I. Course Number and title: English 235 - Women in Literature

II. Catalog Description

A study of images of women in literature: traditional images, such as "wife," "mother," "sex object"; images of women who seek to overcome. change, or transcend traditional female roles; and women's self-images in literature. The course will include short stories, poetry, essays, dramas, and one or more novels, written by both men and women

III. Rationale:

English 235 may be selected to fulfill part of the humanities requirement or the human diversity requirement as part of the Minnesota Transfer Curriculum. It also serves as one of the basic courses for the English major or minor.

IV. Course Objectives

Goal 6 - The Humanities - The Arts, Literature, and Philosophy - Minnesota Transfer Curriculum.

To expand the students' knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of literature. Students will understand such works as expressions of the human imagination, engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts as fundamental to the health and survival of any society.

Students will have the following competencies:

B. Understand those works as expressions of individual and human values within an historical and social context.

C. Respond critically to works of literature.

D. Engage in the creative and interpretive process

E. Articulate an informed personal response to works of literature.

Goal 7 - Human Diversity. Minnesota Transfer Curriculum.

To increase students' knowledge of the ways in which individuals and groups are identified in society and how societies and institutions use characteristics--such as race, gender, ethnicity, class, culture, and other differences--to define and separate people. Students should gain an understanding of and be able to evaluate the United States' historical and contemporary response to these differences. Students should have to demonstrate the following competencies.

A. Understand the development of the changing meanings of group identities in the United States' history and culture.

B. Demonstrate an awareness of the individual and institutional dynamics of unequal power relations between groups in contemporary society.

C. Analyze their own attitudes, behaviors, concepts, and beliefs regarding diversity, racism, and bigotry.

V. Use of Instructional Media and Resources

Required Texts:

A. Ferguson, Mary Anne. Images of Women in Literature - 4th edition

B. Chopin, Kate The Awakening - Bedford version with case studies.

C. Play - The Heidi Chronicles by Wendy Wasserstein

Video tapes, film strips, instructor handouts, web page.

VI. Course Requirements

A. Learning logs/journals are required. The instructor will check the student's work during each class period. Students who miss class will also miss journal points unless the journal is submitted to the instructor prior to the start of class or read on her voice mail.

Journal points are 10 points per week.

B. In-class writes will be given--short answers. These scores will be averaged together and will count a maximum of 100 points. The lowest grade will be dropped. Students who miss class will NOT be allowed to make up these in-class writes.

C. Oral reports - Students will give an oral report on another novel or play. These reports may be given in groups or individually. The time for an individual report should be eight to ten minutes. A group report would cover 12 to 15 minutes.

D. Class discussions may be large group or small group. A brief lecture will be given to relate English terminology. Students will lead the discussion with the learning through discussion paradigm. The student facilitator may earn five points for extra credit.

E. Evaluation. Students may decide what method should be used for evaluation. A class consensus must be reached. Possible choices include mid-quarter and final exam (both essay), unit tests after each chapter, take-home exams, in-class exams, projects, additional papers, etc. In-class exams are always open-book, open-note as page numbers and quotations are required. Students in Spring 1998 chose to have in-class essay exams.

F. Paper(s). One paper is required for the article summary and review from The Awakening . Students may decide whether they wish to write a two paragraph or four paragraph paper. Two paragraphs would be worth 50 points. Four paragraphs would be worth 100 points. A sample paper is available which relates to Farewell to Arms. The sample is the four paragraph format. For the two paragraph format, eliminate the introduction and conclusion paragraphs.

Additional papers could be used in lieu of the exams mentioned in E - evaluation - above.

VII. Course Policies

A. Attendance:

Required. Role will be taken each day. If a student must miss a class for a serious reason, the instructor should be notified of the student's absence and the reason for that absence. Make-up material is the student's complete responsibility. Students may need to make arrangements to view tapes used in class or collect handouts from other students. Excessive absences will adversely affect the student's grade and may cause the student to be dropped from the class with a grade of F. (Normally, excessive would be missing six day classes or two block classes without the student contacting the instructor and would most likely result in the grade of F).

B. Students who are not prepared with a paper or an oral presentation on the assigned date will lose one full grade (10 points out of 100), for each class day late .

C. A student who misses an in-class exam must make arrangements with the instructor to make-up the exam either in the library under supervision or in the vicinity of her secretary.

D. Late papers will not be accepted more than four days late. Disregarding this policy could result in failure of the class.

VIII. Evaluation Techniques

A. Grades will be determined by adding points for all assignments and then computing the percentage based on the points possible. Extra credit points are not included in the points possible. Point percentages should be as follows:

90% and above -

89.999% - B

79.999% - C

69.999% - D

Before 60% - F

Plus or minus grades depend on student participation in class.

B. Paper grades, essay grades, and oral presentation grades are based on clear main points, detailed support, and transitions in words and sentences which link the support to the main point. Surface errors may detract from the overall points also. Students may decide to grade themselves, but they would also have to follow this criteria.

IX. The instructor reserves the right to modify policies and procedures as circumstances warrant.

X. Learning Disabilities. Any student with a certified learning disability may see the instructor or Tammy Becker for assistance.