Focuses on reading, discussion, and written analysis of poems and plays in order to develop 1) skill in literary analysis and interpretation and 2) familiarity with the conventions of poetry and drama. The poems are mostly British and American, but may, as well, be drawn from other literary traditions; the plays range from ancient Greek tragedy to Shakespeare and modern drama.
Goals, Topics, and Objectives
- Introduction to literature: genres, literary terms, and methods of discussing literature.
- Writing about poetry and drama.
- British Poetry: ballads, sonnets, narrative poetry, lyric poetry, modern poetry.
- American Poetry: 19th century poetry, 20th century poetry, contemporary poetry.
- Poetry from other traditions.
- Greek drama.
- Shakespeare: Tragedy and comedy.
- Modern drama.
Students should be able to accomplish the following: 1. Formulate an interpretive thesis (as opposed to one which merely reports something factual about a literary text).
1. Compose an essay which either:- analyzes a literary text, for example by focusing on literary elements such as theme, character, setting, point of view, plot, imagery, metaphor, symbolism, etc., or
- analyzes the characteristic themes, features, and / or techniques of a given writer's works, or
- analyzes more than one literary text by comparing and contrasting works by more than one writer of the period or genre named in the course title.
- Identify a range of key terms that are essential to an introductory-level understanding of literature, particularly poetry and drama.
- Explain the crucial importance and /or distinctive achievement of William Shakespeare.
- Explain the crucial importance and /or distinctive achievement of a major dramatist other than Shakespeare.
- Explain the crucial importance and /or distinctive achievement of a major poet other than Shakespeare.
Note that a grade of C- is not transferrable and is not accepted by some programs at HFC.
Assessment and Requirements
General:
Assessment may include (but need not be limited to) quizzes, class participation, essays, and exams. But assessment must include a minimum of 2,000 words of formal literary analysis.
Specific:
- Students will write at least one out-of-class essay of literary analysis that is at least 1,200 words in length.
- Students will take at least one written exam which requires them to analyze literature; whether a single essay or multiple shorter responses, this expository component will count for at least half of the credit for that exam.
Required:
Students will read substantial and representative selections from the works of the Greek tragedians, of Shakespeare, and of British and American poets.
Students will read a substantial and representative selection of literary texts that explore themes such as self-knowledge, revenge, conflict, war, nature, race, family, and love.
Students will regularly engage in thoughtful discussion of the assigned readings.
Students will study (through assigned readings and /or classroom discussion) the cultural contexts from which the literature emerges.
Students will study concepts that are essential to an introductory-level understanding of poetry and drama, such as literature, literary criticism, genre, setting, character, plot, figurative language, style, tone, diction, irony, flashback, allusion, poetry, verse, rhythm, meter, rhyme, metaphor, simile, personification, alliteration, apostrophe, enjambement, epic poetry, narrative poetry, lyric poetry, Italian sonnet, English sonnet, free verse, drama, tragedy, comedy, protagonist, antagonist, tragic hero, catharsis, hubris, catastrophe, dialogue, soliloquy, chorus, orchestra, strophe, and groundlings.
Recommended:
Students should learn appropriate biographical information about assigned writers when such information could be helpful in understanding the literature.
Students should take quizzes on assigned readings.
Students should keep a journal in which they record their responses to assigned readings and class discussions.
Students should learn to place the major assigned writers and texts on an historical time line.
Students should satisfactorily read at least one poem or scene aloud, either in class or in the instructor’s office.
Instructors should welcome and support the diverse identities, backgrounds, and academic experience of our students as essential foundations for college community.
Outcomes
- Humanities and Fine Arts
- Category 5: Humanities and Fine Arts