Date Submitted: Fri, 02 Dec 2016 18:08:53 GMT

Viewing: ENGLSH 3400W langleya : Survey of African American Literature, Beginnings to 1900 - Writing Intensive

Last edit: Fri, 02 Dec 2016 20:54:20 GMT

Changes proposed by: langleya

Proposal Type

Writing Intensive

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Course Catalog Information

English (ENGLSH)
Survey of African American Literature, Beginnings to 1900 - Writing Intensive
A survey of major authors and movements in African American literature from its beginnings to 1900.
A-F (allow student to choose S/U option)
ENGLSH 1000.
BL_STU 3400 - Survey of African American Literature, Beginnings to 1900

Instructor Information

(numbers only)
Tenured Associate Professor
326 Gentry Hall

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
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Honors Course Information

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Writing Intensive Course Information

This writing intensive course introduces students to the major developments, themes, and works of African American literature -- from its eighteenth-century beginnings to 1900, the post-Civil War and Reconstruction era. The course has three objectives: a) to explore African American literature\'s continuing response to the call of African, American, and Afro-British American oral and written traditions--in the form of folktales, songs, sermons, prose, and poetry; b) to examine the social, political, and cultural influences of early African American literature; and, c) to analyze the implications of this literature through class discussions and the following assignments: meaningful reading responses (MRR), one short response essay that revises an earlier submitted MRR, one oral presentation and accompanying two-page script, one group presentation, one poetry recitation presentation with accompanying two-page poetry analysis, video response worksheets, and a seven-page final argumentative essay (with two revisions).
No changes at this time.
Self paced?

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Writing Intensive Assignments

All assignments
Meaningful Reading Response Questions: No more than 1.5 pages, 12 questions throughout semester = 18 pgs Revision: 2-3 page response to an argument previously consider in one of the Meaningful Reading Response Questions .Poetry Analysis: 2 pgs Total pages, (taking high number of pages assigned): if 2-3 the following numbers are calculated at 3; if 5-7, the following numbers are calculated at 7) .One final argumentative essay (5-7 pages with 2 drafts). First drafts =30 Revision pages = 17 (two argumentative essay revisions at 7 pages).Additional Writing: All assignments are writing-intensive. Meaningful Reading Responses are completed for each class to address the readings and to reinforce class discussion of the literature at a critical level. Individual Oral presentations require an accompanying script that engages students in the process of thinking and revising and they prepare to articulate their views of the literature and its implications. Written Poetry Analysis that accompanies the recitation enables students to critically consider the words in the lyrics which they perform, and encourages a deeper understanding of this literary genre. Written responses to videos (mostly documentary/historical) encourages careful attention to the film's value as an extra textual "reading" of the historical period in which literature is written. The bio-poem is used as an in-class written assignment to facilitate our discussion of the slave narrative as a genre of autobiography, and further students' understanding of how types of genres such as biography are historically, regionally, and culturally nuanced in early American literature. The final week of in-class writing workshops, engage students in group revision of peer-texts -- broken into key categories of argumentative writing (argument, analysis, and close reading). The students participate in group writing very short revisions of thesis statements (day 1 workshop) and at least one close reading (day 2 workshop),
Length of assignment:

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Three types of feedback will be utilized with accompanying oral and written, formal and informal assignments, as well as class discussion.
Final Essay and Meaningful Reading Response, and Poetry Analysis--all three assignments require responses with more than one acceptable interpretation, explanation, analysis, or evaluation. In all assignments students are told, "The questions posed require you to enter into a debate with prevailing ways of interpreting the literature." And "Thinking critically about literature requires you to ask probing questions that consider the complexity of any given text. As a result, critical thinking about a text or aspect of literature may lead you to uncover hidden meaning, and explore underlying assumptions or arguments that a text is attempting to make. Critical thinking will enable a careful reader to more clearly make sense of some terms, complicate and question ideas, and other issues a text brings forward. Thinking critically may often lead to more questions than answers and this is a good thing. One way to get at a text critically is to consider whether an author's argument or ideas are persuasive to his or her audience. Consider the evidence an author uses and how he or she manipulates or uses such data to support his or her argument. Critical thinking is a necessary component of analysis, and without it there can be no analysis.
Meaninful Reading Response Weeks 2-14 Oral Presentation (which includes script): Weeks 2-14 Poetry Analysis: Week 10 Final Essay: Week 14-15

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Administrative Information

Humanities and Arts


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