Active Outline
General Information
- Course ID (CB01A and CB01B)
- EWRTD001C
- Course Title (CB02)
- Literature and Composition
- Course Credit Status
- Credit - Degree Applicable
- Effective Term
- Fall 2021
- Course Description
- This course applies the analytical, critical, and synthesis skills developed in EWRT D001A/D01AH and EWRT D001B/D01BH, and/or EWRT D002./D002H to the ways meaning can be made in diverse cultural, social, and historical contexts in prose, poetry, and drama by reading and analyzing texts and critical interpretations and by composing critical responses, analyses, and arguments.
- Faculty Requirements
- Course Family
- Not Applicable
Course Justification
This course meets a general education requirement for De Anza, CSU GE, and IGETC. This course also belongs on the De Anza English AA Degree. This course is UC and CSU transferable. Additionally, this course allows students to engage in more advanced analysis and critique of literary/imaginative texts including examining such texts from a variety of cultural, social, and historical contexts to develop a growing awareness of what defines literature.
Foothill Equivalency
- Does the course have a Foothill equivalent?
- No
- Foothill Course ID
Formerly Statement
Course Development Options
- Basic Skill Status (CB08)
- Course is not a basic skills course.
- Grade Options
- Letter Grade
- Pass/No Pass
- Repeat Limit
- 0
Transferability & Gen. Ed. Options
- Transferability
- Transferable to both UC and CSU
| De Anza GE | Area(s) | Status | Details |
|---|---|---|---|
| 2G4E | DA and 4-yr GE English Comp Ag | Approved | |
| 2GC2 | De Anza GE Area C2 - Humanities | Approved |
| CSU GE | Area(s) | Status | Details |
|---|---|---|---|
| CGC2 | CSU GE Area C2 - Humanities | Approved |
| IGETC | Area(s) | Status | Details |
|---|---|---|---|
| IG3B | IGETC Area 3B - Humanities | Approved |
| C-ID | Area(s) | Status | Details |
|---|---|---|---|
| ENGL | English | Approved | C-ID ENGL 120 |
Units and Hours
Summary
- Minimum Credit Units
- 5.0
- Maximum Credit Units
- 5.0
Weekly Student Hours
| Type | In Class | Out of Class |
|---|---|---|
| Lecture Hours | 5.0 | 10.0 |
| Laboratory Hours | 0.0 | 0.0 |
Course Student Hours
- Course Duration (Weeks)
- 12.0
- Hours per unit divisor
- 36.0
Course In-Class (Contact) Hours
- Lecture
- 60.0
- Laboratory
- 0.0
- Total
- 60.0
Course Out-of-Class Hours
- Lecture
- 120.0
- Laboratory
- 0.0
- NA
- 0.0
- Total
- 120.0
Prerequisite(s)
EWRT D01B, EWRT D01BH, EWRT D002., or EWRT D002H
Corequisite(s)
Advisory(ies)
Limitation(s) on Enrollment
Entrance Skill(s)
General Course Statement(s)
(See general education pages for the requirements this course meets.)
Methods of Instruction
Lecture and visual aids
Discussion of assigned reading
In-class essays
Collaborative learning and small group exercises
Collaborative projects
Assignments
- Reading from a range of challenging literary texts (fiction, poetry, drama, literary non-fiction) from diverse social, cultural, and historical contexts that provoke critical consideration of important human values, including the power of the individual voice, the importance of community, and the richness of appreciating diversity and difference.
- At least one book-length work by a single author
- Emphasis on a range of literary and imaginative texts
- Writing that integrates personal experience with critical consideration of course materials (a minimum of 6000 formally evaluated words in individual assignments or portfolio)
- Informal writing such as journals and logs, reading responses and writing exercises, such as producing quatrains or sonnets
- A sequence of formal essays showing students increasing command over subject, purpose, audience, tone, and style, including one longer work of at least 1500 words grounded in extensive searches outside of the course readings. The longer work might be web-based and/or part of a class publication. Total of 4 papers, at least 4000 words.
Methods of Evaluation
- Exams or quizzes to evaluate comprehension and mastery of key terms and concepts and an awareness of literature's diverse social, cultural, and historical contexts.
- Participation in class discussions and small group exercises to demonstrate comprehension and critical consideration of literature and the human experience.
- Writing assignments to evaluate ability to analyze critically and synthesize course materials and personal experience related to the study of literature.
- Final projects or exam to evaluate ability to critically analyze the way(s) literature considers important human values, including the power of the individual voice, the importance of community, and the richness of appreciating diversity and difference.
Essential Student Materials/Essential College Facilities
Essential Student Materials:
- None.
- None.
Examples of Primary Texts and References
| Author | Title | Publisher | Date/Edition | ISBN |
|---|---|---|---|---|
| Homer, "The Odyssey." New York: Penguin Classics, 2006. | ||||
| Kennedy, X. J. and Dana Gioia. "Backpack Literature." 5th Ed. New York: Pearson, 2015. | ||||
| Meyer, Michael. "The Compact Bedford Introduction to Literature: Reading, Thinking and Writing." 12th Ed. New York: Bedford/St Martins, 2019. | ||||
| Roberts, Edgar. "Literature: An Introduction to Reading and Writing." Compact 6th Ed. New York: Pearson, 2014. | ||||
| Shakespeare, William. "Hamlet." New York: Simon and Schuster, 2003. |
Examples of Supporting Texts and References
| Author | Title | Publisher |
|---|---|---|
| Beckett, Samuel. "Waiting for Godot." New York: Grove, 2011. | ||
| Chabon, Michael. "The Amazing Adventures of Kavalier and Clay." New York: Random House, 2012. | ||
| Cline, Ernest. "Ready Player One." New York: Broadway, 2012. | ||
| Diaz, Junot. "Drown." New York: Riverhead Books, 1996. | ||
| Dove, Rita. "The Penguin Anthology of Twentieth Century American Poetry." New York: Penguin, 2013. | ||
| Fitzgerald, F. Scott, "The Great Gatsby". New York: Scribner, 2004. | ||
| Hansberry, Lorraine. "A Raisin in the Sun." New York: Vintage, 2004. | ||
| Hosseini, Khaled. "The Kite Runner." New York: Riverhead Books, 2013. | ||
| Hwang, David Henry. "M. "Butterfly." New York: Dramatists Play Service, Inc., 1998. | ||
| Lahiri, Jhumpa. "Unaccustomed Earth." New York: Vintage Contemporaries, 2009. | ||
| Li, Yiyun. "The Vagrants." New York: Random House, 2010. | ||
| Martel, Yann. "Life of Pi." New York: Mariner, 2003. | ||
| McCarthy, Cormac. "The Road." New York: Vintage, 2007. | ||
| Milosz, Czeslaw. "A Book of Luminous Things: An International Anthology of Poetry." New York: Mariner, 1998. | ||
| Moore, Lorrie, "Birds of America." New York: Vintage, 2010. | ||
| Morrison, Toni. "The Bluest Eye". New York: Vintage, 2007. | ||
| Neruda, Pablo. "The Essential Neruda: Collected Poems." Mark Eisner, editor. San Francisco: City Lights, 2004. | ||
| Oliver, Mary. "A Poetry Handbook." New York: Mariner, 1994. | ||
| Roy, Arundhati. "The God of Small Things." New York: Random House, 2008. | ||
| Shakespeare, William. "A Midsummer Night's Dream." New York: Washington Square Press, 1993. | ||
| Smith, Zadie. "White Teeth." New York: Vintage International, 2001. | ||
| Sophocles. "The Three Theban Plays." Trans. Robert Fagles. New York: Penguin, 1984. | ||
| Vargas Llosa, Mario. "Aunt Julia and the Scriptwriter." New York: Farrar, Straus and Giroux, 1982. |
Learning Outcomes and Objectives
Course Objectives
- Analyze literary texts from a variety of cultural, social and historical contexts to develop a growing awareness of what defines literature
- Examine and respond to a variety of literary texts in clear, analytical and original writing
CSLOs
- Identify the multiple levels of meaning of literary texts in journals, discussion, and essays.
- Analyze the cultural and historical background of literary texts.
- Demonstrates a progressive knowledge of the literary texts in essays and discussion through increasing length and/or the inclusion of appropriate quotations and close readings.
- Write effectively organized, academic (analytical, argumentative) essays based on literary texts.
Outline
- Analyze literary texts from a variety of cultural, social and historical contexts to develop a growing awareness of what defines literature
- Recognize literary elements such as plot, conflict, crisis, character development, resolution, setting, point of view, imagery, symbol, diction, tone, and theme
- Distinguish the genres of fiction, poetry and drama as well as more experimental forms
- Distinguish features that define genres
- Identify elements shared among genres
- Compare and evaluate the role of tradition and innovation in literary subjects and genres
- Explore common textual strategies and appraise alternate textual interpretations
- Observe recurring patterns in literary texts
- Question diverse responses and readings from critics and classmates
- Distinguish narrator from author, irony from sarcasm and parody, symbol from metaphor, and ambiguity from paradox.
- Examine contextual and textual features that make an author's style distinctive
- Examine cultural variables such as age, gender, ethnicity, class, and religion as features of authors, texts and readers, explaining how such intersections create meanings
- Construct a set of critical criteria that allows a reader to recognize such literary values as identification, resistance, transformation, affirmation in the context of human values related to life, death, conflict, joy and sadness.
- Examine and respond to a variety of literary texts in clear, analytical and original writing
- Recognize the interrelatedness of reading and writing
- Read texts as both inspiration and modeling for writing
- Practice the recursive processes of reading to writing to rereading to rewriting to reconsidering to revising
- Employ common critical terminology such as stock character, foil, metaphor, dramatic irony, protagonist/antagonist
- Formulate and support a distinctive thesis
- Use reading responses and logs as invention tools for developing and clarifying ideas
- Use outside sources, including libraries, electronic databases, and websites to develop contextual and biographical material related to course reading
- Demonstrate a balanced command of analysis and argument, using quotation, paraphrase and summary appropriately
- Develop consciously a personal style and voice in writing
- Develop topics reflective of student's interests and values
- Seek out fresh approaches in both topic and form, including experiments in language choices
- Engage in exercises that use classroom diversity and outside materials to encourage multiple readings and culturally diverse responses in assigned writing.
- Recognize the interrelatedness of reading and writing
