Institution : Majmaah University
College/Department : College of Sciences and Humanities in Al Ghat, English Department
A Course Identification and General Information
1. Course title and code: 371Eng. An Introduction to American Literature
2. Credit hours :3
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
4. Name of faculty member responsible for the course
Rehab Farouk
5. Level/year at which this course is offered:
Level 4, second year
6. Pre-requisites for this course (if any)
Eng 181
7. Co-requisites for this course (if any)
Nothing
8. Location if not on main campus: Al Ghat
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B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
This course explores the literature of America over almost 200 years, from the Colonial period to the Reconstruction era. It focuses first on the
1620’s when the Puritans started immigrating to the New World. Next, it focuses on the 18 th century, the Age of Reason, which culminates in the
American Revolution 1775-1783.It also discusses the impact of John Locke and Newton on the writing of this period. Afterwards, it looks at the 19 th century and discusses the impact of ideal philosophy on the thinking of the
American Renaissance. The last stop will be with the Reconstruction era, the
Years after the Civil War (1865). The realistic representation of the American scene becomes the new model for American writers. With this new spirit, authors turned their eyes to the seamy side of the American life. Throughout this course, attention will be focused on the shifts in public rhetoric. It will be seen how it changes from communion spirit in the 17 th century to individualism in late 18 th and 19 th centuries. Also, attention will be paid to the shift in the concept of individualism from a focus on reason, during the Age of
Reason, to a focus on ‘vision’ during the Renaissance. These monumental changes in American rhetoric resonate with the changes that were forming in
American society, religiously and governmentally. Over 200 years the people of the New World thought of and sought out means of protection, but while in the colonial period they found their shelter under the wings of angels in the
Age of Reason and the American Renaissance they found it under the wings of the Eagle.
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use of IT or web based reference material, changes in content as a result of new research in the field)
1-. Increased use of IT or web-based reference material
2-Consistently change the list of reading of the works and ensure that they have complete exposure to American Literature
C.
Course Description (Note: General description in the form to be used for the Bulletin or
Handbook should be attached)
Week Class Activities
3 Begins with Early American Literature -
(Colonial Literature)
2- William Bradford: the puritan
2

5
2
1
4 experiment (The History of the Plymouth plantation)- 1-showing the reason and causes of their removal 2-voyage through the sea
3-parts of the settlement
3- Anne Bradstreet: (To My Dear and
Loving Husband, To my Dear Children)
4- Ralph Waldo Emerson: (Self
Reliance)
* In term -1
(Revolutionary- Period)
5- Nathaniel Hawthorne: (Young Goodman
Brown)
6- Edger Allen Poe: ( The Tell Tale Heart,
The Raven)
The age of realism
7-Mark Twain ( Huckleberry Finn)
2 Course components (total contact hours per semester):
Lecture:43 Tutorial: 43 Laboratory Practical/Field work/Internship
Other:
3. Additional private study/learning hours expected for students per week. (This should be an average
:for the semester not a specific requirement in each week)
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.
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a. Knowledge
(i) Description of the knowledge to be acquired
1. The nature and variety of literary works relevant to an understanding of the different social, economical and political experiences which exist in the American society. 2. The characteristics of the American literature and the elements needed to analyze different works
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures 2. Class discussion 3. Close reading and text analysis 4. Collaborative learning/Team work
(iii) Methods of assessment of knowledge acquired
1. Class participation
2. Quizzes
3.Midterms/Essay questions
4.Final written exam b. Cognitive Skills
(i) Description of cognitive skills to be developed
1. Ability to relate major trends of twentieth century critics
2. Ability to apply critical methods to literary texts and to cultural phenomenon.
3. Apply one of the previous critical approaches to a given text.
(ii) Teaching strategies to be used to develop these cognitive skills
1. Lectures/teaching students how to read attentively and critically 2. Encouraging a close, serious reading American literary works. 2. Class discussions/teaching students to think independently and engage in group discussions
(ii) Methods of assessment of students cognitive skills
1. Class participation 2. Presentations 3. Research papers 4. Midterms and exams c. Interpersonal Skills and Responsibility
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(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
American history recognition
(ii) Teaching strategies to be used to develop these skills and abilities
1. Lectures
2. Class discussion
3. Close reading and text analysis
4. Collaborative learning/Team work
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
Class participation
2. Quizzes
3. Class presentations based on student's choice of topics which deal with the same themes, building on previously studied material.
4. Midterms/Essay questions
5. Research papers
6. Final written exam d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. Ability to think critically and analytically
2. Ability to make sound analogies and analysis of different American literary works.
3. Ability to analyze American literary works of their own choice, and on their own, using previous knowledge
4. Ability to do research on American literary works.
5. Ability to write research papers.
(ii) Teaching strategies to be used to develop these skills
1. Lectures/teaching students how to read attentively and critically
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2. Encouraging a close, serious reading American literary works.
2. Class discussions/teaching students to think independently and engage in group discussions
(iii) Methods of assessment of students numerical and communication skills
1. Class participation
2. Presentations
3. Research papers
4. Midterms and exams e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Not appicable
(ii) Teaching strategies to be used to develop these skills
Not applicable
(iii) Methods of assessment of students psychomotor skills
Not appicable
5. Schedule of Assessment Tasks for Students During the Semester
Assess ment
Assessment task (eg. essay, test, group project, examination etc.)
1
2
First Mid-term
Second Mid- term
Week due
6
12
Proportion of Final
Assessment
20%
20%
6

3
4
Final exam
Participation
15 50%
10%
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic advice.
(include amount of time teaching staff are expected to be available each week)
1. Students can complete both reading and writing assignments in due time
2. Students can participate in class discussion and think critically
3. Students can act responsibly and ethically in carrying out individual as well as group projects
4. Students have the necessary skills to communicate, listen, negotiate, and evaluate their strengths and weaknesses as members of a team
E Learning Resources
1. Required Text(s)
Selection from The Norton Anthology of American Literature . Volumes A & B,
2003.
T wain, Mark. The Adventures of Huckleberry Finn
2. Essential References
--A Dictionary of Literary Terms
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
4-.Electronic Materials, Web Sites etc
Resources on the Web:
American Literature sites
Modern American poetry
Questia.com
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Vos.ucsb.edu
5- Other learning material such as computer-based programs/CD, professional standards/regulations
Nothing
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Lecture rooms should be large enough to accommodate the number of registered students
2. Computing resources
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)
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)
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
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2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
1. 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 (eg. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) periodic exchange and remarking of tests or a sample of assignments with staff at another institution)
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
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
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