ENGL 0020. Creative Writing (Poetry)
Units: 3
Prerequisite: Eligibility for ENGL 1A
Hours: 54 lecture
Writing poetry, with reading assignments of literary models in classical, modern, and contemporary poetry. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student poems. (CSU, UC)
ENGL 0020 - Creative Writing (Poetry)
http://catalog.sierracollege.edu/course-outlines/engl-0020/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Writing poetry, with reading assignments of literary models in classical, modern, and contemporary poetry. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student poems. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze the fundamentals of poetry, through a variety of forms, styles, and historical periods. CSLO #2: Analyze literary elements, devices, and forms of poetry to create college-level works of original poetry. CSLO #3: Describe, critique, edit, and revise original poetry through peer review workshops. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successfully completing English 20, students will be able to: 1) Identify, interpret, and analyze the fundamental elements of poetry; 2) Analyze selected works of poetry from a variety of genres, forms, and historical periods; 3) Apply analysis of literary elements, devices, and forms of poetry to the creation of college level works of original poetry in a variety of forms and styles; 4) Apply knowledge of genres and sub-genres to creation of imaginative works of poetry; 5) Identify and apply common practices of editing and peer review in the creative writing process; 6) Interpret, analyze, and evaluate published poetry in English and in translation; 7) Assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops and readings; 8) Identify and apply the editorial process to select, revise and assess published and original works of poetry. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: During a class workshop, students use a "whip" discussion to take turns sharing a "plus," a "minus," and an "interesting" after reading and annotating a student poem. Essay Examinations Example: Student will be asked to provide a three paragraph evaluation of the use of rhyme, rhythm, and alliteration in John Donne's "The Flea." Objective Examinations Example: Through an objective or short-answer test, students will identify and define literary terms and concepts and apply literary terms and concepts to brief interpretations and analyses of individual poems and the works of individual poets. Projects Example: Student will submit all drafts of original poems (15 - 20 pages), and final drafts (6 - 12 pages) of original poems revised through workshops and consultation with instructor. Poems will be presented in a portfolio suitable for submission to a college-level journal or magazine. Reports Example: Student collects information on a contemporary poet for a class "author wall" bulletin board. Skill Demonstrations Example: Student will write an over-20-line non-rhyming poem about a body of water that demonstrates use of figurative language and imagery. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor uses a Prezi presentation to highlight elements of imagery for students, ending with a poem from the anthology that features extensive sensory imagery. Students select a sensory image from the poem and discuss its use or effect. Instructor presents elements of Brian Wilkie and Kevin Prufer’s essays on sentimentality. Students discuss definitions of and attitudes towards sentimentality in poetry. Two poems, “Dog’s Death” by John Updike and “The Pardon” by Richard Wilbur serve as evaluative models for a continued discussion on avoiding sentimentality. Distance Learning Students view videos of Shane Coyczan’s “Beethoven” and Mark Doty’s “The House of Beauty.” Afterward, students discuss different approaches to public performances of poetry in these two clips in a discussion board. Typical Out of Class Assignments Reading Assignments 1. Read Moore's "Poetry" and Strand's "Eating Poetry." Compare and contrast the speaker in each poem. Be ready to discuss the ideas in class. 2. Read Pound's "Station of the Metro," H.D.'s "Heat," and Williams' "This Is Just To Say." Analyze each as an example of Imagist poetry, and be ready to discuss specific lines that place each poem within the Imagist poetic ideal. 2a. Read all of the poems in Chapter One. Select five which best demonstrate Frost's notion that writing free verse is like "playing tennis with the net down." Writing, Problem Solving or Performance 1. Write a 2-page narrative draft based on an event or adventure a grandparent or mature friend experienced. Using a traditional ballad form such as xaxa and iambic trimeter, shape the narrative into a ballad of at least five quatrains. See Frost's "Stopping By Woods," Dickinson's "Because I could not stop for death" and Emile Verhaeren's "The Miller" for examples. 2. Write a free verse "letter poem" of at least 15 lines in the first person, directly addressing a second character. Use concrete detail, stanza breaks, and careful enjambment. See Pound's "River Merchant's Wife: A Letter," and Momaday's "Simile" for examples. Other (Term projects, research papers, portfolios, etc.) Complete a final portfolio of original poems that demonstrate a thorough knowledge of college-level poetry writing suitable for publication in a college journal or magazine. Required Materials The Crafty Poet: A Portable Workshop Author: Diane Lockward Publisher: Terrapin Books Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: The Art of the Poetic Line Author: James Longenbach Publisher: Graywolf Press Publication Date: 2008 Text Edition: Classic Textbook?: OER Link: OER: The Poets Laureate Anthology Author: Billy Collins Publisher: U.S. Library of Congress Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: Western Wind: An Introduction to Poetry Author: John Frederick Nims and David Mason Publisher: McGraw-Hill Publication Date: 2005 Text Edition: 5th Classic Textbook?: OER Link: OER: The Best American Poetry 2016 Author: David Lehman Publisher: Scribner Poetry Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HUM 0020 - Introduction to the Hebrew Bible
http://catalog.sierracollege.edu/course-outlines/hum-0020/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the texts of the Hebrew Bible ("Old Testament" or "Torah") and associated writings from the Ancient Near East. Analyzes the texts in their historical and cultural context, and surveys their various genres (poetry, prophecy, law, mythology, history, wisdom, etc.) Explores the relationship between Hebrew Scriptures and archaeology, literature, history, current Biblical scholarship, and women's studies. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the composition of the Hebrew Bible as well as the origination of its various books. CSLO #2: Analyze and explain the relationship between the Hebrew Bible and its relationship to history, art, literature and philosophy. CSLO #3: Compare and contrast the various books of the Hebrew Bible within and/or across cultural traditions. CSLO #4: Communicate effectively orally or in writing on a topic about the Hebrew Bible related to its study in the Humanities. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work: 1. Define relevant and integral terminology including but not limited to "Torah," "Pentateuch," and "Old Testament" and discuss the political and cultural ramifications of each title; 2. Identify and describe the J, E, D and P authorship styles as found in the Torah/Pentateuch; 3. Evaluate interpretations of the two creation stories found in Genesis I and II with regards to consistency of interpretation with the ancient texts as a whole and the ramifications of these interpretations for women's roles, men's roles, and conceptions of human nature; 4. Discuss the relationship between archaeology and history with the events and mythologies expressed in the Ancient texts; 5. Identify and describe the stories of the major figures of the Torah, Old Testament and Apocrypha; 6. Evaluate contemporary interpretations of these major figures and their stories; 7. Chart the history of the Hebrew people throughout the Torah and Old Testament; 8. Explain and evaluate both literal and metaphorical interpretations of the importance of the figures and events expressed in the Torah, the Old Testament and the Apocrypha; 9. Identify and explain the various literary forms found in the Torah, Old Testament and Apocrypha; 10. Discuss the laws and rituals described in the sacred texts and their relationship to historical and cultural settings; 11. Identify, describe and evaluate the relationship between the Torah, the Old Testament and the Apocrypha on contemporary societies. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After learning about the Documentary hypothesis (J, E, D, and P authorship hypothesis), students will be invited to discuss the characteristic differences between J, E, D and/or P authorship styles. Based on these discussions, (2) students will write two paragraphs identifying characteristic differences between the Jahwist (J) and Elohist styles. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, evaluate the two creation stories found in Genesis I and II with regards to consistency of interpretation. Explain whether, in your view, the Documentary hypothesis resolves the inconsistencies. Use examples and passages from relevant readings and instructional material to help explain and support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination on the Documentary hypothesis. For example: According to the Documentary Hypothesis, the story of Adam and Eve (Gen. 2:4ff) was most likely penned by which author? (A) The Yahwist ("J"); (B) The Priestly Source ("P"); (C) The Elohist Source ("E"); or (D) The Deuteronomist ("D"). Projects Example: Create a poster board that charts and describes interpretations of the two creation stories found in Genesis I and II with regards to what these interpretations mean for women's roles, men's roles, and/or conceptions of human nature. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture, the instructor will explain the J, E, D, and P authorship hypothesis. Through an interactive discussion, students will be invited to discuss the characteristic differences between J, E, D and/or P authorship styles. Distance Learning Students will watch a video of the instructor explain the Documentary hypothesis (J, E, D, and P authorship hypothesis). In a discussion board assignment, students will be presented with passages from Genesis 2:4ff and invited to identify and describe its likely author and provide support for their claims referencing the instructional material in the unit. Students will reply to peers reviewing their interpretation and support for their claims. Typical Out of Class Assignments Reading Assignments 1. Read "Read Chapter 1 in Michael Coogan's "The Old Testament: A Historical and Literary Introduction to the Hebrew Scriptures," and be prepared to discuss the literary traditions of Yahwist, Elohist, and Priestly strains. 2. Read the book of Genesis 3, and be prepared to discuss the ways stories can have meaning without necessarily being an historical fact. Writing, Problem Solving or Performance 1. Pick one of the Minor Prophets and write a 6-8 page essay describing the historical, political and religious context to which he is responding. 2. Read Exodus chapters 1 – 14 carefully, a couple of times through. When you think you have an accurate and complete understanding of the narrative, watch the film The Prince of Egypt (1998) by DreamWorks Animation. The goal of the assignment is for you to address the question of whether or not the film has changed the story in critical ways. For your assignment, write a 4-6 page paper analyzing elements of the story which the film has 1) Added; 2) Omitted; and 3) Kept the same. Give what you think are the three most important examples of each (you’ll discuss nine topics total), and provide arguments justifying why the elements you chose are important for understanding how DreamWorks has re-told the story. In your concluding section, discuss whether or not the film has faithfully reproduced the story. In other words, is it enough if someone has seen the film without ever having read the Exodus version? Why or why not? Other (Term projects, research papers, portfolios, etc.) Required Materials The Old Testament: A Historical and Literary Introduction to the Hebrew Scriptures Author: Michael D. Coogan, and Cynthia R. Chapman Publisher: Oxford University Press Publication Date: 2017 Text Edition: 4th Classic Textbook?: OER Link: OER: The Jewish Study Bible Author: Berlin, Adele and Marc Svi Brettler Publisher: Oxford University Press Publication Date: 2013 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Living Torah (English edition) Author: Aryeh Kaplan Publisher: Moznaim Pub Corp Publication Date: 2003 Text Edition: 4th Classic Textbook?: OER Link: OER: The Bible Unearthed: Archaeology's New Vision of Ancient Israel and the Origin of Its Sacred Texts Author: Israel Finkelstein, Neil Asher Silberman Publisher: Free Press Publication Date: 2001 Text Edition: Classic Textbook?: OER Link: OER: The Apocrypha Author: Edgar J. Goodspeed and Moses Hadas Publisher: Vintage Publication Date: 1989 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
PHIL 0020 - History of Ancient Greek Philosophy
http://catalog.sierracollege.edu/course-outlines/phil-0020/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: A study of the origin and rise of Western Philosophy from the pre-Socratic philosophers, Socrates, Plato, and Aristotle, up to the Hellenistic period. (C-ID PHIL 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Compare and contrast the various Pre-Socratic contributions to Philosophy. CSLO #2: Explain major philosophical positions of Socrates and Plato. CSLO #3: Explain major philosophical positions of Aristotle. CSLO #4: Describe, compare and contrast Stoicism, Epicureanism and Skepticism. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Compare and contrast ancient Greek mythological methods of knowledge and accounts of reality with the methods of the pre-Socratic philosophers; 2. Describe, compare and contrast the varying accounts of the composition of Reality according to the original fragments of Thales, Anaximander, Anaximenes, Xenophanes, Pythagoras, Heraclitus, Parmenides, The Eleatics, Empedocles, and Anaxagoras; 3. Analyze the shift in philosophical approach and methodology in the historical movement from the pre-Socratic philosophers to Socrates; 4. Read primary philosophical texts of Plato and explain Platonic and Socratic Epistemology, Metaphysics, Ethics and Political Philosophy; 5. Read primary philosophical texts of Aristotle and describe and explain Aristotelian Epistemology, Metaphysics, Ethics and Political Philosophy; 6. Compare and contrast Plato's philosophical concepts with Aristotelian philosophy; 7. Describe, compare and contrast Ancient Greek Stoic, Skeptic and Epicurean approaches to Philosophy. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In an instructor led discussion students will be prompted to distinguish Stoicism from Epicureanism in relation to how each philosophical position recommends how to deal with tragedy. A formative assessment will follow and students will answer the following question: "What the clearest point you learned today?"; and, "What point remains least clear to you?" Essay Examinations Example: Instructions: In a 500 word essay, answer all parts of the question below using a large Blue Book. Interpretations need to be thorough, reasonable in relation to the text, and justified using quotes from the related dialogues. In Plato’s Apology, Socrates compares himself both to Achilles and to a gadfly. Explain the moral and political significance of these analogies with respect to Socrates’ statement, “To let no day pass without discussing goodness and all the other subjects about which you have heard me talking and examining both myself and others is really the very best thing that a man can do, and life without this sort of examination is not worth living” [38a]. Student essays will be assessed based upon a rubric that includes criteria such as correctness of response, thoroughness of explanation, relevance of quote provided, and demonstration of "justification" by way of quote selection. Objective Examinations Example: Students will take a multiple-choice examination aligning the various pre-Socratic contributions to philosophy by assessing student knowledge of names, terms, and concepts of the pre-Socratic period of philosophy. Example: According to Aristotle, the moral virtues (moral goodness) is a result of what? A. Being instructed B. Practice C. A well-ordered soul D. Discipline and punishment Projects Example: Pre-Socratic Comparison Chart: Create a chart comparing and contrasting the pre-Socratic philosophers regarding (a) What is ultimately Real? (b) how do we know what's real? and (c) what accounts for diversity and change? Charts will be evaluated based upon (a) correctness and (b) thoroughness. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will assign reading selections from a collection of pre-Socratic Philosophers and have students outline the major points. In class, the instructor will lead students in discussions comparing and contrasting the assertions of the pre-Socratic Philosophers with regards to the basic substance of reality and their theory of how one substance changes into the plurality of objects we experience. Distance Learning Through video lecture, the instructor will demonstrate the historical and political context of Plato's dialogue, Apology. In an online discussion assignment, students will be asked to interpret Socrates' declaration that "the unexamined life isn't worth living" from 38a of the Apology, and support their interpretation using the primary text of Plato to support their interpretation. Students will reply to a peer post by reviewing it for accuracy, thoroughness, and justification. Typical Out of Class Assignments Reading Assignments 1. Read Plato's dialogue, Meno, and come to class able to describe Socrates' theory of knowledge. 2. Read Aristotle's Nichomachean Ethics, book 1, and come to class able to describe why happiness is not the same thing as pleasure according to Aristotle. Writing, Problem Solving or Performance 1. Group Presentation: Instructions: Students will be organized into groups of three to five students and assigned one of the following pre-Socratic philosophers. (1) Thales (2) Anaximander (3) Anaximenes (4) Xenophanes (5) Pythagoras (6) Heraclitus (7) Parmenides (9) Anaxagoras (10) Empedocles (11) Democritus Each individual must identify the particular task and role contributing to the presentation. Groups can present in any way that effectively communicates answers to the following questions to the class: 1. Identify the pre-Socratic philosopher, and the main sources of him. 2. What is his position on the nature of reality, and how do they justify this? 3. How could it be said that their ideas about the nature of reality are reasonable? 4. What other claims does he make (e.g., knowledge, the soul, ethics or theology)? 5. Give some contemporary examples of how these ideas are still with us today. 6. In what way is this individual doing philosophy and in what way is he not? 2. Writing: Instructions: After reading Plato’s dialogue, Euthyphro, answer the following question in a 500 word essay. Identify an instance of Socrates guiding Euthyphro towards a definition of Piety by showing how Euthyphro’s definition cannot possibly be the case because it entails a contradiction. Other (Term projects, research papers, portfolios, etc.) Required Materials The First Philosophers: The Presocratics and Sophists Author: Robin Waterfield Publisher: Oxford University Press Publication Date: 2009 Text Edition: 1st Classic Textbook?: OER Link: OER: The Nicomachean Ethics Author: Aristotle Publisher: Penguin Publication Date: 2004 Text Edition: Classic Textbook?: OER Link: OER: A Plato Reader: Eight Essential Dialogues Author: Plato Publisher: Hackett Publishing Co Publication Date: 2012 Text Edition: Classic Textbook?: OER Link: OER: Readings in Ancient Greek Philosophy: From Thales to Aristotle Author: S. March Cohen Publisher: Hackett Publishing Co Publication Date: 2011 Text Edition: 4th Classic Textbook?: OER Link: OER: Stoics, Epicureans and Sceptics: An Introduction to Hellenistic Philosophy Author: R.W. Sharples Publisher: Routledge Publication Date: 1996 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Art ENGL 0016 Introduction to LGBTIQ Literature ENGL...Introduction to Atheism HUM 0020 Introduction to the...
Course Identification Numbering System (C-ID)
...0010 ENGL 100 ENGL 0001A ENGL 105 ENGL...0002 PHIL 130 PHIL 0020 PHIL 140 PHIL...
