DE ANZA COLLEGE

LANGUAGE ARTS DIVISION

COURSE OUTLINE

 

English Writing 1B

Effective Quarter Fall 1999

Degree Applicable

I. Course Information

EWRT 1B

Reading, Writing and Research

 5 Units

 

Prerequisite(s): English Writing 1A

Co-requisite: None

Grading Scale: Pass-No Pass (P-NP) course

Duration: Five hours lecture, one additional lab hour to be arranged

Short Course Description: Development of analytical, comparative skills in reading and writing. Academic (interpretive, analytical, argumentative) writing based largely on reading of literary/imaginative texts linked by a common theme or issue. Outside research leading to analysis, comparison, and synthesis in documented research paper.

II. Course Objectives

The student will:

A.  Develop analytical, comparative skills in the reading of literary (and other) texts linked by a common theme or issue

1.   Interpret, analyze, and compare literary/imaginative texts

2.   Apply knowledge of cultural/historical context to interpretation and analysis of literary/imaginative texts

3.   Apply perspectives of relevant critical and/or expository texts to interpretation and analysis of literary/imaginative texts (optional)

4.   Recognize, compare and evaluate alternative points of view, including those of outside sources (from research)

 

B. Develop analytical, logical, organizational, verbal, and documentation skills in writing focused mainly on central theme or issue

1.   Apply the process model of composition to writing and rewriting

2.   Integrate logical and organizational models of written text with linear sequence of words and sentences

3.   Formulate written analyses and commentaries of/on literary/imaginative texts on the basis of multiple perspectives and sources of evidence

4.   Integrate multiple sources and points of view in documented, analytical research paper

III. Essential Student Materials

None

 

IV. Essential College Facilities

Library, on-line data bases; internet access

V. Expanded Description: Content and Form

 A.  Develop analytical, comparative skills in the reading of literary (and other) texts inked by a      common theme or issue

1.   Interpret, analyze, and compare literary/imaginative texts

a.                    Imaginative literature

b.Personal memoir

c.Related art forms such as film

2.   Apply knowledge of cultural/historical context to interpretation and analysis of literary/imaginative texts

a.                    Cultural codes, beliefs, practices, and stories

b.Cultural groups, including ethnic groups, social classes, and sexual/gender identities

3.   Apply perspectives of relevant critical and expository texts to interpretation and analysis of literary/imaginative texts (optional)

a.                    Critical commentaries on literature film, etc.

b.Social (cultural, historical, anthropological, etc.) analyses and sources of background information

c.                    Scientific (psychological, biological, environmental, etc.) analyses and sources of background information

4.   Recognize, compare, and evaluate alternative points of view, including those of outside sources from library-, internet-, and (optionally) field-based research

a.                    Additional literary/imaginative texts

b.Critical commentaries

c.                    Cultural, historical information and perspectives

d.Scientific information and perspectives

 

B.   Develop analytical, logical, organizational, verbal, and documentation skills in writing focused mainly on central theme or issue

1.   Apply the process model of composition to writing and rewriting

a.                    Gathering, discovering

b.Planning

c.                    Drafting

d.Revising

e.                    Editing

2.   Integrate logical and organizational models of written text with linear sequence of words and sentences

a.                    Logical model: thesis, supporting ideas, evidence

b.Organizational model: introduction, body paragraphs, conclusion

c.                    Linear sequence: word/sentence order, transitions, grammar, word usage

3.   Formulate written interpretations, analyses, comparisons, and commentaries of/on literary/imaginative texts on the basis of multiple perspectives and sources of evidence

a.                    Internal evidence

b.Cultural/historical context

c.                    Relevant analytical (social, scientific) texts

d.Personal experience

4.   Integrate multiple sources and points of view (from library-, internet-, and fled-based research) in documented, analytical research paper

a.                    Compare additional literary/imaginative texts

b.Apply critical commentaries and cultural and/or scientific perspectives

VI. Assignments

A.  Reading

1.   Challenging, college-level works (as measured by vocabulary, complexity of ideas, and stylistic sophistication) that reflect cultural, ethnic, gender/sexual, and social class diversity

2.   At least one book-length work by a single author

3.   Emphasis on literary/imaginative texts

 

B.   Writing (including a total of at least 6000 words of formally evaluated writing, whether by   individual assignment or by portfolio)

1.   Informal writing such as journal entries, responses to reading, and writing exercises (not necessarily graded)

2.   In-class essays, exams, and/or quizzes, measuring comprehension and analysis of readings

3.   Interconnected, progressive sequence of analytical essays: including major research paper of at least 1500 words; optionally including a nonlinear, hypertext-style project:; total of at least 4 essays, 4000 words

4.   Final exam or project (research paper) as indicated in 2 and 3 above

VII. Methods of Evaluating Objectives

A.  Journals and quizzes

B.  Class participation, including contributions to class discussions and small-group work

C.  Individual conferences

D.  Exams

E.  Analytical essays (evaluated by individual assignment or by portfolio), including major research paper

F.   Final exam or project (research paper) as indicated in C & D above

VIII. Texts and Supporting References

(Since this course is organized around a common theme or issue, the individual texts may vary greatly.)

A.   Anthologies:

1.  Bartholomae, David and Anthony Petrosky. Ways of Reading. 5th ed.

           Boston: Bedford/St. Martin's, 1999.

2.   Beaty, Jerome and J. Paul Hunter. Norton Introduction to Literature. 7th ed.

      New York: W.W. Norton, 1998.

3.   Charters, Ann and Samuel Charters. Literature and Its Writers. Boston: Bedford, 1998.

4.   Hirschberg, Stuart. The Many Worlds of Literature. New York: Macmillan, 1994.

5.   Kennedy, X.J. and Dana Giola. Literature. 9th ed. New York, Addison, Wesley, Longman, 1999.

6.   Meyer, Michael. Bedford Introduction to Literature. 5th ed. Boston: Bedford, 1996.

7.   Repp, John. How We Live Now. Boston: Bedford Books, 1992.

8.   Rosenberg, Donna. World Literature. Lincolnwood, IL: NTC Publishing, 1992.

9.   Stanford, Judith A. Responding to Literature.  3rd ed. Mountain View, CA: Mayfield, 1999.

 

B.   Individual Texts:

1.   Alvarez, Julia. When the Garcia Girls Lost Their Accents.

2.   ___. In the Time of the Butterflies.

3.   Burgess, Anthony. A Clockwork Orange.

4.   Chang, June. Wild Swans.

5.   Fitzgerald, F.S. The Great Gatsby.

6.   Hwang, David H. M. Butterfly.

7.   ___. Golden Child.

8.   Hammett, Dashiell. Red Harvest.

9.   Hurston, Zora Neale. Their Eyes Were Watching God.

10. Shakespeare, William. Hamlet.

11. Shepard, Sam. True West.

12. Tsukuyana, Gail. The Samurai's Garden.

 

C.  Grammar/Usage Handbooks

1.   Anson, Chris M. and Robert A. Schwegler.  Longman Handbook. New York: Longman, 1997.

2.   Hairston, Maxine, et al. CoreText: a handbook for writers. New York: Longman, 1997.

3.   Holeton, Richard. Composing Cyberspace. Boston: McGraw Hill, 1998.

4.   Rodrigues, Dawn. The Research Paper and the World Wide Web.

      Upper Saddle River, NJ: Prentice Hall, 1997.