The following Guidelines and Objectives are designed to provide guidance for faculty teaching literature courses and to facilitate the assessment of the English Major.
2000 level courses
Faculty assign a broad selection of readings (as appropriate to the Catalog description of course topic) representing historical scope, cultural diversity, and various genres; one of these readings, such as a novel, is of significant length. Faculty present literature using relevant literary terminology and critical approaches.
Faculty assess student learning through written and oral assignments such as journals, response papers, Blackboard posts, reports, and/or creative writing, reading aloud, contributions to class discussion, formal presentations, group work. At least one written assignment incorporates primary and secondary sources.
3000 level courses
Faculty assign a focused selection of readings (as appropriate to the Catalog description of course topic) representing a particular genre, period, or cultural affinity; more than one of these texts are of significant length and complexity. Faculty present literature using relevant literary terminology, critical approaches, and scholarly methodology.
In addition to assessing student learning through a variety of written and oral assignments such as those that may be used in 2000-level courses, faculty assess student comprehension of basic literary research methodology and mastery of course topic(s) in at least one paper of a minimum eight-page length that is supported by several sources, both primary and secondary.
Note: ENG 3040 has been designated as the department’s literature Writing in the Disciplines (WD) course for the university’s Writing Intensive program; whenever it is taught it will meet the goals and objectives of WD courses and will prepare students to meet the goals and objectives for upper-level literature courses.
4000 level courses
Faculty assign a narrowly focused selection of readings of significant length and complexity by a specific author, or authors, and/or on a particular topic appropriate for literary research. Faculty present the literature within a theoretical and scholarly context conducive to research on the author(s) or topic.
In addition to assessing student learning through a variety of written and oral assignments such as those that may be used in 2000- and 3000-level courses, faculty will assess students’ mastery of the course focus through assignments that demonstrate independent thought and responsibility such as oral presentations and direction of class discussion; annotated bibliographies of secondary and other relevant sources. Each student will write a paper that identifies and develops an argument on a course-related topic that is supported by primary, scholarly, and/or cultural sources appropriate in quality and quantity to a paper of at least fifteen pages.
The 4000-level literature course requires students to analyze, discuss, and write using literary terminology, critical approaches, theoretical perspectives, and scholarly methodology appropriate to the focused topic of study.
|English Program Goals||2000-Level Literature Objectives||3000-4000 level Literature Objectives|
|By completing a program of 2000, 3000, and 4000 level courses . . .||When completing any 2000-level course, students will be able to . . .||When completing any 3000 or 4000-level course students will be able to (with proficiency at the 4000 level) . . .|
|Goal 1 Students will acquire balanced knowledge of authors, works, and periods of British, American, and world literature, with in-depth knowledge in upper-level courses.||Objective 1.1 describe and interpret multiple works of literature that vary in genre and in historical and/or cultural context||Objective 1.1 describe and interpret in depth several works of British, American, or world literature|
|Objective 1.2 recognize and refer to features of various literary genres and selected literary and cultural terms||Objective 1.2 recognize and refer to features of literary genres, specialized literary and cultural terms, and critical approaches|
|Goal 2 Students will become proficient critical readers of literary texts.||Objective 2.1 describe, analyze, interpret, and evaluate features of literary texts in several genres, applying appropriate literary and cultural terms||Objective 2.1 describe, analyze, interpret, and evaluate features of literary texts, applying specialized literary terms, cultural terms, and critical approaches|
|Objective 2.2 critically analyze and interpret relations of a literary text with other texts and with historical and cultural contexts||Objective 2.2 critically analyze and interpret, in depth, relations of a literary text with other texts and with historical and cultural contexts, applying appropriate critical approaches|
|Goal 3 Students will write clear, well-developed, well-supported critical essays about literature, integrating high-quality sources.||Objective 3.1 plan, write, and revise short critical essays about literature with good insights and suitable argument, organization, evidence, and analysis||Objective 3.1 plan, write, and revise substantial critical essays about literature with original insights and effective argument, organization, evidence, and analysis|
|Objective 3.2 write short critical essays about literature that integrate primary and secondary sources, correct documentation, and standard written English||Objective 3.2 write substantial critical essays about literature that effectively integrate high-quality research, primary and secondary sources, correct documentation, and standard written English|
|Goal 4 Students will develop independence, responsibility, and appreciation for literary studies||Objective 4.1 develop habits of mind such as taking responsibility for work, confidence, cooperation, and reflection||Objective 4.1 develop independent thinking and related habits of mind, such as taking responsibility for work, confidence, cooperation, and reflection|
|Objective 4.2 experience literature as an extension of life experience and appreciate literary study as a means for intellectual, aesthetic, and personal growth and for fostering creativity and social awareness||Objective 4.2 appreciate and articulate the value of literary study for intellectual, aesthetic, and personal enjoyment and growth and for fostering creativity and social awareness|
Updated: Thursday, May 5, 2011
© The University of North Carolina at Pembroke
PO Box 1510 Pembroke, NC 28372-1510 • 910.521.6000