Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

New Course OR Existing Course

Instructor(s)/Author(s): Karen Nakaji

Subject Area/Course No.: English 145 Units: 3 Course Name/Title: Survey of World Literature II: Mid-17th Century to Present Discipline(s): English

Pre-Requisite(s): English 100 or equivalency

Catalog Description: Survey of World Literature II is a comparative study of selected works, in translation and in English, of literature from around the world, including Europe, the Middle East, Asia, Africa, and other areas, from the mid or late seventeenth century to the present. Students apply basic terminology and devices for interpreting and analyzing literature while focusing on a variety of genres. They also work with critical reading strategies to write about comparisons, or contrasts, as appropriate in a baccalaureate, transfer course.

Schedule Description: This class covers a wide array of literature from the middle of the 17th century to the present, including authors from every literate continent: Africa, the Americas, Asia, and Europe. Taught both historically and geographically, the class helps students understand how literature is a reflection of humankind, our differences and similarities.

Hrs/Mode of Instruction: Lecture: 54 Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours 54 (Total for course)

Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Last date of Assessment: ______Cohort #: _____

Please apply for: LMC General Education Requirement(s): None

Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C-ID Number Engl 145

Course is Baccalaureate Level: Yes No

Form Revised 082013 Page 1 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

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STAND ALONE COURSE: YES NO

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: ____Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced

Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_

LMC GE or Competency Requirement Approved by the Curriculum Committee: ______

Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson

Form Revised 082013 Page 2 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives.

None of the above

Course-Level Student Learning Outcomes (CSLOs): 1. Identify authors, works, genres, and themes from the mid-17th century to present.

2. Relate and evaluate the literary works to their historical, philosophical, social, political, religious, regional, and/ or aesthetic contexts from the mid-seventeenth century to the present.

3. Analyze and interpret themes found in the literature and intellectual movements of the period by writing essays, demonstrating appropriate academic discourse and conventions of critical literary analysis.

Assessments: Quizzes Journals Essays Mid-Term/Final CSLO 1 X X CSLO 2 X X X X CSLO 3 X X

CSLO 1: Identify authors, works, genres, and themes of world literature from mid-17th century to present.

QUIZZES: Rationale: to identify the stories, poems, or plays, students must first have a literal understanding: plot, setting, and character. T/F and multiple-choice quizzes will be administered for students to demonstrate basic understanding of text. Assessment Example: Students are assigned chapters chronologically from world literature. They are asked pertinent questions regarding the plot, setting or characters. For example a literal question might be: Who is the protagonist and the antagonist in Moliere’s Tartuffe? What is the conflict in Virginia Woolf’s short story “A Haunted House”?

JOURNALS: Rationale: Journals may take a variety of forms with instructor discretion and serve as practice for larger assignments where students must demonstrate that they have read and understood the plot, setting, and character in the short stories, poems, and plays of from the mid-17th century to present. Assessment Example: Choose a key passage from Abe Kobo’s short story, “Red Cocoon” and directly copy into your journal. Then in 100 words or so, summarize what happens just before the passage, then what follows.

CSLO 2: Relate the literary works to their historical, philosophical, social, political, religious, regional, and/ or aesthetic context from the mid-17th century to the present.

QUIZZES: Rationale: Students must use inference and apply how the history of any given time relates to or informs the literary work. Thus, administrating short response quizzes, teachers will be able to assess students’ higher level thinking beyond the basic literal to discern main ideas versus minor details, to explain how an author’s background influences the work.

Form Revised 082013 Page 3 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Assessment Example: Summarize Kate Chopin’s short story, “ The Story of an Hour.” Why might Chopin’s protagonist, Mrs. Mallard, proclaim to be “free” after learning of her husband’s death? What social conditions were present that might have produced her seemingly unconventional reactions?

JOURNALS: Journals may take a variety of forms with instructor discretion Rationale: Journals may take a variety of forms with instructor discretion and serve as practice for larger assignments where students must relate the literary work to the history, philosophy, religion, region or aesthetic context from the mid-17th century to the present. Assessment Example: Choose a key passage from Jamaica Kincaid’s “Girl” and directly copy into your journal. Then in 100 words or so, write why the passage is significant or important. You might want to summarize what happens just before the passage, then what follows, and how all relate to an overall theme or events.

ESSAYS: Rationale: Essays will synthesize course readings and lectures, relating the literature to historical, philosophical, social, political, religious, regional, and/ or aesthetic contexts. Essays are the most rigorous and sophisticated method of assessment, thus, providing the most best method for students to demonstrate a variety of skills, mainly content knowledge and writing skills. Assessment Example: Love is a classic topic for poets. Compare and contrast William Shakespeare’s “Shall I compare thee to a summer’s day?” with contemporary poet Denise Levertov’s “Love Poem.” Briefly summarize each poem and then compare the how both view love similarly. The majority of your essay, however, will focus on the different views based on the poets’ social status or views. As another option, you may want to write about the poems similar views about love and then explore or contrast the aesthetic conventions.

MIDTERM & FINAL EXAM: Rationale: According to instructor discretion, these exams may be cumulative or test student knowledge about a unit or units, allowing for assessment of students’ ability to relate the literary works to their historical, philosophical, social, political, religious, regional, and/ or aesthetic context. Timed, in-class writings promote student thinking and writing skills without assistance from any outside source as a writing center, tutor, or other persons. Assessment Example: How does Jane Austin’s Northanger Abbey both exemplify Romanticism and mock the movement at the same time? Be sure to define and describe Romanticism and then use direct quotes, summary and paraphrase to support your thesis.

CSLO 3: Analyze and interpret themes found in the literature and intellectual movements of the various periods from the mid-17th century to the present by writing essays, demonstrating appropriate academic discourse and conventions of critical literary analysis.

ESSAYS: Rationale: Essays will synthesize course readings and lectures, analyzing archetypes, inferring themes, defining and applying literary terms as dictated by MLA standards. Assessment Example: Discuss how Guy de Maupassant’s short story, “The Necklace,” represents the ideas of Realism as a literary movement. Be sure to give a brief summary of the movement, its key features and influences. Employing MLA literary conventions, use direct quotes, summary, and paraphrase from the story to support how it exemplifies Realism.

Midterm or Final: Rationale: According to instructor discretion, these exams may be cumulative or test student knowledge about a unit or units, allowing for assessment of students’ ability to analyze and interpret themes. A combination of several short answer responses or essay may be utilized to do so. Assessment Example: Final exam example: How does “Mock on, Mock on, Voltaire, Rousseau” reflect Blake’s dissatisfaction with the Enlightenment or Age of Reason and its scientific “advances”? What do the desert sands and “Israel’s tents” represent in that poem? Compare and contrast the allusions to modern Europe and ancient Israel in “And Did those Feet”? Is there a similar contrast between images from nature such as the grains of sand in “Mock on, Mock on, Voltaire, Rousseau”?

Form Revised 082013 Page 4 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Method of Evaluation/Grading: Quizzes 20% Essays 35% Journals 15% Mid-term & Final 15% each

CSLO 1: Identify authors, works, genres, and themes from the mid-17th century to present. Quiz Assessment Since quizzes can take many forms, their assessment depends on the instrument employed: T/F, multiple-choice, and matching terms are best used for literal assessment of CSLO 1.  A standard target of 70% correct indicates an average, passing understanding.  Students who earn 80% have an above average understanding of the material  Students who earn 90% or above have an outstanding ability to identify the authors and follow accurately the plots of stories, works, and poems.

Journal Assessment Similar to quizzes, journals may take many forms, but their assessment is more like that of the short summaries with less emphasis on Standard American English and citation conventions, tending to be more informal.

An “A” or high level journal will be accurate and through in its presentation of the literature, plot, character, and themes.

A “C” or average, passing level journal will be accurate, demonstrating student’s comprehension of the literature, the plot, characters, and themes. However, the journal may not be thorough, missing some main points or ideas.

CSLO 2: Relate the literary works to their historical, philosophical, social, political, religious, regional, and/ or aesthetic context from the mid-17th century to the present

Quiz Assessment Quizzes requiring students to write brief responses are best for CSLO 2 where some inference and evaluation is required. With such, students may write short responses or summaries. Responses:  The high, short response will accurately relate the literature to one criteria of the CSLO and be 1) written in present tense, 2) noting the author and title. 3) The topic sentence is clear and focuses the paragraph. 4) The response may include both student opinion and draw upon criticism of experts for support, 5) all integrated and cited according to MLA standards. 6) Standard American English is used throughout.  The average and passing, response will accurately relate the literature to one criteria of the CSLO but may be weak or lacking in at least two of the six criteria.  The low response is inaccurate and lacking in three of the six categories.

Summary  The high summary will be accurate and 1) written in the present tense, 2) noting the author and title. 3) All and only the accurate main ideas are included and 4) connected with appropriate transition words. 5) The paragraph is objective and contains no personal opinion of the student. 6) Standard American English is used throughout.  The average, and passing, summary is accurate but may lack some main points or provide too many details while also lacking in at least two of the six criteria.  The low summary is inaccurate or lacking in three of the six categories.

Journal Assessment Similar to quizzes, journals may take many forms, but their assessment is more like that of the short summaries and responses with less emphasis on Standard American English and citation conventions, tending to be more informal.

Form Revised 082013 Page 5 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

An “A” or high level journal will be accurate and through in its presentation of the literature, clearly demonstrating a connection between the literature and its context from one criteria in CSLO 2.

A “C” or average, passing level journal will be an accurate presentation but the connection or response may not be clearly stated. Furthermore, the journal may not be thorough, missing some main points or ideas.

Essay Assessment “A” Outstanding Focus: Essay has a clearly stated thesis that relates the literary work to its historical, philosophical, social, political, religious, or regional context, usually placed near the end of the introduction.

Organization: Essay structure reflects a clear, logical and smooth development of the thesis. Each paragraph has a clear topic sentence that is relevant to the thesis. Essay uses transitions appropriately.

Development: Each paragraph contains accurate, abundant, and relevant specific examples, details, and illustrations drawn from the readings, to fully develop how the literature relates to the context criteria as stated in CSLO 2. Main points are expressed in the topic sentences. Quotes drawn from the literature and background readings are used and incorporated correctly. Proper MLA citations are used. Paragraphs show analysis, reflection, explanation, commentary, synthesis of the literature or from critics. Conclusion ties together ideas and provides closure.

Proofreading and Syntactic Maturity: Essay has a maximum of two errors per page.

Task Comprehension: Essay shows evidence that the student has completed and comprehended the readings and understood the writing task. Essay fully responds to the assignment and references the literature from the 17th century to the present with depth, breadth and accuracy.

“C” Competent Focus: The “C” essay adequately fulfills its purpose, and has some commendable features. The thesis relates the literary work to its historical, philosophical, social, political, religious, or regional context, usually placed near the end of the introduction, although it may be faulty (too broad/too narrow).

Organization: Essay has a recognizable organizational structure, although there may be some weak transitions or an occasional unclear topic sentence that nevertheless does not significantly interfere with understanding.

Development: The “C” essay demonstrates how the literature relates to the context criteria as stated in CSLO through specific examples and elaboration from literature of the mid-17th century to the present, although the support may be minimal, predictable, or superficial.

Proofreading and Syntactic Maturity: Proofreading errors and awkward sentences may occasionally impede understanding. However, most sentences are sound and generally acceptable.

Task Comprehension: Essay shows “average” thoughtfulness in meeting the assignments minimal requirements, with reference to the literature from the mid-17th century to the present with accuracy but may be lacking in depth and breadth.

Mid-term and Final Exam Assessment According to instructor discretion, these exams may be cumulative or test student knowledge about a unit or units, allowing for assessment of students’ ability to perform the specific CSLO. The mid-term and final exam also may take several forms, a combination of multiple-choice, short responses, or/ and essays and thus may be assessed accordingly described in the previous categories.

Form Revised 082013 Page 6 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Essay Assessment “A” Outstanding Focus: Essay has a clearly stated thesis, analyzing or interpreting the theme or focus of the literature from the mid-17th century to the present, usually placed near the end of the introduction.

Development: Each paragraph explains, analyzes, or interprets the literature and its themes. Paragraphs contains accurate, abundant, and relevant specific examples, details, and illustrations drawn from the readings, to fully develop the main point as expressed in the topic sentence. Quotes are used and incorporated correctly. Proper MLA citations are used. Paragraphs show analysis, reflection, explanation, commentary, synthesis of the literature or from critics. Conclusion ties together ideas and provides closure.

Proofreading and Syntactic Maturity: Essay has a maximum of two errors per page.

Task Comprehension: Essay shows evidence that the student has completed and comprehended the readings and understood themes in the literature. Essay fully responds to the assignment and references the literature from the mid-17th century to the present with depth, breadth and accuracy.

“C” Competent Focus: The “C” essay adequately fulfills its purpose, and has some commendable features. Essay has an identifiable thesis that notes the literature’s theme or focus of assignment, although it may be faulty (too broad/too narrow).

Development: The “C” essay provides development of its thesis/topic sentences through specific thematic examples and elaboration from literature the mid-17th century to the present, although the support may be minimal, predictable, or superficial.

Proofreading and Syntactic Maturity: Proofreading errors and awkward sentences may occasionally impede understanding. However, most sentences are sound and generally acceptable.

Task Comprehension: Essay shows “average” thoughtfulness in meeting the assignment’s minimal requirements, with thematic reference to the literature with accuracy but may be lacking in depth and breadth.

Mid-term and Final Exam Assessment According to instructor discretion, these exams may be cumulative or test student knowledge about a unit or units, allowing for assessment of students’ ability to perform analyze and interpret themes of the literature or intellectual movement. Specifically, CSLO 3 requires that the student’s knowledge is assessed by essays, accordingly described in the previous essay rubric.

CSLOs are weighted: CSLO 1 30% CSLO 2 40% CSLO 3 30%

Form Revised 082013 Page 7 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Traditional Grade Scale A 90-100% B 80-89% C 70-79% D 60-69% F 59% and below

Course Content: World Literature II covers a little more than 300 years of stories, poems, novels, and plays; the sheer volume of possible readings and combinations is enormous. Thus, instructors can choose to organize the course in a multitude of ways not limited to themes (heroes, religions, gender issues, love, family, politics), history, geography, or literary elements. The CSLOs have been designed so that many approaches are possible. In other words, the content needs an organizing and coherent core while the instructor provides ample contextual background for every unit to fulfill the overall CSLOs. This sample course content is organized historically/chronologically with a huge variety of options for these intellectual movements within the time-frame of mid-17th century to the present. The following presents a brief overview of the intellectual movements historically with a suggested list of authors; this is not at all comprehensive but only a sampling or as the course is titled, “a survey.” Notably, the instructor should cover the four major movements as context and history, but then, once presenting the 20th and 21st centuries, the course becomes more globally inclusive. (Please note that the following literary movement descriptions are taken from The Writer’s History Literal Portal and not the course author’s original work.)

Neoclassic/Enlightenment Since this literary movement can be divided in three parts, The Restoration Age (1660- 1700), The Augustan Age (1700-1750) and The Age of Johnson (1750- 1798), Survey of World Literature I covers the first two while Survey of World Literature II begins with the Age of Johnson or the Age of Sensibility as a transitional period between Neo-Classicism and Romanticism introducing contrary to Age of Reason (Neo- Classicism) emotional quality. Neoclassicism developed as a reaction to the Renaissance, drawing inspiration from the ancients. They saw humans rather as imperfect beings with limited potential than as a creative and innovative force, as depicted in the previous period.

Austin, Jane Defoe, Daniel Moliere, Jean-Baptiste Poquelinj Swift, Johnathan Voltaire

Romantic Age (1770 – 1865) Romanticism, among other things, stands for a literary renaissance. Three generations of Romanticists dominated the intellectual scene from 1770 to 1865 in Western Europe and in North America, bringing a different approach to writing in terms of style and topic. It was a rebellion against the formalism of the Enlightenment or, rather, revised its views. Romanticists' spirit and interests are very broad and include both classical and modern ideas. They value to the same extent experience and tradition, religion and science, emotions and reason, order and freedom, the individual and group, national and ancient as well as the rational and civilized. In this first phase of Romanticism, Germans dealt with the mystical, the subconscious, and the supernatural. At the beginning of the 19th century topics shifted more to cultural nationalism and national origins. Writing was inspired by folk ballads, dance and music, and by medieval and Renaissance works. This period is also marked by interest in horror and the supernatural, which resulted in works such as Mary Shelley's Frankenstein. By the 1820s Romanticism, already widespread throughout Europe, started to spread in North America,

Austin, Jane Alcott, Louisa May Blake, William Coleridge, Samuel Cooper, James Fenimore Dumas, Alexandre Emerson, Ralph Waldo Eminescu, Mihai

Form Revised 082013 Page 8 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Foscolo, Vgo Goethe, Johann Wolfgang von Hawthorne, Nathaniel Mckiewica, Adam Melville, Herman Poe, Edgar Allen Radcliffe, Ann Turgenev, Ivan

Realism and Naturalism (1840-1890) Realism is a literary movement that attempts to describe life without idealization or romantic subjectivity. Although realism cannot be precisely timed or limited to any period, it is most often associated with a movement in 19th-century France (approximately 1840-1890). The term "realism," which was originally used by the thirteenth-century scholastics to describe a belief in the reality of ideas, in the 19th century became associated with a group of writers who claimed it as a slogan for the movement. Honoré de Balzac, is considered to be a precursor of the movement, but the first work that belonged to the Realism were the novels of Gustave Flaubert and the short stories of Guy de Maupassant in France, Anton Chekhov in Russia, George Eliot in England, and Mark Twain and William Dean Howells in the USA. Realists mainly focused on middle-class characters in their everyday environments and highly downplayed the plot. The Anglo-American novelist Henry James developed his characters to such a high degree that it evolved into subgenre - the psychological novel. Later, realism evolved into literary movements such as Naturalism and Stream of Consciousness and, with the arrival of avant-garde art in the late 19th century, was abandoned in favor of more abstract styles.

Balzac, Honore de Bronte, Charlotte Chekhov, Anton Chesnutt, Charles, Waddell Chopin, Kate Dickens, Charles Dostoevsky, Fyodor Dreiser, Theodore Ibsen, Henrik Twain, Mark

Modernism (1900-1945) Modernism is a literary school that lasted from the beginning of the twentieth century until the end of World War II. It rejects all literary conventions of the nineteenth century, its conventional morality, taste, traditions, and economic values. The writers in this period employed a wide range of styles and espoused a number of literary and political opinions. What they have in common and, therefore, the main characteristic of literary modernism, was a determination to respond honestly and unflinchingly to the contradictions of the twentieth century using new literary techniques, mostly stream of consciousness. See 20th Century Europe and America for authors. Post-Modernism (1945 – present) Developed in the second half of the twentieth century, Post-Modernism is largely influenced by a number of events that marked this period. Genocide that occurred during the Second World War, Soviet gulags, the Chinese Cultural Revolution, mass destruction caused by atomic bombs dropped on Hiroshima and Nagasaki, insecurity of Cold War Era, post colonialism issue, as well as the supremacy of multinational corporations and post-industrialism with new technologies, violence, counter culture and consumer culture shaped the perception of new authors

20th Century Europe Beckett, Samuel Conrad, Joseph Joyce, James Kafka, Franz Lorca, Fredrico Garcia Mann, Thomas Rilke, Rainer Maria

Form Revised 082013 Page 9 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Sartre, Jean Paul Woolf, Virginia Yeats, William Butler

America Baldwin, James Black Elk Malamud, Bernard Rich, Adrienne Silko, Leslie Marmon Singer, Isaac Bashevis

China Xingjian, Gao Xun, Lu

Japan Abe, Kobo Junichiro, Tanizaka Kawabata, Yasunari Takenishi, Hiroko

India Desai, Anita Hossain, Rokeya Sakhawat Narayan, Rasipuram Krishnaswami

Israel Amichai, Yehuda

Africa Achebe, Chinua Hakim, Tawfiq-al Head, Besse Mahfouz, Maguib Rifaat, Alifa Soyinka, Wole

America Baldwin, James Black Elk Rich, Adrienne Silko, Leslie Marmon

Latin America Borges, Jorge Luis Fuentes, Carlos Marquez, Gabriel Garcia Neruda, Pablo

The Caribbean Kincaid, Jamica Wolcott, Derek

Lab By Arrangement Activities: None

Form Revised 082013 Page 10 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Survey of World Literature II: Mid-17th Century to Present Subject Area/Course Number: ENGL-145

Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ______

Textbooks: Damrosch, David, ed. Gateways to World Literature. Vol. II: The Ancient World Through the Early Modern Period. Upper Saddle River, NJ: Pearson, 2012.

Davis, Paul. Gary Harrison, et al. Bedford Anthology of World Literature. Vol. 4, 5, and 6. New York: Bedford/St. Martins, 2012.

Puchner, Martin, ed. The Norton Anthology of World Literature. Shorter 3rd ed. Vol. II. New York: W.W. Norton and Company, 2012.

Novels of the instructor’s choosing.

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