8/31/2024 9:23:58 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
ENGL 3 | Title:
INTRO TO POETRY |
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Full Title:
Introduction to Poetry |
Last Reviewed:3/28/2022 |
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 | 6 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 |
| Total Out of Class Hours: 105.00 | Total 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 analyze and appreciate their content and form.
Prerequisites/Corequisites:
Completion of ENGL 1A or higher English Course
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
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 analyze and appreciate their content and form.
(Grade or P/NP)
Prerequisites:Completion of 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: |
| C2 | Humanities | Fall 1981 | |
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IGETC: | Transfer Area | | Effective: | Inactive: |
| 3B | Humanities | Fall 1981 | |
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CSU Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
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UC Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
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C-ID: |
Certificate/Major Applicable:
Major Applicable Course
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should 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 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
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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)
Assignments:
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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% |
None | |
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:
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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
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