Communications and Humanities
Arkansas Northeastern College
I.
Course Catalog Description
This course is a continuation of English Literature I, although you do not have to take English Literature I to take this course. The emphasis in this class will be on the reading and discussion of outstanding works selected to represent a variety of forms, centuries, peoples, and philosophies of the world from 1650 to the present. Prerequisite: English
Composition I.
II.
Course Overview : World Literature II will begin with a study of works from the Enlightenment and will include units on Romanticism and the Democratic Spirit, Realism and Symbolism, and Modern and Contemporary Literature. We will read, discuss, and write about various pieces from each unit, gaining a general idea of the key concepts and kinds of writing of each period in addition to historical background of each period. Some pieces will be accompanied by videos or other kinds of media.
III.
Course Rationale: World Literature II is a Humanities course. The Humanities provide an integrated view of civilization and society. The universal aspects of human emotions, self-preservation, and self-identity are studied as they have been expressed through the arts to supply answers to the basic questions, “Who am I?”” and “Why am I here?” Such study results in flexibility, tolerance, and acceptance of other points of view and allows students to see themselves and their time in perspective. The Humanities also develop appreciation for aesthetic and creative endeavors through active participation in the areas of art, music, and theater.
IV.
Course Objectives : Students who complete the requirements for World Literature II should be able to read, discuss, and write about various pieces of world literature with greater confidence and ease.
V.
Course Prerequisites
The prerequisite for this course is Composition I because students should be able to express themselves not only orally in class but also in writing. Students will do some writing on each test and at various times throughout the daily routine of the class. It is essential that they have college writing skills.

VI.
Course Credits
This course is worth three credit hours
VII.
Required Texts and Materials
See Instructor’s First Day Handout
VIII.
Supplementary (Optional) Texts and Materials
Students will be expected to consult some outside sources to discuss and write about the literature and related literature.
IX.
Basis for Final Grade
See Instructor’s First Day Handout
The following grading scale is used in World Literature II:
Grading Scale (%)
90-100
80 - 89
70 - 79
60 - 69
0 - 59
A
B
C
D
F
X.
Course Policies: Grades
Late Work and Make-up Policy:
See Instructor’s First Day Handout
Extra Credit Policy:
See Instructor’s First Day Handout
XI.
Course Policies: Student Expectations
Attendance Policy:
Most instructors expect regular attendance in all classes. See your instructor’s First Day Handout for more details.
Professionalism Policy:
See Instructor’s First Day Handout.
See your Instructor’s First Day Handout for his or her specific guidelines on academic integrity.

XII.
Units, Instructional Objectives, and Assessment:
Unit I: The Enlightenment 1660-1770
Rationale:
The Enlightenment or Age of Reason, with its emphasis on the ability of a rational man to understand, and therefore, control the world around him, was a period rich in discovery and literature. Herein lay the basis of the scientific method and its major consequence, the Industrial Revolution. An understanding of the modern world would require an understanding of this period.
Objectives: The student will be able to
1.
Identify characteristics of Neo-classicism in specific works of literature.
2.
Identify philosophical concepts—Deism, Rationalism, Empiricism, etc., from reading the introduction to the period and from pieces studied and class discussions.
3.
Define satire and iron, and find these in the works under study.
Assessment:
The tests over this unit will consist of matching, short answers, listing, defining, identifying characters, and writing essays.
Unit II: Romanticism and the Democratic Spirit
Rationale:
As the men of the Age of Reason became smug in their cultural progress, the Age of Revolution and the Age of Intellectual
Freedom of Thought were beginning to emerge as reactions against this smugness. Instead of focusing on society and the status quo, Romantics focus on the individual and the needs of the heart and mind—in other words, on the emotions. Many of the philosophical concepts of Romanticism are still present today.
Objectives:
The student will be able to
1.
Identify the philosophic and historical ideas of the Romantics through a study of the introduction and lecture notes and the works of selected Romantic writers.
2.
Define Romanticism and describe its characteristics.
3.
Contrast Classical ideas of the Enlightenment with Romantic ideas.
4.
Analyze Romantic poetry for its different forms and ideas.
5.
Discuss Wordsworth’s definition of poetry and his Preface to The Lyrical Ballads.
6.
Discuss Romantic characteristics in the poetry selected from this period.
1.
“The Lamb,” p. 686, and “The Tyger,” pp. 690-691, by Blake
2.
Other poems from Songs of Innocence and Songs of Experience , Blake
3.
Introduction to William Wordsworth—pp. 693-695
4.
All the poems in the text by Wordsworth
Assessment:
The reading tests on this unit will consist of short answers, essay, and identification of terms.
Unit III: Realism and Symbolism
Rationale:
This period is a survey of modern literature and has no set characteristics like those of the Neo-classical and Romantic eras.
This period reflects our lives: some works are realistic; some are existentialist; some are naturalistic; and some are absurd.
As with modern humans, writers in this period are trying to answer the questions, “Who am I?” and “Where do I fit into the scheme of things?”
Objectives:

The student will be able to
1.
Define and discuss the major trends in literature from 1850 to the present.
2.
Analyze a piece of fiction in terms of the movement it reflects.
3.
Analyze a character in a play or short story in terms of character development and change.
Assessment:
The reading test over this period will consist of identifying characters and terms, short answers, and essays.
Unit IV: Modern and Contemporary Literature
Rationale:
Modern literature is marked by widespread disillusionment and a loss of faith, not only in religion, but also in many of the secular principles. This disillusionment is still with many people today and affects much of the writing and other arts. The most striking feature of modern literature is its preoccupation with the self, the nature of consciousness, and the nature of perception. Contemporary literature represents so many trends that it is nearly impossible to narrow down to specific characteristics of this period. However, in this era, which includes the present, the text itself is a preoccupation. Realistic writing is also experiencing a resurgence, and it is still the dominant form of popular fiction and drama.
Objectives:
The student will be able to
1.
Discuss the influence of modern science and psychology on poetry and fiction.
2.
Detect and discuss the disillusionment present in so much modern and contemporary literature.
3.
Define and discuss existentialism as found in some modern and contemporary literature.
4.
Define and discuss some of the major trends of the literature of this period.
Assessment:
The reading test for this unit will consist of matching, identifying of terms and characters, short answers, and essays, and it may be combined with the final which will have a comprehensive section.
A Capstone Activity :
During the semester, students will write a 3 to 5 page, double-spaced essay, explicating two poems, especially in terms of how they compare and contrast to each other. This paper will illustrate the student’s ability to read and analyze literature. It will be graded on the basis of structure, mechanics, and format, and on content. Students may use outside sources in this essay, and these sources must be properly cited in the paper.
Assessment : This paper will be graded according to the regular grading scale mentioned above, and the primary emphasis will be placed on focusing on and supporting a thesis about the chosen topic. The paper will need to illustrate the student’s knowledge of the topic in a clear, well-focused and documented manner.