Course Number and Title:
ACE 034 British Literature
Prerequisites
Prerequisite: ACE 033
Course Credits and Hours
2 credit(s)
2 lecture hours/week
0 lab hours/week
Course Description
In this course, students study British literature with an emphasis on learning grammar; learning key terms and devices to analyze literary and informational text; developing research skills to find relevant information and document sources; and combining these skills to effectively produce clear and coherent arguments, citing evidence to support analysis and claims.
Additional Materials
Access to a computer and the Internet
Core Course Performance Objectives (CCPOs)
- Use grammar effectively; produce clear and coherent writing. (CCC 1)
- Comprehend and critically analyze literary writings as demonstrated by various forms of writing. (CCC 2)
- Write evidence-based arguments to support claims, including material collected through research where required. (CCC 1, 2, 5)
- Communicate effectively in small or large group discussions. (CCC 1, 3)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
(These MPOs are aligned to specific standards of the United States Common Core Standards of English Language Arts. The numbers in parentheses after each standard refer to the specific Common Core grade level equivalent.)
- Use grammar effectively; produce clear and coherent writing. (CCC 1, 5)
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.11-12.1)
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.11-12.2)
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(W.11-12.4 )
- Comprehend and critically analyze literary writings as demonstrated by various forms of writing. (CCC 1, 5)
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.9-10.1), (RI.11-12.1)
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RL.9-10.2 )
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (RL.11-12.3)
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (RL.11-12.4), (RI.11-12.4)
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).(RL.11-12.6)
- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI.11-12.1)
- Write evidence-based arguments to support claims, including material collected through research where required. (CCC 1)
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.11-12.1)
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (W.11-12.2.)
- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (W.11-12.3 )
- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (W.11-12.7)
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.( W.9-10.8)
- Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.11-12.9)
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. (W.11-12.10)
- Communicate effectively in small or large group discussions. (CCC 3)
- Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (SL.9-10.2)
- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (SL.9-10.4)
- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (SL.9-10.1)
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Literary Period Context Reading & Quizzes (Formative) | 5% |
Grammar Activities (Formative) | 10% |
Literature Analysis (25% Formative/40% Summative) | 65% |
Final Presentation: Objective Exam and Research Paper Presentation (Summative) | 20% |
TOTAL | 100% |
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.