Hill college 112 Lamar Drive Hillsboro, tx 76645 Course Syllabus Course Prefix and Number Course Title



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HILL COLLEGE

112 Lamar Drive

Hillsboro, TX 76645
Course Syllabus

Course Prefix and Number Course Title
English 2328 Section: Semester: American Literature II
Instructor:
Contact: Phone: E-mail:
ACGM Description:
ENGL 2328
A survey of American literature from the Civil War to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character.
Catalog Description:

Lecture Hours 3 Lab Hours 0 Semester Credit Hours 3


Pre-Requisite: ENGL 1301 (Composition I)
Textbook: Baym, Nina. Norton Anthology of American Literature: Volumes C, D and E. Eighth Edition. New York: W. W. Norton and Company, 2012.
Supplies: Paper, pen, pencils, Scantron answer sheets as required, examination blue books, collegiate dictionary, thesaurus
Purpose of the course:
From 1860 to the present. The course treats briefly of the emergence of modern American literature in order to center attention on major literary figures of the latter half of the nineteenth century and the twentieth century. Both narrative and expository prose are studied along with poetry and drama. This course is intended to acquaint students with the major American writers and writings of the late nineteenth century and twentieth century. American Literature II will satisfy degree requirements for Hill College and for transfer credit to senior institutions.
Objectives/Student Learning Outcomes:
Upon successful completion of this course, students will:
1. Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

2. Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

3. Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions.

4. Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities.



5. Write research-based critical papers about the assigned readings in clear and grammatically correct prose, using various critical approaches to literature.

Description of Institutional Core Objectives (ICO’s)
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life. Therefore, with the assistance of the Undergraduate Education Advisory Committee, the Coordinating Board approved a 42 semester credit hour core curriculum for all undergraduate students in Texas, including a statement of purpose, six core objectives, and common component areas.
Statement of Purpose
Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Hill College faculty periodically evaluate the objectives included in the Foundational Component Area of Language, Philosophy, and Culture.


Core Objective

College SLO

Course SLO

General Learning Activities

Assessment

Critical Thinking Skills

CT1: Generate and communicate ideas by combining, changing or reapplying existing information

1-4, 8-9

Pre-writing, brainstorming, outlining, class and group discussion

Embedded assessment analysis, written essays and research papers

Communication Skills Use Any

CS1: Develop, interpret, and express ideas through written communication

1-4, 8-9

Pre-writing, brainstorming, outlining, writing multiple drafts to conclude with a final draft

Embedded assessment analysis, written essays and research papers

Communication Skills Use Any

CS2: Develop, interpret, and express ideas through oral communication

1-3, 7-8

Pre-writing, brainstorming, outlining to conclude with an oral and visual presentation

Embedded assessment analysis, student presentations

Communication Skills Use Any

CS3: Develop, interpret, and express ideas through visual communication

3, 7-9

Pre-writing, brainstorming, outlining to conclude with a visual presentation

Embedded assessment analysis, power point presentation

Social Responsibility Use Any

SR1: Demonstrate intercultural competence

4, 5, 6

Class discussion, student presentations

Students' contribution to discussion and listening to other students

Social Responsibility Use Any

SR2: Identify civic responsibility

1-2, 7, 8

Class discussion, student presentations, community volunteer hours

Class discussion of importance of volunteering

Social Responsibility Use Any

SR3: Engage in regional, national and global communities

3, 7

Use research and blog with students from various countries with varying cultural belief systems

Embedded assessment analysis and research paper

Personal Responsibility

PR1: Evaluate choices and actions and relate consequences to decision-making

1-9

Class discussion, writing from a different point of view, creating a cause/effect analysis

Embedded assessment analysis, cause and effect essay

The students’ success in completing these objectives will be measured using a set of examinations and assignments described, in detail under the section of this syllabus headed “Method of Evaluation.”


An Annual Assessment Plan will be implemented each year to review the course
Methods of Instruction:
This course will be taught face-to-face, on-line and by various distance learning delivery

methods.


Audio-visual materials and computer based technology will be used when appropriate.

Methods of Evaluation:
The students' success in completing the core objectives within the Foundational Component Area of Language, Philosophy, and Culture will be measured using rubric, exam, or embedded assessment activity.
Grades in this course will be based on the following evaluative criteria:
Essays/Exams and Writing Assignments will be given during the semester. The average of these essays/exams will make up 25%, and writing assignments will make up 50% of the students’ grades. The comprehensive final exam will count 25%.
MASTERY REQUIREMENTS

Mastery of material with a 60% accuracy minimum for earned credit

Readings, both required and supplemental, as assigned

Writing assignments completed punctually

Oral assignment, both group and individual, as assigned
Letter grades for the course will be based on the following percentages:
90-100% A

80-89% B


70-79% C

60-69% D


Below 60% F
Course Outline:
Class Policies:
Regular attendance at all class meetings is expected. Disruptions in class will not be tolerated.

Outline Of Topics:


I. Introduction to Realists and Regionalists (1865-1914)

    1. Historical approach

    2. Literary contributions (selected from below)

      1. Samuel Clemens

      2. Bret Harte

      3. William D. Howells

      4. Ambrose Bierce

      5. Henry James

      6. Kate Chopin

      7. Sarah O. Jewett

      8. Joel Chandler Harris

      9. Mary E. Wilkins Freeman

      10. Hamlin Garland

      11. Edith Wharten

      12. Jack Landon

      13. Cochise

      14. Henry Adams

      15. Stephen Crane

      16. Booker T. Washington

      17. Theodore Dreiser

      18. Native American songs/chants

II American and its literary heritage (1914-1945)

I. Historical background/influences

I. Literary contributions (selected from below)



  1. Edgar Lee Masters

  2. Edwin A. Robinson

  3. Willa Cather

  4. Robert Frost

  5. Sherwood Anderson

  6. Carl Sandburg

  7. William Carlos Williams

  8. Ezra Pound

  9. Robinson Jeffers

  10. T. S. Eliot

  11. John Crow Ransom

  12. Eugene O’Neill

  13. Katherine Anne Porter

  14. Edna St. Vincent Millay

  15. Dorothy Parker

  16. E. E. Cummings

  17. James Thurber

  18. F. Scott Fitzgerald

  19. William Faulkner

  20. Ernest Hemingway

  21. Thomas Wolfe

  22. John Steinbeck

  23. Langston Hughes

  24. Richard Wright

III. Literature since 1945

I. Historical background/influences

II Literary contributions (selected from below)



  1. Eudora Welty

  2. Tennessee Williams

  3. Ralph Ellison

  4. Flannery O’Connor

  5. James Baldwin

  6. Saul Bellow

  7. Philip Roth

  8. Joyce Carol Oates

  9. Bobbie Ann Mason

  10. John Updike

  11. Alice Walker

  12. Sandra Cisneros

  13. Robert Penn Warren

  14. Theodore Roethke

  15. Robert Jarrell

  16. Gwendolyn Brooks

  17. Richard Wilbur

  18. James Dickey

  19. Denise Levertov

  20. Allen Ginsberg

  21. Anne Sexton

  22. Adrienne Rich

  23. Sylvia Plath


Disabilities/ADA
Reports of discrimination based on disability may be directed to the ADA/Section 504 coordinator. The College District designates the following person to coordinate its efforts to comply with Title II of the Americans with Disabilities Act of 1990, as amended, which incorporates and expands the requirements of Section 504 of the Rehabilitation Act of 1973, as amended:

Name: Dr. Heather Kissack

Position: Executive Director of Human Resources

Address: 112 Lamar Drive, Hillsboro, TX 76645

Telephone: (254) 659-7731

Students with qualified and documented disabilities may request accommodations which will enable them to participate in and benefit from educational programs and activities. Students should contact the Academic Advising and Student Success Center for more details at: 254 659 7650 for Hillsboro, 817 760 5650 for Cleburne, or 817 295-7392 for Burleson.



EEO Statement
Hill College is committed to the principle of equal opportunity in education and employment. The college does not discriminate against individuals on the basis of age, race, color, religion, sex, national origin, disability, or veteran status in the administration of its educational programs, activities, or employment policies.

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