English 1020: Introduction to Literature
Overview
Thank you for visiting our Tennessee Board of Regents OER Grant English 1020: Introduction to Literature course. The pilot launched in spring 2023. This Walters State Community College composition course focuses on reading and analyzing poetry, drama, and short stories. The course has been designed with Quality Matters standards, Universal Design for Learning concepts, Growth Mindset fundamentals, and Lumen Circles concepts.
English 1020: Introduction to Literature
English 1020: Introduction to Literature
Tennessee Board of Regents Open Education Resources Grant Course Overview
This Tennessee Board of Regents OER Grant English 1020: Introduction to Literature course is a spring 2023 pilot.
Below is an overview of activities, assignments, materials in the course, and management tips.
The course is designed for a face-to-face, on-campus course or a desktop delivery (Teams or Zoom), but can be modified for online or hybrid.
Contact kay.heck@ws.edu if you have any questions.
Getting Started Module
- Intro to course and course management
- Pretest
- Academic Integrity Contract
- Getting Started Module Quiz
- Introduction Discussion Board
Writing about Literature Module
- Tips for titles, introduction, body paragraphs, and conclusion
- Instructor to review with class to prep for Beginner Poetry Analysis (like a sample poetry paper)
- Writing about Literature Module Quiz
Writing about Poetry Module
- Instructor to review tips, tools, and examples for writing an essay about poetry
- Sample poems: C. S. Lewis "As the Ruin Falls" and Robert Frost "The Road Not Taken"
- Instructor to review with class to prep for Beginner Poetry Analysis
- Writing about Poetry Module Quiz
Beginner Poetry Analysis
- Instructor reviews module to prep for assignment
- Beginner Poetry Analysis Final
- Poetry reading: Jimmy Carter's "I Wanted to Share My Father's World"
- Instructor can provide feedback how you wish. There is a table rubric to show students the grade breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
Advanced Poetry Analysis
- Poetry Readings Quiz 1
- Instructor assigns for homework and have quiz in class.
- James Still "Heritage"
- Ryle Rawlings "Perfection's Burdens" (from writing competition anthology)
- Langston Hughes "Mother to Son"
- Poetry Readings Activity 1
- This follows the quiz.
- In-class small group discussions of poems from readings/quiz.
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor will put authors/works on board for students to sign up. Depending on class size, may have more than 1 group for a poem.
- Instructor will play audio or video before each group presents.
- Poetry Readings Quiz 2
- Instructor assigns for homework and have quiz in class.
- Theodore Roethke "My Papa's Waltz"
- Robert Hayden "Those Winter Sundays"
- Alice Dunbar-Nelson "I Sit and Sew"
- Willa Cather "Fides, Spes"
- Poetry Readings Activity 2
- This follows the quiz.
- In-class small group discussions of poems from readings/quiz
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor will put authors/works on board for students to sign up or put students in small groups. Depending on class size, may have more than 1 group for a poem.
- Instructor will play audio or video of poem before each group presents.
- Poetry Readings Quiz 3
- Instructor assigns for homework and have quiz in class.
- Dylan Thomas "Do Not Go Gentle into That Good Night"
- Pablo Neruda "Tonight I Can Write (The Saddest Lines)"
- Alfred, Lord Tennyson from In Memoriam A. H. H. (Part V)
- The Greatest Showman "This Is Me"
- Poetry Readings Activity 3
- This follows the quiz.
- In-class small group discussions of poems from readings/quiz
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work.
- Instructor will put authors/works on board for them to sign up or assign small groups. Depending on class size, may have more than 1 group for a poem.
- Instructor will play audio or video before each group presents.
- Discussion Board
- Each student proposes thesis and reflects on chosen character.
- Each student replies to 2 classmates.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Draft
- Instructor can provide feedback how you wish. There is a table rubric to show them the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Instructor can provide feedback how you wish. There is a table rubric to show them the breakdown.
- Final
- Provide feedback with eLearn rubric.
Drama Analysis
- Drama Reading Quiz 1
- Instructor assigns for homework and have quiz in class.
- The Glass Menagerie, scenes 1-4
- Drama Reading Activity 1
- This follows the quiz.
- In-class small group discussions of Tom, Amanda, and Lora from reading/quiz
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor will take time to look at key scenes from provided film version during the week.
- Instructor will put characters on board for students to sign up or assign small groups. Depending on class size, may have more than 1 group for a character.
- Drama Reading Quiz 2
- Instructor assigns for homework and have quiz in class.
- The Glass Menagerie, scenes 5-7
- Drama Reading Activity 2
- This follows the quiz.
- In-class small group discussions of Jim and play.
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor should plan some time to look at key scenes from provided film version during the week.
- Discussion Board
- Each student proposes thesis and reflects on chosen character.
- Each student replies to 2 classmates.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Draft
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- Final
- Instructor can provide feedback with eLearn rubric.
Short Story Analysis
- Short Story Readings 1 Quiz
- Instructor assigns for homework and have quiz in class.
- Guy de Maupassant "The Necklace"
- Edgar Allan Poe "The Cask of Amontillado"
- Short Story Readings Activity 1
- This follows the quiz.
- In-class small group discussions of characters
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work in dropbox.
- Instructor can play some of the provided audio resources if you wish.
- Short Story Readings Quiz 2
- Instructor assigns for homework and have quiz in class.
- Kate Chopin "The Story of an Hour"
- William Faulkner "A Rose for Emily"
- Short Story Readings Activity 2
- This follows the quiz.
- In-class small group discussions of characters (sign up on board, or instructor can assign small groups)
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work.
- Instructor can play some of the provided audio resources if you wish.
- Short Story Readings Quiz 3
- Instructor assigns for homework and have quiz in class.
- Eudora Welty "A Worn Path"
- Shirley Jackson "The Lottery"
- Short story Readings Activity 3
- This follows the quiz.
- In-class small group discussions of characters (students sign up, or instructor can assign small groups)
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work.
- Instructor can play some of the provided audio resources if you wish.
- Discussion
- Each student proposes thesis and reflects on chosen character.
- Each student replies to 2 classmates.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Database Source
- Review instructions on how to do a library database source search including videos from librarian.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Draft
- Instructor to review instructions and requirements on the draft.
- Instructor can provide feedback how you wish. There is a table rubric to show them the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Final
- Instructor to review requirements for draft.
- Instructor can provide feedback with eLearn rubric.
- Other modules include Grammar Resources and MLA Resources.
For instructors at WSCC, the assessments are hidden from student view until you are ready to make them visible to the class.
For the OER Commons or Tennessee Open Education hub visitors, please keep in mind the assessments such as pretest, quizzes, and posttest are hidden from view to protect assessment integrity. Contact an OER grant team member for info about assessments.
Welcome to our English 1020: Composition II course.
Our semester will be filled with the magic of literature through poetry, drama, and short story.
An OER course is designed for students:
- to help you financially
- to reduce your stress
- to have access to the class materials on the first day
- to start you and everyone else out on an equitable playing field
- to provide you with a rich diversity of materials, videos, audio, and resources that go beyond a standard textbook
- to help you manage the course better
- to be part of a state movement to offer low cost courses which can increase your success, retention, and graduation
Our hope is that you will have a positive experience, and at the end, you will let us know what is working well, what needs attention, and what you suggest to make it even better.
WSCC English Department Tennessee Board of Regents OER Grant Team
- Associate Professor of English Christopher Morelock, English Department Chair, Morristown Campus
Christopher.Morelock@ws.edu - Associate Professor of English Kay Heck and Quality Matters Coordinator, Sevier Campus
Kay.Heck@ws.edu - Dr. Jennifer Mayes, Instructor of English and English Learning Lab, Newport Center and Morristown Campus
JenniferMayes@ws.edu
Credits:
Book cover: Photo by Charl Folscher on Unsplash
Welcome Visual: Photo by Dollar Gill on Unsplash
Course Description
A composition course emphasizing documented critical writing, based on an introduction to fiction, drama, and poetry.
Prerequisite: English 1010: Composition I
Offered: Fall, spring, and summer
Syllabus Learning Outcomes/Objectives
- apply ENGL 1010 planning, organizing, drafting, revising and editing skills to the writing of literary argument papers in ENGL 1020
- read closely primary and secondary sources and understand them at interpretive and evaluative levels in preparation for writing about them
- distinguish among opinions, facts, inferences, and persuasive approaches in primary and secondary sources
- formulate thesis sentences based on readings of primary and/or secondary sources, to select material from them to support the thesis, and to write papers with well-developed ideas supporting the thesis
- use appropriate rhetorical patterns, such as comparison/contrast and argumentation, to demonstrate an understanding of the elements of fiction, poetry and drama in coherent essays which develop literary arguments from process to product
- manage, coordinate, and document primary and secondary sources according to MLA style in solving problems and arriving at decisions in the writing process
- compose papers using correct diction, syntax, usage, grammar, and mechanics
Course Materials Common Cartridge Zip File
The Brightspace Common Cartridge zip file is an export from our WSCC English 1020: Composition II pilot Open Education Resource (OER) course.
This course was inspired by a Tennessee Board of Regents OER grant.
Instructors can import the zip file into an existing section of their LMS course or have their Instructional Design department create a LMS course shell for the import. Then, instructors can copy the OER content into their course section.
Feel free to modify as you wish.
We hope both you and your students enjoy the content, activities, writing assignments, resources, and benefits of OER.
Sample Created Resource
Understanding Characters & Thesis Book Creator
Transcript of Video in Book Creator
This free interactive online tool with a "Read to Me" feature assists students in how to gather evidence and compose a thesis for their drama character analysis.
Students can also consult the book in the Short Story Analysis module for their short story character analysis.
Sample from Writing about Literature Module
Introduction
Your opening paragraph is a key part of your literary analysis essay. If the readers are not pulled into your paper with the first sentence, they may not continue. If the readers are not prepared for your thesis, they may not understand the purpose of your paper. Take time to carefully craft your beginning paragraph.
Basic Parts
There are 3 basic parts of an introduction:
- Grab the readers with your opening statement. The first sentence is crucial to pulling the readers into your paper. The first sentence should not be the thesis. The readers are not ready for your main point yet. Think carefully about how you can grab the readers' attention to keep reading. Read this sentence aloud to see how it sounds.
- Connect with the readers and prepare them for the thesis. After you grab the readers, your goal is to get them ready to receive the thesis at the end of the paragraph. What you say after the grabbing opening should connect with the readers about the topic and prepare them for the thesis. This part makes a transition from the grabbing opening and provides context.
- State your thesis at the end of the paragraph. See the separate thesis item for including the author, title, and your main point. This way, the readers are ready after you do the introduction parts 1 and 2. Putting your thesis last in the introduction paragraph is a prime location, so readers can't miss it. They will then move to your first body paragraph which starts to prove the thesis.
Famous Introductions
Some first sentences have become classics. Here are examples of great openings.
- "There was a boy called Eustace Clarence Scrubb, and he almost deserved it." —C. S. Lewis, The Voyage of the Dawn Treader (1952)
- "Gregory Samsa woke from uneasy dreams one morning to find himself changed into a giant bug." --Franz Kafka, The Metamorphosis (1915)
- "It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife." —Jane Austen, Pride and Prejudice (1813)
- "It was a bright cold day in April, and the clocks were striking thirteen." —George Orwell, 1984 (1949)
- "Happy families are all alike; every unhappy family is unhappy in its own way." —Leo Tolstoy, Anna Karenina (1877)
- "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair." —Charles Dickens, A Tale of Two Cities (1859)
- "I am an invisible man." --Ralph Ellison, Invisible Man (1952)
You can see more famous openings by visiting the "100 Best First Lines" from American Book Review.
Online Resources
This video is from the Writing Center at the University of Maryland University College. Click on the closed-captions ("cc" symbol) for text.
Here is the Modern Language Arts (MLA) format for this source:
Taylor, David. "How to Write an Introduction Paragraph for Your Essay." YouTube, 21 Jan. 2009, http://youtu.be/clPtbFT23Bs.
This helpful and entertaining video is from Shmoop. Click on the closed-captions ("cc" symbol) for text.
Here is the Modern Language Arts (MLA) format for this source:
Shmoop. "Writing Grabby Intro Sentences." YouTube, 25 Mar. 2014, https://youtu.be/Rkefst9D6n0.
Sample Drama Activity
Drama Reading Activity 1
To show your understanding of the drama reading and develop your drama analysis skills, sign up on the board for a specific character from the first half of the play to discuss as a group.
We will focus on 3 characters from the first half of the play. More than one group may be looking at the same character to give us different perspectives.
- Tom
- Amanda
- Laura
This process will help you choose which work you may want to explore more in the Drama Analysis paper.
We will study the text of the play and also interpret the characters on a higher critical thinking level by relating them to a song or visual.
Instructions
You can share a Google doc, or someone in the group can be the notetaker in a Word document.
This is a group activity completion grade of 5 points.
As a team, use the play to examine the character and answer the following questions:
- Who are your group members?
- Who is your author?
- Who is your character?
- What are all the traits of the character you can think of?
- Which trait do you think is the character's most dominant? (The one we see and/or hear the most?)
- What quote that supports the character's dominant trait from what Williams says in the stage directions (see the italics)? Tell us what page in the play.
- What quote supports the character's dominant trait from what the character says? Tell us what page in the play.
- What quote supports the character's dominant trait from what another character says? Tell us what page in the play.
- What quote supports the character's dominant trait from their actions? This can also be what they say, what Williams shows in the stage directions, or what other characters say. Tell us what page in the play.
- What is a song that has something in common with this character's dominant trait? Or, you may choose to select a visual to represent your character's dominant trait either in your doc or drawn on the board.
- If you draw on the board, just put a note in your doc that your visual of _______ (give us a hint) is on the board.
- Or, if you embed the image in your doc, the professor can share with the class from your dropbox doc.
- What is a take-away message we can learn from the character? In other words, what is a life lesson Williams might be showing us through the character about how to live (or not live) life?
Dropbox
Submit your doc to this Drama Activity 1 dropbox.
Save the file name with your names, course, section, professor's last name, and DA1.
DA1 stands for Drama Activity 1.
Docs should be PDF, Word, or Rich Text Format.
Only 1 person should submit to the dropbox.
Absent?
If you miss this day of class, you can submit a solo document to the dropbox.
Save with your name, course, section, professor's last name, and DA1 Makeup.
Sample from Writing about Poetry Tips
Examine Title
One way to understand a poem is to start with the title.
Sometimes, the author will give you a clue.
For example, in "As the Ruin Falls, (opens in a new window)" C. S. Lewis has some powerful wording which creates an image in the readers' minds.
You might ask yourself these questions when reading just the title:
- Why does Lewis use the word "ruin"?
- Does he mean something from a long time ago?
- Does he mean something that needs to be torn down to build something new?
- Does he mean something that has been neglected and should have been looked after better?
- Could this be a metaphor (opens in a new window) for something he valued or even himself?
- Does he mean something from a long time ago?
- Why does Lewis use the verb "falls"?
- Does he suggest something is crumbling?
- Does he suggest this needed to happen to do away with the old and build something new and stronger?
- Does he mean symbolically that his life is falling apart?
- Does he suggest something is ending?
- Does he suggest something is crumbling?
What can you tell from just the titles of these poems and songs?
"Phenomenal Woman" by Maya Angelou
"Save Your Tears" by Ariana Grande
"Where the Sidewalk Ends" by Shel Silverstein
"Let America Be America Again" by Langston Hughes
"The Rose That Grew from Concrete" by Tupac Shakur
"Do Not Stand at My Grave and Weep" by Mary Frye
"No Man Is an Island" by John Donne
"More Than My Hometown" by Morgan Wallen
"Not Waving but Drowning" by Stevie Smith
"A Dream Lies Dead" by Dorothy Parker
"There Will Come Soft Rains" by Sara Teasdale
"Rain on Me" by Lady Gaga
As you look at the poem you are writing about, what does the author reveal in the title?
Sample Poetry Activity
Poetry Readings Activity 1
To show your understanding of the poetry readings and develop your poetry analysis skills, sign up on the board for a specific poem to discuss as a group.
This process will help you choose which work you may want to explore more in the Advanced Poetry Analysis paper.
We will study the text of the poem and also interpret the work on a higher critical thinking level by relating it to an image or song.
See the Poetry Readings and Resources section of the Advanced Poetry Analysis module:
- James Still's "Heritage"
- Rylie Rawlings "Perfection's Burdens (from WS online anthology)
- Langston Hughes "Mother to Son"
The instructor will play the audio or video of the work in class before your team presents.
Instructions
You can share a Google doc, or someone in the group can be the notetaker in a Word document.
This is a group activity completion grade of 5 points.
As a team, examine the poem and answer the following questions:
- Who are your group members?
- Who is your author?
- What is the title of your poem?
- What do you think the title tells us before we start the poem?
- What are themes (topics) in the poem?
- What is a literal meaning (surface meaning) of the poem?
- What seems to be a figurative meaning (deeper meaning) of the poem}?
- What are 2 passages that stand out to you and why?
- What do you think is a relevant message we can learn from the poem and apply to our lives? (What does the author seem to be saying to us today?)
- Choose a visual or a song that represents your poem and explain why (for song, share some lyrics that relate).
- You may include your visual in your doc, or group member(s) may draw on the board.
- If you draw on the board, put a note in your doc to "See drawing of _____ on board" and mention what it is.
- If you embed the image in your doc, the professor can share your doc from the dropbox.
Dropbox
Submit your doc to this Poetry Readings Activity 1 dropbox.
Save the file name with your names, course, section, professor's last name, and PRA1.
PRA1 stands for Poetry Readings Activity 1.
Docs should be PDF, Word, or Rich Text Format.
Only 1 person should submit to the dropbox.
Absent?
If you miss this day of class, you can submit a solo document to the dropbox.
Save with your name, course, section, professor's last name, and PRA1 Makeup.
Alignment
Our OER English 1020: Composition II aligns with national standards, frameworks, and concepts conducive to student rentention, active learning, student engagment, course navigation, and student success.