Feather River College Course Outline
1
ENGL 102
Introduction to Literature
1. Discipline Name/No.
2. Course Title
***FOR OFFICE OF INSTRUCTION ONLY***
Curriculum Adoption: 11-16-06-BA
Formerly: ENGL102
Course Static ID: ENG 102
Date Created:
Date Revised: 9/13/06
TOPS: 1501.00
Course Classification:
(Check all that apply)
CIP: 23.0101
Classification: A
Basic Skills:
Vocational:
Transfer:
Other:
PAC: 1501
SAM: G
3. Units: 3
Total Instructional Hours: 54
Course Length:
4. Method of Instruction (MOI)—state in hrs/wk
Lec: 3
Code: 02
Lab:
Code:
Field:
Code:
Other:
Code:
Distance Ed:
Code:
5A. Part of State Approved Program:
Yes
B. Certificate of Achievement Applicable:
No
Yes
No
6. Check all appropriate boxes for Grading Method:
Graded
CR/NC
Student Option (grades/CR)
Non-credit
By Examination
7. Course Prerequisite(s): and/or Advisories:
8. Catalog Description:
Students are introduced to major literary genres of fiction, poetry, and drama. Students learn to read and
write analytically and critically about major literary themes taken from a wide variety of writers, time
periods, and cultures. Students build on the writing and expository skills learned in English 101. This is the
second course in the composition and reading sequence.
9. Course Transfer:
Non-transfer/Non-AA —
Pre-collegiate Basic Skills
Basic Skills, not Pre-collegiate
Not Basic Skills
Non-transfer AA
Document1
Board Approved 4/28/05
Transfer CSU
Articulation Date UC:_____________
Transfer Other
Feather River College Course Outline
2
10. Topic Outline:
Poetry:
Reading a poem: paraphrase, theme
Listening to a voice: persona, tone, irony
Words: choice, order, literal meaning
Saying and suggesting: denotation, connotation
Imagery: haiku
Figures of speech: simile, metaphor, etc.
Sound: alliteration, assonance, rhyme
Rhythm: stresses, pauses, meter
Closed, open form: Blank verse, sonnet
Evaluating a poem: knowing excellence
Analysis: literal interpretative, affective levels of response
Writing about a poem: explication, analysis, comparison and contrast, quotation, research (criticism)
Writing about a poem: inspiration, editing, structure
(Poetry analyzed and written about comes from a wide selection of poets, ancient and modern, some in
translation.)
Fiction:
Reading a story: fable and tale
Plot: exposition, complication, climax
Character: protagonist, motivation, flat or round, static, dynamic
Setting: locale, culture, naturalism
Tone and style: irony, diction
Symbol: allegory, symbolic art
Theme: archetypal generalizations
Reading a novel
Selected criticism: on fiction
Writing about literature: explicating, analyzing, comparing and contrasting
Writing a story: sources, techniques
(Short stories analyzed represent a wide range of authors with emphasis on contemporary writers.)
Drama: Play by Shakespeare (Hamlet, or equivalent).
Characteristics of drama, Shakespearean drama
Close textural analysis of the following: character, plot, setting, poetry; theme: criticism and
interpretation
11. Major Course Goals:
1. Development of critical thinking in context of artistic expression.
2. Development of college level written and oral communication skills.
3. Understanding of literary and creative expression.
12. Student Learning Outcomes:
For Reading:
1. Identify literary techniques such as imagery, metaphor, foreshadowing, character development,
symbolism, thematic development, irony, voice, narrative pointof-view, etc.
2. Appreciate figurative language and literary techniques by paraphrasing their affective import.
3. Analyze theme (in poetry, fiction, and drama) and plot (in fiction and drama) in relation to
language, figurative language, and character development.
4. Synthesize emotional, critical, and inferential responses to literary content and information.
For writing:
1. Interpret and analyze and piece of literary expression.
2. Develop appropriate topics for writing with clear claims and with use of quotation and support.
3. Synthesize responses, interpretations, and ideas into exploratory and argumentative essays.
4. Extend essay writing skills so as to incorporate complex ideas and matching complex
organization.
Document1
Board Approved 4/28/05
Feather River College Course Outline
3
13. Method of Assessing Student Learning:
For Reading: Written and oral responses to readings involving critique, analysis, and synthesis.
For Writing:
1. Students produce writing with clear topics/thesis clear topic sentences, and focused exploration or
argument.
2. Students produce writing which reflects complex thinking, analysis, and inference in a complex
organizational form.
14. List or give examples of out-of-class assignments:
assigned readings; assigned essay assignments on fiction,poetry, and drama.
15. Methods of Course Instruction:
Lecture and discussion; small group work when appropriate to topic.
16. Repeatability:
None
17. Educational Materials:
An Introduction to Poetry, X.J. Kennedy
An Introduction to Fiction, X.J. Kennedy
The Great Gatsby, F. Scott Fitzgerald
Hamlet or equivalent, William Shakespeare; or a complete anthology such as Literature: A Portable
Anthology, ed. Gardener; or the equivalent
Document1
Board Approved 4/28/05