Literature Rubric – Department of English – Southwest ...
Literature Rubric – Department of English – Southwest Minnesota State University
March 2009
The following is the first-year Literature Rubric for non-majors and majors. This rubric explains the expectations for students taking any LAC (general education) literature course. This model is developmental and second- to fourth-year majors adding more and more layers of analysis and higher degrees of assessment culminating in their Senior Seminar Portfolio which showcases their best literary analysis papers.
|First-year |First-year |Second-year |Third-year |Fourth-year |
|Non-majors |Majors |Majors |Majors |Majors |
|Plot |Plot | | | |
|Students will understand the|Students will understand the| | | |
|importance of plot as the |importance of plot as the | | | |
|preliminary starting point |preliminary starting point | | | |
|for literary analysis. |for literary analysis. | | | |
|Students will understand the|Students will understand the| | | |
|drawbacks of plot-centered |drawbacks of plot-centered | | | |
|literature and “adventure |literature and “adventure | | | |
|literature” compared to |literature” compared to | | | |
|enduring, classic |enduring, classic | | | |
|literature. |literature. | | | |
|Setting |Setting | | | |
|Students will understand the|Students will understand the| | | |
|social and historical |social and historical | | | |
|aspects that influence |aspects that influence | | | |
|literature. |literature. | | | |
|Theme |Theme | | | |
|Students will understand the|Students will understand the| | | |
|“moral” or meaning of |“moral” or meaning of | | | |
|literature. They will learn|literature. They will learn| | | |
|to move beyond a |to move beyond a | | | |
|plot-discussion to a deeper |plot-discussion to a deeper | | | |
|analysis of meaning. |analysis of meaning. | | | |
|Characterization |Characterization | | | |
|Students will understand the|Students will understand the| | | |
|central importance of |central importance of | | | |
|character development in |character development in | | | |
|enduring literature. |enduring literature. | | | |
|Structure |Structure | | | |
|Students will learn that how|Students will learn that how| | | |
|a work is organized helps to|a work is organized helps to| | | |
|create meaning. Techniques |create meaning. Techniques | | | |
|such as flashback and |such as flashback and | | | |
|fore-shadowing, parallel |fore-shadowing, parallel | | | |
|characters and parallel |characters and parallel | | | |
|situations will be discussed|situations will be discussed| | | |
|and analyzed. |and analyzed. | | | |
|Language |Language | | | |
|Students will learn the |Students will learn the | | | |
|literary and stylistic |literary and stylistic | | | |
|devices and tropes often |devices and tropes often | | | |
|used in enduring literature.|used in enduring literature.| | | |
|Narration |Narration | | | |
|Students will learn the |Students will learn the | | | |
|difference between first- |difference between first- | | | |
|and third-person narration |and third-person narration | | | |
|and what are the relative |and what are the relative | | | |
|strengths and weaknesses of |strengths and weaknesses of | | | |
|each method. |each method. | | | |
|Assessment |Assessment | | | |
|Students will be assessed by|Students will be assessed by| | | |
|course embedded measures |course embedded measures | | | |
|such quizzes, papers, and |such quizzes, papers, and | | | |
|exams appropriate to their |exams appropriate to their | | | |
|non-major status. |major status. A literary | | | |
| |analysis and research | | | |
| |element of assessment will | | | |
| |be added for majors. | | | |
Literature Rubric – Department of English – Southwest Minnesota State University
March 2009
The following is the first-year Literature Rubric for non-majors and majors. This rubric explains the expectations for students taking any LAC (general education) literature course. This model is developmental and second- to fourth-year majors adding more and more layers of analysis and higher degrees of assessment culminating in their Senior Seminar Portfolio which showcases their best literary analysis papers.
Plot: Students will understand the importance of plot as the preliminary starting point for literary analysis. Students will understand the drawbacks of plot-centered literature and “adventure literature” compared to enduring, classic literature.
Setting: Students will understand the social and historical aspects that influence literature.
Theme: Students will understand the “moral” or meaning of literature. They will learn to move beyond a plot-discussion to a deeper analysis of meaning.
Characterization: Students will understand the central importance of character development in enduring literature.
Structure: Students will learn that how a work is organized helps to create meaning. Techniques such as flashback and fore-shadowing, parallel characters and parallel situations will be discussed and analyzed.
Language: Students will learn the literary and stylistic devices and tropes often used in enduring literature.
Narration: Students will learn the difference between first- and third-person narration and what are the relative strengths and weaknesses of each method.
Assessment: Students will be assessed by course embedded measures such quizzes, papers, and exams appropriate to their non-major status.
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