Course Outline for English 4A
Critical Thinking and Writing about Literature

Effective: Fall 2019
SLO Rev: 11/30/2018
Catalog Description:

ENGL 4A - Critical Thinking and Writing about Literature

4.00 Units

Develops skills in close reading, critical thinking, analytical and argumentative writing, research, and information literacy through the study of works from major literary genres. Works will include poetry, fiction (short stories and novel), and drama, but may also include alternative genres such as creative nonfiction, graphic novels, spoken word, flash fiction, and lyrics. Primary texts will showcase diverse writers, including marginalized voices.
Prerequisite: ENGL 1 or ENGL 1A.
1501.00 - English
Letter Grade Only
Type Units Inside of Class Hours Outside of Class Hours Total Student Learning Hours
Lecture 4.00 72.00 144.00 216.00
Total 4.00 72.00 144.00 216.00
Measurable Objectives:
Upon completion of this course, the student should be able to:
  1. Demonstrate critical thinking and reading skills in literary analysis
    a. Recognize and analyze how racism, xenophobia, sexism, homophobia, transphobia, ableism, and classism shape the contexts for thinking, reading, and writing about literature; b. Examine what constitutes “literature” in different eras and societies, considering counter-narratives as well as established “canons”;
    c. Demonstrate active reading and note taking strategies, emphasizing close reading of literary texts;
    d. Appreciate the relationship between language and meaning -- including literal and figurative language, connotation and denotation;
    e. Use logical and structural principles to develop ideas, including inductive and deductive reasoning, cause and effect, and logos, pathos, and ethos;
    f. Demonstrate understanding of formal and informal fallacies in language and thought;
    g. Produce and defend interpretations of literature in major genres based on analysis of themes and literary elements such as characters, setting, point of view, and imagery, and literary modes such as comedy, tragedy, or satire, while also drawing on personal knowledge, experiences and each student’s cultural capital;
    h. Define common literary terms and apply these to analysis of specific texts;
    i. Recognize historical structures of privilege and oppression as they are expressed in literary works, as well as the diverse cultural experiences accessible through literature;
    j. Identify unstated premises and hidden assumptions which arise from the social, historical, moral, cultural, psychological, or aesthetic contexts of literary texts;
    k. Recognize the similarities and differences between the intentions, biases, assumptions, and arguments of an author and his/her/their character(s).
  2. Demonstrate composition skills
    a. Employ writing process strategies to generate, organize, edit, and present thesis-driven essays with increasing independence;
    b. Compose interpretative and aesthetic responses, making use of summary, paraphrase, and direct quotation;
    c. Select and appropriately integrate quotations and details from primary literary texts and secondary sources as evidence to support a thesis and related claims;
    d. Establish a unifying argumentative thesis to suit a variety of rhetorical situations including interpretation, evaluation, and analysis;
    e. Write with clarity and precision, considering audience and purpose, demonstrating appropriate academic discourse and the conventions of literary analysis;
    f. Use style, diction, and tone appropriate to the academic community and the purpose of the specific writing task; proofread and edit essays for presentation so they exhibit no disruptive errors in English grammar, usage, or punctuation.
  3. Demonstrate appropriate research techniques
    a. Formulate a productive research question.
    b. Demonstrate familiarity with library resources, and identify and evaluate sources appropriate for literary research.
    c. Efficiently gather, record, and organize information.
    d. Integrate source material into the paper, correctly utilizing academic systems of documentation (MLA).
Course Content:

Instruction integrating critical thinking, reading, and writing:

  1. Student-Centered and Equity-Oriented Curriculum
    1. Relating course materials to the lives and values of students to create student-centered classrooms in which students are meaning makers; acknowledging that acculturation into academic pursuit does not diminish students’ histories and cultural wealth; providing transparency in recognizing a wide range of voices and media as literary texts, including writing students produce themselves.
    2. Validating students’ existing cultural and linguistic knowledge and critically reflecting on academic language.
  2. Reading
    1. Detailed critical analysis of poetry, short fiction, novel(s), and drama for the purpose of developing academic work.
    2. Showcasing diverse authors and perspectives (based on race, gender, ethnicity, class, national or geographic background, and sexual orientation) as well as diverse subject matters, genres, and forms.
  3. Critical Thinking around literary analysis
    1. Elements of fiction (to include short story and a novel) and drama: characterization, plot, conflict, setting, tone, point of view, theme, word choice, figurative language, symbol, irony, socio-historical contexts.
    2. Elements of poetry: word choice, imagery, figurative language, rhythm and meter, structure, symbol, sound devices, irony, speaker, socio-historical contexts.
    3. The ability to distinguish between fact and inference as well as denotations and connotations of words.
    4. Awareness of different critical approaches and frameworks for analysis, such as new criticism, historical/biographical criticism, critical race theory, Marxist criticism, psychoanalytic criticism, post-colonial criticism, gender-based criticism, and reader response criticism
  4. Writing
    1. Writing of several academic papers, totaling 6,000 words, including a research paper, based upon texts and any other media under study.
    2. Constructing sound arguments with sufficient support for claims, including outside sources.
    3. Developing an effective writing process, including strategies for pre-writing, outlining, drafting, and revising essays based on peer review, instructor conferences, and instructor’s written feedback.
    4. Writing with clarity, authenticity, and creativity.
  5. Research
    1. Formulating a productive research question for literary analysis.
    2. Demonstrating familiarity with library resources, and the ability to identify and evaluate sources appropriate for literary research.
    3. Gathering, recording, and organizing information efficiently.
    4. Integrating source material into the paper, correctly utilizing academic systems of documentation (MLA).
Methods of Instruction:
  1. Collaborative learning in pairs and groups, which may include brainstorming, modeling close reading, role-playing, developing analysis and synthesis, debate, advocacy. For example: pairs discuss how literary devices relate to a theme in a given passage.
  2. Distance Education
  3. Instruction and scaffolding for developing a research paper that posits an interpretive argument, logically supported by literary text(s) as well as secondary sources.
  4. Lecture and discussion that requires students to construct meaning and engage in academic discourse related to literary analysis.
  5. Presentation and analysis of multimedia materials in support of primary texts.
  6. Revision activities to improve style, structure, and coherence, including peer review, self-reflection, and instructor conferences, and written instructor feedback.
Assignments and Methods of Evaluating Student Progress:
  1. Give an oral presentation on an assigned poem, including historical/biographical context, line-by-line explication, analysis of literary elements, and interpretation of major themes.
  2. Write an in-class essay analyzing how literary devices contribute to meaning in two works by the same author or that share a common theme.
  3. Write a critical paper on Toni Morrison’s Beloved, including research based on literary criticism and/or historical context for the book.
  1. Essays and other assigned writing evaluated in terms of critical thinking, development of thesis, and correct mechanical usage. Arguments about works of literature will be supported by direct quotation and authentic analysis.
  2. Depth of understanding of assigned readings assessed via reading quizzes/ tests, final and/or midterm examination.
  3. Quality and consistency of class presentations, responses, and daily in-class or on-online assignments.
  4. Self-reflection and peer evaluation of reading and writing.
Upon the completion of this course, the student should be able to:
  1. organize a paper so that it is unified and coherent;
  2. respond to a topic, demonstrate critical thinking, comprehension and use of text to support ideas;
  3. demonstrate a sentence-level fluency and control of grammar.
Textbooks (Typical):
  1. Wilson, A. (1986). Fences Plume.
  2. Tenorio, L. (2012). Monstress Ecco.
  3. Bacho, P. (1997). Dark Blue Suit and other Stories University of Washington Press.
  4. Hamid, M. (2017). Exit West Riverhead.
  5. Rivera, T. (2015). And the Earth Did Not Devour Him Arte Publico.
  6. Morrison, T. (1987). Beloved Plume Pub.
  7. Moraga, C. (1994). Heroes and Saints and Other Plays West End Press.
  8. Baldwin, J. (2013). Giovanni's Room Vintage.
  9. Ishiguro, K (2006). Never Let Me GO Vintage.
  10. Abcarian, R., M. Klotz, C. Cohen. (Eds). (2016). Literature: the Human Experience. Reading and Writing (Shorter) Bedford-St. Martin's Press.
  11. Gardner, J. E., J. Diaz. (2016). Reading and Writing About Literature Bedford-St. Martin's Press.
  12. Ellison, R. (1995). Invisible Man Vintage.
  13. Erdrich, L. (2016). Love Medicine Harper Perennial.
  14. Atwood, M. (2017). The Handmaid's Tale Houghton Mifflin Harcourt.
  15. Kushner, T. (2013). Angels in America Theatre Communications Group.
  16. Bechdel, A. (2007). Fun Home Mariner.
  17. Cisneros, S. (1992). Woman Hollering Creek and Other Stories Vintage.
  18. Lahiri, J. (2004). The Namesake Mariner.
  19. Rankine, C. (2014). Citizen Greywolf Press.
Abbreviated Class Schedule Description:
Develops critical thinking, reading, writing and research skills through analysis of fiction (short stories and novel), poetry, and drama by diverse writers.
Prerequisite: ENGL 1 or ENGL 1A.
Discipline:
English*