how to design a meaningful american literature course

How do I start the introduction to American Literature course?

Abstract: This article discusses an assignment in which students design American Literature courses and anthologies, making them active creators, rather than passive consumers, of the American literary canon. I suggest that, by inverting the traditional ... selections that would be meaningful to them. Thinking about the many students in the

Why take an American literature class?

Introduction to American Literature 2 INSTRUCTIONS Welcome to your Continental Academ course “Introduction to American Literature”. It is made up of 6 indi vidual lessons, as listed in the Table of Contents. Each lesson includes practice questions with answers. You wil l progress through this course one lesson at a time, at your own pace.

How many lessons are in introduction to American literature 2?

This online course provides the structure and incentive to read and think about some of the great plays from American literature. You will build on your own expertise as you read, reflect, and design creative activities and lessons for your classrooms.

What is American literature?

Jan 07, 2022 · Modernism in American Literature: Writers. Many of today's most well-known authors and their enduring works of canonical literature come from the Modernist era. One such author is F. Scott ...

How can I make my literature class interesting?

10 Ways to Keep Your Class InterestingIncorporate Mystery Into Your Lessons.Don't Repeat Classroom Material.Create Classroom Games.Give Your Students Choices.Use Technology.Don't Take Teaching so Seriously.Make Your Lessons Interactive.Relate Material to Your Students' Lives.More items...•Aug 16, 2019

What are the major themes of American literature?

Terms in this set (10)The American Dream. ... Loss of Innocence. ... Coming of Age. ... Relationship with Nature. ... Relationship with Society. ... Relationship with Science. ... Alienation and Isolation. ... Survival of the Fittest.More items...

What does American literature course consist of?

Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character.

What is the purpose of American literature class?

American literature classes in high school cover the philosophies, authors and major works that create the nation's unique culture. In these courses, students accomplish broad, long-term goals, as well as the short-term objectives of learning course content.

What are qualities of American literature?

The three characteristics of American Literature include – plot of decline, indifferent of nature, 3rd person omniscient reaction to romanticism and surrealism. Firstly, American Literature reflects beliefs and traditions that come from the nation's frontier days.Sep 17, 2015

What are 2 common themes in American literature?

A theme is considered to be the main idea of the work, or a meaning behind the story. Within this period of American literature, three themes continued to emerge: the concept of true beauty, protection of nature, and perception versus reality.Jan 31, 2019

Is American literature hard?

The course is designed for mature readers and writers of high school age and ability. The themes of the course are difficult, and sometimes the reading material is dark.

Is American literature easier than English?

Differences in language are evident when reading novels by English writers and American writers. British writers tend to use classical British English; their vocabulary is richer. On the contrary, the language of an American writer is simultaneously simpler and more accessible.May 1, 2019

Is American literature a core class?

American Literature is a semester-long core English course for juniors not enrolled in an AP English Language & Composition course. Students will encounter a variety of texts and authors considered central to the notions of the history, national identity, art and culture of the United States.

What are the most important values that we come to learn in American literature?

This phrase encompasses three major values shown throughout early American literature. The strong belief in religion, freedom, and a strong will for a better life. Each piece had one or more of these themes within them. A strong value within almost all the writing was religion, both Native American and Puritan.Jan 5, 2022

Why is American literature unique?

American literature explains basic characteristics of all kinds of literature such as characters, plots, settings, images and themes. It's embodies the ideas of americans and makes certain places known. It also tells stories of certain characters american's had with their unique culture.

What are the advantages of studying American literature?

American Literature can not only improve students 'language training and literary quality, to develop their creative thinking and ability, but also can enhance students' awareness of cross-cultural communication and cultural appreciation for Humanistic Education provides an important platform.

Course Description

This course studies the national literature of the United States since the early 19th century. It considers a range of texts - including, novels, essays, and poetry - and their efforts to define the notion of American identity.

Course Collections

Wyn Kelley. 21L.006 American Literature. Spring 2013. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA.

What is critical essay?

A critical essayanalyzes the strengths, weaknesses and methods of someone else's work. Generally these essays begin with a brief overview of the main points of the text, movie, or piece of art, followed by an analysis of the work's meaning.

Who is the most famous slave writer?

The Autobiography of Frederick Douglass is the most famous narrative written by an American slave. Other figures (in this lesson and in Lesson 5) include Harriet Jacobs, Olaudah Equiano, Julia Ward Howe, Phyllis Wheatley, and Paul Laurence Dunbar. Introduction to American Literature.

What is course re-design?

Course re-design is suggested by the processes detailed in the following analysis, including the recommendation to start with existing course objectives and to avoid the direct translation of a classroom course into a blended design. There is an important difference between designing a course for the first time as opposed to re-designing an existing course. For a new course there exist fewer precedents about what can or should happen in the course. The course is essentially a blank slate for the course designer. When re-designing an existing course, there exist activities, assignments and assessments that most likely influence the designer, particularly if the designer is also the instructor or if not, the designer is working from an existing syllabus. For example, if a traditional course relies heavily on discussion, it is tempting to directly translate discussion into an online forum for the new course design. However, direct translation may not work in a different delivery mode for multiple reasons: unprepared learners, timing of course activities, or lack of instructor facility in managing online discussions. It may be important to make re-design a focus in course conversion to insure that problems are not created when designers attempt to make a literal translation.

What is blended course design?

This study examines publically available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative meta-analysis reveals common principles regarding the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies, and course implementation and student readiness. Findings reveal areas of disconnect and conflict, as well as implications for the likelihood of successful utilization when best/effective practices are followed.

What percentage of colleges offer blended courses?

“Blended” or “hybrid” course offerings are estimated to be utilized by 79 percent of public institutions of higher education in the U.S., and public institutions offer more blended courses than do private institutions [1]. Many universities have contributed to our understanding of the value and design of blended courses such as Pennsylvania State University (http://weblearning.psu.edu/blended-learning-initiative), University of Central Florida (http://online.ucf.edu/), and Simmons University (http://at.simmons.edu/blendedlearning/learnhow/simmons_case_studies.php). Additionally, professional organizations have greatly contributed to research and scholarly meetings where best practices are shared, such as EDUCAUSE Learning Initiative (http://www.educause.edu/Resources/Browse/HybridorBlended Learning/33312), and Sloan-C (http://sloanconsortium.org/blended). Most recently, The University of Central Florida (UCF) in Orlando, FL and the American Association of State Colleges and Universities (AASCU) in Washington, DC, in collaboration with twenty AASCU member institutions, were funded by the Next Generation Learning Challenges™ to produce the Blended Toolkit, an online compendium of effective practices, processes, research, faculty development, model courses, and evaluation resources, see http://blended.online.ucf.edu/. Moreover services are proliferating that specifically support blended delivery [2]. The assortment of practical processes, directories, and resources have increased over the past 10 years. The significant attention and support offered by post-secondary professional organizations and corporations for blended course design indicates that blended course offerings are not only an accepted and supported delivery strategy, but also a priority for higher education in the US.

What is the focus of analysis in pedagogical design?

The focus of analysis is on pedagogical recommendations that inform educators and designers about the distinct requirements and nature of a blended course. Six categories of recommendations are identified: the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies and course implementation and student readiness.

Who is Patricia McGee?

Patricia McGee is Associate Professor and Program Coordinator for the Digital Learning Design Graduate Certificate in the Department of Educational Psychology at the University of Texas at San Antonio. She has worked in distance and blended learning for over 20 years, conducts research about online pedagogy and systems, and offers workshops about online and blended course design.