ENG 236 AMERICAN LITERATURE II

Transcription

1 ENG 236 AMERICAN LITERATURE II PRESENTED AND APPROVED: APRIL 6, 2012 EFFECTIVE: FALL

2 Prefix & Number ENG 236 Course Title: American Literature II Purpose of this submission: New X Change/Updated Retire If this is a change, what is being changed? Update Prefix X Course Description (Check all that apply) Title Course Number X Format Change Credits Prerequisite Competencies X Textbook/Reviewed Competencies-no changes needed (New edition of text.) Does this course require additional fees? X No Yes If so, please explain. Is there a similar course in the course bank? X No Yes (Please identify) Articulation: Is this course or an equivalent offered at other two and four-year universities in Arizona? No X Yes (Identify the college, subject, prefix, number and title: ASU ENG 242, UA ENGL OR ENGV. Arizona Western College: ENG 252, American Literature; Central Arizona College: LIT 202, American Literature II; Cochise College: ENG 225, American Literature II; Eastern Arizona College: ENG 242, American Literature II; Northern Arizona University: ENG 243, American Literature from Present; Northland Pioneer College: ENL 231, American Literature II; Yavapai College: ENG 241, American Literature 1865 to Present. Is this course identified as a Writing Across the Curriculum course? No X Yes Course Textbook, Materials and Equipment Textbook(s) Title The Norton Anthology of American Literature. 8 th ed. Author(s) Baym, et al. Publisher W. W. Norton & Company. ISBN ISBN13: ; ISBN10: (Package 2: Vols. C, D, & E. Barnes & Noble Price $57.75 (new) Software/ Equipment Modality Check all that apply Title Author(s) Publisher ISBN Barnes & Noble Price N/A X On-ground X On-line X Hybrid ITV X Web-enhanced Course Assessments Description of Possible Course Assessments (Essays, multiple choice, etc.) A formal paper of at least 1500 words is required; this assignment may be a research paper or a comprehensive essay based on the assigned readings for the course. At least two essay exams are required and may be

3 Exams standardized for this course? Midterm Final Other (Please specify): Where can faculty members locate or access the required standardized exams for this course? (Contact Person and Location) Example: NCK Academic Chair Office administered in either an in-class, online, or a take-home format; an additional 1000 required words may be satisfied by any combination of papers, response essays, reading journals, revisions, or in-class or online writing assignments. At the instructor s discretion, the following areas may also be evaluated: quizzes, in-class or online reading and writing exercises, participation, and individual conferences relative to the formal paper assignment. Are exams required by the department? X No Yes If Yes, please specify: N/A Student Outcomes: Identify the general education goals for student learning that is a component of this course. Check all that apply: 1. Communicate effectively. a. Read and comprehend at a college level. X b. Write effectively in a college setting. X Method of Assessment In-class or online discussions and reading and writing exercises; quizzes; essay exams; papers. 2. Demonstrate effective quantitative reasoning and problem solving skills. 3. Demonstrate effective qualitative reasoning skills. X In-class or online discussions and reading and writing exercises; quizzes; essay exams; papers. 4. Apply effective methods of inquiry. a. Generate research paper by gathering information from varied sources, analyzing data and organizing information into a coherent structure. X b. Employ the scientific method. Research paper requiring primary and secondary sources. 5. Demonstrate sensitivity to diversity a. Experience the creative products of humanity. X b. Describe alternate historical, cultural, global perspectives. X In-class or online discussions and reading and writing exercises; quizzes; essay exams; papers. Office of Instruction Use only: CIP Code: ONET Code:

4 Minimum Qualifications:

5 COURSE INFORMATION Initiator: Jim Lyddane Date of proposal to Curriculum Sub-Committee: 4/6/12 Effective Semester/Year Fall 2012 Spring Summer Course Description will be reflected in the Fall catalog. Prefix & Number: ENG 236 Full Title: (100 character limit) American Literature II Short Title: (30 character limit) Am Lit II Catalog Course Description: A general survey of American literature from the Civil War to the present. Includes representative works and writers from the realist, modern, and postmodern periods. SUN Course Number: N/A Credit Hours: 3 Lecture Hours: 3 Lab Hours: N/A Prerequisite(s) Successful completion of ENG 101. Co-requisite(s) N/A Intended Course Goals By the end of the semester, students will be able to: 1. Identify the relevant historical, cultural, and biographical contexts for American literature for the period from the Civil War to the present. 2. Explain the connections between the literature of a period and the culture in which that literature is produced. 3. Characterize literary works of American realism, modernism, and postmodernism. 4. Demonstrate awareness of the significant themes and ideologies represented in the literary works of the periods under examination. 5. Demonstrate understanding of literary forms and show proficiency in recognizing and analyzing these forms. 6. Show increased proficiency in the application of Modern Language Association formatting and documentation guidelines. 7. Develop written skills relative to grammar, punctuation, and mechanics. 8. Develop oral communication skills relative to articulation of ideas and presentation of subjective positions.

6 9. Assess research resources (including databases) useful for the study of literature. Course Competencies and Objectives By the end of the semester, students will be able to: Competency 1 Develop an understanding of and appreciation for the evolving nature of the American literary canon. Objective 1.1 Describe the requisite qualities that earn a particular literary work a place in the American canon (for example, the work contains one or more of the following characteristics: aesthetic value, significance as a cultural document, literary or social influence, new or innovative form or style, longevity, etc.). Objective 1.2 Identify writers traditionally included in the canon (for example, Twain, James, Hemingway, Eliot, Hughes, Faulkner, Cather, Ellison, O Connor, Moore, etc.). Objective 1.3 Identify recently discovered or rediscovered writers (especially women writers and writers of color) who recently have gained scholarly acceptance for inclusion in the canon (for example, Zitkala Sa, Sue Sin Far, Countee Cullen, Nella Larsen, Joy Harjo, Cathy Song, Sherman Alexie, Yusef Komunyakaa, etc.). Objective 1.4 Appraise the fluidity and evolving diversity of the canon by identifying not only the growing scholarly popularity of certain writers (such as those mentioned above in Objective 1.3) but also the decline in scholarly popularity of other writers (Theodore Dreiser, for example). Objective 1.5 Develop an aesthetic for reading and analyzing the wide range of literary works currently considered part of the American canon. Competency 2 Appraise and practice techniques of critical reading. Objective 2.1 Examine, interpret, and evaluate a text thoroughly by annotating during the course of a reading. Objective 2.2 Appraise and assess a text decisively by freewriting upon the conclusion of a reading. Objective 2.3 Develop responses to a text fully by maintaining a reading journal. Competency 3 Demonstrate proficiency in the use of standard written English. Objective 3.1 Identify and repair common problems in grammar, particularly run-on sentences and sentence fragments. Objective 3.2 Identify and repair common problems in punctuation, particularly the misuse of commas and misapplication of quotation marks. Objective 3.3 Identify and repair common problems in mechanics, particularly the incorrect use of capitalization and the misapplication of italics. Competency 4 Identify and define the elements of fiction. Objective 4.1 Assess the causal nature of plot, identify traditional plot structure, and determine variations on chronological sequencing and traditional structuring. Objective 4.2 Identify the various methods of characterization in fiction, define the characteristics of round and flat characters, determine protagonists and antagonists, explain the function character serves in shaping and driving plot, and recognize the primacy of character in literary fiction. Objective 4.3 Explain the dramatic function setting serves in fiction, describe the various methods writers employ to create vitality in setting, and recognize the connection between setting and character.

7 Objective 4.4 Identify first-person, second-person, and third-person points of view; define reliable and unreliable narrators; define omniscient, limited, and objective perspectives; and recognize how a writer s choice of point of view influences a reader s understanding of any story. Objective 4.5 Assess the importance of theme in literary fiction and how all elements of a story work together to contribute to its meaning. Objective 4.6 Identify the significance of concrete images and sensory details. Objective 4.7 Distinguish the various ways writers employ matters of style, tone, irony, and symbolism to enhance meaning in works of literary fiction. Competency 5 Identify and define the elements of poetry. Objective 5.1 Identify and define concrete images and sensory details. Objective 5.2 Identify and define sound devices such as alliteration, assonance, and onomatopoeia. Objective 5.3 Identify and define rhyme patterns such as perfect rhyme and slant rhyme. Objective 5.4 Distinguish free verse (or open form poetry) from such closed forms as sonnets, villanelles, and haiku. Objective 5.5 Identify and define rhythmic patterns of poetic meter, particularly that of iambic pentameter. Objective 5.6 Identify and define the function of figurative language, particularly the use of similes and metaphors. Objective 5.7 Distinguish between lyric and narrative poetry. Objective 5.8 Distinguish between the voice of the poet and the voice of the speaker/persona. Objective 5.9 Identify various methods of characterization employed by poets (including direct and indirect methods of characterization and character as metaphor). Objective 5.10 Determine the various ways poets employ matters of style, tone, irony, and symbolism to enhance meaning in works of literary poetry. Competency 6 Identify and define the elements of drama. Objective 6.1 Identify the fundamental characteristics of the three conventional forms of drama: tragedy, comedy, and tragicomedy. Objective 6.2 Identify and define traditional dramatic plot structure, assess the significance of conflict to plot development, and determine the significance of subplots to the main plot. Objective 6.3 Identify the various methods of characterization in drama, define the characteristics of round and flat characters, determine protagonists and antagonists, and explain the function character plays in shaping and driving plot. Objective 6.4 Explain the main functions of dialogue in dramatic presentations, explain the artifice of dramatic dialogue, and identify characteristics of modern dramatic dialogue. Objective 6.5 Identify, define, and defend the various components of staging as requisite spectacle to a play s full meaning. Objective 6.6 Associate dramatic theme with all elements of a play s construction. Competency 7 Write persuasive position papers (and, similarly, essay exam responses) about literature using the conventions of literary argument.

8 Objective 7.1 Apply strategies for writing to identify appropriate topics for discussion. Objective 7.2 Determine a viable, defensible thesis. Objective 7.3 Discuss literary works in the present tense. Objective 7.4 Select supporting evidence from both primary and secondary sources. Objective 7.5 Explain the significance of all selected evidence. Objective 7.6 Compare and contrast opposing positions as necessary. Objective 7.7 Integrate evidence smoothly into the text of the paper. Objective 7.8 Document all sources in both in-text citations and a works cited page. Objective 7.9 Demonstrate familiarity with critical approaches as necessary. Objective 7.10 Demonstrate proficiency in all other conventions of literary argument. Competency 8 Assess and evaluate critical approaches to the study of literature. Objective 8.1 Identify and define Formalist criticism and explain application to selected texts. Objective 8.2 Identify and define Biographical criticism and explain application to selected texts. Objective 8.3 Identify and define Psychological criticism and explain application to selected texts. Objective 8.4 Identify and define Historical criticism and explain application to selected texts. Objective 8.5 Identify and define Reader-response criticism and explain application to selected texts. Objective 8.6 Identify and define Gender criticism and explain application to selected texts. Objective 8.7 Identify and define Cultural criticism and explain application to selected texts. Objective 8.8 Review other critical approaches (Deconstructionist, Rhetorical, Poststructuralist, etc.) as appropriate. Objective 8.9 Identify and explain the nature of literary criticism and discuss its benefits to both readers and researchers. Competency 9 Develop a critical as well as contextual appreciation of American literature. Objective 9.1 Employ critical approaches as included in Competency 8 to gain a more critical appreciation of American literature. Objective 9.2 Develop critical strategies to make connections among texts. Objective 9.3 Summarize the evolution of various critical approaches in American literary scholarship. Objective 9.4 Evaluate the history of critical receptions to selected works of American literature. Competency 10 Identify, develop, and apply academic research skills, strategies, and methodologies. Objective 10.1 Develop familiarity with the campus library and the many services it has to offer, particularly those services attendant to academic research.

9 Objective 10.2 Develop proficiency in using the library s Public Access Catalog (PAC) to locate print sources. Objective 10.3 Develop proficiency accessing such useful online databases as Academic Search Premier and the Gale Literature Resource Center. Objective 10.4 Develop proficiency conducting research on the Internet. Competency 11 Develop skill in evaluating both print and online sources. Objective 11.1 Examine all sources on the points of relevance, evidence, authorship, timeliness, publisher bias, and comprehensiveness. Objective 11.2 Evaluate Internet sources by examining such items as domain name, evidence of posted information about the author or site, and availability of secondary source commentary about the author or site. Objective 11.3 Determine the relevance of potential sources to the focus of the research. Competency 12 Identify, define, and avoid all forms of plagiarism. Objective 12.1 Show the necessity of quotation marks to indicate the use of direct language from another source. Objective 12.2 Identify the key characteristics of a successful paraphrase. Objective 12.3 Explain the need to credit not only the language but also the ideas of another source. Objective 12.4 Identify the concept of common knowledge. Objective 12.5 Explain the nuances of successful in-text citation of another source. Objective 12.6 Describe the necessity of providing all relevant publication information on a works cited page. Competency 13 Identify and apply Modern Language Association (MLA) guidelines to all written work for the course. Objective 13.1 Identify and apply proper MLA style for all matters of formatting. Objective 13.2 Identify and apply proper MLA style for all in-text citations. Objective 13.3 Identify and apply proper MLA style for all sources included on a works cited page. Competency 14 Develop oral communication skill in advancing positions of persuasion on subjective material. Objective 14.1 Develop a vocabulary with which to discuss the detailed elements of fiction, poetry, and nonfiction works. Objective 14.2 Discriminate between tenable and suspect positions. Objective 14.3 Argue the necessity of supporting any position with evidence from the relevant source. Competency 15 Identify and examine the characteristics of an emerging literary realism in the decades immediately following the end of the Civil War. Objective 15.1 Appraise the many ways American fiction writers such as Mark Twain, Henry James, Hamlin Garland, Kate Chopin, and others sought to recreate in literature the true experience of real life (for example, verisimilitude of settings, new and ordinary characters, plausible events, true and exact language as spoken by characters, close attention to detail, avoidance of sentimentality, and the presentation of an unbiased authorial view of life). Objective 15.2 Identify the elements of fiction in the works of such writers as Mark Twain, Henry James, Ambrose

10 Bierce, Kate Chopin, Sarah Orne Jewett, Jack London, and others. Objective 15.3 Explain the difference between showing and telling as authorial strategies. Objective 15.4 Explore the connection between surface details/imagery and characters motives, both conscious and unconscious. Objective 15.5 Identify major cultural and historical influences on the emergence of realism in American literature (for example, rapid advances in technology and industry, the burgeoning of American urban areas, and the devastating social impact of the Civil War). Objective 15.6 Assess the significance and literary influence of Twain s The Adventures of Huckleberry Finn (assigned either in its entirety or in excerpts) with emphasis on the novel s first-person point of view, vernacular language, and social contexts. Objective 15.7 Examine elements of psychological realism in the work of Henry James with emphasis on James s development of the third-person limited point of view. Objective 15.8 Demonstrate awareness of the diverse ways realist writers treated the evolving social role for women with emphasis on works by Kate Chopin, Sarah Orne Jewett, Mary Wilkins Freeman, and Charlotte Perkins Gilman. Objective 15.9 Assess the emergence of African American writers of fiction and nonfiction such as Booker T. Washington, W. E. B. Du Bois, and Charles Chesnutt with emphasis on how these writers identified and defined the role of African Americans within the larger American society. Objective Examine the role of realism in various nonfiction works by such writers as Booker T. Washington, W. E. B. Du Bois, and Henry Adams. Objective Identify the ways in which writers shaped and manipulated the seeming objectivity of their work through the incorporation of subjective details. Objective Determine the ways in which literary characteristics and social issues associated with realism continue to manifest themselves in contemporary American society. Competency 16 Identify and examine the characteristics of regionalism and local color within the larger literary contexts of realism. Objective 16.1 Define and distinguish meanings of the broader term regionalism from the more limited term local color. Objective 16.2 Examine the methods employed by writers such as Bret Harte, Hamlin Garland, Kate Chopin, Sarah Orne Jewett, and Mary Wilkins Freeman to create and celebrate local characters, individualized speech patterns, particular customs, and unique physical landscapes of specific American regions. Objective 16.3 Identify select writers with the regions with which they are most closely associated (for example, Bret Harte with the West, Hamlin Garland with the upper Midwest, Kate Chopin with Louisiana, and Sarah Orne Jewett and Mary Wilkins Freeman with New England). Objective 16.4 Argue that the motivation behind such regionalist writing was to preserve a particular way of life, to expose a particular region to other regions of the country, and to celebrate the unique qualities of particular regions. Objective 16.5 Assess the works of Joel Chandler Harris and Charles Chesnutt for the recreation of African American dialects of the American South. Objective 16.6 Explore the question of racial stereotyping vs. authentic recreation of African American folktales in works by Joel Chandler Harris.

11 Objective 16.7 Explore the social, cultural, and racial issues of life along the color line in works by Charles Chesnutt. Objective 16.8 Identify major cultural and historical influences on the emergence of regionalism/local color in American literature (for example, America s continued westward expansion and subsequent addition of new and exotic territories, completion of the transcontinental railroad, and the influx of immigrants from other countries with their own cultural tendencies and practices). Objective 16.9 Evaluate the impact westward expansion and settlement had on Native American cultures and how those cultures responded in works of nonfiction and fiction by such representative figures as Cochise, Charlot, and Zitkala Sa. Objective Determine the ways in which literary characteristics and social issues associated with regionalism and local color continue to manifest themselves in contemporary American society. Competency 17 Identify and examine the characteristics of naturalism within the larger literary contexts of realism. Objective 17.1 Explore literary naturalism as both an extension of and departure from literary realism. Objective 17.2 Identify characteristics of naturalism (for example, objective study of characters as a kind of literary laboratory experiment, emphasis on biological and environmental determinism, emphasis on low and ordinary characters, focus on extreme states of internal and external stress for characters, and reflection of the intellectual influence of Darwin and Spencer) in the works of such writers as Kate Chopin, Stephen Crane, Jack London, and Frank Norris. Objective 17.3 Explore the significance of environment as a determining factor in shaping the lives of characters Objective 17.4 Explore the significance of biological makeup as a determining factor in the lives of characters. Objective 17.5 Examine the importance of the primarily third-person omniscient point of view in naturalist works of fiction. Objective 17.6 Explore the dominant themes in naturalist works. Objective 17.7 Identify major cultural and historical influences on the emergence of naturalism in American literature (for example, the work of Emile Zola, the work of Charles Darwin and Herbert Spencer, the rise of American urban areas, the rise of American capitalism and the subsequent establishment of a clearly defined class system, and rapid advances in technology and industry). Objective 17.8 Identify elements of naturalism, regionalism, and realism present in works by such writers as Hamlin Garland, Kate Chopin, Jack London, and others. Objective 17.9 Determine the ways in which literary characteristics and social issues associated with naturalism continue to manifest themselves in contemporary American society. Competency 18 Identify and examine the characteristics of modernism. Objective 18.1 Identify the significant social, cultural, historical, intellectual, and technical developments of modernism in general (that is, painting, sculpture, architecture, music, etc.) and relate those developments to the emergence of a modernist literary sensibility. Objective 18.2 Examine the characteristics of modernist literature (for example, innovations in style, disruption or fragmentation of traditional forms, mixing together of different modes of writing, a willingness to risk incoherence through experimentation, a reconsideration of reality, and an overarching emphasis to make literature new ) in the works of such writers as T. S. Eliot, William Carlos Williams, Amy Lowell, Ezra Pound, Ernest Hemingway, Langston Hughes, William Faulkner, Marianne Moore, Jean Toomer, and others. Objective 18.3 Explore the general sense of decayed or dissipated civilization as expressed in the works of such writers

12 as T. S. Eliot, Ernest Hemingway, F. Scott Fitzgerald, Amy Lowell, and others. Objective 18.4 Explore the fragmentation of traditional society as expressed in the works of such writers as Sherwood Anderson, Wallace Stevens, William Carlos Williams, the writers mentioned above in Objective 18.3, and others. Objective 18.5 Identify the ways in which modernist poets and fiction writers broke with conventional poetic and fictive forms and techniques. Objective 18.6 Examine the characteristics of imagism (for example, the use of images to convey emotions, direct presentation of images, avoidance of abstractions, use of innovative forms, and the reliance on free verse) as seen in the works of such poets as Ezra Pound, T. S. Eliot, William Carlos Williams, Amy Lowell, H. D., and others. Objective 18.7 Identify the ways in which such fiction writers as Ernest Hemingway, F. Scott Fitzgerald, William Faulkner, Richard Wright, and others rely on images to convey meaning in their work.. Objective 18.8 Identify the elements of poetry in poems by such writers as William Carlos Williams, Claude McKay, Marianne Moore, Robert Frost, E. E. Cummings, H. D., T. S. Eliot, and others. Objective 18.9 Identify the elements of fiction in the works of such writers as Sherwood Anderson, William Faulkner, Ernest Hemingway, Willa Cather, F. Scott Fitzgerald, and others. Objective Identify the elements of drama in the works of such writers as Susan Glaspell and Eugene O Neill. Objective Identify major cultural and historical influences on the emergence of modernism in American literature (for example, the demoralizing effects of World War I, continued rapid advancements in science and technology, continued burgeoning of American urban areas, new waves of immigration, a growing of social classes, the influential work of Freud and Einstein, the New York Armory Show of 1913, and the economic depression brought on by the stock market crash of 1929). Objective Assess the importance of Freud s work on the subconscious mind and Einstein s theory of relativity in shaping a modernist literary sensibility. Objective Explore changing views of reality as reflected in the works of such writers as Wallace Stevens, Sherwood Anderson, Ernest Hemingway, William Faulkner, F. Scott Fitzgerald, Susan Glaspell, Robert Frost, and others. Objective Assess the significance of the Harlem Renaissance and the influence of works by such African American writers as Langston Hughes, Claude McKay, Countee Cullen, Zora Neale Hurston, Jean Toomer, and others. Objective Compare modernist treatments of societal role of women as well as the different ways men and women view reality in the poetry, fiction, and drama of such writers as Robert Frost, Amy Lowell, Zora Neale Hurston, Ernest Hemingway, Susan Glaspell, and others. Objective Determine the ways in which literary characteristics and social issues associated with modernism continue to manifest themselves in contemporary American society. Competency 19 Identify and examine the characteristics of postmodernism. Objective 19.1 Identify the complexity in defining the term Postmodern as it applies to an intellectual disposition, a literary style and response to modernism, and a general socio-cultural description of American diversity, consumer capitalism, and popular culture in the latter half of the twentieth century. Objective 19.2 Examine the characteristics of postmodern literature (for example, continued themes of alienation and isolation as expressed by the modernists; continued experimentation with new literary styles and forms; increased emphasis on popular culture; a greater sense of self-consciousness and self-reflexivity in imaginative writing, particularly evident in works of metafiction; a developing artistic and philosophic sense of the inability of literature to adequately represent reality ; an increased thematic concern with the absurdity of life, especially in the wake of the U. S. use of the atomic bomb in World War II a rising global nuclear arms proliferation; increased thematic emphasis on such social

13 concerns as war, race relations, sexuality and sexual orientation, gender roles, the environment, and the role of government; and the emergence and establishment of culturally diverse writers) in the works of such writers as John Cheever, Thomas Pynchon, Ursula K. Le Guin, Grace Paley, Ralph Ellison, Allen Ginsberg, Louse Erdrich, Donald Barthelme, Flannery O Connor, Rita Dove, Alberto Rios, and others. Objective 19.3 Explore innovative developments in form and style (particularly relative to the aspect of literary selfconsciousness or self-reflexivity) as reflected in works by such writers as John Cheever, Thomas Pynchon, Donald Barthelme, Grace Paley, David Mamet, and others. Objective 19.4 Explore the response to twentieth-century American society with an emphasis on American cultural conformity as expressed in works by such writers as John Cheever, Allen Ginsberg, Jack Kerouac, Thomas Pynchon, Sylvia Plath, Arthur Miller, Anne Sexton, and others. Objective 19.5 Explore the search for cultural identity and equality for African Americans as expressed in works by such writers as Ralph Ellison, Gwendolyn Brooks, Amiri Baraka, Rita Dove, Alice Walker, Toni Morrison, and others. Objective 19.6 Explore Native American responses to twentieth-century America as expressed in works by such writers as Joy Harjo, Louise Erdrich, N. Scott Momaday, Leslie Marmon Silko, Sherman Alexie, and others. Objective 19.7 Explore literary treatments of gender roles and the evolving feminist perspective of societal roles for women as expressed in works by such writers as Adrienne Rich, Anne Sexton, Sylvia Plath, Lucille Clifton, Ursula K. Le Guin, Amy Tan, and others. Objective 19.8 Examine expanding culturally diverse views of twentieth-century America as expressed in the works of such writers as Cathy Song, Alberto Rios, Li-Young Lee, Amy Tan, Julia Alvarez, and others. Objective 19.9 Identify the elements of fiction in the works of such writers as John Cheever, Flannery O Connor, Ralph Ellison, Raymond Carver, Louise Erdrich, Alice Walker, Bernard Malamud, and others. Objective Identify the elements of poetry in the poems of such writers as Allen Ginsberg, Randall Jarrell, James Wright, Elizabeth Bishop, Rita Dove, Adrienne Rich, Mary Oliver, Sylvia Plath, Billy Collins, Yusef Komunyakaa, and others. Objective Identify the elements of drama in the works of such writers as Tennessee Williams, David Mamet, Amiri Baraka, and others. Objective Identify major cultural and historical influences on the emergence of postmodernism in American literature (for example, the continued rise and development of consumer culture, the emergence of suburbs, the growing sense of cultural conformity, restructured values for morality, the Vietnam War, the Cold War, restated roles for women, increased opportunities for higher education, a stronger push for civil rights, the presence and constant threat of weapons of mass destruction, global terrorism, the emergence and rise of television and computer culture, and a growing cultural diversity). Objective Identify and characterize the development of emerging literary genres such as the New Journalism (as practiced by Hunter S. Thompson, for example) and creative nonfiction (as practiced by Annie Dillard, for example). Objective Explore literary responses to 9/11 in the works of such writers as John Updike, Naomi Shihab Nye, C. D. Wright, and others. Objective Identify ways in which literary characteristics and social issues associated with postmodernism continue to manifest themselves in contemporary American society. Competency 20 Examine the role of culture and cultural conflict in American literature. Objective 20.1 Examine the literary contributions of Native Americans as both central to Native American efforts to preserve their individual cultures and heritage and essential in enriching the American literary tradition. Objective 20.2 Evaluate the literary contributions of women writers as both central to women s efforts to achieve social

14 and political equality and essential in enriching the American literary tradition. Objective 20.3 Evaluate the literary contributions of African Americans as both central to national efforts to establish social equality and essential in enriching the American literary tradition. Objective 20.4 Evaluate the literary contributions of American writers from diverse multicultural backgrounds as both central to the celebration of culturally unique ways of life and essential in enriching the American literary tradition. Objective 20.5 Evaluate the literary contributions of social protest writers as both central to the establishment of an American counterculture and essential in enriching the American literary tradition. Objective 20.6 Identify ways in which these cultural conflicts continue to manifest themselves today in contemporary American society.