Introduction to Women Writers

Course Number: ENG 260
Transcript Title: Intro to Women Writers
Created: September 1, 2012
Updated: August 26, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: Yes
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisite / Concurrent

Course Description

Explores women’s writings and literary theory from diverse places and historical periods. Prerequisite/concurrent: WR 121. Audit available.

Intended Outcomes

Upon successful completion students will be able to:

  1. Identify and discuss the role of gender in shaping texts as a product of a culture and or historical moment.
  2. Recognize and articulate the significance of women’s writing on individual and cultural experiences within specific cultures and historical eras.
  3. Challenge cultural norms and limits of analysis to create a richer experience of the texts, including multiple interpretations.
  4. Write clear, focused, coherent essays about literature for an academic audience, using standard English conventions of grammar and style.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

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)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Not addressed

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) 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.

Outcome Assessment Strategies

Outcome assessment strategies may include quizzes, essays, exams, journals and assessed participation in classroom discussions, onsite or online.

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 (Themes, Concepts, Issues and Skills)

This course examines the question, What is the role, impact and influence of women writers on literature across a broad array of cultures and historical eras?  In this course students will:

  • explore and recognize how texts written by women reflect and shape attitudes about and experiences of gender.  They will engage,through the text, unfamiliar and diverse cultures, experiences and points of view, and they will appreciate a text as a complex fabric or document.
  • understand the texts within the context of a literary tradition and acknowledge the possibility of multiple interpretations of a text.  They will recognize the variety of stylistic choices that female authors make to work within given forms or to challenge their conventions and they will use this knowledge to analyze the text, as well as to demonstrate how form influences meaning.
  • discover and analyze the support for a particular interpretation, which they will express verbally and through clear, focused, coherent essays about literature for an academic audience, using standard English conventions of   grammar and style
  • develop skills related to
    • Analysis and synthesis
    • Writing about literature
    • Close readings
    • Critical reading, employing reviews and critical essays
    • Speaking and listening reflectively
    • Small group collaboration
    • Information literacy