|1. Description - |
|Students will be introduced to the forms, techniques, meanings, and history of poetry. Because poetry, since the mid-nineteenth century has turned internationally toward a more communicative and social form of literary expression, emphasis relies on modern examples in English and translation to develop the student's ability to read, understand, and evaluate a poem in the context of the modern world.|
|Advisory: Demonstrated proficiency in English by placement as determined by score on the English placement test OR through an equivalent placement process OR completion of ESLL 25 & ESLL 249; not open to students with credit in ENGL 11H.|
|2. Course Objectives - |
|The student will be able to: |
- Recognize and understand the relevance of poetry in a historical, social and literary context
- Understand and apply theories and terminologies of explication of formal designs appropriate to an introductory level discussion of poetry
- Compose formal analysis essay demonstrating appropriate academic language and scholarly rigor
- Research appropriate secondary sources and integrate those into literary analyses without plagiarism
- Demonstrate appropriate formatting and documentation
|3. Special Facilities and/or Equipment - |
|When taught via Foothill Global Access: ongoing access to computer with email software capabilities; email address; internet browsing software. |
|4. Course Content (Body of knowledge) - |
- History of poetry
- Evolution of poetic forms
- Poetry in the oral tradition
- Focus on poetry and myth
- Religion and education through poetry
- Advent of Lyrical Poetry
- The significance of the Greek Anthology
- The songs and poems of Native People
- Medieval to Renaissance lyrics
- Romanticism: elevated personal and social consciousness
- Advent of free verse and experimental poetry
- The poetry of folk music, rock and roll, and hip-hop
- Apply understanding of poetic elements
- Denotation and connotation
- Figurative language: simile, metaphor, symbol, etc.
- Sound: alliteration, rhyme, assonance, consonance, rhythm, and meter
- Applying literary theories to poetry
- Classical-Medieval-Renaissance criticism:
- Aristotle's Poetics/time, place, action
- Enlightenment criticism
- The Sublime
- Romantic criticism
- Wordsworth's "spontaneous overflow of emotion"
- Keats's "negative capability"
- Emerson's "The poet as visionary"
- Modern Criticism: New Criticism
- Metaphor, irony, ambiguity
- Post-Modern Criticism: New Historicist, Marxist, feminist, psychoanalytic, racial, gender, queer, and cultural critiques
- Formal, scholarly literary analysis essays
- Development and delivery of a clear literary analysis thesis
- Effective use of textual evidence
- Comparisons among texts
- Stylistic conventions of literary analysis
- Attention to scholarly language
- Navigation of research databases and print archives
- Evaluation of sources and identification of those scholarly
- Critical reading of research sources
- Formatting and documentation
- Modern Language Association (MLA)
|5. Repeatability - Moved to header area.|
|6. Methods of Evaluation - |
- Critical papers and examinations in which students demonstrate mastery of both technical terminology and appreciative judgment.
- Written work includes at least one critical essay, quizzes, midterm(s), and final essay examination.
|7. Representative Text(s) - |
|An anthology that covers world poetry from its beginnings, but stresses modern English language poetry and material on the technical terminology of poetic explication, such as: |
Furniss, Tom and Michael Bath. Reading in Poetry. Harlow: Pearson, 2007.
Kaladgian, Walter. Understanding Poetry. Boston, Houghton Mifflin, 2005.
Meyers, Michael. Poetry. Boston: Bedford-Saint Martin's, 2012.
|8. Disciplines - |
|9. Method of Instruction - |
- Lecture presentations and classroom discussion using the language of poetry.
- Homework readings, plus in-class reading of poetic texts by the instructor and students followed by instructor-guided interpretation and analysis.
- Group presentations of major projects followed by in-class discussion and evaluation.
- When taught as a fully online course, the faculty shall employ one or more of the following methods of regular, timely, and effective student/faculty contact:
- Private Messages within the Course Management System
- Personal e-mail outside of the Course Management System
- Telephone Contact Weekly Announcements in the Course Management System
- Chat Room within the Course Management System Timely feedback and return of student work (tasks, tests, surveys, and discussions) in Course Management System by methods clarified in the syllabus.
- Discussion Forums with appropriate facilitation and/or substantive instructor participation
- E-Portfolios/Blogs/Wiki for sharing student works in progress; provide feedback from fellow students and faculty in a collaborative manner, and to demonstrate mastery, comprehension, application, and synthesis of a given set of concepts
- Field trips
|10. Lab Content - |
|Not applicable. |
|11. Honors Description - No longer used. Integrated into main description section.|
|12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Weekly reading and writing assignments from the course assigned poetry anthology.
- Analysis and application of textual criticism within the course assigned poetry anthology.
- One week reading, research and writing assignments from a single author text.
- Attend and report on one local poetry reading or single author DVD or VHS.
|13. Need/Justification - |
|This is a support course for the AA and AA-T degrees in English. |