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ENG 104 Objectives and Learning Outcomes;
or what will you learn in ENG 104?
ENG 104 instruction, activities,
and assignments are designed to help students develop skills essential to
successful college-level Humanities study of literature:
(a) close reading of literary
texts and annotating (taking notes on) significant passages in those texts;
(b) describing and analyzing personal responses to literary
texts;
(c) applying literary terms and concepts, approaches and
methods of analysis, and relevant background information introduced
in class and assignments;
(d) identifying and
investigating informational resources valuable to the study of
narrative fiction;
(e)
formulating and explaining interpretations and
evaluations of literary works--drawing upon cogent logical reasoning and
relevant specific examples from the works, as well as other sources;
(f) actively participating in class discussions and
small-group seminars--prepared to explain and illustrate one's own
interpretations and questions, as well as to understand and respond
to others' interpretations;
(g) seriously considering,
and evaluating the merits and limitations of, others' opinions
and evidence--especially those different from one's own; and
being willing to re-think one's own interpretations and
evaluations of literary works as warranted;
(h) adapting general
academic writing skills to the special forms and requirements of
writing successful literary criticism (i.e. literary analysis,
interpretation, evaluation)
ENG 104 Learning
Outcomes: Successful completion of ENG 104 means
students will be able to:
1. Define and illustrate
principal literary elements of narrative fiction (e.g. plot, character, theme,
point of view, setting, symbol, style), as well as significant
variations within this genre (e.g. static vs. dynamic
character, short story vs. novel), using well-selected examples
from representative works.
2. Analyze relationships among selected elements of
literary form and thematic content (e.g. setting and
characterization, or symbol and theme) within a work of narrative
fiction, to
explain how these literary elements interact to shape the meaning and impact
of individual works of narrative fiction.
3. Identify key
characteristics of literary historical periods and movements
(e.g. 19th-century literary Realism) influential in the development of narrative
fiction; and illustrate these characteristics using representative
literary works.
4. Apply background
information by and about authors--e.g. their lives, cultural
identities, socio-economic circumstances, reputations, literary
influences, creative practices--to analysis and interpretation
of their works of narrative fiction.
5.
Analyze others' literary criticism (e.g. commentaries
of professional literary critics, interpretations of other ENG 104 students),
and apply relevant critical opinions to one's own analysis and
interpretation of narrative fiction.
6.
Use comparison/contrast analysis to demonstrate significant
differences and similarities between selected works of narrative
fiction (e.g., in fiction by the same or different authors; in
fiction from different literary-historical periods; in different
types of narrative fiction, such as short story, novel and/or film
adaptation).
7. Evaluate selected works
of narrative fiction, based on defensible evaluation criteria
appropriate to literary genre and context, and persuasive with a
diverse English 104 audience.
8. Demonstrate
effective writing skills when communicating and supporting literary analysis,
interpretation, and evaluation, in graded writing assignments.
9.
Select and interpret persuasive specific examples from primary works
of narrative fiction, as well as from relevant secondary sources, in
order to illustrate and support one's points.
10. Avoid plagiarism by
using an acceptable academic style (e.g. MLA) to cite direct
quotations, paraphrases (indirect quotations), and summaries
taken from primary and secondary sources.
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Charters, Ann, ed.
The
Story and Its Writer: An Introduction to Short Fiction.
Compact 6th ed. Boston:
Bedford-St. Martin’s, 2003.