8, 9,14, 17 Objectives: 2.1-3, 4.1-6, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 17.1-5 Selected readings assigned from works by Virginia Wolf, T.S. Eliot, Ezra Pound, James Joyce, Katherine Mansfield, D. H. Lawrence, and Dylan Thomas; class lecture on and discussion of the Modernist world view and the Bohemian reaction to Victorian strictures; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate. Learning Unit Topic 13: The Emergence of Post-Modernism Competency: 2, 4, 5, 8, 9,14, 17, 18 Objectives: 2.1-3, 4.1-6, 5.1-8, 8.1-9, 9.1-4, 14.1-3, 17.1-5, 18.1-3 Selected readings assigned from works by Samuel Beckett, Philip Larkin, Doris Lessing, Nadine Gordimer, Derek Walcott, Harold Pinter, Seamus Heaney, and Chinua Achebe; class lecture on and discussion of the metacritical nature of post-modern literature and textual analysis; class lecture on and discussion of various works of innovative and/or previously marginalized literature; in-class or online critical reading exercises; breakout discussions in small groups on assigned readings; response essays; reading journal assignments; objective reading quiz on assigned readings; video, audio, and PowerPoint presentations as appropriate; student presentations as appropriate; use of social media as appropriate.
Learning Unit Topic 14: MLA style and Avoiding Plagiarism. Competency: 12, 13. Objectives: 12.1-6, 13.1-3. Class lecture on and discussion of reviewing proper formatting and style guidelines for MLA; class lecture on and discussion of recognizing and avoiding plagiarism; in-class or online exercises on common knowledge and paraphrasing. Learning Unit Topic 15: Writing Papers on English Literature and Critical Approaches to Literature. Competency: 3, 7, 8, 9, 10, 11. Objectives: 3.1-3, 7.1-10, 8.1-9, 9.1-4, 10.1-4, 11.1-3. Class lecture on and discussion of the characterisitcs and strategies attendant to various critical approaches (for example, Formalist, Biographical, Psychological, Historical, etc.); in-class or online workshop on a particular approach applied to an assigned class reading; focused discussions on the applicability of critical approaches to various assigned readings.