Content Outline and Competencies:

I. The Eight Parts of Speech, Phrases, Clauses and Sentence Types
   A. Identify the eight parts of speech and recognize them by function.
      1. Identify action, linking, helping, and compound verbs.
      2. Use the three basic verb tenses (present, past, future), the
progressive tenses, and the perfect tenses effectively.
      3. Recognize common, proper, and collective nouns.
      4. Recognize and write nouns and noun substitutes in the following
sentence positions: subjects, objects, complements.
      5. Identify personal, relative, and indefinite pronouns.
      6. Recognize single, coordinate, cumulative, irregular, comparative,
superlative, and noun adjectives.
      7. Identify-ly and non -ly, irregular, comparative and superlative
adverbs.
      8. Recognize prepositions, including those indicating place and
time.
      9. Identify coordinating and subordinating conjunctions as well as
conjunctive adverbs.
     10. Recognize interjections.
   B. Identify and write complete, simple, compound, and gerund and
infinitive subjects.
   C. Identify and write predicates and complete verbs within them,
including action, linking, helping, and compound verbs.
   D. Identify and write a variety of phrase and clause types, including
the following: noun, verb, prepositional, appositive, infinitive, gerund,
participial, and absolute phrases as well as main and subordinate clauses
(noun, adjective, adverb.)
   E. Identify and write all sentence types: simple compound, complex, and
compound/complex.

II. Foundational Paragraph Skills
   A. Begin paragraphs with topic sentences that accurately describe the
main idea of the paragraph.
   B. Use subtopic sentences within paragraphs where appropriate to
introduce main points.
   C. End paragraphs with concluding sentences that reiterate the
paragraph's main idea and make some final point.
   D. Include coherence devices within and between sentences.
   E. Construct paragraphs using the following organizational strategies:
spatial, chronological, and order of importance.
   F. Write paragraphs using several patterns of development refined
through detailed examples and clear explanations.

III. The Writing Process
   A. Analyze student models and other readings in order to apply basic
composition and rhetorical strategies to the students' own written
paragraphs.
      1. Identify organizational elements such as topic and subtopic
sentences and coherence devices.
      2. Identify patterns of development.
      3. Identify elements of effective development such as appropriate
details and complete explanations.
      4. Identify a writer's primary purpose.
   B. Demonstrate skill with several prewriting methods.
   C. Work in groups to develop and refine the students' writing.
      1. Follow oral and written instructions.
      2. Participate in group discussions.
      3. Critique group members' writing.
      4. Apply to their own writing, critical feedback from group
members.
      5. Revise writing for content, organization, style, and mechanics.

IV. Proficiency with Skills Needed to Enter Introduction to Writing
   A. Write at least one major paragraph assignment that achieves a "C" or
better.
   B. Demonstrate a good command of the mechanics of writing (adhering to
the departmental standard established in the Major and Minor Errors
Checklist).

Content Outline and Competencies:

I. Demonstrate the Basic Components of an English Sentence
   A. Recognize and mark subjects and verbs in a piece of writing.
   B. Write sentences to show the different basic sentence patterns.

II. Identify the Types of Phrases Used in Sentences
   A. Recognize, identify, and write prepositions, prepositional phrases,
and their various idiomatic used in sentences.
   B. Recognize, identify, and write verbals and verbal phrases in
sentences.

III. Recognize Some of the Unique Problems in the English Language
Challenging English as a Second Language Students
   A. Identify count/non-count nouns in sentences.
      1. Recognize, identify and write count/noncount nouns and their
appropriate articles.
      2. Recognize, identify and write appropriate singular and plural
forms of nouns.
   B. Apply appropriate verb form to a variety of sentences.
      1. Recognize, identify and write appropriate verb forms to signify
tense.
      2. Recognize, identify and write appropriate verb forms to signify
number.

IV. Expand Basic Sentences
   A. Write a variety of sentences to show coordination, subordination,
and modification.
   B. Practice sentence combining strategies.

V. Reduce or Simplify Sentences
   A. Rewrite convoluted or rambling sentence into concise, direct
structure.
   B. Take sentences from readings and edit for simplification and model
for personal writing.

VI. Write in a Variety of Practical Modes
   A. Write a narrative paragraph.
   B. Write a descriptive paragraph.
   C. Write a process analysis paragraph.
   D. Write an evaluative paragraph.

VII. Read two short stories and one essay (choice of student; approved by
instructor)
   A. Choose selections of prose to read and demonstrate comprehension by
summarizing main ideas.
   B. Choose selections of prose to identify sentence structure and word
choice.
   C. Practice enunciation by reading aloud short passages from readings
above.
   D. Explain or paraphrase short passages from readings above.

Content Outline and Competencies:

I. Work Effectively in Groups to Develop and Refine Writing
   A. Follow oral and written instructions.
   B. Participate in group discussions.
   C. Critique group members' writing.
   D. Apply to their own writing, critical feedback from group members.

II. Use All Stages of the Writing Process to Develop and Refine Writing
   A. Demonstrate skill with several prewriting methods.
      1. Create clusters.
      2. Freewrite.
      3. List.
      4. Answer journalist's questions.
   B. Learn how to focus and organize effectively.
      1. Create topic sentences.
      2. Create thesis sentences.
      3. Devise forecasting statement.
      4. Apply transitions and other devices for linking sentences and
paragraphs.
      5. Use global arrangement strategies: chronological, order of
importance, spatial, classification, comparison/contrast.
   C. Develop paragraphs and essays with effective examples.
      1. Recognize the difference between general and specific examples
and apply them appropriately.
      2. Recognize the difference between abstract and concrete examples
and apply them appropriately.
      3. Develop some facility with the patterns of development:
description, narration,  illustration, comparison/contrast, process
analysis, definition, classification, cause/effect.
   D. Revise writing for content, organization, and expression.
      1. Recognize weaknesses in material and demonstrate ability to add,
delete, or rearrange material as required to correct the weaknesses.
      2. Recognize and correct flaws in organization in the essay and
paragraph (ranging from an overall essay pattern such as
comparison/contrast through cohesive devices such as thesis and topic
sentences to sentence-level connectors such as transitional words and
synonyms).
      3. Recognize and correct flaws in expression on the word and
sentence level (ranging from precise word choice to variety in sentence
structure).
   E. Revise writing for standard matters of mechanical correctness.
      1. Recognize and correct writing for errors in grammar, spelling,
and punctuation.
      2. Perform to the departmental standard as set forth in the English
Program Guide on the majority of evaluated paragraph and essay assignments
(no more than seven major errors per essay; no more than three major errors
per paragraph).

III. Construct and Manipulate Effective Sentences
   A. Develop ability to recognize and construct the four grammatical
sentence types.
   B. Identify and use the four functional sentence types.
   C. Recognize and manipulate the fundamental units of the sentence:
phrase and clause.

IV. Organize, Develop and Revise Paragraphs
   A. Determine purpose of paragraph and write for a specific audience.
   B. Construct effective topic sentences.
   C. Create unified and coherent paragraphs.
   D. Expand paragraphs using several of the patterns of development.
   E. Develop ability to recognize and achieve a degree of sentence
variety.

V. Organize, Develop, and Revise Short Essays
   A. Determine purpose of essay and write for a specific audience.
   B. Recognize and write effective introductory, body, and concluding
paragraphs.
   C. Select and use an appropriate overall organizational pattern for the
essay.
   D. Select and use effective organizational patterns for paragraphs.
   E. Link paragraphs successfully.

VI. Demonstrate Proficiency with Skills Necessary to Enter Composition I
   A. Write at least one essay that achieves a grade of  C" or better.
   B. Demonstrate a good command of the mechanics of writing (adhering to
the departmental standard established in the Major and Minor Errors
Checklist).

Content Outline and Competencies:

I. Review Parts of Speech (words, phrases, and clauses) and their
Functions in Sentences
   A. Understand and recognize the parts of speech by identifying and
labeling words in sentences.
   B. Recognize the functions and position of each part of speech in the
sentence by identifying and labeling words in sentences.
   C. Understand and recognize phrases as parts of speech by labeling
phrases in sentences.
   D. Recognize, mark and define the functions and positions of each
phrase in assigned sentences.
   E. Recognize, identify, and write independent and dependent clauses.
   F. Identify and label the function and position of dependent clauses in
a variety of sentences.

II. Review the Basic Sentence Patterns
   A. Identify and label sentences according to the six patterns.
   B. Write sentences which model the basic patterns.

III. Demonstrate a variety of strategies to enhance the basic sentence
pattern
   A. Write sentences using the traditional strategies of coordination,
subordination and modification
   B. Write sentences using Christensen rhetorical strategies of quality,
detail, and comparison
   C. Write sentences using sentence combining strategies

IV. Classify Sentences According to Their Context
   A. Identify and label sentences declarative, interrogative,
imperative.
   B. Write a variety of sentences to demonstrate classification.

V. Write Sentences With No Major Sentence Level Errors and Recognize and
Correct Poorly Constructed Sentences
   A. Recognize and label the major sentence level errors (fragments,
run-ons, and comma splices).
   B. Correct the major sentence level errors.
   C. Write a variety of sentences demonstrating various structures and
context.
   D. Write a short essay which includes a variety of sentence structures
and is sentence level error-free.

WRITING CENTER HOURS:

   Spring and Fall Semesters:
      Mon.-Thurs: 8:00-8:00
      Fri.: 8:00-2:00
      Sat.: 9:00-3:00
      Sun.: Noon-4:00
   Summer Semester:
      Mon.- Thurs: 8:00-8:00

Content Outline and Competencies:

I. Use Writing Process to Compose a Variety of Paragraphs
   A. Demonstrate an ability to use various prewriting strategies to
decide on a topic by clustering, freewriting, listing, brainstorming. 
   B. Demonstrate an ability to focus an idea and write a controlling idea
sentence.  Write a topic sentence and a thesis statement.
   C. Define and write a topic sentence paragraph.
   D. Create and write an outline to support the topic sentence.
   E. Organize and develop paragraphs that are unified and coherent.

II. Recognize and Use Various Expository Modes
   A. Write using a variety of modes for organizing a paragraph:
description, narration, evaluation, classification.
   B. Write using a variety of methods to develop a paragraph:
example/illustration, process analysis, cause/effect, comparison/contrast,
analogy, definition.

III. Rewrite Drafts Using Specific Revising, Editing, and Proofing
Strategies
   A. Improve the content of a discovery draft by identifying
opportunities to add, cut, change, or move ideas and support and by
implementing those revision strategies.
   B. Demonstrate the ability to edit word choices and sentence structure
to improve logic and flow, rhythm and punch, transition and coherence - in
general, to improve the writing style.
   C. Apply active proofreading strategies to identify and eliminate
convention errors, as listed in the English Program Objectives.

WRITING CENTER HOURS:
   
Spring and Fall Semesters:          Summer Semester:
  Mon.-Thurs:  8:00-8:00              Mon.-Thurs:  8:00-8:00
  Fri.: 8:00-2:00
  Sat.: 9:00-3:00
  Sun.: Noon-4:00

Content Outline and Competencies:

I. Recognize sentence level errors, such as fragments, run-on
sentences, and comma splices
   A. Demonstrate a mastery (70% or better) of the conventions of edited
standard English prose.
   B. Write a short essay which demonstrates an improved ability to edit
and proofread own prose.
   C. Demonstrate an ability to edit and proofread models of poorly edited
and proofread prose through written exercises in course booklet or on the
program Blue Pencil.

II. Recognize and correct grammar errors, such as subject-verb agreement,
pronoun-antecedent agreement, verb form (shifts in person, number, voice,
tense, mood), misplaced and dangling modifiers, parallel structures, and
pronoun case.
   A. Demonstrate a mastery (70% or better) of the conventions of edited
standard English prose.
   B. Write a short essay which demonstrates an improved ability to edit
and proofread own prose.
   C. Demonstrate an ability to edit and proofread models of poorly edited
and proofread prose through written exercises in course booklet or on the
program Blue Pencil.

III. Recognize and correct usage problems, such as faulty pronoun usage,
wrong or inappropriate word choice, tangled constructions, and use of
numbers and abbreviations.
   A. Demonstrate a mastery (70% or better) of the conventions of edited
standard English prose.
   B. Write a short essay which demonstrates an improved ability to edit
and proofread own prose.
   C. Demonstrate an ability to edit and proofread models of poorly edited
and proofread prose through written exercises in course booklet or on the
program Blue Pencil.

IV. Recognize and correct mechanics problems usually found in spelling and
misplaced punctuation, missing punctuation, and overused punctuation, as in
commas, semi-colons, colons, apostrophes, end marks, quotations, italics,
capitalization, and parentheses (brackets, dashes, hyphens, and ellipsis
are also covered.).
   A. Demonstrate a mastery (70% or better) of the conventions of edited
standard English prose.
   B. Write a short essay which demonstrates an improved ability to edit
and proofread own prose.
   C. Demonstrate an ability to edit and proofread models of poorly edited
and proofread prose through written exercises in course booklet or on the
program Blue Pencil.

V. Use a style checker and be able to distinguish between its benefits and
weaknesses.
   A. Practice style checking original writing using Editor or Writers
Workbench.
   B. Explain verbally to instructor what checker suggests to edit and
then writer's decision.

Content Outline and Competencies:

I. Review Parts of Speech
   A. Demonstrate an ability to identify the eight parts of speech.
   B. Label their various functions in sentences

II. Review Basic Sentence Patterns
   A. Demonstrate an ability to label the parts of a sentence.
   B. Demonstrate an ability to write a variety of sentences demonstrating
various structures and context

III. Review Sentence Level Errors
   A. Demonstrate an ability to recognize and correct sentence level
errors
   B. Demonstrate an ability to write a variety of sentences which are
free of errors
   C. Write a short essay which includes a variety of sentence structures
and is sentence level error-free

IV. Review Agreement Errors in Sentences
   A. Demonstrate an ability to recognize and correct subject/verb and
pronoun/antecedent errors in sentences.
   B. Demonstrate an ability to write a variety of sentences which are
free of agreement errors
   C. Write a short essay which includes a variety of sentence structures
and is agreement error-free

V. Review Rules For Using Commas, Apostrophes, and Semicolons
   A. Demonstrate an ability to apply punctuation rules to a variety of
sentences.
   B. Demonstrate an ability to write a variety of sentences and punctuate
them correctly.
   C. Write a short essay which includes a variety sentence structures and
is punctuated correctly.

WRITING CENTER HOURS:
   
Spring and Fall Semesters:      Summer Semester:
  Mon.-Thurs:  8:00-8:00          Mon.-Thurs:  8:00-8:00
  Fri.: 8:00-2:00
  Sat.: 9:00-3:00
  Sun.: Noon-4:00

Content Outline and Competencies:

I. Select and Limit the Topic
   A. Demonstrate an ability to choose a topic
   B. Focus a research topic by applying one of the studied invention
strategies
   C. Write a thesis

II. Understand the Two Aims of Research and the Importance of Knowing
Audience
   A. Demonstrate an ability to choose either persuasive or informative
aim for research project
   B. Demonstrate an ability to write an audience analysis for the
research project

III. Organize Research by Prewriting Strategies, Especially Brainstorming
   A. Demonstrate an ability to compile a list of questions to guide
research, categorize questions
   B. Demonstrate an ability to develop an outline for researching a
topic
   
IV. Learn a Process For Conducting Research
   A. Demonstrate an ability to find credible resources to use in the
research essay through a variety of sources: on-line data bases, the
Internet, the Reader's Guide to Periodical Literature, the interview, and
the survey. Make bibliography cards of each resource used
   B. Show an improved understanding of the resources by taking notes on
literature read on note cards
   C. Show an ability to compile a working bibliography
   D. Demonstrate the ability to write an annotated bibliography
   E. Keep a log of the research process
   F. Synthesize resources by summarizing, paraphrasing and/or quoting
   G. Organize synthesized resources into an essay which is informative or
persuasive

V. Write a Research Essay Which Demonstrates an Ability to Complete the
Following Steps
   A. Document resources cited in essay using MLA or APA style
   B. Revise and edit the research essay with feedback from instructor or
writing center peer tutors
      1. Show the ability to apply revision strategies, such as add, cut,
change, or move
      2. Demonstrate the ability to eliminate convention errors, as listed
in the English Program Objectives

WRITING CENTER HOURS:
   
 Spring and Fall Semesters:       Summer Semester:
   Mon.-Thurs:  8:00-8:00           Mon.-Thurs:  8:00-8:00
   Fri.: 8:00-2:00
   Sat.: 9:00-3:00
   Sun.: Noon-4:00

Content Outline and Competencies:

I. Improve paragraph structure by completing assigned activities
pertaining to the order of paragraphs considering the following modes:
   A. Chronological-narration
   B. Process-description
   C. Classification
   D. Problem/solution
   E. Comparison/contrast
   F. Assertion and support
   G. Cause/effect

II. Improve the sentence style in a draft by applying sentence strategies
for variety and emphasis by working through assigned activities with
practice in the following formats: 
   A. Periodic 
   B. Loose 
   C. Subordination and coordination
   D. Read and apply strategies to improve Introductions and Conclusions
to assigned activities and own writing.
   E. Add or change transitional devices and correct errors in parallelism
as a revision strategy for own writing and assigned activities.
   F. Apply revision strategies to improve meaning and coherence.
      1. Add or move ideas and evidence which support the thesis,
      2. Cut ideas and evidence that do not improve meaning. 
      3. Determine appropriate documentation of sources
   G. Apply strategies for changing word choice to own writing and
assigned activities. 1.Edit for specific detail and clarity 2.Edit for
active verbs 3.Edit for wordiness and verbosity 4.Edit for denotation and
connotation
   H. Demonstrate strategies for revising for an audience by completing
assigned activities and by using own writing applying strategies for...
1.Writing for oneself, 2.Imagining a reader, 3.Objectively reading one's
own writing, and 4.Understanding the peer critique

WRITING CENTER HOURS:

Spring and Fall Semesters       Summer Semester
  Mon-Thu: 8:00-8:00              Mon-Thu: 8:00-8:00        
  Fri.: 8:00-2:00
  Sat.: 9:00-3:00
  Sun.: Noon-4:00

Content Outline and Competencies:

I. Review the Writing Process of prewriting and invention, drafting,
revising, and editing.
   A. Choose an audience appropriate to the writing assignment and analyze
that audience.
   B. Demonstrate an ability to use various prewriting strategies to
decide on a topic, discover ideas, and develop support. Practice a variety
of devices such as the following:
      1. Freewriting
      2. Clustering
      3. Listing
      4. Observing
      5. Reading/Researching
      6. Interviewing
      7. Notetaking
   C. Demonstrate the ability to choose a topic, focus ideas, and write a
thesis statement
      1. Write a thesis statement appropriate to the assignment
      2. Organize and write a plan (outline) appropriate to the
assignment
   D. Choose a format appropriate to the assignment and the discipline
      1. Recognize and use various expository modes, i.e., description,
narration,  classification, etc.  Practice a variety of methods for
developing and supporting ideas, i.e., examples, statistics, anecdotes,
facts, etc.
   E. Support content with appropriate documentation within the text of
the paper and in the compiled list of sources at the end of the paper.
   F. Revise and edit drafts using specific revising, editing, and
proofing strategies
      1. Demonstrate an improved sense of style
      2. Demonstrate an improved use of language
      3. Demonstrate an ability to apply appropriately a specific
documentation style
II. Apply critical thinking skills to specific writing assignments which
demonstrate an understanding of the writing process. 
   Each of the assignments will include readings and models appropriate to
the discipline. Style sheets are available for each of the following
disciplines:  Biology, Humanities, Psychology and History.  Others as the
need arises.  Each assignment begins with an appropriate description and
then sets up the writing process.  Readings specific to each task and
discipline will be assigned. Samples of the completed assignments, written
by JCCC students for actual classes, will be available for review. Each
step of the process will be critiqued by a member of the Writing Center
staff, and correct grammar and usage will be discussed. Reviews of
mechanics will be included as individual needs arise.  Stylistic points
will be emphasized.
   Each assignment will include the following steps: a) Prewriting (a
variety of prewriting strategies will be provided); b) Focusing, reading,
researching, observing, notetaking; c) Writing- analyzing, interpreting,
synthesizing; d) Rewriting- appropriate style, appropriate language,
appropriate documentation; e) Proofreading/Editing - grammar, punctuation,
mechanic, spelling.
   A. Analysis: Students will select a professional journal article to
read, identify key points, and summarize in three formats.
      1. Point out the distinguishing characteristics of a precis,
abstract, and a summary by writing one of each format.
      2. Discover disciplinary applications and appropriate terminology
for potential collegiate writing assignments such as the executive summary
or the science hypothesis.
   B. Synthesis: Students will select, read, analyze, interpret, and
synthesize several (at least three) articles which provide varying
perspectives on a focused topic.
      1. Demonstrate research skills by accessing electronic data bases
and the Internet.
      2. Assess the selected articles by qualifying them against a
prepared set of criteria.
      3. Create an essay (300 to 500 words) which combines the ideas of
the sources with  their own explanations and point of view. The research
report or synthesis paper may include all or some of the following parts:
a proposal or executive summary or abstract, a journal or log, search
questions, an interview as a source, field research.
      4. Write the report in the appropriate form and style of a specific
discipline.
      5. Demonstrate ability to work assignment through the writing
process.
      6. Rephrase or paraphrase, summarize, or quote the articles
appropriately and    document the information as it is integrated into the
text in the previously decided upon format (APA, MLA, Chicago).
      7. Prepare and compile a bibliography, works cited, or references
cited page which documents the sources used in the essay in the
appropriate discipline format.
   C. Interpretation and Critique: Students will write a literature review
which demonstrates a critical review of a professional journal article.
      1. Select an article from a professional journal and critique its
appropriateness to its topic and discipline.
      2. Read the article carefully, select several disciplinary
characteristics of its content, form, or writer's style and measure these
traits against established criteria.
      3. Provide adequate support in the form of examples.
   D. Evaluation and Critique: Students will write a book, art, or film
review.
      1. Select and study by taking notes the selected art form to be
evaluated against a set of criteria determined by its genre or
classification.
      2. Develop essay or review with specific examples, facts, or
illustrations.
   E. Comprehension and Application: Students will define instructional
key words frequently used in designing essay examinations, write their own
essay questions using these terms and write their own answers to the
questions.
      1. Select terms to be defined as those representative of a specific
discipline.
      2. Create essay questions using cognitive behavioral terms.
      3. Demonstrate an understanding of the question.
      4. Write sample answers to the questions.
      5. Show knowledge of relevant material in answers.
      6. Reflect an ability to present the material in an organized form
appropriate to academic discipline.
      7. Demonstrate an ability to state ideas clearly.

Content Outline and Competencies:

I. The Writing Process
   A. Begin a writing task by using appropriate methods for discovering
ideas and gathering materials.
      1. Demonstrate proficiency with brainstorming techniques.
      2. Locate supporting materials and evidence from personal experience
as well as field/library research.
   B. Decide on a suitable controlling idea and arrangement for the
supporting ideas.
      1. Develop and express a controlling idea for papers of different
lengths and rhetorical aims.
      2. Select a pattern of organization appropriate to the purpose of an
essay.
      3. Demonstrate ability to write with expressive, informative and
persuasive purposes.
   C. Write an essay that presents an idea and supports it with sufficient
detail to be convincing and interesting.
      1. Clearly narrate events or state points of analysis that support
the essay's main idea.
      2. Select and effectively integrate appropriate support into a text
including quotations, examples, and statistics.
      3. Account for other viewpoints, including the opinions of people
who hold different political, religious, or cultural views.
      4. Write introductions that effectively introduce the topic to the
audience and conclusions that reinforce the writer's point and bring
closure to the text.
      5. Paraphrase and summarize written sources effectively.
      6. Document outside sources with appropriate in-text and
parenthetical citations.
   D. Make and assist others to make significant revisions in the
organization, development of ideas, stylistics, and mechanics of essays
using comments from the instructor and/or other students.
      1. Demonstrate proficiency in effectively writing and manipulating
clauses and phrases in accordance with the conventions of written
English.
      2. Use figurative language and sentence variety to add interest and
clarity.
      3. Develop a written voice with appropriate and varied vocabulary.
      4. Write paragraphs where ideas progress logically through coherent
sentences. 
      5. Write essays with transitions that connect paragraphs and major
sections of the text logically.
      6. Critique the work of peers to assist them in improving the focus,
organization, support, clarity, correctness and effectiveness of their
essay.

II. Reading and Thinking Critically About Texts
   A. Profile an appropriate audience for texts.
      1. Identify approximate demographics for ideal audience.
      2. Determine if vocabulary and supporting materials are sufficient
and appropriate.
   B. Identify controlling ideas and organizational patterns in texts.
      1. Summarize content effectively.
      2. Describe the author's intended effect on the reader through the
text.
      3. Identify the organization pattern(s) used in the text to develop
ideas.
   C. Evaluate the biases and reliability of sources.
      1. Identify language that reveals a bias.
      2. Distinguish and identify arguments based in logos, pathos and
ethos.
      3. Locate logical fallacies in texts and in popular culture with
guidance.
      4. Recognize some personal and cultural biases that influence
reading.

Content Outline and Competencies:

I. Students Will Integrate the Research Process into the Basic Writing
Process
   A. Begin a writing task by using appropriate methods for discovering
ideas and gathering materials appropriate to a range of purposes and
subjects.
      1. Demonstrate ability to read and formulate objectives of an
assignment.
      2. Locate supporting materials and evidence from
field/library/on-line research, including professional journals.
      3. Read, comprehend, and summarize appropriate sources.
   B. Decide on a suitable controlling idea and arrangement for the
supporting ideas.
      1. Develop and express a controlling idea for papers that reflect
the range of assignments and audiences for academic writing across the
curriculum.
      2. Select a pattern of organization appropriate to support a complex
thesis.
      3. Demonstrate ability to write explanatory, evaluative, and
argumentative papers drawing on secondary sources.
   C. Write an essay that synthesizes original positions with the ideas of
others and develops the student's thesis with critically sound and
interesting sources.
      1. Analyze, organize, introduce and interpret evidence that supports
the essay's main idea.
      2. Critically select and utilize evidence free of logical
fallacies.
      3. Develop arguments using principles of logic (syllogism,
enthymemes, presuppositions, etc.).
      4. Effectively integrate and correctly punctuate appropriate support
into a text including quotations, examples, and statistics.
      5. Account for other viewpoints, including the opinions of people
who hold different political, religious, or cultural views.
      6. Write introductions that effectively introduce a topic (including
its vocabulary, importance, and appropriate historical background) to a
specific audience and conclusions that reinforce the writer's point and
brings closure to the text.
      7. Paraphrase and summarize complex written sources effectively.
      8. Document outside sources with appropriate in-text and
parenthetical citations.
   D. Make and assist others to make significant revisions in the
organization and  development of ideas using comments from the instructor
and/or other students.
      1. Revise organizational patterns to allow ideas to progress more
smoothly and logically through coherent sentences, paragraphs, and major
points of development.
      2. Insert additional materials where needed for support and
eliminate repetitive, irrelevant or ineffective and unreliable
information.
      3. Critique the work of peers to assist them in improving the focus,
organization, support, clarity, correctness and effectiveness of their
essay.
   E. Develop a written style within the conventions of standard edited
prose.
      1. Select and correctly use vocabulary appropriate to the topic and
audience.
      2. Write sentences that grammatically convey clear and complex
relationships.
      3. Use figurative language appropriately to add clarity and
interest.
      4. Edit prose into standard edited English.

II.   Students Will Demonstrate Ability to Read and Think Critically About
Texts
   A. Profile texts and determine potential biases.
      1. Identify approximate demographics for ideal audience of
individual articles, journals, books, and student essays.
      2. Determine biases or viewpoints appealed to through analysis of
the vocabulary, support, and organization of a text.
   B. Comprehend the content and intention of academic texts.
      1. Summarize an article's content effectively.
      2. Describe the author's intention or agenda.
   C. Evaluate the biases and reliability of sources.
      1. Identify language that reveals a bias.
      2. Distinguish and identify arguments based in logos, pathos and
ethos.
      3. Locate logical fallacies in student and professional texts
independently.
      4. Recognize personal and cultural biases that influence readers.

Content Outline and Competencies:

I. Prewrite to Overcome Writer's Block
   A. Gather information for correspondence.
   B. Organize this information according to the type and purpose of the
correspondence being written:
      1. spatial
      2. chronological
      3. importance
      4. analytical
      5. cause/effect
      6. problem/solution
      7. memo
      8. letter
      9  report
      10. instruction
      11. e-mail
      12. web page
      13. sales
      14. inquiry
      15. directive
      16. informative
   C. Identify and determine audience needs.

II. Write Rough Drafts
   A. Draft text for the specific assignment.
   B. Organize the text according to the type and purpose of the
correspondence being written:
      1. spatial
      2. chronological
      3. importance
      4. analytical
      5. cause/effect
      6. problem/solution
      7. memo
      8. letter
      9  report
      10. instruction
      11. e-mail
      12. web page
      13. sales
      14. inquiry
      15. directive
      16. informative

III. Rewrite the Rough Drafts Using Revision Techniques and Peer Group
Evaluations
   A. Add new details for clarity.
   B. Delete unnecessary information for conciseness.
   C. Reformat the text to improve document design.
   D. Enhance the tone of the text for audience involvement.
   E. Clarify word usage.
   F. Correct grammatical and mechanical errors.
   G. Work with peers to help each other and learn from each other.

IV. Compose Different Types of Technical Correspondence
   A. Write a sales letter to market a product or service.
   B. Write a letter of inquiry to request additional information about
the product or service.
   C. Write a directive memo telling subordinates to create a web site.
   D. Create a web site with a home page and multiple screens.
   E. Write a user manual informing clients how to perform a series of
tasks.
   F. Write a progress report to a boss, informing him or her of status on
a project.
   G. Write e-mail to the teacher updating him or her about the student's
achievements and challenges in the course.

V. Write Correspondence Which Abides by the Seven Essential Traits of
Technical Writing
   A. Clarify ideas by answering reporter's questions and by providing
specific, quantifiable information.
   B. Write concisely, by limiting the length of words, the length of
sentences, and the length of paragraphs.
   C. Design the page layout of text through highlighting techniques
      1. boldface
      2. underlining
      3. white space
      4. italics
      5. changes in font size and typeface
   D. Organize the text according to the type and purpose of the
assignment.
      1. spatial
      2. chronological
      3. importance
      4. analytical
      5. cause/effect
      6. problem/solution
      7. memo
      8. letter
      9  report
      10. instruction
      11. e-mail
      12. web page
      13. sales
      14. inquiry
      15. directive
      16. informative
   E. Recognize audience.
      1. Determine whether the reader is a high-tech peer, a low-tech
peer, a lay reader, or combinations of the above.
      2. Define terms according to the reader's level of understanding
avoiding sexist language.
   F. Involve audience through pronouns, contractions, positive word
usage, and personalized tone.
   G. Create accurate text, avoiding the nine major grammatical errors and
minor errors in punctuation.
      1. fused sentences
      2. fragments
      3. agreement errors
      4. verb tense shifts
      5. reference problems
      6. problems with modification
      7. spelling errors
      8. comma splices
      9. shifts in person

VI. Create Computer-Generated Graphics
   A. Use Paint, PhotoShop, Lview, FrontPage, Adobe Workshop, etc., to
create bitmap images.
   B. Use Microsoft Word to create bar charts, pie charts, line graphs,
etc., for use in documentation.

VII. Download and Modify Computer-Generated Graphics
   A. Download GIFs (Graphical Interfaces) and JPGs (Joint Photographic
Group) graphics from the Internet.
   B. Use a conversion software to modify the text to avoid copyright
infringement.

VIII. Use Computer Word Processing Skills with Microsoft Word.

IX. Acquire Problem-Solving Skills Inherent in the Challenges of Writing
and Teamwork
   A. Solve problems inherent in writing.
      1. gathering information
      2. organizing text
      3. recognizing audience
      4. abiding by the seven key criteria for Technical Writing
      5. avoiding grammatical/mechanical errors
   B. Work in groups for team projects, overcoming challenges inherent
with writing skills.

X. Work in Teams, Model Total Quality Management Skills
   A. Choose team leaders for projects.
   B. Choose team record keepers for role checking.
   C. Work to get along with others from diverse backgrounds.
   D. Achieve equal levels of labor.
   E. Support others in team projects.
   F. Help each other and learn from each other.

Content Outline and Competencies:

I. Analysis of Reader's Personal Tastes in Imaginative Literature
   A. Review literary tastes.
   B. Speculate on the sources and background of those tastes.
   C. Identify what is most valued or devalued (privileged or
marginalized) in the reading experience.
   D. Document changes in reading style and taste over the course of the
semester.
   E. Reflect on what personal experiences are most brought to bear on the
reading experience.
   F. Recognize the literary elements presently being studied (motifs,
themes, symbols, characters, moods, etc.) in works the student has
previously encountered in film, television or print media.

II. Readers in a Community
   A. Describe the reading experience of imaginative texts to other
students in discussion groups.
   B. Review the reading experiences of other students in group discussion
or with the full class.
   C. Locate major areas of personal and community interests and values,
describing similarities and differences between them.
   D. Identify those aspects of an imaginative text that may generate
multiple meanings.
   E. Identify those aspects of an imaginative text which may not allow
for meaningful paraphrase, summary, simplification or reduction.
   F. In groups, construct a negotiated statement about the value,
significance and possible meaning of a given text.

III. Textual Analysis of Short Fiction
   A. Recall and summarize the  facts" of a specific text.
   B. Review the technical vocabulary used in the criticism of short
fiction.
   C. The plot
      1. Differentiate between those details in a narrative that are
significant to the plot and those that are not.
      2. Construct alternative plot lines at potentially significant
textual moments.
      3. Identify each character's major goals.
      4. After outlining the sequence of events in a story, reconstruct
the  fabula" of the story.
      5. Identify disruptive elements in a character's drive toward his or
her goal.
   D. The characters
      1. Identify patterns based on a character's speech, appearance,
actions, interaction with other characters, values, material possessions,
and physical space.
      2. Differentiate between  flat"and  round" characters.
      3. Revise a  flat" character's profile to create a more fully
dimensional personality.
      4. Speculate about the value systems which govern the behavior,
thoughts, and feelings of a given character. 
   E. The story world
      1. Identify and characterize two competing value systems dominating
each short story read.
      2. Describe the dynamics of each value system and identify points of
tension between them.
      3. Discuss those characters who seem to have an unstable
relationship with either or both realms of value. 
   F. Story and meaning
      1. Differentiate between traditional and constructed symbols
employed in a text.
      2. Identify and articulate a short story's themes.
   G. Story and value
      1. Assess the value of a short story as an artistic achievement.
      2. Articulate the thematic bearing a story may have on marginalized
populations.

IV. Textual Analysis of Poetry
   A. Construct a preliminary definition of poetry.
   B. List a number of major poems and specific works in the Western
literary tradition.
   C. A poem's content
      1. Distinguish between the author and speaker of a poem.
      2. Describe the dramatic situation of a poem, including the
speaker's predicament and vulnerability.
      3. Read poems out loud, responding meaningfully to the cues given in
the text which indicate sense, rhythm, emphasis and closure.
      4. Paraphrase poems.
   D. A poem's form
      1. Review the technical vocabulary used in the criticism of poetry,
including stanza forms, metrics, tropes, and traditional themes.
      2. Employ technical vocabulary in discussions of  counted verse."
      3. Draw distinctions between  counted" and  free" verse.
   E. The poem's artistry
      1. Locate and characterize the predominant images in a poem.
      2. Identify and explain the use of metaphors in a poem.
      3. Identify and describe various  voices" found in poems,
specifically characterizing those belonging to the  innocent" and 
experienced" perspectives.
   F. Exploration of a poem's meaning
      1. Identify specific moments of  ambiguity" in a poem.
      2. Construct multiple meaning statements for a given poem.

V. Textual Analysis of Drama
   A. Summarize the major actions in a play.
   B. Review the technical vocabulary used in the criticism of written
(not performed) dramatic texts.
   C. Dramatic structure
      1. Review the elements of traditional plot structures in Greek,
Shakespearean and Modern drama.
      2. Identify the major characters' fundamental goals.
      3. Characterize the conflicts created by the differing goals of
characters in the same play.
      4. Identify significant choices made by characters in the play for
which the consequences cannot be foreseen or controlled.
   D. The stage
      1. Describe the various kinds of stages on which plays have been and
are performed.
      2. Discuss the impact of the construction of the stage on the
structure of the play itself.
   E. Theatrical language
      1. Distinguish between theatrical dialogue and everyday
conversation.
      2. Examine the contradiction between what characters say and what
they actually think and feel.
      3. Identify moments in the dialogue where the  subtext" breaks
through into the dramatic discourse.
   F. Performance
      1. Contrast  stage" acting with  method" acting.
      2. List criteria used to evaluate a play's performance and apply
those to a specific production.
   G. Identify the major themes in a dramatic work.

Content Outline and Competencies:

I. Develop a writing process appropriate for creating interactive
texts.
   A. Compose written profiles of published interactive media to establish
criteria for effective writing with the genre.
   B. Generate controlling concepts using brainstorming and researching
techniques.
   C. Arrange materials according to the project's rhetorical aim and the
media's needs.  
   D. Write projects for appropriate rhetorical aims and audiences.
   E. Make and assist others to make global, functional and editorial
revisions in projects according to the conventions of the media and
standard written English.

II. Write and design materials suited to a hierarchical/clustered design.
   A. Develop a project with an expressed aim.
   B. Compose a written profile of the conventions for web sites or other
media with internal links.
   C. Outline organization of multi-page site.
   D. Select on-line materials to integrate and link to site.
   E. Write prose that complements but does not rely on graphics.
   F. Edit prose to fit into organization of site and dimensions of a
standard screen.
   G. Compose transitional words, phrases or icons to lead logically to
other pages within the site.

III. Create a multi-modal text.
   A. Develop a project with an expository or instructional aim.
   B. Describe conventions in virtual tour packages, slide shows, viral
videos and other linear, multi-modal texts.
   C. Select appropriate secondary (library/electronic) sources to
integrate into project.
   D. Write "voice over script" using conventions of spoken English.
   E. Coordinate visuals and "voice over" using a storyboard.
   F. Select appropriate materials to support the text's purpose.
   G. Compose proposal describing the project purpose and process.
   H. Write script using appropriate format.

IV. Write and design materials for an interactive simulation experience.
   A. Develop a project with an instructional/educational aim.
   B. Describe various "paths" individuals might take through the
simulation.
   C.  Propose an original training or learning simulation.
   D. Devise and organize non-linear, inner-connected nodules or scenes
using flowcharting strategies.
   E. Write scripts using appropriate format to indicate character
dialogue, action sequences and user interactivity.
      1. Compose scenes incorporating multiple user choices.
      2. Compose scenes with dialogue "triggers" that determine the
direction of the text.
   F. Write additional non-linear scenes.

V. Incorporate user-centered, highly-interactive media components.
   A. Demonstrate an understanding of searchable databases (kiosks).
      1. Analyze interactive databases and kiosks to identify current
conventions.
      2. Define concepts of Boolean logic.
      3. Compose a project proposal describing function and audience for a
searchable database.
      4. Evaluate methods to collect data through primary research.
      5. Identify and categorize desirable attributes to use as search
tags for data.
   B. Demonstrate an understanding of social networking tools.
      1. Identify and analyze popular online tools.
      2. Compose text for use on a variety of social networking cites.

VI. Write clear and effective supporting documents.
   A. Respond to e-mails using appropriate tone.
      1. Supply information in an accurate and timely fashion.
      2. Develop an impromptu written style within the conventions of
standard edited prose.
   B. Write effective letters, memos and proposals.
   C. Evaluate "Help" and supporting materials in currently published
computer applications.
      1. Identify concepts and functions in published program to be
included in a manual.
      2. Write primary (simple) and secondary (in-depth) definitions,
explanations and troubleshooting screens.

Content Outline and Competencies:

I. The Purposes of Games and Participatory Narratives
   A. Identify and describe games that entertain.
   B. Identify and describe games that inform or teach facts and skills.
   C. Identify and describe games that persuade users to adopt certain
attitudes or teach desirable behaviors.
   D. Write a proposal for a game with an emphasis on its purpose and
objective.

II. The Role of Setting and Virtual Worlds in Games
   A. Analyze setting-driven games.
      1. Critique the virtual explorable world in games.
      2. Describe the role of setting in digital narratives.
         a. Identify the relationship between setting and game
challenges.
         b. Identify the relationship between setting and archetypal
characters and character growth.
   B. Describe the role of design elements in games and digital stories.
      1. Describe the role of color and shapes in suggesting mood, tone,
and physical sensations like heat, cold, hardness, sharpness, etc.
      2. Identify and discuss dominant art styles in establishing user
expectations.
   C. Identify the role of setting in establishing narrative limits.
      1. Infer spatial limits within the game from the setting.
      2. Anticipate temporal limits within the game from the setting.
      3. Predict the physical laws within the game from the setting.
   D. Create detailed and appropriate settings for games.
      1. Analyze the role of setting in several forms of media (print,
film, digital).
      2. Propose back stories and game objectives suitable to specific
game worlds.
      3. Design (visually or textually) settings for an original scene in
a game.

III. The Role of Character in Games
   A. Identify archetypal characters (hero, mentor, sidekick, higher self,
allies, shape shifters, tricksters, threshold guardians, shadows, and
heralds).
   B. Describe the role of viewpoint in games.
      1. Identify and analyze third-person viewpoint in games.
         a. List and describe the elements of characterization.
            1) Defining characters through their appearance.
            2) Defining characters through their dialogue.
            3) Defining characters through their actions.
         b. List and describe the challenges in characterization.
            1) Maintaining consistency in personality traits.
            2) Using flat and rounded characters to move the story and
promote identification.
      2. Identify and analyze first-person viewpoint in games.
         a. Identify and describe the challenges of creating a
first-person character to be played by all kinds of people.
         b. Identify and describe the challenges of inserting the
first-person character into the story smoothly.
            1) Providing player with the context.
            2) Providing player with the viewpoint character’s
exposition.
   C. Describe the role of motive in games.
      1. List and describe classic character motives.
      2. Identify and describe the challenges of creating a motive for the
player/user in first-person games.
      3. Describe methods of revealing motives for characters within the
game.
   D. Create developed characters for games
      1. Compile a character bible describing principle physical
characteristics, personality traits and driving motives for several key
characters in an original or published game.
      2. Write several pieces of dialogue with instructions for vocal and
visual expressions for a single character in keeping with that
character’s profile.
      3. Write appropriate material for a dialogue engine.

IV. The Role of User-Interactivity in Games
   A. Describe the role of and expectations for the tools used to
experience digital narratives and games (interfaces, keyboards,
controllers, specialized equipment). 
   B. Identify types of user-challenges:
      1. Logical and inference challenges.
      2. Lateral-thinking challenges.
      3. Memory challenges.
      4. Intelligence and knowledge-based challenges.
      5. Pattern-recognition challenges.
      6. Spatial-relationship challenges.
      7. Coordination and reflex challenges.
      8. Moral and ethical challenges.
   C. Employ techniques for establishing and modifying pace.
      1. Balance explicit and implicit problem-solving.
      2. Discuss impact of challenge sequencing.
      3. Incorporate short- and long-term game objectives and goals.
   D. Analyze the role of gameplay in the interactive experience.
      1. Maintain a player’s log reflecting on game-playing
experiences.
      2. Create a representation (textual, visual, video-diary,
multi-media, etc.) describing the student’s individual definition of
“gameplay.”

V. The Role of Plot in Games
   A. Describe the role of structure in stories.
      1. Outline the traditional story structure.
      2. Identify interactive variations including hierarchical, open, and
common closed (string of pearls, multi-path, parallel tracts) structures.
   B. Describe the role of plot in games.
      1. Describe the purposes of narrative plots in games and explorable
worlds.
         a. Constructing “back stories” that act as catalysts for
action.
         b. Creating narratives that establish objectives throughout a
game.
      2. List and understand archetypal plots for stories.
      3. Describe plot types most appropriate for different kinds of
games/digital stories.
   C. Describe the role of challenges in games and stories.
      1. List complications that arise from characters and their natures.
      2. Describe complications that arise from setting.
      3. Discuss complications that arise from plot devices.
      4. Define complications that arise from the supernatural.
   D. Design plot structures for games.
      1. Map an overarching structure for a proposed game.
      2. List and describe several challenges players will encounter in a
proposed game.

Content Outline and Competencies:

I. Introduction
   A. Identify and define the major divisions and genres comprising the
contemporary Bible.
   B. Identify the literary forms used within the biblical genres.
   C. Explain the challenges of translation from Hebrew and Greek to
English.
   D. Describe the translation choices for an assigned passage using both
a strictly literal translation and several different idiomatic
translations.
   E. Describe the major events in the formation of the contemporary
biblical canon.
   F. Describe the major events in the translation process from the
original texts to the present English Bible.

II. Reading the Hebrew Bible
   A. Describe the chronology of the history described in the text.
   B. Explain and discuss the importance of Torah in Jewish tradition from
the earliest times to the present.
   C. Discuss the scholarly editorial theories of the Hebrew Bible texts,
including the Documentary Hypothesis.
   D. Identify and discuss the major events of the Genesis accounts of
creation.
   E. Identify and discuss the stories of the Hebrew patriarchs.
   F. Identify and discuss the major events in the Exodus narrative.
   G. Define and discuss the nature of the prophetic tradition in Hebrew
culture.
   H. Discuss the role of David as a literary figure in the Hebrew
tradition.
   I. Define and give examples of typical Hebrew tropes such as
parallelism and chiasmus.

III. Reading the Greek New Testament
   A. Identify the important differences between the four gospels,
speculating on possible explanations for those differences.
   B. Explain and discuss the scholarly editorial theories of the first
five books of the New Testament.
   C. Describe the traditional elements of first century letters.
   D. Discuss the various cultures represented in the recipients of the
New Testament epistles.
   E. Practice rhetorical analysis.
   F. Perform a rhetorical analysis on one of the shorter New Testament
epistles.
   G. Define apocalyptic literature and discuss the Revelation and Daniel
in the light of that definition.
   H. Discuss the use of Hebrew Bible texts in the New Testament.

IV. The Literary Legacy of the Bible
   A. Define and describe the genres of mystery and morality plays.
   B. Demonstrate an understanding of the hermeneutical tradition drawing
from the rabbinical tradition and patristic writings.
   C. Identify and evaluate the biblical analogies in selected writers
such as Chaucer, Shakespeare, Milton, Bunyan, Hawthorne, Melville,
Morrison, or Baraka.

Content Outline and Competencies:

I. Hispanic History and Heritage of U.S. Latino/a Literature
   A. Identify Spanish contact, conquest and colonization of the
   “New World” and discuss residual effects
   B. Texts from 16th- to 18th-century writers such as Alvar Núñez
Cabeza de Vaca and Inca, Garcilaso de la Vega
   C. Texts from 19th-century writers such as María Amparo Ruiz de Burton
and José Martí
   D. Identify related literary and art movements  in Spain and Latin
America(e.g., modernism, surrealism, and magic realism)
   E. Identify related political movements in Spain and Latin America
(e.g., fascism, communism, and socialism)

II. Major Literary Genres
   A. Distinguish between major literary genres and recognize the
conventions of each 
   B. Non-fiction (e.g., historical/political/social texts,
memoir, personal narrative) 
   C. Fiction (e.g., novels and short stories)
   D. Poetry (e.g., free verse and fixed forms)
   F. Drama (e.g., El Teatro Campesino, Luis Valdez, and Miguel Piñero,
contemporary Latino/a drama and film)
   G. Describe Criticism 
   H. Identify generic hybrids and discuss unconventional writing 

III. Linguistic Code-Switching
   A. Identify when Latino/a writers switch linguistic codes (e.g.,
English, Spanish, and Spanglish)
   B. Interpret instances of code-switching and speculate reasons for and
implications of the practice

IV. U.S. Latino/a Movements
   A. Discuss the Nuyorican Movement
   B. Discuss Miguel Algarín and Nuyorican Poets Café, Spanish Harlem
and the Lower East Side (NYC), and writers such as Miguel Piñero, Pedro
Pietri, Tato Laviera
   C. Discuss the Chicano Movement
   D. Discuss César Chávez and Delores Huerta (grape boycotts), “La
Raza” in California, Tejanos, Tex-Mex,and the Homeland myth of Aztlán

V. Issues of Identity
   A. Examine transnational identities
   B. Commonwealth of Puerto Rico
   C. Mexican-American “borderland” identity (Gloria Anzaldúa)
   D. Explain the concept of cultural hybridity (breaking
profiles)—e.g., hyphenated America, both but neither, Latinos with
African roots, Latinos with Native American roots
   E. Analyze the practice of assimilation and resistance

VI. Cultural, Historical, and Artistic Contexts
   A. Recognize significant historical contexts such as the
      Monroe Doctrine and Roosevelt Corollary, the revolt by and U.S.
annexation of Texas, the U.S.-Mexican War and the Treaty of Guadalupe
Hidalgo, the Spanish-American   War (Puerto Rico, Cuba and Platt
Amendment), immigration issues (legal and illegal), and the Civil Rights
movements of the 1960s and -70s
   B. Identify significant cultural contexts such as Mexican and
Mexican-American cultures, Puerto Rican culture, other Caribbean cultures
(Cuban, Dominican), Central American cultures, and South American cultures

   C. Identify significant artistic contexts such as 19th-century
expectations, Modernism, Surrealism, Post-modernism, and Latina
Feminism

Content Outline and Competencies:

I. Major Literary Genres
   A. Distinguish among major literary genres and recognize the
conventions of each.
      1.Non-fiction (e.g., historical/political/social texts, memoir,
criticism, personal narrative) 
      2.Fiction (e.g., novels and short stories)
      3.Poetry (e.g., free verse and structured forms)
      4.Drama (e.g., theater and television)
   B. Recognize and analyze significant instances of figurative language
such as metaphor, simile, imagery, symbolism, irony, analogy.
   C. Explain the influence of the major literary genres in consideration
of social, historical, political, and cultural contexts.
 
II. Rhetorical Strategies and Devices
   A. Identify and define rhetorical strategies and devices such as
themes, imagery, characterization, plot development, narration, symbolism,
and Aristotelian appeals (i.e., ethos, logos, pathos).
   B. Explain the importance of rhetorical strategies and devices as they
apply to the literature.
   C. Explain the impact of the social, historical, political, and
cultural contexts on the use of rhetorical strategies and devices.

III. Identity Issues
   A. Identify and analyze multiple perspectives relating to the identity
of women who are authors.
   B. Identify and analyze multiple perspectives of characters in
literature authored by women.

IV. Gender Identity and Literature
   A. Examine the social construction of female identity found in
literature, including Virgin/Whore dichotomy, Maid/Wife/Widow, Motherhood,
Public/Private person, and Concept of the Other.
   B. Examine the social construction of gender as it is reflected in
literature.

V. Feminist Literary Theory
   A. Explain and apply the arguments of the first wave of feminist
literary theorists (i.e., 19th and early 20th century) to assigned
literature.
   B. Explain and apply the arguments of the second wave of feminist
literary theorists (i.e., mid- to late 20th century) to assigned
literature.
   C. Explain and apply the arguments of the third wave of feminist
literary theorists (i.e., late 20th century to present) to assigned
literature.

VI. Social, Historical, Political, and Cultural Contexts
   A. Explain the importance and significance of contextualizing
literature.
   B. Analyze the significance of influential social, historical,
political, and cultural contexts/events which impacted the author and/or
the reading and/or the reception of the literature. Contexts/Events may
include Puritanism, Salem Witch Trials, Science and Rationalism,
Urbanization, Education Reform, Slavery, Abolition, Women’s Rights,
Industrialization, Civil Rights Movement, Modernism, Postmodernism, and
particular War Eras.

VII. Character of Women’s Identities
   A. Analyze the social locations of women authors, particularly in
consideration of race, ethnicity, religion, sexuality, and class.
   B. Analyze the social locations of literary characters of texts
authored by women, particularly in consideration of race, ethnicity, 
religion, sexuality, and class.

Content Outline and Competencies:

I. Analyze and Persuade a Select Audience
   A. Explore methods for profiling audiences.
   B. Practice appealing to primary, secondary, and peripheral audiences.
   C. Examine and manipulate evidence for a specific audience.
   D. Construct a persuasive persona based on the needs of a specific
audience.
   E. Manipulate emotional appeals for a target audience.

II. Locate and Control Source Material with Precision
   A. Explore all the resources of a traditional library.
   B. Work with the Internet, refining searches, selecting sources with
discretion and learning how to refute arguments based on questionable
sources.
   C. Use interviews as a regular part of source-supported arguments.

III. Use and Adapt a Personal Voice
   A. Recognize voice in writing.
   B. Practice controlling voice within the demands of a rhetorical
context.
   C. Use flaws in voice of opposing arguments as grounds for refutation.

IV. Think Critically, Using Logic to Promote a Desired End
   A. Identify major logical fallacies.
   B. Refute an argument that uses logical fallacies.
   C. Manipulate logical fallacies to support an argument.
   D. Detect assumptions and biases in opposing arguments and use for
refutation.
   E. Detect assumptions and biases in students' own arguments and use to
advance their arguments.

V. Work Collaboratively with Fluency
   A. Analyze peer drafts and professional models for elements of
effective composition.
   B. Analyze peer drafts and professional models for elements of
effective rhetoric.
   C. Give substantive and specific suggestions for revising drafts.
   D. Discriminate among peer feedback suggestions: weak, lateral, and
strong.

VI. Write with an Effective, Flexible Style
   A. Master a basic "writer's grammar."
   B. Select diction appropriate in connotation, denotation, and tone for
the rhetorical circumstances.
   C. Manipulate sentences at the phrase and clause level to achieve
variety, clarity, and emphasis.
   D. Identify, evaluate, and manipulate the three classical categories of
style.
   E. Practice deliberate style shifts within a larger communication to
achieve a rhetorical effect.
   F. Recognize and manipulate stylistic elements of several discourse
communities, both in and out of the academy.
   G. Work with the classical tropes and schemes.
   H. Write with concision (unless rhetorical situation requires
otherwise).

Content Outline and Competencies:

I. Generating Ideas for Poetry
   A. Compose Writer's Journal Entries on a Regular Basis
      1. Respond to sight and sound (the world at large).
      2. React to friends and family.
      3. Probe inner feelings.
      4. Explore moments of growth and discovery.
      5. Think figuratively.
   B. Read published poems.
      1. Read published poems for inspiration to write about similar
issues and topics.
      2. Use published poems as models to imitate.

II. Major Elements of Poetry
   A. Sound
      1. Identify and define the four major sound devices, including
alliteration, consonance, assonance, and onomatopoeia.
      2. Analyze published poems for their use of sound devices.
      3. Compose an original poem that employs at least one sound device.
   B. Rhyme
      1. Identify and define the major types of rhyme, including rhyme
scheme, true rhyme, slant rhyme, and enjambment.
      2. Analyze published poems for their use of rhyme.
      3. Compose an original poem that employs a rhyme scheme.
   C. Meter
      1. Identify and define the major metrical feet, including the iamb,
trochee, anapest, dactyl, spondee, and pyrrhic.
      2. Identify and define the number of metrical feet per line,
including diameter, trimeter, tetrameter, pentamenter, hexamenter,
heptameter, and octometer.
      3. Analyze published poems for their use of meter.
      4. Compose an original poem that employs a meter.
   D. Imagery
      1. Identify and define image and image cluster.
      2. Identify and define the simile, metaphor, and personification as
used to create imagery.
      3. Distinguish between the public symbol and the private symbol, and
explain their use in creating imagery.
      4. Analyze published poems for their use of imagery.
      5. Compose original poems that employ imagery.
   E. Persona
      1. Identify and define persona, tone, and irony.
      2. Analyze published poems for their use of persona, tone, and
irony.
      3. Compose original poems that adopt a specific persona and tone.
   F. Theme
      1. Identify and define theme as it relates to poetry.
      2. Analyze published poems for their use of theme. 
      3. Compose original poems that reflect a theme.
   G. Elements to avoid in poetry
      1. Identify and define cliche, mixed metaphor, archaic diction, and
hackneyed language and imagery.
      2. Compose original poems that avoid these elements.
   H. Fixed form poetry
      1. List and describe the five most popular fixed forms of poetry,
including the Elizabethan sonnet, Italian sonnet, haiku, villanelle, and
ballad. 
      2. Analyze a published poem for each of the fixed forms, identifying
its rhyme scheme, meter, and stanza structure.
      3. Identify the topics, themes, and treatments common to each type
of fixed form.
      4. Compose an original poem that follows the form of any of the most
common fixed types, and uses appropriate poetic techniques as described in
the Major Elements of Poetry.
   I. Free verse poetry
      1. List and describe the five most popular techniques of free verse
poetry, including typography, anaphora, syntactical rhythms, line length,
and syntax.
      2. Analyze a published poem for each of the free verse techniques,
identifying its function.
      3. Compose original poems that employ at least one free verse
technique, and use other appropriate poetic techniques as described in the
Major Elements of Poetry.

III. Peer Evaluation
   A. Students will exchange copies of a poem with all members of the
class and then evaluate them, both in writing and orally in class, with
the instructor serving as the facilitator. Students will then have the
opportunity to revise this poem.

IV. Generating Ideas for Fiction
   A. Compose writer's journal entries on a regular basis
      1. Rely on personal experience.
      2. Explore relationships.
      3. Explore moments of growth and discovery.
      4. Transform real events into fiction.
   B. Read published stories
      1. Read published stories for inspiration to write about similar
issues and topics.
      2. Use published stories as models to imitate.

V. Major Elements of Fiction
   A. Narrative structure
      1. Identify and define the elements that structure a narrative,
including plot, conflict, complication, climax, resolution, rising and
falling action, scene, flashback, pace, and epiphany.
      2. Analyze published stories for their use of elements that
structure a narrative.
   B. Character
      1. Identify and define the six major types of characters, including
protagonist, antagonist, flat, round, static, and dynamic.
      2. Analyze published stories for their use of the different types of
characters.
   C. Setting
      1. Identify and define setting as it is used to create the time and
the place of a story.
      2. Analyze published stories for their use of setting.
   D. Theme
      1.  Identify and define theme as it is incorporated into a story.
      2. Analyze published stories for their use of theme.
   E. Narrative modes
      1. Identify and define the five narrative modes, including dialogue,
thought, action, description, and exposition.
      2. Analyze published stories for their use of narrative modes.
   F. Narrative personae
      1. Identify and define the six major types of narrators, including
first person, third person, objective, limited omniscient, reliable, and
unreliable.
      2. Identify and define the four major types of narrative distance,
including temporal, emotional, intellectual, and moral.
      3. Identify and define point of view.
      4. Analyze published stories for their use of narrators and point of
view.
   G. Style
      1. Identify and define the five major elements of style, including
diction, syntax, density, the balance of narrative modes, and tense.
      2. Analyze published stories for their use of the elements of
style.

VI. Application: Writing an Original Story
   A. Write a premise and character sketch identifying and describing the
nature of the conflict, the protagonist, the antagonist, the setting, the
time frame, and the type of narrator.
   B. Based upon the premise and character sketch, compose an original
story that incorporates all appropriate Major Elements of Fiction.

VII. Peer Evaluation
   A. Students will exchange copies of their story with all members of the
class and then evaluate them, both in writing and orally in class, with the
instructor serving as the facilitator. Students will then have the
opportunity to revise their story.

VIII. Sources for Drama
   A. Compose writer's journal entries on a regular basis
      1. Rely on personal experience.
      2. Explore media stories and accounts of individuals.
      3. Brainstorm a list of dramatic concepts.
      4. Write sample dialogue, developing a conversation between two
characters.
   B. Read and attend plays
      1. Use plays for inspiration to write about similar topics and
issues.
      2. Use plays as models to imitate.

IX. Major Elements of Drama
   A. Unique aspects of drama
      1. Identify and define the unique aspects of drama, including
dramatic impact, visual appeal, auditory appeal, physical production,
continuous action, and spectator art.
      2. Analyze published plays for their use of the unique aspects of
drama.
   B. Dramatic plot
      1. Identify and define the five elements of a dramatic plot,
including concept, scene, dramatic questions, pace and subplot.
      2. Analyze published plays for their use of dramatic plot.
   C. Types of conflict
      1. Identify and define the four major types of conflict, including
person against person, triangular conflicts, the individual against
society and inner conflict.
   D. Character
      1. Identify and define the three major methods of presenting
characters, including vividness, depth, and a strong first impression.
      2. Analyze published plays for their use of character presentation.
   E. Theme
      1. Identify and define theme as it functions in drama.
      2. Analyze published plays for their development of theme.
   F. Visual impact
      1. Identify and describe the function of sets, lighting, a bare
stage, and costumes.
      2. Identify the major elements of drama as used in the six major
types of drama.

X. Types of Drama
   A. Identify and define six major types of drama, including comedy,
tragedy, farce, thesis play, expressionism, theater of the absurd.
   B. Identify the major elements of drama as used in the six major types
of drama.
   C. Read published plays of at least three types.

XI. Application
   A. Compose an original one-act play that is one of the six major types
and incorporates all appropriate elements of drama.

XII. Marketing Manuscripts
   A. Markets
      1. Identify appropriate magazines and journals to submit work to.
   B. Submission
      1. Identify the guidelines for submitting a manuscript.

NOTE: SOME INSTRUCTORS EXPAND THE WORKSHOP ELEMENTS OF WRITING POEMS AND
STORIES AND ELIMINATE THE DRAMA UNIT.

Content Outline and Competencies:

I. Course Overview
   A. Explore motivations for writing.
   B. Explore the traits of published authors.
   C. Practice the workshop method.

II. Explore the Methods of Writing Fiction
   A. Structure narratives using plot.
   B. Select and maintain suitable points of view in short stories and
novels.
   C. Open short stories and novels effectively.
   D. Develop fictional characters through assorted methods.
   E. Create believable and effective dialogue.
   F. Use good style.
   G. Create convincing settings for fiction.
   H. Construct stories and novels using scene, summary, and transitions.
   I. Move smoothly back and forth in time in fiction.
   J. Present theme in fiction in various ways.
   K. Choose effective titles for stories and novels.

III. Explore the Methods of Writing Poetry
   A. Identify and incorporate into poems the major elements of poetry,
including line length, sound, rhythm, image, diction, and density.
   B. Write free-verse poems.
   C. Write fixed-form poems.

IV. Explore the Methods of Writing Drama
   A. Identify and incorporate into short plays the major elements of
drama, including conflict, character, scene, pace, dialogue, and visual
impact.
   B. Write short plays.

Content Outline and Competencies:

I. Poetry as a Major Literary Genre.
   A. Distinguish poetry from other major literary genres.
   B. Compare and contrast literary verse with musical lyrics. 

II. Major Patterns and Forms Related to Poetry
   A. Identify and explain the importance of a poem’s sound as it
pertains to the meaning and value of poetry by defining and applying the
following terms: rhyme, rhythm, meter, assonance, alliteration,
consonance, euphony, cacophony, and onomatopoeia.
   B. Identify and explain the importance of various major poetic verse
forms such as open form, closed form, blank verse, stanza, couplet,
sonnet, villanelle, sestina, ballad, elegy, ode, pastoral, epic, haiku,
limerick, and concrete poetry.

III. Literary Terminology
   A. Define and apply terms related to meter such as sprung rhythm,
caesura, end-stopped, enjambment, prosody, and scansion.
   B. Define and apply terms related to rhyme such as exact rhyme, slant
rhyme, near rhyme, off rhyme, imperfect rhyme, eye rhyme, end rhyme,
internal rhyme, masculine rhyme, and feminine rhyme.
   C. Define and apply terms related to words such as denotation,
connotation, concrete, abstract, allusion, colloquial, general English,
formal English, and dialect.
   D. Define and apply terms related to voice such as tone, persona,
dramatic monologue, sarcasm, satire, and irony.
   E. Define and apply terms related to figures of speech such as symbol,
metaphor, simile, pun, personification, apostrophe, hyperbole, metonymy,
synecdoche, and paradox.

IV. Major Literary and Historical Movements of British and American
Poetry.
   A. Describe the following major literary movements as they pertain to
poetry. Examples:
      1. Metaphysical movement
      2. Romanticism
      3. Harlem Renaissance
      4. Modernism
      5. Contemporary poetry
   B. Describe major poetic theories and the uses of poetic theory:
      1. Mimetic theories
      2. Pragmatic theories
      3. Expressive theories
      4. Objective theories 
   C. Analyze the significance of major historical and cultural events as
they pertain to specific poems.

V. Understanding and Appreciating Poetry as a Literary Genre.  
   A. Explain the importance of sound and form as they relate to the
poem’s message and poem’s affect on readers.
   B. Explain the meaning of poems through close reading and the
application of relevant literary terminology.
   C. Critically evaluate poems by applying information regarding sound,
form, and word choice as appropriate criteria.

VI. The Role of Contemporary World Poetry 
   A. Explain the relevance of a region’s culture, politics, and
geography upon specific poems. 
   B. Explain the relationship between a country’s poetry and history. 
   C. Assess the role of specific poets and poems in culture and society.

Content Outline and Competencies:

I. Interpretation of Short Fiction, Orally and in Writing
   A. Major interpretive approaches
      1. Describe and differentiate the major approaches to
interpretation:
         a. Historical-cultural
         b. Reader response
         c. Textual-linguistic
      2. Write one or more interpretive papers using the reader response
approach. 
      3. Write an interpretive paper using either the historical-cultural
or textual-linguistic approach. 
      4. Deliver an oral presentation using either the reader response
interpretive approach to a story, the historical-cultural approach, or the
textual-linguistic approach.
      5. Describe and differentiate at least four minor approaches to
interpretation, including:
         a. Biographical
         b. Feminist 
         c. Moral-philosophical
         d. Mythical-archetypal
         e. Psychological, such as family systems and Freudian 
         f. Socio-economic/political, such as Marxist
      6. Write an interpretive paper, using any one of the minor
approaches to interpretation.

II. Narrative Forms Related to Short Fiction
   A. List and describe at least three narrative forms related to short
fiction, including:
      1. Autobiography
      2. Memoir 
      3. Novel
      4. Novella
      5. Vignette
   B. Compare and contrast the preceding narrative forms to short
stories.

III. Historical Story-Telling Precedents of  Short Fiction
   A. List and describe the 14 story-telling precedents of short fiction:
      1. Allegory 
      2. Anecdote
      3. The Canterbury Tales and Decameron
      4. Epic
      5. Fable
      6. Fairy tale
      7. Folk tale
      8. Joke
      9. Legend
      10. Medieval romance
      11. Myth  
      12. Parable
      13. Religious tale
      14. Tall tale
   B. Identify evidence of such precedents in short stories.

IV. Major Literary Movements
   A. List and describe the following major literary movements:
      1. Impressionism
      2. Minimalism
      3. Naturalism
      4. Realism 
      5. Romanticism
      6. Surrealism
   B. Trace the development of those movements.
   C. Identify patterns of such literary movements in short stories.

V. Compare and Contrast the Key Differences Between Commercial Short
Fiction and Literary Short Fiction

VI. Major Genres of Short Fiction
   A. Describe, compare, and contrast at least five of the major genres of
fiction.
      1. Bildungsroman
      2. Crime/ detective story
      3. Episodic
      4. Ghost story/ occult story 
      5. Historical story
      6. Love story
      7. Picaresque story  
      8. Science fiction story 
      9. Self-discovery/coming-of-age story 
      10. Stream of consciousness story
      11. Utopian story
      12. Western story
   B. Identify the aspects of above fictional genres in short stories.

VII. List and Describe the Key Elements of Short Fiction, Including:
   A. Character
      1. Antagonist and protagonist
      2. Flat and round
      3. Developing and static
      4. Confidante
      5. Foil
      6. Parody
      7. Stereotype, stock character, and caricature
   B. Conflict
      1. Interpersonal
      2. Intrapersonal
   C. Language and style
      1. Allusion: internal and external
      2. Concreteness and abstraction
      3. Dialogue
      4. Denotation and connotation
      5. Dialect and idiom
      6. Figurative language, including analogy, metaphor, and simile
      7. Literal and contextual
      8. Repetition
      9. Rhythm
      10. Sensory detail
      11. Showing and telling
      12. Symbolism and allegory
   D. Plot
      1. Ambiguity
      2. Chronology, flashback, and in media res
      3. Coincidence
      4. Communication and failure of communication
      5. Comparison and contrast
      6. Complication
      7. Conclusion
      8. Crisis/dilemma
      9. Cultural adjustment
      10. Endings: plausible/ surprise/ walk away and implausible/ trick
      11. Epiphany
      12. Exposition and dramatization
      13. Fantasy
      14. Foreshadowing
      15. Irony: verbal, dramatic, and situational
      16. Leads: false leads, true leads, suspense
      17. Nature and its relationship to humans
      18. Peripety
      19. Plotlessness: mood piece
      20. Resolution
      21. Revelation: illumination of earlier detail
      22. Rising action and falling action
      23. Rite of passage
   E.  Point of view
      1. Authorial editorializing vs. objectivity
      2. Narrative angles such as third person-omniscient, third
person-main character, third person-minor character, first person-main
character, first person-minor character
   F. Setting
      1. As catalyst
      2. As character
      3. As stage
      4. As symbol/microcosm
   G. Voice and tone
      1. Admiration
      2. Belief
      3. Disbelief
      4. Prophecy
      5. Satire
      6. Skepticism
      7. Sympathy
   H. Theme
      1. Aging and mortality
      2. Acceptance and denial
      3. Alienation and connection
      4. Authority
      5. Change and stasis: individual and generational
      6. Closeness and distance
      7. Connection and distance
      8. Community and isolation
      9. Economic class
      10. Expectation and reality
      11. Family relationships, including parent-child relationships
      12. Friendship
      13. Generational continuity and difference
      14. Growth and stagnation
      15. Implicit and explicit
      16. Innocence and experience
      17. Love and hate
      18. Men and women; men and men; women and women relationships
      19. Mortality
      20. Political
      21. Race and ethnicity
      22. Reality and appearance
      23. Self-discovery, including coming of age, initiation, and
self-deception
      24. Society and the individual, including political issues
      25. Supernatural
      26. Universal and transient/localized
      27. Violence and peace

VIII. Identify, Illustrate, and Explain, Both Orally and in Writing, the
Above Elements in Short Fiction.

Content Outline and Competencies:

I. Children and Books Today
   A. Social influences
      1. Recognize social impact on children's literature.
      2. Identify current trends and barriers in children's literature.
      3. Identify goals for adults in encouraging reading.
   B. Child development
      1. Outline hierarchy of children's needs.
      2. Paraphrase theories of child development.

II. Guiding Children's Book Selection
   A. Literary qualities
      1. Define setting, point/s of view, characterization, plot, theme,
and style as they apply to children's literature.
      2. Identify these qualities within selected works.
   B. Authors and illustrators
      1. Apply library research skills to selected children's
authors/illustrators.
      2. Identify resources in our library which include children's
authors/illustrators.
      3. Report to the class on a famous children's author or
illustrator.
   C. Libraries
      1. Examine the layout and selection of a local children's library.
      2. Critique the library in terms of accessibility and acquisitions.

III. History of Children's Books
   A. History of books and printing
      1. Relate history of printing and books to modern children's
literature.
      2. Recognize earliest forms of children's books
      3. Design, write, illustrate and construct a children's book.
   B. Early children's literature
      1. Explain the theories of didacticism which guided early children's
literature.
      2. Identify milestones in the development of children's literature.
      3. Read, summarize and evaluate selected works.

IV. Artists and Children's Books
   A. Criteria for judging illustrations
      1. Examine and analyze use of color, line, shape, texture,
arrangement, typesetting.
      2. Identify artistic mediums such as oil/acrylics, pen and ink,
watercolor, and collage.
   B. Application
      1. Select, examine and evaluate works by various illustrators.
      2. Identify significant illustrators of children's literature.
   C. Caldecott Award
      1. List requirements for this award.
      2. Recreate the selection process.

V. Types of Children's Literature
   A. Types of genre
      1. Define the types of children's literature
         a. Books for the very young (Mother Goose, picture story,
alphabet, counting, concept, wordless, beginning readers, toy books)
         b. Folktales, fables, myths, and epics
         c. Modern fantasy and science fiction
         d. Poetry
         e. Modern fiction
         f. Historical fiction
         g. Biography
         h. Informational books
      2. List criteria for judging each of the types of children's
literature.
   B. Application
      1. Select, read, summarize, and evaluate works within each type.
      2. Identify significant authors within each type.
   C. Awards
      1. Identify major children's book awards including: 
         a. Newbery
         b. William Allen White
         c. Scott O'Dell
         d. Laura Ingalls Wilder
         e. Coretta Scott King
      2. List requirements for each award.

VI. Introducing Children to Literature and Encouraging Response
   A. Techniques
      1. Define and describe techniques for involving children with
literature, including:
         a. Storytelling
         b. Reading aloud
         c. Discussion groups
         d. Oral interpretation
         e. Theater/dramatics
         f. Readers' Theater
         g. Written response
   B. Application
      1. Demonstrate one of the above techniques in the classroom.
      2. Demonstrate one of the above techniques with children.

VII. Censorship
   A. Censored or challenged books
      1. Explain reasons some books are censored or challenged.
      2. Assess impact of censorship on children's literature and
children.
      3. List some commonly censored or challenged books and discuss their
content.
   B. Application
      1. Select, read, summarize and evaluate selected censored or
challenged books.
      2. Predict potential censorship problems within children's books.
      3. Prepare policy guidelines for censorship.
      4. Gather resources for consultation in case of challenge.

Content Outline and Competencies:

I. Introduction
   A. Identify and define the elements of drama:  plot, characterization,
setting, dialogue, music, movement, and theme.
   B. Apply the elements of drama to a one-act play, "Lady Gregory's 
Rising of the Moon".
   C. Identify and cite examples of the traditional genres of drama: 
tragedy, comedy, and tragicomedy.

II. Greek and Roman Drama
   A. Name and define the parts of the Greek and Roman theaters.
   B. Name and define the distinctive elements of Greek and Roman tragedy
and comedy.
   C. Define Old, Middle, and New Comedy, giving examples of each.
   D. Name the key figures in the development of Greek and Roman drama,
describing the contributions and major works of each.
   E. Explain Aristotle's theories of tragedy.
   F. Evaluate Antigone and Oedipus Rex as tragedies based on Aristotle's
criteria.
   G. Apply the criteria of Old Comedy to Lysistrata.
   H  Discuss the treatment of women in Lysistrata and Antigone.

III. Medieval Drama
   A. Describe the nature and elements of medieval drama.
   B. Define miracle and morality plays and identify examples of each.
   C. Compare the worldview of Everyman with that of Antigone.

IV. Renaissance Drama
   A. Identify the contributions of Italian drama to the English stage.
   B. Describe the physical and economic nature of theater during the
Renaissance.
   C. Name the major Elizabethan playwrights and identify the
contributions of each.
   D. Explain the role of meter, verse, rhyme, and other poetic elements
in Elizabethan drama.
   E. Evaluate Hamlet according to Aristotle's standards for tragedies.
   F. Discuss and evaluate critical interpretations of Hamlet from Dryden
to the present day.
   G. Compare and evaluate several screen and stage adaptations of
Hamlet.
   H. Evaluate A Midsummer Night's Dream according to the Greek comedy
genres.
   I. Discuss the treatment of women in Shakespeare's plays.
   J. Identify non-English dramatists working during this period.

V. Restoration Drama
   A. Identify the major distinctions of the Restoration stage.
   B. Identify and explain the contributions of the major Restoration
playwrights.
   C. Evaluate Congreve's The Way of the World as a latter-day New
Comedy.

VI. Victorian/Early Twentieth-Century Drama
   A. Identify the physical and economic nature of the theater during the
period 1850-1914.
   B. Name the major playwrights of the period and identify the
contributions of each.
   C. Evaluate Hedda Gabler as an Aristotelian tragedy.
   D. Discuss the role of women in Hedda Gabler.
   E. Explore the role of Freud and the rise of psychology in the drama of
Ibsen, Chekhov, and Shaw.

VII. Twentieth-Century Drama and Beyond
   A. Identify and describe the major movements in drama during the
twentieth century.
   B. Discuss the effect of changing theatrical spaces and technological
developments on the presentation of old texts and the creation of new
ones.
   C. Discuss the move away from strict realism in The Glass Menagerie,
The Piano Lesson, and other plays.
   D. Analyze the thematic threads in The Piano Lesson.
   E. Describe the presence and function of symbolic elements in The Glass
Menagerie and The Piano Lesson.
   F. Identify some of the non-Western cultures that have contributed
significantly to the broadening of drama in the twentieth century.
   G. Discuss the important themes in drama in the contemporary theater.

Content Outline and Competencies:

I. The Anglo-Saxon Era
   A. Outline the development of the Old English language.
   B. Define the Oral Tradition and the Epic. 
   C. Discuss major literary works from the Anglo-Saxon era, such as
Beowulf. 
   D. List the characteristics of oral-formulaic language.

II. Middle English Literature 
   A. Outline the development of Middle English.
   B. Define the genres of the narrative, tale, legend, lyric, proverb,
myth and other story elements. 
   C. Discuss the major works of medieval British literature, such as
works by Chaucer, Mallory, the Robin Hood legend, and the Pearl Poet.
   D. Recount the history and purpose of The Crusades.

III. The 16th Century. 
   A. Outline the development of Renaissance English. 
   B. Recount the invention of the printing press.
   C. Describe the production of the first English translations of the
Bible.
   D. Define the sonnet and recount its development in British literary
history.
   E. List poetic techniques and forms used in Renaissance poetry.
   F. Discuss major literary works from the Renaissance, such as those by
Spenser, Moore, Elizabeth I, and Christopher Marlowe. 

IV. Shakespeare
   A. Recount important biographical details from Shakespeare’s life. 
   B. Define the patterns of tragedy and comedy he employs in his plays.
   C. Describe the cultural milieu in which Shakespeare’s plays were
performed. 
   D. Discuss several of Shakespeare’s major works, such as Hamlet, King
Lear, Twelfth Night, Henry IV, Part I, A Mid-Summer Night’s Dream, or The
Tempest.
   E. Describe the British explorations of the New World. 

V. The 17th Century 
   A. Recount the political and religious turmoil of this century,
including the great plague and the great fire of London.
   B. Identify significant biographical details in the lives of major
writers from the 17th century.
   C. Discuss the works of writers and poets, such as Lanyer, Herrick,
Marvell, Milton and Bunyan. 
   D. Define the epic and apply this definition to Milton’s Paradise
Lost. 

VI. The 18th Century 
   A. Recount the development of modern English and discuss the relevance
of Dr. Johnson’s Dictionary on it. 
   B. Define satire and speculate about the cultural and political
conditions that give rise to it. 
   C. Discuss the British love of “travel” literature and its
relevance to Defoe’s Robinson Crusoe. 
   D. List the key features of a “mock” epic and apply them to several
works from the 17th century. 
   E. Recount the British expansion into the New World and the development
of trade routes. 
   F. Discuss major writers of the 17th century, such as Dryden, Swift,
Pope, and Johnson. 
   G. Compare British culture to one other culture in the British Empire.

Content Outline and Competencies:

I. The Romantic Era (Early Romantic Poets)
   A. Recount the wars for independence and the rise of Napoleon.
   B. Explain the significance of the printing press to the history of
fiction.
   C. Recount the expansion of the British Empire into Africa and the
Middle East.
   D. Discuss the advances in science and the problem of alienation.
   E. Discuss major literary works from the Romantic era, including the
writing of Blake, Wordsworth, and Coleridge.
   F. Discuss a major work by Jane Austen.
   G. Speculate about the influence of the poets’ lives on their
writing.
   H. Define the idea of “Romanticism” and locate various literary
devices and styles that give it expression. 
 
II. The Romantic Era (Later Romantic poets) 
   A. Discuss the connection of the literary lives of these poets to
Europe.
   B. Recount the reign of Napoleon and his defeat.
   C. Define the “sublime” and the “gothic” as aspects of
literature. 
   D. Identify the major political ideals of Byron and Shelley.
   E. Speculate about the influence of Keats’ life on his poetry.
   F. Discuss the major literary works of the later Romantic era, such as
poetry by Byron, Shelley, and Keats. 

III. The Victorian Novel and Essays 
   A. Discuss the rise of industrialism and the growth of cities.
   B. Describe Queen Victoria and recount major events in her life.
   C. List the important aspects of the Victorian novel.
   D. Discuss a Victorian novel, by a writer such as Dickens, Emily
Bronte, Elliot, Stevenson, Kipling and Carroll. 
   E. Describe the expansion of the British Empire in the Victorian era.
   F. Discuss Victorian essays, such as those by Macaulay, Arnold, Darwin,
and Mill. 

IV. Victorian Poetry
   A. List some of the social and scientific advances in England with
which Victorian poets struggled.
   B. Identify and describe specific poetic techniques used by Victorian
poets.
   C. Discuss the poetry of the major poets of the Victorian era, such as
Elizabeth Barrett Browning, Robert Browning, Tennyson, and Hopkins.

V. The Late 19th and Early 20th Century Drama and Fiction
   A. Describe Wilde’s social milieu and major biographical events.
   B. Discuss late Victorian plays, such as those by Oscar Wilde and
George Bernard Shaw.
   C. Recount events leading up to England’s entry into World War I. 
   D. Identify and discuss the poetry of the Great War, such as works by
Brooke and Owen. 
   E. List experimental techniques in fiction employed by such writers as
Lawrence, Woolf, Joyce, and Mansfield. 
   F. Discuss works of early 20th century fiction by such writers as
Lawrence, Woolf, Joyce and Mansfield. 
   G. Discuss the poetic techniques and poetry of T. S. Eliot. 

VI. Voices from the Empire 
   A. Recount the shrinking of the British Empire over the course of the
20th Century. 
   B. Research the contemporary literary milieu of one of the cultures
once ruled by the British, such as Australia, India, various regions of
Africa, or the Middle East, paying particular attention to
“marginalized” literary voices and languages.
   C. Identify and discuss several literary works from this other culture.

   D. Compare the British literary culture to another literary culture in
the former British Empire.

Content Outline and Competencies:

I. Definitions and Concepts
   A. Explain the controversy of defining the science fiction genre.
      1. Trace the evolution of the science fiction genre.
      2. Identify the sub-genres of science fiction.
   B. Formulate and defend a definition of science fiction by analyzing
and synthesizing elements of the controversy.
   C. Explain the relationship between science fiction and science and
technology.

II. Plot, Character and Setting
   A. Analyze plot structures in science fiction.
   B. Identify and discriminate among archetypes common to science
fiction.
   C. Analyze recurring settings in science fiction.

III. Themes, Literary Devices and Symbols 
   A. Analyze and discuss common themes in science fiction.
   B. Identify and analyze literary devices common in science fiction,
including allusion, analogy, allegory, metaphor, and personification.
   C. Identify and analyze the use of symbols in science fiction.
   D. Discriminate between symbols and icons in science fiction.

IV. Icons and Metatexts
   A. Identify common icons in science fiction.
   B. Explain the significance and employment of iconography in science
fiction.
   C. Identify metatexts in science fiction.
   D. Explain the relationship between metatexts and icons in science
fiction.
   E. Analyze the metatexts common to science fiction.

V. Authors, Films and Awards
   A. Identify and read influential science fiction authors.
   B. View and analyze influential science fiction films. 
   C. Compare written and film presentations.
   D. Discuss and analyze the influence of literary awards on the genre,
including the Nebula and Hugo awards.

Content Outline and Competencies:

I. The Roots of Jazz in Story and Song
   A. Identify and analyze the impact of the blues, work songs,
minstrelsy, vaudeville and medicine shows on the literature of its day.
   B. Read, compare and analyze literature by great American authors such
as Whitman, Twain, DuDois and Ellison which contemplates the significance
of these origins.

II. The Jazz Age
   A. Identify, describe and differentiate the cultural contexts for the
rise of Ragtime, Hot Jazz, Early Tin Pan Alley, the Broadway Musical, Big
Band and Western Swing.
   B. Read, compare and analyze writers such as Fitzgerald, Agee, Hughes,
Giddens, and Baillett who analyze and probe the significance of the
beginnings of an American mass musical culture.

III. The Origins of Rock and Roll
   A. Identify, describe and differentiate the cultural contexts for the
rise of Race and Hillbilly records as well as the advent of BeBop, Jump
Blues, Boogie Woogie and Bel Canto.
   B. Read, compare and analyze the literature of writers such as Gleason,
Baraka, Murray, Hentoff, Kerouac, Mailer, Baldwin and Malone.

IV. The Rock and Roll Era
   A. Identify, describe and differentiate the cultural contexts for
rockability, rhythm and blues, rock and roll, doo wop, Motown, Brill
Building, Nashville Sound, the girl group era, the folk revival and the
British Invasion.
   B. Read and analyze the dialogue between the music and the literature
of writers such as Gillette, Marcus, Werner, Mason, Ehrenreich, Escott,
and Bond.

V. The Rise of Rock and Rockism
   A. Identify, describe and differentiate the cultural contexts for the
rise of Blues Rock, Album Rock, Art Rock, Arena Rock Countrypolitan and
Outlaw Country, as well as the parallel development of soul.
   B. Read and analyze the dialogue between the music and the criticism of
critics such as Flippo, Marsh, Landau, Christgau, Willis, George, and
Nelson.

VI. The Punk and Hip Hop Era
   A. Identify, describe and differentiate between the cultural contexts
for the evolution away from the rock hegemony, including the development
of Philly Soul, funk, hip hop and punk rock.
   B. Read and analyze the dialogue between the music and the works of
writers such as McNeil, Rockwell, Tosches, Toops, Tate, Eric-Dyson,
Hornsby, Foster-Wallace, Lethem, and Chang.

VII. Present
   A. Discover, identify, and appraise the cultural contexts for the
students' own aesthetics.
   B. Explain, analyze and evaluate individual works of music based upon
the students' aesthetics, informed by the cultural contexts provided by
the course.
   C. Compare/contrast, describe and evaluate how contemporary artists
synthesize the cultural contexts of the literature of American popular
music.

Content Outline and Competencies:

I. General Competencies
   A. Identify and give examples of the genres used in American literature.
   B. Employ different literary approaches in the analysis of assigned course readings.
   C. Demonstrate the ability to write knowledgeably about assigned literature, employing the most significant standards of literary scholarship. 
II. Foundational Era: Smith, Bradford and other writers 
   A. Contrast the views of exploration and the New World demonstrated by John Smith, William Bradford and other early settlers. 
   B. Identify the attitudes toward Native American people expressed in these writings. 
III. Colonial Era: Bradstreet, Wheatley, Edwards and other writers such as Mather and Longfellow 
   A. Discuss Bradstreet's notions of America. 
   B. List major influences on the literary development of Bradstreet, Wheatley and Edwards, and perhaps other writers of this period as well. 
   C. Explain the influence of or resistance to New England Puritanism in Colonial-Era writers. 
IV. Revolutionary Era: Franklin, Jefferson and other writers such as deCrevecouer
   A. Identify several literary devices used by Franklin, Jefferson, and perhaps other writers as well. 
   B. Describe the cultural and historical contexts that fostered these writers and formed their points of view. 
   C. List the qualities that Franklin (and perhaps other relevant writers of this period) identified as leading to personal success in America. 
   D. List the contributions that Franklin and Jefferson, among others, made to American democracy. 
V. Early Republic: Cooper, Irving, Longfellow and other writers such as Brown, Webster and Bryant 
   A. Explain the impact of Native American subject matter and the American landscape on these writers. 
   B. Discuss the dependence of these writers on the traditions and forms of Europe as well as the ways these writers deviated from those traditions and forms. 
VI. Transcendentalism: Emerson, Thoreau and other writers such as Fuller and B. Alcott 
   A. Identify formative life influences on the literary work of Emerson and Thoreau and perhaps other writers as well. 
   B. Critique the significance and the relevance of Emerson's message (and perhaps other relevant writers' messages) regarding individual autonomy, personal responsibility, and self-trust. 
   C. Define the influences of leading Transcendentalists on such later movements as abolition, environmentalism, and civil disobedience. 
VII. American Renaissance: Hawthorne, Melville, Poe, and other writers 
   A. Identify formative life influences on the literary works of Hawthorne, Melville and Poe and perhaps other writers as well. 
   B. Explain the ways Hawthorne and perhaps other writers adapted the history of a specific place as the focus of his novels and short stories. 
   C. Discuss the complexity of Melville's (and perhaps other writers') perception(s) of racial, national, and/or legal matters in his novels. 
   D. List Poe's (and perhaps other writers') contributions to various genres such as the mystery, the detective story, and science fiction as well as incorporation of gothic elements in his literary work. 
VIII. Civil War (1850-1870): Whitman, Dickinson, Lincoln, F. Douglas, and other writers such as Stowe, Whittier and DuBois 
   A. Identify poetic and rhetorical devices in these authors' works. 
   B. Define common forms in their work. 
   C. Describe the relationship between the personal lives of Whitman and Dickinson and perhaps other writers and their literary development. 
   D. Discuss Whitman's and perhaps other writers' notions of patriotism and America's greatest achievements. 
   E. Explain the mutual influences of the Civil War and the question of slavery in the literary works of Lincoln, Douglas, and perhaps other writers as well.

Content Outline and Competencies:

I. General Competencies
   A. Identify and give examples of the genres used in American literature.
   B. Employ different literary approaches in the analysis of assigned course writings.
   C. Demonstrate an ability to write knowledgeably about literature, employing the most significant standards of literary scholarship.
II. Emergence of Realism: Twain, L.M. Alcott, James and other writers such as Harte and Howells
   A. Identify ways in which Alcott's and perhaps other writers' novels and short stories serve as transition between the literature of the Post-Civil War Period and the nineteenth century.
   B. Explain Alcott's and Twain’s and perhaps other writers’ contributions to both the literary market place and the introduction of the theme of interracial relationships.
   C. Describe the developing expansion of the view of writers from this period both in its reappraisal of the American-European relationship and the Western expansion.
   D. Depict the relationship between formative life experiences and the works of Twain and other writers.
III. Realism to Naturalism: James, Crane, and other writers such as Dreiser, London and Norris
   A. Differentiate the perceptions of family life, especially parent-child relationships, as depicted in the literary works by these authors.
   B. Explain the importance of regionalism as a governing idea.
   C. Identify the use of autobiographical elements by these authors in each work.
   D. Exemplify the increasing use of psychology to delineate character and explain motivation.
   E. Identify the use of literary devices and learn the ways each author used other literary works as models or prototypes for these authors' literary works.
   F. Explain the use of cultural and economic diversity by each author as a means of making a statement about American society.
IV. World War I and Modernism: Frost, Moore, Chopin, Gilman, Fitzgerald, Hemingway and other writers such as Jewett, Wharton, and Cather
   A. Differentiate the perceptions of family life, especially parent-child relationships, as depicted in the literary works by these authors.
   B. Identify the distinctly American aspects of Modernism in these authors' works as well as those aspects held in common with the larger movement.
   C. Explain the use of cultural and economic diversity by each author as a means of making a statement about and impacting American society.
   D. List the forces that precipitated Modernism in addition to explaining the impact of World War I on that movement and the broader culture.
V. Harlem Renaissance:  Dunbar, Cullen, Hurston and Hughes
   A. Discuss adaption of minority points of view and communities.
   B. Define each writer's social message.
   C. Describe the social implications of these writers' literary works.
   D. Identify these writers' use of dialect and comment on its effectiveness.
VI. World War II and Mid-Century Perspectives:  Wright, T. Williams, Miller, O'Neill, Brooks, Baldwin, Kerouac, Ginsburg and other writers such as Malamud, Bellow, Albee, O'Connor, Welty, Roethke, Bishop, Lowell, Simpson, Sexton, and Hansberry
   A. Provide examples of innovative use of literary forms.
   B. Identify experimental use of language.
   C. Discuss the origin and nature of the Beat Movement and other literary schools of this period.
   D.  Extrapolate from literary images significant life experiences.
VII. Post-Modernism and Ethnic Literatures: Cisneros, Silko, Erdrich, Morrison, Alexie and other writers such as Wilson, Dove, and Tan
   A. Describe key characteristics of the confessional style.
   B. Identify striking/shocking images.
   C. Determine effectiveness of message.
   D. Discuss willingness of these writers to be candid.
   E. Provide specific examples of unique mixtures of cultures and their expression in various ethnic literatures.
VIII. Post-Post-Modernism and Contemporary Perspectives: Wallace, Oates, Kushner and other writers such as McCarthy, Berry, Overmyer, DeLillo, Roth, and Spiegelman
   A. Identify significant writers working today and in recent years.
   B. Explain the ways in which these writers participate in earlier American literary traditions as well as the ways they innovate.
   C. Describe the changing economic situation for literary writers and discuss how that shapes their output and their career choices.

Content Outline and Competencies:

I. Introduction to Library and Electronic Sources to Study Literature
   A. Attend an orientation tour of the library to learn about important
sources related to the assigned texts.
   B. Prepare a bibliography of sources texts and literary periods.
   C. Prepare a bibliography of electronic sources including online
databases and the WWW useful to learn about the assigned texts and
literary periods.
   D. Summarize one article on each of the historical periods covered in
the course.
   E. Find lyric poems for each of the major historical periods studied
and compare and/or contrast their characteristics.

II. Ancient Greek and Latin Literature
   A. Greek epic poetry, Homer
      1. Recall and summarize details of The Odyssey.
      2. Describe in writing and discussion personal responses to The
Odyssey by Homer.
      3. Discuss in class important themes evident in The Odyssey.
      4. Identify characteristics of epic poetry found in The Odyssey.
      5. Compare several translations of The Odyssey and consider their
respective merits.
   B. Greek tragedy, Sophocles and Euripides
      1. Recall and summarize details of the assigned dramas.
      2. Describe in writing and discussion personal responses to
tragedies by Sophocles and Euripides.
      3. Discuss in class important themes evident in the assigned
tragedies.
      4. Describe historical development of classical tragedy.
      5. Review the major points of Aristotle's definition of tragedy and
discuss the implications of that definition for one's understanding of
tragedy.
      6. Compare several translations of one of the tragedies assigned and
describe the effects of each.
   C. Greek comedy, Aristophanes
      1. Recall and summarize details of the assigned plays.
      2. Describe in writing and discussion personal responses to a comedy
by Aristophanes.
      3. Contrast comedy and tragedy.
   D. Read in small groups examples of ancient Greek lyric poetry.
   E. Latin epic poetry, Virgil
      1. Recall and summarize details of The Aeneid.
      2. Describe in writing and discussion personal responses to The
Aeneid.
      3. Discuss in class important themes evident in The Aeneid.
      4. Identify characteristics of epic poetry found in The Aeneid.
   F. Latin poetry, Ovid
      1. Recall and summarize myths from The Metamorphoses.
      2. Describe in writing and discussion personal responses to The
Metamorphoses.
      3. Compare The Metamorphoses to epic and lyric poetry.
      4. Describe significant themes present in The Metamorphoses.
      5. Identify influences of The Metamorphoses on later artistic
expressions.
   G. Survey in class qualities of Latin tragedy, comedy, and lyric
poetry.
      1. Take notes on characteristics of Latin tragedy, comedy and lyric
poetry.
      2. Contrast Latin and Greek and contemporary attitudes toward epic,
tragic, comic, and lyric poetry.

III. Medieval Literature
   A. Dante
      1. Recall and summarize details of The Inferno.
      2. Describe in writing and discussion personal responses to The
Inferno.
      3. Discuss in class important themes evident in The Inferno.
      4. Identify characteristics of epic poetry found in The Inferno.
      5. Compare several translations of The Inferno and describe the
virtues of each.
      6. Identify important literary qualifies of Dante's Divine Comedy.
   B. Chaucer 
      1. Recall and summarize details of The Canterbury Tales.
      2. Describe in writing and discussion personal responses to The
Canterbury Tales.
      3. Discuss in class important themes evident in The Canterbury
Tales.
      4. Identify important literary qualifies found in The Canterbury
Tales.
      5. Compare several translations of The Canterbury Tales and describe
the virtues of each.
   C. Medieval lyrics
      1. Find in the library or on electronic sources examples of medieval
lyric poetry.
      2. Take notes on the development and practice of lyric verse during
the Middle   Ages.
      3. Compare and contrast medieval lyrics with the Greek and Latin
lyrics read.

IV. Renaissance Literature
   A. Marlowe
      1. Examine Dr. Faustus as a Renaissance figure.
      2. Recall and summarize details of The Tragical History of Dr.
Faustus.
      3. Describe in writing and discussion personal responses to The
Tragical History of Dr. Faustus.
      4.  Discuss in class important themes evident in Dr. Faustus.
   B. Shakespeare
      1. Recall and summarize details of the assigned dramas.
      2. Describe in writing and discussion personal responses to
tragedies by Shakespeare.
      3. Discuss in class important themes evident in the assigned
tragedies.
      4. Take notes on the relation of Elizabethan tragedy to Senecan
tragedy.
      5. Describe historical development of Elizabethan tragedy.
   C. Renaissance lyrics
      1. Find in the library or on electronic sources examples of
Renaissance lyric poetry.
      2. Take notes on the development and practice of Renaissance lyric
verse.
      3. Compare and contrast Renaissance lyrics with the medieval and
Greek and Latin lyrics read.

V. Non-Western Literature
   A. Use the library and electronic sources to identify major non-Western
literary works.
   B. Compare or contrast one of the Western texts read with a non-Western
text.
   C. Describe reasons a contemporary Western reader might have
difficulties understanding a non-Western text.
   D. Consider the effects of establishing a literary canon.

Content Outline and Competencies:

I. Course Overview
   A. Review the course outline and methods of instruction.
   B. Review the course objectives, competencies and timelines.
   C. Discuss the course prerequisites.
   D. Describe the evaluation system to be used.

II. The Early Years of Cinema
   A. List the early inventions: kinetoscope, black maria, vitascope,
etc.
   B. Discuss the producer/directors: Edison, Lumiere, Melies, etc.
   C. Describe the early films.

III. D.W. Griffith and Other Early Directors
   A. Discuss C.B. De Mille.
   B. Discuss the artistic innovations of Griffith.
   C. Describe the comedies of Mack Sennett.
   D. Identify the early classic films: Birth of a Nation, etc.

IV. The Silent Era in the Twenties
   A. Identify the early comedians and their styles: Chaplin, Langdon,
Laurel and Hardy, etc.
   B. Explain the techniques of silent film.
   C. Describe the beginnings of the talkies, the difficulties of changing
to sound film.

V. The Development of Cinema in Europe
   A. Define the importance of Eisenstein and editing.
   B. Point out the uses of expressionism.
   C. Explain the innovations found in Metropolis and Nosferatu.
   D. Explain realism and Dadaism.

VI. The Hollywood Studio System
   A. Discuss the importance of money in making films.
   B. Explain the studio system.
   C. Describe how the star system developed.
   D. Point out the different film genres and their components.

VII. The 1930s in Hollywood
   A. Explain censorship and the Production Code.
   B. Discuss the different genres: gangster, musical, screwball comedy.
   C. Examine the techniques of Busby Berkeley and Fred Astaire.
   D. Discuss the major directors: Capra, Wyler, Hawks and Ford.


VIII. The Pre-War Years
   A. Define propaganda and its uses by Germany and other countries.
   B. Describe the problems faced by immigrant directors: Lang and von
Sternberg.
   C. Explain the film techniques of Alfred Hitchcock.
   D. Define the impact of the French directors: Renoir and Dreyer.

IX. The War Years
   A. Explain the decline of the Hollywood studios.
   B. Describe the impact of war on American films: Casablanca, To Be or
Not To Be.
   C. Discuss film noir, and the role of Humphrey Bogart.
   D. Explain the greatness of Orson Welles and his difficulties with the
studios.

X. Europe During World War II
   A. Explain the development of neo-realism in Italy.
   B. Discuss the spy film: The Third Man, etc.
   C. Describe the film techniques of de Sica and Rossellini.

XI. After the War in America
   A. Discuss the inventions of CinemaScope, Cinerama, and 3-D films.
   B. Explain the HUAC pressures during the Cold War: Elia Kazan.
   C. Discuss the blacklist and the Red Scare.
   D. Define social realism.
   E. Explain method acting and Stanislavsky.
   F. Discuss Monroe, Brando, Newman, etc.
   G. Point out Hitchcock's importance.

XII. Cinema in Europe and Japan After the War
   A. Discuss the differences between American films and the Japanese:
modern vs. traditional.
   B. Explain Kurosawa's impact.
   C. Define Bergman's psychological approach.
   D. Dissect Fellini.
   E. Define New Wave films.

XIII. The 60s Revolution
   A. Compare American films to the upheaval of the 1960s.
   B. Describe the sexual revolution.
   C. Describe the anti-Vietnam War mood.
   D. Describe the Civil Rights marches.
   E. Explain the breaking of the Production Code.
   F. Describe the films by Nichols, Hopper, Penn and Peckinpah.

XIV. Europe in the 60s
   A. Define the New Wave and Truffaut.
   B. Describe political film-making by Costa-Gavras.
   C. Explain the Marxist approach to film.
   D. Define  kitchen sink" films.
   E. Discuss the increased sexuality in film: Romeo and Juliet.

XV. The Watergate Era
   A. Discuss Kent State, political assassinations.
   B. Explain increased violence in films: The Deer Hunter.
   C. Discuss Polanski, Charles Manson, All the President's Men.
   D. Define revisionism in film genres.
   E. Discuss the important directors: Altman, Coppola, Lucas, Spielberg,
Scorsese and Allen.

XVI. New Voices and Themes in Europe
   A. Explain new themes: homosexuality, offbeat humor, rock musicals.
   B. Discuss German films: revisiting Nazi Germany.
   C. Point out the improvement of Australian film: Peter Weir, Bruce
Beresford.

XVII. New Technology of the 1980s in the USA
   A. Discuss widescreen, Dolby sound.
   B. Discuss the focus on science fiction and special effects.
   C. Explain the new censorship of the Reagan years.
   D. Discuss the maverick directors: Lynch, Cronenberg, Demme, Stone,
Hughes, Lee and Sayles.

XVIII. High Production Values in Europe
   A. Explain the  Masterpiece Theater" approach of British films.
   B. Define  male weepies": Chariots of Fire.
   C. The production values of James Ivory.
   D. Compare/contrast left wing films and right wing films.
   E. Discuss the mature sexual films of France: Manon of the Spring.

XIX. The Dominance of American Films in the 1990s
   A. Explain the victory of special effects and stunts.
   B. Discuss the European emphasis on depth and plot.
   C. Discuss the films about the holocaust.
   D. Define the rise of Disney and animation.
   E. Explain the emphasis on computer graphics.

Content Outline and Competencies: