SRJC Course Outlines

6/14/2024 12:08:27 PMENGL 3 Course Outline as of Summer 2010

Changed Course

Discipline and Nbr:  ENGL 3Title:  INTRO TO POETRY  
Full Title:  Introduction to Poetry
Last Reviewed:3/28/2022

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
Untitled document
Study of the nature, variety, and significance of poetry: a studious pursuit of what makes poems work, why they are valued, and how to analyze and appreciate their content and form.

Completion of ENGL 1A or higher English Course

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Study of the nature, variety, and significance of poetry: a studious pursuit of what makes poems work, why they are valued, and how to analyze and appreciate their content and form.
(Grade or P/NP)

Prerequisites:Completion of ENGL 1A or higher English Course
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1981
IGETC:Transfer Area Effective:Inactive:
 3BHumanitiesFall 1981
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:

Certificate/Major Applicable: Major Applicable Course


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
Untitled document
Students will be able to:
1. Analyze a poem's structure, including the effects of its patterns of
sound, its rhetoric, its imagery, and its use of figurative language;
2. Analyze their own response to the poem considering the above effects;
3. Differentiate between the literal and inferential in interpreting
meaning within poetry;
4. Analyze historical/cultural context in relation to form and content of
poems and collections of poems;
5. Synthesize in a prose commentary their comprehension of a poem as a
whole and in significant contexts (e.g., in comparing the poem to
others within a group by the same author or other authors, or in a
specific historical context);
6. Evaluate whether the poem(s) are effective given the subject and
purpose of the author;
7. Analyze how point of view affects subject matter and style of poetry with special consideration for gender, ethnicity, social class, and sexual orientation.

Topics and Scope
Untitled document
I.  Poetic Processes
    A. Manipulation of diction, syntax, imagery, sounds, and rhythms
   B. Poetry of the past and present
       1. Historic Periods
       2. Literary Periods
       3. Schools of Literary Thought
II.  Varieties of Poetic Experience
    A. Traditional types
    B. Experimental types
   C. Poetic forms
III.  Poems in Various Groupings
   A. Thematic
   B. Historical
   C. Philosophical
   D. Political
   E. Technical
IV.  The Contexts of the Poetic Experience
   A. The relationship of a poem to other poems
    B. The relationship to the human world of pleasure and pain, consciousness, place, history, art, religion, morality, politics, and ideas
   C. The relationship of point of view as it affects subject matter and style
         1. Gender
        2. Ethnicity
         3. Social class
        4. Sexual orientation
        5. Culture
V.  What Writing Poems Means for Poets
      A. Sensibilities and Impulses
     B. Purposes
         1. Personal/Confessional Exploration
         2. Political and Social Activism
         3. Humor and Satire
         4. Translation from other works
         5. Experimental poetry that incorporates other artistic media (art, music, animation, film)

Untitled document
1. Reading an anthology of poems outside of class, 30 to 40 pages per week.
2. Group report on a poem, poet, or a poetic movement.
3. Each student will write 2 to 4 analytical  or response papers on selections of poems either assigned by the teacher or chosen by the student.
4. Each student will demonstrate the ability to recognize the basic elements of poetry (e.g., figurative language) through writing, essay exam, or an oral presentation on poetry with emphasis on the ability to critically analyze the poetry.
5. Students may be asked to read and recite from memory a poem of his or her choice.
6. Quizzes and objective exams.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
50 - 70%
Analytical, evaluative/response, and/or research papers
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 - 20%
Oral presentation based on analysis of poems or a poetic movement
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Essay exams; quizzes; objective exams
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 20%
Participation in class discussions and attendance; group presentation on poems, a major poet, or a poetic movement

Representative Textbooks and Materials:
Untitled document
Poetry: A Pocket Anthology,  4th ed. Gwynn, R. S., ed.
     New York: Penguin, 2008.
An Introduction to Poetry, 13th Ed. Kennedy, X.J., and Dana Gioia, eds.
      Boston: Longman, 2009.
Poetry: An Introduction. Meyer, Michael, ed., Bedford, 2009.
The Norton Anthology of Poetry. Booth, Hunder, Mays, eds. New York: Norton, 2006.
Instructor prepared materials

Print PDF