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I. Content
Our 200-level literature courses
1. involve students in critical reading to facilitate active engagement with texts. Students will read
approximately 50 pages each week.
2. involve students with the full range of literary periods and genres within those periods appropriate to a
course in world literature, excluding American and British literature.
A. English 270
1. begins with the ancient world and ends with the Renaissance. Examines all periods in between,
including the Middle Ages; and
2. includes examples of epic, drama, poetry, essay and romance. Recommended authors and/or
works include: Hebrew Bible, Homer, Plato, Aristotle, Sappho, Aeschylus, Sophocles, Euripides,
Virgil, Ovid, New Testament, Song of Roland, Abelard, de France, Petrarch, Dante, Pizan,
Boccaccio, Cervantes,and Machiaevelli.
B. English 271
1. begins with the Neoclassical age and ends with the modem period. Examines all periods in
between, including Romanticism, Realism, and Naturalism; and
2. includes examples of drama, novel, poetry, essay, and short fiction. Recommended authors
include: LaFayette, Moliere, Voltaire, Racine, Dostoevsky, Tolstoy, Turgenev, Ibsen, Sand,
Flaubert, Hugo, Proust, Pirandello, Kafka, Mann, Grass, Sartre, Gordimer, and Fugard.
3. help students to connect literature with history and culture.
A. English 270 helps students understand the relationship between literature and cultural phenomena,
such as myths, legends, heroes, the struggle of good and evil, the Church (as a social, political, and
religious institution), courtly love, humanism. B. English 271 helps students understand the relationship between literature and cultural phenomena,
such as manners, revolution, colonialism, humanitarian issues, fragmentation, and personal identity.
4. help students to connect reading, writing, and thinking about literary texts with the development and
analysis of personal values.
II. Classroom Approaches
Our 200-level literature courses
5. employ a variety of strategies in the classroom to introduce students to literary texts (for example,
lecture, discussion, collaborative group projects).
6. employ both lower-and higher-order thinking skills in the analysis of literary texts. Students should be
able to recall certain facts and should be able to develop their own arguments of support.
7. employ a college-level anthology (e.g., Wilkie and Hurt, Literature of the Western World and
supplement (selection of the latter at the instructor's discretion). Critical engagement with a wide variety
of texts provides preparation for upper-division English courses and major field test.
III. Methods of Assessment
Our 200-level literature courses
8. have at least two in-class exams, parts of which will include essay writing.
9. engage students 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.
IV. Utilization of Faculty Expertise
Our 200-level literature courses
10. reflect our commitment to capitalizing on the strengths of the faculty.
A. Faculty teaching sophomore literature courses must have the educational background and/or
experience to teach the courses.
B. Any person teaching as an adjunct faculty member for the UTM English department or teaching this
course in a situation that offers students dual credit must meet the SACS requirements of holding a
master's degree and of having 18 graduate hours in English. |
