Course Number:
ENG 106
Transcript Title:
Intro to Literature - Poetry
Aug 10, 2022
Aug 10, 2022
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
A-F, P/NP, Audit
Default Grading Options
Repeats available for credit:

WR 121

Course Description

Enhances enjoyment of poetry, increases understanding of poetic elements, conventions and forms, and encourages exploration of the diversity of human experience. Prerequisite/concurrent: WR 121. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Engage, through poetic texts, diverse points of view and diverse historical, cultural, and literary contexts.
  2. Analyze a variety of poetic forms, from sonnets to haiku to free verse, and identify and effectively employ poetic terms, including diction, sound, rhyme, rhythm, meter, imagery, symbolism, persona, etc.
  3. Explicate poems in writing and speech and provide adequate support/evidence for such explications.
  4. Recognize the multiple possibilities of interpretations of poems and the validity thereof.
  5. Articulate ways in which the text contributes to self-understanding.
  6. Conduct research to find materials to use for literary analysis, using MLA conventions to document primary and secondary sources in written response to a literary text.

Alignment with Institutional Learning Outcomes

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

Assessment tools may include informal responses to study questions; evaluation of small- and full-group discussions; in-class and out-of-class writing; formal essays and other types of informal writing; individual and group presentations; essay exams; close reading exercises using support/evidence; writing exercises which include evaluation of various interpretations of a text and their relative validity. Both instructor and peer evaluation may be incorporated in the assessment process.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

  • Concrete imagery
  • Allusions
  • Tension
  • Enjambment
  • Diction
  • Imagination
  • Explication
  • Symbol
  • Cultural applications
  • Metrics
  • Interpretation
  • Iambic
  • Narrative poetry
  • Trochaic
  • Epic poetry
  • Dactylic
  • Folk ballads
  • Anapestic
  • Literary ballads
  • Feet
  • Sonnets
  • Monometer
  • Villanelles
  • Dimeter
  • Haiku
  • Trimeter
  • Rhyme
  • Tetrameter
  • Alliteration
  • Pentameter
  • Assonance
  • Line
  • Consonance
  • Stanza
  • Free verse
  • Couplet
  • Tone
  • Tercet
  • Allusion
  • Guatrain
  • Figurative language
  • Sestet
  • Caesuras
  • Octave

Competencies and Skills

  • Analysis
  • Synthesis
  • Close readings.
  • Understanding poetry through historical, political, artistic, and critical contexts as well as employing the language of poetic convention.
  • Writing about poetry.
  • Critical reading using reviews and critical essays.
  • Speaking and listening in a large group.
  • Speaking and listening reflectively.
  • Small group collaboration.
  • Recognizing the difference between poetry and prose.

Suggested Texts and Materials

At least 60% of all course texts and materials in the WFLL should be written by a combination of women and other marginalized communities (people of color, LGBTQ, disabled authors, etc.0

OER:  An Introduction to Poetry, A Complete Online Course

Naming the Unnameable (this is an OER text for writing poetry, but it has great poems and explanations that could be used in ENG 106):

Completely at the instructor’s discretion, but may include:
  • 180 Extraordinary Poems, Billy Collins
  • A Book of Luminous Things, Cseslaw Milosz
  • or other anthologies or chapbooks