Science and Humanitarian Studies – Al-Ghat
Institution:
Academic Department : Department of English.
B.A. in English.
Program :
Victorian Poetry
Course :
Dr. Mohanad Sabha.
Course Coordinator :
Majmaah University
Program Coordinator :
…./ … / …… H
Course Specification Approved Date :
A. Course Identification and General Information
1. 1 - Course title : Nineteenth Century Novel Course Code: Eng 431
(45Hours)
2. Credit hours :
3 - Program(s) in which the course is offered: B.A. in English.
4 – Course Language : English.
2. 5 - Name of faculty member responsible for the course: Enas Fawzy Abdel Aziz
3. 6 - Level/year at which this course is offered : Level Seven/ 4th Year
7 - Pre-requisites for this course (if any) :
 Preferably Eng. 231 (Appreciating Poetry) & Eng. 332 (Romantic Poetry)
8 - Co-requisites for this course (if any) :
 None.
9 - Location if not on main campus :
( Department of English)
10 - Mode of Instruction (mark all that apply)
A - Traditional classroom
B - Blended (traditional and online)
D - e-learning
E - Correspondence
F - Other
What percentage?
100 %
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Comments :
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B Objectives
What is the main purpose for this course?
1. Identify Victorian literary tradition, its main figures (canonized / sub-canonized) and literary
characteristics.
2. Discuss intellectual, historical, political and social issues relevant to understanding
Victorian poetry.
3. Analyze a large selection of Victorian poems by both male and female poets..
Briefly describe any plans for developing and improving the course that are
being implemented :
1. Increase use of IT or web-based reference material
2. Constantly change reading list to include canonical and sub-canonical poets
3. To read Victorian Poets in reference to their predecessors and successors.
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C. Course Description
1. Topics to be Covered
List of Topics
Introduction to the Victorian Age
Alfred Tennyson: selected poems
No. of
Weeks
1
Contact
Hours
3
2
2
1
2
6
6
3
6
2
6
2
6
2
6
1
3
Robert Browning: selected poems
Matthew Arnold: selected poems
Jerald Manley Hopkins: selected poems
Charlotte Bronte and Emily Bronte: selected poems
1st Midterm
Mary Howitt and Christina Rossetti: selected poems
Elizabeth Barrett Browning and Caroline Lindsay: selected
poems
2nd Midterm
Revision and Student's Presentations
2. Course components (total contact hours and credits per semester):
Lecture
Tutorial
Laboratory
Contact
Hours
43 hrs
None
None
Credit
43 hrs
None
None
Practical
Other:
Total
2 hrs
None
45 hrs
None
45 hrs
Exams
2 hrs
3. Additional private study/learning hours expected for
students per week.
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6 hrs per
week
4. Course Learning Outcomes in NQF Domains of Learning and
Alignment with Assessment Methods and Teaching Strategy
NQF Learning Domains
And Course Learning Outcomes
1.0 Knowledge
1.1 Reasonable understanding of the Victorian poetic tradition
and its main figures (males, females, canonized, sub
canonized) and literary characteristics.
Course
Teaching
Strategies
Course
Assessment
Methods
In-class reading Class
and analysis of participation
poems
1.2 Good knowledge of the intellectual, historical, political and
Lectures
Midterms and
Assignments
1.3
Group work and
class
presentation of
research
outcome
Class discussion
Research papers
and presentations
given in class
social background relevant to an understanding of the
Victorian literary tradition.
Expand students understanding of the characteristics of
Victorian poetry through references to the Romantic
predecessors and the Modern successors of the age.
1.4 Familiarity with several critical approaches to poetry.
Acquaintance with methods of writing research papers.
Final written
exam
2.0 Cognitive Skills
2.1 The ability to think critically and analytically.
. Lectures: teaching Class
The ability to apply several critical approaches to the study students how to read participation.
attentively and critically
of poetry
2.2 The ability to explain the Victorian tradition as distinct
from other literary traditions.
2.3 The ability to identify themes and techniques shared by
the poets and to discern variations within the tradition
3.0 Interpersonal Skills & Responsibility
3.1 Students can complete both reading and writing assignments
in due time
3.2 Students have the necessary skills to communicate, listen,
negotiate, and evaluate their strengths and weaknesses as
members of a team
3.3 Students can act responsibly and ethically in carrying out
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Class
discussions:
teaching students to
think independently and
engage in group
discussions
Individual and group
meetings with students:
encouragement
of
students to discuss
Problems encountered in
independent reading of
poems and research.
Lectures in which
students are made
aware
of
the
significance of time
management
Discussions
with
students on ethical
behaviour
in
conducting research
Individual
Research
papers and
oral
presentations
Midterm and
final exams
Active
class
participation reflects
the students’ ability
to keep up with the
reading schedule
Research papers will
attest
to
the
student’s ability to
fulfil
assignments
and respect dead
lines
Performance
on
NQF Learning Domains
And Course Learning Outcomes
individual as well as group projects
3.4
Students can participate in class discussion and think
critically
Course
Teaching
Strategies
Course
Assessment
Methods
counselling
on
research
projects
and
writing
difficulties
midterms and final
exams are evidence
of the student’s
ability to recollect
and
synthesize
information
4.0 Communication, Information Technology, Numerical
Encourage
4.1 Ability to use academic English both orally and in writing
4.2 Use of electronic journals and data basis
Use of PowerPoint and laptop – projector systems
4.3
5.0 Psychomotor
5.1 Not applicable.
students
to make use of
material on the web
Allot marks for the
use of web-based
material in students'
presentations
Encourage
students
to
consult
the
specialist in the
computer lab for
help on webbased material
Require the use
of PowerPoint
when giving
presentations
Distribute rubric
at beginning of
assignment
so
students
know
what they will be
evaluated on
Not applicable
Not applicable
Allot marks to
students' use of
web-based
material
in
research papers
5. Schedule of Assessment Tasks for Students During the Semester:
Assessment task
1
2
3
All Along
10%
2 Midterms
Week 8, 13
40%
Final Exam
End of
Semester
50%
Participation and presentations
D. Student Academic Counseling and Support
6 hours per course per week; reachable via email
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Week Due
Proportion
of Total
Assessment
E. Learning Resources
1. List Required Textbooks :






Abrams, M. H. ,ed.. The Norton Anthology of English Literature. 4th ed. Vol. 2. New York:
Norton, 1979.
Bush, Douglas, ed. Alfred Tennyson: Selected Poetry. New York: Random, 1951.
Culler, Dwight, ed. Poetry and Criticism of Matthew Arnold. Boston: Houghton, 1961.
Knickerbocker, Kenneth, ed. Selected Poetry of Browning. New York: Random, 1951.
Leighton, Angela & Margaret Reynolds, eds. Victorian Women Poets: An Anthology.
Oxford: Blackwell, 1995.
O'Gorman, Francis. Victorian Poetry: An Annotated Anthology. Oxford: Blackwell, 2004
2. List Essential References Materials :

Armstrong, Isobel. Victorian Poetry: Poetry, Poetics and Politics. London: Routledge, 1993.
 Boas, F.S. Rossetti and His Poetry. New York: Haskell, 1976.
3. List Recommended Textbooks and Reference Material :

None
4. List Electronic Materials :
None
5. Other learning material :
 The use of Turn-it-in.com software program to detect plagiarism
F. Facilities Required
1. Accommodation
 Lecture rooms should be large enough to accommodate the number of registered
students
2. Computing resources
 Laptop computer
 projector system
3. Other resources
None
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching:




1. Midterm evaluation feed-back form to increase instructor’s awareness of the weak and
strong points of the class
End of term college evaluation of course by students ( to be collected by the department)
End-of-term debriefing in class of students and teacher regarding what went well and what
could have gone better
Small group instructional diagnosis (SGID) whereby instructors exchange classes and gather
information from each others’ students on specific points outlined by the department and the
instructor being evaluated
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2 Other Strategies for Evaluation of Teaching by the Program/Department
Instructor :

Peer observation to benefit from colleagues’ objective feedback and suggestions for
improvement.
3 Processes for Improvement of Teaching :








1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences.
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new semester
after reviewing last semester’s teaching strategies and results
4. Processes for Verifying Standards of Student Achievement




1. Check marking of a sample of examination papers either by a resident or visiting
faculty member
2. Students who believe they are under graded can have their papers checked by a
second reader
5. Describe the planning arrangements for periodically reviewing course
effectiveness and planning for improvement :





1. Compare syllabi and course description with other universities (including those on
the net)
2. Bi-annual meetings of faculty members to discuss improvement
3. Have a curriculum review committee to review the curriculum periodically and
suggest improvements
Course Specification Approved
Department Official Meeting No ( ….. ) Date … / …. / ….. H
Course’s Coordinator
Enas Fawzy Abdel Aziz
Name :
Signature : Enas Fawzy
Date :
8/ 2 / 1436 H
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Department Head
Name :
Signature :
Date :
Dr. Mona Gaber
..........................
…./ … / …… H