Study programme competencies |
Code
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Study programme competences / results
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A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
A3 |
Coñecer as correntes teóricas da lingüística e da ciencia literaria. |
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A10 |
Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
A14 |
Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
A16 |
Ter un coñecemento avanzado das literaturas en lingua inglesa. |
A17 |
Coñecer a historia e a cultura das comunidades anglófonas. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B2 |
Manexar ferramentas, programas e aplicacións informáticas específicas. |
B3 |
Adquirir capacidade de autoformación. |
B4 |
Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
B6 |
Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
B8 |
Apreciar a diversidade. |
B9 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
B10 |
Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To know how to read critically. |
A1 A2 A3 A6 A9 A10 A14 A16 A17
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B1 B2 B3 B4 B5 B6 B7 B8 B9 B10
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C2 C3 C4 C7 C8
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To be able to analyze a given text from different critical perspectives. |
A11
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To familiarize with contemporary American authors and their corresponding texts. |
A2 A6
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To know how to use bibliography available at the Library, as well as search via internet. |
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B1
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Be able to express their ideas in English. Students should make good use of English grammar, and write critically, readable, and well organized paragraphs/tests. |
A15
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Be able to summaryze plots, short articles or reviews, and come up with most relevant topics. Verbalize their ideas clearly and in a cohesive way |
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B7
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To use socio-historic knowledge to look at the lives of the writers and/or many of the protagonist in a totally different light. And learn from it. |
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C4
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Be able to put into practice their linguistic and literary knowledge. |
A15
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Contents |
Topic |
Sub-topic |
1. Towards 'The Real Thing': From Romance to realism in the literature of the United States, 1850-1914 |
1. American realities and forms of literary realism: Mark Twain and Henry James
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2. 'A Homemade World': American Modernism and its context, 1914-1945 |
1. Poetry: Modernist experiments
2. Prose: Fitzgerald, Hemingway, Faulkner |
3. AMERICAN DRAMA (1945-2017)
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1. Arthur Miller.
2. David Mamet. |
4. “MULTI-ETHNIC” LITERATURE (1945-2017)
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1. Multi-ethnic literature: general overview.
2. Case study: Asian American literature (Maxine Hong Kingston, Marilyn Chin, Gish Jen, Bharati Mukherjee, Andrew Lam, and Karen Tei Yamashita). |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Directed discussion |
A1 A2 A6 A15 B4 B5 B8 B10 C2 C4 C7 |
7 |
9 |
16 |
Guest lecture / keynote speech |
A3 A16 A17 |
21 |
0 |
21 |
Document analysis |
A11 A14 B1 B2 B3 B6 B7 B9 C3 C8 |
7 |
70 |
77 |
Mixed objective/subjective test |
A2 A6 A15 A16 B7 C2 |
1 |
10 |
11 |
Long answer / essay questions |
A1 A2 A6 A9 A10 A11 A15 A16 A17 B1 B5 B6 C2 |
6 |
18 |
24 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Directed discussion |
Given a relevant and controversial topic from the texts we are reading, students are encouraged to focus on one particular aspect and provide their own interpretations based on the information found in the text. The purpose is for the students to take sides, and defend their own ideas in front of an audience critically and logically with the help of the text itself or the bibliography chosen by them. |
Guest lecture / keynote speech |
At the beginning of each particular chapter, instructors would provide students with a general socio-historical overview of American society to better contextualize the text we are reading. The aim is to point at major themes dealt with, brief comparative analysis of characters, as well as a brief but clear comment on narrative techniques used by a particular author. A power point presentation is often used, as well as interviews with writers, or documentaries which reflect on the specific literary movement and / or writer.
This lecture-type class is nevertheless dialogic, and students are encouraged to participate with comments and/or questions. The lecturer also provokes the students with questions or "brainstorming-type" warming up before focusing on topic chosen. |
Document analysis |
Close-reading and critical analysis of texts. |
Mixed objective/subjective test |
These tests, a theoretical-practical nature, will include short-answer questions as well as longer (and more complex) essay questions. |
Long answer / essay questions |
The purpose of this type of assignment is for the students to write an essay, often a comparative one. Students should be able to support their ideas with evidence (quotes) from the texts. Essays should be well organized (introd., body, and conclusion), and provide a personal and in-depth analysis. Students may be allowed to use their required texts for this in-class test. |
Personalized attention |
Methodologies
|
Document analysis |
Directed discussion |
Guest lecture / keynote speech |
Long answer / essay questions |
|
Description |
Students will be fully informed in class about the different assignments as well as through the syllabus provided. However, given the variety of students' background, they will also count with personalized attention, preferibly in small groups (max. 4), or individually. |
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Assessment |
Methodologies
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Competencies / Results |
Description
|
Qualification
|
Directed discussion |
A1 A2 A6 A15 B4 B5 B8 B10 C2 C4 C7 |
Based on required readings, students will be encouraged to discuss and express their opinions on a given topic/text. Class discussions will be carried out mostly during the DI and TGR sessions, since it is easier to interact with students in those smaller groups. Active, critical participation will be especially valued. |
10 |
Mixed objective/subjective test |
A2 A6 A15 A16 B7 C2 |
This type of test will assess the student's ability to understand and approach a literary text critically by asking questions about those texts analyzed in class. In addition, students will have to prove that they have grasped the main concepts, and that they can apply such concepts and critical tools to literary texts. When assessing and marking these exams, the teachers will also take into account the student's linguistic competence in English. These final tests can include short-answer questions ("objective" test) as well as longer essay questions ("subjective" test). |
30 |
Long answer / essay questions |
A1 A2 A6 A9 A10 A11 A15 A16 A17 B1 B5 B6 C2 |
In addition to having covered the obligatory readings and followed the teacher's explanations, in this type of exercise/test students will have to prove they have understood the explanations and texts in a critical way. In assessing these written exercises, the teacher will pay particular attention to the student's ability for a critical understanding of the texts and concepts seen in class. As specified in the requirements for the English Degree at this level, the teacher will also take into account the student's linguistic competence in English, especially in written English. |
60 |
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Assessment comments |
To pass the subject, you must score a sum total of at least 50%. This includes all exercises, essays and other classwork. You must score at least 40% in each of the three types of graded work for this work to be added to your final mark. Only those students who have done at least 50% of the required course work can sit for the final exam in January; those students who have failed to do so will have to do the required work for the July exam period. Active participation in all classroom activities, as well as any "extra-credit" work handed in by the student during the course, will be awarded up to 5% extra in your final grade. This includes voluntary work, extra reading or any other activity proposed either by the teacher or the student an accepted by both. "NON PRESENTADO" (not present): Those students who do not sit for the final exam and/or have not done at least 50% of the required classwork will be awarded the grade of NP. JULY OPPORTUNITY: Those students who have not scored at least 40% in each of the required exercises will have to sit for the Juy opportunity, even if their total grade is 50% or above. In July, the final grade will be the sum of the following activities: 30% final exam, 60% essay, and 10% supervised activities (written work). Students who sit for the December exam period will be graded identically to the requirements for the July exam period. STUDENTS WITH LEAVE OF ABSENCE: Those students who are not registered full time and have been awarded a leave of absence will be examined in either exam period following the requirements established for the July exam period. Diversity: the university provides a service known as ADI (Atención á diversidade) specializing in helping "os membros da comunidade universitaria con necesidades especiais derivadas da discapacidade ou doutras formas de diferenza fronte á poboación maioritaria". Those students interested in this service can talk to Prof. Ana Veleiro in our Facultade de Filoloxía or else contact the general ADI office at adi@udc.es.
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Sources of information |
Basic
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Required Readings:FIRST PART (Prof. Liste) - Mark Twain, Adventures of Huckleberry Finn
- Henry James, Daisy Miller: A Study
- Ernest Hemingway, "Big Two-Hearted River"
- Modernist poetry (selected poems)
- F. Scott Fitzgerald, The Great Gatsby [Penguin, 2013]
- William Faulkner, As I Lay Dying
[Most texts are available in the two Norton anthologies (8th ed.). Most texts will be available for students as pdf files. You are earnestly encouraged to do some of the reading before the beginning of the course.]
SECOND PART (Prof. Simal) - Arthur Miller’s Death of a Salesman
- David Mamet’s Glengarry Glen Ross
- Selected chapters from Maxine Hong Kingston’s The Woman Warrior
- Selected chapters from Karen Tei Yamashita’s Through The Arc of the Rain Forest
- Selected short fiction and poetry by Marilyn Chin, Gish Jen, Bharati Mukherjee, and Andrew Lam.
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Complementary
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Complementary materials, both contextual and critical, will be made available via the course Moodle page. AMERICAN
LITERATURE II - BIBLIOGRAPHY Literary
histories & general studies. Bradbury,
Malcolm. The Modern American Novel.
New York: Oxford UP, 1992. Cassuto,
Leonard, Clare Virginia Eby & Benjamin Reiss, eds. The
Cambridge History of the American Novel.
Cambridge: Cambridge University Press, 2011. Elliott,
Emory, gen. ed. Columbia Literary
History of the United States. New
York: Columbia University Press, 1988.
Fiedler,
Leslie A. Love and Death in the
American Novel. 1960. London:
Penguin, 1984. Gray,
Richard. A History of American
Literature.
Oxford: Blackwell, 2004. Kazin,
Alfred. On Native Grounds: An
Interpretation of Modern American Prose Literature.
1942. New York: Harcourt
Brace, 1995. Ruland,
Richard & Malcolm Bradbury. From
Puritanism to Postmodernism: A History of American Literature.
London:
Routledge, 1991.
American
Realism(s). 1.
General studies: Barrish,
Phillip J. The Cambridge Introduction to American Literary
Realism. Cambridge: Cambridge
UP, 2011. Berthoff,
Werner. The Ferment of Realism: American Literature 1884-1919.
1965. Cambridge: Cambridge UP, 1981. 1-47. Pizer,
Donald, ed. The Cambridge Companion to American Realism and
Naturalism: Howells to London. Cambridge:
Cambridge University Press, 1995.
2.
Individual authors & works: 2.1.
Mark Twain. Twain,
Mark. Adventures
of Huckleberry Finn. (A Norton Critical Edition).3rd ed.
Ed. Thomas Cooley.
New York: Norton, 1998. Fishkin,
Shelley Fisher, ed. The Mark Twain
Anthology: Great Writers on His Life and Works.
New York: The Library of
America, 2010. Messent,
Peter. The Cambridge Introduction to
Mark Twain.
Cambridge: Cambridge University Pres, 2007. Cf.
1-38, 73-87.
Quirk,
Tom. “The
Realism of Huckleberry Finn.”
In
Coming to Grips with
Huckleberry Finn: Essays on a Book, a Boy, and
a Man.
Columbia, Mo.: University of Missouri Press, 1993. 83-105. 2.2.
Henry James
James,
Henry. Tales of Henry James. (A Norton Critical Edition).
Eds. Christof Wegelin & Henry B. Wonham. 2nd
ed. New York: Norton, 2003.
Hocks,
Richard A. Henry James: A Study of the Short Fiction. Boston:
Twayne, 1990. Cf. 3-11,
31-35, 141-147. American
Modernism(s). 1.
General studies: Anderson,
Quentin. "The Emergence of Modernism." Columbia
Literary History of the United States.
Gen. Ed. Emory
Elliott. New York: Columbia University Press, 1988.
695-714. Bradbury,
Malcolm & James McFarlane. "The Name and Nature of
Modernism". Modernism: A Guide
to European
Literature 1890-1930.
Eds. Malcolm Bradbury & James McFarlane. London: Penguin, 1976.
19-55. Singal,
Daniel. "Towards a Definition of American Modernism."
Modernist Culture in America.
Ed. Daniel Singal. Belmont, Calif.: Wadsworth, 1991. 1-27. |
Recommendations |
Subjects that it is recommended to have taken before |
North American Literature 1/613G03024 | English Literature and Literary Criticism/613G03032 | Literature and Visual Arts/613G03044 |
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Subjects that are recommended to be taken simultaneously |
Writing and Argumentation Skills/613G03027 | English Literature and Literary Criticism/613G03032 |
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Subjects that continue the syllabus |
Postcolonial Literature/613G03026 | English Literature and Gender/613G03043 | North American Literature through its Texts/613G03047 |
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Other comments |
This
6 credit course is conceived as a continuation of Literatura
Norteamericana I. It continues, therefore, the review of the
literature of the United States from its colonial beginnings to the
present century. In this case, the historical review focuses on the
post-Civil war period and the modernist writers, with a sprinkling of
post-WWII texts. This is the period that sees the establishment of a
canonical tradition of American literature. Time limitations restrict
the number and the length of the works to be treated (hence, in part,
the concentration on short texts and poetry) and economic as well as
literary considerations (number, quality, and representativeness of
the selections) determine the choice of the Norton anthology as the
source of most of the texts analyzed in class. If you rely on
photocopies, a course pack will be provided before the beginning of
the course and ideally before your summer vacation The
texts will be read, roughly, in their chronological order, with
attention being paid to their historical contexts and their
reflection of and on the literary and cultural interests of their
period. We will spend most of the course dealing with the production
of a modern and "modernist" American literature, focusing
especially on the connection between the notion of modernity and
American literature. The creation of a self-consciously "American"
and modern literature begins in the post-Civil War period and so we
begin with the diverse modes of "realist" writing of the
turn of the century and their attempts to represent the often chaotic
plurality of modern American reality. Class-work
will concentrate almost exclusively on close analysis of the texts
themselves. This course is not only a review of some of the most
important works and writers of the period from the late nineteenth
century down to the post-1945 period; it is also predominantly an
exploration of how these texts work, what writing strategies they
initiate, what interpretative responses they elicit and what cultural
work they carry out in their portrayal of an American reality. As we
shall see, this is especially pertinent to American literature given
its constant concern with how "America" itself should be
read and written. Given
this approach, students must read the texts their analysis in class so that adequate comprehension may be more or
less taken for granted and fruitful discussion may be possible. This
is merely stating the obvious but it is especially necessary for a
course in which your rhythm of reading will have to be regular and
sustained for you to get the most out of it. Your are also expected
to read the Norton anthology's short period and author introductions
as helpful background to your reading of the primary texts. |
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