Science and Humanitarian Studies – Al-Ghat
Institution:
Academic Department : Department of English.
B.A. in English.
Program :
Modern 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 : Modern Poetry
Course Code: Eng 432
(45 Hours)
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 Eight/ 4th Year
7 - Pre-requisites for this course (if any) :
 Preferably, Eng. 181, Eng. 231, Eng. 332, & Eng. 431
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. Discuss the major poets and the poetry of the modern period.
2. Analyze the important relevant poetic theory and forms,
3. Discuss the historical events and cultural issues that have influenced the poets and
their work.
Briefly describe any plans for developing and improving the course that are
being implemented :
1. Increased use of web-based reference material
2. Search the library for books related to the subject
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C. Course Description
1. Topics to be Covered
List of Topics
Introduction to modernism and its movement in poetry
Poetry of the 20s and imagist poetry
(W. B. Yeats "The Second Coming", "No Second Troy", Ezra
Pound "In a Station of the Metro" "Canto I", T. S. Eliot "The
Waste Land", Wallace Stevens "Thirteen Ways of Looking at a
Blackbird", E. E. Cummings "in just", Robert Frost "Stopped by
Woods in a Snowy Evening".
First Midterm Exam
Poetry of the Thirties
The Marxist and political poetry of W. H. Auden, Louis
MacNiece, C. D. Lewis and Stephen Spender.
Poetry of the 40s
The New Apocalypse – Neo-Romantic poets to the Auden
generation, Dylan Thomas, Robert Graves, George Barker
No. of
Weeks
1
Contact
Hours
3
2
6
4
12
2
6
2
6
2
6
2
6
Poetry of 1950s or War Poetry
Philip Larkin, Elizabeth Jennings, Thom Gunn, Ted Hughes
1960s and The Beat Generation
Gary Snyder, Jack karuake and the barrowing from the Orient
Second Midterm Exam
Revision
2. Course components (total contact hours and credits per semester):
Lecture
Tutorial
Laboratory
Practical
Other:
Total
Contact
Hours
43 hrs
None
None
2 hrs
None
45 hrs
Credit
43 hrs
None
None
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 The major poets and poetic innovations of the modern
period,
1.2 Historical background.
1.3 The poetic processes at work in the poetry assigned
1.4 Illustrating new themes, motifs, imagery, and poetic forms
that define the period as new and different.
2.0 Cognitive Skills
2.1 The ability to think critically and analytically
2.2 Analyse poetry utilizing appropriate jargon and poetic
terminology
2.3 The ability to apply different critical approaches to the
study of poetry
The ability to do research and to make use of information
2.4 from primary and secondary sources in support of a valid
thesis and argument
3.0 Interpersonal Skills & Responsibility
3.1 Students should demonstrate their sense of responsibility for
learning by completing both reading and writing assignments
in due time
3.2 Students should participate in class discussion
3.3 3. Students should act responsibly and ethically in carrying
out individual as well as group projects
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Course
Teaching
Strategies
Course
Assessment
Methods
In-class reading Class analysis
and analysis of
poems
Lectures
Midterms
Project involving Research papers
teamwork
and presentations
given in class
Class discussion Final
written
exam
Lectures/teaching
Class
students how to read participatio
attentively and critically
n.
Class
discussions/
teaching students to think
independently and engage
in group discussions
Individual meetings with
students/ encouragement
of students to discuss
paper topics outside the
class room with the
instructor
Discussions
in
which students are
made aware of the
importance of team
work
and
the
seriousness
of
ethical behaviour in
conducting research
Research
project
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
deadlines as well as
ethical codes related
to plagiarism
NQF Learning Domains
And Course Learning Outcomes
Course
Teaching
Strategies
Course
Assessment
Methods
4.0 Communication, Information Technology, Numerical
Continuous
4.1 The ability to present their ideas/analysis in academic
consultations about
their
oral
presentations/condu
cting their research
and analysis
English
The written projects
are evaluated, in
part, on the basis of
students’ ability to
impart
understanding
in
unusual systems
4.2 The ability to utilize websites and other Internet resources as Encourage
part of the preparation for their group projects
Use of PowerPoint and laptop – projector systems
4.3
5.0 Psychomotor
5.1 Not applicable.
students to make
extensive use of
material on the
web
Encourage
students to use
visual
aid
through the use
of PowerPoint
when
giving
presentations
Not applicable
Not applicable
5. Schedule of Assessment Tasks for Students During the Semester:
Assessment task
1
2
3
Proportion
of Total
Assessment
All Along
10%
2 Midterms
Week 8, 13
40%
Final Exam
End of
Semester
50%
Group work project and presentations
D. Student Academic Counseling and Support
6 hours per course per week; reachable via email
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Week Due
E. Learning Resources
1. List Required Textbooks :

A special collection of poetry, background information, and a glossary of terms has been
assembled for this course, and is available to every student from a local photocopy shop.
2. List Essential References Materials :

Jahan Ramazani. The Norton Anthology of Modern and Contemporary Poetry
3. List Recommended Textbooks and Reference Material :





Abrams, M. H. A Glossar y of Literary Terms. 7th edn. Fort Worth: Harcourt Brace, 1999.
Altieri, Charles. The Art of Twentieth-Centur y American Poetr y: Modernism and After.
Malden, MA: Blackwell, 2006.
Ayers, David. Modernism: A Short Introduction. Malden, MA: Blackwell, 2004.
Brogan, T. V. F. The New Princeton Handbook of Poetic Terms. Princeton: Princeton
University Press, 1994.
Preminger, Alex, and T. V. F. Brogan, eds. The New Princeton Encyclopedia of Poetry and
Poetics. Princeton: Princeton University Press, 1993.
4. List Electronic Materials :
The Internet Poetry Archive (http://www.ibiblio.org/ipa/)
Academy of American Poets Listening Booth (http://www.poets.org/page.php/prmID/361) The
Academy of American Poets (http://www.poets.org/)
Exploring the Waste Land (http://world.std.com/~raparker/exploring/thewasteland/explore.html)
Poetry Magazine (http://www.poetrymagazine.org)
Verse at Bartleby.com (http://www.bartleby.com/verse/)
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
2. End of term college evaluation of course by students ( to be collected by the department)
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

3. End-of-term debriefing in class of students and teacher regarding what went well and what
could have gone better
4. Small group instructional diagnosis (SGID) whereby instructors exchange classes and
gather information from each other's’ students on specific points outlined by the department
and the instructor being evaluated
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