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EASTERN ARIZONA COLLEGE - 1 - World Literature I
EASTERN ARIZONA COLLEGE
World Literature I
Course Design 2020-
Course Information
Division Communicative Arts
Course Number ENG 201
Title World Literature I
Credits 3
Developed by Ken Raines
Lecture/Lab Ratio 3 Lecture/0 Lab
Transfer Status (^) ASU NAU UA
ENG 201, Humanities, Arts & Design (HU), Historical Awareness (H), Global Awareness (G)
ENG Departmental Elective; Aesthetic & Humanistic Inquiry [AHI]
ENGL 270
Activity Course No
CIP Code 23.
Assessment Mode Portfolio
Semester Taught Upon Request
GE Category Humanities
Separate Lab No
Awareness Course Yes (GIH)
Intensive Writing Course Yes
Diversity and Inclusion Course Yes
Prerequisites
ENG 101 with a grade of "C" or higher
Educational Value
This course fulfills the Intensive Writing (IW) requirement. Meets Global/International/Historical Awareness (GIH) requirement. Meets Diversity and Inclusion (DI) course.
As an Intensive Writing course, the instructional content of the course will include at least one formal writing assignment of not less than 1,500 words and a minimum of two additional writing assignments totaling 1,000 words or more. The instructor must provide students with feedback on selected writing assignments, addressing issues including but not limited to, development, style, grammar, sentence and organizational structure, use of sources, and logical consistency. The assignments must be designed to include feedback from peers, professionals, or the EAC Writing Center. These writing assignments will account for a minimum of 10% of the student’s final grade. This course serves as transfer credit elective, fulfills general education and humanities requirements, meets Ethnicity, Race and Gender Awareness requirement, provides context for studies in English and American literature, and works with other courses and disciplines to indicate a common ground of human experience.
EASTERN ARIZONA COLLEGE - 2 - World Literature I
Description
Selected world literature from ancient times to the Renaissance. Students generate a minimum of 2, words including revisions throughout the semester.
Supplies
None
Competencies and Performance Standards
1. Examine racial and gender issues reflected in world literature.
Learning objectives What you will learn as you master the competency: a. Analyze specific cultural/philosophical concerns in antiquity, the Medieval Period, and the Renaissance. b. Identify the general characteristics of literature of the ancient world, the Medieval Period, and the Renaissance. c. Discuss the controlling idea in a literary work in a small group setting. d. Compare responses to a literary topic in small groups or pairs. e. Match themes or elements of fiction or poetry to other works studied. Performance Standards Competence will be demonstrated: o through in-class discussion of assigned readings and related issues o in small-group discussions for specific class activities o in objective tests and quizzes without the use of notes or text o in short essay-test answers without the use of notes or text o in extended essay-test answers with access to notes and text o in a critical research paper of a minimum of 1,500 words with access to all resources including an evaluation of the rough draft by the instructor Criteria - Performance will be satisfactory when: o learner generates a passing grade on tests by objective measurement, by short answer, by essay with a score of 70% or higher o learner examines racial and gender issues reflected in world literature in a critical essay of a minimum of 1,500 words from approved list of novels (or poetry collection)
2. Improve writing abilities.
Learning objectives What you will learn as you master the competency: a. Write a critical paper of 1,500 words or more on a selection from a reading list (a novel or collection of poems). b. Demonstrate thorough writing knowledge of author's theme(s) and technique(s). c. Identify primary and secondary sources in essays according to MLA format. d. Compose a Works Cited page according to MLA format. e. Revise essays from holistic comments by instructor and peer critiques. f. Distinguish controlling idea of a short story using a list of brief quotations from the work.
EASTERN ARIZONA COLLEGE - 4 - World Literature I
a. Develop a thesis and "reasons why" outline in character analysis. b. Match themes of fiction or poetry to other works studied. c. Identify elements of literary work such as conflict, setting, surprising statements, and point of view. d. Analyze a work in terms of intellectual background (e.g., Darwinism, naturalism, Puritanism, existentialism). e. Relate writing assignments thematically. f. Analyze a work in terms of historical milieu. Performance Standards Competence will be demonstrated: o through in-class discussion of assigned readings and related issues o in small-group discussions for specific class activities o in objective tests and quizzes without the use of notes or text o in short essay-test answers without the use of notes or text o in extended essay-test answers with access to notes and text o in a critical research paper of a minimum of 1,500 words with access to all resources including an evaluation of the rough draft by the instructor Criteria - Performance will be satisfactory when: o learner generates a passing grade on tests by objective measurement, by short answer, by essay with a score of 70% or higher o learner evaluates the interaction of ideas and society in literature in a critical essay of a minimum of 1,500 words from approved list of novels (or poetry collection)
5. Synthesize information from literary sources of different cultures and eras.
Learning objectives What you will learn as you master the competency: a. Match themes (or other elements) of fiction to other works studied. b. Use art from other media for idea-forming proficiency. c. Compare non-fiction writings to works of fiction. d. Analyze a work in terms of historical milieu. e. Analyze work in terms of intellectual background. Performance Standards Competence will be demonstrated: o through in-class discussion of assigned readings and related issues o in small-group discussions for specific class activities o in objective tests and quizzes without the use of notes or text o in short essay-test answers without the use of notes or text o in extended essay-test answers with access to notes and text o in a critical research paper of a minimum of 1,500 words with access to all resources including an evaluation of the rough draft by the instructor Criteria - Performance will be satisfactory when: o learner generates a passing grade on tests by objective measurements, by short answer, by essay with a score of 70% or higher
EASTERN ARIZONA COLLEGE - 5 - World Literature I
o learner shows synthesis of information from literary sources of different cultures and eras in a critical essay of a minimum of 1,500 words from approved list of fiction, non- fiction or epic poetry
6. Differentiate literary styles of major writers in world literature.
Learning objectives What you will learn as you master the competency: a. Write a critical paper on an appropriate literary topic. b. Differentiate the general characteristics of literature of antiquity, the Medieval Period, and the Renaissance. c. Discuss the language of literary terms: metaphor, symbol, cultural connotation, tone, etc. d. Analyze a literary work in terms of historical milieu. e. Appraise a short poem and form discussion questions. f. Match theme or elements of fiction piece to other works studied. g. Develop plot time-line for long literary work (play, novel, film). h. Analyze poem inductively by collaborative group work on thesis. Performance Standards Competence will be demonstrated: o through in-class discussion of assigned readings and related issues o in small-group discussions for specific class activities o in objective tests and quizzes without the use of notes or text o in short essay-test answers without the use of notes or text o in extended essay-test answers with access to notes and text o in a critical research paper of a minimum of 1,500 words with access to all resources including an evaluation of the rough draft by the instructor Criteria - Performance will be satisfactory when: o learner generates a passing grade on tests by objective measurement, by short answer, by essay with a score of 70% or higher o learner shows synthesis of information from literary sources of different cultures and eras in a critical essay of a minimum of 1,500 words from approved list of novels (or poetry collection)
7. Analyze major controlling ideas in world literature.
Learning objectives What you will learn as you master the competency: a. Analyze a work in terms of historical milieu. b. Match themes of fiction or poetry to other works studied. c. Relate writing assignments thematically. d. Analyze a work in terms of intellectual background (e.g., Darwinism, naturalism, Puritanism, existentialism). e. Evaluate critical essay in small groups on topic of a literary work. f. Analyze values in fictional work.
EASTERN ARIZONA COLLEGE - 7 - World Literature I
Portfolio Evaluation Rubric
Learning Outcome Performance Standards Points Awarded Analyze literary texts
Perceptive understanding of literary text as well as some of the subtleties, detailed, persuasive, accurate and correctly documented references to the text(s).
Excellent: 18-
Good understanding of the text(s), clear and correct (MLA style) and pertinent references to the text(s).
Good: 16-
Adequate understanding of the text(s), adequate, appropriate and generally correctly documented references to the text(s).
Adequate: 14-
Superficial understanding of the text(s), some relevant references to the text(s), problems with documentation clarity.
Below Average: 12- Little understanding of the text(s), mainly irrelevant and/or inappropriate references to the text(s), inaccurate and confusing documentation.
Failing: 0-
Analyze the historical and cultural context of literary texts
Detailed and persuasive appreciation of the effects of historical and cultural context on the text, detailed analysis documented with carefully chosen examples.
Excellent: 18-
Generally detailed appreciation of the effects of historical and cultural context on the text, detailed analysis illustrated with relevant examples.
Good: 16-
Competent appreciation of the effects of historical and cultural context on the text, illustrated with some relevant examples.
Adequate: 14-
Some recognition of the effects of historical and cultural context on the text, with superficial identification of those contexts.
Below Average: 12- Little to no mention of historical or cultural context, few or no relevant illustrative examples.
Failing: 0-
Demonstrate fluency with literary concepts by writing a critical analysis
Demonstrates fluency in literary concepts through employing them in a detailed and persuasive critical analysis of literary texts.
Excellent: 18-
Generally, demonstrates fluency in literary concepts through employing them in a detailed and persuasive critical analysis of literary texts. Shortcomings are few and do not undermine the overall development and integrity of the critical analysis.
Good: 16-
Essay reflects a generally competent but limited understanding of literary concepts, which curtails the scope of the literary analysis to some degree of detriment.
Adequate: 14-
Some understanding of literary concepts and their employment in a literary analysis. Student struggles to employ literary concepts in the analysis
Below Average: 12-
Little to no understanding of literary concepts and how to employ them in a critical analysis.
Failing: 0-
Develop an effective argument in literary analysis using primary and secondary sources
Detailed and persuasive critical analysis of literary texts to formulate a logically-consistent argument that is supported by textual evidence and presents valid and convincing conclusions. Analytical claims supported with correctly documented, high-quality primary and secondary sources.
Excellent: 18-
EASTERN ARIZONA COLLEGE - 8 - World Literature I
The student’s critical analysis is logically consistent and supported with correctly documented primary and secondary sources. Content includes detail and relevant examples. Shortcomings are few and do not undermine the overall development and integrity of the critical analysis.
Good: 16-
The student’s critical analysis is supported by adequate primary and secondary sources which are documented; content is adequate and appropriately illustrated by some relevant examples. Contains some detrimental shortcomings.
Adequate: 14-
The student’s critical analysis is sometimes poorly formulated and underdeveloped, with little use of primary and secondary sources and poor documentation. Essay text consists mainly of unsubstantiated generalizations or irrelevant information.
Below Average: 12-
The student’s critical analysis is poorly formulated and/or irrelevant, OR the content is mostly summary/narration and/or repetition, little to no use of primary and secondary sources, little or no documentation.
Failing: 0-
Write clearly and effectively
Purposeful and effective structure to the essay; supporting examples well integrated into the text; clear, varied, and precise language; no significant lapses in grammar, spelling, and sentence construction; precise use of wide vocabulary, figurative language and connotations; specific, creative college- level diction.
Excellent: 18-
Clear, logical structure to the essay; supporting examples appropriately woven into the text; clear, varied, and precise language; no significant lapses in spelling, grammar, and sentence construction; effective and appropriately varied use of vocabulary and sentence patterns.
Good: 16-
Adequate structure to the essay; ideas are generally presented in order and connected with some transitions; adequately clear and coherent use of language; only a few significant lapses in grammar, spelling, and sentence construction; some care shown in choice of vocabulary, idiom, and style; register is generally appropriate for literary analysis.
Adequate: 14-
Some structure to the response; student attempts to put ideas in a logical sequence; some degree of clarity and coherence in the use of language; some degree of accuracy in grammar, spelling, and sentence construction; vocabulary is sometimes appropriate to the discussion of literature.
Below Average: 12-
Little to no evidence of formal structure to the essay; simple listing of ideas without transitions; the language is not readily comprehensible; frequent lapses in grammar, spelling, and sentence construction; vocabulary rarely accurate or appropriate.
Failing: 0-
Grading Scale
A 90 - 100%
B 80 - 89%
C 70 - 79%
D 60 - 69%
F 59% and below
