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EDH 7225 (Spring 2010)
Transcript of EDH 7225 (Spring 2010)
Interpret and analyze literary works from several genres: including short fiction, poetry, drama, and the novel.
Discuss the relevant social, cultural, and political changes in contemporary society as reflected in the sampling of world literature.
Demonstrate how their readings of works are affected by their own experiences and place in the world.
Demonstrate an understanding and awareness of the shared and divergent values and insights expressed in the literature of varied cultures.
Incorporate relevant literary terminology into writing assignments.
Demonstrate proficiency in analytical reading and writing.
Demonstrate proficiency in critical reading and writing.
Use world literature as a model for original creative writing.
Three credit hour course.
Fifteen week course (one week holiday).
One 2.5 hour class each week.
Undergraduate course designed for English majors.
Required texts: Norman A. Spenser & Shirley Geok-lin Lim "One World of Literature;" Edwin Barton & Glenda A. Hudson "Contemporary Handbook of Literary Terms." And, other paperback novels.
Prior to the first session, students must log on to Blackboard and review and print the syllabus. Introductory readings should be done prior to coming to class.
There will be scheduled webinars to help students with complex concepts, offer support for the mechanics of writing, and to engage in succinct discussion about readings.
Ideas from the Preface We can approach and read literature from the United States as a collection of multicultural texts (&, we cannot ignore US literature in "our" higher education classrooms because we have students from many nations).
Reading world literature will allow us to "arrive at an understanding of the global nature of that very human endeavor, writing" (p. xv).
There is a focus on twentieth century and contemporary literature because it shows an "imprint of global cause and effect" (p. xvi). Possible Issues & Appropriate
Courses of Action A large number of nontraditional students: work full-time jobs; adult learners; limited access to computers: according to College Portraits.org, 25% of degree-seeking, undergraduate students in the fall 2008 class were older than age 25. And, 10,803 students (out of the 35, 918 members of the undergraudate class) were enrolled part-time.
Students will have to devise individual time management plans as the course will involve a good deal of outside reading.
The professor can provide blank spreadsheets to help students tailor reading schedules to fit individual needs while adhering to class deadlines.
Younger students may benefit from the time management workshops offered by USF.
Adult learners who may not be comfortable on the online environment may want to attend a workshop and/or seek one-on-one help during office hours.
Students with limited computer access will need to carefully review the course timeline and plan accordingly. There are computers throughout the USF campus and at Hillsborough County Public Libraries.
"Literature is a master guide that enables us to enter, through imagination,
both ordinary and strange worlds and to cross borders
of race, ethnicity, class, and culture." Thematic Questions: Africa & The Middle East Traditional society provides the background for some of the literature in this section. Select examples and discuss each author's attitude toward indigenous culture.
Women's oppression is a subject of concern in African and Middle Eastern literature. Based on your reading, discuss how this topic has been approached. How differently do female writers present the subject from their male counterparts? Thematic Questions: Asia Working class characters play a significant role in Lu Xun's "A Small Incident" and R.K. Narayan's "Gateman's Gift," yet the stories have very different themes and construct different visions of society. Discuss how the strategies of social realism and satire function in each story to represent different social intentions.
The theme of exile recurs in contemporary literature, reflecting the enormous dislocations that accompanied wars and social upheavals in large regions of the world. Discuss how this theme is developed in works such as Vo Phien's "The Key"--with particular attention to how images function as motifs for mental and emotional associations.
Thematic Questions: Europe Thematic Questions: Latin America &
the Caribbean Thematic Questions: North America
1.Set up the webinar before the session begins.
2.Greet students by name as they enter the meeting room.
3.End the session on time.
4.Thank the students for attending.
5.Give students time to say goodbye to one another
6.End the meeting so that students see a “the meeting has ended” message.
7.Save the recording.
8.Post the recording to the course delivery site.
9.Give students credit for attending.
(Taken from Teaching English in the Two-Year College).
The course professor and students will benefit from using USF's Lit2Go: "A collaboration between the Florida Department of Education and the USF College of Education."
There are supplementary reading materials, PDFs of the selections, and instructional ideas available.
Visit the site at: http://itunes.usf.edu/
An important theme in Caribbean literature is the search for cultural identity. Explain how it is treated in the selections by Guillen, Walcott, and Kincaid.
How does the politically engaged poetry of Neruda and Guillen reflect a common vision? Discuss and cite examples. A significant issue in modern European discourse is the problematic nature of human relations. Analyze this dilemma in the various selections and assess what, in each case, are the limitations and obstacles to meaningful human interaction. A major issue in twentieth-century European literature had been the question of the role of art, and the artist, in society. How do writers like Calvino and Kafka approach and elaborate this topic? Methods of Inquiry Each of these will be used (from Power Point 4:
Structure of the Disciplines of Approach) Hermeneutics (interpretation of texts)
Literature, religious studies, etc.
Critical Thinking Problem Solving Scientific Method (reasoning or questioning in which assumptions are examined and evidence is sought) (like critical thinking, but not just comprehending—also doing)
(applying universal standards for knowledge claims, common ownership of information, integrity in gathering & interpreting data, and organized skepticism) Optional Community Service Component
"The academy must become a more vigorous partner in the search for answers to our most pressing social, civic...and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement." -Boyer (1997)
T. S. Weightman Middle School
Middle School Tutoring Project USF's College of Education is already involved with these programs; their assistance and already established relationships will prove instrumental in coordinating the community service project. During USF's spring break, students who choose to participate will go to designated sites to read to students and offer tutoring in both reading and writing. Discuss the use of traditional literary elements such as the trickster figure in Leslie Marmon Silko's "Coyote Holds a Full House in His Hand." What is achieved by the use of such traditional materials? Analyze the effects of point of view in constructing notions of male-female power relations in The Life You Save May Be Your Own." Syllabus "Girl" Marxist - Critical Reading Response Extra Scene - Creative Writing Assignment Technology & Teaching
Videos as a precursor to literature and writing.