Examine random specimens in The Oxford Dictionary of English Proverbs. You will note, I think, that there is no "pure" literature here. Everything is "medicine." Proverbs are designed for consolation, or vengeance, for admonition or exhortation, for foretelling. Or they name typical, recurrent situations. That is, people find a certain social relationship recurring so frequently that they must "have a word for it."

Students enrolled in English 1B should have developed sufficient writing and research skills to meet the demands of college level writing. This course provides the additional opportunity for students to review, reassess, and further develop reading, writing and analytic skills.

M01B emphasizes critical thinking and writing skills in close textual analysis of issues and themes in fiction, poetry and drama as well as non-fiction literature and literary criticism. Reviews deductive and inductive reasoning, recognition and avoidance of logical fallacies, and relationships between language and meaning.
Applies to the AA degree.
Transfer Credit: CSU; UC. Can: Engl 4; ENGL SEQ A (ENGL M01A + M01B). IGETC areas 1B,3.

1. read, write and discuss analytically, developing a critical "voice" in writing;

2. develop a repertoire of writing styles appropriate to purpose, audience, and occasion for writing; composing sentences and paragraphs in a variety of syntactic patterns and with sufficient specific details, conforming to the features of standard written English.

3. examine claims and warrants for validity and soundness of argument by reading, analyzing, and assessing longer pieces of poetry and prose (both fiction and non-fiction) by professional writers, popular press and peers;

4. examine, critique and use the classical appeals of logos, ethos and pathos; identify audience needs, developing sensitivity to the impact of language on differing readers and listeners;

5. expand the ability to use appropriate research methods and materials efficiently, clearly, and effectively; explore basic tenets of major theorical schools and apply theories to literary works.

• Four in-class, timed essays (20%):
  • Timed Writing (SAMPLE)
  • Timed Writing (2 CRITICAL RESPONSES TO TEXTS)
  • Timed Writing (REFLECTION)

• Revised papers (30%): TENTATIVE
  • Responding to War
  • Novel Analysis
  • Case Study I-Search

• Annotated Bibliography (5%) Students will construct annotated bibliographies documenting and evaluating their their case study findings, using Janice Walker's online MLA Style formating.

• Group Project: Case Study "teach-in" (10%): Using specific critical approaches, students will present the respective case study material of their choice.

• Evaluations of peer presentations (5%)
  

• Two Literary Performance Critiques: (10%)
  2 page critique of one play (or other live performance) and one movie
  • Moorpark's production or other performance
  • The Matrix or possibly District 9
    "Evaluating a theatrical performance" A useful webpage for evaluating live performances.

• Journal (15%): consists of summaries and responses to readings from the LIT text.

• short write (paper proposal) (5)
  

last revised Nov 09