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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