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|Discipline and Nbr:
American Literature: Pre-Colonial Period to the Civil War
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||17.5 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
Significant writers and their works from the Pre-Colonial Period to the Civil War, including both a thematic and a historical approach to literature of the period.
Completion of ENGL 1A or higher (V8)
Limits on Enrollment:
Schedule of Classes Information
Significant writers and their works from the Pre-Colonial Period to the Civil War.
(Grade or P/NP)
Prerequisites:Completion of ENGL 1A or higher (V8)
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Major Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 1981||Inactive:||
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C2||Humanities||Fall 1981||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3B||Humanities||Fall 1981||
|CSU Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
| CID Descriptor: ENGL 130|| Survey of American Literature 1|| SRJC Equivalent Course(s): ENGL30.1
Upon completion of this course, through reading and writing about works
of American Literature relevant to the Pre-Colonial Period to the Civil
War, students will be able to:
1. Analyze and summarize assigned texts.
2. Appraise the tone and voice in assigned texts.
3. Evaluate different modes of argumentation and interpretations, e.g.,
biographical, historical, psychological approaches to literary
4. Identify and interpret major themes in individual texts.
5. Identify and interpret major themes of the period as a whole.
6. Write critical analysis and response essays of 500 to 2500 words in
length, incorporating significant library research using MLA format.
Topics and Scope
Note: Attention will be given to representative samples of "minority"
writers including the works of women, Blacks, Native Americans, and the
contributions made by Hispanics in the New World. Instructors should
choose from the list of writers but feel free to supplement as appropriate
to the theme of the course.
I. Pre-settlement literature to 1620--new world vs. old world
A. Native American oral literature
B. Letters and diaries of Spanish explorers
C. Diaries of early English and French explorers
II. Early American Literature, 1620 to 1820--religious and european
A. William Bradford
B. Thomas Morton
C. Roger Williams
D. Anne Bradstreet
E. Edward Taylor
F. Cotton Mather
G. Jonathan Edwards
H. Benjamin Franklin
I. John Adams
J. Thomas Paine
K. Thomas Jefferson
L. Olaudah Equiano
M. Phillis Wheatley
III. American literature, 1820 to 1865--emerging ideas and ideals
A. Washington Irving
B. James Fenimore Cooper
C. The Cherokee Memorials
D. William Cullen Bryant
E. Caroline Stansbury Kirkland
F. Ralph Waldo Emerson
G. Nathaniel Hawthorne
H. Henry Wadsworth Longfellow
I. John Greenleaf Whittier
J. Edgar Allan Poe
K. Abraham Lincoln
L. Harriet Beecher Stowe
M. Harriet Jacobs
N. Henry David Thoreau
O. Frederick Douglass
P. Walt Whitman
Q. Herman Melville
R. Emily Dickinson
S. Louisa May Alcott
Assignments may include:
1. Reading and examination of major works of American literature
2. Reading and examination of works/selections of "diverse" literature,
including the work of minorities/literature which represents the
experience of minorities in America to 1865.
3. Reading and examination of critical essays concerning both
individual works/authors and the period to 1865 as a whole.
4. Writing detailed summaries
5. Reading-response journals
6. Short critical response papers (500 to 1,000 words)
7. Term papers including extensive library research with complete and
correct MLA documentation
8. Short library research assignments
9. Personal response papers in reaction to readings, videos, lectures
plays, and performances
10. Group or individual presentations about particular works, authors,
schools of criticism, time periods, or literary styles
11. Readings of varying lengths, including poetry, short stories, plays,
novels, and literary criticism
12. Viewing videos outside the classroom setting
13. Essay examinations
14. Objective examinations and quizzes
15. Field trips to see plays, poetry readings, music or dance performances
16. Participation in class discussions.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
50 - 80%
|Written homework, Reading reports, Term papers, Structured reading journals||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
10 - 30%
|Multiple choice, True/false, Matching items, Completion, Essay exams||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
10 - 20%
|Group presentations, mandatory field trips, attendance, participation||
THE NORTON ANTHOLOGY OF AMERICAN LITERATURE, Vol. 1, 6th ed., Nina Baym,
ed. W. W. Norton, 2002.
THE AMERICAN TRADITION IN LITERATURE, Vol. 1, 10th ed., George & Barbara
Perkins, McGraw Hill, 2002.
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE, Vol. 1, Paul Lauter, ed.
Houghton Mifflin, 2002.