Kaskaskia College Course Syllabus
LITO 205
(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
X BACCALAUREATE/TRANSFER
CAREER
EDUCATION
CONTINUING
COMMUNITY EDUCATION
ABE/ASE
HEALTH
OCCUPATIONS
OTHER
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)
CORRESPONDENCE LABORATORY‑DISCUSSION
TELEVISION
(TELECOURSE) LECTURE
RADIO LECTURE‑LABORATORY
INDEPENDENT STUDY OTHER (IDENTIFY):
CO‑OP
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
AUTHOR(S): Perkins
COPYRIGHT DATE: 2007 EDITION: 11th
PUBLISHING COMPANY: McGraw-Hill
B.
REQUIRED WORKBOOK(S)
TITLE:
AUTHOR(S):
COPYRIGHT DATE: EDITION:
PUBLISHING COMPANY:
IX. SUPPLEMENTARY INSTRUCTIONAL MATERIALS
IDENTIFY GENERAL SOURCES:
Paperbacks
novels
IF EXTENSIVE COLLATERAL READINGS ARE REQUIRED
FROM SPECIFIC
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
A.
Experimentation
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
Diverse
Voices
NOTE:
ü As part of the Kaskaskia College comprehensive Assessment Program
for Humanities, all instructors are asked to complete an assessment form that
lists some of the assessment techniques utilized at both the summative and
formative levels; the form also allows for the use of the data to make changes
to the course the next time that it is taught.
The grading standards/ rubric for all compositions and the assessment
form are attached.
PREPARED BY:
REVIEW/REVISION DATE:
REVIEWED BY:
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.
English
Department
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-.
AVERAGE ESSAY--C
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.
POOR ESSAY--D
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.
FAILING ESSAY—F
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
Criteria:
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Student #
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Comprehension of the individual work
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Aesthetic and cultural appreciation
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Understanding of the work in its historical context
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Analysis of Form
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Totals
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