|
|
|||||||||
|
|
|||||||||
| Class Hours: 3.0 | Credit Hours: 3.0 | ||||||||
| Laboratory Hours: 0.0 | Date Revised: Fall 02 | ||||||||
| Catalog Course Description: | |||||||||
| A study of American Literature from the War Between the States to the present. | |||||||||
| Entry Level Standards: | |||||||||
| Students must be able to plan and write analytical essays and research papers about literature; students must demonstrate proficiency in standard English grammar, spelling, and mechanics and in source documentation; in addition, students should be familiar with basic literary terminology and genres. | |||||||||
| Prerequisite: | |||||||||
| ENGL 1020 | |||||||||
| Textbook(s) and Other Reference Materials Basic to the Course: | |||||||||
| Baym, Nina, ed.
The Norton Anthology of American Literature. 6th ed.
Package 2. New York: Norton, 2003.
References: Brooks, Cleanth, R. W. B. Lewis, Robert Penn Warren. American Literature: The Makers and the Making. Vol. 2. New York: St. Martin's Press, 1973. Lauter, Paul, et al. The Heath Anthology of American Literature. 2nd ed. Vol. 2. Lexington, MA: Heath, 1994. McMichael, George, et al. Concise Anthology of American Literature. Second Edition. New York: McMillian, 1989. Miller, Perry, et al. Major Writers of America. New York: Harcourt, Brace, Jovanovich, 1966. |
|||||||||
| I. Week/Unit/Topic Basis: | |||||||||
| Week | Topic | ||||||||
| 1 | Realism and Local Color, Clemens, Freeman, Jewett, Cable | ||||||||
| 2 | Realism, Clemens, James, Wharton, Chopin, Howells | ||||||||
| 3 | Naturalism, Crane, London, Bierce | ||||||||
| 4 | Early African-American Literature, Washington, DuBois | ||||||||
| 5 | Native American Literature - Ghost Dance Songs, Eastman, Posey | ||||||||
| 6 | Early 20th Century Poetry, Robinson | ||||||||
| 7 | Early 20th Century Poetry, Frost | ||||||||
| 8 | Imagism, Symbolism, Pound, Eliot, Stevens | ||||||||
| 9 | Early 20th Century Prose, Hemingway, Faulkner | ||||||||
| 10 | Early 20th Century Prose, Cather, Glasgow, Fitzgerald | ||||||||
| 11 | 20th Century Drama, Williams, Glaspell | ||||||||
| 12 | 20th Century Drama, O'Neill | ||||||||
| 13 | Harlem Renaissance, Hughes, Ellison, Hurston, Cullen | ||||||||
| 14 | Later 20th Century Prose, Updike, Walker, O'Connor, Oates | ||||||||
| 15 | Later 20th Century Poetry, Dickey, Rich, Brooks, Plath | ||||||||
| 16 | Final Exam Period | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Respond thoughtfully to the expression of enduring human concerns. IV.2 | ||||||||
| B. | Recognize the distinctive interpretations of experience offered by American writers from American Realism to the present. IV.2 | ||||||||
| C. | Understand the techniques of imaginative literature and the critical approaches that clarify its nature and meaning. III.2 | ||||||||
| D. | Strengthen the skills introduced in Freshman Composition through writing, correcting, and revising papers and exams. I.3 | ||||||||
| *Roman numerals after course objectives reference goals of the university parallel program. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Work in teams to discuss and analyze literature. Communications Outcome, Personal Development Outcome, Problem Solving and Decision Making Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 2. | Read assigned works of literature and participate in class discussion. Communication Outcome, Problem Solving and Decision Making Outcome, Cultural Diversity and Social Adaptation Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 3. | Use word processing software to write essays analyzing assigned fiction, poetry, and drama, evaluating both the aesthetic value of texts and the historical influences that affect them. Communication Outcome, Problem Solving and Decision Making Outcome, Technological Literacy Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 4. | Develop research skills using and evaluating library and internet sources. Technological Literacy Outcome, Information Literacy Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 5. | Develop oral presentation skills to present individual or group information. Communication Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 6. | Attend various cultural,
historical, or educational opportunities on or off campus.
Communication Outcome, Personal Development Outcome, Cultural Diversity and Social Adaptation Outcome, Transitional Strategy |
||||||||
| 7. | Internalize the work ethic by regularly attending class, being punctual, being dependable, cooperating with the teacher and other classmates, contributing to class discussion and projects, and acting in a professional manner while in class. Personal Development Outcome, Transitional Strategy | ||||||||
| *Strategies and outcomes listed after instructional processes reference Pellissippi State’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process. | |||||||||
| IV. Expectations for Student Performance*: | |||||||||
| Upon successful completion of this course, the student should be able to: | |||||||||
| 1. | Define and identify common characteristics of realism in American Literature. C, D | ||||||||
| 2. | Analyze elements of realism in the works of such authors as Clemens, James, and Howells. A, B, C, D | ||||||||
| 3. | Define and identify common characteristics of naturalism in American Literature. C, D | ||||||||
| 4. | Recognize and discuss characteristics of naturalism in the works of such authors as Crane, London, and Bierce. A, B, C, D | ||||||||
| 5. | Identify elements of local color in the works of authors such as Freeman, Jewett, Cable, Clemens. B, C, D | ||||||||
| 6. | Trace the development of African-American Literature from the Reconstruction to the Harlem Renaissance through analysis of works by authors such as Washington, DuBois, and Hughes. A, B, D | ||||||||
| 7. | Analyze and discuss the works of Early 20th Century American poets such as Robinson, Masters, and Frost. B, C, D | ||||||||
| 8. | Recognize and analyze the techniques of imagism and symbolism in the works of such poets as Eliot and Stevens. B, C, D | ||||||||
| 9. | Trace the development of 20th Century American drama through study of works by major dramatists such as Williams, O'Neill, Odets and Glaspell. B, C, D | ||||||||
| 10. | Discuss and interpret early 20th Century prose through analysis of fiction by such authors as Hemingway, Faulkner, Steinbeck, Cather, and Glasgow. B, C, D | ||||||||
| 11. | Examine 20th Century prose through analysis of short fiction by such authors as Updike, Walker, Oates, and Welty. B, C, D | ||||||||
| 12. | Trace the development of contemporary American poetry through analysis of works by such poets as Dickey, Brooks, Rich and Plath. B, C, D | ||||||||
| 13. | Relate political events and institutions to works studied. A, B | ||||||||
| 14. | Relate religious and ideological factors to works studied. A, B | ||||||||
| 15. | Relate biographical information about major American authors to works studied. A, B | ||||||||
| 16. | Trace American thought and concerns through chronological study of the literature. A, B, C | ||||||||
| 17. | Relate the contributions of diverse cultural groups to American Literature through analysis of such writers as Eastman, Whitecloud, DuBois, Hughes, Silko, Ortiz and Yamamoto. A, B | ||||||||
| *Letters after performance expectations reference the course objectives listed above. | |||||||||
| V. Evaluation: | |||||||||
| A. Testing Procedures: | |||||||||
| 60-80% of the final grade will be based on tests and quizzes. Approximately 20-40% of the grade will be based on projects such as papers and journals. | |||||||||
| B. Laboratory Expectations: | |||||||||
| None | |||||||||
| C. Field Work: | |||||||||
| None | |||||||||
| D. Other Evaluation Methods: | |||||||||
| Students are expected to participate in class discussions of assigned readings. | |||||||||
| VI. Policies: | |||||||||
| A. Attendance Policy: | |||||||||
| Attendance, promptness, and participation are essential to success in college courses. The general attendance policy of the College states that students must be present for at least 75 percent of scheduled class meetings in order to receive credit for the course; thus, students who miss 25 percent of class meetings will fail the course. Therefore, any student who must miss an excessive number of classes for any reason is advised to withdraw from the College under the "Mitigating Circumstances" provision as described in the PSTCC Catalog. | |||||||||
| B. Academic Dishonesty: | |||||||||
| Any student
found engaging in an act of academic dishonesty will be promptly dismissed
from the course with a grade of F.
Academic dishonesty includes the following: Plagiarism--presenting someone else's words or ideas as your own; Collusion--allowing other people to write, to revise, or to alter significantly the text of a paper that is supposed to be your work alone. |
|||||||||