PLA Course Subjects

Prior Learning Assessment Course Subjects

literature

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Courses 1-10 of 102 matches.
Introduction to Children's Literature   (LIT-221)   3.00 s.h.  
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Course Description
Introduction to Children's Literature is a course designed for adults who care deeply about children and children's books. Recognizing the crucial role adults play in introducing children to the joys of literature, the course encourages and promotes sharing books with children, including infants. The course text, Through the Eyes of a Child, shares this perspective and provides a wealth of information about the history and diversity of children's literature.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Answer knowledge-based questions about the history and importance of children's literature.
  • Identify criteria for evaluating children's literature.
  • Evaluate a wide variety of books available today for children, from newborns to adolescents, according to stated criteria.
  • Recognize and describe the artistry in children's books.
  • Discuss issues surrounding children's literature.
  • Compose essays on various themes related to children's literature.

 
Children's Literature and Story Telling   (CDS-214)   3.00 s.h.  
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Course Description
A study of the principles of selection, adaptation and the techniques of storytelling, book talks and book reviews. A survey of children's literature and the age appropriate use of various genre.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss how the early childhood educator selects good and age-appropriate children's literature for the classroom.
  • Briefly considers the various genres and the defining elements of each.
  • Talk about the role of children's literature in promoting emergent literacy in early childhood education.
  • Indicate the role of parents/caregivers in terms of incorporating children's literature in the home environment.
  • Consider the role of multi-cultural literature in the classroom.
  • Discuss how literature has a cathartic element in the life of a child.
  • Briefly state how storytelling enhances the experience of literature in the classroom.

 
Analysis and Interpretation of Literature   (LIT-291)   3.00 s.h.  
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Course Description
From the formal cadences of a Shakespearean sonnet to the echoes of everyday speech in the poems of Nikki Giovanni, literature records our purest emotions and our keenest observations. Literature both reflects and shapes our view of the world, spanning many cultures, time periods, and levels of learning. Students can embrace the great richness and diversity of literature through Analysis and Interpretation of Literature. This course incorporates both contemporary and traditional works in its selection of literary texts. It also places a strong emphasis on writing about literature, allowing you both to refine compositional techniques and to apply advanced literary analysis.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Apply essential literary terminology, including terms such as character, irony, point of view, symbol, tone, and theme.
  • Assess the ways that language, literature, and written expression bring meaning, understanding, and order to experience.
  • Interpret and analyze works of literature in terms of elements such as theme, imagery, setting, use of language, and character development.
  • Compare and contrast themes in different works of literature.
  • Compare the ways that different genres express meaning differently and draw conclusions about effective literary expression.

Available by CLEP exam.  
Nonwestern World Literature I   (LIT-460)   3.00 s.h.  
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Course Description
Non-Western Literature has been designed to help students gain familiarity with values and issues from non-Western cultures. The term Non-Western literature generally refers to writings by people in any culture or country except those of Western Europe, Ancient Greece, and the United States. Literature can immerse a reader in another's mind, allowing the reader to live a different life through the writer's imagination. The unfamiliar context of the non-Western writer may challenge a Western reader in this regard. The course will cover both post colonialism and feminist thought, examining each through non-Western eyes. At least one Western work will be introduced in each case, allowing students to contrast a typical Western point of view with the views and issues of non-Western cultures. A third major course topic is literature in translation. We are fortunate to be able to read works of literature that date back thousands of years, but few of us can read them in their original languages. This part of the course will look at issues concerning the translation of thoughts and ideas (specifically religious experiences) from one culture to another.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Examine typical Western ideas about non-Western cultures.
  • Analyze the issues and challenges of being "non-Western."
  • Apply postcolonial theory to the study of non-Western literature.
  • Assess how Western cultures are perceived by non-Western people.
  • Compare and contrast literature from the same non-Western culture in different eras.
  • Analyze gender issues in non-Western literature using postcolonial feminist theory.
  • Evaluate the effects of religious worldviews on non-Western literature.
  • Analyze and assess the effectiveness of literary forms and devices in non-Western literature for communicating universal ideas.

 
American Literature I   (LIT-205)   3.00 s.h.  
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Course Description
American literature blossomed in the early nineteenth century into what historians have called "the Romantic Period of American Literature." With the United States firmly established as a nation by 1800, this proliferation of literature caused the young country to be recognized internationally as a literary force. American Literature I offers an introduction to the major works of key writers of the early nineteenth century from the following points of view their cultural context, historical context, and literary characteristics.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss and analyze the works read to demonstrate understanding of the significance of these works in their own time period and to extrapolate from that their significance to readers in the twenty-first century.
  • Discuss and analyze attitudes towards issues of gender, race, and economic class as they are expressed by the selected authors and trace the development of contemporary attitudes from then to now.
  • Discuss and analyze the literary techniques available to writers--and the reading strategies available to readers--that foster an understanding and enjoyment of literature.

Available by CLEP exam.  
Korean Literature II   (KOR-343)   3.00 s.h.  
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Course Description
The major literary works: Chunhyang Jeon (The Tale of Chunhyang), Hong Gildong Jeon (The Tale of Hong Gildong), Gu Eun Mong (The Cloud Dream of the Nine) in addition to Classical Korean literature and its relation to Korean thought.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Demonstrate knowledge of a survey of the above-referenced works of Korean literature as well as knowledge of the history associated with the literature of the time.
  • Select topic(s) to be addressed, and connect the authors' lives to their historical context, the history of the time relative to literary trends and the political and social implications of author's work.
  • Discuss their historical, social and cultural contexts in your narrative.
  • Build an annotated bibliography or literary database of texts, authors and genres, with a minimum of 20 entries. Literary texts must have been read in the original Korean.
  • Submit portfolio narrative written in Korean.

 
American Literature II   (LIT-206)   3.00 s.h.  
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Course Description
American Literature II offers an introduction to the major works of the major writers of the United States from the late nineteenth century through the twentieth century. The emphasis is on the literary movement called Realism and the societal factors that contributed to that movement--such as the Civil War and the Reconstruction Period, increased industrialization, and the influences of Freud and Darwin. In addition, there will be a discussion of the literary techniques that writers employ and the reading strategies necessary to understand and enjoy literature.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss and analyze the works read to demonstrate understanding of their significance in their own time period and to extrapolate from that their significance to readers in the twenty-first century.
  • Discuss and analyze attitudes towards issues of gender, race, and economic class as they are expressed by the selected authors and trace the development of contemporary attitudes from then to now.
  • Discuss and analyze the literary techniques available to writers--and the reading strategies available to readers--that foster an understanding and enjoyment of literature.

Available by CLEP exam.  
Children's Literature in Hispanic World   (SPA-262)   3.00 s.h.  
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Course Description
Study of children's literature of Spain and Spanish America. Readings from traditional children's poems, stories, plays, and from works written for children by authors such as Benavente, Gabriela Mistral, and Garcia Lorca.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Identify Latin American and Spanish writers who have written stories and poetry for children.
  • Identify literary genres and movements of selected children's works by authors from Spain and Latin America.
  • Explore the cultural context of children's literature by Latin American and Spanish authors.

 
Chinese Literature I   (CHI-340)   3.00 s.h.  
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Course Description
Such major literary works as Shih-ching, Mencius, Shih-chi, T'ang poetry, Sung tz'u, Yuan drama, and Ming-Ch'ing fiction.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Demonstrate knowledge of a survey of the following works of Chinese literature: Shih-ching, Mencius, Shih-chi, T'ang poetry, Sung tz'u, Yuan drama, and Ming-Ch'ing fiction.
  • Demonstrate knowledge of the social, cultural and political history associated with the literature of the time.
  • Build an annotated bibliography or literary database of texts, authors and genres, with a minimum of 20 entries. Literary texts must have been read in the original Chinese.
  • Submit portfolio narrative written in Chinese.

 
Survey of French Literature I   (FRE-241)   3.00 s.h.  
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Course Description
Survey of French literature focusing on significant themes, genres, and literary movements. Students will be able to express ideas in French, connect French history and literary movement with the literary trends of the time.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Demonstrate knowledge of a survey of introductory French literature as well as knowledge of the history associated with the literature of the time
  • Select time period to be studied (e.g., early, Renaissance, seventeenth century, French Revolution, eighteenth century, nineteenth century, or contemporary). If the student elects to cover more than one time period, (s)he will choose three relevant authors of each period; if (s)he elects to cover a single time period, (s)he will choose seven authors from that period.
  • Select and identify relevant texts from France and Francophone countries including poems, plays, opera, and short stories
  • Select topic(s) to be addressed (e.g., connect authors' lives to historical context, history of time relative to literary trends, political and social implications of author's work, analysis of the political climate of the time)
  • Select topic(s) to be addressed (e.g., connect authors' lives to historical context, history of time relative to literary trends, political and social implications of author's work, analysis of the political climate of the time)
  • Discuss their historical, social and cultural contexts in your narrative
  • Build an annotated bibliography or literary database of texts, authors and genres, with a minimum of 20 entries. Literary texts must have been read in the original French
  • Submit portfolio narrative written in French.

 
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