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Course: American Literature II
Department: English
Course Description: from the catalog: ENGL214 American Literature since 1860
An introduction to American literature, this course examines the major contributors to American literature, culture, and ideals from the Civil War to the present. (American Literature to 1860 is not a prerequisite.)
Approved by Department: Yes
Date: March, 2004
While completing the table below, remember that the individual outcomes you list in the first column should answer this question: What must the learner know and be able to do at the end of the course? Items in the third column should answer the question: How do we know? The second column is where teachers can be most creative; it's for pedagogy. Each rectangle in column one should contain just one outcome; the corresponding rectangles in columns two and three, however, may contain more than one item. Using the code at the end of the matrix, indicate the core competencies being strengthened by the outcomes activities and the assessment tools
*COURSE OUTCOMES |
OUTCOMES ACTIVITIES |
ASSESSMENT TOOLS |
1. Read a significant sampling of the writings that constitute the canon of American literature from 1860 toward the present. |
• Read assigned selections thoughtfully, both primary sources and secondary sources (including editorial introductions) (R, CT) |
~Quizzes and objective questions on readings.(CT, OC,)
~Short essays and reaction papers (R, W)
~Mid-term and Final Examinations on readings, with objective and essay questions. (W, CT) |
2. Become familiar with or identify major writers, works, genres, trends, and styles from 1860 toward the present |
• Attend class lectures regularly, taking notes particularly of information not found in texts. (CT, W) |
~Quizzes and objective questions (CT, OC,)
~Short essays and reaction papers (R, W)
~Mid-term and Final Examinations on readings, with objective and essay questions. (W, CT) |
3. Write papers responding critically to both primary and secondary texts, building on skills developed in English Composition II. |
• Use research skills from English Composition I and English Composition II to prepare papers demonstrating an interaction with one or more of the assigned readings.(R, CT, W) |
~Graded papers with citations. According to MLA format(W, CT) |
4. Understand and analyze the relationships between American culture (historical, intellectual, social, political, economic) from 1860 onwards and individual writers and their works. |
• Compare historical information from other classes, both social history and factual data, to understand writers of the period, in small and large group discussions, journals, and reaction papers. (CT, R, W, O)
• Discuss in class the implications of culture on writing. ( OC , CT ) |
~Papers (CT, W)
~Class discussion (CT, O)
~Exams (CT, W) |
5. Discover a sense of how American identity is developed and exemplified through literature. |
• Class discussions
• Papers |
~Papers (CT, W)
~Class discussion (CT, O)
~Exams |
6. Analyze and discuss texts, using literary terms and themes introduced in English Composition II, to guide and inform the aesthetic experience of reading. |
• Class discussions
• Papers |
~ Evidence of literary terms in assigned papers, and identification of thematic patterns in assigned readings. (R, CT, W) |
7. Appreciate the personal relevance and shared values of literature, and the depth of feeling that comes with recognition of the universal human condition. |
• Connect the readings with personal experiences, either through discussion or silent appreciation, either to validate or negate the writers' visions. ( OC , CT ,)
• Connect the readings to contemporary conditions and events (R, W, O, CT) |
~ Researched papers that move beyond plot summary to analysis and interpretation by the student. (CT, W) |
8. Strengthen Core Competencies** in order to increase success in this and other courses and in the workplace. |
Referenced above |
Referenced above. |
*Try to express an outcome as an infinitive phrase that concludes this sentence: At the end of the course, the students should be able to . . .. Finding the line between too general and too specific can be difficult. In an English Composition course, for instance, it is probably too general to say, "The student should be able to write effective essays." It is probably too specific to say, "The student should be able to write an introductory paragraph of at least 50 words, containing an attention-getting device, an announcement of the narrowed topic, and an explicit thesis sentence." Just right might read, "The student will write introductions that gather attention and focus the essay."
**Indicate the Core Competencies that apply to the outcomes activities and assessment tools: Critical Thinking (CT); technology skills (TS); oral communications (OC); quantitative skills (QS); reading (R); writing (w). |
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