ENGL 0024. Introduction to Literary Criticism and Critical Concepts
Units: 3
Prerequisite: Eligibility for ENGL 1A
Hours: 54 lecture
Introduction to the issues, concepts, and contexts central to literary interpretation, with particular concentration on the relationships of aesthetics, culture, history, politics, issues of race, gender, and class, to conceptions of literary meaning and developments in literary form. Includes surveys and history of major approaches to literary criticism and applications of these approaches to literary analysis. (CSU, UC)
ENGL 0024 - Introduction to Literary Criticism and Critical Concepts
http://catalog.sierracollege.edu/course-outlines/engl-0024/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the issues, concepts, and contexts central to literary interpretation, with particular concentration on the relationships of aesthetics, culture, history, politics, issues of race, gender, and class, to conceptions of literary meaning and developments in literary form. Includes surveys and history of major approaches to literary criticism and applications of these approaches to literary analysis. (CSU, UC) Course Student Learning Outcomes CSLO #1: In writing and discussion, identify and evaluate the premises, arguments, and interpretive implications of literary criticism and theory and apply selected theories or criticism to the analysis of representative literary texts. CSLO #2: In writing and discussion, identify, analyze, and evaluate the historical, literary, philosophical, and general cultural contexts of literary theories and criticism. CSLO #3: Conduct independent research analyzing and evaluating the critical discourse on a single major literary text and relationship between literary theory/criticism and the historical development of this discourse. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student completing English 24 will be able to: 1. Identify, interpret and analyze literature and literary issues in cultural, social, political, and critical contexts; 2. Identify, analyze, and evaluate differences and similarities among different literary critical concepts and theories and evaluate the relationships between historical contexts and developments in literary theory and aesthetics; 3. Analyze the relationships between culture, history, literary fashion and the forms and themes of literature; 4. Identify, interpret, and apply knowledge of literary devices and critical theory to the analysis of individual literary texts (poetry, fiction, drama, and essays) and related non-literary works (e.g., magazines, film, television, and performance); 5. Conduct independent research in literature and literary contexts; 6. Interpret, analyze, and evaluate primary and secondary sources in criticism; 7. Synthesize and generalize about themes and forms of literature across time, across thematic periods, and across works by various authors; 8. Communicate analyses, interpretations and critiques of single works or several works by the same author, or several closely related texts in class discussion and in required essays and exams; 9. Analyze and criticize the logic and empirical accuracy of critical concepts in literature; and 10. Develop and argue for (advocate) critical approaches to literature and support these arguments through effective reasoning and evidence. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Literature & Language AA/AS - Multicultural Studies 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: Students will break into groups. Each group will be provided with a critical commentary on "To Room 19" and will be asked a) to evaluate the effectiveness of the critical interpretation as an explanation of the text and b) to interpret the story in terms of the critical theory assigned for the week, "Historical Criticism." What insights does the historical approach provide, if any, that are missing from the original interpretation provided to the group? Essay Examinations Example: Read the following passage from "Paradise Lost" (Book IV, the sequence in which Satan first views Eve and Adam). Interpret and evaluate the passage from the point of view of the two critical theories you have chosen in preparation for this question . Which did you choose and why? Of the two critical points of view, which allows for the most complete interpretation of the image? Why? Does either interpretation alter our understanding of the passage and its implications? Objective Examinations Example: General question: Select the critical theory most fully represented by the choices following each quotation: Example: The word “nature” serves a deceptive purpose in “Greasy Lake” [a work handed out in class]. The word seems to represent a demarcation between the false and true, paralleling the experience of the narrator as gains experience and knowledge. Instead, however, both descriptions reflect the fact that “nature” refers not to the reality of things nor to the transformation of the narrator's understanding, but rather to the social conceptions that frame our understanding of the world: the mistaken belief there is a coherent external order which we can understand separate from the framing language of the narrative: a) psychological criticism; b) historical criticism; c) deconstructive theory; d) formalism Projects Example: Choose one literary work assigned in class or selected from your own reading and determine the critical approach you would like to use in developing a formal interpretation of the text(although you may make this determination based on your research). Research and evaluate representative critical responses to the text, focusing on the last ten years but also including some class or primary (contextual) responses to the text as available, determine the central issues addressed by the critics, and develop an individual essay incorporating this research and presenting your own interpretation and evaluation of the text in terms of on the critical approach you have chosen. You may incorporate any of the journal or assignment entries developed throughout the semester. Reports Example: Short essay: Determine which critical theory or combination of critical theories from the first half of the course is in your view most insightful, accurate, useful, and/or complete--that has the greatest truth value--and write an essay a) defining the theory and b) demonstrating its value through an analysis of any one assigned work of literature of your choice. If you want to develop your own theory, feel free, but be sure to present it in relationship to the critical theories from which it develops and/or from which it departs. Responses will be evaluated according to a rubric handed out in class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will ask students to read "The Metamorphosis" and two brief excerpts from primary critical texts representing two related approaches: psychoanalytic and gender theories. The instructor will lead discussion on the use of theory in interpretation, facilitate small group discussions in which students determine how each approach defines the text and its themes, and guide large group discussion of student conclusions. Students will respond to questions related to the discussion, share their responses in groups, analyze the responses, and present the group's ideas to class. Distance Learning Instructor will present a video of a contemporary television series like "Stranger Things" or "Big Little Lies" and lead discussion of its interpretation, incorporating culture criticism and related approaches (Marxist, gender, and post-colonial criticism). Students will develop responses individually and in groups and the instructor will lead a large group lecture/discussion based on the conclusions developed by the group. Typical Out of Class Assignments Reading Assignments 1. Read "The Wasteland" and related explanations of formalism with the goal of exploring the assumptions, strengths, and weaknesses of formalist criticism; read or reread the sections of the text dealing with formalism, in particular New Criticism. 2. Read "The Tempest" in terms of the insights of post-colonial, new historicist, and culture criticism; read or reread the sections of the text describing these critical approaches. Writing, Problem Solving or Performance 1. Read "The Tempest" and write a brief response to Stephen Greenblatt's analysis of the impact of colonialism on interpretations of the action of the text. 2. Read "The Wasteland" and write a brief summary of each section without reference to external sources. Write briefly about the process and analyze the strengths and weaknesses of a formal approach. Other (Term projects, research papers, portfolios, etc.) Research paper: Choose one literary work assigned in class or selected from your own reading and determine the critical approach you would like to use in developing a formal interpretation of the text(although you may make this determination based on your research). Research and evaluate representative critical responses to the text, focusing on the last ten years but also including some class or primary (contextual) responses to the text as available, determine the central issues addressed by the critics, and develop an individual essay incorporating this research and presenting your own interpretation and evaluation of the text in terms of on the critical approach you have chosen. You may incorporate any of the journal or assignment entries developed throughout the semester. Required Materials Critical Theory Today Author: Tyson, Lois Publisher: Routledge Publication Date: 2015 Text Edition: 3rd Classic Textbook?: OER Link: OER: An Introduction to Literature, Criticism, and Theory Author: Bennett, Andrew Publisher: Longman Publication Date: 2009 Text Edition: 4th Classic Textbook?: OER Link: OER: The Norton Anthology of Theory and Criticism Author: Leitch, Vincent, et. al., eds. Publisher: W.W. Norton Publication Date: 2010 Text Edition: 2nd Classic Textbook?: OER Link: OER: Literary Theory: An Anthology Author: Rivkin, Julie and Michael Ryan Publisher: Blackwell Publication Date: 2017 Text Edition: 3rd Classic Textbook?: OER Link: OER: Beginning Theory: An Introduction to Literary and Cultural Theory Author: Barry, Peter Publisher: Manchester University Press Publication Date: 2009 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
BIOL 0024 - Wildland Trees and Shrubs (Dendrology)
http://catalog.sierracollege.edu/course-outlines/biol-0024/
Catalog Description Also known as AGRI 163 Advisory: Eligibility for ENGL 1A Hours: 108 (54 lecture, 54 laboratory) Description: A study of botanical characteristics, taxonomy, and physiology of the major trees and shrubs in the Western United States with emphasis on California. Discussion of plant community relationships, geographical ranges, and human impact on forest ecosystems. Identifying specimens under field conditions and using herbarium specimens. (CSU) Course Student Learning Outcomes CSLO #1: Demonstrate the use of dichotomous key and field guides and apply their use to the identity of family, scientific, and common names the major tree and shrub species found in California forests. CSLO #2: Assess basic ecological requirements of common forest trees in North American forests with particular emphasis on California. CSLO #3: Differentiate and describe the value, uses, and geographic range of common trees and shrubs in the Western United States. CSLO #4: Summarize the relationships of forest species to the overall evolution and ecology of world forests. CSLO #5: Classify plant species to create a plant collection. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify morphological characteristics of trees and shrubs for use in classification and binomial nomenclature. 2. Describe the basic ecological requirements of common forest trees and shrubs in North American forests with emphasis on California. 3. Identify distinguishing characteristics of the common forest community types of the Western United States with emphasis on California. 4. Summarize the relationships of forest species to the overall forest successional history. 5. Differentiate the value, uses, and geographic range of common trees and shrubs in the Western United States with emphasis on California. 6. Analyze the human impact on forest ecosystems. 7. Define forest resilience and discuss the role of fire in forest ecosystems. Laboratory Objectives: 1. Identify and assign correct terminology to plant structures and characteristics. 2. Identify and assign scientific and common names to major tree and shrub species found in California forests. 3. Demonstrate the use of dichotomous key and field guides to identify tree and shrub species. 4. Identify environmental characteristics and plant species composition for forest community types in California. 5. Determine succession stages for specified forest locations. 6. Distinguish indicators of forest health, including identification of invasive tree and shrub species, pests/diseases, and plant density. 7. Demonstrate ability to work in small groups to collect, mount, identify, compile, and display plant collections. General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: 1. (Lecture Objective #3) Identify and describe the ecological requirements of 5 trees in the lower mixed conifer forests. (5 points - 1 point per described tree) Skill Demonstrations Example: 1. (Lab Objective #3) Using the dichotomous key, identify the unknown species at your lab table, detailing all of the steps you took in order to come up with your identification. (10 points for correct identification, 1 point for every correct step in the dichotomy) Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Using live stem/leaf specimens, the instructor will demonstrate how to identify plant characteristics and assign proper botanical terminology. Students will observe 15 specimens and record appropriate terms on a reporting form. For example: Leaf type, shape, base, tip, margin, venation, attachment, arrangement. (Lecture Objective 1, Lab Objective 1) Lecture: Instructor leads discussion of environmental characteristics associated with various forest communities or ecosystems. Following the discussion, using herbarium or live samples and prior knowledge of tree/shrub species, students work collaboratively in small groups to determine which species are suited to each ecosystem. Groups will explain how they derived their answers. Lecture objectives 2, (Lab Objectives 3 & 6) Distance Learning Following an online lecture on the uses of common trees and shrubs in the Western United States, students will debate ideas on a discussion board with their colleagues. They will also post evaluative papers to the board and critique papers posted by their colleagues. Students will be required to respond to a minimum of 2 other students’ initial responses. The instructor will create accessible content. Instructor will incorporate engaging tools to facilitate content delivery, keeping student equity, success and accessibility as the foundation for tool selection. (Lecture Objective 3) Typical Out of Class Assignments Reading Assignments 1. Read field guides and practice using dichotomous keys to reinforce knowledge of plant terminology and assist in the identification of plants. 2. Read current research on the effects of climate change on forest species distribution. Synthesize the information and summarize in a logically developed essay. Writing, Problem Solving or Performance 1. Read a current research article pertaining to negative human impact on forest ecosystems. Summarize the research, and list the pros and cons of potential solutions or mitigation strategies pertaining to the problem. Present an oral summary before the class and answer questions. 2. Field notebook: Identify plants and key characteristics in the field using proper taxonomy and terminology; record site elevation, location and plant community type; determine successional stage; assess plant diversity and density; list evidence of human impact; identify invasive species, pests/diseases, and other indicators of forest health. Other (Term projects, research papers, portfolios, etc.) Students will create a herbarium of 50 plant specimens identified throughout the semester. Accompanying text will include proper taxonomy and habitat specifics. Required Materials Trees and Shrubs of California Author: John D. Stuart, John O. Sawyer Publisher: University of California Press Publication Date: 2001 Text Edition: 1st Classic Textbook?: No OER Link: OER: Trees and Shrubs of Placer & Nevada Counties Author: Redbud Chapter, CNPS Publisher: CNPS Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: No OER Link: OER: Dendrology: Cones, Flowers, Fruits and Seeds Author: Idzojtic, Marilena Publisher: Academic Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HIST 0024 - Russian History - 10th Century to Present
http://catalog.sierracollege.edu/course-outlines/hist-0024/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Survey of Russian history from the 10th century to the present. Includes the Slavic, Kievan, Muscovite, and Imperial eras through the Revolutions of 1917, the rise and fall of the Soviet Union, and the post-Soviet era. Emphasis on the major political, social, economic, and cultural trends that define Russian and Soviet civilizations. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the role of geography in economic and political changes in Russian history. CSLO #2: Compose coherent, persuasive academic historical arguments using correct academic citation methods. CSLO #3: Differentiate primary and secondary sources and how each are used to make historical claims. CSLO #4: Investigate major political, economic and social changes with emphasis on culture, race, class, gender and/or ethnicity. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support. 2. Compare and contrast Russian political structure during the Kievan, Muscovite, tsarist, Soviet, and post-Soviet eras. 3. Analyze the Slavic, Asian/Mongol, Byzantine, and European influences on Russian culture, religion, and society. 4. Analyze the political, economic, and cultural reasons for the development of Russian serfdom, its endurance, and its eventual abolition. 5. Identify the most significant cultural, religious, and literary persons of Russian history, and analyze their individual contributions and their historical context. 6. Analyze the social, ideological, economic, and political causes and the economic, cultural, and social effects of all major Russian revolutions, successful and unsuccessful. 7. Compare and contrast the treatment of political dissidents, and ethnic and religious minorities, during the tsarist, Soviet, and post-Soviet eras. 8. Identify and locate the major cities and geographical features of Russia and the Soviet Union, and analyze the influence of geography on the Russian culture and economy. 9. Compare and contrast Russian foreign relations during the tsarist, Soviet, and post-Soviet eras, including political, economic, and religious aspects. 10. Identify and analyze the causes and results of Russia's major wars, especially the Russo-Japanese War, the Napoleonic War, World Wars I and II, and the Cold War. 11. Compare and contrast Russian expansion and imperialism during the Muscovite, tsarist, and Soviet eras. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities CSUGE - D6 History Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4F History Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Using assigned primary documents, evaluate the influence of the Enlightenment on the policies and actions of the Empress Catherine ("the Great"), and the effects on the various social classes within Russia during her reign. Assignment will be assessed based upon participation and a rubric shared with students. Essay Examinations Example: Using information from assigned readings and class lectures/activities, write an in-class essay on a topic related to the course, which was listed on a study sheet for the exam. Objective Examinations Example: Using information from the assigned readings and class lecture/activities, answer 20 multiple-choice and 10 fill-in-the-blank questions regarding the social, political, and philosophical causes of each of the 1917 Revolutions. Projects Example: Using guidelines provided by the instructor, locate appropriate research materials and create a visual and/or oral presentation on an approved topic related to the course. Reports Example: Write a 1000-word essay appraising the impact of the Decembrist Revolt on Russia's domestic and foreign policies over the following fifty years. Essay will be graded based upon structure, evidence, and clarity of writing. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents a lecture analyzing the influence of Tsar Peter I on the culture, military, and society of Russia. This lecture critically evaluates how European practices influenced Peter to impose changes upon Russia, utilizing both primary and secondary sources. Instructor sets up a group activity with primary and secondary sources evaluating the influence of the Era of Mongol Domination on Russian political structure and on the Russian Orthodox Church. This activity requires students to compare and contrast the Mongol era with the Khazar era and the Kievan era. Distance Learning In an online class, instructor creates a discussion assignment in which students use the textbook and Atlas to analyze and discuss the influence of geography and climate on Russia's wars during the 19th century. Typical Out of Class Assignments Reading Assignments 1. Based upon textbook and assigned primary documents, evaluate the relative influence of foreign relations and economic concerns in the construction of the Trans-Siberian Railroad. 2. Analyze assigned primary and secondary documents and historical maps to discuss the influence of Catherine the Great on Russia's economy and social structure. Writing, Problem Solving or Performance 1. Analyze the historical significance of "The Nakaz" (primary document) in relation to the political successes and failures of Catherine the Great, and write a 2-page essay explaining your conclusions and comparing the document information to the information presented in the textbook. 2. Write a short essay on an exam comparing & contrasting the 1905 Revolution and the Decembrist Revolt. Include details about long-term causes, immediate causes, and participants. Other (Term projects, research papers, portfolios, etc.) 1. Using maps, online documents, and written sources, create a visual presentation (using Powerpoint or Prezi or a physical poster) that illustrates the effects of geography and climate on the culture and major events of the Kievan era. 2. Choose a research topic related to the course and locate appropriate primary and secondary sources. Based on those sources, write a 10-page research paper analyzing the topic. Include properly-formatted quotes, citations, and a bibliography. Required Materials A History of Russia Author: Steinberg and Riasanovsky Publisher: Oxford University Press Publication Date: 2018 Text Edition: 9th Classic Textbook?: OER Link: OER: The Routledge Atlas of Russian History Author: Gilbert Publisher: Routledge Publication Date: 2007 Text Edition: 4th Classic Textbook?: OER Link: OER: Russia: A Historical Introduction from Kievan Rus' to the Present Author: Thompson Publisher: Westview Press Publication Date: 2018 Text Edition: 8th Classic Textbook?: OER Link: OER: The Human Tradition in Imperial Russia Author: Worobec Publisher: Oxford University Press Publication Date: 2010 Text Edition: 1st 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/
...ENGL 0024 Introduction to Literary Criticism and Critical Concepts ENGL 0027 Literature by Women ENGL...
Course Identification Numbering System (C-ID)
...0010 ENGL 100 ENGL 0001A ENGL 105 ENGL...0022D THTR 192 THEA 0024 WELD 101 X...
