|
Guía DocenteCurso Facultade de Filoloxía |
| Grao en Inglés: Estudos Lingüísticos e Literarios |
 Subjects |
| Literatura Norteamericana 2 |
| Assessment |
|
|
| Identifying Data | 2012/13 | |||||||||||||
| Subject | Literatura Norteamericana 2 | Code | 613G03035 | |||||||||||
| Study programme |
|
|||||||||||||
| Descriptors | Cycle | Period | Year | Type | Credits | |||||||||
| Graduate | 1st four-month period |
Fourth | Obligatoria | 6 | ||||||||||
|
||||||||||||||
| Methodologies | Description | Qualification |
| Obradoiro | This assignment consist of a close reading of a quotation chosen from the required texts. Students are given several options, and choose just one. They should simply put into practice the "how to read critically" we have been practicing in class. This is not a memorizing exercise. Students just need to provide a close reading of the quotation chosen, comment on form and content, and explain why they thought that particular quotation is relevant to the whole text.Or why NOT. |
20 |
| Presentación oral | This is team work. In groups of three (4 max.), students choose a topic from the list that I will provide. The list include authors we will NOT read in class. The team should follow the instructions given to all participants, after meeting with the instructor and having the topic approved. This is a power point presentation where students should include: a brief summary of plot; an interview with author (if possible); two reviews (one negative, the other positive); and any other visual information they consider important whether about the author or the time and/or the literary school. |
20 |
| Proba de resposta breve | This is an "identify-quizz test". Students are asked to identify a particular item, a metaphor, a recurrent expression, a proper name, a brand, or a topic from a list provided by the instructor. This is the kind of test that works from the particular to the general or from the apparently trivial to the obviously profound. Students should identify author and title, and comment on the relevance of the word/words. I am not expecting a fixed response. We would have two quizzes (10 x 2 = 20) |
20 |
| Proba de ensaio | This test reflects students intellectual growth throghout the academic year, and the ways they have learned to reject the idea that they are "the empty glass", and the instructor is "the full jar". Students should write a comparative essay from the required readings. They are given several options. Some questions deal with formal aspects, other concentrate on themes, narrative voice, or characterization. Students should provide evidence from the texts chosen. They are allowed to use their texts, since this is a creative type of text. Memorizing long paragraphs from internet does not help. Your own interpretation and your creativy does. |
40 |
| Assessment comments | ||
|
Students who are officially registered as part-time students and have been granted official dispensation from attending, please, meet the instructor some time before the two first weeks in the semester to talk about the specificities. Students who have not obtained 50 points when adding the different tasks grades, would have to sit for the July test. Students assessment goes from the particular to the general. Thus, the first in-class assignment will be to respond to an "Identify-Quizz". Then, students would prepare for the in-depth comment of a quotations chosen from the required readings. Several options are given. I am expecting students own close reading, and evaluation of text. You are also asked to respond to the following question: "Do you think this quotation is relevant to the test? Why? Why not?. Class presentation is team work, and students will get as much information as possible ahead of time, through general information in class, or thorugh group tutorials. For the comparative text, students need to have been reading critically and carefully so they can take the best out of them. Essay needs an introduction, a body (where you compare and contrast) and a conclusion. Options are given for students to choose. Depending on the number of students we could have more than one workshop on quotations, or improvise some extra "Identify-Quizz". It will only benefit the students. Students should pass ALL the tests/assignments to get a final grade. Those who fail and whose average grade is below the passing grade will have to sit for July exam. The July test has the following sections: 1) "Identify-Quizz" questions to choose from a list given; 2) One or more quotations from the required readings to focus on them, identify work and author as well as provide a close reading, and analyze form, structure, language used, theme/s, setting, or particularities about gender, race, etc. Students should respond to the following question: Do you think this quotation is relevant to the text? Why? Why not?. 3) A comparative essay (introduction, body and conclusion) from the required readings. Students should provide evidence from the texts to make their points stronger. Students are allowed to bring their reading books to the class. You do not need to memorize for this exercise. You need to read critically and write coherently. For the three types of tests students will have a list with several options. N.P: A student will receive a grade of "Non Presentado" in case they do not sit for the July test and / or they did not complete 50% or more of the required assignments for the June continuous evaluation. |
||
|
