|3/9/2014 5:26:43 PM||
|Discipline and Nbr:
European Literature from the Ancient through the Renaissance
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0|| ||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact Total||0
Study in translation of a number of the great masterpieces of European Continental literature from Homer to the Renaissance.
ENGL 1A with grade of "C" or better.
Limits on Enrollment:
Schedule of Classes Information
Study in translation of the great masterpieces of European Continental literature from Homer to the Renaissance.
(Grade or P/NP)
Prerequisites:ENGL 1A with grade of "C" or better.
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Major Applicable Course
Outcomes and Objectives:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C2||Humanities||Fall 1981||Spring 2010
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3B||Humanities||Fall 1981||Spring 2010
From a prescribed selection of European Literature relevant to the period
of the Ancient World through The Renaissance, (critical studies may also
be included) students will:
1. Analyze and critique assigned texts.
2. Recognize and define the evolutionary stages of and the variety of
forms used in the development of European Literature.
3. Identify major themes in the period as a whole.
4. Evaluate and classify various themes relating to the time period and
5. Recognize and interpret the variety of forms in which European
6. Recognize the most influential writers of early Western Civilization.
Topics and Scope
1. The Ancient World.
A. Egyptian, Hebraic and other early religious writings: the
origins and uses of literature.
B. Homer: heroic values and literature.
C. Greek tragedy: the classical age in Greece, and the origins of
D. Virgil, Ovid: Roman epic, heroic and fabulist.
E. Love songs: from the Greek, by Sappho and Alcaeus; from Latin,
by Catullus and Horace; from the modern era; also, perhaps,
F. Early Christian meditational and didactic writings: New
Testament, St. Augustine.
2. The Middle Ages.
A. Icelandic Saga.
B. Medieval Romance.
C. Dante: the medieval world view, and the birth of vernacular
D. Tale Cycles: Boccaccio.
3. The Renaissance.
A. Love poetry: Petrarch.
B. Didactic and descriptive literature revelatory of the values
and modes of the time: Machiavelli, Castiglione.
C. Ribald tales and the new questioning of tradition: Rabelais.
D. Cervantes: the ironic-herioc view of human institutions.
Note on Range of Topics and on Multicultural Literacy - The above list
of authors and topics includes both too much and too little. There is
too much literature to be treated adequately in seventeen weeks;
instructors are expected to make a representative but robust selection.
There are too few topics to give an adequate idea of the range of
possible approaches the faculty may bring to the course.
1. Regular reading assignments.
2. Notebook or other written preparation for class.
3. Class discussions and group work, in which each student is expected
4. Occasional leading of class discussions, and preparation appropriate
to this task.
5. Carefully composed papers of 500 to 2,500 words, including research,
that interpret the course texts or expound their cultural contexts.
6. Library research into historical backgrounds or critical response
to the course texts.
7. Oral readings or other performance exercises.
8. Examinations and quizzes involving the writing of reasoned
interpretive arguments as well as simple factual responses.
9. Attentive, critical viewing of video material illustrative of
Methods of Evaluation/Basis of Grade.
STUDENTS PLEASE NOTE: DO NOT BUY TEXTBOOKS before checking with the SRJC Bookstore.
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
50 - 80%
|Written homework, Reading reports, Term papers, READING-RESPONSE JOURNALS||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
10 - 30%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
5 - 30%
|Multiple choice, True/false, Matching items, Completion, RECOGNITIONS & IDENTIFICATIONS||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
5 - 10%
|Attendance and participation||
These titles are representative only, and may not be the same ones used in your class.
Check availability and pricing.
THE NORTON ANTHOLOGY OF WORLD MASTERPIECES, 2nd Expanded Edition
Lawall, et al., eds., W.W. Norton & Co., 2001.