(IAI H3 915)
I. COURSE LOCATION
X ON CAMPUS CCC
II. COURSE IDENTIFICATION
PREFIX: LITO NUMBER: 205 NAME: American Literature II
3 LECTURE HOURS LIBA 04900 CURRICULUM & NO.
0 LABORATORY HOURS 1.1/230701 PCS-CIPS NUMBER
3 CREDIT HOURS N VARIABLE (Y/N)
0 CLINICAL HOURS N REPEATABLE (Y/N)
0 SOE HOURS 0 TIMES
III. DIVISION TO WHICH COURSE IS ASSIGNED
CONTINUING COMMUNITY EDUCATION
IV. CATALOG DESCRIPTION OF COURSE
A survey of representative works illustrating the development of American literature from the Civil War to the present, with an emphasis on major literary movements understood in relation to their intellectual, social, and political contexts. Written work includes substantial formal essay assignments (totaling 9-12 typed pages) and a midterm and final exam, in addition to any reading journals, class notes, or other informal responses. All written work must meet the usual standards for college-level writing, be clearly and coherently presented and substantially free of surface errors. Prerequisite: Completion of the first General Education writing course (Eng 101).
V. PREREQUISITES FOR THE COURSE
ENGL 101 English Composition
VI. METHODS OF INSTRUCTION
X DISCUSSION-LECTURE SEMINAR
LABORATORY TELE-LECTURE (FILM-TV)
TELEVISION (TELECOURSE) LECTURE
INDEPENDENT STUDY OTHER (IDENTIFY):
VII. OBJECTIVES OF THE COURSE (USE ADDITIONAL PAGES AS NECESSARY)
A. To consider the important literary works and movements from Realism to the present.
B. To gain insight into social and political thought through literary themes.
C. To study the evolutionary progress of changing literary trends.
D. To introduce the students to many of the minority writers that have been excluded from the canon.
VIII. A. REQUIRED TEXTBOOK(S)
TITLE: The American Tradition in Literature, Vol. 2
COPYRIGHT DATE: 2007 EDITION: 11th
PUBLISHING COMPANY: McGraw-Hill
B. REQUIRED WORKBOOK(S)
COPYRIGHT DATE: EDITION:
IX. SUPPLEMENTARY INSTRUCTIONAL MATERIALS IDENTIFY GENERAL SOURCES:
IF EXTENSIVE COLLATERAL
BOOKS, PROVIDE INFORMATION.
X. METHODS OF EVALUATION OF STUDENTS ENROLLED IN THE COURSE
3 Regularly scheduled tests.
Final comprehensive exam.
Three, 4-5 page, typed (Times New Roman, 12 pt. Font) analytical papers. These formal essays must develop a focused thesis. Such essays should explicate a literary work through analysis of theme, point of view, character, conflict, irony, satire, imagery, and/or figurative language.
XI. COURSE OUTLINE
I. American Literature - 1865-1914
A. Rise of regional writers
B. Realism: Twain, Howells, James
C. Effects of Civil War
D. A new aesthetic
II. American Literature between the Wars - 1914-1945
B. The Rise of Modernism
C. Poetic Voices
D. Fitzgerald, Faulkner, Hemingway
III. American Prose since 1945
A. WWII and its aftermath
B. The Beat generation
C. The counter – revolution/60’s
D. Post-modern themes
E. Diverse Voices
IV. American Poetry since 1945
A. WWII and its aftermath
B. The Beat generation
C. The counter – revolution/60’s
D. Post – modern themes
ü As part of the
LITO 205: American Literature II
Learning Outcome I:
Students should be able to read, understand, interpret, and evaluate literary work.
More specifically, they should be able to do the following:
1. Recognize, recall, and summarize material read.
2. Predict and question the text during and after reading.
3. Understand the various purposes for reading.
4. Be cognizant of the difficulties of the text and aware of their own abilities and deficiencies.
5. Appreciate the importance of motivation.
6. Draw inferences thus enhancing appreciation for the complexities of the text.
7. Synthesize information previously read with the current text.
8. Evaluate the worth and value of the text.
9. Judge the accuracy and reliability of the text.
Learning Outcome II:
Students should be able to express and develop their ideas of the literary text by writing grammatical, organized, and coherent essays.
More specifically, the students should be able to do the following:
1. Generate ideas by using various strategies to analyze the text.
2. Write for a specific college audience and purpose, thus using appropriate language and style.
3. Develop an essay with a clear thesis.
4. Support that thesis with textual information.
5. Organize the essay coherently and logically using appropriate rhetorical strategies.
6. Write in standard, written English.
7. Revise and proofread.
8. Use writing as a means of developing thought and clarifying ideas.
Learning Outcome III:
Students should appreciate the diversity of American literature, specifically in the 20th century. They should know the major writers of the various literary movements and also some of the minor writers often ignored in the established canon; the students should understand the cultural backgrounds of these writers, the different eras, and the opposing ideas.
More specifically, the student should be able to do the following:
1. Recognize the various strategies for examining a literary text.
2. Distinguish among poetry, drama, and fiction.
3. Understand the elements of various literary genres.
4. Comprehend figurative language.
5. Discover literary themes and their traditions.
6. Recognize and appreciate the implications of symbolism, allegory, and myth.
7. Discover the early influences on modern American literature.
8. Perceive the tenets of Realism and the influence on modern literature.
9. Discern the socio-economic changes that occurred in the latter half of the 1800's that helped usher in Naturalism and Determinism.
10. Be cognizant of the drastic changes that WWI had on literature.
11. Realize the tremendous growth in reputation of American literature after the war, with the emergence of writers such as Hemingway, Fitzgerald, and Faulkner, and with poets such as Eliot, Williams, and Stevens.
12. Discover various modern themes, such as isolation, fragmentation, loneliness, and skepticism, aided in part by the possibility of mass annihilation brought on by nuclear technology.
13. Understand the significance of post-modern criticism, especially deconstruction, as it applies to the reader, writer, text trilogy.
14. Grow aware of the broadening literary canon, recognize the many minority writers, and appreciate the diversity of the American literary tradition.
15. Detect the rebellion against traditional form and appreciate the tremendous experimentation of modern literature.
COMPOSITION GRADING STANDARDS
While appreciating the individualism inherent in the essay grading process, the department adheres to the holistic method of evaluating essays and expects consideration of content, structure, and mechanics. The following standards in grading are designed to establish uniformity among all teachers of Composition:
EXCELLENT ESSAY --A
Content-- The content of the A essay exhibits a mature level of thought with a clearly stated thesis and abundant support in the forms of concrete examples, details, and reasoning. The essay addresses the specified audience and the assigned rhetorical mode.
Structure—It is structured with a complete introduction, graceful transitions through supporting paragraphs, and a fitting conclusion.
Mechanics—Mechanically, the paper employs a variety of sentence structures, precise word choice, and figures of speech to create a clear tone; it is void of repetition, wordiness, and colloquialisms.
GOOD ESSAY-- B
Content-- The B essay has a clearly stated thesis; the supporting paragraphs exhibit adequate examples and details with clear reasoning. The essay addresses the specified audience and the assigned rhetorical mode.
Structure-- The structure displays an introduction, clear transitions, and an acceptable conclusion. If not highly impactful, it has few structural weaknesses.
Mechanics-- The paper's mechanics consist of a variety of sentence structures and accurate word choices; it has few errors in Standard English. However, a mere absence of errors should not be rewarded with a grade of 6-.
Content-- The average essay has a clearly stated thesis; however, it is often trite or general. It attempts to display examples and details, but fails to provoke thought. The essay fails to address the specified audience, but it does reflect the assigned rhetorical mode.
Structure-- The structure presents a beginning, middle, and end, but lacks transitions. It has few structural weaknesses, but oftentimes structure is its 9nly strength.
Mechanics--Sentence structures are not varied and are often repetitive; unique word choices are not apparent. Errors in Standard English are commonplace; however, the essay does not have major sentence errors, such as comma splices, fragments, and run-ons.
Content—The poor essay lacks a clearly stated thesis. It fails to display examples and details, but instead the paragraphs are filled with repeated generalities. The essay fails to address the specified audience, and oftentimes it does not even reflect the assigned rhetorical mode.
Structure—The structure presents a beginning, middle, and end, but lacks transitions. The body paragraphs show little unity, order, or coherence.
Mechanics—Sentence structures are mostly simple and most sentences restate the previous thought; simple word choices ("their"and"its") are incorrect and confused. The most flagrant errors in Standard English are prevalent. Most seriously, a few comma splices, fragments, and run-ons remain uncorrected.
Content—This essay lacks a clearly stated thesis. It fails to display examples and details, but instead the paragraphs are filled with repeated generalities. The essay fails to address the specified audience, and oftentimes it does not even reflect the assigned rhetorical mode.
Structure—The structure fails to present a beginning, middle, and end. The body paragraphs do not show unity, order, or coherence.
Mechanics—Sentence structures are mostly simple and most sentences restate the previous thought; simple word choices ("their"and"its") are incorrect and confused. The most flagrant errors in Standard English are prevalent. Most seriously, many comma splices, fragments, and run-ons remain uncorrected.
Failure to eliminate comma splices, fragments, and run-ons from any essay should constitute a failing grade for the assignment.
Each embedded writing assignment will be evaluated based upon a variety of criteria that together form the basis of the Humanities component of the General Education curriculum. Please assign a number from 1 to 5 for each criterion. 1 = Unacceptable, 2 = Poor, 3 = Average, 4 = Good, 5 = Very Good, N/A = Not applicable
Comprehension of the individual work
Aesthetic and cultural appreciation
Understanding of the work in its historical context
Analysis of Form
For Further Information/
The Philosophy of
“Student learning” is the core focus of our institutional effectiveness plan, and our more specific assessment plan and strategies have but one primary purpose—improving student learning in the future. Despite the semantic distinction and the confusion between institutional effectiveness and assessment, the governing question forming the foundation of our assessment philosophy is simple: What can we do as faculty to improve student learning, and equally important, what can students do to improve? Obviously, each student learns differently, every course varies, not all programs can be assessed identically, and every faculty member’s style is unique; therefore, there is necessarily a complexity, as well as a need for subtlety, in order to achieve a comprehensive, coherent, and personally rewarding and meaningful assessment strategy. But underlying all levels of assessment is the simple dictate to which faculty and students alike are committed: We are embarked on an on-going, comprehensive assessment strategy that will both document and improve student learning.
Assessment Forms and The Role of All Faculty
A five-part sequence provides the pedagogical framework of our assessment plan. The institution has a mission statement and goals, all departments and programs have articulated missions, goals, and outcomes, and each course has objectives and student learning outcomes; thus all parts are connected to, derive meaning from, and fulfill the whole. Fourth, a series of forms has been developed in order to allow flexibility and to provide faculty with a means of measuring student learning outcomes and, most importantly, changing in order to improve student learning. Finally, students are active participants and are engaged in the assessment process.
A Quick Checklist Of What To Do
ü Check out the assessment room (Dean’s office) and familiarize yourself with the institution’s and with your department’s mission, departmental goals, and outcomes.
ü Every course has a departmental master syllabus. You must include these objectives and the learning outcomes on your first-day syllabus.
ü All programs must have an assessment plan on file. If you are in charge of a program, submit the program assessment plan at the beginning of the year; gather the data and analyze; and then submit the results at the end of the year along with how you will change in order to improve.
ü If you teach courses only, there are faculty forms on the back page to help you begin documenting the assessment of student learning.
ü Include students in surveys and CAT’s. Try using focus groups, etc.!
Faculty Assessment of Course Objectives
General Assessment Strategies
This form lists all of the graded material that comprised a student’s course grade and connects grade to course objectives.
Measurable course objectives on syllabus (pick any two):
How were these course objectives assessed?
Faculty Assessment of Learning Outcomes
General Assessment Strategies
Using Classroom Assessment
This form lists specific strategies for assessment of learning outcomes and for daily or weekly improvement of student learning. These assessment techniques are independent of --and in addition to-- grades and tests.
What were a few CAT’s utilized this semester for specific Learning Outcomes? List outcome (a) and CAT (b):
Analysis, Results, and Changes
Date last taught:
This form summarizes the results of your assessment efforts and proposes changes. Assessment must be an on-going continuum, a process that forces change and improves student learning.)
What were some of the most significant results that you received this semester?
What changes are you going to implement to improve student learning?