Short Cuts: ENG 103; ENG 104; ENG 109; ENG 253W, ENG 254W, ENG 255W
Literature ~ English Course Competencies
Short Cuts: ENG 103; ENG 104; ENG 109; ENG 253W, ENG 254W, ENG 255W
Through study of significant literary works of modern British literature, the English 103 student will be able to:
1. Identify and explain significant characteristics of major British literary-historical periods (such as the Victorian Age, Realistic Novel, Aestheticism, Modernism, World War era, British Imperialism and Post-Colonialism), using illustrations from representative literary texts.
2. Situate individual works of British literature within their larger literary-historical-biographical contexts, and explain significant ways that these texts reflect or represent those contexts.
3. Define and illustrate key literary concepts, terms, genre conventions (such as theme, point of view, narrative frame, Byronic hero/ine, literary realism, dramatic monologue, historical fiction, politics of language), using well-selected examples from selected British literary texts.
4. Trace general developments in British literature over time, identifying elements of continuity and change represented in individual works from different British literary-historical periods and movements.
5. Use close reading, literary analysis, course "discussions" and other relevant resources, to identify and interpret significant relationships among the thematic content and literary form, as well as relevant the literary-historical-biographical context(s), of selected individual texts.
6. Extend and/or deepen the learning experience of this introductory survey course, by formulating a research question, investigating and sharing one's findings on at least one course-related topic (e.g. an author, text, period, genre, movement, theme, issue, etc.)
7. Communicate one's literary interpretations effectively in informal and formal writing, supported by relevant, well-selected evidence from primary British texts, as well as relevant secondary sources (i.e. on the cultural, literary, historical, biographical contexts of the British literary text).
8. Avoid plagiarism by citing course and any outside sources using an acceptable [i.e. MLA] academic documentation style.
Drafted by Cora Agatucci, March 2001
ENG 103 (Open Campus)
Spring 2001 Pilot Competencies:
Introduced to a selection of significant works of narrative fiction, representing a variety of authors from different literary periods, the English 104 student will:
A. Build Knowledge of a Major Literary Genre
1. Situate works of fiction within their contexts (e.g. literary historical periods and influences, cultural and biographical background of authors, authorial intentions and critical reception).
2. Explain and illustrate how works of fiction reflect and shape significant aspects of their contexts.
3. Define and explicate key literary elements of narrative fiction, such as plot, character, theme, point of view, setting, symbol, and style.
B. Develop Skills in Literary Analysis & Evaluation
4. Apply close reading, contextual background information, literary concepts and approaches, and multiple perspectives to the analysis and interpretation of works of fiction.
5. Use comparative analysis to demonstrate significant differences and similarities among works of narrative fiction (e.g., between short stories by the same or different authors; between short story and novel or film; between works of fiction from different literary-historical periods).
6. Formulate and apply persuasive criteria to the evaluation of works of fiction-- appropriate to the context and genre of the literary text, and distinguishing between personal responses and literary-critical judgment.
C. Exercise Effective Communication Skills
7. Use effective oral and written communication to express literary interpretations and evaluations--developed both independently and collaboratively.
8. Use well-selected evidence from the literary text(s) to support one’s literary interpretations, analyses, and evaluations.
Drafted by Cora Agatucci, September 1999
Given a selection of significant works of Western world literature, representing a variety of forms of literary discourse from the late eighteenth century to the present, the student will:
1. Explain the defining characteristics of major Western literary-historical periods (such as Romanticism, Realism, Symbolism, Modernism, Post-Modernism and Post-Colonialism) and analyze individual texts from these periods in relation to their historical, social, and cultural contexts.
2. Define and illustrate key period, genre, and other literary terms (such as Sensibility, lyric poetry, Realistic novel, narrative point of view, art for art’s sake, literature of the Absurd, (post-)colonial response literature, magical realism).
3. Explain how Western literary texts reflect or represent their contexts: e.g., cultural values and beliefs, literary and intellectual traditions, historical and biographical backgrounds, social and political realities.
4. Trace major developments in Western literature over time, identifying elements of continuity and change in selected works from different Western literary-historical periods.
5. Apply literary critical methods, comparative analysis, and defensible criteria appropriate to the literary-historical context, to analyze, interpret, and evaluate these texts.
6. Use effective oral and written communication to express these literary interpretations, analyses, and evaluations, developed both independently and collaboratively.
7. Use pertinent evidence from the literary texts and their contexts, to explain and support the student’s literary interpretations, comparative analyses, and evaluations.
Drafted by Cora Agatucci, June 1999
Given a selection of significant literary works representing a variety of forms of discourse from Pre-Colonial, Colonial, Revolutionary, through mid-Nineteenth Century America, the student will
1. Explain the features of the early American literary-historical periods (such as Pre-Colonial, Colonial, Federal, Romantic) and analyze individual texts from these periods in relation to their historical, social, and cultural contexts.
2. Explain how the values, beliefs, and traditions of particular cultures (such as Native American, Conquistador, Puritan, New England, Frontier) are represented in these texts.
3. Apply specific and defensible criteria, appropriate to the cultural context, to analyze, interpret, and evaluate these texts.
4. Define key period and genre terms, such as romance, autobiography, sermon, transcendentalism, Southwest humor, allegory.
5. Analyze the effects of education, gender roles, printing and publication practices, religious beliefs and political ideologies on the development and reputation of authors in this period of American literature.
6. Explain the relationships, within these selections, among purpose, audience, organization, form, voice, diction, style, and use of conventions.
7. Use formal and informal writing to develop and express interpretations and analysis, distinguishing between personal and critical responses.
8. Use evidence from the texts to support the student’s interpretations, evaluations, and comparative analysis.
9. Explain how the literary treatment of an event, issue, or idea differs from the approach of another academic discipline.
Kathy Walsh
Given a selection of significant literary works representing a variety of forms of discourse from 19th century through early 20th century American writers, the student will
1. Explain the features of American literary historical periods (such as the transcendental period, the abolition period, the age of realism, the early-modern period) and analyze individual texts from these periods in relation to their historical, social, and cultural contexts.
2. Explain how the values, beliefs, and traditions of particular regions and cultures (such as Native American, African-American, New England, frontier, northern abolitionists and industrialists, southern agrarians and reconstructionists) are represented in these texts.
3. Apply specific and defensible criteria, appropriate to the cultural context, to analyze, interpret, and evaluate these texts.
4. Define key period and genre terms, such as romance, realism, slave narrative, lyric poetry, naturalism, fictional point of view.
5. Analyze the effects of education, gender roles, printing and publication practices, class identities, and political ideologies on the development and reputation of authors in this period of American literature.
6. Explain the relationships, within these selections, among purpose, audience, organization, form, voice, diction, style, and use of conventions.
7. Use formal and informal writing to develop and express interpretations and analysis, distinguishing between personal and critical responses.
8. Use evidence from the texts to support the student’s interpretations, evaluations, and comparative analysis.
9. Explain how the literary treatment of an event, issue, or idea differs from the approach of another academic discipline.
Kathy Walsh
Given a selection of significant literary works representing a variety of forms of discourse from 20th century American writers, the student will
1. Explain the features of twentieth century American literary-historical periods (early modern, modern, Harlem Renaissance, postmodern) and analyze individual texts from these periods in relation to their historical, social, and cultural contexts.
2. Explain how the values, beliefs, and traditions of particular regions, cultures, and ideologies (such as Native American, African-American, Jewish, feminist) are represented in these texts.
3. Apply specific and defensible criteria, appropriate to the cultural context, to analyze, interpret, and evaluate these texts.
4. Define key period and genre terms, such as beat poets, theater of the absurd, the blues poem.
5. Analyze the effects of gender expectations, marginalization, publication practices (such as the “New Yorker story”), and political ideologies on the development and reputation of authors in this period of American literature.
6. Explain the relationships, within these selections, among purpose, audience, organization, form, voice, diction, style, and use of conventions.
7. Use formal and informal writing to develop and express interpretations and analysis, distinguishing between personal and critical responses.
8. Use evidence from the texts to support the student’s interpretations, evaluations, and comparative analysis.
9. Explain how the literary treatment of an event, issue, or idea differs from the approach of another academic discipline.
Kathy Walsh
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updated: 30 June 2001
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Agatucci:
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