| Competences |
| Type A | Code | Competences Specific |
| A12 | Conèixer la varietat lingüística, literària i cultural anglòfona. | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A12 |
Adquireix la capacitat d'establir la relació entre forma i contingut en les obres de nombrosos autors en llengua anglesa | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to the Course | The American Dream Indians Pilgrims Blacks |
| 2. The Rise of a National Literature. | The Enlightenment The Revolution A Neoclassic Black Poet: Phillis Weatley "On Being Brought from Africa to America" John de Crevecoeur´s "What is an American" |
| 3. The First American Renaissance. | Romanticism Transcendentalism: Ralph Waldo Emerson and Hery David Thoreau. Non-Transcendental Writers: Nathaniel Hawthorne, Edgar Allan Poe and Herman Melville. |
| 4. The Era of Realism and Naturalism | The Civil War and the Guilded Age Mark Twain, William Dean Howells and Stephen Crane Two outstanding voices in poetry: Walt Whitman and Emily Dickinson Regionalism and Beyond: Kate Chopin. |
| 5. The Second American Renaissance | The "roaring twenties" and F. Scott Fitzgerald: The Great Gtasby Depression, World War I and the Lost Generation. Southern Literature |
| 6. The Development of American Drama | Eugene O´Neill Tenessee Williams. Arthur Miller.Off-Broadway. Edward Albee |
| 7. Postmodern American | Paul Auster. The New York Trilogy |
| 8. Ethnic Literatures | Native-American Lit. Asian-American Lit. African-American Lit. . Lorraine Hansberry: A Raisin in the Sun. Latinos. Sandra Cisneros: A House on Mango Street. |
| Texts to be read in class | A Selection of Texts (photocopies) Scot Fitzgerald. The Great Gatsby Paul Auster. The New York Trilogy Lorraine Hansberry. A Raisin in the Sun |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 6 | 8 | ||||||
| Lecture |
|
30 | 30 | 60 | ||||||
| Presentations / expositions |
|
2 | 24 | 26 | ||||||
| Personal tuition |
|
2 | 2 | 4 | ||||||
| Objective short-answer tests |
|
6 | 48 | 54 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | There will be introductory presentations by means of hand outs and oral discussions.The aim of these introductory tasks is to make the student familar with the names, facts, titles and literary movements that will be developed throughout the course |
| Lecture | Lectures will be focused on the items (Literay periods, authors and works) of the class syllabus. Special attention wil be paid to the assigned texts. These will be subject to close reading, analysis and discussion. |
| Presentations / expositions | There will be oral presentarions the topic of which will have been agreed upon previously. They will be delivered in small groups and will be based on short written papers or written reports. And their aim is to complement the lectures and full discussions held in class. |
| Personal tuition |
| Personalized attention |
| Description |
| Students are encouraged to stop by the instructor´s office. They should always feel free to ask questions about the topics discussed in class. They must meet him regularly so that their interests can be properly channeld. Students must inform him about the process of their readings and the writing of their assignments. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Lecture |
|
Since part of the course is based on lectures, your class attedance should be subsequently followed by class participation and discussion. Feel free to ask questions and discuss them. | 30% | ||||
| Presentations / expositions |
|
Please remember that class attendance is a main course requirement. This will undoubtedly help you in choosing a topic for your oral-written presentation. This will be valued according to a) laguage accuracy, b) knowldege of the subject and c) originality. | 10% | ||||
| Objective short-answer tests |
|
There will be three class exercises about the topics included in the syllabus. | 60% | ||||
| Others |
| Other comments and second exam session | |||
|
The students who donot reach the 50% of the above-mentioned requirements will havea scheduled second chance, as well as those who havenot opted to go through the continuos assessment (forfurther details see the course syllabus). This second chance will be the samefor all students ( both those who failed the continuous assessment and those who opted for the final class exercise), and will consistin a final class exercisel of 20 questions (100%). These questionswill be based on the units included in the syllabus (short definitions of concepts,identifications of names, titles, characters, short contextualizations ofexcertps from the texts analyzed ...). |
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| Sources of information |
| Basic |
Jordi Lamarca, The Literature of the United States. From the Colonial Period to the End of the Nineteenth Century., PPU,
Jordi Lamarca, The Twentieth-Century American Prose Writers., PPU, |
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Antholgy of Texts (September 2009). Chopin, Kate. The Awakening. Fitzgerald, Scott. The Great Gatsby. Ausrer, Paul. The New York Trilogy.
(Where available, we recommend Penguin editions for these texts)
Note: Jordi Lamarca's books can be bought at the URV Photocopy Service Shop |
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| Complementary | |||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.