VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

COURSE SYLLABUS
I. General information

1. Course title INTRODUCTION TO LITERATURE

2. Course code NVA079

3. Type of course (compulsory, optional) Compulsory

4. Level of course Bachelor

5. Year of study (if applicable) 2

6. Semester when the course is delivered 4

7. Number of course credits allocated 3 credits (60 periods)

8. Name of lecturer(s) Van Thi Nha Truc, M.A.

9. Mode of delivery (face-to-face, distance 15 face-to-face sessions

learning)

10. Prerequisites Students are expected to have successfully completed

the courses of Language Skills and Academic Writing.
11. Language of instruction English

12. Work placement(s) N/A

II. Course overview

This course is designed to provide participants with:

• a basic knowledge and understanding of fundamental concepts, the elements of a literary work (primarily
short stories), and essential skills that help them read, comprehend and analyze a short story
• opportunities to practice analyzing (in both spoken and written forms) selected literary works

III. Course learning outcomes

By the end of this course, students will be able to:

1. explain the elements of a literary work of fiction
2. sort a literary work of fiction by its genre
3. analyze a literary work of fiction
4. appreciate aesthetic sense & humanitarian values

IV. Recommended or required readings

Required reading: (available at English Resource Center, Faculty of English Linguistics and Literature)

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• Loc, L. H. Analyzing Fiction and Poetry: An Introductory Course in English Literature. HCMC: VNU-HCM
Publishing House, 2003.

Optional readings: (available at English Resource Center, Faculty of English Linguistics and Literature)
• Kennedy, X. J. & Gioia, D. Literature: An Introduction to Fiction, Poetry, and Drama, Compact
Edition, 3/e. New York: Longman, 2001.
• Loc, L. H. & Linh, N. H. A Course in American Literature. HCMC: VNU-HCM Publishing House,
2002.

V. Course contents and schedules

Sessions Course contents Required readings Planned learning

activities and
teaching methods
1. - Course introduction N/A - Group discussion
- Assessment concepts
and issues
GAME
2. - Introduction to - To read Required reading (Analyzing, p.6)
Elements of Fiction: beforehand.
plot, character, theme, - To read the short story “The Story of an
point of view, setting, Hour” and the author’s biography Kate
etc. Chopin
(https://americanliterature.com/author/kate-
chopin)
- To get to know formal elements in
Analyzing.
3. Focus on Plot - To read chapter 2 in Analyzing (pp. 16-18) - Lecture
Concepts: for further understanding. - Group discussion
Conflict– - To analyze and discuss the elements of plot - Group presentation
Complications-Climax- in “The Story of an Hour”.
Resolution
4. Focus on Character - To compare the plot of “The Story of an - Lecture
Concepts: Hour” with that of “Can-can” by Arturo - Group discussion
Protagonist/Antagonist/ Vivante. - Group 1A’s
Round/Flat, etc. - To read chapter 3 in Analyzing (pp. 19-22) presentation
for further understanding.
QUIZ 1 - To analyze and discuss characterization in
“The Story of an Hour”.
5. Revision of Plot & - To present the plot and - Group discussion
Character character /characterization in the story “Mr - Group 1B’s
Know-All” by W.S. Maugham). presentation
QUIZ 2
6. Focus on Setting - To read Analyzing (p.14) beforehand. - Lecture
Concepts: Time and -To analyze the interrelation between the - Group discussion
Place setting and plot/character of “In Another - Group 2A’s
QUIZ 3 Country” by Hemingway. presentation
Script writing
7. Focus on Point of View - To read Analyzing (p.16) beforehand. - Lecture
Concepts: First - To read Chapter 4 in Analyzing (pp.23-25) - Group discussion
person/Third Person for further understanding. - Group 2B’s
Narrator – Narrative - To analyze and discuss the point of view presentation
Voice used in the story “The Story of an Hour”.
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 Script revising Try telling the story under the point of view
of other characters.
8. Review of Setting & - To compare the setting and point of view in - Group discussion
Point of View the two stories “Mr Know-All” by W.S. - Group 3A’s
Rehearsing Maugham and “Can-can” by Arturo Vivante. presentation

9. Focus on Image, - To read Analyzing (pp.18-19) beforehand. - Lecture

Symbolism and - To read the story “Flight”. - Group discussion
Allegory - To compare the symbolism in the story - Group 3B’s
Concepts: Sense “Flight” with that in the story “In Another presentation
Impressions - Universal/ Country” by Hemingway.
Cultural/ Contextual
Symbols
QUIZ 4
Rehearsing
10. MIDTERM
Role plays:
- The Story of an Hour
(G1A + G1B)
- Can-Can (G2A + G2B)
- Mr Know-All (G3A +
G3B)
- In Another Country
(G4A + G4B)
- Flight (G5A + G5B)
11. Focus on Style, Tone - To read Analyzing (p.23) beforehand. - Lecture
and Language - To read Chapter 5 in Analyzing (pp.26-27) - Group discussion
Concepts: Language for further understanding. - Group 4A’s
Conventions – Voice – - To analyze the style, tone and language in presentation
Attitudes “Flight”.

Rewrite the
ending/Debate
12. Focus on Theme - To read Analyzing (p.23) beforehand. - Lecture
Concepts: Meaning - To reread the story “The Story of an Hour” - Group discussion
and analyze the formal elements such as plot, - Group 4B’s
character, setting, point of view, symbolism presentation
and style/ tone/ voice; to learn how they
interact with each other to demonstrate the
story’s theme. Give explanations.
13. Review of Elements of - To analyze the elements of fiction in - Group discussion
Fiction “Flight” to learn about the interaction - Group 5A’s
Concepts: Plot, between the form and content. presentation
Character, Setting, Point
of View
QUIZ 5
HOW TO WRITE A
LITERARY ESSAY
14. Review of Elements of - To vote for the three most popular short - Group discussion
Fiction (con’t) stories in the course based on the criteria of
Concepts: Image, elements of fiction. Giving explanations for
Symbolism, Allegory, voting.
Style, Tone, Language,
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 Theme
HOW TO WRITE A
LITERARY ESSAY
(CONT.)
15. HOW TO WRITE A - To analyze and comment on a sample essay - Group 5B’s essay
LITERARY ESSAY by a group demo
(CONT.) - To review the lessons - Group discussion
Review - To evaluate the course
Course Evaluation - To suggest ideas for bettering the course
Feedback from students

NOTE: The underlined parts are core texts.

VI. Assessment scheme

Assessment tasks Scores Weighting

A1. Midterm exam (Roleplay) 100 pts Mid-term score 30%

A2. Quizzes/Assignments 20 pts Final score 70%

A3 Presentation 30 pts
A4. Final test 50 pts
100 pts
100% (Passing Grade: 5/10)

(See detailed rubrics attached.)

VII. Course alignment matrix

Course learning Programme learning Teaching and learning Assessment tasks

outcomes (CLOs) outcomes (PLOs) activities
CLO 1 - Explain the PLO1 - L1 L&D A1 + A2 + A3
elements of a literary
work of fiction.
CLO 2 - Sort a literary PLO1 - L1 L, D, GP & P A1 + A2 + A3
work of fiction by its
genre.
CLO 3 - Analyze a PLO2 - L2 D, GP & P A1 + A2 + A3 + A4
literary work of fiction. PLO5 - L1
CLO 4 - Appreciate PLO10 - L2 D, GP & P A1 + A2 + A3 + A4
aesthetic sense &
humanitarian values.

(Note: L = Lecture, D = Discussion, GP = Group presentation, and P = Practice)

VIII. Course policies

• The course will be conducted in different modes including lecturing, discussion, practice, and
group presentation.
• Attendance in all sessions is strongly recommended. Participants are required to give advance
notice of their absence in case of illness or any other situations. However, they must attend at
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least 80% of the sessions in order to pass the course.
• Participants are expected to be well prepared and take an active role in class discussions and work
collaboratively with their peers.
• Failure of the assignment will be imposed as a penalty for cheating and plagiarism.
• For late submitted work, 5% of the component grades will be deducted per day.
Date of approval:

Approved by Approved by Prepared by

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 Appendix 1: Oral Presentation Scoring Rubric

Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 1
audience.
Organization
Information is presented in a logical sequence. 3
(5 points)
Presentation appropriately cites a requisite number of 1
references.
Introduction is attention-getting, lays out the problem well, and 2
establishes a framework for the rest of the presentation.
Technical terms are well-defined in language appropriate for 2
the target audience.
Content Presentation contains accurate information. 3
(15 points) Material included is relevant to the overall message/purpose. 3
Appropriate amount of material is prepared, and points made 3
reflect well their relative importance.
There is an obvious conclusion summarizing the presentation. 2
Speaker maintains good eye contact with the audience and is 2
appropriately animated (e.g. gestures, moving around, etc.).
Speaker uses a clear, audible voice. 2
Good language skills and pronunciation are used. 2
Presentation
Visual aids are well prepared, informative, effective, and not 2
(10 points) distracting.
Delivery is poised, controlled, and smooth. 1
Information was well communicated. 1
Score Total Points 30

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 Appendix 2: Literary Essay Scoring Rubric

Outstanding Exceeds Meets Approaching Unacceptable Total

Expectations Expectations Expectations 50 pts
45-50 35-40 30 20-25 5-15
Intro/ Introduction Introduction Introduction Introduction or No introduction
Conclusion grabs attention sparks some provides conclusion and/or
and provides interest and context for the does not flow conclusion
meaningful effectively argument but with the
context to a introduces is obvious argument of the
persuasive reasonable and/or basic. paper.
argument. argument. Conclusion Introduction or
Conclusion Conclusion restates conclusion
effectively restates arguments, but contains
restates the arguments, and recycles blanket or
argument with shows previous vague
fresh language understanding statements statements;
and meaningful of the big verbatim. needs
insight. picture. development to
be effective.
Thesis Argument is Thesis presents Thesis is a Thesis Thesis not
Statement clearly a reasonable plausible demonstrates evident; thesis is
articulated and opinion, argument; misunderstandi a fact or plot
persuasive, argument is contains a ng of the summary; thesis
contains an clear and legitimate prompt or text. not in correct
original focused. opinion, but position.
opinion. somewhat
broad and
basic.
Topic Topic sentences Topic Topic Topic Topic sentences
Sentences contribute to sentences sentences are sentences are are not evident.
and the highly articulate present and not linked to Topic sentences
Transitions persuasive precise make an the thesis. are facts or
nature of the argument; argument Topic summaries.
argument. logically linked connected to sentences show
to thesis. the thesis; misunderstandi
however, ideas ng or prompt or
are obvious text.
and basic.
Evidence Evidence is Evidence is Evidence is Evidence Little or no
highly believable and present, but chosen does evidence.
persuasive and convincing and superficial. not support
effective in supports the thesis/topic
supporting the argument. sentences or
argument. textual
evidence is
irrelevant.

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Commentary Creative/ Analysis is Analysis Ideas lack Analysis
original ideas believable and supports the development; presents simply
and insights; convincing, a argument, but misunderstandi plot summary.
extensive few assertions ideas are ng of prompt or
commentary, may lack obvious and text; illogical Analysis does
refreshing; goes specific basic. argument. not address the
beyond obvious examples, but prompt.
and basic assertions are
commentary. still clearly
connected to
the argument.
Style, Sophisticated Effectively Blend quoted Problems with Serious
Vocabulary, vocabulary; blends direct material sentence problems with
Sentence sentence quotation with smoothly; but clarity, coherence and
Structure variety; explanatory sentence redundancy; sentence clarity;
quotations are words and structure lack some quotes most sentences
smoothly phrases to variety- basic stand alone; need revision;
blended. introduce the and obvious; some vague most quotes
quotation and attempts to sentences; little stand alone and
facilitate incorporate use of class lack
narrative flow; more vocabulary or introduction/
still attempting advanced sentence connection to
advanced vocabulary. variety. the paper.
vocabulary.
Mechanics Perfect! Effective Minor Several Major spelling,
and (with a few punctuation; problems with distracting grammar,
Coherence minor errors) close to perfect. coherence, problems with punctuation
grammar, spelling, errors; distracts
spelling, grammar, and interferes
punctuation, punctuation, with
but does not coherence; understanding of
interfere with citations paper; citations
the incorrect. non- existent.
understanding
of paper.

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 Appendix 3: Role Play Scoring Rubric
Criteria Level 1 Level 2 Level 3 Level 4 TOTAL
30 pts
Accuracy 2 pts 4 pts 6 pts 8pts
and Points of view, Points of view, Points of view, Points of view,
believability arguments, and arguments, and arguments, and arguments, and
of role (2 pts) solutions solutions solutions solutions proposed
proposed were proposed were proposed were were always
rarely realistic often realistic usually realistic realistic and
and in character and in character and in character consistently in
character
Clarity of 2 pts 4 pts 6 pts 8pts
speech (2 Speech is rarely Speech is often Speech is Speech is always
pts) clear and easy to clear and easy usually clear clear and easy to
understand to understand and easy to understand
understand
Expression 2 pts 4 pts 6 pts 8pts
and body Rarely expresses Often expresses Usually Always expresses
language (2 emotion through emotion through expresses emotion through
pts) voice, facial voice, facial emotion through voice, facial
expression, and expression, and voice, facial expression, and
gestures gestures expression, and gestures
gestures
Knowledge 1.5 pts 3 pts 4.5 pts 6 pts
gained (1.5 Cannot explain Can clearly Can clearly Can clearly explain
pts) any ways in explain one way explain several several ways in
which his or her in which his or ways in which which his or her
character “saw” her character his or her character “saw”
things differently “saw” things character “saw” things differently
than other differently than things than other
characters other characters differently than characters and can
other characters explain why

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