Norwalk, California COURSE OUTLINE ENGLISH 232 READINGS IN POETRY

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1 C E R R I T O S C O L L E G E Norwalk, California COURSE OUTLINE ENGLISH 232 READINGS IN POETRY Approved by the Curriculum Committee on: February 24, 2000 Erin Cole Assistant Professor Reviewed by: Dr. Steve Clifford/ Nishi Shah Department Co-Chairs, English David Fabish Instructional Dean, Liberal Arts Rick Miranda Acting Vice-President of Academic Affairs/Assistant Superintendent Revised/reviewed: 1988, 1/2700, 2/24/00, 9/20/17 Content review: 1/27/00

2 ENGL READINGS IN POETRY 2 I. Catalog description A. Course description This course introduces students to the basic elements and functions of poetry. The fundamentals of poetics will be covered from Aristotle to new media and digital mediations. A representative poet will be studied in depth. (Formerly ENGL 32) B. Class hours: 3 lecture. C. Prerequisite: Satisfactory completion of the English Placement Process or ENGL 52 or equivalent with a grade of Credit or "C" or higher. Co-requisite: None D. Recommendation None ll. Texts and other instructional materials A. Required Texts and Online Resources: Dove, Rita. Penguin Anthology of Twentieth Century Poetry. Penguin Kaminsky, Ilya. The Ecco Anthology of International Poetry. Ecco Meyer, Michael. Thinking and Writing about Poetry. Bedford/St. Martins Schakel, Peter and Jack Ridl. 250 Poems: A Portable Anthology, Third Edition. Bedford/St. Martins Vendler, Helen. Poems, Poets, Poetry: An Introduction and Anthology, Compact Third Edition. Bedford/St. Martins Wide Awake: Poets of Los Angeles and Beyond Series. Pacific Coast Poetry Series. Beyond Baroque Create your own anthology. Premium Source Publishing: The Academy of American Poets: Poetry Daily: The Poetry Foundation: Collections and chapbooks by individual poets, in addition to or in place of anthologies, are also acceptable

3 ENGL READINGS IN POETRY 3 Faculty Authored Texts: Texts approved by the English Department III. Course content A. Basic elements of poetry B. Basic functions of poetry C. Phanopoeia D. Melopoeia E. Logopoeia F. Mythos G. Ethos H. Dianoia I. Lexis J. Opsis K. Digital Poetics L. Representation 1. Styles A wide range of styles of poetry should be demonstrated in class, ranging historically, geographically 2. Forms The acrostic, ballad, couplet, sonnet, villanelle, blank verse, limerick, ottava rima, sapphics, sestina, haiku M. Representative Perspectives A wide variety of perspectives on poetry should be demonstrated in class, with specific focus on different historical periods, geographical regions, and cultural or situational orientations N.Representative Voices A wide variety of recorded voices of poets should be presented in class, with specific focus on different historical periods, geographical regions, and cultural or situational orientations. The United States of Poetry series is highly recommended O.The Poetry Reading The students may produce a live poetry reading event, which will be open to the general student population, and may be broadcast or web cast IV. Course objectives A. To identify basic elements of poetry: (the line, rhyme, meter, assonance, consonance, meter, enjambment, caesura, epgraph, allusion, analogy, allegory, metaphor, simile)

4 ENGL READINGS IN POETRY 4 B. To identify the basic functions of poetry: (phanopoeia, melopoeia, logopoeia, mythos, ethos, dianoia, lexis, opsis) C. To identify the use of poetics in digital and other visual media D. To recognize and differentiate styles from different historical periods, geographical regions, and cultural and situational orientations E. To recognize and differentiate poetic forms F. To recognize and differentiate perspectives of poets from different historical periods, geographical regions, and cultural and situational orientations G. To design and produce a live poetry reading for public edification H. To recognize the unique style, forms, perspectives, and voice of one representative poet, dead or living V. Assignments A. Reading 1. Weekly reading of poetry that illustrates common poetic elements, functions, a wide variety of forms, styles, perspectives, and voices; and selected poems from a representative poet, dead or living 2. Weekly activities in which students read poetry aloud B. Writing or problem solving or skill attainment I.Weekly assignments to write entries in reading journals 2. Brief responses to poems read in class, guest speakers, and video or digital media events 3. Explications of poems or elements of poetry on tests 4. Critical essays using MLA format that analyze and interpret particular forms or poets 5. Promotional material associated with live poetry reading 6. Poetic forms by imitation or parody C. Critical thinking l. Analyzing the effect of poetic elements and forms 2. Comparing and contrasting perspectives of poetry from different historical, geographical, cultural or situational orientations 3. Explicating a poem to demonstrate the relationship between sound and sense 4. Explicating a digital media presentation to demonstrate the use of poetic elements and functions VI. Methods of instruction may include A. Lecture B. Discussion

5 ENGL READINGS IN POETRY 5 C. Group Project D. Guest Speakers E. Field Trips F. Videotapes G. Recordings of poets reading their work H. Oral presentations I. Participation in producing live poetry reading J. Instruction utilizing Electronic Information Technology (EIT) (ie., video, audio, websites, web services, and software) must comply with Cerritos College BP and AP 3720, Cerritos College BP and AP 3411 and Section 508 standards (law). When the instructor's course materials are not compatible with a student's disability, the instructor will develop an Equally Effective Alternative Access Plan (EEAAP). Vll. Methods of evaluation A. Quizzes on reading assignments that demonstrate the ability to identify poems, poets, and poetic forms and functions B. Midterm examination C. Final examination D. Essay tests E. Explications of poems that demonstrate how a particular poem or poet employs poetic elements and functions to produce meaning F. Oral presentations G. Individual or group projects that demonstrate the ability to discuss the unique qualities of a representative poet, dead or living VIII. Student Learning Outcomes Students will: A. analyze the contributions of major authors to the development of poetry. B. examine prominent aspects of diverse cultures as depicted in poetry. C. recognize the literary, cultural, and historical influences of specific poetry. D. recognize and interpret the importance of literary periods and traditions. E. identify aesthetic and technical components of specific genres in poetry. F. write critical analyses of poetic works.

6 ENGL READINGS IN POETRY 6 MULTICULTURAL STATEMENT Choice of instructional methods and content of the class will reflect the diverse population of the college. Students will explore a variety of themes, forms, and issues, a variety of writing styles, and a spectrum of both famous and lesser-known poets within various cultural, literary traditions. Investigation into historical, biographical, and cultural experiences and influences on an author's work will also encourage students to think, read, and write critically.

7 ENGL READINGS IN POETRY 7 JUSTIFICATION The updated course description more accurately describes the specific course content, the focus on English poetry and a representative poet, and the theoretical foundation; moreover, the new description updates the course to include new media and digital approaches.

C E R R I T O S C O L L E G E. Norwalk, California COURSE OUTLINE ENGLISH 233 READINGS IN THE NOVEL

C E R R I T O S C O L L E G E. Norwalk, California COURSE OUTLINE ENGLISH 233 READINGS IN THE NOVEL C E R R I T O S C O L L E G E Norwalk, California COURSE OUTLINE ENGLISH 233 READINGS IN THE NOVEL Approved by the Curriculum Committee on: February 24, 2000 Daniel Gardner Joana Mootz Gonzales Nishi Shah