1. Read intellectually challenging text with increased comprehension and enriched aesthetic response.

•  Read passages and poems aloud (R, OC)

•  Locate and define in context challenging vocabulary found in assigned readings (R, CT)

•  Practice reading strategies for literature (e.g. predicting theme from title; reading first stanza or paragraph twice before reading whole piece; listing characters and their qualities as they are revealed; highlighting important passages; marking texts with marginal notes; accessing biographical and historical context; reading all assignments twice) (R, CT)

•  Listen to recording of authors' voices as they read their writings and talk about the creative process (OC)

•  Watch videos that provide context and interpret themes contained in the readings (OC)

•  Make verbal comparisons between literature and other aesthetic expressions (visual arts, music, etc) (R, CT)

•  Create original material (poetry, short story, drama) in response to the assigned literature (W, CT)

•  Write “reader response” logs (W)

•  Compose thoughtful questions about the texts and work in groups to answer them (CT, OC)

•  Verbalize immediate aesthetic response (explaining what is meant by personal relevance and audience appeal) (W, OC)

•  Reading comprehension quizzes (R, W, CT)

•  Listening comprehension quizzes (W, OC, CT)

•  Reading logs (W, R, CT)

•  Journals (W, R, CT)

•  Oral feedback on group response to student questions ( OC , CT )

•  Written self-reflection on reading process (CT, W)

•  Written self-reflection on aesthetic response (CT, W)

•  Oral and written feedback on creative student material (CT, OC)

•  Student generated study questions ( OC , CT )

•  Study question responses to readings (W, R, OC)

•  Presentations on authors and texts ( OC , CT , R, W, TS)

•  Researched essay that exhibits comprehension of primary and secondary texts R, W, CT, TS)

2. Incorporate the vocabulary of literary analysis into class discussion and writing in order to facilitate thinking about texts from various literary genres.

•  Define various genres and identify pieces of writing as belong to a particular genre. (R, OC , CT )

•  Identify different forms of figurative language such as image, symbol, simile, metaphor, alliteration, onomatopoeia, personification, oxymoron, allegory, irony, and hyperbole. ( OC , CT )

•  Discuss works rich in figurative language, analyzing the depth of meaning engendered by particular figures of speech. (R, OC , CT )

•  Define various critical approaches such as formalist, historical, Marxist, feminist, psychological, reader-response, mythological. (R, OC , CT )

•  Apply appropriate critical approaches to specific works in various genres. (R, OC , CT )

•  Read passages and poems aloud to facilitate thinking about meaning. ( OC , CT )

•  Summarize group and/or class discussion. (OC, W, CT)

•  Essays which analyze the use of figurative language in works from various genres (R, W, CT)

•  In-class quizzes and examinations (CT, W)

•  Commentaries written out of class, reading logs, postings to electronic bulletin boards, etc. (CT, W, R)

•  Researched essays (CT, R, W)

•  Individual and/or group presentations (CT, R, OC)

•  Essays which compare and contrast various critical approaches to the same work (CT, W, R)

3. Express in discussion and in writing an awareness of diverse voices found in literature.

•  Discuss identity formation with the whole class or in small groups. (CT, OC)

•  Brainstorm characteristics of our individual and collective identities. (CT, OC)

•  Discuss assigned readings in terms of characteristics of our individual and collective identities. (CT, OC, R)

•  Respond to study questions on readings in small groups. (CT, OC, R, W)

•  Compare/contrast assigned readings to personal experience or other readings. (CT, OC, R, W)

•  Create in writing and/or discussion a cross-reference of readings according to theme, issue, identity, character. (CT, OC, R, W)

•  Research cultural and historical issues surrounding writing and publication of works. (CT, TS, R, W)

•  Analyze in discussion and writing characters or speakers including goals, motivations, and perspectives. (CT, OC, R, W)

•  Playact characters, narrators, or speakers/personae. (CT, OC, R)

•  Original student soliloquies based on interpretation or research of characters or writers (CT, TS, OC, R, W)

•  Response journals (CT, R, W)

•  Reading logs (CT, R, W)

•  Responses to study questions (CT, R, W, OC)

•  Oral presentation on research (CT, R, W, TS, OC)

•  Annotated research lists (CT, R, W, TS)

•  Character analysis papers (CT, R, W)

•  Biographical research papers (CT, R, W, TS)

•  Comparison/contrast analytical papers (CT, R, W)

•  Outline of cross-reference of readings (CT, R, W)

•  Creative writing in appropriate genre to depict setting, issue, perspective (CT, W, R)

•  Oral and written assessments of on-campus performances connected to readings (CT, W, R, OC )

4. Build a context for understanding literature by linking class readings to other academic disciplines and to universal human experience.

•  Research and discuss historical allusions in readings. (CT, TS, R, W, OC)

•  Discuss experiences analogous to current or historical events. (CT, R, W, OC)

•  Discuss and locate settings of readings. (CT, R, W, OC)

•  Compare/contrast personal experiences with assigned readings. (CT, R, W, OC)

•  Respond independently and in small group to study questions highlighting connections to other disciplines. (CT, R, W, OC)

•  Create a cross-reference of readings to other disciplines. (CT, R, W, OC)

•  Identify and analyze independently or in group texts that express universal human experiences. (CT, R, W, OC)

•  Participate in panel discussions. (CT, R, W, OC)

•  Develop webpage. (CT, TS, R, W, OC)

•  Response journals (CT, R, W)

•  Research logs (CT, TS, R, W)

•  Response to student generated study questions (CT, R, W)

•  Group or individual oral presentations with multidisciplinary connections (CT, R, W, OC)

•  Annotated resource lists (CT, TS, R, W)

•  Web page (CT, TS, R, W)

•  Research papers (CT, TS, R, W)

•  Multidisciplinary research projects (CT, TS, R, W, OC)

•  Multidisciplinary panel discussions (CT, R, W, OC)

5. Write essays that go beyond summary to the analysis and interpretation of texts.

•  Define terms such as plot, summary, theme, interpretation, analysis, and literal vs. figurative. ( OC , CT )

•  Distinguish between summary and critical commentary in class discussion of the works being studied. (CT, OC, R)

•  Write a summary of a passage and then an analysis and interpretation. (CT, R, W)

•  Construct thoughtful discussion and hypothetical exam questions. (R, W, CT)

•  Compose essays which use plot details to support analysis and interpretation. (CT, R, W)

•  Essays written at home or in class which interpret setting, symbolism, figurative language, and/or mood in texts (CT, R, W)

•  Essays written at home or in class which interpret the characters' points of view (CT, R, W)

•  Essays written at home or in class which analyze the effect of plot/structure upon meaning (CT, R, W)

•  Essays written at home or in class which compare/contrast themes in literary works to reach new understandings of nature, society, and/or self (CT, R, W)

•  Researched essays written at home which focus upon critical analysis of texts and the social, moral, and/or intellectual issues they raise (CT, R, W, TS)

6. Apply the grammatical and rhetorical skills of Composition I to a variety of complex writing tasks in preparation for writing across the curriculum.

•  Use the rhetorical patterns to brainstorm about the readings. (R, W, CT)

•  Create in-class drafts of paragraphs to practice gathering literary evidence and incorporating secondary sources. (R, W, CT)

•  Write essays that analyze themes, that compare and contrast works of literature, that use sources, and that incorporate concepts from other disciplines. (W, CT, TS)

•  Use a handbook as a resource in identifying and correcting grammatical and mechanical essays in student essays (R, CT)

•  Use peer editing to increase self-awareness of the writing process (R, CT)

•  Edit drafts of one's own and peers' essays according to the rules of Standard American English (CT, R)

•  Develop in class a rubric and apply it in evaluating student essays. (CT, OC)

•  Revise essays in response to self-assessment, peer assessment, and teacher assessment. (CT, W)

•  Peer and professor evaluation of essays according to a rubric (W, R, OC , CT )

•  Lists of repeated mechanical and grammatical errors made by students in their writings (CT)

•  Oral feedback for group and individual activities ( OC , CT )

•  Peer and professor feedback on essay drafts (OC, W, R)

•  Essays that meet and typically exceed the minimum standards of rhetorical and grammatical correctness of Composition I (W, R, CT, TS)

7. Conduct research and assess information from a variety of sources in order to understand the research topic.

•  Complete a scavenger hunt among the library's printed resources. (CT, OC, TS)

•  Complete a scavenger hunt among the library's electronic resources. (CT, OC, TS)

•  Complete faculty-designed web quests related to the course content. (CT, TS, W)

•  Develop research questions (CT, W)

•  Develop keywords for researching a topic. (CT)

•  Using the inter-library loan process, order and receive material related to a research question. (CT, TS)

•  Locate internet sites related to a research question. (CT, R, TS)

•  Assess web sites for relevance to the research topic, authority, and currency. (CT, R, TS, W)

•  Create a working bibliography. (CT, R, W)

•  Create an annotated bibliography. (CT, R, W)

•  Practice paraphrasing, summarizing, and quoting. (CT, W, R)

•  Practice developing the lead-ins and explanations that create contexts for paraphrased and quoted material. (R, W, CT)

•  Study a system of documentation, such as MLA and APA. (CT, R)

•  Develop a mock Works Cited page including materials from books, anthologies, periodicals, web sites, databases, and other sources.(R, W, TS)

•  Differentiate among primary, secondary, and general reference sources. (CT, R)

•  Exercises that use documentation techniques. (CT, R)

•  Quizzes on documentation. (CT, R)

•  Scavenger hunt information sheets/checklists. (R, CT)

•  Written paraphrases and/or summaries. (R, CT, W)

•  Web quest information sheets. (R, TS, W)

•  Web site evaluation forms. (R, CT)

•  Mock Works Cited page. (W, R, CT)

•  Annotated bibliography. (R, W, CT)

•  Record of the research process. (W, CT)

8. Compose essays that incorporate research and documentation in preparation for the assignments of other courses.

•  Discuss the rationale for documentation. (CT)

•  Develop lead-ins and explanations that create contexts for paraphrased and quoted material. (R, W, CT)

•  Employ--as appropriate-- paraphrasing, summarizing, and/or quoting to support the main idea of a paragraph. (R W, CT)

•  Apply a system of documentation. (R, W, CT)

•  Submit drafts for peer and professor review. (W, CT, R, OC)

•  Use the revision and formatting potential of word-processors to write increasingly polished essays. (TS, R, CT, W)

•  Discuss and critique model student essays. (R, CT, OC)

•  Develop a rubric for assessing essays that incorporate research and documentation. (CT)

•  Submit copies of cited material. (TS)

•  Drafts of essays. (W, CT, R)

•  Word-processed essays that incorporate research and are evaluated by self, peers, and professor according to a rubric. (CT, R, TS, W)

•  Evidence of validity of cited material. (CT)