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MASTER SYLLABUS |
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ENGL 2310 (formerly ENG 2210) |
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| Class Hours: 3.0 | Credit Hours: 3.0 | ||||||||
| Laboratory Hours: 0.0 | Revised: Spring 05 | ||||||||
| Catalog Course Description: | |||||||||
| Ancient, Medieval and Renaissance literature. | |||||||||
| 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, mechanics, and in source documentation; in addition, students should be familiar with basic literary terminology and genres. | |||||||||
| Prerequisite: | |||||||||
| ENGL 1020 | |||||||||
| Textbook(s) and Other Course Materials: | |||||||||
| Textbooks:
Alighieri, Dante. The Inferno. Trans. John Ciardi. New York : Signet, 1982. Davis Paul, et al., eds. The Bedford Anthology of World Literature. Boston: Bedford/St. Martin's, 2004. 3 vols. Marlowe, Christopher. Dr. Faustus. New York: Dover, 1994. (or an alternate Renaissance drama) References:
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| I. Week/Unit/Topic Basis: | |||||||||
| This is a suggested plan of assignments for the semester. Instructors should choose readings, prepare writing assignments, and provide their own schedule of assignments. | |||||||||
| Week | Topic | ||||||||
| 1 | Introduction to Mythology / Adventure of the Hero | ||||||||
| 2 | Introduction to the Epic / Gilgamesh | ||||||||
| 3 | Gilgamesh | ||||||||
| 4 | Introduction to the Greek Epic / Iliad | ||||||||
| 5 | Iliad | ||||||||
| 6 | Odyssey | ||||||||
| 7 | Odyssey | ||||||||
| 8 | Æneid / Introduction to the Middle Ages / Inferno | ||||||||
| 9 | Inferno | ||||||||
| 10 | Inferno | ||||||||
| 11 | Introduction to Greek Drama / Poetics / Antigone | ||||||||
| 12 | Introduction to Medieval Drama | ||||||||
| 13 | Introduction to Renaissance Drama / Dr. Faustus | ||||||||
| 14 | Dr. Faustus | ||||||||
| 15 | Final Exam Period | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Respond thoughtfully to the expression of enduring human concerns. II.1, II.2, II.3, II.4, II.5 | ||||||||
| B. | Recognize the distinctive interpretations of experience offered by writers of Western Literature in Old Testament times, the Golden Age of Greece, the Medieval Period, and the Renaissance. II.1, II.2, II.4, IV.3, IV.5 | ||||||||
| C. | Understand the techniques of imaginative literature and the critical approaches that clarify its nature and meaning. I.1; II.1, II.6 | ||||||||
| D. | Strengthen the skills developed in English Composition through writing, revising, and correcting papers and exams. I.1, I.2, I.3, I.4, I.5, I.6, I.7, II.6 | ||||||||
| *Roman numerals after course objectives reference TBR's general education goals. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Work in teams to discuss and analyze literature. Communications Outcome, Humanities and/or Fine Arts Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 2. | Read assigned works of literature and participate in class discussion. Communications Outcome, Humanities and/or Fine Arts 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, Technological Literacy Outcome, Active Learning Strategy | ||||||||
| 4. | Develop research skills using and evaluating library and internet sources. Communication Outcome, Technological 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.
Humanities and/or Fine Arts Outcome, Active Learning Strategy, Transitional Strategy |
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| 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. Communication Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| *Strategies and outcomes listed after instructional processes reference TBR’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. | Identify and understand common themes of biblical literature, such as creation, sin, rewards and punishments, the suffering servant, salvation. A, B | ||||||||
| 2. | Trace these themes through Western Literature of the Medieval Period and the Renaissance. A, B | ||||||||
| 3. | Identify the major beliefs and themes of ancient Greek Literature, as evidenced in such writers as Homer, Sophocles, Euripides, Aristotle, and Aristophanes. A, B | ||||||||
| 4. | Distinguish between the beliefs of the Old Testament writers and those of the ancient Greeks and illustrate the differences by reference to works read. A, B | ||||||||
| 5. | Define and give examples of the primary genres of ancient Greek literature, such as epic, tragedy, and comedy. B, C | ||||||||
| 6. | Trace major themes and beliefs of the Greeks through Western Literature of the Medieval Period and the Renaissance. A, B | ||||||||
| 7. | Describe and illustrate the major themes and beliefs of western writers of the Medieval Period, such as Dante and Chaucer. A, B | ||||||||
| 8. | Discuss the influence of Dante on subsequent thought and writing in the western world. A, B | ||||||||
| 9. | Define and illustrate genres common to the Medieval Period, such as fabliau, miracle play, mystery play, framed story, epic, and romance. B, C | ||||||||
| 10. | Understand and discuss the primary themes and beliefs of the Renaissance, as illustrated in such writers as Cervantes, Donne, Milton, and Shakespeare. A, B | ||||||||
| 11. | Discuss and illustrate differences in beliefs and themes of writers of the Medieval period and the Renaissance. A, B | ||||||||
| 12. | Identify and discuss typical genres of the Renaissance, such as novel, sonnet, epic, comedy, and tragedy. B, C | ||||||||
| 13. | Recognize major themes and character types of the Renaissance in subsequent Western literature. B, C | ||||||||
| 14. | Recognize and discuss the influence of Milton on subsequent Western thought and beliefs. A, B | ||||||||
| 15. | Show how Elizabethan drama builds upon and differs from ancient Greek drama. B, C | ||||||||
| 16. | Understand the influence of Shakespeare on the subsequent development of the drama in Western literature. C | ||||||||
| 17. | Demonstrate an understanding of the relationship between life and literature by relating biographical information about major Western writers to the works by those authors. A, B | ||||||||
| 18. | Write responses and analytical papers on appropriate topics relating to the works studied. D | ||||||||
| 19. | Write insightful, appropriately developed, mechanically correct answers to essay test questions concerning the works studied. D | ||||||||
| *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 final 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. According to the PSTCC 2004-2006
Catalog & Handbook,
Prohibited activities include but are not limited to the following practices: • Cheating, including but not limited to unauthorized assistance from material, people, or devices when taking a test, quiz, or examination; writing papers or reports; solving problems; or completing academic assignments • Plagiarism, including but not limited to paraphrasing, summarizing, or directly quoting published or unpublished work of another person, including online or computerized services, without proper documentation of the original source • Purchasing or otherwise obtaining prewritten essays, research papers, or materials prepared by another person or agency that sells term papers or other academic materials to be presented as one’s own work • Taking an exam for another student • Providing others with information and/or answers regarding exams, quizzes, homework or other classroom assignments unless explicitly authorized by the instructor • Any of the above occurring within the Web or distance-learning environment. (62-63) |
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| C. Accommodations for disabilities: | |||||||||
| If you
need accommodation because of a disability, if you have emergency medical
information to share, or if you need special arrangements in case the building
must be evacuated, please inform the instructor immediately. Privately
after class or in the instructor's office.
To request accommodations students must register with Services for Students with Disabilities: Goins 127 or 131, Phone: (865) 539-7153 or (865) 694-6751 Voice/TDD. |
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