ENGL 255 Studies in Literature Page 1 of 8

School of Humanities
Department of Language and Communication

Course Outline

COURSE INFORMATION:

Course Title: ENGL 255 Studies in Literature

Credits: 3
Course organization: Online
Semester Dates: 29 May – 13 July

INSTRUCTOR INFORMATION:

Instructor: Agnel Barron, Ph.D.

Email: barrona@usc.edu.tt
Contact No.: (246) 247-1378
Office Hours: Sunday 5:00 pm – 6:00 pm and Tuesday – 5:00 pm – 6:00 pm or by
appointment
Communication Policy: Preferred method of contact: email address listed above.

Prerequisite: None

PURPOSE of COURSE/COURSE RATIONALE

Introduction to Literature is a course for non- English majors. It is designed to allow students to
personally experience literature through the reading and analysis of prose, verse and drama.

GOALS/AIMS
This course seeks to encourage enthusiasm for literary study and foster an atmosphere for critical
thinking through the study of literature. Students will be exposed to different genres of literature
and will be encouraged to develop basic skills for analyzing a literary work, and identifying the
major structural elements.

LEARNING OBJECTIVES
By the end of the course students will be able to:
1. Define literature
2. Distinguish between each of the three major literary genres.
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3. Identify the structural elements governing each genre.

4. Analyse the form and content of a literary work.
5. Evaluate the literary technique, language and overall impact of selected literary
works.
6. Interpret and criticize the arguments about quality of a literary work.
LETTER TO STUDENT
Dear Student,
I look forward to meeting you and working with you over the semester. I hope we will have a rewarding
and fulfilling teaching and learning experience that will be academically enriching. This course is
designed to provide you with skills that will help to analyse and interpret literary works of different
genres. These analytical skills are transferrable to multiple subject areas. Thus, the course can be viewed
as foundational. If you approach it with a positive mind and attitude, I am sure you have a rewarding and
fulfilling experience. I look forward to interacting with you over the course of the semester.

Dr. Agnel Barron

TEACHING STRATEGIES
 Discussions
 Peer Responses and Analysis
 Independent study
 End of Unit Assignments

PRIMARY TEXT
Please note that this text is available in electronic form on Amazon.

Kusch, Celena. 2016. Literary analysis: the basics. London: Routledge. ISBN: 987-1-315-68837-4 (ebk)
ISBN: 978-0-415-74710-3 (pbk)

RECOMMENDED TEXTS
These texts are not required but if you have access to them, you can use them to gather
information on the assigned units of work.

Roberts, Edgar V. (2010) Writing about literature. (12th ed.) New York: Longman.

Lynn, Steven. (1998). Texts and contexts: writing about literature and critical theory. (2nd ed.)
New York: Longman.

Thomas, R. Arp and Greg Johnson. (2012) Perrine’s literature: structure, sound, and sense. (11th
ed.) Boston, U.S.A.: Wadsworth.

ADDITIONAL INFORMATION
Attendance
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Regular attendance and participation in classroom activities are required for the successful completion of
the course. Virtual attendance will be taken based on virtual participation each week. See USCE Bulletin
2010-2012, pg. 15 for more information on the University policy.

Plagiarism
Plagiarism is a form of cheating or academic dishonesty that is a serious violation of the Honour Code of
all institutions of higher learning. Plagiarism can occur even without any intention to deceive if the
student fails to know and employ proper documentation techniques. Hence, all students are required to
familiarize themselves with and abide by the rules and regulations that govern academic honesty at the
USC. All course activities are subject to this policy. See USC Student Handbook, pg.47 for more on this
policy.

Students are also required to familiarize themselves with the appropriate methods of documenting
material that have incorporated into their writing from other sources. Unless otherwise indicated by the
instructor for class group work, all work must be your own. Nothing written for another course will be
accepted. All acts of plagiarism will result in failure of the assignment and may result in failure of the
entire course.

Grading
Assignments will be graded in accordance with the regulations set out in the University Grading Policy.
(See USC Bulletin 2010-2012, pg. 15 for more on grading policy). Please note that students are
responsible for maintaining duplicate copies of all work submitted in this course and retaining all
returned, graded work until the semester is over. Should the need arise for a re-submission of papers or a
review of graded papers, it is the student's responsibility to have and to make available this material.

Late Assignments
It is important that you submit your work by the stipulated deadlines. In cases pf emergencies, when you
are unable to meet established deadlines, the following guidelines apply.  Students have at minimum, up
to 3 days to submit late work with the following penalties:

Day 1: 5 points

Day 2: 10 points

Day 3: 15 points

If you exceed this timeframe, please contact your instructor immediately to make arrangements. In some
cases, you may be required to provide documentation of the emergency.

No late work will be accepted after the last day of class.

Weekly Learning Activities

Unit 1 Discussion Forums: Introductions
29May-4
June
Unit 2 Defining Literature/Close Readings
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5June-11 Readings:
What is literature. Foundation: Fundamentals of Literature and Drama. Retrieved
June
from
http://dlibrary.acu.edu.au/staffhome/siryan/Academy/Foundation/What_Is_Literat
ure.htm

 “On Close Reading - English and Comparative Literary Studies.”

From University of Warwick. Targeted at reading poems but useful for brief prose
passages as well (n.d.) MITOpenCourseWare.
Retrieved from https://ocw.mit.edu/courses/literature/21l-000j-writing-about-
literature-fall-2010/related-resources/
Supplemental Resources:
 Literary Analysis Guide (n.d.). Retrieved from
https://www.goshen.edu/academics/english/literary-analysis-guide/
This source examines some basic principles of textual analysis and provides brief
examples.
 Yothers, B. (n.d.). Writing a Literary Analysis Presentation. Purdue Online
Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/697/1/
This source provides introductory information on writing literary analysis.
 Literary Analysis: Using Elements of Literature. Roane State Community
College. Retrieved from https://www.roanestate.edu/owl/ElementsLit.html
This source provides definitions of literary terms that may be useful when doing literary
analysis.

Unit 3 The Literary Genres; Analysing Prose

12 June-18
Readings:
June  Kusch, Celena. (2016). Literary analysis: the basics.
Chapter 2- “Close reading: words and forms” pp23-49
Chapter 3- “Analysis in Context” pp. 52-78
Supplemental Resources:
 Lye, John. (2008). Critical Reading: A Guide. Retrieved from
https://brocku.ca/english/jlye/criticalreading.php
This source provides information on the structural elements of prose and poetry that are
essential to the analysis of these genres. N.B. You can return to this source when you
begin the unit on poetry analysis.
 Harmon, Laurie. (2013, December 2). Literary Analysis Lecture. Retrieved from
https://www.youtube.com/watch?v=ho_VCSlzot4
In this lecture, Harmon discusses the subject matter and structure of the literary analysis
essay.

Unit 4 Analysing Poetry

Readings:
19 June-25
 Kusch, Celena. (2016). Literary analysis: the basics.
June Chapter 2-Close reading: words and forms. Focus on the following sections:
“Structures and Forms”pp.38-45; “Figurative Language and Textual Tactics
pp.45-49
 Kusch, Celena. (2016). Literary analysis: the basics.
Chapter 3- Analysis in context. Focus on the following sections: “Modernism:
1910-1950” pp.67-69; “Postmodern and Contemporary Period 1950-Present”
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pp.69-70; “Postcolonial and Global Literature 1901-Present” pp. 70-73; “Literary

Movements” pp. 73-74

Supplemental Resources:
 Poetry Explications. (2010-2014). In The Writing Center at UNC-Chapel-Hill.
Retrieved from http://writingcenter.unc.edu/handouts/poetry-explications/
This source provides guidelines and practical tips on how to write a poetry analysis.
 Glossary of Poetic Terms. (2016). In McGraw Hill Online Learning Center.
Retrieved from
http://highered.mheducation.com/sites/0072405228/student_view0/poetic_glossar
y.html
This source provides a list of literary terms and their meanings and definitions.
 The writer’s handbook: a shortguide to close reading for literary analysis. (n.d.).
In The Writing Center @ the University of Wisconsin-Madison. (n.d.) Retrieved
from http://writing.wisc.edu/Handbook/CloseReading.html
This source provides information on analysing literary works. It places emphasis on
analysing the poem.
 Lye, John. (2008). Critical Reading: A Guide. Retrieved from
https://brocku.ca/english/jlye/criticalreading.php
This source provides information on the structural elements of prose and poetry that are
essential to the analysis of these genres.
 ya Salaam, Kaluma. (1995). Modern American poetry: Historical Overviews of
the Black Arts Movement. In University of Illinois at Urbana–Champaign.
Extract from The Oxford Companion to Women’s Writing in the United States.
New York: Oxford UP, 1995. Copyright © 1995 by Oxford UP
Retrieved from http://www.english.illinois.edu/maps/blackarts/historical.htm
This source provided information on the historical and cultural context of the Black Arts
movement. This information will help you to analyse the assigned poem “Staggerlee” by
James Baldwin.

Unit 5 Analysing Drama

Readings:
26 June-2
 Lethbridge, S. and J. Mildorf. (n.d.) Drama. Basics of English studies: an
July introductory course for students of literary studies in English. (n.p.d.) Read the
following sections:
Text and Theatre, Information Flow, Structure, Space, Characters, Types of
Utterance in Drama. Retrieved from http://www2.anglistik.uni-
freiburg.de/intranet/englishbasics/PDF/Prose.pdf

Supplemental Resources:
 Drama (2010-2014). In The Writing Center at UNC-Chapel Hill.
Retrieved from http://writingcenter.unc.edu/handouts/drama/
This source explores the peculiar characteristics of drama and discusses strategies for
analysing dramatic works.
 Lethbridge, S. and J. Mildorf. (n.d.) Drama. Basics of English studies: an
introductory course for students of literary studies in English. (n.p.d.) Retrieved
from http://www2.anglistik.uni-freiburg.de/intranet/englishbasics/PDF/Prose.pdf
Read the following sections:
Time, Dramatic Sub-Genres
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This source explores how time functions in drama and provides explanations on the sub-
genres of comedy and tragedy.

Unit 6 Discussion Forums: Reflections

3 July-9
July

Marks will be allocated as follows:

Grade Summary Points Weight
Discussions 150 15%
Written Analysis Assignments 600 60%
Research Assignment 250 25%
Total 1000 100%

COURSE ASSESSMENT:
The following is a general guide to the assignments and their weighting in terms of overall points. More
specific and detailed information related to each assignment will be supplied in advance of the assignment
in the form of assignment guidelines, outcomes, and grading criteria.

Item Points Due Date

Discussions- Introductions 50 29 May-4
June
Discussions- Defining Literature/Close Readings 50 5 June- 11
June
Discussions-Reflection 50 3 July- 9
July
Written Assignment-Prose Analysis 200 18 June
Written Assignment-Poetry Analysis 200 25 June
Written Assignment-Drama Analysis 200 2 July
Research Assignment 250 10 July-16
July
Total Points 1000

GRADING SYSTEM
Letter grades are assigned as follows:

A = 90 - 100% B+ = 80 - 84% C+ = 65 – 69% D = 50 – 54%

A- = 85 - 89% B = 75 - 79% C = 60 - 64% F = 0 – 49%
B- = 70 - 74% C- = 55 - 59%

GRADING GUIDELINES:

Letter % Grade
Grade Value Pt. Definition Description
per
Credit
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A 100-90 4.0 1. Excellent mastery of course content, evidence of

extensive background reading.
2. Excellent performance in analysis, synthesis and
Excellent critical expression, oral or written.
A- 89-85 3.67 3. Excellent performance in analysis, synthesis and
critical expression, oral or written.
4. Student works independently or in groups as is
required with unusual effectiveness
B+ 84-80 3.33 1. Very good mastery of course content, evidence of
substantial background reading.
B 79-75 3.0 Very 2. Student performance indicates a high degree of
Good originality, creativity and problem-solving skills.
3. Very good performance in analysis, synthesis and
B- 74-70 2.67 critical expression, oral or written.
4. Student works very well independently or in groups
as is required.
C+ 69-65 2.33 1. Acceptable mastery of course content, evidence of
some background reading.
2. Students demonstrate some degree of originality,
Satisfactory creativity and problem-solving skills.
C 64-60 2.0 3. Acceptable performance in analysis, synthesis and
critical expression, oral or written.
4. Student works independently or in groups at an
acceptable level
1. Unacceptable mastery of course content, very
little evidence of background reading.
C- 59-55 1.67 Unsatisfactory 2. Students demonstrate little degree of
originality, creativity and problem-solving skills.
3. Unacceptable performance in analysis,
synthesis and critical expression, oral or written.
4. Students display unacceptable level of
proficiency in working independently or in
groups.
1. Deficient in mastery of course content, no
evidence of background reading.
D 54-50 1.33 Deficient 2. Originality, creativity and problem solving
skills absent from performance.
3. Deficient performance in analysis, synthesis
and critical expression, oral or written.
4. Deficient in ability to work independently and
in groups.
1. No comprehension or grasp of course content,
no evidence of background reading.
2. Originality, creativity and problem solving
F 49 -0 0.0 Unacceptable skills totally absent from performance.
3. Unacceptable performance in analysis,
synthesis and critical expression, oral or written.
4. Displays neither aptitude nor ability to work
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independently or in groups.