‫المركز الوطني للتقويم واالعتماد االكاديمي‬

National Center for Academic Accreditation and Evaluation

ATTACHMENT 5.

T6. COURSE SPECIFICATIONS

(CS)
Lite 241T: 16th & 17th Century Poetry
 Course Specifications
Institution: Princess Nourah bint Abdulrahman University Date: 09 July 2016
College/Department: College of Languages - Department of English Literature

A. Course Identification and General Information

1. Course title and code:
Lite 241T: 16th & 17th Century Poetry
2. Credit hours: : 3hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
English Literature
4. Name of faculty member responsible for the course
Dr. Aljawhara A. Alfuhaid
5. Level/year at which this course is offered:
Level 3/ Second Year
6. Pre-requisites for this course (if any):
None
7. Co-requisites for this course (ifany):
None
8. Location if not on main campus:

9. Mode of Instruction (mark all that apply):

a. traditional classroom √ What percentage? 100

b. blended (traditional and online) What percentage?

c. e-learning What percentage?

d. correspondence What percentage?

f. other What percentage?

Comments:

Course Specifications, Ramadan 1438H, June 2017. Page 3

B Objectives
1. What is the main purpose for this course?

1. Introduce students to some of the most important practitioners of poetry in sixteenth

and seventeenth century England.
2. Familiarize students with selected classical and the Renaissance poetry covering Tudor
period (1457-1509), Elizabethan period (1533-1603), the Jacobean period (1603-1625),
and ending with the Caroline period (1625-1649).
3. Point out the popular literary forms of each period.
4. Introduce students to a selection of the most famous writers of the ages including Thomas
Wyatt, Sir Philip Sidney, Thomas Nashe, Spenser, William Shakespeare, Sir Walter Ralegh,
Ben Jonson, and John Milton.
5. Recognize the significance of classical and the Renaissance poetry in the revolution
of neoclassicism and Romanticism in the following period.

2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in content as a
result of new research in the field)

In order for this course to be effective, students need to be instructed on how to search online
for reliable and legitimate websites.

C. Course Description (Note: General description in the form used in Bulletin or handbook)
Course Description:

This course centers on literary pieces produced during the Elizabethan, the Jacobean, and the
Caroline period. Introduction and adaptation of themes, models, and verse forms from other
European traditions and classical literature will be the focus of the course as well as the wit
and elaborate style employed by the metaphysical and Cavalier poets.

1. Topics to be Covered
Topics are presented according to the content of the suggested main textbooks.
List of Topics No. of Contact Hours
Weeks
1. • Introduction to the course 1 3
• Grading method
• Effective communication policy
• Strategy
• Rules and regulations for excepted conduct
• Discussion of course content and methods of evaluation

Course Specifications, Ramadan 1438H, June 2017. Page 4

 2. • Introduction and adaptation of themes, models, and verse 1 3
forms from other European traditions and classical
literature.
• The Influence of Classicism on Tudor and Elizabethan
Poets
th
3. • 16 century Poetry 1 3
• A. Tudor Poetry:
• Thomas Wyatt: "Farewell, Love," "My galley," "They
flee from me," "My lute, awake!" "Forget not yet" "Blame
not my lute."
• Henry Howard, Earl of Surrey: "Love, that doth reign and
live within my thought"
4. • B. Elizabethan Poetry: 1 6
• Sir Philip Sidney's: "Sleep, Baby Mine," "Who Hath
His Fancy Pleased," selected sonnets from Astrophel &
Stella:
5. Quiz 1 1 3
• Edmund Spenser-sonnets 1, 65, 75 from Amoretti &
Epithalamion (1595).
• The Faerie Queene: Excerpts from Book 1.
6. • Christopher Marlowe: "Hero and Leander," "The 1 3
Passionate Shepherd to His Love"
• Sir Walter Ralegh: "The Nymph's Reply to the
Shepherd"
• Thomas Nashe: "A Litany in Time of Plague"
7. Mid-Term Exam I 1 3
• William Shakespeare: Sonnets 18, 46, 55, 73, 116, 129,
130, 146.
th
8. • 17 century poetry 1 3
• A. Metaphysical poetry
• John Donne: "Go and Catch a Falling Star," "The Flea," "The
Sun Rising," "Song," "Break of Day," "A Valediction
Forbidding Mourning"
• Ben Jonson: "On My First Daughter," "On My First Son,"
"Inviting a Friend to Supper

9. Quiz 2 1 3
• B. Cavalier Poetry:
• Robert Herrick: "Upon the Loss of His Mistress,"
"Corinna's Going A-Maying," "To the Virgins, to Make
Much of Time"

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 10. • George Herbert: "The Pulley," "The Flower" 1 3
• Thomas Carew: "To Ben Jonson"
• Henry Vaughan: "The Waterfall"

11.Mid-Term Exam II 1 3
• Andrew Marvel: "On a Drop of Dew," "To His Coy
Mistress," "Upon Appleton House"
• Richard Lovelace: "From Lucasta," "The Grasshopper,"
"To Althea, from Prison"

12.• John Milton: "On His Deceased Wife," "On 1 3

Shakespeare," "When I Consider How My Light Is
Spent.
13.• John Milton: Introduction to Paradise Lost: Book 1 3
1Overview and final evaluation
14.Overview and final evaluation

2. Course components (total contact hours and credits per semester):

Laboratory/
Lecture Tutorial Practical Other: Total
Studio
Contact Planned 42 42
Hours Actual
Planned
Credit
Actual 3 3

3. Additional private study/learning hours expected for students per week. 3

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment
Methods and Teaching Strategy

On the table below are the five NQF Learning Domains, numbered in the left column.

First, insert the suitable and measurable course learning outcomes required in the appropriate
learning domains (see suggestions below the table). Second, insert supporting teaching strategies
that fit and align with the assessment methods and intended learning outcomes. Third, insert
appropriate assessment methods that accurately measure and evaluate the learning outcome. Each
course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and
flow together as an integrated learning and teaching process. (Courses are not required to include
learning outcomes from each domain.)

Course Specifications, Ramadan 1438H, June 2017. Page 6

 NQF Learning Domains Course Teaching Course
And Course Learning Outcomes Strategies Assessment
Methods
1.0 Knowledge

On completing this course, students - Lectures - Quizzes 5%

will be able to: - Close readings - Mid-Term 15%
1.1 - Class discussions - PPt
Describe the main characteristics of - Group discussion presentations
sixteenth and seventeenth century - PowerPoint presentations 5%
poetry, related definitions, concepts and - Auditory - Participation
styles. 5%
- Final exam
20%
2.0 Cognitive Skills

Criticize poetry readings, as oral and - Lectures Participation 5%

written practice. - PowerPoint Presentations - quizzes 5%
2.1 - Analysis - Mid-term 15%
- Worksheets - final exams 20%
- Flash cards - PPt presentations
5%

3.0 Interpersonal Skills & Responsibility

Participate as a team player - team work - Group

significantly contributing to group - Analysis Discussions
3.1 projects and discussions. - Worksheets (1.1) & (
2.1)
4.0 Communication, Information Technology, Numerical

Use reputable websites for research. - Group Discussion - PPt Presentations

- PPt presentations (1.1, 2.1)
4.1
5.0 Psychomotor

5.1 N/A
5.2 N/A

5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, Week Due Proportion
examination, speech, oral presentation, etc.) of Total
Assessment
1 Attendance & Participation Weekly 10%

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 2 Two individual/group oral presentations on selected Weekly & alternatively 10%
poems by a different group
4 Quizzes 1&2 Week 5& 9 10%
5 Mid-Term 1&2 Week 7 &11 30%

7 Final Exam Week 14 40%

Total 14 weeks 100%

Course Specifications, Ramadan 1438H, June 2017. Page 8

D. Student Academic Counseling and Support
1. Arrangements for availability of faculty and teaching staff for individual student
consultations and academic advice. (include amount of time teaching staff are expected to be
available each week)

Two weekly office hours

E Learning Resources
1. List of Required Textbooks

Abrams, M.H., et al., eds. The Norton Anthology of English Literature: The Sixteenth Century/The Early
Seventeenth Century. 8th ed. New York: Norton, 2006.
2. List of Essential References Materials (Journals, Reports, etc.)
Hyman, Lawrence W. Andrew Marvell. New York: Twayne, 1964.
King, Pamela. Metaphysical Poets: York Notes Advanced. London: Longman, 2001.
3. List of Recommended Textbooks and Reference Material (Books, Journals, Reports, etc)

Bewley, Marius, ed. The Selected Poetry of Donne. New York: New American Library, 1979.
Cuddon, J. A. Dictionary of Literary Terms and Literary Theory. 3rd ed. London: Penguin, 1992.
Dawson, Terence, and Robert Scott Dupree, eds. Seventeenth-Century English Poetry. Hertfordshire: Harvester
Wheatsheaf, 1994.
Duncan-Jones, Katherine, ed. Sir Philip Sidney. New York: Oxford, 1989.
Howarth, R.G., ed. Minor Poets of the Seventeenth Century. 1931. London: Aldine House, 1966.
MacLean, Hugh, ed. Ben Jonson and the Cavalier Poets. New York: Norton, 1974.
Miner, Earl. The Cavalier Mode from Jonson to Cotton. Princeton: Princeton UP, 1971.
Parfitt, George. English Poetry of the Seventeenth Century. 1985. 2nd ed. London: Longman, 1992.
Patrides, C.A. Approaches to Marvell. London: Routledge & Kegan Paul, 1978.
Pollard, Arthur, ed. Andrew Marvell: Poems. London: Macmillan, 1980.
Shakespeare, William. The Sonnets. Ed. William Burto. Rev. Ed. New York: Signet, 1988.
Shawcross, John T., ed. John Milton: The Critical Heritage. London: Routledge, 2013.
Willmott, Richard. Metaphysical Poetry. Cambridge: Cambridge UP, 2002 .
4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
http//: www.questia.com
www.poetseers.org/poets/16th-century-poets/index.html
www.poetseers.org/poets/17th-century-poets/index.html
http: //english.columbia.edu/English-poets-earlier-seventeenth-century
famouspoetsandpoems.com/country-3/England/16th_century_English_poets.html
5. Other learning material such as computer-based programs/CD, professional standards or regulations and
software.

Course Specifications, Ramadan 1438H, June 2017. Page 9

F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of
seats in classrooms and laboratories, extent of computer access, etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
Lecture Rooms

2. Technology resources (AV, data show, Smart Board, software, etc.)

E-podium, overhead projector, electronic whiteboard, course book software, internet, speakers

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements
or attach list)
Data show to facilitate reviewing student papers in class

G Course Evaluation and Improvement Processes

1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching
• Students evaluate teaching process and topics discussed.
• Students' feedback on lecture time and office hours.
2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department
• Self-evaluation.
• Prepare general file for course.
• Review sample of students' work by another faculty member.
Evaluation of a sample exam and drill by another faculty member.

3. Processes for Improvement of Teaching

• Workshops, seminars and training sessions to be held by the course coordinator.

• Instructors are encouraged to attend/participate in professional conferences as well as to
research and publish.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an
independent member teaching staff of a sample of student work, periodic exchange and
remarking of tests or a sample of assignments with staff at another institution)

• Identifying rubrics for each student's activity or assignment.

• Check marking of a sample of examination papers either by a resident or visiting faculty member.
• Arrange with another institution to have two common test items included in an exam and
compare marks given.
5. Describe the planning arrangements for periodically reviewing course effectiveness
and planning for improvement.
• Training sessions.
• Workshops to facilitate the exchange of experience among faculty members.
• Regular meetings where problems are discussed, and solutions given.
• Discussion of challenges in the classroom with colleagues and supervisors.

Course Specifications, Ramadan 1438H, June 2017. Page 10

 • Encouragement of faculty members to attend professional development conferences.
• Keep up to date with pedagogical theory and practice.
Set goals for achieving excellence in teaching at the beginning of each new semester after reviewing the
previous semester's teaching strategies and results.

Name of Course Instructor: Dr. Aljawhara Alfuhaid

Signature: ______________________ Date Specification Completed: November 18th, 2017

Program Coordinator: Dr. Asmaa El-Marzouki

Signature: Date Received: ________________

Course Specifications, Ramadan 1438H, June 2017. Page 11