BASIC COURSE INFORMATION
Cover Page
Department/ Subject Area	ENG
Course Number	001B
Disciplines	ENG-English
Proposal Type	Course Revision (Major)
Division	Library, Learning Resources, and Language Arts Division
Cross Listing Courses
Course Title	Written Communications II: A Critical Introduction to Literature
Transcript Title	Written Communications II
Course Description	This course is designed to help the transfer student develop his/her critical thinking skills and read and write with college-level sophistication through writing analytical essays based on reading and discussing a culturally diverse literature. The analysis of literature through discussion and through writing is designed to develop the student's critical thinking skills as well as to increase his/her ways of understanding and interpreting the world. (UC, CSU, CAN ENGL 4, CAN ENGL SEQ A with both ENG 1A and 1B)
Community Service	No
Proposed For	Associate Degree Revision
Effective Date	2009 Fall
Change	MINOR
How Course is being Changed	Title changed. Comparable courses updated. Requesting course be submitted for new IGETC. Student learning outcomes and assessment updated. Sample assignments updated. Outline revised (more than 20%). Course goals revised (less than 20%). Course objectives revised (more than 20%).
Change Text	Language of course changed to more accurately reflect critical thinking component per IGETC reviewer's commentary. Changed the course name from "Written Communications" to "Written Communications II: A Critical Introduction to Literature" to more accurately reflect course content.
Course Description
Lecture Hrs:	3.00 - 3.00
Lab Hrs:	0 - 0
Student Unit Hrs:	3.00 - 3.00
Faculty Lecture Units:	3.00
Faculty Lab Units:	0
Field Trips	Not Required
Grade Options	0: A-F or Inc.
Transfer/Degree Applicability	Associate Degree & Transfer
Non-Credit Options
Repeated	NO
Repeat Count
Repeat Frequency
Repeat Period
Repeat Units
Repeat Rationale
Challenged	YES
Rationale
Fee Amount	0.00
Comparable Course Information
Comparable Course Information	Community College Course Fresno City College Introduction to the Study of Literature ENGL 1B Catalog Year: 2006-2008 Page: 229 URL: http://www.fresnocitycollege.edu/scheduleofclasses/Catalog06-08/index.html 1B INTRODUCTION TO THE STUDY OF LITERATURE 3 units, 3 lecture hoursPREREQUISITE: English 1A or the equivalent.Reading and critical analysis of short stories, novels, poems, and plays. (CAN ENGL 4) (A, CSU-GE, UC, I) CSU CSU, Sacramento The Literary Experience ENGL 011A Catalog Year: 2006-2008 Page: 360 URL: http://aaweb.csus.edu/catalog/06-08/index.asp ENGL 011A. The Literary Experience. Provides students with a brief introduction to literary theory, with a more extended introduction to the terms and concepts necessary for meaningful discussion of and writing about fiction, poetry, and drama, and with experience of imaginative literature. 3 units. UC UC Davis Introduction to Literature ENL 3 Catalog Year: 2006-2008 Page: N/A URL: http://registrar.ucdavis.edu/ucdwebcatalog/programs/ENL/ENLcourses.html 3. Introduction to Literature (4) Lecture--2 hours; discussion--2 hours. Prerequisite: completion of Subject A requirement. Introductory study of several genres of English literature, emphasizing both analysis of particular works and the range of forms and styles in English prose and poetry. Frequent writing assignments will be made. GE credit: ArtHum, Wrt (cannot be used to satisfy a college or university composition requirement and GE writing experience simultaneously).I, II, III. (I, II, III.)
Course Goals
Course Goals	General Goals: Upon successful completion of this course, the student will be able to: 1. Discuss the critical thinking process by first identifying and then applying vocabulary common to short fiction, poetry, drama, and the novel. 2. Practice critical thinking skills. 3. Write argumentative essays (750 -1000 words) in different rhetorical modes, based upon the writer's audience and purpose. 4. Read, analyze, and respond, through discussions and writing, to poetry, short stories, drama, and the novel. 5. Avoid plagiarism.
Course Objectives
Course Objectives	Specific Objectives: Upon successful completion of this course, the student will be able to: 1. Identify, understand, and apply concepts common to literature such as character, setting, plot, allusion, symbolism, epiphany, point of view, denotation, connotation, metaphor, similie, tone and theme. 2. Practice critical thinking skills by identifying and distingishing between what is stated and what is implied (including identifying embedded meaning that presents itself through figurative language); by gathering enough information to make inferences; by examining biases and forming conclusions as to meaning. 3. Use inductive reasoning to identify the major and minor themes in any literary work. 4. Apply deductive reasoning to literary analyses by identifying a universal paradigm such as the "Hero's Journey" and then applying various literary works to it. 5. Identify common reasoning-based fallacies such as false analogy, hasty generalization, and false cause in both students' own writing and in the writing of literary critics. 6. Read closely, and analyze critically, a culturally diverse literature in class discussion and through written language. 7. Write responses to literature and compose argumentative essays about literature, which demonstrate the skills outlined in Objectives 2,3,4,and 5. 8. Avoid plagiarism by identifying and distinguishing between a quote, a paraphrase, and one's own words and ideas.
Course Outcomes
Course Outcomes	Outcome:Upon successful completion of this course, the student will write an argumentative essay of approximately 1,000 words examining three or more works of short literature or one work of longer literature (such as a novel), demonstrating how such elements as plot, characterization, setting, denotation, connotation, metaphor, similie, and symbolism contribute to a common theme. Student will design his or her own original thesis and support that thesis by using primary sources (the literature itself), showing an ability to analyze, criticize, and advocate for ideas as well as demonstrating mastery in extracting quotes, paraphrasing, and citing sources. Assessment:Instructor assessment on a scale of A - C (passing) or D - F (not passing). Essay will be graded on originality, form and content,including reasoning abilty, and grammatical and mechanical correctness.
Course Outline
Outline Text	Strategies to Promote Critical Reading Skills: Critical inquiry Assumptions Inferences and Conclusions Reasoning/Support Glossing and annotating Notetaking and the double-entry notebook Selecting and responding to one or more quotations Explicating a key passage Debating a position suggested by a reading Writing a letter to a character Answering study questions Critical Thinking Skills will be elicited by examining: Ideas and values found in literature Cultural similarities and differences found in literature Assumptions upon which various texts are based (historical, cultural, political, psychological, sociological) Inferences, predictions, and/or interpretations based on the content of the text, the historical time frame in which it was written, and the culture from which it arose Initial claim and support for that claim (deductive reasoning). Logical fallacies Literal and figurative language, including but not limited to, symbolism, denotation and connotation, metaphor and simile Contradictions in literary works Implications of a text and the meaning of these implications for the modern world Critical Writing Skills will focus on: The argumentative essay with a clear thesis statement supported by evidence from one or more primary sources The relationship of language to logic Concise and organized forms of expression Rhetorical modes, emphasizing analytical and argumentative writing as well as comparison/contrast and cause and effect Assumptions underlying the text, its meaning, and the opposing point of view Personal, reasoned conclusion Writing style Formal English diction and more colloquial diction, which is often used in fiction Review of grammar and usage as needed Quoting and paraphrasing text with proper documentation College-level Readings - The following readings are typical of those assigned in English 1B and reflect the belief in the value of culturally diverse literature: Novels Anaya, Rodolfo. Bless Me, Ultima Camus, Albert. The Stranger Conrad, Joseph. Heart of Darkness Erdrich, Louise. Love Medicine Faulkner, William. The Sound and the Fury Hawthorne, Nathaniel. The Scarlet Letter Morrison, Toni. Beloved Orwell, George. Nineteen Eighty-four Short Fiction Baldwin, James. "Sonny's Blues" Chekkov, Anton. "In the Ravine" Chopin, Kate. "The Storm" Ellison, Ralph. "Battle Royal" Hemingway, Ernest. "Hills Like White Elephants" Kafka, Franz. "Metamorphosis" Silko, Leslie. "Yellow Woman" Singer, Isaac. "Gimple, the Fool" Steinbeck, John. "The Raid" Tolstoy, Leo. "The Death of Ivan Ilych" Poetry - Several titles from poets of the stature and diversity of the following: Brooks, Gwendolyn Dickinson, Emily Eliot, T. S. Frost, Robert Hughes, Langston Keats, John McKay, Claude Moore, Marianne Plath, Sylvia Rich, Adrienne Shakespeare, William Wilbur, Richard Wordsworth, William Drama Albee, Edward. Who's Afraid of Virginia Wolf? Fugard, Athol. Master Harold and the Boys Hansberry, Lorraine. A Raisin in the Sun Ibsen, Henrik. A Doll's House Jones, Leroi. The Toilet Lorca, Federico. Blood Wedding Miller, Arthur. A View from the Bridge Shakespeare, William. Any tragedy, history, or comedy Sophocles. Antigone, Oedipus Rex Williams, Tennessee. A Streetcar Named Desire
Course Assignments
Course Assignments	Reading Optional Text: Assignments: Students will read college level readings, with an emphasis on literature - poetry, short stories, drama, and the novel - rather than on expository prose. Students will read "Sonny's Blues" by James Baldwin, identifying such things as point of view, figurative language, and narrative voice. They will draw upon their reading skills to generate inferences and deductions concerning the text. Writing Optional Text: Assignments: Students will write a minimum of 6,500 words divided among several writing assignments. Write an in-class essay contrasting Sonny of "Sonny's Blues" by James Baldwin with his brother, the narrator. Examine point of view in bell hooks' novel titled Bone Black. Write a documented research paper, exploring one theme in several works by one author, encompassing both biographical and critical research, using MLA format. Write an analysis of three to five poems which examine a common theme such as love, death, loneliness, family or home, women/men, sexuality, or social/political protest, after having read a dozen or more poems from the 20th century, Write an essay tracing the journey motif in a short story such as "RoseJohnny" by Barbara Kingsolver or "The Things They Carried" by Tim O'Brien, after having studied the paradigm of the Hero's Journey. In a complete essay, using the text of Hamlet by William Shakespeare as primary support, discuss the relationship between Hamlet and Ophelia, Hamlet and Gertrude, Claudius and Gertrude, Hamlet and Laertes, and/or Hamlet and Horatio. Other Optional Text: Assignments: Students may watch films based on literature, give oral presentations based on literature, or create original works such as poetry, a scene from a play, or a short story. Watch films, based on works of fiction, such as the film SmokeSignals, based on Sherman Alexie's "This is What it Means to Say Phoenix, Arizona"; the film A Raisin in the Sun, based on Lorraine Hansberry's play by that same title; and Smooth Talk, based on Joyce Carol Oates' "Where Are You Going, Where Have You Been?" for the purpose of comparing or contrasing the two genres. Student will orally present the thesis and key points of his/her literary research paper. Using stage directions, dialogue between Mr. and Mrs. Wright, and clues from the play "Trifles" by Susan Glaspell, students will write the missing scene. Write original poetry after studying different forms of poetry such as free verse and particular closed forms such as the sonnet.
Course Methods of Evaluation
Opt Heading	The student will write a minimum of 6500 words and be evaluated on each of the following:
Course Methods of Evaluation	A student's evaluation will be based on a required final examination and multiple measures of performance including critical thinking. These methods may include, but are not limited to the following. Essays, which demonstrate critical thinking; quizzes; a midterm; presentations; and a required final examination. At least one method of evaluation will be used which will require the student to demonstrate critical thinking as evidenced through writing and/or problem-solving.
Course Methods of Instruction
Opt Heading
Methods	Dist Ed-Other Internet-Delayed Inter Lecture
Other Methods	web page lecture, asynchronous discussion
Course Distance Education
Delivery Methods	E-Mail Online Forum Online Lectures Threaded Discussions
Other Methods	To facilitate interaction between the instructor and the student in this on-line environment, a virtual discussion method will be used. This discussion will provide the opportunity for weekly student contact and will take the form of one or more of the following: threaded discussion, e-mail, and/or chatroom.
Quality Assurance	Course content is the same as that covered in on-campus sections. The online course contains the same, if not more, hours of lecture; the same, if not more, homework, examinations, and activities as an on-campus course. Like a face-to-face course, the student is required to write a minimum of 6500 words. There are regular weekly interactions with instructor and classmates in online discussion spaces such as student lounge, faculty office, unit discussion spaces, and/or project discussion spaces. Evidence of coherent, consistent writing style, voice, and content will be examined across the semester's postings, to demonstrate student's own original work. On-line resources such as turnitin.com will be utilized to detect plagiarism.
Evaluation Method	Quantity and quality of substantive posts to discussions, of responsive posts to classmates and instructor; scores on quizzes and tests; in the quantity and quality of essays and projects submitted into electronic spaces such as a drop box. Evidence of coherent, consistent writing style, voice,content across semester's postings, to demonstrate student's own original work. Grading rubrics, the same as employed in a face-to-face class, will be used for grading final essays. Students will submit multiple drafts of essays, in the same way as a face-to-face class, and receive grades.
Additional Resources	turnitin.com
Distance Ed - Contact Types
Distance Ed - Contact Types	Email - Instructor and students will use e-mail as needed to ask questions about and clarify course information. Students in the study groups may use e-mail as a vehicle to correspond to one another. Online Course - Because an online course has the advantage of student access 24/7, lectures and resources will be available to students during the whole scope of the course. Online Forum - See threaded discussions. Telephone - as needed Threaded Discussions - Instructor will post weekly topics and/or questions on course content for students to discuss. Students may be asked to address the whole class as well as respond to one or more individual student posts. Instructor monitors the ongoing conversation, posting responses to guide the discussion, similar to an in-class discussion. Individual and/or group class projects can be posted to a threaded discussion space set up for that purpose; the instructor and fellow students can post comments as collaborative input for the projects.
Course Textbooks
Textbooks	Bogarad, Carley Rees and Jan Zlotnick Schmidt, Editors. Legacies: Fiction, Poetry, Drama, Nonfiction and a novel . Fourth Edition or current edition. Thomson/Wadswoth , 2009 Kennedy, X. J. and Dana Gloia. Literature: An Introduction to Fiction, Poetry, and Drama and a novel. Seventh Edition or current edition. New York: Addison , 1999 Beatty, Jerome, Editor. The Norton Introduction to Literature and a novel . Eighth Edition or current edition. Norton , 2001
Manuals
Periodicals
Course Supplies
Course Supplies
Course Resources
Course Resources	Learning Resources Optional Text: Current support adequate. Resources: Computer Resources Optional Text: None Resources: Disabled Student Programs and Services Optional Text: Current support adequate. Resources: Other Resources Optional Text: None Resources:
Entry Skills
Entry Skills	Prerequisite - ENG 1A Exit Competencies from Requisite Course ENG 001A - Narrow a topic to an appropriate focus, research the topic using both electronic and printed indexes, and evaluate the findings for use in a research paper. ENG 001A - Paraphrase, summarize, and quote source material for a research paper. ENG 001A - Evaluate sources for bias, currency, and applicability. ENG 001A - Compose a research paper following assigned documentation guidelines. ENG 001A - Compose an expository essay, employing appropriate patterns of development, with a structure containing introduction, body, and conclusion, and a clear, limited thesis ENG 001A - Compose a timed, on-demand essay in response to a prompt, similar to university-level competency examinations. ENG 001A - Revise essays for grammar, usage, structure, and content through self-evaluation, peer editing, and instructor comments. ENG 001A - Read, understand, and summarize essays and book-length works.
Course Requisites
Course Requisites	Requisite Type: Catalog Prerequisites Required Statute: Course Sequence Sub Area Course #: ENG-001A With a Minimum Grade of C Comment:
General Education Requirements
Proposed For Categories     CSU General Education A.3. Comm Eng Lang/Crit Think - Critical Thinking   IGETC Area 1B - English Communication - Critical Thinking - English Composition
Transfer Types	Course can be transferred to UC IGETC UC Transfer course agreement CSU General Education Course can be transferred to CSU
Course Codes
CB00 State ID	CCC000367251
SAM Code (CB09)	E = Not Occupational
TOP Code (CB03)	1501.00 - English
Course Credit Status (CB04)	Credit - Degree Applicable
Coop Educational Code	N - N = Not Coop Education
Coop Work Code (CB10)	Y - Y = Not Applicable
CAN Code (CB14)	ENGL4 - ENGL4 A
Course Completion Assessment Level	None
Instructional Code	A - Advanced
Classification Codes (CB11)	A - Liberal Arts
Print Catalog	YES
Print Class Schedule	YES
Independent Studies	NO
Open Entry	NO
Work Experience	NO
Special Topics	NO
Appointment	YES
Contract Course	NO
Basic Skills (CB08)	N Not Basic Skills
Organizational Unit	Library, Learning Resources, & Language Arts Div
Prior Skills (CB21)	Y = Not applicable
Originator	Candace Andrews
Previous Course	ENG 001B Written Communications
Proposal Type	Course Revision (Major)
Course Status	Active
Admin Dates
Curriculum Committee Chair	03/12/2008
Academic Senate President	04/03/2008
Superintendent/President	05/23/2008
Discipline Group Chair	10/30/2007
Board of Trustees	12/17/2008

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