Week |
Subject |
Related Preparation |
1) |
Introduction to course. Outline of semester. Short writing assignment describing expectations and past experiences. |
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2) |
“Telling Stories” by Maeve Binchey and excerpt from “Portrait of a Lady” by Henry James. Writing about love and our concepts of what it means and how it is portrayed in the two stories. |
Reading. |
3) |
“Goodbye Marcus, Goodbye Rose” by Jean Rhys. Our experiences in life prepare us for the future. How do our lives change after a hugely impactful experience? |
Writing assignment. |
4) |
“Happy Endings” by Margaret Atwood. Writing about theme, characters, plot and mood. Example of summary and analysis of a short story. |
Reading. |
5) |
“Whose Life Is It Anyway?” by Brian Clark. The nature of life. What is our responsibility to ourselves? To others? |
Essay. |
6) |
“Moral Hazard” by Kate Jennings. The aging process and inconceivable choices. Is it possible or even acceptable to choose death over life? |
Essay. |
7) |
Midterm Essay concerning the nature of love and marriage and death and the choices involved. How do the stories exemplify the themes? |
Reading. |
8) |
Review. |
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9) |
“Crime and Punishment” by Dosteovsky. Using logic to make excuses for a criminal act. |
Essay. |
10) |
“Remains of the Day” by Kazuo Ishiguro. Prejudice and characters who must act against their better nature. |
Reading. |
11) |
“The Ones Who Walk Away From Omelas” by Ursula Le Guin. Is it ever acceptable to sacrifice someone for the greater good? |
Reading. |
12) |
“The Joneses”. Capitalism and creating a desire and market. |
Background research. |
13) |
Essay on consumerism and capitalism. What goods do we consider desirable and why? |
Research. |
14) |
“First Confession” by Frank O’Connor. Comedy and plot. How does an author show theme through the use of humor? |
Reading. |
15) |
Final. |
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16) |
Final. |
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Program Outcomes |
Level of Contribution |
1) |
Upon graduation, students will acquire key skills and attributes to conduct research to use research tools, to solve problems, to communicate effectively and to transfer skills to the workplace. |
4 |
2) |
Upon graduation, students will have developed the ability to discuss key issues in fluent English. |
5 |
3) |
Upon graduation, students will have developed the ability to compose written documents in English with a mature prose style. |
5 |
4) |
Upon graduation, students will have gained broad knowledge of the American and English literary canons. |
4 |
5) |
Upon graduation, students will have developed the ability to analyze, synthesize and criticize sophisticated works of American and English literature. |
4 |
6) |
Upon graduation, students will have achieved in depth the understanding of contemporary American culture. |
4 |
7) |
Upon graduation, students will have developed the ability to draw links among diverse literary texts and documents and establish critical connections and adopt an interdisciplinary attitude. |
4 |
8) |
Upon graduation, students will be able to develop new projects individually or in teams. |
3 |
9) |
Upon graduation, students will be able to apply their knowledge into their lives for interdisciplinary problem-solving and solutions. |
4 |