SRJC Course Outlines

10/31/2020 12:23:38 PMENGL 3 Course Outline as of Spring 2003

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  ENGL 3Title:  INTRO TO POETRY  
Full Title:  Introduction to Poetry
Last Reviewed:5/23/2016

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: 
Formerly: 

Catalog Description:
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Study of the nature, variety and significance of poetry: a studious pursuit of what makes poems work, why they are valued, and how to enjoy them fully.

Prerequisites/Corequisites:
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 & how to enjoy them fully.
(Grade or P/NP)

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

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Fall 1981
Inactive: 
 Area:E
Humanities
 
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:
 
C-ID:

Certificate/Major Applicable: Not Certificate/Major Applicable



COURSE CONTENT

Outcomes and Objectives:
Upon completion of the course, students will be able to:
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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;
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.

Topics and Scope
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1.  Isolation and study of (and some experimentation with) such poetic
   processes as the manipulation of diction, syntax, imagery, sounds,
   and rhythms, poetry of the past and present;
2.  Study of the varieties of poetic experience as seen in such
   traditional types as the lyric and epic and in such forms as the
   sonnet, ode, and elegy;
3.  Study of poems in various groupings--thematic, historical, technical;
4.  Study of the contexts of the poetic experience: the relationship of
   a poem to other poems, and to the human world of pleasure and pain,
   consciousness, place, history, art, religion, morality, politics,
   and ideas;
5.  Study of what writing poems means for poets, of their sensibilities
   and purposes.

Assignments:
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1. In addition to poems studied in class, students may read an
anthology of poems outside of class and report on it to the class.
2. Each student will also study and present written and/or oral
reports (analytical) on selections of poems either assigned by the
teacher or chosen by the student.
3. Each student will demonstrate the ability to recognize the basic
elements of poetry (e.g., figurative language) through writing or
an oral presentation on poetry.
4. Students may be asked to read or recite from memory a poem of his or
her choice.

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%
Term papers, Analytical, evaluative, 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%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 20%
Class performances, Performance exams, Read or recite poem
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Essay 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


Representative Textbooks and Materials:
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Gwynn, R. S., ed. POETRY: A LONGMAN POCKET ANTHOLOGY. 2nd ed.
    Longman, 1998.
Kennedy, X.J., and Dana Gioia, eds. AN INTRODUCTION TO POETRY,
    9th ed. Longman, 1998.
Meyer, Michael, ed. POETRY: AN INTRODUCTION. 2nd ed. Bedford. 1998.
Vendler, Helen, ed. POEMS, POETS, POETRY: AN INTRODUCTION AND
    ANTHOLOGY. Bedford, 1997.
Supplementary handouts of poems accompanying student presentations.

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