English 271 Section TBA
Credit Hours: 3
Course Prerequisites: English 110-112 or English 111-112 with an earned grade of C or higher.
Instructor’s Name: TBA
Instructors Office Address, Email Address, Office Hours, and Office Phone Number: TBA
Textbook and Related Materials:
Lawall, Sarah, ed. The Norton Anthology of World Literature, 3rd ed. New York: Norton, 2012.
[The department permits other standard anthologies such as the Longman Anthology of World Literature.]
Course Purpose, Goals, and Objectives
World Literature (3) a survey of world masterpieces (excluding American and British writers) from the eighteenth century to the present.
General Course Objectives (Keyed to General Education Learning Outcomes)
Students will demonstrate the ability to:
- Employ various critical and analytical methods (e.g., close reading, historical and linguistic analysis, ideological analysis) in the study of literary texts from a variety of genres and historical periods through written assignments [LOC 1, 4].
- Analyze important primary texts from World Literature from the Eighteenth Century to the present [LOC 2].
- Interpret literary texts as shapers, reflectors, and instruments of change of cultural phenomena (e.g., value systems, familial/social institutions, government and their policies, philosophical/religious institutions) [LOC 3, 4, 5].
- Analyze literary texts for personal aesthetic pleasure and the enjoyment of language [LOC 1].
- Analyze the contributions of literary texts within various societies and how these impacted history and the human condition [LOC 6].
- Employ a comparative approach in the analysis of World Literature and the expression of those ideas within a global literary context, particularly focusing on the interplay of ideas and forms [LOC 4, 5].
- Recognize diversity in literature, based on race, ethnicity, economic status, and gender across historical periods as important to the understanding of local and global culture [LOC 5].
Outline of Course Content
[Individual Instructor decisions may vary slightly from section to section, but the emphasis is upon the canon in which specific ideas noted above can be observed, examined, and analyzed.]
All sections of English 271 will:
- Involve students in critical reading to facilitate active engagement with texts. Students will read approximately 50 pages each week.
- Involve students with the full range of literary periods, and genres and styles with those periods appropriate to a course in world literature, excluding American and British literature.
The Eighteenth Century
Vernacular literature of China [K’ung Shang-Jen, Cao Xueqin]: revisions of existing Chinese literature; the Ch’ing Dynasty’s persecution of classic literature; literary reactions to colonial powers beginning to control China’s economy. Literature of the Ottoman Empire [Çelebi]: enrichment of diverse Arabic and Persian literary traditions. Popular arts of premodern Japan [Saikaku, Bash¬o, Akinmari]: new urban art reflecting the cultural phenomenon of a rising merchant class. Late European Enlightenment [Moliére, Racine, Voltaire]: satiric reactions to social changes.
The Nineteenth Century
Literature of Romanticism and Revolution [Rousseau, Goethe, Holderlin, Leopardo, Hugo]: reactions to cultural changes after the French Revolution and rise of Industrialism. Lyric poetry of India [Ghalib]: its formal and thematic conventions and relation to Arabic praise poetry. Realism, Naturalism, and Symbolism: French Poetry [Flaubert, Baudelaire, Mallarmé, Verlaine, Rimbaud]; Russian prose [Dostoevsky, Tolstoy]; drama [Chekhov, Ibsen]. Literature’s relation to the rise of nationalism and colonialism as a result of the rise of the middle class. Literature in response to Capitalism and Marxism.
The Twentieth and Twenty-First Centuries
Early twentieth century writers in China, India, and Japan [Lu Xun, Tagore, Premchand, Ichiyo, etc.]: diversity of literature based on ethnicity and race. European Modernism [Proust, Rilke, Kafka, Brecht, etc.]: fragmentation of the individual in Industrial society; reactions to World Wars I and II. Postmodern and Postcolonial writers [Borges, Camus, Garcia Marquez, Achebe, Rushdie, Soyinka, etc.]: instability and playfulness of linguistic systems; Africa and the Africa diaspora; political nature of magic realism; new diverse voices based on ethnicity, gender, and sexual orientation in a global context.
Individual sections of the course may differ, but each section will have at least two in-class exams, part of which will include essay writing. In addition, each student will engage in other relevant writing activities. Over the course of the semester, students write at least 10 pages of finished written work outside of exams, focused particularly on literary texts. Finished writing may be done in or outside of class. Some writing may include work with secondary sources.
Signature Assessment for General Education Humanities Category
- A four-to six-page double-spaced paper that is a critical analysis of a single text with a synthesis in light of its literary, historical, and cultural contexts (LOC 2, 3, 4, and 5).
- The paper could examine either a poem, play, section of a novel, or short story as determined by either the instructor or instructor and student in collaboration (LOC 2).
- Since the paper must involve an engagement with “critical and analytical methodologies of the humanities,” the instructor builds in instruction on use of secondary sources, not limited to procedure, but how to evaluate those sources relative to their theoretical understanding of the selected primary text (LOC 1).
- The assignment requires students to use 2-3 secondary sources and requires 4-6 in-text citations of the secondary sources’ ideas in the form of summaries, paraphrases, and direct quotations about the effectiveness of those ideas in solving the interpretive dilemmas at those points. At the same time, students will be assessed on their direct engagement with the primary text through analysis of words, phrases, and sentences on one level and an overall impact of the literary text as a complete unit of meaning at a second level. (A rubric will be used to determine the effectiveness of the analysis of both primary text and also with handling of ideas from secondary sources reflective of the humanities methodology) (LOC 1, 2).
- In establishing a context for the explication of a single text, students comment on cultures, values, institutional forms (e.g., country, religion, family, gender, race, sexuality) that connect not only to the historical period of the selection, but also how those expressions cohere or disconnect across the sweep of time (LOC 3, 4, 5, and 6).
- While the explication of a text is sometimes thought to simplify meaning, the purpose of the assignment is to examine the complex relationship of words and ideas in the text as an example of a cultural moment in which it was written as well as how it speaks to speaks to modern audiences (LOC 4, 5, and 6).
Students are expected to attend class regularly. Policies regarding class attendance and make up exams will vary with the instructor, but all are within the handbook guidelines. The English Department has adopted the National Writing Project definition of plagiarism.
Any student eligible for and requesting reasonable accommodations due to a disability is required to provide a letter of accommodation from the Student Success Center.
Revised Fall 2016
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