COURSE GOALS

ENGLISH PROGRAM GOALS

  • Students will read critically with attention to the nuances of language and their effects. (Introduced, Practiced)
    • Create responses to literature that demonstrate accurate comprehension and thoughtful analysis.
    • Create close readings of literary texts that demonstrate: attention to diction/patterns/prosody/themes/tropes.

CORE GOALS

Critical Analysis

  • Students will critically analyze information and ideas. (Introduced, Practiced)
    • Students will read literature and nonfiction historical writings from the late 18th and early 19th century in England and interpret that material in written and oral responses.
  • Students will examine issues from multiple perspectives. (Introduced, Practiced)
    • Students will interpret literary and historical material from a variety of aesthetic and theoretical perspectives.
  • Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
    • The course is organized around the exploration of the ways in which 18th- and 19th-century ideas of revolution (technological, aesthetic, political, social) inform our own systems,
  • Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
    • Students engage major ideas regarding aesthetics, ethics, the law, and political and social movements from the 18th-c through the present through a variety of approaches (literary critical, theoretical, creative).
  • Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
    • Students read and do library presentations on ethical research that informs their research and the annotated bibliographies that inform their projects.
  • Students will engage as active participants in the College’s intellectual community. (Introduced, Practiced)
    • Students present their original research in a salon open to the community.

Written & Oral Comm II

  • Students will develop skills in writing, digital presentation, and oral communication, as complementary and equal parts of college-level communication and literacy. (Practiced)
    • Students will read complex material and respond to it in writing, through digital presentation interfaces, and through oral presentations and discussion.
  • Students will be able to move easily and fluently between different rhetorical expectations and formal registers. (Practiced)
    • Students will consider and move between appropriate rhetorical registers (including attention to medium and tone) depending on the expectations of the assignment and their goals.
  • Students will develop and refine their own voice and sense of style. (Practiced)
    • Students will write and speak and create digital projects in which they consider their voice and the style of their work as integral parts of its content and effect; metacognitive assignments are part of this process.
  • Students will practice and refine different forms of communication that are appropriate for the multiple contexts and disciplines that they engage with. (Practiced)
    • Students will choose what form of communication (oral, essay, short answer, digital presentation, web site, etc) best serves their goals and be able to explain why in critical commentary on their projects and homework assignments.
  • Students will understand thoroughly the relationship between form and content. (Practiced)
    • Students will analyze the relation between form and content in the literary and non fiction works we read as well as in their own work, the work of their peers, and the works of critics
  • Students will understand the role of drafting, revising, presenting, and receiving, processing and using feedback as important parts of the writing process. (Practiced)
    • Students will draft multiple versions of their projects and engage in scholarly conversations with one another to provide feedback to their written, oral and digital work.