Faculty of Arts and humanities

Department of English Studies

Professor: Miloud RAHMOUN

Course Description: EXTENSIVE READING

This course aims at initiating sophomore students to the inner workings of literature. It
intends, albeit holistically, to forge the figure of the literary reader. Knowingly, literature is
the place where logos (speech), pathos (emotion), and ethos (character) coagulate. Thus said,
the literary reader has to hone his/her use of language, heighten his/her affectivity, and
develop sensitivity towards moral betterment.

In so doing, the purpose of this course (Extensive reading) is to introduce students to short
literary texts in a way that combines literary jargon with literary genres (poetry, fiction and
drama). The aim is, in other words, to provide students with the necessary skills and tools to
read and interact with short literary texts and pave the way to longer forms of literature.
Therefore, the EXTENSIVE READING course learning outcomes will be:

 Introduce students to literary readings and précis.

 Enable students to read and interact with different short literary texts ( different genres
might be considered)
 Familiarize students with the different literary terms
 Encourage students to read and reflect upon what they read both thoroughly and
extensively.
 Encourage post-reading debates and discussions (relate the texts to the students’ real
life experiences).
 Develop the students’ skills in critical reading and initiate them to literary creative
writings.
 Focus on suggestive language.

The Weekly planning

Week 1  1st meeting: Course
description
 The importance of
reading as a receptive
skill.
Week 2: knowledge of the Introduce students to
literary genres and jargon elements of prose and verse
Week 3: “The Story Of An Hour”
Week 4 “The Story Of An Hour” by
Kate Chopin
Week 5 “There Will Come Soft
Rains” By: Ray Bradbury
Week 6 “There Will Come Soft
Rains” By: Ray Bradbury
 Course value
 The relevance of the
syllabus
 The course outcomes
and expectations
 The required texts
What is a short story?
What is a poem?
Types and other elements(
characters, plot, theme,
setting, Point of view…etc)
 Students are required
to read the story
beforehand.
 Read the story in
light of literary
poetics introduced
in week 2
 Examine the
author’s suggestive
language( figures of
speech implied in
the text)
Accompanied reading of
excerpts from the story to
focus on:
 Themes ( intrinsic
reading)
 Making contextual
and historical
connections( extrinsic
reading)
 Reflective reading
 Students are required
to read the story
beforehand.
 Read the story in light
of literary poetics
introduced in week
2
 Examine the
author’s suggestive
language( figures of
speech implied in
the text)
Accompanied reading of
excerpts from the story to
 focus on:
 Themes ( intrinsic
reading)
 Making contextual
and historical
connections( extrinsic
reading)
Reflective reading
Week 7 “The Boarding house” by  Students are required
James Joyce to read the story
beforehand.
 Read the story in
light of literary
poetics introduced
in week 2
 Examine the
author’s suggestive
language( figures of
speech implied in
the text)

Week 8 Accompanied reading of

excerpts from the story to
focus on:
 Themes ( intrinsic
reading)
 Making contextual
and historical
connections( extrinsic
reading)
 Reflective reading
Take home written assignments: highlighted in due time
Week 7 Initiation to Poetry The poems chosen are
I. Romantic Poetry ( selected according to their
th
19 century) thematic value.
Alfred Tennyson’s  Read and decompose
“Tears Idle Tears” the poem thoroughly
in order to flesh out
its related poetic
devices and themes.
( IMAGERY,
metaphor, simile/
love, nature,
individuality,
time…)
Week 9 Initiation to Poetry The poems chosen are
II. Romantic Poetry ( selected according to their
th
19 century) thematic value.
Percy Bysshe
 Shelley’s “  Read and decompose
Ozymandias” the poem thoroughly
in order to flesh out
its related poetic
devices and themes.
(IMAGERY,
metaphor, simile;
irony/mortality,
nature,
individuality, might
and kinghood…)
Week 9 Initiation to Poetry The poems chosen are
III. Modern poetry ( 20th selected according to their
century) thematic value.
Hilda Doolittle “  Read and decompose
Oread” the poem thoroughly
in order to flesh out
its related poetic
devices and modern
themes.
(Imagism, metaphor,
simile; irony, paradox,
allusion/ nature, myths,
fragmentation …)
Week 10 Initiation to Poetry The poems chosen are
IV. Modern poetry ( 20th selected according to their
century) thematic value.
Thomas Stearn Eliot ( T.S  Read and decompose
Eliot “ The winter evening the poem thoroughly
settles down ” in order to flesh out
its related poetic
devices and modern
themes.
(Imagism, metaphor,
simile; irony, paradox,
allusion/city life,
fragmentation …)
Week 11 & 12… Wrapping the course and Give students more space to
opening up on further share their ideas and reflect
Questions on all content of the course.
Guide students toward
coherent written literary
stances (basically extended
Paragraph if not an essay).

Required texts

A. Fiction
1. “The Story Of An Hour” by Kate Chopin ( 1851- 1904)
2. “ The Boarding House” by James Joyce ( 1882- 1941)

B. Poetry

1. Alfred Tennyson “ Tears Idle Tears”

2. Percy Shelley “ Ozymandias”
3. Hilda Doolittle “ Oread”
4. T.S Eliot “ The winter Evening settles down”