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English 12/LIT 115 English 12/LIT 115 Literature and Composition

Welcome To English 12/LIT 115: Literature and Composition

 

Red Rocks Community College credit (course: LIT 115):

           You can earn 3 hours of semester credit that is guaranteed to transfer to any college or university in the state of Colorado.  After you complete the registration process with Red Rocks, including having earned an acceptable score of 18 in English on the ACT that most of you have already taken or by earning a SS score of 95 and reading score of 80 on the Accuplacer, you are eligible for 3 hours of college credit to be awarded in May.  You must complete the process by January, 2013.  These credit hours cost nothing – quite a bargain! You must maintain a C in the class to earn this credit.  The counseling department will be administering the Accuplacer at the high school in case your ACT score did not meet the requirements.  More information is available at the links below.

 

Course Objectives:

            The purpose of this course is to help students not only consume, but also appreciate literature and write effectively and confidently across the curriculum and in their professional and personal lives.  Students are expected to read critically, think analytically, and communicate clearly both in writing and presentation. 

 

Primary Learning Goals:

            The approach to such reading involves the experience of literature (the subjective dimension of reading and responding to literary works, including critical impressions and emotional responses), the interpretation of literature (the analysis of literary works through close reading to arrive at an understanding of their multiple meanings), and the evaluation of literature (an assessment of the quality and artistic accomplishment of literary works and a consideration of their social and cultural values). Each of these aspects of reading corresponds to an approach to writing about literary works. In this course, writing to understand a literary work involves writing response and reaction papers, along with close reading and annotation.  Writing to explain a literary work involves analysis and interpretation, and will include writing brief focused analyses on aspects of language and structure. Writing to evaluate a literary work first involves making and exploring judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument. By the end of the course, students will understand:

 

  • what they read: the main theme or idea, the occasion or context, the author’s motivation for writing, the tone and style;
  • how a text is created to convey meaning and purpose including genre, organization, paragraphing, syntax;
  • the relationship of the text’s creation to its accomplishment, the purpose of academic intellectual prose, its meaning and effect;
  • how to transcend simple summary and articulate their analysis of what they read; how the organizational structure, diction, syntax, imagery, figurative language flesh out the meaning and artistic value of a literary text;
  • how to approach literary pieces from a variety of critical perspectives;
  • how to discern and demonstrate the presence of basic cultural and historical contexts:
  • how fiction and poetry convey arguments; how to discern an author’s point(s) of view through a literary work
  • how to create, develop and support an argument, how effectively support their interpretation of  a literary work;
  • how to analyze the function, significance and contemporary relevance of basic cultural and historical contexts on specific pieces;
  • how to distinguish, synthesize and articulate commonalities between various literary works across a variety of genres; how many themes are universal as they reflect on the human condition;
  • how to work collaboratively with peers, to discover and embrace multiple perspectives, to listen effectively;
  • effective research skills and proper MLA citation;
  • how to read a question or prompt, so they know exactly what it requires and how to approach it;
  • how to enhance their vocabulary as a means to effective writing; how to deconstruct archaic prose;
  • approaches to life after high school: college and job application essays and effective résumés; strategies for approaching interviews – as the interviewer and interviewee
  • strategies necessary for success on standardized exams

 

Students should become aware of how writers' linguistic choices create effective writing and achieve stylistic effects as well as how to effectively incorporate many of these techniques into their own writing.



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Mr. Gunnar's English Classes
Jefferson County
Conifer High School
10441 County Hwy 73
Conifer, CO 80433


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