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Catalog Description Corequisite: Concurrent enrollment in ENGL C1000 Hours: 36 lecture Description: Prepares and supports Multi-lingual and English Learners (ELLs) enrolled in ENGL C1000. Students will develop their grammar and academic reading writing skills through activities, self-editing, plus reading and short writing assignments, focusing on issues specific to ELLs. (noncredit) Course Student Learning Outcomes CSLO #1: Critically reason and comprehend college-level texts written in English. CSLO #2: Revise multiple-paragraph essays for coherence and clarity using aspects of language specific to language learners. CSLO #3: Develop essential communication skills and confidence for academic success, enhancing engagement and ownership in the language learning journey, thereby empowering effective communicators Effective Term Fall 2025 Course Type Noncredit Contact Hours 36 Outside of Class Hours 72 Total Student Learning Hours 108 Course Objectives 1. Identify and practice cross-cultural communication strategies that respect linguistic diversity to create an inclusive environment where all voices are equally valued   2. Demonstrate autonomy and choice by selecting discussion topics, setting personal language goals, and reflecting on progress .   3. Compare US academic expectations of original thought and wording in contrast to the expectations of students’ primary cultures   4. Develop strategies to attain a basic understanding of college-level readings.   5. Critically analyze college-level readings.   6. Develop college-level vocabulary and collocations.   7. Develop academic writing skills to summarize, respond to, and reflect on college-level readings. 8. Integrate primary and secondary sources into an essay through paraphrasing, summarizing and quoting utilizing appropriate MLA and/or APA format and guidelines. 9. Incorporate feedback from instructors and tutors effectively when revising writing assignments.   10. Revise writing so that it demonstrates awareness of genre and audience , and employ accurate English grammar, idiomatic usage, academic vocabulary, and spelling while emphasizing clarity over correctness.   General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: Students discussion board posts should be no more than a 2-minute video OR a minimum of 250 words. Collegiate Camaraderie & Connections are encouraged with a minimum of least two replies to colleagues. A strong response will follow the 3CQ method, including a comment on a colleague's post, a compliment on their work, and a connection to the student's own work/experience/perspective and a final ask a question to further the discussion. Students will be guided with tips for using genre specific and socially inclusive language cues Other Example: A "pass" in ESL 850S will not based on an instructor's judgment about the quality of writing or other work; instead, students earn a Pass based entirely on what they do—on their conscientious effort, participation, and completion of required tasks. Students are guaranteed to pass ESL 850S if they meet the following requirements: complete all rough draft workshops, provide thoughtful peer feedback, and meet criteria for most complete most “elements of composition” practice activities and meet criteria for most complete most discussion board posts and peer replies and meet criteria for most attend at least one Zoom session with the instructor attend at least one Zoom tutoring session with the PASS Peer to introduce yourself and get to know each other attend at least one session with either the writing center, the 24/7 tutoring service on Canvas, or our PASS Peer for help with anything related to Engl C1000 or ESL 850S make substantive revisions when the assignment is to revise (focusing on global concerns and “re-seeing” the essay rather than local concerns like grammar) complete all 850S class assignments, including writing practice assignments, reflections, and grammar modules Meet your own personal goal for the semester Repeatable Yes Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will present a video lecture introducing the culturally academic expectation for coherence in a well-developed paragraph, supported by a text-based overview of various devices for adding coherence to a paper such as transition words, chain and fork type sentence structure, demonstrative pronouns, parallel structure, and correlative expressions. Additionally, the instructor will give them peer review guidance with student samples modeling kind yet critical feedback as well as feedback that does not follow this etiquette. After watching the lecture, reading a chapter from They Say/I Say about transitions and connecting the parts, and after reviewing the handout on cohesion, students will read two other student essays in a guided peer review that uses the handout on coherence as a reference to determine whether they have used these devices in their writing from their ENGL C1000 course. Next, they will submit a reflection paragraph that explains what information from the lecture on cohesion was new, what they plan to change in their essay, whether this information was useful to them, and share about their experience with peer review. Responses can be either a paragraph with a minimum of 250 words or video of no more than 2 minutes. Distance Learning The instructor will record a video with screen captioning while reading several sections of a reading passage, modeling a “read aloud” instructional practice of the text designed to identify references, idioms, and nuanced expressions with the goal to deepen understanding and appreciation of the work, additionally enabling cultural literacy which might otherwise hinder students from interpreting advanced texts. Students will respond to several guiding questions in a response of either a paragraph with a minimum of 250 words or video of no more than 2 minutes and respond to two or more of the classmates. Typical Out of Class Assignments Reading Assignments Read two articles (Imagine Online School in a Language You Don’t Understand by Rikha Sharma Rani & Learning Environments Research by Sharmaine Gek Teng Ong & Gwendoline Choon Lang Quek). Consider the following questions then choose an option for response: What do these two articles have in common? What do you think Ms. Torres and Ms. Alomari should do? How will you stay engaged in your online classes this semester? Option 1: 500-word written response to the article (pick a significant theme or character to analyze). Option 2: Do a vlog (video blog) or host a podcast. The episode must be at least ten minutes discussing a major theme or character in the article. Option 3: Create a photography collection with at least 20 photos (you must take the photos) centered around a theme in the article. Write a 200-word explanation of why you chose the theme and how it relates to your life. Writing, Problem Solving or Performance Students will write a Literacy Narrative which includes a story about a life-defining moment, reflecting on a significant experience that explores their relationship with reading and writing in general and how these subjects have shaped their life. Because this is a relatively short assignment (350 words), it would be best to focus on a single event or experience (or a few closely related experiences). The instructor will offer their own literacy narrative along with 1 or 2 student samples as a means of building trust and getting to know students according to their individual needs. Other (Term projects, research papers, portfolios, etc.)   Required Materials Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as ENGL 0001A Prerequisite: Placement as determined by the college’s multiple measures assessment process Hours: 72 lecture Description: In this course, students receive instruction in academic reading and writing, including writing processes, effective use of language, analytical thinking, and the foundations of academic research. (C-ID ENGL 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Read analytically to understand and respond to diverse academic texts. CSLO #2: Compose thesis-driven academic writing that demonstrates analysis and synthesis of\\nsources as appropriate to the rhetorical situation. CSLO #3: Demonstrate strategies for planning, outlining, drafting, revising, editing, and proofreading\\nwritten work. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Read analytically to understand and respond to diverse academic texts.  Compose thesis-driven academic writing that demonstrates analysis and synthesis of sources as appropriate to the rhetorical situation.  Demonstrate strategies for planning, outlining, drafting, revising, editing, and proofreading written work. Analyze stylistic choices in their own writing and the writing of others. Find, evaluate, analyze, and interpret primary and secondary sources, incorporating them into written essays using MLA documentation format. Use style, diction, and tone appropriate to a diverse academic community and the purpose of the specific writing task; proofread, edit, and revise essays so English grammar, usage, or punctuation do not impede clarity. General Education Information Approved College Associate Degree GE Applicability AA/AS - English Composition AA/AS - Reading Skills AA/AS - Writing Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A2 Written Communication Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1A - English Composition IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1A English Composition Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Example 1: In small group or full-class discussions, students will be evaluated on their accuracy in synthesizing information from multiple assigned readings via oral feedback. Example 2: In small groups or full-class discussions, students will be evaluated on their accuracy in identifying rhetorical modes in student and professional writing via oral feedback. Essay Examinations Example: Example 1: Students will choose and narrow a topic related to a contemporary issue and write an argument developed in a full-length essay with a clear sense of audience and purpose using information technology research. Essays will be evaluated for logic and critical thinking via a common departmental rubric shared with students. The rubric requires the assessment of A) awareness of audience (as determined by academic appropriateness of topic, academic use of tone and language; B)logical progression of ideas, including transitional elements; C) thorough development of ideas, including explanations, reasoning, evidence and support, and effective use of rhetorical devices. Example 2: Students will write various essays throughout the semester (analysis, comparison/contrast, definition, etc.) using academic conventions of punctuation, grammar, MLA documentation. Student essays will be evaluated via departmental rubric for appropriate use of academic conventions including grammar, punctuation, usage, in-text citations, and MLA documentation. Objective Examinations Example: Example 1: Students will read and annotate the essay, "Are Colleges Worth the Price of Admission?" by Andrea Hacker and Claudia Dreifus. In a written exam, students will identify claims and bias. Students will be evaluated by reading quizzes that assess the students' comprehension of ideas, identification/recognition of bias in reading material, and skill in inference. Example 2: Students will bring draft copies of essay to class. Based upon readings and lectures on revision, students will work in peer groups to provide feedback on drafts to include suggestions and questions for the author about better organization, development of ideas, use of logic, use of language, awareness of audience, and academic conventions. Via written comments in peer response groups, students will be evaluated on the quality of their comments on student drafts in regards to logic, critical thinking, structure/organization, development of ideas, documentation, and academic use of language. Skill Demonstrations Example: Example 1: In the textbook, They Say/I Say, students will read chapter 3, "The Art of Quoting" and annotate it. After class discussion and practice, students will include quoted material in their next essay that demonstrates their understanding of 1. reasons to quote vs. paraphrase; 2. why and how to provide signal phrases in introducing quoted material; 3. why and how to provide in-text citations. In quizzes, presentations, or essays, students will be evaluated on the effective use of signal phrases in in-text citations. Example 2: Students will write a works cited page to be included with each essay that includes source material. The works cited page will be formatted according to MLA guidelines. In quizzes, presentations, or essays, students will be evaluated on proper application of MLA documentation in a Works Cited page. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will organize or lead library tour and lecture on data bases, including EBSCOhost, Gale, JSTOR, etc. Students will search databases and practice saving and sending information and creating appropriate citations. Instructor will lecture on rhetorical modes. Students will use various and appropriate rhetorical modes to meet audience and purpose in their essays. Distance Learning Instructor will write and post Discussion Board questions eliciting analysis and critique of the logic in assigned reading. Students will identify logical errors and explain pattern of thought in assigned reading. Instructor will set up and monitor peer review/editing groups in Canvas. Students will work with online partners to revise and edit drafts of essays. Typical Out of Class Assignments Reading Assignments Example 1: 1. Read "Women and Work." Look over questions 1 and 2 following the essay and consider the following as well: - As far as you can tell from the essay, what does Lesueur seem to see as the essential value of work? To what has she devoted herself, and why? What does she get out of it? - What issues or concerns does Lesueur's essay illuminate? To what extent does her essay reflect your experience or the experience of others, given the time frame in which she wrote? - What objections might you have to her essay, if any? - What do you think Lesueur would think of Franklin's essay? 2. Respond briefly to the following assertions (do you agree or disagree): - Your work should have social and political value. - All work should be or can be fulfilling. 3. Free write briefly on the following: - What is the origin of your attitudes toward work (or your ideas about it)? - How do your experiences of work and your views about it compare to those of the writers you have read so far? - What conclusions can you draw from your thoughts and experiences: - a) about your views and about the specific work you’ve done; - b) about work as a concept or fact; - c) about the social value, impact, or significance of work Example 2: 1. Read "Work Union," and "Behind the Counter." Then respond briefly to the following questions: - What do you think of Gilb's argument in "Work Union"? How does your own experience help to create this response? - Is Gilb's essay fair? - What is your response to Schlosser's essay? What seems to be his central point? (If you've ever worked in a fast food restaurant, does the essay accurately describe your experience?) - Look over question 4 following Schlosser's essay; how would you answer it, and why? Writing, Problem Solving or Performance Example 1 1. Read "'By Means of the Visible' . . . " Although the essay is somewhat dense, as you read it, consider what Mitchell Stephens says about the effects of images--in some cases their limitations, in others, their value. In the process of his argument, he also takes you--quickly--through controversies, assertions, and examples taken from history and current media. After you read the essay, look over questions 1-6 following the essay and then do the following: - Bring to class, from whatever source, one sample of an image connected to text (e.g., a picture of a street in 19th Century New York along with the accompanying text). To what extent does Stephens' exploration help you to look at the relationship between images and ideas, as well as words and ideas - Respond to the following statement in writing: we have no true ideas apart from words? What would Stephens say? What do you think? Why? - What were your reactions to the essay? Why did you think the way you did? What role do images play in your understanding of your experience? 2. Look at any one photograph or other image (not photographs of you, your family, or your friends) and consider it in Plato's terms: how might it "hide" truth? In what ways isn't it "real"? 3. Then, look at it in other ways: to what does it refer? What meanings does it suggest? Does the image get at something "real" (social, cultural, scientific, etc.), something important for us to understand? Example 2: 1. Read "Crimes against Humanity." The introduction to the essay makes clear what its central concerns might be, and the essay itself is fairly direct. In any case, consider the questions #'s 1, 3, and 6 following the essay and then respond to the following: 2. Write a brief statement addressing the following questions: what are the thesis and major arguments of Churchill's essay? 3. Write down your own response to the essay. You may want to consider the following questions as you think of your response: - What do you think of Churchill's arguments? Why? - Do the arguments make sense? - Do you accept his conclusions? - Even if you have doubts, how well does he make his case? 4. Consider other stereotypical images (not simply racial, but occupational, economic, etc.) and briefly note down how these stereotypes are like or unlike those described in Churchill's essay. Do these other stereotypes support Churchill's argument? 5. Distance education students will post papers to the class discussion board and critique the posts of their papers. Other (Term projects, research papers, portfolios, etc.) 1. Write a minimum of four major papers, of which at least one includes research and requires the selection and evaluation of sources, plus shorter writing assignments which will include one or more of the following: reading responses, in-class assignments, journal entries, shorter full-process essays, and essay or short answer exams. Required Materials Just Mercy Author: Stevenson Publisher: Pearson Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: They Say, I Say: The Moves that Matter in Academic Writing Author: Graff and Birkenstein Publisher: W.W. Norton Publication Date: 2024 Text Edition: 6th Classic Textbook?: OER Link: OER: A World of Ideas Author: Lee Jacobus Publisher: Bedford/St. Martin's Publication Date: 2019 Text Edition: 11th Classic Textbook?: OER Link: OER: A Writer's Reference Author: Hacker, Diana Publisher: Bedford/St. Martin's Publication Date: 2020 Text Edition: 10th Classic Textbook?: OER Link: OER: Reading Critically, Writing Well Author: Axelrod and Cooper Publisher: Bedford/St. Martin's Publication Date: 2019 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Corequisite: Concurrent enrollment in ENGL C1000 Hours: 36 lecture Description: This class supports students who are concurrently enrolled in ENGL C1000, emphasizing the development and integration of critical thinking, reading, organizing, and writing skills as required for successful execution of college level composition. (not transferable) (pass/no pass grading) Course Student Learning Outcomes CSLO #1: Develop effective reading strategies and processes and apply to texts, both written and graphic, to comprehend explicit and implicit ideas. CSLO #2: Develop and apply effective writing strategies and processes in order to compose appropriately clear and effective college-level writing in the concurrent English C1000 course. CSLO #3: Develop strategies and processes to conduct college-level research and apply in order to evaluate both hard copy and online materials for credibility, legitimacy, and authority and use summary, paraphrase, and quotation in at least one essay in the concurrent English C1000 course. CSLO #4: Demonstrate sentence-level proficiency to write grammatically correct sentences. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 36 Outside of Class Hours 72 Total Student Learning Hours 108 Course Objectives Using course materials and assignments from the concurrently enrolled English C1000, students will: 1. Adapt a variety of reading and writing strategies to supplement materials and assist in reading and writing assignments in English C1000. Use campus support services such as the Writing Center, Pass Peer Tutor, or library to develop and implement reading and writing strategies. 2. Develop metacognition using a variety of reading, writing, and critical thinking activities and assignments. 3. Produce suitable topics, topic sentences, and thesis statements appropriate for college writing. 4. Develop annotation techniques and strategies to explicate and analyze a variety of non-fiction texts and texts types, including visual and graphic texts. 5. Utilize a variety of purposeful development strategies to transform reasoning and evidence into argumentative paragraphs and essay writing. 6. Design a personalized strategy for research that includes locating, organizing, and evaluating research items and incorporating appropriate academic research into writing, properly citing research. 7. Incorporate a variety of sources and/or evidence types into written work. 8. Apply standard rules of grammar, usage, and or academic formatting to student’s own work and make appropriate revision and apply appropriate corrections to grammatical, structural, and academic formatting errors. 9. Make meaningful, substantive revisions to own work and provide meaningful feedback on classmates' work in a workshop setting. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: Students will read and annotate Carol Dweck's "Brainology" and will be asked to share (with a partner) their understanding of and experience with growth and fixed mindset. Those pairs will then combine to form small groups to further discussion. After small group discussion, the pair and small group conversations will help scaffold the larger classroom discussion. Objective Examinations Example: 1. Students will take a cumulative grammar quiz on LMS as many times as necessary to achieve a 90% or higher by the end of the semester. 2. Students will correct grammar and mechanical errors in their own work and the work of others 3. Students will develop and utilize a personalized revision process that will substantially improve essays and writing assignments assigned in concurrent C1000 course Skill Demonstrations Example: Instructors will use contract grading to measure skill demonstration in the course, including but not limited to, participation and meeting due dates, completion of in-class activities and writing assignments, grammar and punctuation quizzes, group activities and workshops, revising and editing, conferencing with the instructor and meeting with the PASS Peer, and completion of all writing assignments for English C1000. For example, students will study proper punctuation through grammar lessons and practice and then use the information to revise their own writing. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor facilitates the development of student critical thinking, reading, and writing skills at the English C1000 level by providing additional support and supplemental learning tools. Students comprehend, evaluate, analyze, and synthesize reading and produce writing assignments based on readings from the English C1000 course in which they are concurrently enrolled. Instructor will model appropriate reading and academic behaviors such as, but not limited to, questioning, reading aloud, previewing, annotating, developing a thesis, and outlining/making a mind-map. Students then apply skills individually and in small group discussions. Instructor facilitates student development of metacognition about affective issues, reading, writing, and other academic processes using reflective discussions and writing activities. For example, the instructor asks students to read and analyze a chapter from Dweck's Brainology and discuss in small groups fixed mindset versus growth mindset and how each affects student learning. Students then write a paragraph on the topic, which they then revise and edit. Instructor will provide students the opportunity to practice and develop editing skills through quizzes, activities, and in the context of their own writing in order to produce acceptable college-level grammar and punctuation use. Student will apply grammar and punctuation instruction to their writing. The instructor will provide one-on-one conferences and students will participate in guided instruction and/or conferencing with the PASS Peer (embedded tutor) in order to get individualized help with reading and writing assignments. Typical Out of Class Assignments Reading Assignments Students would be assigned the following in the concurrently enrolled English C1000 course: Example 1: 1) Read "Women and Work." Look over questions 1 and 2 following the essay and consider the following as well: - As far as you can tell from the essay, what does Lesueur seem to see as the essential value of work? To what has she devoted herself, and why? What does she get out of it? - What issues or concerns does Lesueur's essay illuminate? To what extent does her essay reflect your experience or the experience of others, given the time frame in which she wrote? - What objections might you have to her essay, if any? - What do you think Lesueur would think of Franklin's essay? 2) Respond briefly to the following assertions (do you agree or disagree): - Your work should have social and political value. - All work should be or can be fulfilling. 3) Free write briefly on the following: - What is the origin of your attitudes toward work (or your ideas about it)? - How do your experiences of work and your views about it compare to those of the writers you have read so far? - What conclusions can you draw from your thoughts and experiences: - a) about your views and about the specific work you’ve done; - b) about work as a concept or fact; - c) about the social value, impact, or significance of work Example 2: 1) Read "Work Union," and "Behind the Counter." Then respond briefly to the following questions: - What do you think of Gilb's argument in "Work Union"? How does your own experience help to create this response? - Is Gilb's essay fair? - What is your response to Schlosser's essay? What seems to be his central point? (If you've ever worked in a fast food restaurant, does the essay accurately describe your experience?) - Look over question 4 following Schlosser's essay; how would you answer it, and why? Based on the above English C1000 assignments, student in English S would complete the following: In light of reading questions, annotate the essays "Women and Work," "Work Union," and "Behind the Counter" using the Metacognitive Bookmark and then fill out a double-sided journal and/or graphic organizers to distinguish similarities and differences between the authors' experiences and your own. Writing, Problem Solving or Performance Students would be assigned the following in the concurrently enrolled English C1000 course: Example 1 1) Read "'By Means of the Visible' . . . " Although the essay is somewhat dense, as you read it, consider what Mitchell Stephens says about the effects of images--in some cases their limitations, in others, their value (see the last page). In the process of his argument, he also takes you--quickly--through controversies, assertions, and examples taken from history and current media. After you read the essay, look over questions 1-6 following the essay and then do the following: Example 1: - Bring to class, from whatever source, one sample of an image connected to text (e.g., a picture of a street in 19th Century New York along with the accompanying text). To what extent does Stephens' exploration help you to look at the relationship between images and ideas, as well as words and ideas? - Respond to the following statement in writing: we have no true ideas apart from words. What would Stephens say? What do you think? Why? - What were your reactions to the essay? Why did you think the way you did? What role do images play in your understanding of your experience? 2) Look at any one photograph or other image (not photographs of you, your family, or your friends) and consider it in Plato's terms: how might it "hide" truth? In what ways isn't it "real"? 3) Then, look at it in other ways: to what does it refer? What meanings does it suggest? Does the image get at something "real" (social, cultural, scientific, etc.), something important for us to understand? Example 2: 1) Read "Crimes against Humanity." The introduction to the essay makes clear what its central concerns might be, and the essay itself is fairly direct. In any case, consider the questions #'s 1, 3, and 6 following the essay and then respond to the following: 2) Write a brief statement addressing the following questions: what are the thesis and major arguments of Churchill's essay? 3) Write down your own response to the essay. You may want to consider the following questions as you think of your response: - What do you think of Churchill's arguments? Why? - Do the arguments make sense? - Do you accept his conclusions? - Even if you have doubts, how well does he make his case? 4) Consider other stereotypical images (not simply racial, but occupational, economic, etc.) and briefly note down how these stereotypes are like or unlike those described in Churchill's essay. Do these other stereotypes support Churchill's argument? 5. Distance education students will post papers to the class discussion board and critique the posts of their papers. Based on the above English C1000 assignments, students in English S would complete the following: Annotate the writing prompt, discuss the reading in small groups using previously completed reading analysis assignments such as graphic organizers, journal responses, and SQ3R or Metacognitive Bookmark generated notes, and then write a zero draft (initial draft) in response to the prompt in class. Other (Term projects, research papers, portfolios, etc.) Students would be assigned the following in the concurrently enrolled English C1000 course: Write a minimum of four major papers, of which at least one includes research and evaluating sources, plus shorter writing assignments which will include one or more of the following: reading responses, in-class assignments, journal entries, shorter full-process essays, and essay or short answer exams. Sample Research Project Outline: Topic: Explore the cultural use or presentation in media, including but not limited to movies and television, of one or another technological and/or scientific development. Your essay will analyze the impact of this technology—its benefits and drawbacks—and the attitudes toward it expressed in the media. Your thesis is up to you: e.g., an argument or a claim about the technology and its cultural impact and/or a claim about the attitudes toward this development expressed in the media. See "The Body at War," "Enemies of Promise," "Biotech Century," or "The Car and Its Enemies" for examples. We'll do some of this in class when we view the parts of movies and television series episodes. Requirements: Length: 5-6 pages Research: A minimum of 7 sources consulted A minimum of 4 sources cited in the text Format: MLA format for citations (see Hacker and in-class work) MLA format includes: - A "Works Cited" page - A bibliography of all works consulted Assignment: For each essay listed in the syllabus, jot down the following: - Its thesis - Its attitude toward technology - Its relationship, if any, to your topic (directly or by implication) Thesis development - Potential thesis (a statement of your central claim or argument) Research, Essay Development Update - Thesis - Outline of potential essay - List of sources consulted Research, Essay Development Update - Thesis - Outline of potential essay - Updated list of sources consulted Update, Preliminary Draft - Bibliography - Introduction Drafts Based on the above English C1000 assignments, students in English S would complete the following: Annotate the prompt, prewrite, develop thesis statements and scratch outlines for assigned essays in class and use additional tools such as previously completed reading analysis assignments to develop thesis statements and outlines outside of class. Write drafts, revise, and edit in class as needed, including bibliography and works cited pages. Conference and work with the instructor regarding the essay assignments, and work with the PASS Peer (embedded tutor) to get assistance both in and outside of class. Required Materials Other materials and-or supplies required of students that contribute to the cost of the course. All materials and/or supplies required of students will be assigned in the concurrently enrolled English C1000 course. Students will use the English C1000 materials in the English C1000 Support class.

Catalog Description Prerequisite: Placement by matriculation assessment process or completion of ENGL 802 with grade of "Pass" Hours: 72 lecture Description: Emphasis on the development and integration of thinking, reading, organizing, and writing skills, as required for successful execution of college level composition. Prepares students for ENGL C1000. Students enrolling in ENGL N after having taken ENGL A and/or ENGL 50 will lose credit for ENGL A and/or ENGL 50. (not transferable) Course Student Learning Outcomes CSLO #1: Develop a reading process to comprehend both explicit and implicit ideas in texts. CSLO #2: Analyze, interpret and evaluate the author's purpose and language usage in texts. CSLO #3: Analyze and evaluate the rhetorical structure of essays and texts. CSLO #4: Demonstrate sentence-level proficiency to write grammatically correct sentences. CSLO #5: Compose structured essays that develop, support and explain a thesis statement using a writing process. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Employ reading strategies such as annotation, mapping, and outlining on expository text. 2. Analyze expository text in terms of author's purpose, thesis, supporting details, and patterns of organization. 3. Recognize and apply strategies of thesis development in an expository essay. 4. Recognize credible sources and incorporate these as effective evidence and reasoning in support of a thesis. 5. Analyze and evaluate texts for elementary logic and rhetorical methods, including differentiating between fact and opinion, and identifying tone and bias. 6. Recognize and edit sentence-level errors in grammar, punctuation, and usage. 7. Correctly integrate source material using paraphrases, quotations, summary. 8. Correctly document sources using MLA. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Essay Examinations Example: After satisfactory completion of the course requirements, students will do at least one of the following: a. pass an in-class essay exam including a reading component, which will be holistically scored according to a standard rubric by the instructor. b. Submit a portfolio of graded semester's writing. Reports Example: After reading the graphic novel, write a brief paper discussing the theme of the novel using characterization, setting, plot, and visual imagery to support your interpretation. Students present their interpretation to the class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will facilitate development of student portfolio of level-appropriate reading assignments to capture range of student growth and variety of performance-based tasks such as, but not limited to, making a logical inference, and applying context clues. Instructor will facilitate student reflection on reading growth through the semester through journal entries and reflective writing designed to stimulate metacognitive thinking about reading and other academic processes. Instructor will provide opportunities for students to interact in guided, level-appropriate group assignments and activities such as jigsaw. Instructor will model appropriate reading and academic behaviors such as, but not limited to, questioning, reading aloud, previewing, and conclusion checking. The instructor will review the steps in the writing process. The instructor will guide students in proper sentence usage and structure. Typical Out of Class Assignments Reading Assignments 1. Read "Feeding on Fast Food and False Values" and answer questions at the literal, interpretive, and applied levels of comprehension. 2. Read and annotate "Reading About History." 3. Read a variety of professional and student non-fiction essays in a variety of rhetorical modes and respond in writing. For example, an assignment might say "Read "The Men We Carry in Our Minds," by Scott Sanders, and answer the three questions under "Reacting to Ideas" on page 593 of Writing First." 4. Read selections on the reading and writing process and on grammar and punctuation from textbooks. For example, a typical reading assignment would ask students to read Chapter 15 of Writing First "Writing Simple Sentences," or Chapter 1, "Writing a Paragraph." Writing, Problem Solving or Performance 1. Complete a defining features matrix which differentiates the three study skills of annotating, mapping, and outlining. 2. Analyze the essay "Public Enemy Number One" in terms of claim, evidence, appeals to needs and values, and ethical appeal. 3. After reading the cause-effect paragraph, "The Ultimate High" in Writing First, write a paragraph of your own that demonstrates the cause-effect strategy on one of the following topics: Why a current TV show is popular, cause or effects of stress, why so many Americans don't vote, why teenagers drink, why some relationships break up. 4. After reading the exemplification essay, "Don't Call Me a Hot Tamale," write an exemplification essay on one of the following topics: Explain how television networks could add several different Latina characters to actual programs in which they might appear; write an essay that gives several examples of what the author could do to change the way others see her; do you think others stereotype you because of your heritage, or age, gender, or where you live? If so, write an essay illustrating specific instances of such stereotyping. 5. After reading a chapter on complex sentences, complete several exercises including sentence creation, sentence combining, and punctuation. Other (Term projects, research papers, portfolios, etc.) Required Materials ReReading America Author: Colombo & Cullen Publisher: Bedford/St. Martin Publication Date: 2016 Text Edition: 10th Classic Textbook?: OER Link: OER: Joining the Conversation: A Guide and Handbook for Writers Author: Mike Palmquist and Barbara Wallraff Publisher: Bedford/St. Martins Publication Date: 2017 Text Edition: 3rd Classic Textbook?: OER Link: OER: Steps to Writing Well with Additional Readings Author: Jean Wyrick Publisher: Wadsworth Publication Date: 2013 Text Edition: 9th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as ENGL 0001C Prerequisite: College-level composition (ENGL C1000/C-ID ENGL 100) or equivalent Hours: 54 lecture Description: In this course, students receive instruction in critical thinking for purposes of constructing, evaluating, and composing arguments in a variety of rhetorical forms, using primarily non-fiction texts, refining writing skills and research strategies developed in ENGL C1000 College Reading and Writing (C-ID ENGL 100) or similar first-year college writing course. (C-ID ENGL 105) (CSU, UC) Course Student Learning Outcomes CSLO #1: Demonstrate logical and analytic strategies to interpret texts. CSLO #2: Construct focused, developed and organized essays that exhibit research, analysis, and critical thinking skills. CSLO #3: Develop MLA research skills to find, evaluate, and utilize appropriate sources. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Define, recognize, and utilize forms of critical reasoning, including deductive and inductive reasoning, in a variety of rhetorical contexts. 2. Reflect critically on one’s own thought processes to identify and avoid cognitive biases and common fallacies of language and thought. 3. Employ critical reading and research strategies to locate and evaluate complex texts representative of diverse experiences, perspectives, and forms of authority. 4. Evaluate and document evidence to construct arguments in a variety of rhetorical situations, distinguishing knowledge from belief and fact from judgment.  5. Draft written arguments to respond appropriately to texts, with attention to intended audience, purpose, and social context, and revise for clarity, cogency, persuasiveness, and soundness.   General Education Information Approved College Associate Degree GE Applicability AA/AS - Critical Thinking AA/AS - Comm & Analyt Thinking AA/AS - Reading Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1B - Critical Thinking IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1B Crit Think Eng Comp Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Example 1: Essay Assignment #3 "Supporting Claims with Evidence": Choose any question between 2 and 8 on page 121-122 of "Strategies for Argument." Essay Length, 750-1000 words. Example 2: Responses to Readings: Emotional Appeals," "What a Lovely Generalization," and "Quit It, Ompremitywise." (500-750 words per response). Example 3: In Rovelli's Seven Brief Lessons on Physics (Riverhead 2016), read "Third Lesson: The Architecture of the Cosmos" (pp.23-30) and describe one effective and stylistically-engaging process analysis strategy. 750-1,000 words. At least two subsequent drafts of essay assignments will be evaluated by instructor. Projects Example: Example 1: Term Research Project, open and/or directed topics, 3,750-5,000 words. At least two subsequent drafts of essay assignments will be evaluated by instructor. Example 2: Group Research Project. Choose an issue from "Pros, Cons, & Maybes," "Data and Debate," in "Strategies for Argument" or an issue that interests you. In groups, you will write either an individual research paper or one paper for the entire group. In addition, the group will write a two-page summary of their analysis of the issue they chose and prepare a presentation for the class illustrating the issue. Summary Length, 500-750 words/Group Project Length, 3,750-5,000 words. Reports Example: Example 1: Analyze Nietzsche's "On Truth and Lies in a Non-moral Sense" and Berger's "Ways of Seeing." Then, in a 1,000-1,500-word essay, compare Nietzsche's and Berger's concept of truth to a movie's or TV advertisement's concept of truth (you may pick from the list of movies discussed in class). Use Nietzsche's and Berger's texts as primary touchstones to analyze and evaluate how truth functions throughout the movie or advertisement. At least two subsequent drafts of essay assignments will be evaluated by instructor. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Critical Thinking: Instructor will lecture and facilitate large group discussion to present context, issues, and concepts. Instructor will manage small group work to apply concepts, summarize and critique central ideas of essays and other readings, analyze concepts, synthesize concepts in discussion. Instructor will show students how, through research and directed study, to apply concepts to independent projects, analyze, select, and synthesize data, construct arguments and counter-arguments. Reading: Instructors will use lecture and large group discussion to set context, issues, and ideas from reading. Instructor will facilitate small group discussion to apply concepts to reading; summarize, critique, analyze, synthesize reading and concepts from reading. Instructor will facilitate activities/directed study in the form of on-going critical responses to reading. Writing: Lecture and large group discussion: Instructor will present models and options for writing. Distance Learning Through LMS, the Instructor will set up small group work: Peer review and editing (drafts); cooperative writing assignments (research/analysis of reading and issues); thesis formation. Instructor will promote activities, directed study: Essay assignments(including synthesis, argumentation, and rhetorical analysis); research essays; journals or other on-going responses as appropriate. Students are to actively engage in all online activities. Typical Out of Class Assignments Reading Assignments Readings in texts for methodologies, topics, prompts for written responses (summary, critique, analysis, synthesis, argumentation). Example: Using Evidence to Support Your Argument Read about what constitutes evidence and how to analyze evidence in the following essays: "The Example" by Munson, "Testing Data" by Zieglemueller & Duase, and "Who is That State Department Official Anyway?" by Gartner. Use the principles of evaluation presented in these essays to analyze the argument presented by Caroline Bird in "A Case Against College." Example: Read the following essays, which categorize and discuss the most common logical fallacies. "Emotional Appeals," by Beardsley, "What a Lovely Generalization," by Thurber, and "Quit It, Ompremitywise" by Wright. Example: Read "Fallacious Arguments" from Writing Logically, Thinking Critically, and apply what you've read, identifying the fallacious argument presented in the list of statements at the end of the chapter. Writing, Problem Solving or Performance Essays, response journals, in class exercises, research papers, revisions: Example: 1) Essay Assignment #3 "Supporting Claims with Evidence": After reading the assigned essays on education, choose one of the following questions for your essay. Be sure to support your argument with strong evidence. Essay Length 750-1000 words. 1. After reading Allan Bloom's essay "The Education of Openness," respond to the following prompt: Truth is a concept that students of argument must consider. Do you agree with Allan Bloom's first sentence? ("There is one thing a professor can be absolutely certain of: almost every student entering the university believes, or says he believes, that truth is relative")? What does that statement mean, that 'truth is relative'? Relative to what? Do you believe that truth is relative? If not, what do you believe about truth? Explain. 2. After reading Henry Rosovsky's essay, "The Educated Person," respond to the following prompt: Whether or not your college has such a requirement, argue in favor of or against requiring all students at your college to take a basic 'core' of courses in specified areas or subjects. Consider as your audience those students who would be affected (or are now affected) by such a program. Example: 2) Essay Assignment #4 -Recognizing and Avoiding Fallacies 1. After reading Michael Schudson's essay, "An Evaluation of Advertising," respond to the following prompt: Does advertising still 'wink at sexism or encourage it,' as Michael Schudson and others have argued? Argue your answer, supporting your reasons with evidence gleaned by examining a substantial number of recent advertisements. Alternatively, ask the same question with regard to racism. Other (Term projects, research papers, portfolios, etc.) Research Paper/Group Project Research Paper: "Analyzing the Issues." Group paper project. Choose an issue from "Pros, Cons, & Maybes," "Data and Debate," in "Strategies for Argument" or an issue that interests you. In groups, you will write either an individual research paper or one paper for the entire group. In addition, the group will write a two page summary of their analysis of the issue they chose and prepare a presentation for the class illustrating the issue. Research Paper Length: 5-8 pages if done individually: 15-25 pages if done as a group. Summary Length: 2 pages for the group. Required Materials Ways of Reading Author: Bartholomae Publisher: Bedford Publication Date: 2019 Text Edition: 12th Classic Textbook?: OER Link: OER: Modern Language Association Handbook Author: Modern Language Association of America Publisher: Hopkins Publication Date: 2024 Text Edition: 9th Classic Textbook?: Yes OER Link: OER: The Good Enough Job Author: Stolzoff, Simone Publisher: Portfolio Publication Date: 2023 Text Edition: 1 Classic Textbook?: OER Link: OER: The Little Seagull Handbook Author: Bullock, Richard, et al. Publisher: W.W. Norton & Company Publication Date: 2024 Text Edition: 5th Classic Textbook?: OER Link: OER: How Arguments Work: A Guide to Writing and Analyzing Texts in College Author: Mills, Anna Publisher: Libretexts Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: https://human.libretexts.org/Bookshelves/Composition/Advanced_Composition/How_Arguments_Work_-_A_Guide_to_Writing_and_Analyzing_Texts_in_College_(Mills) The Elements of Argument Author: Rottenberg, Annette Publisher: Bedford/St Martins Publication Date: 2021 Text Edition: Classic Textbook?: OER Link: OER: Critical Thinking Author: Paul, Richard and Linda Elder Publisher: The Foundation of Critical Thinking Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: Current Issues and Enduring Questions Author: Barnet, Sylvan Publisher: Bedford/St Martins Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: The Craft of Research Author: Booth, Wayne C. et al. Publisher: U of Chicago P Publication Date: 2024 Text Edition: Classic Textbook?: OER Link: OER: The Critical Thinking Toolkit Author: Foresman, Galen A., Perter S. Fosl Publisher: Wiley-Blackwell 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. Purdue Online Writing Lab: PurdueOWLhttp://owl.english.purdue.edu Book-length research models(s), e.g. Agus's The Lucky Years (2016); Koppel's Lights Out, A Cyberattack (2015); Pollan's Cooked (2013); Horowitz's Inside of a Dog (2010); Thoreau's Walden (1854)

Catalog Description Formerly known as ENGL 0001B Prerequisite: Successful completion of college-level composition (ENGL C1000/C-ID ENGL 100) or equivalent Hours: 54 lecture Description: In this course, students are introduced to works by diverse authors and major literary genres, developing close reading and analytical writing skills. Students also develop appreciation for and critical understanding of the cultural, historical, and aesthetic qualities of literature. (C-ID ENGL 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze and evaluate literature. CSLO #2: Evaluate and apply research sources, including literary criticism. CSLO #3: Construct formal and informal college-level compositions about literature. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Interpret and analyze a variety of diverse texts. 2. Identify key elements of major literary genres (including poetry, drama, fiction) in order to analyze and interpret texts. 3. Define common literary terms and apply them to the analysis of specific texts. 4. Compose formal written analyses of texts by diverse authors that demonstrate appropriate academic discourse and the conventions of literary analysis. 5. Integrate research, including primary and secondary sources, applying documentation skills responsibly and effectively.  General Education Information Approved College Associate Degree GE Applicability AA/AS - Critical Thinking AA/AS - Arts and Humanities AA/AS - Comm & Analyt Thinking AA/AS - Literature & Language AA/AS - Reading Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A3 Critical Thinking CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1B - Critical Thinking IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1B Crit Think Eng Comp Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In groups of four, students will discuss and explain the rhyme scheme in an assigned poem. Essay Examinations Example: Students will write an in-class essay analyzing one literary element in a short story (setting, point of view, tone or style, characterization) and explaining how it works in elucidating the story's theme. Instructor will grade using departmental rubric to communicate strengths and weaknesses of the essay's argument, use of evidence, style/tone, organization, and awareness of audience. Objective Examinations Example: In an objective exam, students will identify and differentiate between denotative and connotative language in a poem. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents a lecture and organizes small group discussion on the elements of literature, explaining the ways that characterization, setting, point of view, style, and tone affect meaning. Students identify elements in assigned reading and explain how they influence interpretation. Instructor presents an overview of literary theory such as feminism and its basic tenets; Instructor then explains to students how to use feminist theory in analyzing a literary text. In groups, students produce a feminist analysis of the story. Distance Learning On discussion board, instructor poses question about the significance of the cultural perspectives on the Vietnam war as it relates to setting in "The Things They Carried." In online discussion, students will explain the connections between the social/cultural environment of the Vietnam war era, and the ways in which this environment is utilized via settings to create mood, contribute to theme, provide conflict, etc. in the novel. Typical Out of Class Assignments Reading Assignments 1. Read the play, "Ruined" by Lynn Nottage and annotate. 2. Read Tim O'Brien's story, "The Things They Carried" and prepare to discuss study questions. 3. Read Langston Hughes's poem, "Mother to Son" and note the use of imagery. Prepare to discuss. Writing, Problem Solving or Performance 1. In groups of four, analyze the use of imagery and symbolism as they pertain to your interpretations in "The Things They Carried" and prepare to share with the class. 2. In a 1,500 word essay, compare and contrast the characters of Mama Nadi and Christian in the play "Ruined", explaining how their similarities and differences illustrate the play's conflicts and themes. Other (Term projects, research papers, portfolios, etc.) Required Materials Literature: An Introduction to Fiction, Poetry, and Drama Author: Kennedy, X. J. Publisher: Pearson Longman Publication Date: 2015 Text Edition: 13th Classic Textbook?: OER Link: OER: The Norton Introduction to Literature Author: Mays, Kelly J Publisher: W. W. Norton Publication Date: 2024 Text Edition: 15th Classic Textbook?: OER Link: OER: The Bedford Introduction to Literature Author: Meyer, Michael Publisher: Bedford/St.Martins Publication Date: 2013 Text Edition: 10th Classic Textbook?: OER Link: OER: Literature and Its Authors Author: Charters and Charters Publisher: Bedford/St. Martins Publication Date: 2012 Text Edition: 6th Classic Textbook?: OER Link: OER: Writing About Literature: A Portable Guide. Author: Gardner, Janet E. Publisher: Boston: Bedford/St. Martins Publication Date: 2025 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Placement by matriculation assessment process OR completion of ENGL N with grade of "C" or better Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Designed to teach critical thinking and critical examination of texts and other printed material. Emphasizes principles of critical thinking, logic and fallacies, reasoning strategies, author's purpose and bias, research evaluation, propaganda, advertising, and reading for academic purpose. Includes instruction in analyzing digital texts. (CSU) Course Student Learning Outcomes CSLO #1: Explain arguments and biases. CSLO #2: Analyze and evaluate a wide range of research sources. CSLO #3: Evaluate and interpret fiction and non-fiction book length works. CSLO #4: Develop and apply a personalized reading process. CSLO #5: Develop extended analytical written responses to text. Effective Term Fall 2025 Course Type Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Produce an annotated bibliography, including a variety of academic material, that demonstrates ability to develop a critical line of inquiry using research; 2. Construct a critical written response to various types of texts; 3. Propose logically sound questions in order to develop critical response to author's writing; 4. Infer author's meaning according to purpose and tone; 5. Differentiate between components of logic, thought and fallacial argument; 6. Analyze author's word choice & use of figurative language(denotation, connotation, etc); 7. Detect and examine author's bias from text; 8. Judge author's reliability and credibility in any type of printed or digital source; 9. Assess common propaganda techniques in text, advertising, and political commentary; 10. Relate varying types of prose to a larger theme (Examples: How "Lord of the Flies" relates to political science; Why "Frankenstein" speaks to bioethics); and 11. Evaluate and analyze non-academic reading in the context of critical thinking and logical thought. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Reading Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: Read and annotate the following essay. As part of your response, discuss the author's bias and methods of persuasion. Cite and discuss specific evidence. Projects Example: With your group, examine "On Dumpster Diving" and choose ten words the author uses that best capture the mood, tone, and essence of the essay. Be able to orally justify each selection to the class. Other Example: Choose five assignments from the group work we have done this semester. Write approximately 500 words discussing how these assignments helped you grow as a reader. Evaluate the components of logic, persuasion and critical thinking used in the assignments as part of your discussion. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Also, the instructor will guide students in exploratory synthesis of the ideas expressed in "Reading Lolita in Tehran" and "The Handmaid's Tale." This paper will require students to take a position on which method of argument was the most effective for them and explain that position, using examples from the text and the critical thinking terminology. Example 2: Students will analyze advertisements for critical thinking fallacies and will engage in graded, guided discussion re: how that advertisement appeals to an audience. Distance Learning Online discussion boards; group activities; oral presentations; evaluative writing; exploratory writing; collaborative activities; guided reading; lecture; small group discussion; large group discussion. Example 1: The instructor will lead discussion and coordinate activities regarding the critical interpretation of "Reading Lolita in Tehran." Students will isolate arguments and discuss the effectiveness of evidence. Students will engage in critical discourse and will apply ideas of critical thinking to the reading. Students will then read a relate fiction book and discuss the differences in argumentation style between the non-fiction and the fiction. Students will receive feedback from instructor on a discussion board rubric that will advise on where to improve specificity and precision of responses. Typical Out of Class Assignments Reading Assignments 1. Read and annotate "Lord of the Flies". 2. Read and prepare to discuss Voter's Information Handbook sample proposition analysis. 3. Using an appropriate search engine, find two different types of websites (personal, non-profit, consumer, etc.) that address the same topic. Make a list of major differences. 4. From your thematic list of works, read and annotate one short story, one poem and one piece of expository prose. Prepare to discuss and explore in class. Be sure to annotate words, images and phrases that indicate the given theme. Writing, Problem Solving or Performance 1. Detect and examine author's bias and reliability from arguments for and against any proposition from the Voter's Information Handbook. 2. Write an essay in which you relate the themes of "Reading Lolita in Tehran" to the themes in "The Handmaid's Tale". What political statements do each of these texts make? How are they the same and how are they different? 3. Based on your reading of "My Last Duchess" by Robert Browning and "The Yellow Wallpaper" by Charlotte Perkins Gilman, write a paper in which you discuss the issue of the narrator's bias and reliability. Include specific quotes to support your assertions. 4. Using a list of set criteria, develop and produce an annotated bibliography on a research question (approved by instructor) that includes at least ten works. Specifically address how each work will contribute to the overall development of your research question. 5. Rewrite Hamlet's monologue from Act V Scene II in contemporary language, preserving, as closely as possible, Hamlet's mood and tone. Consider the denotations and connotations of your vocabulary carefully. Other (Term projects, research papers, portfolios, etc.) 1. Students will produce a portfolio of all graded work to present at the final exam. 2. Students will present an annotated bibliography that incorporates their acquired skills. 3. Students will give an oral presentation that presents at least two of the works studied during the course. Required Materials Writing Logically, Thinking Critically w Readings Author: Sheila Cooper & Rosemary Patton Publisher: Longman Publication Date: 2015 Text Edition: 8th Classic Textbook?: OER Link: OER: Learning to Think Things Through Author: Gerald Nosich Publisher: Prentice Hall Publication Date: 2011 Text Edition: 4th Classic Textbook?: OER Link: OER: Asking the Right Questions: A Guide to Critical Thinking Author: M. Neil Browne Publisher: Bedford/St Martins Publication Date: 2011 Text Edition: 14th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Composition of imaginative writing, with reading assignments of literary models in poetry, fiction, and drama. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student poems, fiction, and plays. (C-ID ENGL 200) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Analyze the fundamental elements of fiction, poetry, and drama. CSLO #2: Analyze and evaluate published fiction, poetry and drama pieces. CSLO #3: Write college-level works of original fiction, poetry, and drama. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1) Identify, interpret, and analyze the fundamental elements of fiction, poetry and drama 2) Apply analysis of literary elements, devices, and forms in poetry, fiction, or drama to the creation of college level works of original fiction, poetry, and drama 3) Apply knowledge of genres and sub-genres to creation of imaginative works of fiction, poetry, and drama 4) Identify and apply common practices of editing and peer review in the creative writing process 5) Interpret, analyze, and evaluate published fiction, poetry, and drama pieces 6) Assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops 7) Identify and apply stages of the editorial process in the selection and revision of works of poetry, fiction, and drama for assessment. 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 offer “observations,” “questions” and “suggestions for revision” after reading and annotating a student poem. Essay Examinations Example: Students will be asked to provide a three paragraph evaluation of the use of point of view, plot, and tone in Jamaica Kincaid’s “Girl.” 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: Students will submit original drafts of poems (4 poems, minimum of 60 lines combined), short fiction (1 or 2 stories, 8-12 pages combined), a one-act play (5-10 pages), final drafts of revised versions of one of these genres, a miscellany of exercises (15 pages minimum), and a self-evaluation essay. Pieces will be presented in a portfolio suitable for submission to a college-level journal or magazine. Reports Example: Students select a favorite work of fiction, poetry, or drama and write a synopsis and brief evaluation to recommend the work for a class “Recommended Reading” discussion board. Skill Demonstrations Example: Students will write an informal description of a significant place to be used as a setting in a short story, allowing the details to reveal why the place matters. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Through lecture, discussion seminars, directed study, activities, and tutoring, students will analyze, compare and contrast, and write original fiction, poetry and drama. Critical thinking: Instructor will assign reading, lead analytical discussions of fiction, poetry and drama, and require students in groups to critique original fiction, poetry and drama in various lengths, forms, and styles. Reading: Instructor will assign readings in fiction, poetry, drama, criticism, and biography, representing a variety of authors, styles, and periods, including original drafts by classmates. Instructor will lead discussions of reading, including editorial commentary on student writing. Writing: Instructor will assign exercises from prompts, require rough drafts of fiction, poetry, and drama, and final drafts from each genre. Instructor will ask students in groups and in class to present written responses to readings and responses to assignments. Typical Out of Class Assignments Reading Assignments 1. (Fiction) Read Updike's "A & P" and analyze how the extended exposition supports character development and themes. 2. (Poetry) Read Frost's "Dust of Snow" and analyze how enjambment affects the rhythm and rhyme patterns. 3. (Drama) Read Keller's "Tea Party" and analyze how the set and stage directions control pacing and help develop the characters and themes. Writing, Problem Solving or Performance 1. (Fiction) Write a rough draft of a setting description for the exposition of a 1500-word short story. Choose a specific place you know, and use concrete specific diction with a particular resulting tone. 2. (Poetry) Write a rough draft villanelle, choosing the repeating lines and phrases according to their sound qualities and/or links to themes. 3. (Drama) Write out the stage directions for the completed one act play from your rough draft notebook. Include set, properties, lighting, and stage directions for each scene. Be specific, and use standard format. Other (Term projects, research papers, portfolios, etc.) Required Materials Three Genres: The Writing of Poetry, Fiction, and Drama Author: Minot, Stephen Publisher: Prentice Hall Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Imaginative Writing Author: Burroway, Janet Publisher: Pearson Publication Date: 2015 Text Edition: 4th Classic Textbook?: OER Link: OER: The Best American Short Plays 2015-2016 Author: Demastes, William W. and Bray, John Patrick Publisher: Applause Theatre & Cinema Book Publishers Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: The Best American Short Stories 2016 Author: Diaz, Junot Publisher: Houghton Mifflin Harcourt Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: The Best American Poetry 2015 Author: Lehman, David Publisher: Scribner Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of major authors, themes and genres of American literature from its beginnings through the Civil War. Students may begin with either 30A or 30B. (C-ID ENGL 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Compare, interpret, and evaluate the major and some of the minor works of American literature through the Civil War. CSLO #2: Analyze, synthesize, and generalize about themes and genres of early American literature across periods and works by various authors. CSLO #3: Correlate the relationship between paradigm shifts, such as the Age of Enlightenment and/or Romanticism, and the historical and cultural events which surround them. CSLO #4: Analyze the relationship between the ideals of democracy, the evolution of American literary identity, and the influence of European thought and cultural production on the emerging American literary corpus. Effective Term Fall 2025 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. Identify, compare and contrast the major and some of the minor writers of American literature through the Civil War. 2. Analyze and chart the major themes of early American literature as they are evidenced in the assigned texts. 3. Identify and compare major genres of early American literature. 4. Describe and discuss the relationship between paradigm shifts, such as the Age of Enlightenment and/or Romanticism, and the historical and cultural events which surround them. 5. Communicate analyses, interpretations, and critiques of single works, or several works by the same author, or to several closely related texts in class discussion and in required essays and exams. 6. Synthesize and generalize about themes and genres of early American literature across time, across thematic periods, and across works by various authors. 7. Describe and discuss the relationship between the ideals of democracy and the evolution of an American literary identity. 8. Describe and discuss the influence of European thought and cultural production on the emerging American literary corpus. 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 Essay Examinations Example: Students will have two hours to write an essay style answer to one of the following questions. Be sure to write an introduction with a thesis, body paragraphs developed with examples and analysis and a conclusion. Use at least three different authors to support your assertions. Grading is based on a Rubric. 1. What is Puritan "plain style" writing? How does it complement Puritan ideology? Where do you see it at work in the Puritan writers? How does it compare or contrast with the style of other American writers we have read so far? 2. References to deities and to religious literature abound in the work we have read so far. Choosing three writers from at least two periods, compare and contrast their conceptions of God/the gods and their incorporation of religious themes. How do you account for the similarities and differences? Projects Example: Film a video involving 3 or 4 of the people we’ve read from the past 7 weeks having a conversation about one of the topics that would interest the group. Each person needs to be from a different week and the each person must remain true to their character during the course of the conversation. For this to work, each actor should do a bit more research into each character and be familiar with the reading they did of that character. Rubric Grading During the conversation, each character needs to: Introduce themselves, where they are from, and how they came to America. Say specific quotes from the text in the course of the conversation. Requirements for this project: A script must be written collaboratively using either Word Online or Google Docs. In the script, quotes from the text must be cited. The easiest way to film the conversation would be to use Google Hangouts. However, if you are in a group that lives near each other, you can choose to film it together, too. The conversation needs to be at least 10-12 minutes long. You might think about people who might have something to say to each other, either a disagreement one or more of them might have, or maybe how one or more of them might tackle a problem of their times. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor leads a discussion on several Puritan texts covered in the course materials such as, John Winthrop, Anne Bradstreet, etc. and asks the student to come up with similarities in the Puritans’ “plain style” writing. Instructor asks how it complements Puritan ideology or how it compares or contrasts with the style of other American writers. The Instructor then uses their observations to explicate literary terms such as tone, inference, connotation, etc. Instructor asks the class to brainstorm what they consider many core American ideals, such as hard work, individualism, etc. Each group takes one of the terms and looks for instances of the value in Ben Franklin’s “Autobiography.” The Instructor then asks the students to relate these ideas to current examples in American popular culture to see how the legacy of hegemonic American ideals persist. Distance Learning Instructor will post lecture related to reading on LMS and have students discuss it in Discussion Boards. For example, the instructor will post a lecture on Nathanial Hawthorne: Puritanism and Science and then ask the students to post reactions to the stories “Young Goodman Brown” and “The Birth-mark.” Typical Out of Class Assignments Reading Assignments 1. In the assigned anthology of American literature, read several creation myths. Provide a short summary of the myths. 2. Read selections from Melville's "Battle Pieces" and Whitman's "Drum Taps." Be prepared to discuss in class. Writing, Problem Solving or Performance 1. Write an essay in which you answer the following question. In 1616, in "A Description of New England," John Smith writes in positive terms about the possibilities for those people who are willing to move across the ocean to "New England." What kind of England does he imagine as possible on the American continent? What are its pleasures going to be? What values will it have? More than a decade after John Smith's experience in Virginia came to an end, Puritans William Bradford and John Winthrop arrived in what is now Massachusetts (Bradford in 1620 and Winthrop in 1630). How do their visions and aspirations for what American could be compare or contrast with Smith's dream? 2. Write an essay in which you consider the ways in which the selected chapters from Incidents that are reprinted in the Norton Anthology tell the woman slave's story. How does it tell the female slave's story as opposed to the male slave's story? Douglass showed how slavery prevents one from being a man. How, according to Jacobs, does slavery prevent one from being a woman? Other (Term projects, research papers, portfolios, etc.) Required Materials The Norton Anthology of American Literature Author: Baym, Nina Publisher: WW Norton and Company Publication Date: 2016 Text Edition: 9th Classic Textbook?: OER Link: OER: The Bedford Anthology of American Literature, Volume One: Beginnings to 1865 Author: McQuade, Donald Publisher: Bedford Publication Date: 2013 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Heath Anthology of American Literature Author: Lauter, Paul Publisher: Houghton Mifflin Publication Date: 2013 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of major authors, themes and genres of American literature from the Civil War to the present. Students may begin with either 30A or 30B. (C-ID ENGL 135) (CSU, UC) Course Student Learning Outcomes CSLO #1: Compare, interpret and evaluate major and some of the minor works of American literature from the Civil War era through the present. CSLO #2: Analyze, synthesize, and generalize the major themes and genres of the works across periods from the Civil War through the present. CSLO #3: Correlate the relationships between the attitudes and cultural values in literary works with the historical contexts in which they are written between the Civil War and the present. CSLO #4: Construct and compose analysis, evaluations, and interpretations of single or several related authors or texts. Effective Term Fall 2025 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. Identify, compare and contrast the major and some of the minor writers of American literature from the Civil War through the present. 2. Analyze and chart the major themes of American literature as they are evidenced in the assigned texts. 3. Identify and compare major genres of American literature of this period. 4. Describe and discuss the relationship between paradigm shifts, such as Modernism and post-Modernism, and the historical and cultural events which surround them, such as industrialization, urbanization, and immigration. 5. Communicate analyses, interpretations, and critiques of single works, or several works by the same author, or to several closely related texts in class discussion and in required essays and exams. 6. Synthesize and generalize about themes and genres of American literature across time, across thematic periods, and across works by various authors. 7. Describe and discuss the relationship between cultural diversity and literary production. 8. Describe and discuss the influence of European thought and cultural production on American literature. 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: 1.Compare and contrast the writing style of William Faulkner and Ernest Hemingway using "Barn Burning" and "Hills Like White Elephants," respectively. In groups, determine three specific elements of style to bring to a class discussion. Instructor evaluates using a rubric to determine the clarity and depth of the comparison and contrast and the examples. Essay Examinations Example: 1.Using a minimum of six of the texts we've read to date, and including some quotes and significant specific detail, analyze the impact of theories of social Darwinism on writings by so-called realist and naturalist authors. Instructor evaluates using a rubric to determine the depth of the analysis, the clarity of understanding of the theories of Social Darwinism, and the breadth of examples. 2. For the final: Imagine that you are teaching a short course (six weeks) in American literature since the Civil War. You have a limited amount of time, and you must convey to your students an accurate, if abbreviated, sense of the American literary experience since 1865. What texts will you include and why? Be sure to create a theme for the course, justify that theme, and give a brief justification for each text you will use. Include, as well, what in those texts you will focus on and why. You must cover a minimum of twelve texts, and include quotes and specific detail from each. Instructor evaluates the project using a rubric to assess the number and validity of the texts, the clarity of the themes, the depth of the justification, and the explanation of the focus. Projects Example: 1.Using Animoto of another similar online video tool, create an overview of an author and the era in which he/she wrote, explaining in detail the literary movement and political ideals of the time and how these informed the author's work. Present your video to the class. Instructor evaluates the presentation based on a rubric that includes the elements discussed via lecture, including breadth and depth of identifying the literary movement and political ideas in the author’s work. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents a lecture on the 19th century American South focusing on the underclass that is represented in Faulkner’s novel As I Lay Dying. Instructor breaks students into groups to address the following questions: how does social class and religious or spiritual ideas relate in the narrative, and then discuss what Faulkner is showing about this particular family by their use of religion to understand their existence? Instructor then asks student to analyze how gender operates in Faulkner’s As I Lay Dying. Addie Bundren, though she is in the coffin, is very present in the novel and critics call this type of phenomenon an “absent presence.” How does her absent presence affect the overall meaning in the story, especially considering themes of femininity and motherhood in the novel? Instructor gives presentation on the literary movement of Naturalism, most prominent from 1880 to the 1940s, which emphasized how social environment framed human action and decisions – that environment is more powerful than people realize. Though people may feel they have “free will” their choices and actions are largely framed by their circumstances. Instructor then asks students to discuss the relationship between this literary tradition to the late 20th-century play by David Mamet, Glengarry Glen Ross. Distance Learning Instructor presents an overview lecture about Literary Modernism. Using a specific online tool (Animoto, Voice thread, Blog), students gather images of writers of the period, but also Modernist visual art and historical images from 1918-1945 or so to show examples of Modernist thought outside of literature. Instructor assesses using a rubric to determine breadth, depth, and accuracy of content. Using Voice thread, instructor assigns a group project to identify different literary eras and define their similarities and differences. Each group develops a Voice thread to accomplish this task. Instructor evaluates using a rubric to determine breadth, depth, and accuracy of content. Typical Out of Class Assignments Reading Assignments 1. In the anthology, read Henry James' short stories, "Daisy Miller" and "The Beast in the Jungle." Compare the two works. 2. In the anthology, read Alice Walker's "Everyday Things." Provide a short summary to discuss in class. Writing, Problem Solving or Performance 1. In an essay of 1000 to 1250 words, argue that Kate Chopin's "The Awakening" is or is not a work of literary naturalism. 2. In an essay of 1000-1250 words, argue that Willie Loman is or is not a tragic hero. Other (Term projects, research papers, portfolios, etc.) Required Materials The Norton Anthology of American Literature Author: Baym, Nina Publisher: WW Norton and Company Publication Date: 2017 Text Edition: 8th Classic Textbook?: OER Link: OER: The Heath Anthology of American Literature Author: Paul Lauter Publisher: Houghton Mifflin Publication Date: 2012 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Also known as HDEV 44 Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Examination of high quality children's literature, both classic and contemporary, including criteria for selection, uses in child development and education, and practices in presentation and analysis. It includes the discussion of the history of children's literature and current issues such as censorship, literacy, multiculturalism, and diversity. This course is intended for prospective and current teachers, preschool aides, early child education (ECE) majors, librarians, parents, and students interested in the field of literature for children ages 0-13. (C-ID ENGL 180) (CSU, UC) Course Student Learning Outcomes CSLO #1: Classify literature and analyze its role in child development. CSLO #2: Analyze children's literature using concepts such as theme, plot, character, style, and genre. CSLO #3: Evaluate literary qualities of children's literature, including picture books, folktales, fiction, non-fiction, and poetry. CSLO #4: Analyze current issues in the field of children's literature, such as censorship, literacy, multiculturalism, and diversity. CSLO #5: Analyze literature that meets specific needs of children. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Define "literature" and explain its role in child development and learning; 2. Analyze examples of children's literature using concepts such as theme, plot, character, style, point of view, and genre; 3. Evaluate books which meet specific needs of children; 4. Analyze cultural and historical influences in children's literature; 5. Read and apply critical criteria to evaluate literary qualities of children's literature, including picture books, nursery rhymes, folktales, fiction, nonfiction, and poetry; 6. Analyze and review works of fiction and non-fiction for children, both in essays and oral reports; 7. Identify and analyze political, multicultural, and censorship controversies associated with criticism of children's literature; 8. Evaluate techniques and media effectiveness in book illustrations; and 9. Explain how children's literature develops psycho-linguistics while learning to read. 10. Evaluate the writing style, genres, awards, and historical backgrounds of various authors of children’s literature. 11. Apply effective reading techniques and storytelling practices while reading literature to children. 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) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Evaluate the current Newbery Award winner for the most distinguished contribution to American literature for children. Students respond to questions posed by faculty and/or peers, analyzing the merits of the literary work as well as its cultural significance. Rubric Grading. Essay Examinations Example: Select a work of fiction from a class list of books for elementary school children. Write an essay of 750 to 1,000 words, applying critical criteria discussed in class and in assigned critical writings to judge its literary qualities. Discuss the elements of character, plot, theme, setting, point of view, style, and tone. Answer these questions: Does the author use words with skill and artistry? Does this book offer any significant understanding about people and life? Does it introduce new ideas? Describe them. Evaluate the book from a multicultural perspective. Would you recommend this book for young readers? Why or why not? Essay will be evaluated using essay rubric. Objective Examinations Example: Using a multiple choice exam, student will identify and match literary terms with their definitions and/or an example of the term. Example Question: Name 2 historical influences in children’s literature. Projects Example: Write an original picture storybook including both the text and original illustrations/photography, applying the literary elements and visual elements criteria discussed in the textbook and in class. Rubric Grading. Skill Demonstrations Example: Conduct a reading session with a group of children at a local day care center, school, or library. Your reading session should be no longer than 20-30 minutes at a time and should be followed by activity time related to the books you read. Try to plan carefully, following the reading techniques and recommendations discussed in class and in your text. Keep a detailed journal of your experience. Journal will be evaluated using correlating rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Following an instructor lead lecture, student's share analysis of literary elements in a picture book with the class; instructor facilitate discussion. Analyze cultural and historical influences in children's literature in an essay analysis; instructor provides significant response to student writing. Distance Learning Students will read an assigned Newbery Award winning children's book and using LMS or social media discuss the elements of character, plot, theme, setting, point of view, style, and tone. Answer these questions: Does the author use words with skill and artistry? Does this book offer any significant understanding about people and life? Does it introduce new ideas? Describe them. Evaluate the book from a multicultural perspective. Would you recommend this book for young readers? Students respond to questions posed by faculty and/or peers, analyzing the merits of the literary work. Typical Out of Class Assignments Reading Assignments College level reading regularly assigned. Actual novels may vary semester to semester, but collegiate text is required. 1. Read selections from Island of the Blue Dolphins by O'Dell and Harriet the Spy by Fitzhugh in The Riverside Anthology of Children's Literature. Compare the authors' uses of connotation and imagery as devices of style. 2. Read one novel from the following list. Evaluate the following: character, plot, historical accuracy, and emotional truthfulness. Walk Two Moons, by Sharon Creech The Slave Dancer, by Paula Fox Julie of the Wolves, by Jean Craighead George Island of the Blue Dolphins, by Scott O'Dell Writing, Problem Solving or Performance Papers analyzing various children's books regularly assigned. Research essay on author(s) or genre assigned. Journal to document student's practice reading to children assigned. Lesson plan based on a single piece of literature assigned. 1. Journal Entry: Discuss the power of Julie of the Wolves, by Jean Craighead George, to engage your emotions and imagination. How does it succeed or fail in deepening your sympathetic understanding of humans? 2. Read "I See Myself In There: Experiencing Self and Others in Multiethnic Children's Literature," by Candy Dawson Boyd. Then select a picture book for 3- and 4-year-old children from an inner city neighborhood, keeping in mind that children who view literature as irrelevant to life outside school are less motivated to invest time and effort in learning to read. Share the book with the class and explain the rationale for your choice. Other (Term projects, research papers, portfolios, etc.) Present literary analyses to class. Complete exams and quizzes. Complete a final project directly related to children's literature. Complete and present group project on literature-based activity. Examples: 1. Using ideas from "I See Myself In There: Experiencing Self and Others in Multiethnic Children's Literature," by Candy Dawson Boyd, compare two stories for children: Feast for Ten by Cathryn Falwell and Charlotte's Web, by E.B. White. Discuss your ideas in a small group. 2. Write a list of open-ended questions to support inferential thinking in preschoolers, as if you were preparing to read A Rose for Abby, by Donna Guthrie, with a group of four-year-olds. Required Materials Children's Books in Children's Hands Author: Temple, Martinez & Yokota Publisher: Pearson Publication Date: 2014 Text Edition: 5th Classic Textbook?: OER Link: OER: Through the Eyes of a Child Author: Norton & Norton Publisher: Pearson Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Children's Literature, Briefly Author: Tunnell, Jacobs, Gregory Publisher: Pearson Publication Date: 2015 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Harry Potter and the Sorcerer's Stone, J.K. Rowling, 1997 Charlotte's Web, E.B. White, 1985 James and the Giant Peach, Roald Dahl, 2000 House of Lead, Avi Dragonfly, Heard Roll of Thunder, Hear my Cry, Mildred Taylor, 1991 Crispin: The Cross of Lead, Avi, 2002 Holes, Louis Sachar, 2000 Everything on a Waffle, Polly Horvath, 2001 Walk Two Moons, Sharon Creech, 1996 The Slave Dancer, Paula Fox, 1974 Julie of the Wolves, Jean Craighead-George, 1972

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of English literature from the Anglo-Saxon period through the mid 18th century. Study of selected major authors and texts of each period as well as significant or representative minor authors and texts. Incorporates analysis of the development of literary forms, developments and transformations of central themes, and developments in the historical, socioeconomic, and cultural contexts of the literature. Students may begin with either 46A or 46B. (C-ID ENGL 160) (CSU, UC) Course Student Learning Outcomes CSLO #1: In writing, analyze and evaluate major themes of Anglo-Saxon through mid-late 18th Century literature in historical and cultural terms. CSLO #2: In writing, analyze and evaluate formal developments in Anglo-Saxon through mid-late 18th Century literature. CSLO #3: Conduct and evaluate critical research on individual writers and texts to be included in a written literary analysis. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student completing English 46A will be able to: 1. Identify, interpret and analyze English literature from the Anglo-Saxon era through the mid-eighteenth century in thematic, literary, cultural, social, political, and critical terms. 2. Identify and analyze the major features of different genres, types, and eras of English Literature. 3. Analyze the relationships between culture and literary form and content. 4. Identify central literary devices of each writer and era and apply this knowledge to the interpretation, analysis, and evaluation of individual works of literature and authors, including major authors and selected minor authors from each historical period. 5. Identify, interpret, and analyze the themes of individual texts and authors in context: e.g., history and historical processes, politics, culture, philosophy, religion, science, and literary trends and relationships. 6. Identify, interpret, analyze, and evaluate significant historical and cultural issues central to each historical period, including ideologies of class, gender, religion, political systems, and national identity. 7. Conduct independent research in the historical and cultural contexts of individual authors and texts. 8. Interpret, analyze, and evaluate primary and secondary sources in literature. 9. Synthesize and generalize about themes and forms of literature across various historical periods, aesthetic developments, and works by various authors. 10. Communicate analyses, interpretations and critiques of single works or several works by the same author, or to several closely related texts in class discussion and in required essays and exams. 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: Students will write responses to occasional questions in class and use these responses as a basis for discussion. On-line courses would address these questions in a discussion board. Responses generally receive full credit if the response is accurate and complete; evaluation measures participation. Example: As you can probably tell, disguise is a central motif and theme of "King Lear"; choose one of disguises central to the action of the play: what is it, why does the character adopt it, and how would you interpret it in psychological or social terms (after a brief presentation on the concepts). Essay Examinations Example: Student will respond to questions requiring comparison/contrast of selected works, analysis of themes in selected works in historical context, evaluation of critical interpretations of an era or selected texts, and analysis of literary types. Tests will measure performance in application of concepts, interpretation, analysis, synthesis, and evaluation. Sample question: Assume for the purposes of this question that Piers Plowman, The Canterbury Tales, and Utopia all engage in some sort of social criticism, but that this criticism may take significantly different forms and have different purposes. For each work a) describe the central direction or purpose of this criticism (i.e., what they condemn or criticize, and why) and b) address the following question: what is the relationship between the concerns of each writer and his times. Support your claims about by reference to significant details from each work. @ 400-450 words. Objective Examinations Example: Students will address a limited number of objective questions on the midterm, final, or both. Questions will ask students to identify details of individual major works, including references to character, quotations, and other identifiable elements of the works. Answers will generally involve some interpretation. Sample questions: a) In an early sequence in her diaries, Francis Burney is mentored by a famous English writer. Who is he and what advice does he give her? b) In which Pope poem would you find the phrase “The eternal sunshine of the spotless mind,” who speaks it, and how is it significant? Projects Example: Research paper: Students will conduct independent research in contexts and criticism, related to one or two assigned major works/writers, and write an essay reflecting the results of the research. Essay will be analytical/argumentative in focus. Grade will assess skills in identification, interpretation, analysis, application of concepts/information, synthesis, and evaluation of sources. Example: A research paper on "King Lear" and "Utopia" in terms of their exploration of the nature of power. Reports Example: The instructor will form student groups or students will form their own groups to lead discussion for a selected day in class. In class, they will report on the works assigned for the day, present the material in whatever ways seem useful (Power Point, writing on the board, handouts) and will address questions after the formal presentation. Evaluations address coherence, clarity, accuracy; students receive a group and individual grade. Incidentals (e.g., speaking skill) are not assessed. Example: A group presentation on "The Way of the World" (the text for one class day) analyzing plot, character, and theme and contextualizing the work in terms of the writer's life and/or the social conditions of the time reflected in the action of the play. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Following or preceding lectures, instructor asks students in groups to respond to "Paradise Lost" and "The Faerie Queene," comparing the texts in terms of context, structure, and theme (in particular, religious and political themes). Instructor will facilitate discussion of student responses regarding the religious and political ideas of both texts. Distance Learning Instructor requires students to respond individually to questions concerning the depiction of slavery in Aphra Behn's Oroonoko; is the novel anti-slavery or not? What other political or social concerns might Behn engage in her story? Students compare responses in groups and present conclusions to class exploring the question of the political and social themes of the novel. Typical Out of Class Assignments Reading Assignments 1. Read the selections from "The Canterbury Tales" to prepare for class discussion of character types and discourse to Chaucer's exploration issues of class, gender, status, and the Catholic Church. 2. Read the selections by Mary Queen of Scots and Queen Elizabeth in "Women in Power" (a section in the Norton Anthology) in relationship to previous discussions of political power and authority in 16th century England. Writing, Problem Solving or Performance 1. A written informal response assignment in class or on Canvas. Is the following statement accurate? Why or why not? "Because Chaucer's narrator takes an objective stance toward the pilgrims, and presents them dramatically, as if he is merely reporting what he sees, we can rarely determine Chaucer's attitude towards his creations, and therefore have difficulty determining his moral, ethical, or other beliefs, even when we take into account the cultural context of the Tales." Support your written response by at least two specific character descriptions from the text; one should be the Wife of Bath, the other is up to you. 2. A discussion board or in-class response (or a potential question on a midterm) Sir Philip Sidney's "Defense of Poetry" makes a claim for the superiority of literature to philosophy for expressing truth; at the very least, he defends poetry against the charge that it wastes time or deludes its audience. Respond to the following discussion question in which you a) present a brief summary analysis of Sidney's argument and its basis and b) examine one other work or group of works to see in what ways, if any, the text takes on the task of exploring truth in Sidney's terms. In developing your thesis and conclusion, consider the following question: what are the apparent goals—the truths—that the literature attempts to express (remember that these truths are created by culture and context) and how does the literature express or hinder the expression of these concepts? Other (Term projects, research papers, portfolios, etc.) 1. Research project. Students write a research essay addressing one or two major works assigned for the class. The research will explore all or some of the following, contextual information, literary theory, and/or peer reviewed analysis/interpretation of the individual works and their author. Required Materials The Norton Anthology of English Literature, Vol. 1 Author: Stephen Greenblatt, et al., eds. Publisher: W.W. Norton Publication Date: 2012 Text Edition: 9th Classic Textbook?: OER Link: OER: The Longman Anthology of British Literature, Vol. 1 Author: David Damrosch, et. al., eds. Publisher: Longman Publication Date: 2009 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of British, British Empire, and Commonwealth authors from the Romantic Movement through the late 20th to early 21st century. Includes works of principal Romantic, Victorian, and 20th century poets, novelists, playwrights, and/or essayists, as well as selected works of significant and representative minor authors. Incorporates analysis of the development of literary forms, developments and transformations of central themes, and developments in the historical, socioeconomic, and cultural contexts of the literature. Students may begin with either 46A or 46B. (C-ID ENGL 165) (CSU, UC) Course Student Learning Outcomes CSLO #1: In writing, analyze and evaluate major themes of Romantic through Post-modern literature in historical and cultural terms. CSLO #2: In writing, analyze and evaluate formal developments in Romantic through Post-modern literature. CSLO #3: Conduct and evaluate critical research on individual writers and texts to be included in a written literary analysis. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student completing English 46B will be able to: 1. Identify, interpret and analyze English literature from the late 18th-Century (pre and early Romanticism) to the 21st-Century (post-modernism) in thematic, literary, cultural, social, political, and critical terms. 2. Identify and analyze the major features of different genres, types, and eras of English Literature. 3. Analyze the relationships between culture and literary form and content. 4. Identify central literary devices of each writer and era and apply this knowledge to the interpretation, analysis, and evaluation of individual works of literature and authors, including major authors and selected minor authors from each historical period. 5. Identify, interpret, and analyze the themes of individual texts and authors in context: e.g., history and historical processes, politics, culture, philosophy, religion, science, and literary trends and relationships. 6. Identify, interpret, analyze, and evaluate significant historical and cultural issues central to each historical period, including ideologies of class, gender, and national identity. 7. Conduct independent research in the historical and cultural contexts of individual authors and texts. 8. Interpret, analyze, and evaluate primary and secondary sources in literature. 9. Synthesize and generalize about themes and forms of literature across various historical periods, aesthetic developments, and works by various authors. 10. Communicate analyses, interpretations and critiques of single works or several works by the same author, or to several closely related texts in class discussion and in required essays and exams. 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 a brief lecture/discussion, or as a preliminary activity, students will respond individually to a conceptual question, exchange their responses, and present their ideas in a follow-up discussion. Responses will generally receive full credit if they are complete; if responses are evaluated the evaluation will take accuracy, interpretation, and participation into account. Example: After a brief discussion or review of Romantic symbolism, students respond to the following question: A wind or breeze is often a central motif in Romantic poetry and a symbol; what role does the wind play in "The Eolian Harp" and "Ode to the West Wind"? Essay Examinations Example: Student will respond to questions requiring comparison/contrast of selected works, analysis of themes in selected works in historical context, and evaluation of critical interpretations of an era or selected texts. Tests will measure performance in identification, application of concepts, interpretation, analysis, synthesis, and evaluation. Example: According to some critics, like the original editor of The Norton Anthology, Romanticism presents a radical re-evaluation of religion. Not only do the poets question or undermine “revealed” religion (doctrine) and conventional morality, but they present themselves as prophets of a new, experiential, human or nature centered theology or spiritual vision. Do you agree with this critical interpretation of Romantic poetry? Here are some questions you may want to consider: Is there a particular “romantic” kind of religion? Are all of the writers radical? Support your response by reference to five of the following writers. One of the selections must be by Wordsworth; one must be by Blake or Shelley; the others are up to you. You must choose from the list below. You can choose no more than one work by each author. If you want, you can use one or two of the poets to create a focus/theme and then develop the responses to the other poets in those terms (how the texts are alike or different, for example). Or you can construct a general thesis and then use the writers as you choose--or you can address all of them in order and then draw a conclusion; it's up to you. Evaluation will consider accuracy, success in relating individual texts/writers to general cultural or aesthetic concepts, and success in providing relevant support for claims regarding the poets and poetry. The Marriage of Heaven and Hell The Poor Singing Dame The Ruined Cottage Ode: Intimations of Immortality The Rime of the Ancient Mariner Frost at Midnight Manfred Prometheus Unbound Ode to a Nightingale Objective Examinations Example: A limited number of factual questions on major works, incorporating any of the following: central details, quotations, or significant motifs. These appear on the midterm or final, or both. All answers incorporate limited or minimal interpretation. Responses will be evaluated on accuracy and thematic relevance of the claim. Examples: a) What event pre-occupies Mrs. Dalloway in her thoughts in the opening sequence of the novel and what does this tell us about her social class and character? b) In “Break of Day in the Trenches,” the speaker compares his condition to that of an animal that also resides in the trenches; what is the animal and what is the point of the comparison? Projects Example: Research essay: Students will select one or two major assigned works and then: a) Conduct independent research on any or all of the following as appropriate: the contexts of the literature, literary theory, critical analysis of the individual writers and texts or related subjects, and b) incorporate the research in an essay independently interpreting or analyzing a central theme or other question. Essays will be evaluated in terms of a) the effective integration of sources and/or literary criticism; b) clarity and coherence; c) effective and independent use of evidence to support the essay's claims; d) historical and interpretive accuracy. Grading will follow a rubric developed for 46B. Example: An essay analyzing Coketown and other elements in "Hard Times" as a dystopian society, created by Dickens' to reflect his critique and other writers' critiques of industrialism and Utilitarian philosophy. Reports Example: Group presentation (in an online class this would be a group research project): The instructor creates groups (or students select their own) to originate discussion on the assigned reading for one class day; each group presents on a different day. The presentation explores the assigned work or works, using whatever support the group finds useful or appropriate (Power Point, for example), addressing the work(s) and the writer(s) in detail and exploring the relationship of the works to their biographical, cultural, and/or literary context. Students remain to answer questions following the presentation. Presentations are evaluated according to their accuracy, thoroughness (within the limits of the presentation), and their engagement of the issues raised throughout the semester. Sample: A presentation on "The Importance of Being Earnest" exploring its characters, action, and themes as well as its relationship to the writer and its context. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents a brief lecture on the uses of the supernatural in Romantic literature and asks students in groups to respond to the "The Rime of the Ancient Mariner" in terms of the symbolic and thematic use and/or meaning of supernatural imagery and actions. Instructor will facilitate discussion of conclusions regarding the moral/theological, psychological, and/or mythological themes of the text. Distance Learning Instructor facilitates discussion groups that engage in comparative and causal analysis to identify and evaluate central paradigms of historical periods: e.g., Victorian constructions of the idea of gender expressed in "The Lady of Shallott" and "Aurora Leigh." Students will present their interpretations of the text in relationship to this question (as a group or in writing) Typical Out of Class Assignments Reading Assignments 1. Students will read the short selections from Victorian Issues "Evolution" (in Vol. 2 or E in the "Norton Anthology" in preparation for lecture/discussion on evolution or natural selection as science and cultural concept. 2. Students will read and analyze Doris Lessing's "To Room Nineteen" in terms of mid-late 20th Century conceptions of gender, identity, and materialist culture. Writing, Problem Solving or Performance 1. A LMS or pre-class assignment: Please respond to the following question: "Negative capability" is one of those ideas, like the concept of the poet's lack of personality, or the idea of the world as the "vale of soul making" expressed as a critical concept in Keats' correspondence and often presented as fulfilled in the poetry, whether this is true or not. Analyze "To Autumn" and any one other assigned ode in terms of the following question: how does it reflect any one of Keats' aesthetic/poetic goals? 2. Out of class timed midterm question: Given your understanding of the literature, would you agree with the following claim, disagree, or agree in part? “Even more than excitement, commitment, or dispassionate analysis of experience, anxiety is the central response of Victorians to their society, their view of history, and their own self-reflections.” Support your response by reference to four of the following works. One of the selections must be by Tennyson; the others are up to you. You can choose only one work by each writer. You must choose from the list below. If you want, you can use Tennyson or one of the other writers works to create a focus/theme and then develop the responses to the other poems in those terms (how the texts are alike or different, for example). Or you can construct a general thesis and then use the writers as you choose--or you can address all of them in order; it's up to you. Your answer should run @ 350-400 words Aurora Leigh Sartor Resartus The Lotus Eaters In Memoriam “The Coming of Arthur” and "The Passing of Arthur" from The Idylls of the King Mill’s Autobiography Childe Roland to the Dark Tower Came The Bishop Orders His Tomb Other (Term projects, research papers, portfolios, etc.) Research project. Students will select one or two major assigned works and then: a) Conduct independent research on any or all of the following as appropriate: the contexts of the literature, literary theory, critical analysis of the individual writers and texts or related subjects, and b) incorporate the research in an essay independently interpreting or analyzing a central theme or other question. Required Materials The Norton Anthology of English Literature, vol. 2 Author: Stephen Greenblatt, et al., eds Publisher: W.W. Norton Publication Date: 2012 Text Edition: 9th Classic Textbook?: OER Link: OER: The Longman Anthology of British Literature, Vol. 2 Author: David Damrosch, et. al., eds. Publisher: Longman Publication Date: 2009 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of world literature in translation from the ancient world through the 16th Century. Includes representative works from major world literary cultures and eras; explores traditions where appropriate. Incorporates analysis of the development of literary forms, developments and transformations of central themes, and developments in the historical, and cultural contexts of the literature. Includes cross-cultural analysis and exploration of cross-cultural influences in literary culture. Students may begin with either 47A or 47B. (C-ID ENGL 140) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze major and representative works of world literature from the ancient world to the 16th century in thematic, literary, cultural, social, political, and critical terms and compare the treatment of similar themes in contemporaneous works of literature from across the world. CSLO #2: Analyze the relationships between culture and historical period and literary form (genre), literary developments, and literary devices in each culture and society. CSLO #3: Conduct independent research in historical and cultural contexts of individual authors and texts. CSLO #4: Synthesize and generalize about themes and literary forms across various historical periods, aesthetic developments, and works by various authors. CSLO #5: 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. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student completing English 47A will be able: 1. Identify, interpret and analyze major and representative works of World Literature from the ancient era to the 16th Century in thematic, literary, cultural, social, political, and critical terms. 2. Identify and analyze the major features of different genres, types, and eras of World Literature, including comparative analysis of cross-cultural themes. 3. Analyze the relationships between culture and literary form and literary developments in each culture and society. 4. Compare the treatment of similar themes in contemporaneous works of literature from across the world. 5. Identify central literary devices of each writer, era, and society and apply this knowledge to the interpretation, analysis, and evaluation of individual works of literature and authors, including major authors and selected minor authors from each historical period and each nation, culture and society. 6. Identify, interpret, and analyze the themes of individual texts and authors in context: e.g., history and historical processes, politics, culture, philosophy, religion, science, and literary trends and relationships. 7. Identify, interpret, analyze, and evaluate significant historical and cultural issues central to each historical period and to each society, including ideologies of class, gender, and national identity. 8. Conduct independent research in the historical and cultural contexts of individual authors and texts. 9. Interpret, analyze, and evaluate primary and secondary sources in literature. 10. Synthesize and generalize about themes and forms of literature across various historical periods, aesthetic developments, and works by various authors. 11. Communicate analyses, interpretations and critiques of single works or several works by the same author, or to several closely related texts in class discussion and in required essays and exams. General Education Information Approved College Associate Degree GE Applicability 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: In groups, compare and contrast the use of frame narratives in The Thousand and One Nights and The Canterbury Tales. Explain the similarities, differences, and the purpose of the framing device in each work. Essay Examinations Example: Many of the works we read this semester involve ghosts: The Aeneid, The Eumenides, Japanese No drama, and Hamlet, for example. Do these ghosts all serve similar functions, or does the role of the ghost change through culture and era? Compare the use of ghosts in three works we have read. Objective Examinations Example: For this question, choose three of the following works—The Bhagavad-Gita (chap. 6 of the Mahabharata), the book of Job, Socrates "Apology," the Analects, or any of the Daoist works and then address the following questions: a) What does each text suggest is the basic problem or issue of human experience? b) How does each text attempt to explain this problem and/or provide a way to deal with this problem? c) What if anything do the works share in common? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture/Discussion: Instructor asks students to read the sections of "The Mahabharata," concentrating on the excerpt from chapter 6, "Bhagavad Gita," and respond briefly to discussion questions regarding some of the central concepts of the "Gita" (reality and perception; fate, honor, and choice; the origins of conflict). After a brief lecture on the epic and the concept of the hero, reviewing concepts explored earlier for the "Odyssey," "Iliad," and "Gilgamesh," instructor facilitates small group discussion, in which each group addresses one central issue, and leads a large group discussion in which groups identify and analyze the major features of different genres, types, and eras of World Literature, comparing cross-cultural themes. Lecture/Discussion: Instructor asks students to read "The Journey to the West," and directs students to online resources presenting contemporary retellings of the story--manga, anime, graphic novels, and video--in particular, narratives involving the Monkey King. The instructor will show at least one film or video in class, or present scenes from graphic novels. In small group discussions, facilitated by the instructor, students will analyze the relationship between past and present versions of the myths and explore the dual role of mythology in supporting and undermining the conventional values of society. Through lecture, reading, and discussion, students synthesize and generalize about themes and forms of literature across various historical periods, aesthetic developments, and works by various authors. Activity: Instructor asks students to read selected poems from Rumi and Li Po and selections from The Thousand and One Nights and The Canterbury Tales, as well as read lectures and secondary sources. Based on readings, lecture, and online discussions, with the guidance of the instructor, students then conduct independent research on the historical and cultural contexts of individual authors and texts of their choosing from the four selections. Students then develop a bibliography and creative project (work of art, poem, play, short story, or research paper) to share with the class. Distance Learning Instructor asks students to read selected poems by Chinese poet Li Po, as well as provide lectures and secondary sources on Taoism and Buddhism. Students respond to discussion questions in Canvas, focusing on elements of Taoism and Buddhism as revealed in the poetry. The instructor and students engage in a week-long digital conversation, identifying, interpreting, and analyzing the themes of individual texts and the author in context: e.g., history and historical processes, politics, culture, philosophy, religion, science, and literary trends and relationships. Typical Out of Class Assignments Reading Assignments 1. Read the "Kabti-Ilani-Marduk" and "The Book of Job" in preparation for lecture and discussion. As part of this preparation, respond briefly to the following questions: how does each text explain the idea of evil or unmerited suffering? How do their conceptions compare? What theological understanding seems to underlie each text (and culture)? 2. Read the selections from "Journey to the West" excerpted in The Longman Anthology of World Literature in preparation for class discussion; consider how the writer imagines the transcendent world and uses the mythological sources described in the text to explore in comic terms the intersection between action and ideals, between the animal world and the human, between the immortal realms and the world of immortality. How does his vision compare to that of contemporary or near contemporary European writers (Boccaccio or Rabelais). Writing, Problem Solving or Performance 1. An essay exam question, calling for a one page response: For this question, choose three of the following works—sections of "The Ramayana," "The Mahabharata," "The Medea," "The Odyssey," and/or "Gilgamesh" and address the following questions: What is the role of any of the central female characters, human or divine, in the works you've chosen? What do these roles suggest about the role of women in the society (or its elite class) that produced the epic or drama? Be sure to support your claims by reference to one or two central actions or details. 2. Write a 4 page essay in which you compare "The Thousand and One Nights" and "Decameron" as frame narratives: for each work, analyze the relationship between the frame narrative and any significant story told by the frame narrator (or one of the frame narrators in Boccaccio). Relate your essay to any of the major themes we have explored in medieval culture and literature. To arrive at your conclusions, be sure to consider the social circumstances of the frame narration and the relationship of the stories to the interests of the narrators. Other (Term projects, research papers, portfolios, etc.) Required Materials The Norton Anthology of World Literature Author: Lawall, Sarah, general editor Publisher: WW Norton & Company Publication Date: 2003 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Bedford Anthology of World Literature Author: Davis, Paul et al Publisher: Beford/St. Martin's Publication Date: 2009 Text Edition: 1st Classic Textbook?: OER Link: OER: The Longman Anthology of World Literature Author: Damrosch, David, general editor Publisher: Longman Publication Date: 2009 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Norton Anthology Author: Martin Puchner & Suzanne Conklin Akbari Publisher: W.W. Norton & Company Inc. Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Selected literary works and supplemental critical/cultural material at the discretion of the instructor.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of world literature in translation from the seventeenth through twenty-first centuries. Includes representative works from major world literary cultures and eras, including post-colonial developments; explores literary traditions in defined cultural contexts. Incorporates analysis of the development of literary forms, developments and transformations of central themes, and developments in the historical, and cultural contexts of the literature. Includes cross-cultural analysis and exploration of cross-cultural influences in literary culture. Students may begin with either 47A or 47B. (C-ID ENGL 145) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze major and representative works of world literature from the 17th century to present in thematic, literary, cultural, social, political, and critical terms and compare the treatment of similar themes in contemporaneous work. CSLO #2: Analyze the relationships between culture and historical period and literary form (genre), literary developments, and literary devices in each culture and society. CSLO #3: Conduct independent research in historical and cultural contexts of individual authors and texts. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify, interpret and analyze major and representative works of World Literature from the 17th Century to the present in thematic, literary, cultural, social, political, and critical terms. 2. Identify and analyze the major features of different genres, types, and eras of World Literature, including comparative analysis of cross-cultural themes. 3. Analyze the relationships between culture and literary form and literary developments in each culture and society. 4. Compare the treatment of similar themes in contemporaneous works of literature from across the world. 5. Identify central literary devices of each writer, era, and society and apply this knowledge to the interpretation, analysis, and evaluation of individual works of literature and authors, including major authors and selected minor authors from each historical period
 and each nation, culture and society. 6. Identify, interpret, and analyze the themes of individual texts and authors in context: e.g., history and historical processes, politics, culture, philosophy, religion, science, and literary trends and relationships. 7. Identify, interpret, analyze, and evaluate significant historical and cultural issues central to each historical period and to each society, including ideologies of class, gender, and national identity. 8. Conduct independent research in the historical and cultural contexts of individual authors and texts. 9. Interpret, analyze, and evaluate primary and secondary sources in literature. 10. Synthesize and generalize about themes and forms of literature across various historical periods, aesthetic developments, and works by various authors. 11. Communicate analyses, interpretations and critiques of single works or several works by the same author, or to several closely related texts in class discussion and in required essays and exams. General Education Information Approved College Associate Degree GE Applicability 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: After a brief lecture and discussion related to earlier material, or before, students will respond informally to a conceptual question, discuss their responses in groups, and report back to the class. Discussions will generally receive full credit for fulfilling the assignment; evaluations may take participation into account. Example: In the late Tolstoy short story, "After the Ball," the central character, Ivan Vasilievich, recounts a disturbing episode from his past, an episode that has partly determined the direction of the rest of his life. What has shaken him and what was its effect? And what is the effect of the narrative point of view (that we see everything through Ivan's point of view)? Essay Examinations Example: For this question, assume that Goethe’s Faust explores the concept of desire and/or the will. Briefly describe what it has to say about that theme and do the same for any one of the following: from The Memoirs of Babur; from Satires (“How to Earn a Living in Hindustan”); from Japan’s Eternal Storehouse; or any one of the Turkish love poems (pp. 166-177). Then, briefly compare the two works in terms of this theme: what conclusion can you derive about the culture that produced each work and/or about their ultimate ideas concerning desire or the will? Please support your responses by reference to one or two central details from each text. Responses are evaluated in terms of focus, clarity, accuracy, and support (explanation, analysis, conclusions). Objective Examinations Example: The objective examinations will consist of a limited number of factual questions on the major works, either as part of the midterm or final, or both or as a separate exam. Questions will ask students to identify details, quotations, or other aspects of the works and may involve a brief interpretation of the significance of the detail. Responses will be evaluated on factual accuracy and knowledge of the entire work. Sample questions: a) In "Things Fall Apart" why are Okonkwo and his family exiled from their village. b) At the end of the story, does the murder victim of the story "In a Grove" identify his murderer or not (in the scene devoted to the victim)? Projects Example: Research paper: Students will conduct independent research in contexts and criticism, related to one or two assigned major works/writers, and write an essay reflecting the results of the research. Essay will be analytical/argumentative in focus. Grade will assess skills in identification, interpretation, analysis, application of concepts/information, synthesis, and evaluation of sources. Sample topics An analysis of "Notes from Underground" and "The Metamorphosis" as explorations of alienation and the conditions of social life in their respective cultures. Reports Example: The idea of "escape" or transcendence has played a role in many works we've read this semester: some characters are unable to escape their situations, some have the opportunity to escape but don't take advantage of it, and some make successful escapes; others attempt to escape by transforming their society. Write a 4 page essay on the theme of "escape" in any two (or three) of the assigned readings: What cultural or social factors make escape possible (or impossible) in these works? Possibilities include, but are not limited to: "The Story of the Stone," "Things Fall Apart," "Faust," "Notes from the Underground," "The Psychiatrist," "Mother Courage and Her Children." Performance is evaluated in terms of focus, clarity, accuracy, and support (detail, analysis) according to a rubric developed for the course. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor assigns "Notes from Underground," and provides brief response questions in preparation for class. Instructor leads lecture and discussion of the work in terms of its cultural and literary context. Instructor divides students into groups to students to respond to the text in terms of its central themes and literary techniques, and facilitates large group discussion based on responses from these groups. Distance Learning Instructor leads discussion and lectures on "Rashomon" and "In a Grove" (Japan) in relationship to literary modernism and its concern with perception, the use of mythology, and cross-cultural influences. Instructor asks students individually or in groups, via discussion board on LMS, to compare these works to assigned texts from European, American, or Asian modernist literature and post their findings; instructor facilitates discussion of cultural understandings of knowledge, uncertainty, and the role of myth. Typical Out of Class Assignments Reading Assignments 1. Read Chinua Achebe's 'Things Fall Apart' in preparation for class discussion, considering the following question: Achebe has stated that he wants to present the past as it was, rather than as a fantasy serving the needs of the present. Does the novel reflect these goals? 2. Read the selections from "The Story of the Stone" excerpted in The Longman Anthology of World Literature. Analyze the relationship between the supernatural and natural worlds and determine in your own view whether or not the writer presents these worlds as realities or as symbolic representations of states of mind or being. Writing, Problem Solving or Performance 1. Essay question: For this question, assume that one central theme of "The Story of the Stone" is the nature of fate (or destiny) and individual choices and perceptions. Briefly describe what "The Story of the Stone" has to say about these themes and do the same for any one of the following works: "Jahangir" from The Memoirs of Jahangir; "Mir's" Autobiography; Half a Life by Barnasidas (all in the "Moghul" section). Then, briefly compare the two works in terms of this theme: what conclusion can you derive about the culture that produced each work and/or about their ultimate ideas concerning fate/choice? Support your claims about each work by reference to at least one specific detail. 2. Essay topic: Romantic love and the related subject of sexual desire are central themes of all literature; these themes also reflect or encode social conceptions of gender. For this topic, write a 4 page essay explore the theme of love and gender in any three of the following works: "The School for Wives," the libretto to "Don Giovanni"; "The Story of the Stone"; "The Tale of Kieu"; any of the Turkish love poems; any poem of Ghalib; or any relevant work from “Court Culture and Female Authorship.” Can you draw any conclusions about the conceptions of gender in the cultures represented by your selected texts, basing your response on the readings, on the course materials, and discussions. Other (Term projects, research papers, portfolios, etc.) Required Materials The Norton Anthology of World Literature Vol. 2 Author: Puchner, Martin, general editor Publisher: WW Norton & Company Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: The Longman Anthology of World Literature Vol. 2 Author: Damrosch, David, general editor Publisher: Pearson Publication Date: 2008 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: Study of structure of English grammar, both descriptive and prescriptive. Introduction to terminology and structure of traditional grammar; analysis of standard rules for agreement, punctuation, pronoun reference, etc.; introduction to varied methods of language acquisition among culturally diverse populations. For students who plan to teach or who are particularly interested in grammar as it relates to writing. Intended to meet CSU requirement for Liberal Studies major. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze traditional grammar by recognizing and describing parts of speech, parts of sentences, sentence types, verb forms, verb tenses, phrases, clauses, and verb complements. CSLO #2: Analyze, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors. CSLO #3: Analyze the methods of language acquisition, including acquisition of English among culturally diverse populations, and recognize and demonstrate the differences between standard and non-standard usage. CSLO #4: Illustrate correct sentence punctuation and illustrate how punctuation can affect meaning. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through exams, written essays, and class participation: 1. analyze the structure of English, the methods of language acquisition, including acquisition of English among culturally diverse populations; 2. analyze traditional grammar, recognize and describe parts of speech, sentence types, verb forms, verb tenses, helping verbs, phrases, clauses, and verb complements; 3. recognize, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors; 4. recognize and demonstrate the differences between standard & non-standard usage; 5. punctuate sentences correctly and illustrate how punctuation can affect meaning; and 6. write a minimum of 2000 words of clear, correct college level prose, dealing with usage issues, controversy revolving around the teaching of grammar, or other topics related to the study of the structure of English and the teaching of traditional grammar. General Education Information Approved College Associate Degree GE Applicability 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 UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will work in small groups and as a whole class to discuss concepts presented in the lecture and the texts. Example Question: In a small group, discuss the concept of form verses function and how this affects the teaching of grammar. Be prepared to present your discussion to the class. Essay Examinations Example: 1. Students will take tests that require short answers (paragraphs) explaining concepts, defining terms, etc. Example Question: Explain the difference between form and function. 2. Students will be asked to write sentences illustrating concepts covered in the class. Example Question: Write four original sentences: a simple sentence, a compound sentence, a complex sentence, a compound-complex sentence. Objective Examinations Example: Students will take a series of tests asking them to do the following: 1. Analyze sentences to determine whether the sentence is simple, compound, complex, or compound-complex. Example question: What type of sentence is "After Jack became a teacher, he realized that teaching was very hard work. 2. Analyze sentences to determine sentence patterns, for example subjects/predicates/objects or complements. This requires determining whether the verb is transitive, intransitive, or linking. Example question: Identify the subject, predicate, and any objects or complements in this sentence: After Jack became a teacher, he realized that teaching was very hard work. Example Question: Jack became a teacher, he realized that teaching was very hard work. Problem Solving Examinations Example: 1. Identify comma splices and fused/run-ons in the following sentence. If the sentence is correct, place a C at the end. Projects Example: 1. Students will work in small groups to discuss and present assigned topics. Example Assignment: As a group, explain the difference between transitive and intransitive verbs and create and lead the class through an exercise to illustrate these concepts. Reports Example: 1. Students will work in small groups throughout the class, researching and studying various topics (i.e. Teaching English Language Learners, Teaching Students with Learning Disabilities, The History of the English Language, etc. They will write a research paper, and the group will also present their findings to the class as a whole. Example Question: Essay Assignment, Research Essay, Group research project Choose a topic from the following list. In groups, research the topic and present the findings both in a presentation and in writing. The presentation will be a group effort, but the research essay may either be done individually, as a group, or with a partner in your group. Write a brief evaluation of the group process and the members' efforts. Topics to choose from: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will ask students to do exercises at the end of each chapter in the text, self-correct the exercises, and write an analysis explaining the student's level of understanding of the concepts being studied. Students will compare answers in small groups, and the instructor then will lead the class through an analysis of these exercises. Students will read the chapter in the text about grammar, usage, and composition, as well as consult grammar handbooks. They will also read for the research project. They will apply what they've learned from the reading to group exercises, discussions, and presentations. Students will write a reflective journal, a reflective essay, and an essay requiring research. Students will complete a series of tests illustrating the students' understanding of basic grammar and usage. The instructor will assist students in correcting any errors on the test as part of the testing process. The instructor will have students 'deconstruct' sentences and identify the functions of the parts to identify and understand the structure of English. Distance Learning Students will read or listen to a lecture, read a chapter in the text book, and participate in a guided discussion of the concepts covered. Students will take a series of reading quizzes, chapter quizzes, and tests online. Typical Out of Class Assignments Reading Assignments 1. Read the chapter in the text on "The Simple Sentence" and do the exercises analyzing verb types. 2. Read the chapter in the text on "Grammar and the Writing Process" and write a summary analyzing the challenges grammar poses for beginning writers. Writing, Problem Solving or Performance 1. Write a reflective essay analyzing your personal experiences studying grammar and the place that grammar instruction should have in elementary and high school English instruction. 2. In groups, analyze and 'teach' a lesson to the class on a portion of a chapter in the Grammar text, including leading the class through exercises and activities. 3. Working with other students, review and correct tests to be resubmitted with completely correct answers. Other (Term projects, research papers, portfolios, etc.) 1. Complete an English 2 journal in which you do the assigned exercises from the text. Include also your questions and comments on the material; any feelings, or perceptions, or insights you have as you work through the exercises; and any problems you are having with the exercises, readings, and/or essay assignments. 2. With other members of the class, complete a research project on one of the following topics: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition, the Reading/Writing Connection. Research findings will be presented both as a research paper and as a group presentation to the class. Required Materials Grammar for Language Arts Teachers Author: Calderonello, Martin, Blair Publisher: Longman Publication Date: 2003 Text Edition: 1st Classic Textbook?: OER Link: OER: Rules for Writers Author: Hacker, Diana Publisher: Bedford Publication Date: 2016 Text Edition: 8th Classic Textbook?: OER Link: OER: Analyzing English Grammar Author: Klammer, Schulz, Volpe Publisher: Allyn & Bacon Publication Date: 2013 Text Edition: 7th Classic Textbook?: OER Link: OER: Understanding English Grammar Author: Kolln, Martha Publisher: Longman Publication Date: 2016 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Principles and practices of workplace writing. Includes organizing, writing, and revising clear, readable documents for the workplace, such as letters, memos, emails, summaries, reports, job application documents, instructions, proposals, and business graphics. (CSU) Course Student Learning Outcomes CSLO #1: Evaluate the role of workplace writing in an organization. CSLO #2: Construct appropriate information for each document. CSLO #3: Compose workplace writing using effective writing strategies and utilizes appropriate formats. CSLO #4: Create with classmates at least one document. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Evaluate the role of workplace writing in an organization, including analyzing ethical issues. 2. Describe and practice effective pre-writing techniques. 3. Identify specific purpose and analyze the particular audience of each document. 4. Gather appropriate information for each document. 5. Write effective technical documents that are well-developed and utilize appropriate formats. 6. Describe and practice level of language appropriate to purpose and audience of each document. 7. Produce documents that include one or more of each of the following: reports, procedures/instructions, memorandums, emails, letters, summaries, job application documents, proposals, visuals, and research project. 8. Describe and practice revision strategies to produce effective documents. 9. Identify, evaluate and incorporate visuals as appropriate to each workplace document. 10. Work collaboratively with classmates in small groups to develop at least one document. General Education Information Approved College Associate Degree GE Applicability AA/AS - English Composition AA/AS - Writing Skills 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 Classroom Discussions Example: In groups of four, examine student drafts of the research report. Brainstorm revision techniques to be applied to the drafts. Share with the class. Evaluation will be based upon relevance and accuracy of suggested revision. Objective Examinations Example: Identify incorrect use of commas in standard business report provided. Correct comma usage, and explain comma rule used for correction. Exam will be graded upon accuracy of comma rules and conventions. Reports Example: Write a business report based upon approved topics. Provide a clear objective, identify a specific audience, gain readers' interest with appropriate paragraphs, use of headings and sub-headings, bullets, graphs and pie charts for data. The report will be graded by its adherence to the above list. Skill Demonstrations Example: Use information discussed in class and in your text to write four different types of letters: A complaint letter, an adjustment letter, a letter of inquiry, and a collection letter. Evaluation: This assignment will be evaluated based upon content, organization, syntax, diction and voice, use of visual aids, mechanics, and awareness of audience. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Critical Thinking - Following a lecture, the instructor will require the students to solve real-world problems, such as finding, comparing, synthesizing, and evaluating data to determine which particular type of workplace writing is the best for a given situation. Distance Learning Instructor will require reading in technical documents from journals in the students' particular major course of study. They will then be asked to share information from this "technical reading" with the class, being careful to explain any jargon or processes unfamiliar to an audience not versed in their field of study. Typical Out of Class Assignments Reading Assignments I. Read information about introduction and definition of workplace writing and be prepared to discuss the impact of effective writing in the workplace. II. In your text, read the chapter on professional ethics and plagiarism of workplace writing. Bring to class a sample of an ethical dilemma for discussion. III. Read examples of various types of letters and memos. IV. Read examples of various types of summaries. V. Read examples of trip and incident reports. VI. Read examples of various types of resumes. VII. Read examples of various types of visual aids appropriate to workplace documents. VIII. Read examples of progress reports. IX. Read examples of research-based reports. X. Read examples of various types of instructions. XI. Find, read one article therein, and bring to class at least one journal from the student's major discipline. Writing, Problem Solving or Performance I. Utilizing appropriate format and style conventions, write one memorandum and one email about new copy procedures for the workplace. II. After the presentation by the Sierra College Career Center, find a job position that you would like to apply for. Using the position as your guide, write a resume and cover letter. III. Develop a single line graph, multiple bar graph, formal table, and a pie graph for your fictitious organization's annual report. Decide what information is best represented by each of the four visuals. Other (Term projects, research papers, portfolios, etc.) I. Plan, develop, and write a research project specifically appropriate to each student's major course of study II. Work collaboratively in small groups to produce at least 3 documents: A. collaborate to write a progress report B. collaborate to write trip and incident reports C. collaborate to create 4 visual aids. Required Materials Technical Writing: A Practical Approach Author: William Sanborn Pfeiffer Publisher: Prentice Hall Publication Date: 2014 Text Edition: 8th Classic Textbook?: OER Link: OER: Technical Communication for Readers and Writers Author: Brenda R. Sims Publisher: Houghton Mifflin Publication Date: 2003 Text Edition: 2nd Classic Textbook?: OER Link: OER: Workplace Communications: The Basics Author: George J. Searles Publisher: Longman Publication Date: 2016 Text Edition: 7th Classic Textbook?: OER Link: OER: Technical Communication Author: Mike Markel Publisher: Bedford St. Martins Publication Date: 2017 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey course consisting of an introduction to and critical analysis of selected LGBTIQ (Lesbian, Gay, Bisexual, Transgender, Intersex, Queer) texts over a range of historical periods and genres, including essay, poetry, autobiography, short fiction, novel, and drama. Significant coverage of and emphasis on the cultural and historical contexts that shaped the production of LGBTIQ literature. (CSU, UC) Course Student Learning Outcomes CSLO #1: Define, identify, interpret and analyze LGBTIQ literature from pre-Stonewall to the present and explain its significance in the literary canon. CSLO #2: Identify, interpret, and evaluate the historical, cultural and thematic contexts (social, legal, educational, religious, and political) of individual authors and texts in the following genres: poetry, drama, short story, novel, essay, graphic novel. CSLO #3: Identify, interpret, and apply knowledge of literary devices to the analysis of LGBTIQ texts and communicate analyses, interpretations and critiques of texts in class discussion and in required written work. CSLO #4: Conduct independent research in the historical and cultural contexts of individual authors and texts. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student completing English 16 will, through examinations and essays, be able to: 1. Define, identify, interpret and analyze LGBTIQ literature from pre-Stonewall to the present and explain its significance in the literary canon; 2. Identify, interpret, and evaluate the historical, cultural and thematic contexts (social, legal, educational, religious, and political) of individual authors and texts in the following genres: poetry, drama, short story, novel, essay, graphic novel; 3. Identify, interpret, and apply knowledge of literary devices to the analysis of LGBTIQ texts and communicate analyses, interpretations and critiques of texts in class discussion and in required written work; 4. Conduct independent research in the historical and cultural contexts of individual authors and texts. General Education Information Approved College Associate Degree GE Applicability 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: ReQuest Activity (Instructor provides appropriate scaffolding activities in advance): Each student prepares a list of open-ended questions about an assigned text; One student begins by posing a question and calling on a volunteer to answer it; The volunteer must provide supporting evidence for the response; Following whole-class discussion of the response, the respondent then poses a new question and calls on a new volunteer to respond; Discussion continues until all students have asked and answered at least one question. Essay Examinations Example: 1. The midterm and/or final may include an essay component asking students to respond to a prompt of their choosing with a traditional, MLA-style literary analysis essay that includes a thesis supported by well-organized and -developed evidence analyzing and synthesizing course readings. Evaluative rubrics for such written assignments would address relevant objectives, including critical thinking, essay structure and organization, adherence to MLA format, grammar and mechanics, etc. 2. The midterm will be based on class readings. Students will be asked to analyze several quotations, which will be drawn from the readings and will reflect the issues, concerns and literary contributions of the authors. Some will be familiar because we will have discussed them in class; others may not have been discussed at length in class but should be recognizable because of the literary style they display or because of the issues or concerns they raise. For each quotation, you will identify the name of the author and the title of the work; then, you will analyze the quotation, pointing out its important literary features and its relation to the historical context. All quotations will require that you read analytically, noticing and explaining the author’s use of language (i.e. metaphor, allusion, figurative language, word choice, etc.) and connecting the ideas to important themes and issues of the author/period (e.g. gender roles, homophobia, the closet, HIV/AIDS, etc.). A very few of the points for the quotation section will be given for knowing the author and source of the quotation; most of the points will be given for your analysis of the quotation. The instructor will select 8-10 quotations from the list of twenty, from which students will choose 4-5 for analysis. Projects Example: For the final project, you will be responsible for identifying a topic and constructing a research question to pursue independently, which will culminate in a 5-7 page essay and presentation to the class, to include a minimum of three scholarly sources, in addition to the primary text(s). You may choose to focus on a particular author, genre, period, theme, etc.--the most important criteria are that you select a subject in which you are deeply interested and that you go beyond simple summary/overview to provide a thoughtful analysis of your subject, supported by textual evidence. In other words, you are responsible for advancing and supporting an appropriately narrow, interesting thesis (debatable claim) connected to the course material. Other Example: Students work in small groups of 4-5 to analyze and interpret assigned texts from multiple points of entry (literature circle roles include Summarizer, Discussion Director, Connector, Illuminator, and Investigator, and detailed instructions for each role are provided). Through discussion and comparison of their various approaches to the text, students in small groups negotiate textual meaning before moving on to a whole-class discussion of the small groups' conclusions. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: ReQuest Activity (Instructor provides appropriate scaffolding activities in advance); Following a lecture, each student prepares a list of open-ended questions about an assigned text; One student begins by posing a question and calling on a volunteer to answer it; The volunteer must provide supporting evidence for the response; Following whole-class discussion of the response, the respondent then poses a new question and calls on a new volunteer to respond; Discussion continues until all students have asked and answered at least one question. Literature Circles: Students work in small groups of 4-5 to analyze and interpret assigned texts from multiple points of entry (literature circle roles include Summarizer, Discussion Director, Connector, Illuminator, and Investigator, and detailed instructions for each role are provided). Through discussion and comparison of their various approaches to the text, students in small groups negotiate textual meaning before moving on to a whole-class discussion of the small groups' conclusions. Distance Learning In the online environment, the instructor provides lecture notes and discussion prompts designed to elicit interpretive analysis of the texts in which students make claims and support them with persuasive textual evidence in well-reasoned and cohesively organized prose. Typical Out of Class Assignments Reading Assignments 1) Read James Baldwin's "Giovanni's Room" and prepare to discuss/analyze ideas about masculinity in the context of David's struggle to reconcile his sexuality with his gender identity. 2) Read Adrienne Rich's "Compulsory Heterosexuality and Lesbian Existence" and prepare to discuss/interpret her "Twenty-One Love Poems" as a poetic expression of the essay's lesbian/feminist ideas. 3) Read the short stories "The Things They Carried" and "What They Carried"; as you read, annotate so that you are prepared to discuss and raise questions about the stylistic device of listing. What does it suggest about the similarities and differences between soldiers and sufferers of AIDS? What makes it effective? 4) Read the graphic novel "Fun Home." Note the differences in portrayal of father and daughter, in terms of gender roles, awareness of identity, generational and gender differences. Consider the narrator's tone as she reveals her father's queerness and her own. Writing, Problem Solving or Performance 1) Short in-class responses to the readings (e.g., analyzing the image of the crocus in Jeffrey Eugenides' "Middlesex"). 2) Adaptation and performance of a scene from Tony Kushner's "Angels in America." 3) ReQuest Activity (Instructor provides appropriate scaffolding activities in advance): Each student prepares a list of open-ended questions about an assigned text; One student begins by posing a question and calling on a volunteer to answer it; The volunteer must provide supporting evidence for the response; Following whole-class discussion of the response, the respondent then poses a new question and calls on a new volunteer to respond; Discussion continues until all students have asked and answered at least one question. 4) Literature Circles: Students work in small groups of 4-5 to analyze and interpret assigned texts from multiple points of entry (literature circle roles include Summarizer, Discussion Director, Connector, Illuminator, and Investigator, and detailed instructions for each role are provided). Through discussion and comparison of their various approaches to the text, students in small groups negotiate textual meaning before moving on to a whole-class discussion of the small groups' conclusions. Other (Term projects, research papers, portfolios, etc.) Final research paper. Required Materials The Lesbian and Gay Studies Reader Author: Abelove, Henry, Michèle Aina. Barale, and David M. Halperin Publisher: New York: Routledge Publication Date: 1993 Text Edition: Classic Textbook?: OER Link: OER: The Routledge Queer Studies Reader Author: Hall, Donald E Publisher: London: Routledge Publication Date: 2013 Text Edition: Classic Textbook?: OER Link: OER: Stone Butch Blues Author: Leslie Feinberg Publisher: Firebrand Publication Date: 1993 Text Edition: Classic Textbook?: OER Link: OER: Angels in America Author: Tony Kushner Publisher: Theatre Communications Group Publication Date: 1992 Text Edition: Classic Textbook?: OER Link: OER: The Dream of a Common Language Author: Adrienne Rich Publisher: Norton Publication Date: 1978 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Presents Shakespeare’s plays as works of popular culture that have been and continue to be reinvented in a range of artistic forms. This course will involve reading, viewing, discussing, and writing about selected plays of Shakespeare in correlation with contemporary texts. Includes discussion and analysis of the original historical context, contemporary critical views and interpretations, and adaptations of Shakespeare’s original texts. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze characters, themes, and competing interpretations of individual Shakespeare plays. CSLO #2: Analyze the historical contexts that influenced Shakespeare's writing and the current historical contexts that influence continued study and performance. CSLO #3: Examine the relationships between Shakespeare and popular culture by studying various instances of Shakespearean appropriation and adaptation. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify themes specific to Shakespeare's plays and connect those themes to contemporary adaptations and cultural relevance. 2. Analyze Shakespeare's plays and characters by placing them in conversation with multiple sources and adaptations. 3. Describe some of the historical contexts that influenced Shakespeare's writing as well as the contemporary contexts that help shape current adaptations and interpretations. 4. Distinguish among the genres of Shakespeare plays: History, Tragedy, and Comedy as well as potential overlap among these genres. 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: "Speed dating" activity. A set of index cards is prepared in advance. Students pair off in rows facing each other. Each pair gets a card with a question on it. They discuss for 2-3 minutes, then switch partners and cards. The process is repeated until the questions are exhausted. We then shift to a large class discussion. Potential questions could include: Turn to 5.2.270-275. Does Gertrude know the wine is poisoned before she drinks it? How would you stage this scene? Discuss. Theme is an insight into life or a generalization about human behavior the author reveals through the text. Through Hamlet, what is Shakespeare trying to tell us about life, and human nature? Is Hamlet primarily a play about obedience, family, revenge, or madness? Something else? Explain, using the text as support. The King appeals to Laertes by asking “What would you undertake / To show yourself in deed your father’s son / More than in words?” Later, he tells Laertes that “revenge should have no bounds” (4.7.122-124; 126). Does Claudius really believe these words, or is he merely opportunistic? Does the ghost really exist, or is it in Hamlet’s mind? If Act III is the turning point of the play (as indicated by Freytag’s Pyramid), what specifically sets the remainder of the play in motion? The Mousetrap? The “To be or not to be” speech? Hamlet’s conversation with his mother? The return of the ghost? The death of Polonius? Make your case. Discuss the place of religion within the play’s dramatic action. Would the play make sense in an atheistic society? Discuss the role and impact of madness in the play. Is Hamlet culpable for the death of Polonius? In playing madness, does Hamlet, in fact, become mad? Essay Examinations Example: Respond to the following question in an in-class, timed-essay: Laurence Olivier’s famous 1948 film of Hamlet stated overtly that Hamlet was about a man who could not make up his mind. Is this argument a reasonable or a reductive interpretation of the play? Explain, then connect and compare/contrast at least two post-1950 adaptations of your choosing as they relate to your argument about Hamlet's character. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a Power Point presentation, the instructor will define Shakespeare's plays in terms of genre. Special focus on "History," "Tragedy," and "Comedy" with specific examples from several plays to accompany the terms. Students should be able to distinguish among the different genres and make arguments about potential overlap as a result of the lecture materials. (Objective #4) For this in-class activity, each group of students will develop a version of Twelfth Night or The Taming of the Shrew that uses a completely different setting than Shakespeare intended. Students will present their overview and choices to the class. We will follow this activity by watching excerpts from She's the Man and 10 Things I Hate About You. At conclusion, students should see that character and theme can remain constant even when setting and time period changes. (Objective #2) Films, Video, Audio Recording: Watch five different versions of the opening scene of Macbeth and compare/contrast them using a New Historicism lens. Through this comparison exercise, students should be able to articulate in class discussion and in written form how time period informs production choices. Typical Out of Class Assignments Reading Assignments 1. Read the "Enablers" chapter from Stephen Greenblatt's Tyrant: Shakespeare on Politics. Be prepared to connect his arguments to Shakespeare's Richard III and knowledge of current leaders and political parties. 2. Read the excerpts from Carolyn Heilbrun's "The Character of Hamlet's Mother" and G Wilson Knight's "The Embassy of Death." Provide a short definition of the excerpts. Writing, Problem Solving or Performance 1. Read Shakespeare's Macbeth, including the introduction in The Arden Shakespeare. Be prepared to discuss and analyze the work in class writing assignments and discussions, and then connect that analysis to selected scenes from the film Scotland, PA in a formal essay. 2. Promptbooks are copies of scripts that contain notes about performance- blocking, delivery of lines, setting, costumes, and so forth. Using a short section of text (Macbeth Act 1, scene 1), create a mini prompt book to determine how to stage the scene. Consider the following questions: How do the witches enter? How do they move? Are they old? Young? Male? Female? (Remember, in Shakespeare’s time they were played by males) Do they like or hate each other? How is each witch different from the others? How are they dressed? What are they carrying? Might they be father, mother, and child? What do they do as they speak? Other (Term projects, research papers, portfolios, etc.) Required Materials Single copy plays-- Othello, Twelfth Night, The Tempest, The Merchant of Venice, King Lear, Macbeth Author: William Shakespeare Publisher: Arden Publishing Company Publication Date: 2016 Text Edition: 3rd series Classic Textbook?: OER Link: OER: Hagseed Author: Margaret Atwood Publisher: Hogarth Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Tyrant: Shakespeare on Politics Author: Stephen Greenblatt Publisher: Norton Publication Date: 2018 Text Edition: 1st Classic Textbook?: OER Link: OER: Shakespeare and Modern Culture Author: Marjorie Garber Publisher: Anchor Publication Date: 2008 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Composition of non-fiction prose, with non-fiction reading and analysis assignments drawn from the following genres: autobiography and memoir, philosophical/contemplative reflections, travel writing, nature writing and political/social commentary. Includes discussion and criticism, in workshop mode, of original student writing. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret and analyze the fundamentals of the creative non-fiction essay, through a variety of forms, styles, and historical periods. CSLO #2: Identify, interpret and analyze the fundamentals of the creative non-fiction essay, through a variety of forms, styles, and historical periods. CSLO #3: Discuss, critique, edit, and revise through peer review workshops original creative non-fiction essays. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successful completion, students will be able to: 1) Identify, interpret, analyze and evaluate the fundamental elements of nonfiction prose such as genre, audience, purpose, voice, literary techniques and style in published and student works of nonfiction. 2) Apply analysis of non-fiction elements, devices, and forms, to the composition of college-level works of original non-fiction. 3) Incorporate literary techniques into composition of non-fiction prose. 4) Find, evaluate, and use sources as appropriate to composition of nonfiction prose. 5) Apply knowledge of genres and sub-genres to composition of imaginative works of nonfiction. 6) Identify and apply common practices of developing ideas through drafting, editing and peer review in the creative nonfiction writing process. 7) Assimilate literary techniques and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops. 8) Identify and apply stages of the editorial process in the selection and revision of nonfiction works for assessment. 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: Student will participate in small- and large-group discussions of critical analysis of professional and peer essays, including form, style, techniques and themes. Student will also participate, as a writer and a peer editor, in peer editing workshops of original writing, discussing form, style, techniques, and themes. For example, using a nonfiction editing rubric, a student will critique selected letters by Leslie Marmon Silko and James Wright, including professional criticism of form, style, techniques, or themes. Small groups will then critique peer writing that emerged from the Silko and Wright ideas and techniques; the same editing rubric will be applied to student writing. Essay Examinations Example: Through short answers, students will with 70% accuracy identify and define literary terms and concepts and apply literary terms and concepts to brief interpretations and analyses of individual works of nonfiction, including distinct sub-genres. For example, an exam could include a question examining Phillip Lopate's "Portrait of My Body" for its style, based on class discussion and analysis: "How does Lopate's essay use voice to engage the reader?" or "How does the essay's level of diction, including the use of colloquial language, support Lopate's theme of self-discovery? Discuss this, using specific examples, in a concise paragraph." Another example of an exam or quiz question could include: "As discussed in the text and in class discussion, identify the Baldwin, Queen Elizabeth, or Dave Berry essays as narrative or expository or both. Use specific examples to support your choice." Projects Example: All English 18 students will complete individual portfolio submissions which will be revised throughout the semester with passing grades, through journals, workshops, presentations, and consultation with instructor. For example, interviews will be assigned and scheduled after models and methods are explored. The completed interviews will be shared in class, critiqued, and edited in small and large groups. The interview will be evaluated for structure, content, techniques, style, and themes. Another example would be a contemplative nature essay, based on models from Thoreau and Dillard, supported by the student's own personal experience in nature. This essay will be evaluated on form, style, techniques, and themes. Reports Example: Student will demonstrate with passing grades critical evaluations and reports on examples of nonfiction essays by professionals and peers, in written assignments, journals, class discussion, and editing workshops. For example, the student will select from a list generated from assigned reading and student input an essayist to read throughout the semester, from Plato to David Sedaris, keeping a journal of select essay comments, focusing on form, style, techniques, and themes. An overall impression of the essayist's form, style, techniques, and themes will be discussed through informal presentations and comparison and contrast with other essayists selected by peers. Skill Demonstrations Example: All on-ground and online students will each submit a final portfolio of a minimum of six finished pieces of original nonfiction work that demonstrates a thorough knowledge of college-level nonfiction writing in a format suitable for publication in college journal, newspaper or magazine. The portfolio will be evaluated for its adherence to specific assignment details and college-level development of topics, techniques, styles, themes, and nonfiction sub-genres as covered in class. For example, the portfolio would include an interview, a researched informative report, a memoir excerpt, a nature or contemplative personal essay, a social commentary, and a process analysis. The portfolio is required and graded on a standard scale. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Critical thinking: Instructor will require analysis and evaluation of professional and student writing, incorporating terms, concepts, and standards covered in the text, lecture and discussion. Some assignments will require research, including primary and secondary sources. For example, in an on-ground environment, lecture on and analysis of Dillard's "Living Like Weasels" in a large group discussion could be followed by analysis and editing in small groups of original student work based on an assignment related to the Dillard essay. Reading: Instructor will require students to read selected works of creative nonfiction, criticism, and biography, including original drafts by classmates, and require students in groups to interpret, analyze, and evaluate the writing of professionals and peers and make informal presentations providing their conclusions and suggestions to the class. Instructor will also require oral and written responses to assigned reading, shared in class and in their journals. For an on-ground class, students would work in small group workshops, using editing rubrics, to analyze the form, style, techniques, and themes of the assigned professional essays. They then would present their findings to the class. Later in the week, after reading original peer essays generated from the Dillard techniques and themes, students would work in small groups, moving through an editing rubric on form, style, techniques, and themes, and then present the editing ideas to the class. Writing: Instructor will assign select written critiques and analysis of professional essays; original student writing will include essays, reports, research, and exercises from prompts, including brainstorming, planning, and rough and final drafts. For an on-ground class, these would be done at home and in class, turned in for instructor comments, and shared in class for small- and large-group workshops, using editing rubrics and models. Distance Learning Critical thinking: Instructor will require analysis and evaluation of professional and student writing, incorporating terms, concepts, and standards covered in the text, lecture and discussion. Some assignments will require research, including primary and secondary sources. For example, in an on-ground environment, lecture on and analysis of Dillard's "Living Like Weasels" in a large group discussion could be followed by analysis and editing in small groups of original student work based on an assignment related to the Dillard essay. An online class, after instructor lecture notes on the essay and text information, would participate in discussion board analysis, following a rubric of form, style, techniques, and themes. A follow-up discussion board assignment would include analysis and editing of original work related to the Dillard essay, following an editing rubric for comments and discussion. Reading: Instructor will require students to read selected works of creative nonfiction, criticism, and biography, including original drafts by classmates, and require students in groups to interpret, analyze, and evaluate the writing of professionals and peers and make informal presentations providing their conclusions and suggestions to the class. Instructor will also require oral and written responses to assigned reading, shared in class and in their journals. For an on-ground class, students would work in small group workshops, using editing rubrics, to analyze the form, style, techniques, and themes of the assigned professional essays. They then would present their findings to the class. Later in the week, after reading original peer essays generated from the Dillard techniques and themes, students would work in small groups, moving through an editing rubric on form, style, techniques, and themes, and then present the editing ideas to the class. For an online class, after reading/listening to the instructor's lecture notes on Dillard's essay, students would work in small groups within Canvas (this could include a live chat, Skype, or traditional Groups discussion), analyzing the form, style, techniques, and themes. They then would present their summary discussion on the discussion board, in written, video, or audio form. At the end of the week, this same format could be applied to original student essays, culminating in a discussion board posting, either in writing or video or audio form, including point-by-point editing suggestions as they follow the editing rubric. Writing: Instructor will assign select written critiques and analysis of professional essays; original student writing will include essays, reports, research, and exercises from prompts, including brainstorming, planning, and rough and final drafts. For an on-ground class, these would be done at home and in class, turned in for instructor comments, and shared in class for small- and large-group workshops, using editing rubrics and models. For an online class, the same assignments and processes would be managed within Canvas, utilizing its files and apps. Instructor will require students to participate in the writing process, from brainstorming through the planning and revision stages, including editing their own work and their peers' essays through peer editing workshops and instructor conferences on Discussions, in chats, Groups, Skype, Google docs, and social media, as appropriate. Instructor editing comments, written or by video or audio, would refine and guide students through the editing rubric and revision process. Typical Out of Class Assignments Reading Assignments 1. Read the essay "Beauty: When the Other Dancer is the Self" by Alice Walker. In your journal, write a page (250 word) response to the following question: Walker's essay is written entirely in the present tense, although it moves through time and uses repetition. How do these elements combine to create a unified meaning? 2. Read two essays of place: Legler's "Moments of Being: An Antarctic Quintet" and Whitehead's "The Port Authority" noting the sensory details and images. In groups of three, compare the writers' use of these details and images discuss their effects. Writing, Problem Solving or Performance 1. In a 3-4 page draft, compare something in your life now to something in your past by juxtaposition. Write one segment in first-person present and the other in first-person past as Mary Pope does in "Teacher Training." Make at least two shifts. For example: write about learning how to swim and becoming a life guard; or dating vs. having a steady relationship. 2. Choose one of the assigned free-write topics from your journal work for this class and develop your journal entry into a three to four page (750-1000 word) polished reflection on that topic. Suggested free-write topics to choose from include describing: 1. when everything changed 2. the end of childhood 3. falling again 4. my other self 5. a brush with the criminal side 6. facing mortality 7. an encounter with an animal 8. your parents before you were born 9. running risks 10. a place in nature 11. the oddball relative 12. a friend from the past 13. something I've never told anyone 14. something in the newspaper you can't forget 15. associations on a word 16. associations on a color 17. overheard conversation 18. a death, human or nonhuman 19. hair, fingernails, peeling skin 20. a remembered dream 21. a time you were, might have been, or were afraid you might be close to death 22. an unpleasant situation remembered, something that makes you uncomfortable: tell about it and interpret it, to put yourself in control; consider how you gained strength from the situation, how you now understand it, how you now accept reality, how you take or reject responsibility, how you reveal or don't reveal yourself to others 23. a memorable meal 24. a travel experience 25. the child that remains within 26. learning a craft or skill with little or no guidance or mentoring 27. the first time you swam with jellyfish, ate an exotic (to you) food, met a dignitary, experienced the ocean or mountain snow 28. a stone, pond, plant, flamingo at the zoo,or a bridge 29. your first memory of going to the dentist/eye doctor/family physician 30. your thoughts on pollution,the electoral college, or the legal age to vote Other (Term projects, research papers, portfolios, etc.) Complete a final portfolio of six finished pieces of original nonfiction demonstrating a thorough knowledge of college-level nonfiction writing in a format suitable for publication in a college journal, newspaper or magazine. Required Materials Brief Encounters: A Collection of Contemporary Nonfiction Author: Kitchen, Judith Publisher: W.W. Norton and Company, Inc. Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: To Show & To Tell: The Craft of Literary Nonfiction Author: Lopate, Phillip Publisher: Simon & Schuster Publication Date: 2013 Text Edition: Classic Textbook?: OER Link: OER: Creating, Refining, and Publishing Creative Non-Fiction Author: Miller, Brenda and Suzanne Paola Publisher: McGraw-Hill Publication Date: 2012 Text Edition: Classic Textbook?: OER Link: OER: You Can't Make This Stuff Up Author: Gutland, Lee Publisher: DeCapo Press Publication Date: 2012 Text Edition: Classic Textbook?: OER Link: OER: Creative Writing: Four Genres in Brief Author: Stackey, David Publisher: Macmillan Publication Date: 2017 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 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 2025 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.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Writing fiction, with reading assignments of literary models in short story and/or novel. Includes analysis of the models as well as discussion and criticism, in a workshop mode, of original student prose. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze the fundamentals of fiction, through a variety of forms, styles, and historical periods. CSLO #2: Apply literary elements, devices, and forms of fiction to create college-level works of original fiction. CSLO #3: Discuss, critique, edit, and revise original fiction through peer review workshops. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successfully completing English 21, students will be able to: 1) Identify, interpret, and analyze the fundamental elements of short prose fiction. 2) Analyze selected works of prose fiction. 3) Apply analysis of literary elements, devices, and forms in fiction to the creation of college level works of original short fiction. 4) Apply knowledge of genres and sub-genres to creation of imaginative works of fiction. 5) Identify and apply common practices of editing and peer review in the creative writing process. 6) Interpret, analyze, and evaluate published fiction and related non-fiction prose. 7) Assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops. 8) Identify and apply stages of the editorial process in the selection and revision of works of fiction for assessment. 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: Guided by the instructor, students will engage in close reading of selected short fiction to identify elements of fiction to be applied to their own original writing. Essay Examinations Example: Student will demonstrate mastery of fundamentals of fiction through short answers and apply concepts to the analysis of fiction (structure, themes, and contexts) in response to in-class essay prompts: e.g. Analyze the relationship between the narrative point of view and theme in "The Open Boat." What societal values does Crane both support and question in his story? Projects Example: Student will submit four or more final drafts of original fiction in a final portfolio, suitable for submission to a college-level journal or magazine. The portfolio will contain a total of 20 to 30 pages. Instructor will provide a list of appropriate college-level journals and magazines and guide students through the submission process. Skill Demonstrations Example: Student will produce short, descriptive in-class writing to demonstrate an understanding of and ability to describe a scene, describe a setting, describe a specific character, and so on. Instructor will provide appropriate examples to model these skills. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead students through lecture, discussion seminars, directed study, and activities to identify how to analyze and compare and contrast fiction. Students will give compare and contrast examples from their reading. Instructor will assimilate literary concepts and critical standards into the interpretation, analysis, and evaluation of classmates' and students' own work through peer review workshops. Instructor will form peer review partners/groups and facilitate peer review as students apply critical standards to drafts. Instructor will identify the stages of the editorial process in the selection and revision of short fiction assignments for assessment. Instructor will provide revision feedback on each student's short fiction assignment, focusing on literary concepts such as character, plot, and/or theme, in preparation for student to revise and proofread assignment for the final draft. Students will apply their understanding of published fiction to write original works of short fiction. Instructor will assign and evaluate reports, exercises from prompts, and rough and final drafts of original fiction. Instructor will assign and evaluate student to participation in the writing process, including editing and revision. Distance Learning Instructor will demonstrate and oversee student analysis and evaluation of professional and student writing incorporating terms, concepts, and standards covered in lecture and discussion. Typical Out of Class Assignments Reading Assignments 1. Read Marquez's "A Very Old Man With Enormous Wings." How does Marquez incorporate several sub-genres of fiction such as myth and fable into this short, short story? How does he use poetical language? Use specific paragraph references for class discussion. 2. Read any three stories from Alice Munroe's Moons of Jupiter. In what ways are the characters connected? How do the stories function as individual narratives as compared to their function within the series? Is Moons of Jupiter a novel, a novella, or a series of connected short stories? Compare and contrast Moons of Jupiter with Rick Bass' Deer Pasture. What similarities and differences do you notice? 3. Read Lauren Goff's "Ghost and Empties" and create a visual "map" of the story that identifies and analyzes the narrative structure and design. Writing, Problem Solving or Performance 1. Write three sets of dialogue, each 2 pages long, based on the interviews you conducted of classmates. Using that information, create 3 different conversations between 6 different characters. Use minimal setting detail and description. Let the dialogue develop the characters and tone. Refer to "Hills Like White Elephants" as discussed in class. Be ready to share these dialogue drafts in class. 2. Write a new ending to Crane's "Open Boat." Maintain the point of view, tone, and style of the original story, but change the crisis and climax to reflect a new resolution and, therefore, theme. Write 3 - 4 pages, and be ready to share this draft in the workshop. Other (Term projects, research papers, portfolios, etc.) Complete a final portfolio of original fiction demonstrating a thorough knowledge of college-level fiction writing in a format suitable for publication in college journals or magazines. Required Materials Fiction 100: An Anthology of Short Fiction Author: Pickering Publisher: Prentice Hall Publication Date: 2011 Text Edition: 13th Classic Textbook?: OER Link: OER: The Best American Short Stories, 2016 Author: Junot Diaz Publisher: Mariner Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: The Norton Anthology of Short Fiction Author: R.V. Cassill Publisher: W.W. Norton Publication Date: 2006 Text Edition: 7th Classic Textbook?: OER Link: OER: Writing Fiction Author: Janet Burroway and Susan Weinberg Publisher: Pearson Longman Publication Date: 2010 Text Edition: 8th Classic Textbook?: OER Link: OER: Creative Writer's Handbook Author: Jason & Lefcowitz Publisher: Pearson Publication Date: 2010 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 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 2025 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.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of women’s literature, including novels/novellas, the short story, poetry, drama, and essays. Within the literature, which spans time, culture, and genre, we will explore patterns and themes involving women’s personal, psychological, political, economic, intellectual, social, and cultural lives. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret and analyze literature by women from the middle ages to the present in cultural, historical, political and critical contexts. CSLO #2: Analyze the relationship between culture and literary form and content by interpreting author intent in multiple genres. CSLO #3: Communicate analyses, interpretations and critiques of single works or several works of literature and authors from each historical period and subperiod. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze the relationship between culture and literary form and content by interpreting author intent in multiple genres; 2. Communicate analyses, interpretations, and critiques of single works or several works of literature by authors from each historical period and sub-period; 3. Identify, interpret, and analyze literature by women from the Middle Ages to the present in cultural, historical, political, and critical contexts. General Education Information Approved College Associate Degree GE Applicability 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: Sample Prompts: 1. In "When We Dead Awaken," Adrienne Rich writes of Virginia Woolf that her "tone [is that] of a woman almost in touch with her anger, who is determined not to appear angry," and she attributes this to the fact that "to a greater or lesser extent, every woman writer has written for men" (985). Making reference to any two of our writers from this week's reading (Bradstreet, Behn, Astell, Wheatley), discuss the extent to which Rich's observation might apply to their work as well. Do you sense the constraining presence of "The Angel in the House" in this week's texts? 2. Considering one or more of the selections by Sojourner Truth, Harriet Beecher Stowe, Harriet Jacobs, Elizabeth Cady Stanton, and Frances E.W. Harper, discuss and analyze the ways in which the ideology of the cult of "True Womanhood" represents a double-bind for slaves and women of color. What are the connections between slavery and the oppression of women, and in what ways are African American women doubly oppressed by the prevailing racism and misogyny of the 19th century? 3. In addition to its gender-bending plot twist, Alcott's short story "My Mysterious Mademoiselle" engages in a kind of narrative play with gender roles by assuming the voice of a male narrator. Discuss and analyze the effect of Alcott's choice to tell this story from a male point of view. What commentary on gender roles do you see embedded in this text? Discussion posts should consist of 1-2 substantial paragraphs that respond directly to the prompt (see the DB rubric for guidelines). While you should include appropriate and relevant references to the texts, be sure to avoid simply summarizing the material (review "Asking Critical Questions" from the Syllabus page). Use parenthetical MLA citations to acknowledge any quotations, paraphrases, or summaries taken directly from a source. Be sure to read your colleagues' posts--all of them--before responding. It should be clear that you are following along with the ideas, questions, etc.. and engaging in discussion with your classmates, just as you would in a physical classroom environment. Your responses should do more than simply acknowledge or agree or disagree with the post; they should point out some connections among posts/ideas, ask further questions, build on what's already been said. They should extend the discussion, not simply repeat or evaluate. Essay Examinations Example: 1. Midterm Essay: Sample prompts: 1. The biblical story of the Fall, and Eve’s role in it, preoccupies women writers from the very earliest selections we have studied. Trace this theme in the works of two writers from different historical periods that we’ve covered so far. How does Eve (or some analogue of Eve) function as a literary trope? How is her character reimagined, rewritten, and revised? 2. The idea that intellect is a masculine province and that emotion is the realm of the feminine recurs throughout women’s literature. Consider the ways in which two of our writers from different historical periods resist and/or reproduce this dominant gender ideology. How do they subvert and/or submit to traditional representations of their sex? 3. Choose one essay and one poem or piece of short fiction from among those we’ve read so far (they may be from the same or different historical periods). What can we learn by reading these two works together? What concerns and themes do they share, and how are those concerns represented differently by the different genres of writing? Papers will be judged in terms of both the viability and clarity of the argument and the quality of the writing (see the rubric attached to the assignment on LMS for details). A narrow topic with great attention to detail will be more successful than a sweeping overview. A paper that merely summarizes will not earn higher than 65 points. Remember that you must use quotations to support your assertions (and cite them according to the new, 8th edition MLA guidelines for 2016); originality will be admired, but not when its claims are unsubstantiated or vague. Remember that a paper is always judged on its coherence and argumentation. Your knowledge of the meaning of the readings is important, but so are the style and structure of your essay. Projects Example: For the final research paper, you will have the opportunity to select your own topic and focus from among the range of writers, periods, themes, and genres that we have studied over the course of the entire semester. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a lecture on relevant cultural and historical events in England and the U.S. during a specific historical period, along with a preview of the assigned authors and their relevant works and literary styles, in order to frame subsequent class discussions of the literature. Distance Learning Students will read selections from Virginia Woolf's "A Room of One's Own" and watch a dramatized video presentation of the text, after which they will respond to the following prompt for a discussion board: "Taking into account Virginia Woolf's analysis of women writers in 'A Room of One's Own,' as well as the introductory material on the literature of the Middle Ages and Renaissance, discuss the works we've read by Julian of Norwich and Aemilia Lanyer in the context of their historical circumstances. Do Woolf's observations help to illuminate the subject matter and themes addressed by these writers? If so, how? If not, why not? Typical Out of Class Assignments Reading Assignments 1. In "When We Dead Awaken," Adrienne Rich writes of Virginia Woolf that her "tone [is that] of a woman almost in touch with her anger, who is determined not to appear angry," and she attributes this to the fact that "to a greater or lesser extent, every woman writer has written for men" (985). Making reference to any two of our writers from this week's reading (Bradstreet, Behn, Astell, Wheatley), discuss the extent to which Rich's observation might apply to their work as well. Do you sense the constraining presence of "The Angel in the House" in this week's texts? 2. After reading the selections from Emily Dickinson's poetry, do you find any topics/themes/symbols that recur in her work? How are these expressed distinctively through her style/language/tone, and how are they connected to, or different from, the literary tradition we've considered so far? Provide a close, analytical reading of one or more of her works that addresses these issues. 3. On the surface, "The Gentle Lena" is a simple narrative about a young woman who is brought to America from Germany and sent out to service for four years before being married off and bearing four children, dying in childbirth following her last delivery. Stylistically, however, the story is unlike any we've encountered thus far. The text is simple and repetitive, yet we know that Stein is very consciously manipulating the superficial elements of language in order to achieve a deeper effect and purpose. With that in mind, how do you interpret this piece? What is going on here in the interplay amongst literary elements like style, character, and theme? Writing, Problem Solving or Performance 1. Sample quotation analysis assignment: For each quotation, you will identify the name of the author and the title of the work; then, you will analyze the quotation, pointing out its important literary features and its relation to the historical context. All quotations will require that you read analytically, noticing and explaining the author’s use of language (i.e..e. metaphor, allusion, figurative language, word choice, etc.) and connecting the ideas to important themes and issues of the period as they relate to women and gender (e.g. religion, government, education, marriage, race, class, etc.). A. “As I went on with my account her color changed frequently, she wept, and sometimes groaned. She spoke in tones so sad, that I was touched by her grief. The tears came to my eyes; but I was soon convinced that her emotions arose from anger and wounded pride. She felt that her marriage vows were desecrated, her dignity insulted; but she had no compassion for the poor victim of her husband’s perfidy. She pitied herself as a martyr; but she was incapable of feeling for the condition of shame and misery in which her unfortunate, helpless slave was placed.” B. “It is dull enough to confuse the eye in following, pronounced enough constantly to irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide—plunge off at outrageous angles, destroy themselves in unheard-of contradictions.” 2. Midterm essay assignment, with sample prompts: Your assignment is to write a paper that responds to one of the prompts below and analyzes one or two of the texts we’ve read for this course (though the prompts exclude direct references to the critical pieces we’ve read by Woolf, Rich, Walker, and Welter, you are welcome to make use of those sources as you see fit—they do not count as a “third” text for the purposes of this essay, though of course you should appropriately cite all of your sources). Your paper should be a traditional literary analysis (not a summary or a personal response to the writings). Your paper should have a strong thesis that guides your analysis. Some of the prompts ask you to treat an element of a single work, and some ask you to make a comparison of two works with interesting similarities and differences. A. The biblical story of the Fall, and Eve’s role in it, preoccupies women writers from the very earliest selections we have studied. Trace this theme in the works of two writers from different historical periods that we’ve covered so far. How does Eve (or some analogue of Eve) function as a literary trope? How is her character re-imagined, rewritten, and revised? B. The idea that intellect is a masculine province and that emotion is the realm of the feminine recurs throughout women’s literature. Consider the ways in which two of our writers from different historical periods resist and/or reproduce this dominant gender ideology. How do they subvert and/or submit to traditional representations of their sex? Other (Term projects, research papers, portfolios, etc.) Required Materials Norton Anthology of Literature by Women Vol. 1 Author: Sandra Gilbert & Susan Gubar Publisher: Norton Publication Date: 2007 Text Edition: 3rd Classic Textbook?: OER Link: OER: Norton Anthology of Literature by Women, Vol. 2 Author: Sandra Gilbert & Susan Gubar Publisher: Norton Publication Date: 2007 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to drama as literature emphasizing the critical analysis of individual plays; the analysis and exploration of the social, historical, and critical contexts of the writing and performance of dramatic literature; and exploration and analysis of the changing nature of its performance and reception. Class explores significant works of drama from a variety of cultures and historical periods. Intended for both English and Drama majors and non-majors. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret and analyze drama in various contexts, genres, types, eras and themes through exams and written work. CSLO #2: Apply the elements of drama to the analysis of individual plays and performance of plays through exams and written work. CSLO #3: Conduct independent research and evaluate primary and secondary sources in drama. CSLO #4: Synthesize themes and forms of drama across time, periods, and works by various authors through exams and written work. CSLO #5: Analyze, interpret, and critique works by the same author through written work. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students, through examinations and written work, will be able to: 1. Identify, interpret and analyze drama in cultural, social, political, and critical contexts; 2. Identify and analyze differences and similarities between different genres, types, and eras of drama; 3. Analyze the relationships between culture and dramatic form and function; 4. Define the elements of drama, and apply that knowledge to the analysis of individual plays and performances of plays; 5. Identify, interpret, and analyze the themes of individual plays and authors; 6. Conduct independent research in drama; 7. Interpret, analyze, and evaluate primary and secondary sources in drama; 8. Synthesize and generalize about themes and forms of drama across time, across thematic periods, and across works by various authors; and 9. Analyze, interpret and critique at least two works by the same author. 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: 1. Students will invite conversation by preparing at least 3-5 open, thoughtful questions about the readings or plan some kind of activity informed by the readings. Students need to work together, offer insightful questions, and model a clear organizational strategy. Essay Examinations Example: 1. Sample midterm questions: (a) Tennessee Williams used a variety of non-realistic elements in The Glass Menagerie. What was Williams' purpose in using non-realistic elements, and do they add or detract from the play’s effectiveness? (b) M. R. Ridley suggests that the theme of Othello centers on the conflict between "reason” and instinct." Carol Neely maintains that "the play's central theme is love—especially marital love; its central conflict is between the men and the women." Which critic's point of view do you most agree with and why? The effective essay will have a clear thesis statement and sufficient evidence—developed in the body paragraphs—to prove the thesis. 2. Sample final presentation question: Pick at least two plays we have read this semester and discuss what the plays are saying about ONE of the following topics: (1) prejudice (racism, sexism), (2) relationships between people, or (3) the meaning of human existence/life. For example, if you were to pick the third topic, some of the plays you may consider writing about would be Waiting for Godot, The Sandbox, and The American Dream. For many of the plays, there is a commonality of theme, but if you also want to compare/contrast two different perspectives on the same topic, that would be effective as well. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will use lecture and multimedia to introduce the play "The Crucible." After assigning students to complete reading the play, the instructor will facilitate a discussion in which students will be expected to articulate how concepts and theories of drama in historical context apply to this particular work. Using available readings from a course anthology or supplemental text, instructor will assign students to read selections from Aristotle's works and lead a class discussion on theoretical and critical approaches to textual analysis of plays. Instructor will divide students into groups to begin a discussion on how tragic structure affects the specific themes of tragedy. Instructor will have students build on this discussion in a writing assignment. Typical Out of Class Assignments Reading Assignments 1. Read "Oedipus the King" and "Antigone" along with Aristotle's definition of tragedy ("Poetics"). As you read the plays, consider how tragic structure affects the specific themes of tragedy. What type of problem or dilemma does tragedy generally address? 2. Read "Hamlet"; consider the extent to which it fulfills or does not fulfill Aristotle's definition of tragedy. Read Stephen Greenblatt's essays on Shakespeare and then consider how both "Hamlet" and the Theban plays reflect and question their respective cultures. Writing, Problem Solving or Performance 1. As you read "She Stoops to Conquer," respond to the individual characters and to the comic situation: what motivates the characters? What stance toward them does the author seem to expect us to take? Is this primarily a comedy of character or circumstance? 2. For practice, write a brief continuation of "The Crucible." What consequences flow from Proctor's death? Is his death a tragic conclusion or redemptive? How effectively does the play illuminate the historical and personal situation of the writer (e.g., is a tragic action appropriate to an understanding of the McCarthy hearings)? 3. Performance: With your group, determine how you would present the assigned scene from "Twelfth Night." What specific aspects of the play and its context lead you to your decisions? Was your goal to reflect the play in Shakespeare's day or to reveal what it might reveal to modern perceptions? Other (Term projects, research papers, portfolios, etc.) 1. Choose one writer from our class, read one other play by that writer, and then, using independent research, analyze the two plays in terms of one of the following: a. The themes of the play in the context of culture and/or history. b. The critical response to these plays over time and the thematic implications of these responses. c. The thematic effects of specific features in the plays (e.g., imagery, plot, character type). Required Materials The Norton Anthology of Drama Author: J Ellen Gainor, et al, ed. Publisher: Norton Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Compact Bedford Introduction to Drama Author: Lee Jacobus, ed. Publisher: Bedford Publication Date: 2013 Text Edition: 7th Classic Textbook?: OER Link: OER: The Seagull Reader: Plays Author: Joseph Kelly, ed. Publisher: Norton Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Develops a critical appreciation of poetry as genre through study of selected poets and historical periods; examines poetic structures, styles, themes, and contexts. Students read representative works in English as well as selected works in translation. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and distinguish fundamental elements and forms of poetry. CSLO #2: Identify, interpret and analyze poetry in cultural, social, political, historical and critical contexts. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify the fundamental elements of poetry, including poetic devices, forms, and themes 2. Identify, interpret and analyze traditional/closed forms and free verse/open forms 3. Identify and analyze different genres, types, and eras of poetry 4. Identify, interpret and analyze poetry in cultural, social, political, and critical contexts 5. Analyze the relationships between culture and poetic form and function 6. Identify, interpret, and apply knowledge of poetic devices to the analysis of individual poems and the collected works of individual poets and schools of poetry 7. Identify, interpret, and analyze the themes of individual poems and poets 8. Conduct independent research in poetry 9. Interpret, analyze, and evaluate primary and secondary sources in poetry 10. Synthesize and generalize about themes and forms of poetry across time, across thematic periods, and across works by various authors 11. Communicate analyses, interpretations and critiques of single works or several works by the same author, or of several closely related texts in class discussion and in required essays and exams 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: Students will go to poets.org and find a closed form (Shakespearean Sonnet, Sestina, Villanelle, Haiku, Slam, Prose)--they will present the poem to the class, presenting how the work belongs within the closed form genre, and provide students with a class activity to help analyze the poem and connect to critical theories with which to analyze poetry. Essay Examinations Example: Research the work and life of any one poet and write a 4 to 6-page essay, focusing on a particular poetic element, his or her place within a period, influences, etc., using at least three pieces of criticism to support the thesis. Students are provided a Rubric of assignment requirements that should be met. Objective Examinations Example: Two exams that include definitions of poetic terms, analysis of poetry through short answers incorporating poetic terms and concepts, and essay response providing analysis of individual poems and contexts. 21. In Sherman Alexie’s poem “Home of the Brave” below, answer the following: a)Who is the speaker of the poem? b)Is this an open or closed form? c)What does the speaker mean in the last stanza? “Home of the Brave” – Sherman Alexie When my female friends are left By horrid spouses and lovers, I commiserate. I send gifts— Powwow songs and poems—and wonder Why my gorgeous friends cannot find Someone who knows them as I do. Is the whole world deaf and blind? I tell my friends, “I’d marry you Tomorrow.” I think I’m engaged To thirty-six women, my harem: Platonic, bookish, and enraged. I love them! But it would scare them— No, of course, they already know That I can be just one more boy, A toy warrior who explodes Into silence and warpaths with joy. Reports Example: Write a 4 - 6-page overview of a poet and/or poetry in translation, analyzing the poet in terms of such features as language (as translated), the impact of culture, and the development of poetic style, etc. Students are provided a rubric with specific requirements to be met. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Through lecture, discussion seminars, directed study, activities, and tutoring, students will discuss, analyze and compare and contrast poetry in English as well as selected translations from a variety of subjects and styles. Critical Thinking: Instructor lectures and leads discussion of assigned readings of individual poems and poets, criticism, and other contextual material. Instructor requires students to analyze poetry in groups, discuss interpretations, and present findings to the class. Reading: Instructor assigns regular readings of poetry and criticism, lectures on concepts associated with the reading, leads discussion. Instructor requires students to respond to prompts and discussion questions prior to reading and before group and class discussion. Writing: Instructor requires students to write brief informal responses to readings, formal essays, researched critical analyses, comparison and contrast, and essay exams. Distance Learning Students will study the poetry terms: simile, metaphor, analogy, alliteration, assonance, consonance, symbols, themes. Instructor will post videos of popular songs with closed captioning, along with typed lyrics in Discussion Board. Students will identify poetry elements within the song lyrics. The idea is that students are not fearful of music, and this assignment serves as a nice introduction into poetry and how to identify terms. Typical Out of Class Assignments Reading Assignments 1. Read Theodore Roethke's "All Morning," Gary Snyder's "Magpie Song," and Linda Pastan's "The Birds." How does each poem rely on bird metaphors to introduce themes? Use specific line references from each poem. 2. Read Tony Hoagland's TWENTY POEMS THAT COULD SAVE AMERICA: AND OTHER ESSAYS and Ben Lerner's WHY PEOPLE HATE POETRY as a framework/theme for the course. Writing, Problem Solving or Performance 1. Analyze in 2 - 3 pages one of Shakespeare's sonnets, focusing on one or two poetic elements (tone and persona, for example). Use line references in MLA format with specific examples. 2. Compare and contrast Alberto Rios' sestina "Nani" with Elizabeth Bishop's "Sestina." How does the form help develop the situation in each poem? How does each poem present its grandmother? How do the themes differ? Write 4 - 6 pages, referencing at least three pieces of literary criticism, using MLA format and citing specifically to support your points. 3. Using Tony Hoagland's and Ben Lerner's writings, specifically "what poems can save America" and "how can people learn to like poetry" as it relates to the poems studied throughout the semester. Students will have to defend their choices using poetic elements, critical theories and other critical thinking skills along with specific lines from selected poems and writings studied throughout the semester. Other (Term projects, research papers, portfolios, etc.) Sample Project: Choose a poet in translation from the text. Read ten or more poems by that poet and analyze in 4 - 5 pages any of the poetic elements such as form, diction, symbol, speaker, themes, etc., that uniquely represent the poet’s style, language and culture. Use the text, class notes and any outside sources you may need in your analysis. Semester-Long Project--students randomly are assigned an academically recognized poet--they will have five assignments to complete as part of this project with varying due dates throughout the semester. a. students must complete an annotated bibliography for their selected poet; b. student must research and familiarize him/her/themselves with a literary theory with which to analyze their poet's poetry; student will write an informative process paper to introduce how critical theory is performed and what it hopes to help readers discover; c. students will develop an "understanding" of the poet and create a poet bio as they understand the poet -- beyond basic wikipedia information; d. student will select three poems from selected poet and critical analyze the work through the lens of the selected literary theory (5-10 pages); create a works cited/consulted page using 8th edition MLA; e. finally student will present for the class the poet/poetry visual/oral understanding of their study for their final. Required Materials The Norton Anthology of Poetry Author: Margaret Ferguson Ph.D., Tim Kendall, Mary Jo Salter Publisher: W. W. Norton & Company Publication Date: 2018 Text Edition: 6th Classic Textbook?: OER Link: OER: Poems, Poets, Poetry: An Introduction & Anthology Author: Helen Vendler Publisher: Bedford Books Publication Date: 2010 Text Edition: 3rd Classic Textbook?: OER Link: OER: An Introduction to Poetry Author: X.J. Kennedy Publisher: Longman Publication Date: 2010 Text Edition: 13th Classic Textbook?: OER Link: OER: Studying Poetry Author: Stephen Matterson Publisher: Bloomsbury Publication Date: 2011 Text Edition: Classic Textbook?: OER Link: OER: The Poet's Companion Author: Kim Addonizio and Dorianne Laux Publisher: Norton Publication Date: 1997 Text Edition: Classic Textbook?: OER Link: OER: Twenty Poems That Could Save America and Other Essays Author: Tony Hoagland Publisher: Graywolf Press Publication Date: 2014 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Reading and discussion of selected plays of Shakespeare; includes discussion of the historical context and contemporary critical views. (CSU, UC) Course Student Learning Outcomes CSLO #1: Demonstrate appropriate logical and analytic strategies to interpret Shakespeare's plays. CSLO #2: Construct focused, developed and organized essays that analyze Shakespeare's plays. CSLO #3: Locate, evaluate, and utilize secondary sources related to the study of Shakespeare's works. CSLO #4: Compare/contrast themes among Shakespeare's plays of the same and different genres. CSLO #5: Analyze the historical contexts that influence Shakespeare's writing. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify themes specific to Shakespeare's plays. 2. Compare and contrast those themes among plays of the same and different genres (comedy, tragedy, history, romance). 3. Identify and describe the various genres of Shakespeare's plays. 4. Compare and contrast themes within a single genre of Shakespeare's plays. 5. Analyze single plays (for theme, character, etc.). 6. Describe some of the historical contexts that influence Shakespeare's writing. 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: 1) Each group will discuss one of the following issues that relates to the play King Lear and present its findings to the rest of the class. Make sure that you provide specific examples to substantiate your points and provide a comprehensive analysis of the issue: a) Discuss how King Lear exhibits the parallel tragedies of two families whose fates are closely linked. b) Discuss how blindness, sight and insight are paradoxically portrayed in the play. c) Discuss how disguise, illusion and reality are paradoxically portrayed in the play. d) Discuss how the play involves paradoxical meanings of “natural” and “unnatural as they apply to human relationships and behavior. e) Discuss how the language of King Lear is wide ranging and complex. Explain how different characters use different forms of language. 2)In this group activity, each group should develop a dramatic representation of Act I. Your version must not include witches, battles, and kings and aristocrats, but it must convey all of the ideas and most significant action of each of the seven scenes. Your play should also be set in a different time. When acted out your play should be no longer than five minutes in length. Include all group members in the presentation. You may reduce the number of characters in the action so as to simplify your version of the play. Essay Examinations Example: 1) Midterm question: Please respond to 2 of the 3 passages below. Tell me what play each is from, who is speaking, and how the passage is thematically important to the play as a whole. Paragraph length answers should be comprehensive and well developed. Rubric Grading. A) Thus answer I in name of [a character], But hear these ill news with the ears of [another character]. Tis certain so, the prince woos for himself. Friendship is constant is all other things Save in the office and affairs of love; Therefore all hearts in love use their own tongues . . . . This is an accident of hourly proof Which I mistrusted not. B) I know you all, and will a while uphold The unyok’d humor of your idleness, Yet herein will I imitate the sun Who doth permit the base contagious clouds To smother up his beauty from the world, That when he please again to be himself, Being wanted, he may be more wond’red at By breaking through the foul and ugly mists Of vapors that did seem to strangle him. C) [character1] Nay, but hear me. Pardon this fault, and by my soul I swear I never more will break an oath with thee. [character 2] I once did lend my body for his wealth, Which but for him that had your husband’s ring Had quite miscarried. I dare be bound again, My soul upon the forfeit, that your lord Will never more break faith advisedly. 2) (Final exam question) You have one hour to respond to the following question. Focus on having a clear thesis, well-developed paragraphs and specific examples from the text: The Merchant of Venice, Hamlet, Twelfth Night, and The Tempest all involve themes of revenge. Do they present a consistent vision of what it means to want or get revenge? Does this vision develop over the years? Or is there any pattern at all? Use all of the plays to support your thesis. Objective Examinations Example: Sample questions during objective exams may include examples such as the following: 1) Describe and show how the following characters died in Act V. Use one appropriate quote for each to show how each death occurred. Regan— Goneril— Edmund— Cordelia— King Lear— 2) List and briefly describe all the deaths directly brought about by the Macbeths in the play. Reports Example: 1) After discussing any two of the following issues in class, each group will present their findings to the rest of the class in a 10 minute presentation. Make sure each group member takes part in the presentation of the two issues. Rubric Grading. a) Are Macbeth and Lady Macbeth overly ambitious or narcissistic? b) Describe the nature of the relationship between Macbeth and Lady Macbeth. c) In some productions of the play, Lady Macbeth plays one of the three witches or a fourth or even a single witch that tempts Macbeth. What merit do you see in this characterization? d) What do you believe to be the fatal flaws of Macbeth and Lady Macbeth? e) It has been argued that Macbeth “is human in his deliberations, inhumane in his actions.” Discuss. f) To what degree does the play simply exhibit the age old prejudice that powerful women are often viewed as unnatural and evil? g) The meaning of the term “shard-borne” (carried aloft on wings) in the following quote (3.2.42) is the subject of some controversy partly because some early versions of the play use “shard-born” (born in dung). Which interpretation do you favor? “The shard-borne beetle, with his drowsie hums/Hath rung night’s yawning Peale…” h) Despite the blood and gore (there are more references to blood than in any other Shakespeare play) and the mainly depressing nature of the play, the Porter scene (2.3.1-40 is considered to be humorous. Discuss why it is comedic. 2) Each group should address one of the following sections that includes the character Falstaff from Henry the IV Part I and present its findings in a 10 minute report to the rest of the class: -- Examine the longer set of lines making sure you understand what’s going on in that section and practice reading the lines as your group will be reading these lines out in the presentation. In the presentation each group should provide a brief overview of what’s going on in the lines before reading them out. --Next, you should paraphrase in modern English (rewrite in your own words in roughly the same number of words) the shorter section of lines. Do this without referring to any sources that will aid you in the task. Make sure you introduce the shorter section of lines and provide some background to it before providing your paraphrase. These will then be read out by the group members during the presentation. Choose one of the following two sets of lines: 1) 2.2.1-108 2.2.10-29 2) 2.4.112-222 2.4.251-277 3) 3.3.1-104 3.3.29-51 4) 4.2.1-80 4.2.11-47 5) 5.4.75-162 5.4.111-128 Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a PowerPoint presentation, the instructor will lecture on Shakespeare's use of stagecraft as it relates to the following areas: i) The importance of rapid exposition. --Provides all necessary information for audience to understand play. --Brief but exciting. ii) How Shakespeare lets us know who the characters are. --Names the characters as often and unobtrusively as possible. iii) Handling entrances and exits. --Characters appear and disappear naturally to advance plot. iv) Making the most of the Elizabethan stage. --Place means less than action—words, action, costumes dictate setting. v) How Shakespeare sews together the action, varies tempo, combines comedy and tragedy and mixes the profound with the mundane. --Each plot needs to be interwoven with the others. --Change tempo regularly during 2 1/2-4 hours or 4000 lines of a play. --Ease up on the torture rack. This keeps the audience off balance. --Ordinary juxtaposed with serious and significant (Gravediggers scene in Hamlet). vi) Shakespeare's use of metadrama. --The ways in which the plays comment upon the nature of drama itself. --The line between stage action and real life is nonexistent. --What happens on stage is synecdochic (one thing stands for the whole) for life itself ("All the world's a stage"). The instructor will then explain the following group activity that students will engage in during class time: In this activity each group will develop a version of A Midsummer Night's Dream that uses a completely different setting than Shakespeare intended. You may set the drama in any location/environment and time you wish to bearing in mind you will need to explain the "new" setting in relation to the following four concurrent plots: i) The courtship and marriage of Duke Theseus and Hippolyta. ii) The tribulations of the young lovers Hermia and Lysander, and Helena and Demetrius. iii) The hilarious attempts of the working men to present the play about Pyramus and Thisbe for Theseus' wedding. iv) The magical and mischievous world of the fairies. --Provide a brief overview of your new setting for the play outlining and listing its various attributes. --Describe how the concurrent plots of the play would be set/staged in your version. You may adapt the characters' roles/titles/identities when necessary and reasonable to fit the stage setting you have in mind. You may also change the tone of the various plots if it will assist in developing your version. --Finally, each group will than explain their new staging of the play to the class in a brief presentation. The instructor will present a lecture on the ways that Shakespeare establishes and develops relationships between characters in the play Hamlet. After the lecture students will partake in the following group activity: In groups of three, discuss the relationship between one of the following pairs of characters in Hamlet by addressing the questions and statements listed below. 1) Hamlet and Ophelia 2) Hamlet and Gertrude 3) Hamlet and Claudius 4) Hamlet and Rosencrantz/Guildenstern 5) Hamlet and Polonius 6) Hamlet and Horatio 7) Hamlet and Laertes 8) Polonius and Ophelia 9) Polonius and Laertes 10) Claudius and Gertrude In your group discuss the following issues comprehensively and thoroughly: i) Explain the nature of the relationship between the characters (who are they to each other and how do they relate to each other?). ii) List and outline the main interactions between the characters throughout the play. iii) Discuss and explain any aspects of the relationship that you find to be dysfunctional and problematic. iv) Discuss what you consider to be the root causes of the problems between the two characters. What character flaws or attributes lead to the problems between the characters? v) Read two different pieces of dialogue that epitomize the characters' problematic relationship. Distance Learning The instructor will post an academic journal article on Canvas and have students read the article and then post their reactions to it and discuss it on Discussion Boards. For example, the instructor will post the article, "What Do Women Want: The Merry Wives of Windsor" by Jonathan Goldberg, and students will react to it and interact with other students on Discussion Boards by posting at least four comments on the observations of other students in the class. Students will reflect upon an issue discussed in class and continue that discussion on Canvas through the use of Discussion Boards. For example, in class we briefly discussed a range of potential flaws that the character Hamlet exhibited and tried to determine, according to Aristotle's theory, what we felt his fatal flaw may have been. Before next week's class, students will now continue that discussion by interacting on Canvas Discussion Boards on at least three different occasions during the week. Students should spend a minimum of 30 minutes interacting with their classmates in discussion on canvas. Typical Out of Class Assignments Reading Assignments 1. Read Shakespeare's Hamlet, including the introduction in The Riverside Shakespeare. Be prepared to discuss and analyze the work in class writing assignments and discussions. 2. In the class reader, read the excerpts from Carolyn Heilbrun's "The Character of Hamlet's Mother" and G Wilson Knight's "The Embassy of Death." Provide a short definition of the excerpt. Writing, Problem Solving or Performance 1. Write a 5-7 page paper in which you address the following questions: Falstaff is used as a foil in the Henry plays. How does Shakespeare use Falstaff to reveal Hal's character in Henry IV and Henry V? 2. Before coming to class, answer the following questions about The Taming of the Shrew in a short paragraph each: a)What do you make of Petruchio? Are his motives in marrying Kate purely mercenary, or is there more to it? What about his methods of "taming" Kate? Is he cruel, is he doing it for her own good, or something else? b) Some have argued that the subplot (Bianca and her "tutors") is inferior to the main plot—even that it was written by a different person. What do you think? Other (Term projects, research papers, portfolios, etc.) Required Materials The Riverside Shakespeare Author: William Shakespeare Publisher: Houghton Mifflin Company Publication Date: 1997 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Oxford Shakespeare: The Complete Works Author: William Shakespeare Publisher: Oxford University Press Publication Date: 2005 Text Edition: 2nd Classic Textbook?: OER Link: OER: Shakespeare Author: Bill Bryson Publisher: Harper Publication Date: 2009 Text Edition: Classic Textbook?: OER Link: OER: Arden Shakespeare: Complete works Author: William Shakespeare Publisher: Bloomsbury Arden Shakespeare Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Single copy plays-- Hamlet, king Lear, Macbeth, The Merry wives of Windsor, Henry IV Part I, Double Falsehood Author: William Shakespeare Publisher: Arden Publishing Company Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Reading, discussion, and critical analysis of selected novels from the eighteenth century to present. Includes discussion of the historical context and contemporary critical views. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and analyze through class discussion and activities the characteristics of the novel, its historical development, its modern critical response, its relationships between culture and its form and content, and its themes and authors in the contexts of history, politics, culture, philosophy, religion, science, and other literary trends and relationships. CSLO #2: Identify and analyze researched materials and appropriate critical theories regarding the novel and apply to analytical writings. CSLO #3: Compose clear and effective analytical writing by analyzing, interpreting, and critiquing single works, several works by the same author, or several closely related texts. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student completing English 34 will through examinations and essays, be able to: 1. Describe the characteristics of the genre of the novel 2. Describe the historical development of the novel 3. Compare and contrast the novel with other literary genres 4. Analyze the relationships between culture and the form and content of the novel 5. Describe modern critical response to some or all of the novels being studied 6. Identify, interpret, and analyze 7-10 novels, including British and American works as well as novels in English and/or translation from other parts of the world 7. Identify, interpret, and analyze the themes of individual texts and authors in the contexts of history and historical processes, politics, culture, philosophy, religion, science, and literary trends and relationships 8. Identify, interpret, and apply knowledge of literary devices to the analysis of individual works of literature and authors 9. Synthesize and generalize about the themes and forms of the novel across various historical periods, aesthetic developments, and works by various authors 10. Communicate analyses, interpretations and critiques of single works, several works by the same author, or several closely related texts in class discussion and in required essays and exams 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: Question for Class Discussion: The novel Disgrace is certainly challenging in many ways. In particular, the character, David Lurie, is despicable and unremorseful to the end. The situation he finds himself in is equally ugly and self-perpetuated. The violent attack against him and his daughter, Lucy, is difficult to read. In class discussion, analyze the character of Lurie against some of the other protagonists we've studied this semester. Essay Examinations Example: 1. Question from an essay examination: Identify the passage below. List the title and author of the work; who is speaking, being spoken to, and/or being spoken about; and how the passage is thematically relevant to the novel as a whole or to the gothic genre in general. "…but are you now at leisure to satisfy me in these particulars? If you are I will begin directly." “You need not give yourself that trouble, sir." "No trouble I assure you madam." Then forming his features into a set smile, and affectedly softening his voice, he added, with a simpering air, "Have you been long in Bath, madam?" "About a week, sir," replied [the character], trying not to laugh. "Really!" with affected astonishment. "Why should you be surprised , sir?" "Why, indeed!" said he, in his natural tone – "but some emotion must appear to be raised by your reply, and surprise is most easily assumed, and not less reasonable than any other." 2. Question for Essay Examination: In The Sun Also Rises, the fiesta is a chaotic event for our characters. They are not only lost, perhaps in a spiritual sense, but they are fighting with each other, often very physically. The fiesta stands for something metaphorically, but what? Furthermore, there is the long description of the final bullfighting match. Again, the fighting – even (or especially) the bullfighting – is an important metaphor. Write an essay in which you analyze these elements in correlation with the backdrop of World War I and Jake's participation in that war. Objective Examinations Example: 1. Question from an Objective Examination: Trace the development of the gothic through three works or excerpts we've read. Start with your definition of the literary gothic. As shown in these three works, how does the gothic change as the genre matures/declines? Alternately, how are different aspects of the gothic revealed in these works? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents a lecture on the 20th century novel using Ernest Hemingway’s The Sun Also Rises. Instructor breaks students into groups to address the following questions: how do social class and religious or spiritual ideas relate in the narrative? Discuss what Hemingway reveals in the relationships between Jake and Brett and Jake and Cohn to understand their existence. Instructor then asks student to analyze how gender operates in the novel, particularly with Brett Ashley. Distance Learning Instructor uploads a presentation on the literary movement of Modernism and its emphasis on fractured narratives before an assignment to read the novel The Sound and the Fury. Students will examine each chapter as its own story and, using Animoto or Voicethread, create a linear structure in order to understand the fragmented structure of the novel. Instructor will then ask students to compare the narrative style of The Sun Also Rises with The Sound and the Fury again using Animoto, Voicethread, or another online tool to provide examples from each text and analyze style. Instructor will assess both the quality of the presentation and quality of the examples. Typical Out of Class Assignments Reading Assignments 1. Read Jane Austen's "Northanger Abbey." Be prepared to analyze work in comparison to other novels read in class. 2. In the class reader, read the excerpts from Gilbert and Gubar's "A Dialogue of Self and Soul: Jane Eyre." Be prepared to discuss major themes of the excerpts in class. Writing, Problem Solving or Performance 1. Before class, analyze the text by responding in writing to these questions: There are lots of "families," both related by blood and makeshift, in Great Expectations: the Gargerys; Miss Havisham and Estella; Miss Havisham's relatives; the Matthew Pockets; Mr. Wemmick, Miss Skiffins and the Aged Parent; even Pip and Herbert, perhaps. Which families come off well? Which don't, and why? Can we draw any conclusions at this point about what the novel is telling us about families? 2. Write a 5-7 page paper in which you compare the use of "doubling" (the doppelganger) in Frankenstein and Jane Eyre. Other (Term projects, research papers, portfolios, etc.) Required Materials Purity Author: Jonathan Franzen Publisher: Picador Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Fates and Furies Author: Lauren Goff Publisher: Riverhead Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: The Sun Also Rises Author: Ernest Hemingway Publisher: Scribner Publication Date: 1995 Text Edition: Classic Textbook?: OER Link: OER: The Rise of the Novel: Studies in Defoe, Richardson, and Fielding Author: Ian Watt Publisher: Kessinger Publishing Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: The Novel: An Alternative History, 1600-1800 Author: Steven Moore Publisher: Bloomsbury Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Critical appreciation of the short story. Intensive reading of a representative selection of American, British, and translated short stories. (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the literary elements of the short story and provide examples. CSLO #2: Evaluate and explain various critical approaches to the short story. CSLO #3: Compare and contrast style and theme in stories from various literary and historical periods. Effective Term Fall 2025 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. Describe the historical development of the short story. 2. Identify, compare and contrast both the major and minor writers of the short story. 3. Identify, compare and contrast style and theme in stories from various literary and historical periods. 4. Define the elements of the short story. 5. Analyze, interpret, and critique a collection of stories by a single author. 6. Differentiate the short story from other genres. 7. Describe and evaluate various critical approaches to the short story. 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 groups of 3-4 people, discuss the short story collection, A Good Scent from a Strange Mountain by Robert Olen Butler. In your discussion, you should do the following: Identify and then analyze the dominant elements that you see working in a pattern throughout the collection. Talk about how these elements affect your interpretation of a singular story, or the collection as a whole. Argue about the story collections' effectiveness. Is it a "good" book? Discussion will be assessed by the instructor observing group members, asking follow up questions, and examining level of depth and specificity of responses. Essay Examinations Example: In a 1 1/2 - 2 page essay, provide, in your own words, a definition of realism as it relates to the short story. Then explain which of the works we've read so far best illustrate the traits of the writing from this period. Use specific examples from the literature to support your points. Use a thesis statement and organize your thoughts. Essay will be evaluated with a rubric that assesses the accuracy of the definition (which should discuss historical period), the quality of reasoning and examples, the focus on a central idea, organization and academic correctness. Objective Examinations Example: Students will be given a multiple choice examination on the elements of a short story. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture and may use multimedia to explain and illustrate course concepts, terms, and theories. Instructor will facilitate discussions in which students will be required to articulate course concepts and theories. Instructor will provide specific questions for students to apply theories and critical approaches to texts. Instructor will assign readings from an assigned anthology and from short story collections by single authors. Texts will be assigned as homework and interpreted, analyzed and evaluated by students in class. Instructor will assign and respond to Response papers, journal entries, essays, midterm, final exam, research paper. Distance Learning Instructor will post lectures and may link multimedia to introduce, explain course content. Instructor will create, monitor, and participate in discussion board questions. Typical Out of Class Assignments Reading Assignments 1. Read Robert Olen Butler's collection of stories, A Good Scent From a Strange Mountain. Pay special attention to the use of imagery. Be prepared to discuss in class. 2. In your textbook, read Appendix 1, "Storytelling Before the emergence of the Short Story." Provide a brief summary of the essay. Writing, Problem Solving or Performance 1. In a 2-page essay, describe the difference between the tale and the short story and give specific examples from our readings. 2. Explain the way setting affects the action in Chopin's "Desiree's Baby." 3. Describe a typical Hawthorne character. Other (Term projects, research papers, portfolios, etc.) Term Paper and Class Presentation: For this paper, you will choose a short story writer whose work interests you. First, you'll immerse yourself in the writer's works. What central themes appear in the stories? How would you describe the writer's style? Subject matter? Settings? Does the writer work primarily with traditional or modern plots? Do the stories span multiple volumes, and if so, how would you characterize changes in the stories over time? Or, are they arranged thematically in a volume? If so, explain the collection you've read as a whole – what makes the individual pieces work cohesively as a unit? You might even consider where the writer's stories were first published. This section of the paper should be considered an introduction to the writer's work – the stories themselves – what is distinctive about this author's stories? How might we recognize a story as one written by this author? Of course, you'll also be concerned with the writer's life, at least briefly. Provide a biographical sketch that includes relevant aspects of the writer's life. You'll also want to discuss the writer's professional life – does the writer, for instance, primarily work within the genre of the short story, or is s/he a poet, novelist, essayist? What is the significance of this experience in relation to the stories? Does the writer ascribe to a particular school of thought? Of style? Besides introducing the writer's life, introduce your readers to commentary concerning the writer's work. What do literary critics say about the work? Most importantly, what do YOU think? Explain which critical approaches (i.e., psychological, historical, formalist, feminist, etc.) would seem most appropriate and why. Finally, provide a thorough explication or analysis of at least one of the writer's stories. Provide a context for the story – where does it fit in terms of the larger body of work? Consider your classmates and me the audience for this paper, which should be typed, double-spaced, with 12 point type. MLA documentation style. Required Materials The Story and Its Writer Author: Charters, Ann Publisher: Bedford St Martin's Publication Date: 2015 Text Edition: 9th Classic Textbook?: OER Link: OER: The Norton Anthology of Short Fiction Author: Bausch, Richard Publisher: Norton Publication Date: 2015 Text Edition: 8th Classic Textbook?: OER Link: OER: A Good Scent From a Strange Mountain Author: Olen Butler, Robert Publisher: Penguin Publication Date: 1992 Text Edition: Classic Textbook?: OER Link: OER: The Awakening and Other Stories Author: Kate Chopin Publisher: Penguin Publication Date: 1999 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Development of a critical appreciation of the motion picture as art and literature. Emphasis on American films. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Identify, interpret, and analyze different genres, types, periods, and critical responses for cultural, social, political, and critical contexts as well as theme, and style in cinematic form across time, thematic periods, and various filmmakers. CSLO #2: Identify, analyze, and evaluate research in film studies in both primary and secondary sources and apply to analytical writing. CSLO #3: Identify, analyze, and evaluate research in American film studies in both primary and secondary sources and apply in clear and effective in-class and/or outside of class analytical discussion and writing. Effective Term Spring 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. identify, interpret and analyze American films in cultural, social, political, and critical contexts; 2. identify and analyze differences and similarities between different genres, types, and periods of American film; 3. interpret, analyze, and evaluate primary and secondary sources in American film; 4. analyze the relationships between culture and cinematic form and function of American films; 5. identify, interpret, and apply knowledge of cinematic techniques to the analysis of individual American films; 6. identify, interpret, and apply knowledge of cinematic techniques to the analysis of individual American actors, directors, cinematographers and screenwriters; 7. synthesize and generalize about themes and styles of American films across time, across thematic periods, and across films by various American filmmakers; 8. describe modern critical response to American films in the 20th century; 9. conduct independent research in American film studies; 10. communicate analyses, interpretations and critiques of single American films or several American films by the same filmmaker, or to several closely related American films in class discussion and in required essays and exams. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts 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 students view Sam Mendes' "American Beauty" in class. Afterwards, compositional elements of the film are discussed. Students might choose to focus on the effect of cinematography on the narrative, or the effect of the actor's performances on the overall theme, or the impact of the score on the emotional characterization of the film. Discussion will be evaluated based upon a standard discussion rubric. Essay Examinations Example: Students will define the difference between a long shot and a medium shot and apply the definition to a scene from "2001: A Space Odyssey." Objective Examinations Example: A multiple-choice test consisting of questions identifying types of shots and angles using pictures from recent course films. Students are evaluated based on an answer key. Projects Example: Students select three films from an auteur and create a comparative triptych display that shares stylistic elements of the individual films, hallmarks of the auteur's approach, and contemporary critical responses to the auteur and the films. Students are scored using a rubric as well as peer evaluations. Reports Example: Students use "classic film trading cards" distributed in class to provide short reports providing information on the film, including era, genre, studio, artists, and achievements. These reports are offered as bullet-pointed "fact sheets" to accompany the films on a class bulletin board. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor uses Prezi to isolate five key tableaux from One Flew Over the Cuckoo's Nest. Students write in their journals about mise-en-scene, specifically character placement within the frame. In small groups, students discuss their findings. Large group discusses differences between what groups noticed. Background information on Western films and the genre of Westerns, including media clips from The Great Train Robbery and The Searchers leads to group brainstorming on the genre: Students try and list stock characters, iconic settings, and standard elements of the Western storyline. Students share answers while instructor collects answers on the whiteboard. Students participate in a silent "chalk talk" during which they move between a number of different guided questions on butcher paper. The discussion questions highlight stylistic elements in Charles Laughton's film "Night of the Hunter." Students are required to be silent during the activity, letting their pens do the talking. After the "chalk talks" are completed, pictures of the posters are posted on Canvas to help students develop original thesis statements for an upcoming essay. Students make film posters advertising a chosen Golden Age film for a modern audience. Design of poster, tag-line, critical reviews should indicate familiarity with current cultural issues and concerns that the chosen film should connect to. Distance Learning Instructor embeds "The Great Dictator" in an online module and conducts an online student discussion re: the impact of the "talkie" on Chaplin's iconic Tramp character and the significance of the Tramp character in a political satire. Students participate in a instructor guided online lecture (background information, critical opinions, media clips, etc) to compare and contrast "classic" movie monsters (Dracula, Frankenstein, The Wolfman) from the 50s through more contemporary portrayals. Students discuss how portrayals are appropriate or not to their time and place. Students select a contemporary director that has had an impact on film from a list provided by instructor (Steven Spielberg, Martin Scorsese, Bong Joon Ho, Kathryn Bigelow, Spike Lee, Guillermo Del Toro) and participate in an instructor guided discussion on the primary influences of that director. Typical Out of Class Assignments Reading Assignments 1. Read the essay by Neal Gabler on "Losing Our Narrative--and Ourselves" and the essay by David Thomson on "A Time for Movies to Matter Again, If They Can" and be prepared to discuss in class. 2. Read the essay by David Robinson and James Agee on the cinema of Charlie Chaplin and the cinema of Buster Keaton. Be prepared for a discussion comparing and contrasting the essay's. Writing, Problem Solving or Performance 1. After watching the American silent film masterpiece (SUNRISE) write a critique of the film. I do not want a plot synopsis of the film. I want comments on the direction, camera placement, camera movement, composition, lighting, the use of color or black and white cinematography, editing, and interpretation of the screenplay. Be as critical and analytical as possible. 2. Keep a journal of the American film masterpieces that you see outside of class and submit this journal at mid term and final examination time. Comment on the direction and acting in the films. Compare and contrast themes of the films. Discuss the directorial concept and the use of narrative in each film. Be as critical and analytical as possible. 3. Choose one of the films we've watched this semester. Using ProQuest or Roger Ebert's film review website (www.rogerebert.suntimes.com), write a response to a criticism of the film and the film itself. Your criticism should include the following: -A brief summary of the film -A brief summary of the criticism you've chosen -A brief argument about the film based on the criticism -Your response to the film 4. Write an analysis of a film from the semester. Please include a proper introduction, a thesis, and thoughtful organization and coherence. The strength of your paper must reside in its thesis. You must create an original argument about the film – no summaries. An original argument means that you critique the film for its "message" or central idea. Also, in order to make your argument, your analysis must focus on specific film terminology (consider what you studied for your midterm). You must include this terminology as part of your analysis. For example, you could focus solely on camera movement and positioning, using several scenes as examples of this (medium-shots, establishing shots, etc.). Or, you could focus on editing techniques, music, or any other film technique as they apply to an analysis of the film. Other (Term projects, research papers, portfolios, etc.) Required Materials Understanding Movies Author: Louis Giannetti Publisher: Pearson Publication Date: 2013 Text Edition: 13th Classic Textbook?: OER Link: OER: Looking at Movies: An Introduction to Film Author: Richard Barsam Publisher: Norton Publication Date: 2015 Text Edition: 5th Classic Textbook?: OER Link: OER: Film Art: An Introduction Author: David Bordwell & Kristen Thompson Publisher: McGraw - Hill Higher Education Publication Date: 2016 Text Edition: 11th Classic Textbook?: OER Link: OER: A Short Guide to Writing About Film Author: Timothy Corrigan Publisher: Pearson Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Film Studies: An Introduction Author: Ed Sikov Publisher: Columbia University Press Publication Date: 2009 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Subscription to a streaming service (eg: Netflix, Amazon) in order to view films.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Development of a critical appreciation of the motion picture as art and literature. Emphasis on International films. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Compare and contrast different genres, types, periods, and critical responses for cultural, social, political, and critical contexts as well as theme and style in cinematic form across time, thematic periods, and various filmmakers, and apply to individual international films, actors, directors, cinematographers, and screenwriters. CSLO #2: Identify, analyze, and evaluate research in international film studies in both primary and secondary sources, and apply to analytical writing. CSLO #3: Identify, analyze, and evaluate research in international film studies in both primary and secondary sources and apply in clear and effective in-class and/or outside of class analytical discussion and writing. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. identify, interpret and analyze international films in cultural, social, political, and critical contexts; 2. identify and analyze differences and similarities between different genres, types, and periods of international film; 3. interpret, analyze, and evaluate primary and secondary sources in international film; 4. analyze the relationships between culture and cinematic form and function of international films; 5. identify, interpret, and apply knowledge of cinematic techniques to the analysis of individual international films; 6. identify, interpret, and apply knowledge of cinematic techniques to the analysis of individual international actors, directors, cinematographers and screenwriters; 7. synthesize and generalize about themes and styles of international films across time, across thematic periods, and across films by various international filmmakers; 8. describe modern critical response to international films in the 20th century. 9. conduct independent research in international film studies; 10. communicate analyses, interpretations and critiques of single international films or several international films by the same filmmaker, or to several closely related international films in class discussion and in required essays and exams. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts 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: The students will engage in classroom discussions and will be assessed verbally by the instructor. For example: Discuss the Crouching Tiger, Hidden Dragon through a feminists lens. Essay Examinations Example: All written assignments will use a rubric developed by the instructor, approved by the department, and shared with the students. Example: Mid term examination question: a. Define the difference between a long shot and a medium shot and apply the definition to a scene from one of our films. b.Explain the concept of “movement” in film and apply your explanation to a scene from one of our films. Objective Examinations Example: Example: Final examination question - Write (in class) a one page analysis of the final International film this semester. Essay will be evaluated based upon a rubric developed by the Instructor and shared with students. Comment on the following elements: a. Direction b. Acting c. Camera placement and camera movement d. Narrative e. Montage f. Mise en scene Projects Example: Example: Using a movie maker or editing software, edit one of the movies into a different genre, and create a 5 minute trailer of your movie. You may use pieces of one other film from this course if you must, but both of the films must be of a different genre than the genre you are aiming for in the final project. Students will write a justification for the decisions they made in their editing process that point to specific elements in the original film and the project. Repeatable No Methods of Instruction Lecture/Discussion Lecture: Lecture emphasizing and modeling critical and analytical interpretation of international film. Facilitated student discussion of international film. Students will respond to short questions in large groups in order to analyze concepts in films. Production of handouts, study guides, and a brochure on the International film masterpieces to supplement the lectures. Significant response to student writing on International film. Feedback on out-of-class essay assignments that demand close analysis of the International film. Instructor will provide models of writing in-class and will walk through a close reading with the students. Use of multimedia (DVD, video and computer) to supplement lecture material on international film. In group work, students will identify film techniques at use in specific scenes in order to understand the function of those techniques. Feedback and response to student performance on midterm examination, final examination, film critiques, and journal assignments on international film. Typical Out of Class Assignments Reading Assignments 1. Read the essay by Phillip Lopate on "When Foreign Movies Mattered" and be prepared to discuss in class. 2. Read the essay by Neal Gabler "Losing Our Narrative--and Ourselves" and prepare a brief summary to present to class. Writing, Problem Solving or Performance 1. After watching the international silent film masterpiece (NOSFERATU) write a critique of the film. I do not want a plot synopsis of the film. I want comments on the direction, camera placement, camera movement, composition, lighting, use of color or black and white cinematography, editing, and interpretation of the screenplay. Be as critical and analytical as possible. 2. Keep a journal of the International film masterpieces that you see outside of the class and submit this journal at mid term and final examination time. Comment on the direction and acting in each film. Compare and contrast the themes of the films. Discuss the directorial concept and the use of narrative in each film. Be as critical and analytical as possible. 3. Choose one of the films we've watched this semester. Using ProQuest or Roger Ebert's film review website (www.rogerebert.suntimes.com), write a response to a criticism of the film and the film itself. Your criticism should include the following: -A brief summary of the film -A brief summary of the criticism you've chosen -A brief argument about the film based on the criticism -Your response to the film. 4. Write an analysis of a film from the semester. Please include a proper introduction, a thesis, and thoughtful organization and coherence. The strength of your paper must reside in its thesis. You must create an original argument about the film – no summaries. An original argument means that you critique the film for its "message" or central idea. Also, in order to make your argument, your analysis must focus on specific film terminology (consider what you studied for your midterm). You must include this terminology as part of your analysis. For example, you could focus solely on camera movement and positioning, using several scenes as examples of this (medium-shots, establishing shots, etc.). Or, you could focus on editing techniques, music, or any other film technique as they apply to an analysis of the film. Other (Term projects, research papers, portfolios, etc.) Using screen capturing software, capture a scene from three different movies, put them in a Word document, and then analyze each mise-en-scene in the following way: 1. Put the scene in the context of the film. Briefly summarize what is going on. 2. Analyze the scene for dressing. 3. Analyze symbolism in dressing, props, or colors. 4. Analyze the staging, lighting, and framing of the shot. 5. What is the overall meaning being portrayed by the scene, given the above? Required Materials Film Art: An Introduction Author: David Bordwell & Kristen Thompson Publisher: McGraw - Hill Publication Date: 2016 Text Edition: 11th Classic Textbook?: OER Link: OER: The Anatomy of Film Author: Bernard F. Dick Publisher: Bedford St. Martins Publication Date: 2010 Text Edition: 6th Classic Textbook?: OER Link: OER: Film History: An Introduction Author: Kristen Thompson & David Bordwell Publisher: McGraw-Hill Higher Education Publication Date: 2009 Text Edition: 3rd Classic Textbook?: OER Link: OER: Film, Form, and Culture Author: Robert Kolker Publisher: McGraw - Hill Higher Education Publication Date: 2015 Text Edition: 4th Classic Textbook?: OER Link: OER: A Short Guide to Writing about Film Author: Timothy Corrigan Publisher: Pearson Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Subscription to a streaming service (eg: Netflix) in order to view films.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Intended to increase students' knowledge of and appreciation for the genres of the novel and the film while developing an understanding of the challenges of adapting one art form into another. Serves as an introduction to the history and terminology of these art forms and provides the basic knowledge necessary to analyze them. Covers the choices made by the screenwriters and directors as they sought to overcome the problems posed by transforming the novel into a movie. (CSU, UC) Course Student Learning Outcomes CSLO #1: Categorize a novel according to genre, comparing it to historical types. CSLO #2: Analyze how basic elements of film are exhibited, employing correct film terminology. CSLO #3: Classify, analyze, and evaluate the adaptation approach used in each novel-and-film combination. CSLO #4: Interpret novels and films in oral presentations, critical essays, and analytical tests. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze how basic elements of film are exhibited, employing correct film terminology 2. Categorize a novel according to genre, comparing it to historical types 3. Critically analyze and classify the adaptation approach used in each novel-and-film combination 4. Interpret novels and films in oral presentations, critical essays, and analytical texts General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts 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: For each novel/film pairing, the instructor will facilitate discussion of the original text, its challenges for adaptation, and the choices made by the filmmakers in translating the text into cinematic discourse. Essay Examinations Example: Students will carefully read a novel, determining what elements would be easy or difficult to adapt to the screen. Then they will view its film adaptation, analyzing what was transposed directly into the film, what was deleted, what was added, and what was modified. At midterm they will write an MLA-style analytical essay in response to a selection of prompts specifically incorporating these elements. The paper will be evaluated for its analysis of both the novel and the film, its correct use of appropriate terminology, the proper use of MLA style, and careful editing of the content, grammar, and mechanics. Objective Examinations Example: As part of the in-class midterm exam, students will be expected to define various terms associated with novels and films and to identify selected key passages from the novels they've read. Projects Example: In a group of five to seven, students will create a video in which they adapt a short story for the screen. Skill Demonstrations Example: In the Novel Notes and Film Notes that students will complete for each adaptation pairing, they will be expected to demonstrate their ability to discuss both artistic genres using appropriate vocabulary and to analyze the novels and films by identifying and describing their specific components. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: In the introductory lecture on Atonement, the instructor will discuss the evolution of the novel as a genre, drawing on material previously covered in Jane Austen's comedy of manners and outlining the various subgenres of literature represented by the novel, from myth and fairy tale through postmodernism. The instructor will facilitate a discussion in which students will be asked to consider how the novel's postmodern intertextuality might be effectively adapted to the screen. After the students have read One Flew over the Cuckoo's Nest by Ken Kesey, the instructor will assemble the students into groups of five to seven to brainstorm the problems presented by the unreliable narrator and to write down their ideas. Then the instructor will assemble the class as a whole, facilitating a discussion of how this narrative point of view presents challenges for a film adaptation and asking the students to suggest various approaches that could be taken in the screen adaptation. After viewing the film, the instructor will facilitate a discussion evaluating what the director Milos Forman lost and gained in his revision of the point of view. Typical Out of Class Assignments Reading Assignments 1. While reading an assigned novel, take careful notes on plot, setting, characters, point of view, style, symbolism, and themes. 2. While reading an assigned novel, take careful notes on what elements would be hard to transfer to the screen (an unreliable first-person narrator, a long philosophical discussion, stream-of-consciousness narration, etc.). Then view the film adaptation and analyze how these elements were transferred to the screen, changed, or deleted entirely. Writing, Problem Solving or Performance 1. Write a paragraph or two in which you explain how Amy Heckerling's "Clueless" works as an analogy for Jane Austen's "Emma." 2. Group Project: Select a short story to adapt into a short, 10-15 minute film. Collaborate on writing a proposal, treatment, and screenplay, along with an analysis of the group's choices regarding casting, location, editing, soundtrack, and decisions about how to translate the text into cinematic discourse. Other (Term projects, research papers, portfolios, etc.) Midterm exam and essay; final group adaptation project. Required Materials Adaptation: Studying Film & Literature Author: Desmond & Hawkes Publisher: McGraw Hill Publication Date: 2006 Text Edition: Classic Textbook?: OER Link: OER: Emma Author: Jane Austen Publisher: Oxford Up Publication Date: 1816; 2008 Text Edition: Classic Textbook?: OER Link: OER: One Flew Over the Cuckoo's Nest Author: Ken Kesey Publisher: Penguin Publication Date: 1962; 2002 Text Edition: Classic Textbook?: OER Link: OER: Atonement Author: Ian McEwan Publisher: Random House Publication Date: 2001 Text Edition: Classic Textbook?: OER Link: OER: Beloved Author: Toni Morrison Publisher: Knopf Doubleday Publication Date: 1987; 2004 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Development of a critical appreciation of modern documentary film across a variety of subject matter: sports, advertising, politics, music, art, biography, foreign affairs, business, science, and history. (CSU, UC) Course Student Learning Outcomes CSLO #1: Communicate analyses, interpretations and critiques of documentary films with closely related themes in written essays. CSLO #2: Identify, interpret and analyze documentary films according to style, rhetoric, mode and voice. CSLO #3: Develop independent research in documentary film studies. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives A student will, through examinations, oral presentations, discussions, and essays, be able to: 1. identify, interpret, and analyze documentary films according to style, rhetoric, mode, and voice; 2. identify and analyze differences and similarities in directors' modes in documentary films; 3. generalize modern and contemporary themes to real-life issues; 4. identify, interpret, and apply knowledge of documentary mode to individual documentarists; 5. develop independent research in documentary film studies; 6. formulate and assess themes and stances in documentary film across a wide variety of topics; 7. review, analyze, and evaluate single documentaries in class discussion, on exams, and in written responses; 8. identify and illustrate the use of bias, objectivity, testimony, and propaganda in documentary film in class discussion, in written essays, and on exams; 9. communicate analyses, interpretations, and critiques of documentaries with closely related themes in written response papers; 10. describe modern critical response to documentary film in the twentieth and twenty-first centuries. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 3A - Arts IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students are to engage in analytical discussions on the themes and rhetorical techniques of documentary films. Students will be evaluated on participation and general understanding of themes and techniques used in documentary films. Essay Examinations Example: Midterm (take home) essay question: In a 2-3 page essay, analyze a single aspect of one of the first eight films you've watched and explain how it works or how it contributes to the film's meaning. For instance, you might examine juxtaposition used in "Roger and Me", or the effect of the archival footage or the handheld camera in "Grey Gardens" or the use of animation in "Waltz with Bashir." Return to your notes and your journal to reflect upon your observations, then develop those thoughts in your essay. Follow your instinct in getting started; then follow logic and use strong support as you revise. Essays will be evaluated based upon logic and reasoning, substantive use of appropriate examples, clear focus, and awareness of audience. Projects Example: In groups, compare and contrast two films with a similar subject (for instance, the subject of art in "Exit Through the Gift Shop" and "Wasteland") in terms of how a similar subject (art) is treated thematically. Be sure to make comparisons between the two films' differing tones, points of view, assumptions about audience, editing techniques and camera angles, and use of rhetorical strategies. Present orally to the class. These presentations will be evaluated based upon appropriateness of the selection of the film pair, the clarity of distinctions made, and the use of specific examples. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a lecture on juxtaposition as a visual rhetorical technique. Instructor will design study questions to enable students to identify juxtaposition in the film "Roger and Me" and to evaluate its effectiveness. Instructor will engage students in a discussion on the differences between point-of-view and bias, using specific examples from viewed films. Instructor will lead students in oral evaluations of films, incorporating terms, concepts, and standards covered in lecture and discussion. Instructor will lecture on and lead discussions that model the interpretation, analysis, and evaluation of the course films. Instructor will provide feedback on specific writing assignments that require the skills modeled in discussion and lecture. Instructor will read and respond to oral and written student responses to films. Typical Out of Class Assignments Reading Assignments 1. Read "The Basics of How to Read a Film" handout. 2. Read "Composition and the Image" in A Short Guide to Writing about Film. 3. Read "Six Approaches to Writing about Film" in A Short Guide to Writing about Film. Writing, Problem Solving or Performance 1. After viewing the film, "Waltz with Bashir" respond to one of the following questions in group discussion: a. What sorts of questions does the movie raise? Do these questions bear any similarities to those in "Regret to Inform"? b. The movie is structured around a series of interviews. What's the effect of this, do you think? What observations can you make when comparing these interviews to those in "Regret to Inform"? c. Take note of the types of images the movie uses. How do the images work emotionally? Symbolically? d. What effect does the music have upon the film? e. Why do you think director Ari Folman chose to make such a giant shift at the end of the movie? What did you think about it? 2. For each movie viewed, respond to one of the following in your journal: a. How do your thoughts/feelings change from the beginning, middle, to end of the movie? Why do you think this is so? What elements of the film help to create or evoke this response? b. Is the film narrated or not? What's the effect? c. Where/how do you detect bias in the film? d. Does the documentary assume anything of its audience? For instance, is it part of a larger conversation? e. What techniques do you find effective in the film (for instance, the use of overdubs, particular types of shots, motifs, music, etc)? f. How is the film edited? Why does this matter? g. What patterns do you recognize (repeated images, music, etc). h. How are people presented? Toward what end? Is it fair? i. What's the film's purpose? - to inform/educate? Persuade? Call to action? How do you know? Other (Term projects, research papers, portfolios, etc.) Required Materials A Short Guide to Writing About Film Author: Corrigan, Timothy Publisher: Pearson/Longman Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Documentary Film: A Very Short Introduction Author: Patricia Aufderheide Publisher: Oxford University Press Publication Date: 2007 Text Edition: 1st Classic Textbook?: OER Link: OER: Introduction to Film Studies Author: Nelmes, Jill Publisher: Routledge Publication Date: 2011 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. May be required to subscribe to Netflix.

Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: An examination of high quality literary works written for for young adults, including discussion of literary form, the criteria for selection, practice in presentation and analysis, and aesthetic appreciation in young readers. Includes the discussion of the history of young adult literature and current issues such as censorship, literacy, multiculturalism, and diversity. May include representative writers such as Shakespeare, Dickens, Twain, and Tolkien as well as contemporary, diverse writers such as Angelou, Lowry, Rowling, Salinger, and Zusak. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and evaluate outstanding literary achievements of young adult literature using concepts such as theme, plot, character, style, point of view, and genre. CSLO #2: Analyze controversies associated with criticism of young adult literature, such as censorship, literacy, multiculturalism, and diversity. CSLO #3: Describe and explain adolescent psychosocial development and other issues as they are raised by young adult literature. CSLO #4: Analyze historical and cultural influences in literature for young adults. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze outstanding literary achievements of young adult literature using concepts such as theme, plot, character, style, and genre; 2. Develop and apply criteria for the evaluation of literary achievement, including fiction, non-fiction, poetry, and drama; 3. Evaluate literature which meets specific developmental needs of adolescents; 4. Analyze cultural and historical influences in literature for adolescents; 5. Assess the contemporary relevance of literature studied; 6. Analyze political, multicultural, and censorship controversies associated with criticism of young adult literature; 7. Assess various sources for literature and literary criticism materials; 8. Identify and analyze adolescent psychosocial development and the various issues correlating with literature raised within this age group; and 9. Evaluate the writing style, genres, awards, and historical backgrounds of various authors of young adult literature. 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 completing the reading assignment, the instructor will guide students through a series of critical thinking questions to generate classroom discussion. Discussions will be assessed through participation and critical thinking reflected in the discussion. Essay Examinations Example: Write an essay based on the life and writing experiences of any one author of adolescent literature mentioned in our textbook. In conducting the research, you need to refer to and cite at least three separate sources, and you must provide a Works Cited page. Essay will be evaluated using essay rubric. Objective Examinations Example: Match the literary terms with the exemplary literary quotes from various young adult works. Exam will be assessed by a Master Key. Projects Example: Complete a final project directly related to young adult literature, presenting the group literary-based activity to the class. Project will be evaluated using a rubric of grading criteria. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will model a close reading of a text, such as "To Kill a Mockingbird." Students will be divided into groups and instructor will facilitate as students continue following the instructor's example. (Course Objective 2, 4) Instructor will introduce and describe an assignment designed to explore multicultural themes in literature. To support the assignment, instructor will produce handouts to supplement the assigned reading. Student writing on the assignment will be supported by written and oral comments from the instructor. (Course Objective 4, 6) Distance Learning Students will read an assigned work of young adult fiction and using LMS or social media discuss the elements of character, plot, theme, setting, point of view, style, and tone. Answer these questions: Does the author use words with skill and artistry? Does this book offer any significant understanding about people and life? Does it introduce new ideas? Describe them. Evaluate the book from a multicultural perspective. Would you recommend this book for young adults? Students respond to questions posed by faculty and/or peers, analyzing the merits of the literary work. (Course Objective 9) Typical Out of Class Assignments Reading Assignments College level reading regularly assigned. Actual novels may vary semester to semester, but collegiate text is required. 1. Read novels Robinson Crusoe and Gulliver's Travels. Analyze the literary devices the authors use in these adventure stories. 2. Compare and contrast The Color Purple and Joy Luck Club as representations of multicultural themes in contemporary literature. Writing, Problem Solving or Performance Papers analyzing various young adult novels regularly assigned. Research essay on author(s) or genre assigned. Journal 1. Journal Entry: Discuss the power of The Adventures of Huckleberry Finn to engage your emotions and imagination. How does it succeed or fail in deepening your sympathetic understanding of humans? 2. Research the life of author Maya Angelou with special focus on her novel I Know Why the Caged Bird Sings. 3. Write an analysis of The Odyssey, focusing on the criteria of the hero's quest. Other (Term projects, research papers, portfolios, etc.) Present literary analyses to class. Complete exams and quizzes. Complete a final project directly related to adolescent literature. Complete and present group project on a literature-based activity. Required Materials Young Adult Literature Author: Bucher & Hinton Publisher: Allyn & Bacon Publication Date: 2013 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Young Adult Literature: From Romance to Realism Author: Cart Publisher: ALA Publication Date: 2016 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Essentials of Young Adult Literature Author: Tomlinson & Lynch-Brown Publisher: Allyn & Bacon Publication Date: 2014 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Teaching Young Adult Literature Today Author: Hayn, Kaplan, and Clemmons Publisher: Romman & Littlefield Publication Date: 2016 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Major themes and types of science fiction literature, its primary artists, and its literary and historical relevance. (CSU, UC) Course Student Learning Outcomes CSLO #1: Compare the major writers and contributors of science fiction as well as the history and context they were writing in. CSLO #2: Analyze the major themes in science fiction and compare the themes across works in science fiction. CSLO #3: Correlate the relationships between the science and technology in the works of science fiction with the science and technology in the real world. CSLO #4: Differentiate science fiction from other genres of literature. Effective Term Fall 2025 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. Identify, compare and contrast the major and some of the minor writers of science fiction written in English. 2. Analyze and chart the major themes of science fiction as they are evidenced in the assigned texts. 3. Identify and compare the major forms of science fiction. 4. Differentiate science fiction from other, related genres. 5. Describe and discuss the relationship between historical circumstance, scientific and technological innovations and the evolution of science fiction as a genre. 6. Communicate analyses, interpretations and critiques of single works or several works by the same author, or to several closely related texts, in class discussion and in required essays and exams. 7. Synthesize and generalize about themes and forms of science fiction across time, across thematic periods, and across works by various authors. 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: The instructor and the students will facilitate whole class and small group discussions. For example, the students might discuss the concept of otherness in "Bloodlines." Essay Examinations Example: In a take home essay examination, the student will write on the following topic: Throughout the semester, we've discussed the validity of William Gibson's assertion that "science fiction is always about the time it was written." Using at least 8 texts we've read this semester, analyze the degree to which you agree or disagree with this assertion. Projects Example: The student will: Create an mini-anthology by choosing one story from each thematic section in your anthology. Your mini-anthology should be centered around one single unifying theme that can be tracked by the stories you picked. You don't need to create a book or print out the stories, buy you need to create a title for your anthology, a cover, a table of contents. You also need to write a general introduction for the anthology that tells the audience what the theme of the anthology is. Then you need to write introductions to each story you would include that not only puts the story into context of science fiction, but also justifies it as part of your anthology's theme. Include a 2 page process analysis that talks about the choices you made when creating this anthology. Reports Example: The student will give a group report in the following manner: For your reading group assignment, you need to read and become an expert on the novel your group signed up for. That means you need to read it and then research it. Then you will write a collaborative essay about it and present it using visual aides. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Critical Thinking: The instructor will lecture and use multimedia. A. For example, the instructor may ask the students to compare "In the Country of the Kind" with alternative forms of punishment and incarceration, listening to/reading a Gene Demby NPR interview with Marc Lamont Hill about the anti-incarceration movement. The instructor will facilitate discussion where students will be expected to articulate course concepts and theories. A. For example, after reading some stories about artificial intelligence, the students, in small groups, discuss the connections made between Baudrillard's "Simulation and Simularcra," AI, and their own daily lives interacting with technology and social media. The instructor will facilitate discussion of short stories and novels to allow students to apply theoretical concepts to the texts. A. One discussion might be the use of the Internet in Snow Crash and how it acts as a "future myth" for today's Internet use. The students might compare the problems of the Snow Crash Internet with the problems of the current Internet. They also might discuss the dichotomy of the characters' online/offline persona. Readings: Instructors will assign readings that will be from an assigned anthology and from assigned novels. Texts will be read as homework and discussed extensively and used as a base for various activities in class. Writing: Instructors will assign and evaluate response papers and/or essays, midterms, and a final. A. For example, the instructor may assign an essay that has students identify the elements of Science Fiction literature (e.g. use of technology, familiar settings and character archetypes) in 2001: A Space Odyssey. Distance Learning Instructors will assign discussion board posts that ask the students questions about assigned readings. A. For example, the instructor ask the students, in a discussion board post, to describe how "The Persistence of Vision" fits into the science fiction genre. Instructors will task the students with making a Wikis (or Pages) discussing the themes of the stories in science fiction. A. For example, the instructor will ask the students to compare how time travel is treated in "All You Zombies," "When We Went to See the End of the World," and "Story of Your Life." Typical Out of Class Assignments Reading Assignments 1. In the assigned anthology of science fiction literature, read several examples of alien encounter themed science fiction, including Stanley Weinbaum's "A Martian Odyssey," Ray Bradbury's "Mars is Heaven," and Octavia Butler's "Bloodchild" and be prepared to discuss the differences and similarities. 2. Read Alan Moore's V For Vendetta. Be prepared to discuss specific panels in class. 3. Sign up for a reading group for one of the following novels: Dune, 20,000 Leagues Under the Sea, Ready Player One, Snow Crash, Ancillary Justice, A Handmaid's Tale, Perdido Street Station. Writing, Problem Solving or Performance 1. Write an 8-10 page essay in which you analyze the idea of "other" in two of the stories you've read this semester. How does the "other" operate in each story? What symbols are used to bring meaning to the theme of "other?" 2. Re-imagine one of the stories as a short graphic novel, and draw/write the graphic novel, including a cover. It doesn't have to be in color, but the art needs to be appropriate to the story and the writing. Think of what a comic is, and how you might construct it. You might read a few chapters from Understanding Comics to help you with this. In addition to the comic, you need to write a short 3-4 page essay that explains the specific choices you made to construct the graphic novel. This essay should also justify why or why not the story is better served as a graphic novel. Finally, discuss anything new you learned about the story as you created the novel. Other (Term projects, research papers, portfolios, etc.) 1. Create an mini-anthology by choosing one story from each thematic section in your anthology. Your mini-anthology should be centered around one single unifying theme that can be tracked by the stories you picked. You don't need to create a book or print out the stories. You need to create a title for your anthology, a cover, a table of contents. You also need to write a general introduction for the anthology that tells the audience what the theme of the anthology is. Then you need to write introductions to each story you would include that not only puts the story into context of science fiction, but also justifies it as part of your anthology's theme. Include a 2 page process analysis that talks about the choices you made when creating this anthology. Required Materials Science Fiction, Compact Edition Author: Masri, Heather Publisher: Bedford Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: V For Vendetta Author: Moore, Alan Publisher: Vertigo Publication Date: 1989 Text Edition: Classic Textbook?: OER Link: OER: Do Androids Dream of Electric Sheep? Author: Dick, Philip K. Publisher: Del Rey Publication Date: 1996 Text Edition: Classic Textbook?: OER Link: OER: Snow Crash Author: Stephenson, Neal Publisher: Bantam Books Publication Date: 1992 Text Edition: Classic Textbook?: OER Link: OER: Ancillary Justice Author: Leckie, Ann Publisher: Kodansha Publication Date: 2013 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as COMM 1 Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: In this course, students learn and apply foundational rhetorical theories and techniques of public speaking in a multicultural democratic society. Students discover, develop, and critically analyze ideas in public discourse through research, reasoning, organization, composition, rhetorical sensitivity, creative expression, delivery to a live audience and evaluation of various types of speeches, including informative and persuasive speeches. (C-ID COMM 110) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Create and deliver presentations that connect with diverse audiences and critique your speech making process. CSLO #2: Engage in thoughtful speech making including: audience analysis, an audience-centered topic, academic research, rhetorical sensitivity, organizational principles, impactful language, and effective delivery to a diverse audience. CSLO #3: Apply persuasive appeals and rhetorical strategies to advocate for change with sensitivity to equity, diversity, inclusion, and accessibility. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Apply rhetorical theories to create and analyze public speeches in a variety of contexts including historical and/or contemporary. Formulate and implement effective research strategies to gather information and ideas from primary and secondary sources, evaluating them for credibility, accuracy, and relevancy. Employ sound reasoning and construct compelling arguments in support of a guiding thesis and organizational pattern appropriate for the audience, occasion, and purpose.  Demonstrate rhetorical sensitivity to diversity, equity, inclusion, accessibility, and belonging and adhere to ethical communication practices which include truthfulness, accuracy, honesty, and reason.  Compose and deliver a variety of speeches, including Informative and Persuasive speeches, to a live audience (one to many) using effective delivery practices.  Employ effective listening practices.   Engage in ethical communication practices which include truthfulness, mindfulness, accuracy, honesty, and reason as essential to the integrity of communication. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Oral Comm Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A1 Oral Communication Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1C - Oral Communication IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1C Oral Communication Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In class or through the discussion board, students will be evaluated on the ways in which they participate in discussion, demonstrating they have done the reading, and offering constructive criticism to their peers after their speech performances. Essay Examinations Example: Essay question: Imagine you are preparing a classroom persuasive speech in favor of abolishing intercollegiate athletics. What are the factors you would consider in analyzing your audience’s disposition toward the topic? In a well-developed essay, explain how differences in each of the three factors might influence your preparation of the speech including arguments, evidence, and rhetorical strategies you would use to persuade your audience. Objective Examinations Example: Arranged in random order below are a main point, two sub-points, and two sub-sub-points from a speech preparation outline. Which is the main point? a. One example of this kind of phobia is the child who is bitten by a dog and who remains fearful of dogs thereafter. b. Most phobias are caused by a frightening experience, usually in childhood. c. Phobias can develop either in childhood or adulthood. d. Another example is the child who develops a fear of heights after falling off a ladder. e. Some phobias seem to develop suddenly in adulthood without any apparent cause. Projects Example: Prior to giving a persuasive or advocacy speech, students will write an "opposition brief" or argument essay in which they describe and provide evidence for a viewpoint that is in opposition to the one that they will advocate for in their speech. Skill Demonstrations Example: A minimum of three faculty-supervised, faculty-evaluated, oral presentations in front of a live audience (one to many), including an Informative speech of at least five minutes and a Persuasive speech of at least six minutes in length; speech outlines and works cited/references; critiques of speeches. Students will perform original works of informative and persuasive speeches for a classroom audience. They will receive critiques from their peers and be evaluated by their instructor based on a performance rubric that is shared with students in advance. Other Example: A minimum of three faculty-supervised, faculty-evaluated, oral presentations in front of a live audience (one to many), including an Informative speech of at least five minutes and a Persuasive speech of at least six minutes in length; speech outlines and works cited/references; critiques of speeches. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead discussion on assigned chapters covering how to write central ideas/theses. Instructor will present several central ideas/thesis statements and discuss with students the effectiveness or ineffectiveness of each statement. Students will then engage in a critical thinking exercise to practice recognizing and formulating effective central ideas/theses. Distance Learning To teach students public speaking skills in the area of delivery, the instructor will discuss on and show examples of key concepts such as gesture, articulation, inflection, facial expression, and eye contact and illustrate these techniques. A speech assignment will be given in which students focus on delivery. Students will post video recordings of their speeches on a discussion board and then students and instructor will watch the speeches and give constructive criticism. Typical Out of Class Assignments Reading Assignments In preparation for a speech assignment, read the chapter from the textbook that defines and explains the type of speech. Then read a transcript of an exemplary speech that illustrates the speech-type and provides example of the concepts from the chapter. Analyze the specific speech purpose, language, evidence, rhetorical strategies and how the speaker adapts to a diverse audience and a specific context. Answer questions about the reading and speech transcript in a written reflection or group discussion. Writing, Problem Solving or Performance Performance: Deliver a persuasive speech, in which you use ethos (building your credibility and citing reliable sources), logos (supporting your thesis with facts, statistics, examples, expert testimony, and logical reasoning), and pathos (appealing to the emotions of the audience) as well as rhetorical strategies adapted to your audience to persuade them that they should agree with your thesis and possibly take action. Writing: In MLA style, write a manuscript for a commemorative speech, which clearly states why the subject is being honored and which inspires the audience with its specific examples and with its creative use of vivid and poetic language. Be sure to have an introduction which captures interest and reveals the topic, a well-organized body with strong support, and an inspiring conclusion. Other (Term projects, research papers, portfolios, etc.) Essay: Critically reflect on a speech performance that most resonated with you. Comment on the whether the speaker was successful in adapting to the audience and context as well as organization of the speech, the arguments and evidenced use to support the thesis, and the overall effectiveness of the message. Required Materials Public Speaking: The Evolving Art Author: Coopman, S. J. and Lull, J. Publisher: Cengage Publication Date: 2024 Text Edition: 5th Classic Textbook?: No OER Link: OER: A Pocket Guide to Public Speaking Author: O'Hair, D., Rubenstein, H., and Stewart, R. Publisher: Bedford St. Martins Publication Date: 2023 Text Edition: 7th Classic Textbook?: No OER Link: OER: The Art of Public Speaking Author: Lucas, Stephen E. Publisher: McGraw Hill Publication Date: 2023 Text Edition: 13th Classic Textbook?: No OER Link: OER: Speak Out, Call In: Public Speaking as Advocacy Author: Mapes, M. Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Stand up, Speak out: The Practice and Ethics of Public Speaking Author: Anonymous Publisher: LibreText Publication Date: 2020 Text Edition: Classic Textbook?: No OER Link: OER: Yes Exploring Public Speaking Author: Barton, K., and Tucker, B. Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Fundamentals of Public Speaking Author: Cunill, M. Publisher: Lumen Learning Publication Date: Text Edition: Latest Classic Textbook?: OER Link: OER: Lumen Learning Public Speaking Matters Author: Floyd, K. Publisher: McGraw-Hill Publication Date: 2023 Text Edition: 3rd Classic Textbook?: OER Link: OER: Principles of Public Speaking Author: German, K. Publisher: Routledge Publication Date: 2021 Text Edition: 20th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 72 (36 lecture, 36 activity) Description: This course provides technique and experience in producing the annual college literature and arts magazine, Sierra Journal. Students will select and edit manuscripts of various genres (poetry, drama, creative non-fiction, fiction), communicate with authors, submit final proofs for publication, and market the magazine. (CSU) Course Student Learning Outcomes CSLO #1: Collaborate with students, faculty, authors, and the Sierra College Press to publish and market the Sierra Journal literary magazine. CSLO #2: Identify, define, and apply clear criteria--including cultural, social, political, and critical contexts--to evaluate and select literary works from multiple genres (fiction, creative non-fiction, poetry, and drama). CSLO #3: Learn and employ industry standard practices regarding organizing, tracking, and editing submissions; communicating with authors; and submitting final proofs for publication. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives:  1. Identify and analyze differences and similarities between genres of creative writing;  2. Identify, interpret, and analyze the literary elements;  3. Identify, interpret, and analyze creative works in cultural, social, political, and critical contexts;  4. Communicate analyses, interpretations, and critiques of single works or several works by the same author;  5. Identify, interpret, and analyze thematic links between   text and visual media ;  6. Troubleshoot problems or issues related to editing and production. Activity Objectives:  1. Generate criteria to analyze and evaluate literature;  2. Compare creative expressions in writing, art, and photography;  3. Employ reading, writing, and communication skills during journal production;  4. Establish editorial roles/teams in the production process; 5. Create and implement a distribution plan;  6. Plan a formal literary reading. General Education Information Approved College Associate Degree GE Applicability 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 Classroom Discussions Example: After the instructor provides criteria and definitions of literary terms, the students will discuss and evaluate the virtues and limitations of individual submissions for publication. Objective Examinations Example: The instructor will give an exam assessing students' understanding of literary terminology while analyzing passages from formal fiction and poetry. Reports Example: Students will present information in a report regarding the current publication status to the instructor and Sierra Journal team. Skill Demonstrations Example: The instructor will evaluate students' scoring and analysis of works published in previous issues of Sierra Journal as they analyze complexity, imagery, message, etc. Other Example: The instructor, peers, and students evaluate each other and themselves regarding their roles within the team in written or verbal communication. Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: Through lecture, assigned readings, and discussion, the instructor guides students in generating criteria for evaluating works of literature for publication. For example, students apply culturally informed practices to evaluate works that include specific vernacular and dialects. Lecture: The instructor will provide reading on the elements of literature and samples from work in a particular genre. Students will analyze the samples to identify which elements are present and discuss how the writer employs the elements to convey meaning. Distance Learning The instructor models an analysis of a work of short fiction in a video lecture, highlighting the virtues and limitations of the work for students. Students then use class evaluation criteria to critique a separate work of short fiction by the same author, write their critique in the discussion board, and then comment on one another’s evaluation. Typical Out of Class Assignments Reading Assignments Read pages 1-25 of Sierra Journal and compare submissions based on criteria established in lecture and class activities. Read #11-20 of short fiction submissions and evaluate according to criteria established in lecture and class activities. Read poetry submissions #50-65 and evaluate according to criteria established in lecture and class activities. Read the handout on editorial practices and evaluating literature and apply principles from the reading to generate criteria for ranking submissions to the Sierra Journal. Writing, Problem Solving or Performance Prepare written marketing solicitation for submissions. Evaluate poems #20-30 during selection process. Prepare questions for guest speaker. Other (Term projects, research papers, portfolios, etc.) Prepare submissions for final review. Communicate with submitting authors. Provide input regarding the magazine design. Required Materials Other materials and-or supplies required of students that contribute to the cost of the course. The materials for this course are the submissions provided during the editing process and supplementary instructional materials provided at no cost to students.

Catalog Description Also known as AAD 9 Prerequisite: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: This is a creative writing course focused on scriptwriting intended for dramatic production with an emphasis on format, structure, plot, character, and writing style. Students will critically analyze professional models, view excellent examples of scriptwriting, and work on their own projects, which may include a one-act play, playwriting, and screenwriting. Students will have the opportunity to have their work critiqued in a workshop setting. (CSU) Course Student Learning Outcomes CSLO #1: Evaluate professional scripts: identifying, interpretating, and analyzing the fundamentals of scriptwriting through a variety of forms, styles, and genres. CSLO #2: Apply story structure, character development, dialogue, plotting, and formatting while writing college-level scripts. CSLO #3: Discuss, critique, revise, and edit original scripts through peer review workshops. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon completion of this course, a student will be able to: Describe the fundamental elements of scriptwriting. Describe the evolution of the script from amphitheater to stage to film.  Analyze professional stage plays and screenplays, focusing on elements of effective visual storytelling and dramatic development. Appraise fellow students’ scriptwriting considering strength of structure, conflict, dialogue, character development, thematic development, and visual storytelling. Apply the fundamental elements of storytelling in a diverse portfolio of original scriptwriting work. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities 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 Classroom Discussions Example: Guided by the instructor, students will engage in close reading of selected scripts to identify elements of scriptwriting to be applied to their own original work. Objective Examinations Example: Students will identify literary and scriptwriting terms to match with corelating definitions and/or exemplary literary passages. Projects Example: Students will submit at least three college-level scripts in a final portfolio. The portfolio will contain a total of 25-30 pages of revised scriptwriting. Skill Demonstrations Example: Student will produce short, descriptive in-class writing to demonstrate an understanding of and ability to describe a scene, create a setting, develop a specific character, construct dialogue, and so on. Instructor will provide appropriate examples to model these skills. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will provide a history of the stage play, from Sophocles to Shakespeare to Lin-Manual Miranda. The class discusses their experiences reading plays and watching plays in live theater. Distance Learning Instructor will demonstrate and oversee student analysis and evaluation of student writing, incorporating terms, concepts, and standards covered in lecture and discussion. Typical Out of Class Assignments Reading Assignments Read "Save the Cat" by Blake Snyder (Chapters 1–3) and watch the short film "Lights Out." What does Snyder mean by the "Save the Cat" moment? Identify the "Save the Cat" moment in "Lights Out." How does it shape our perception of the character? Writing, Problem Solving or Performance Write a short scene where two characters want different things, allowing their agendas to emerge through dialogue, emphasizing subtext and emotional shifts. Other (Term projects, research papers, portfolios, etc.) Complete a final portfolio of college-level, original scriptwriting demonstrating thorough knowledge of script style/format, central conflict, plot arc, complex character development, effective dialogue, developed themes, and visual storytelling in a comprehensive final portfolio. Required Materials Finish the Script! Author: Scott King Publisher: CreateSpace Publication Date: 2013 Text Edition: First Classic Textbook?: OER Link: OER: The Complete Book of Scriptwriting Author: J. Michael Straczynski Publisher: Writer's Digest Publication Date: 2002 Text Edition: First Classic Textbook?: OER Link: OER: FADE IN: A Guide to Screenwriting Basics Author: Candance Rose Publisher: Creative Commons Publication Date: 2021 Text Edition: First Classic Textbook?: OER Link: OER: https://una.pressbooks.pub/fade-in/ PLAYWRITING Author: Shannon Dollar Publisher: Creative Commons Publication Date: 2023 Text Edition: First Classic Textbook?: OER Link: OER: https://oercommons.org/courseware/lesson/105627/overview Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as PSYC 100 Advisory: Eligibility for college-level writing (C-ID ENGL 100) and reading (a course with an existing skill of ability to read a college level text) Hours: 54 lecture Description: This course is an introduction to psychology, which is the study of the mind and behavior. Students focus on theories and concepts of biological, cognitive, developmental, environmental, social, and cultural influences; their applications; and their research foundations. (C-ID PSY 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply research methods (e.g., experimental, correlational, case study) and ethical guidelines to evaluate the scientific evidence for psychological claims. CSLO #2: Apply and critique psychology’s major perspectives (e.g. behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural) as they relate to behavior and mental process. CSLO #3: Utilize breadth and depth in several content areas of psychology (e.g., but not limited to): (1) research methods (2)biological bases of behavior and mental process (3) sensation (4) perception (5) cognition (6) social processes. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Demonstrate fundamental knowledge and comprehension of major concepts, theoretical perspectives, historical and cultural contexts, and empirical findings within the broad discipline of psychology. Use a scientific approach (including critical and creative thinking) to understand individuals’ mind and behavior within psychological, biological, sociocultural, and ethnocultural contexts while recognizing that biases filter experiences. Apply psychological theories, concepts, and values to individual, interpersonal, group, and societal issues to demonstrate awareness of self and others. Draw logical and objective conclusions about the mind and behavior from evidence to show how psychology evaluates, modifies, and supports its claims and counters unsubstantiated statements, opinions or beliefs. Demonstrate familiarity with the major concepts, theoretical perspectives, research methods, core empirical findings, and historic trends in psychology. Explain (including advantages and disadvantages) and compare major theoretical perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic and socio-cultural); Describe and state the significance of the following nine general domains: biological bases of behavior and mental processes, sensation and perception, learning and memory, cognition, consciousness, individual differences, psychometrics/measurement, personality, social processes (including those related to socio-cultural and international dimensions), developmental changes in behavior and mental processes that occur across the lifespan, psychological disorders, and emotion and motivation Describe and critically analyze applied areas of psychology (e.g., clinical, counseling, forensic, community, organizational, school, health); Compare and contrast the scientific and non-scientific methods of understanding and analysis. Recognize and evaluate the impact of diversity on psychological research, theory and application, including (but not limited to): age, race, ethnicity, culture, gender, socio-economic status, disability, and sexual orientation. Apply psychological principles to personal experience and social and organizational settings. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Social and Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D9 Psychology CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: 1. In an examination, write a short essay to, "Discuss and explain the role of priming as used in studies on subliminal perception." Essay will be evaluated based upon coherence, development of ideas, and accuracy. 2. In an examination, write a brief essay to, "Describe and explain the experimental evidence on "multitasking". Identify how the scientific evidence does or does not appear to accurately describe everyday behavior." Essay will be evaluated based upon coherence, development of ideas, and ability to convey the state of the psychological research on the topic of "multitasking". Objective Examinations Example: In an examination, a multiple choice question like the following, is used to evaluate understanding and the ability to apply the concept of correlation. Scientists conducted a study involving two variables. Their research indicated a strong positive correlation between the two variables. This means that A. as one variable increases, the other decreases. B. there is no observable association between the variables. C. there has been an error in the calculations. D. as one variable increases, the other also increases. Problem Solving Examinations Example: In an examination, briefly describe an experiment, experimental design, and procedures based on the following, "Imagine that you are a researcher charged with determining if a new drug improves memory. Design an experiment that will allow you to determine if the drug improves memory with respect to a placebo group." Response will be evaluated based on the logic of the experimental procedures and accuracy of experimental design. Projects Example: For a take home written assignment, "Select a recent popular claim related to the field of psychology. Seek and evaluate the validity of the available scientific evidence." Written assignments will be evaluated based upon topic selection, development of ideas, and selection and evaluation of supporting source materials. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lectures will be presented using slide , with accompanying audio-recordings and written transcripts to help accomplish the goal of universal access. Students will be directed to watch videos or go to websites when appropriate to delve into the lecture topic. For example, when discussing ways to examine the living human brain, students will be directed to watch a video of an fMRI scan to learn about how this scanning technique works, and the conclusions we can draw from the brain visuals it provides. Instructor designs an operant conditioning activity and then leads a discussion on behavioral shaping; instructor follows up on this concept by having students report to the class on a personal application of the concept. Distance Learning The college's LMS will be utilized to provide access to content in the form of course pages, links to videos, demonstrations, and outside resources. Optional video conference meetings may be offered, and recordings made available to students who cannot be present. The video conference audio-recordings and written transcripts will be made available to help accomplish the goal of universal access. For example, when discussing the topic of Attention, students will be directed to watch a video that demonstrates the difficulty of task switching. Thus, allowing students to experience the selective nature of attention. Typical Out of Class Assignments Reading Assignments 1. Read chapter on memory and be prepared to discuss empirically-validated techniques to improve memory. 2. Read chapter on learning and bring to class two real-life examples of operant conditioning, to discuss in small groups. 3. Read chapter on memory and complete the online quiz found on the textbook's website. Writing, Problem Solving or Performance 1. Apply learning theory to solve dog discipline issues or situations. 2. Evaluate a research paper and determine if there are breaches in ethical protocols. Other (Term projects, research papers, portfolios, etc.) Required Materials The Science of Psychology Author: King, L Publisher: McGraw-Hill Publication Date: 2020 Text Edition: 5th Classic Textbook?: OER Link: OER: Psychology Author: Spielman, Jenkins, & Lovett Publisher: OpenStax Publication Date: 2020 Text Edition: 2e Classic Textbook?: No OER Link: OER: https://openstax.org/details/books/psychology-2e?Book%20details Discover Psychology 2.0: A Brief Introductory Text Author: Diener & Biswas-Diener (Eds) Publisher: Noba Project Publication Date: Text Edition: 2nd Classic Textbook?: OER Link: OER: (https://nobaproject.com/textbooks/discover-psychology-v2-a-brief-introductory-text) Themes and Variations in Psychology Author: Weiten Publisher: Cengage Publication Date: 2016 Text Edition: Classic Textbook?: No OER Link: OER: Understanding Psychology Author: Feldman Publisher: McGraw Publication Date: 2020 Text Edition: 15th Classic Textbook?: No OER Link: OER: Norton's Psychology in Your Life Author: Grison & Gazzaniga Publisher: WW Norton Publication Date: 2022 Text Edition: 4th Classic Textbook?: No OER Link: OER: Essentials of Psychology Author: Kassin, S., Privitera, G., and Clayton, K. Publisher: Sage Publication Date: 2022 Text Edition: 1st Classic Textbook?: No OER Link: OER: Psychology Author: Wade, C., Tavris, C., Sommers, S., and Shin, L. Publisher: Pearson Publication Date: 2023 Text Edition: 14th Classic Textbook?: OER Link: OER: Scientific American: Psychology Author: Licht, D., Hull, M., and Ballantyne, C. Publisher: Worth Publishers, MacMillan Publication Date: 2020 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Additional OER examples can be found at https://asccc-oeri.org/open-educational-resources-and-psychology/