UNIVERSIDAD PEDAGGICA NACIONALFACULTAD DE HUMANIDADES

LANGUAGES DEPARTMENT

B.A. IN BASIC EDUCATION WITH EMPHASIS ON HUMANITIES: SPANISH-ENGLISH B.A. IN BASIC EDUCATION WITH EMPHASIS ON HUMANITIES: SPANISH-FRENCH SYLLABUS

1. SUBJECT: LITERATURA ANGLFONA I 2. CODE: 13221563. SEMESTER I 2015 CREDITS: 4 4. TEACHER (S): LUIS FERNANDO GMEZ; NELSON HUGO RUEDA HP: 4 HTAA: 1

5. REFERENT:

FOSTERING EFL LEARNERS INTERCULTURAL COMMUNICATIVE COMPETENCE THROUGH THE INTERPRETATION AND CRITICAL ANALYSIS OF LITERARY TEXTS WRITTEN IN ENGLISH (POETRY, SHORT STORY, NOVEL, DRAMA).

STUDYING SOCIAL, CULTURAL, AND HISTORICAL EVENTS IN THE DEVELOPMENT OF THE AMERICAN LITERARY TRADITION.

IMPLEMENTING LITERARY THEORY AND LITERARY CRITICISM FOR THE ANALYSIS OF LITERARY TEXTS WRITTEN IN ENGLISH.

6. TARGET COMPETENCE AREAS TO WORK ON:

7. STRATEGIES:

Using the English language at a higher level, and fostering intercultural communicative competence through literary texts in order to help learners improve the English proficiency level as they will become future teachers of English. Identifying the most relevant historical and cultural events that have influenced the development of the literary creation in North American literature.- Creating awareness to improve students capacity to understand, criticize, accept, and respect different cultural and literary issues. Implementing varied didactic resources to encourage the student to improve his/her reading habits. Enriching the students intercultural communicative competence and literary competence throughout the study of literary texts. Analyzing different literary texts by taking into account basic elements of literary theory and literary criticism.

8. ACTIVITIES

-Pre-reading activities that will provide students with the knowledge of the historical, social, and cultural background.

- While-reading activities that will be developed through small group works, general class discussion, and individual work with the

teacher.

- Post-reading activities that will allow the student to write reviews, essays and reports, as well as to make oral presentations on the

different topics discussed and analyzed.

- Activities that include: film, videos, theatre performances and laboratory sessions to enrich their knowledge by expanding the

understanding of the background, the author, and the texts.

9. ACHIEVEMENTS

9. KNOWLEDGE

The student will be able to:

know some literary schools, tendencies, and movements of North American literature:

Romanticism, Transcendentalism, Realism, Naturalism, Symbolism, Imagism, Modernism, postmodernism, multiculturalism, etc.

understand and develop a literary analysis based on critical and theoretical approaches such as Historicism, Psychoanalytic, Marxism, Structuralism, Feminism, readers response, and others.

understand basic aesthetic elements for the analysis of poetry: External structure: rhyme, rhythm, metrics, stanza and verse.Internal Structure: theme, voice and tone, symbols and images (simile, metaphor, allusion, etc.), sound effects: alliteration, assonance, consonance, repetition.

recognize the basic aesthetic elements for the analysis of prose: Point of view, setting, characters, action, form and structure,

language (symbols and images), stylistic effects (Tone, diction, atmosphere, climax and suspense), plot, theme, and argument.

identify the basic aesthetic elements for the analysis of drama: Setting, staging, characters, dialog, action, form, structure, language, theme, plot, and stylistic effects: tone, diction, atmosphere, climax and suspense. communicate effectively in English by showing proficiency in the use of the foreign language.

- know historical and cultural events related to the authors and works studied in class.

- acquire methodological strategies useful in his professional activities.

9b. ACHIEVEMENT INDICATORS:

The student identifies and analyzes themes, conflicts, type of characters, and central ideas in a variety of literary texts.

The student uses specific literary vocabulary.

The student recognizes the writers style.

The student summarizes, responds personally, analyzes, interprets, compares, and contrasts literary ideas, presents an argument, and evaluates poetry selections, short stories, a novel, and a piece of drama.

The student expresses critical ideas and uses adequate oral and written English language to respond to reading.

The student writes reviews, summaries, response papers, and essays.

The student supports his/her ideas with arguments both orally and in written ways.

The student draws conclusions about the themes discussed in class.

The student identifies the writers purpose.

The student detects his/her mistakes and is able to correct them.

The student is able to defend his/her view points, but respects those of others.

- The student knows how to apply didactic activities to the teaching of English through the literary text.

The student contrasts characteristics of his/her own culture with those of the American culture found in the literary texts.

10. CONTENTS

Authors to be read:

10.1. Beginning of Literature in the United States: Native American Poetry Introduction.

The Making of an American Literature: The Great Flood, The Woman Who Fell from the Sky (Indian Myths) and Songs of War.

Woman's Divorce Dance Song and Formula to Secure Love.

10.2. The poetry of Emily Dickinson

49, 67, 288, I Dwell in Possibility (657), 324 and 712

10.3. The Romantic Period in the United States (1840-1855) Introduction to North American Romanticism.

The Philosophy of Composition and The Poetic Principle by E. A. Poe.

Civil Disobedience by Thoreau

Edgar Allan Poe Poetry: To Helen, The Haunted Palace, and Eldorado.

Edgar Allan Poe Short stories: Ligeia, The Fall of the House of Usher

Kate Chopin: The Awakening.

10.4. The Civil War (1855-1865) and Walt Whitman

I Hear America Singing and O Captain! My Captain!

10.5. The Lost Generation:Ernest Hemingway Soldier's home, A clean and Well-Lighted Place, The Old Man at the Bridge

William Faulkner Dry September, A Rose For Emily

John Steinbeck: Of Mice and Men

10.6. Drama:

Arthur Miller Death of a Salesman

11. EVALUATION CRITERIA

1. First Draft: Essay Literary Production in the U.S.A (including correction process during TAA): 10 points 2. Final Version: Essay Literary Production in the U.S.A (including correction process during TAA): 10 points 3. Weekly Group Presentations (on-going class argumentative process): 10 points4. Assignments: texts per class discussion (TAA) 10 points5. Lesson plan on short story or poetry (including correction process during TAA): 10 points

Total: 50 points

NOTES:

1. The evaluation scale goes from cero (0) to fifty (50) points.

2. The passing grade is thirty (30) points. The student will fail the course with more than the 20% percent of absences.

3. Late homework will not be accepted. However, in case of health problems and absences in class, the student should bring the medical certificate signed by the doctor and stamped by the UPN doctor in order to get an opportunity to make up the missed work.

4. Plagiarism will be severely penalized. The procedures to follow are regulated in the Student Handbook. The Dean of The faculty and the Chair of Department will be immediately notified if this situation occurs.

5. Tutorial Sessions: The student will be oriented in the conceptual framework of the course. The students difficulties will be monitored and specific assessment will be given accordingly throughout the course. These tutorials will also be devoted to the ongoing assessment to the essays as well as to the texts assigned per class.

12. TUTORIAL SESSIONS

Tutorial sessions are obligatory. OBJECTIVES:a. To orient the student in the conceptual framework of the course.

b. To monitor and to give assistance to the students language and conceptual difficulties.

c. To carry out the follow-up of the literary project done as a final requirement in the subject.

d. To help the student with his/her reading process (including important steps such as understanding what he/she reads, asking questions to aspects that might cause difficulty, forming opinions, proposing varied interpretations from what he/she reads, and connecting what he/she reads with his/her own life.)

e. To help the student with his/her writing process with respect to the mechanics of language (spelling, punctuation, and grammar) and rhetorical aspects including delivery of arguments and development of ideas. Also, to assist the student with oral presentations and oral speech.

f. To help the student think through his/her personal reactions to the literary text so that they can provide sufficient literary analysis and interpretation.STRATEGIES:a. The student asks and answers questions about the texts and activities read and done in class.

b. The student thinks about and discusses similarities and differences in a text to relate fiction and reality (history).

c. The student identifies main ideas and draws conclusions from the texts read in and out of class.

d. The student does some research, attends lectures, and watches films in order to understand, complement, and comment the different texts. (At SAUDEL, Multimedia room, libraries, etc.)

e. The student writes reports, reviews, essays, and written papers on different topics.

f. The student uses multimedia and computer-based material for his/her oral presentations.CONTENTS:

The topics to be discussed along the TAA sessions were mentioned in section 10. The purpose of taking them into consideration is to clarify possible questions students may have and to keep track of the texts read by students.

13. BIBLIOGRAPHY

1. COLLIER, Peter, et al, ed. Literary Theory Today .Cornell University Press, New York, 1990.

2. CRAWFORD, Bartholow. .American Literature. Barnes and Noble. USA.1953.

3. DYANNI, Robert. Literature: Reading Fiction, Poetry, Drama, and the Essay. Fourth Edition. Pace University, Pleasantville, Mc Graw Hill, 1999.

4. EAGLETON, Terry. Literary Theory. An Introduction. Basil Blackwell Publishers Limited, Oxford, 1988.

5. ELLIOT, Emory. ed. Columbia Literary History of the United States. Columbia University Press, New York, 1988.

6. IRMSCHER, William. The Nature of Literature. Writing on Literary Topics. University of Washington, 1988.

7. HOLT. Elements of Literature. Holt, Rinehart and Winston..USA,2005.

8. KENNEDY, X.J. An Introduction to Poetry. Harper Collins, New York, 1994.

9. KIRSZNER 7 MANDELL. Literature. Thomson, USA, 2004.

10. LARRISSY, Edward. Romanticism and Postmodernism. Cambridge University Press, Cambridge, 1999.

11. LEVENSON, Michael. ed. Modernism. Cambridge University Press, London, 1999. 12. MEAD, Robert. Introduction: the Making of an American Literature. In: Colonial American Literature From Wilderness to Independence. New American Library. Chicago, 1976.13. MILLER, Cristinne. Emily Dickinson: A poets Grammar. Cambridge. Harvard University Press, 1987.

14. REGAN, Robert. Poe. Prentice Hall, 1967.- How EFL learners improve intercultural communicative competence in English through the study of the literary text?

- How to analyze critically a literary text written in English?

- Which are the artistic and aesthetic linguistic elements in the literary analysis?

- How do the literary studies in English contribute to the students pedagogical formation?

- What are the main literary exponents and works of the American culture?