ENGL 202 UMET - Sistema Universitario Ana G. Mendez 202 UMET.pdfAcquire the habit of reading...

ENGL 202

INTRODUCTION TO THE LITERARY GENRES

SECOND YEAR

Universidad del Este, Universidad Metropolitana, Universidad del Turabo © Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados

Prep. 02-01-05. Prof. Tere Rodriguez, MA

Escuela de Estudios Profesionales

Programa Ahora Universidad Metropolitana

Prep. 02-01-05. Prof. Tere Rodriguez, MA 2 English 202 Introduction to the Literary Genres Second Year

TABLE OF CONTENTS Pages

Study Guide ............................................................................................................ 3

Workshop One ........................................................................................................................ 8

Workshop Two ........................................................................................................................ 11

Workshop Three ........................................................................................................................ 13

Workshop Four ........................................................................................................................ 15

Workshop Five ........................................................................................................................ 18

Appendixes Appendix A ........................................................................................................................ 20 Essay Appendix B ........................................................................................................................ 24 Poem Appendix C ........................................................................................................................ 26 Play/Drama Appendix D ........................................................................................................................ 30 Definitions Appendix E ........................................................................................................................ 31 Characterizations Appendix F ........................................................................................................................ 32 Assignment Rubric Appendix G ........................................................................................................................ 33 Literary Genres Pyramid Appendix H ........................................................................................................................ 34 Ice breaker




Study Guide

Course Title: Introduction to Literary Genres

Code: ENGLISH 202

Level: Second Year Duration: Five weeks Pre-requisite: English 101-102, 103-104, or 105-106

Description: This is a basic introductory course in the study of literary genres. It aims to

develop an appreciation for the study of the essay, poetry and drama. This is a

required course for English majors.

General Objectives: By the end of the course, the students will:

1. Recognize and analyze the essay, poetry and drama as literary genres.

2. Acquire the habit of reading literary for pleasure and enjoyment.

3. Develop an awareness of the importance of the literary genres.

4. Develop an awareness of the deeper values and insights of an essay, poetry and drama.

5. Apply the skills acquired in this course to other subject fields.




Textbooks and Resources: Bonilla, G., Farré-Rigau, Y., Irvine, I., (2000). THE ESSAY. English 202/206. Ana G. Mendez University System. Bonilla, G., Farré-Rigau, Y., Irvine, I., (1997). POETRY. English 202/206. Ana G. Mendez University System. Bonilla, G., Farré-Rigau, Y., Irvine, I., Morales, I., (1997). DRAMA. English

202/206. Ana G. Mendez University System.

Electronic References: Workshop One http://www.humanityquest.com/topic/Definitions/ http://members.tripod.com/~lklivingston/essay/basicessay http://members.tripod.com/~lklivingston/essay/basicessay.pdf http://www.calstatela.edu/centers/write_cn/fivepara.htm http://www.calstatela.edu/centers/write_cn/journey.htm http://www.calstatela.edu/centers/write_cn/essaypro.htm Workshop Two http://www.theotherpages.org/poems/ www.emule.com/poetry/ http://www.favoritepoem.org/thevideos/sanchez.html http://www.favoritepoem.org/thevideos/index.html Workshop Three http://www.google.com/search?hl=en&lr=&oi=defmore&q=define:drama http://vl-theatre.com/




http://www.imdb.com/Sections/Genres/Drama/ http://www.imdb.com/title/tt0073486/ http://www.cogsci.princeton.edu/cgibin/webwn?stage=1&word=drama http://drama.eserver.org/plays/ http://highered.mcgraw- hill.com/sites/0767422783/student_view0 /glossary_of_drama_terms.html Workshop Four http://www.english.emory.edu/DRAMA/RomanDrama.html http://www.english.emory.edu/DRAMA/MedievalDrama.html http://www.english.emory.edu/DRAMA/NeoClassDrama.html http://litera1no4.tripod.com/dramahistory.html http://www.oldandsold.com/articles18/play-writing-12.shtml http://litera1no4.tripod.com/elements.html http://encarta.msn.com/encyclopedia_761560384/Novel.html http://encarta.msn.com/encyclopedia_761559304/Short_Story.html http://condor.depaul.edu/~dsimpson/tlove/comic-tragic.html

Workshop Five http://www.bloomington.in.us/~dory/creative/class13.html http://www.oldandsold.com/articles18/play-writing-10.shtml http://www.aop.com/NR/rdonlyres/77366F08-D5E8-4D96-99BE- C9BE50DE593F/0/LIFEPAC_11language.pdf http://www.oldandsold.com/articles18/play-writing-10.shtml




Evaluation:

A. Exam/s Determined by facilitator based on workshops

100 points

B. Participation / Class Presentation Participation and attendance

100 points

C. Project: Writer’s Journal

To be b workshop 4 & 5.

Weekly class / out-of-class notes, research (binder format)

100 points

D. Written Assignments: 25 points

each (4 typed assignments)

Assignments based on workshop topic.

100 points

A. Exam(s): (take home or in-class) based on the readings and classroom assignments. B. Participation / Class presentation: Participate- classroom discussions and activities. Come prepare to class and bring assignments on time. C. Writer’s Journal: Notes based the workshops and research. D. Written assignments (4): Essays, poems, drama. Due dates: Workshop 2-5 Presentations: • Cooperative group presentations • Each member shall present a part of the topic/theme. • Use various forms of presentation, such as: audiovisuals, dramatizations, games, debates, video recordings, interviews, graphic organizers. • References should follow APA format. • Presentations need to be done during the workshops; therefore planning is required in order to allow time for everyone’s participation.




Grading Scale – total all points to determine percentage for the grade. 100-90 =A 89-80 =B 79-70 =C 69-60 =D 59-00 =F

An exam is required for the final grade. Students missing the final exam will be given an “incomplete.” This grade may be removed by the beginning of the following semester. See the facilitator for dates and restrictions.

Guidelines for the Course:

• Attendance is necessary. In case of an absence, students should contact the

facilitator in order to be excused and agree upon the means to hand in

assigned work.

• The facilitator shall have the right to accept the excuse and the assigned

work. The facilitator will use his/her criteria in evaluating the assignment and

adjust the grade as necessary.

• Classroom presentations and activities cannot be made up. If the student has

a valid excuse (i.e., medical or emergency) the facilitator may request a

written exam or assignment in place of the topic for that workshop.

• This is an accelerated program. Students should be prepared before each

workshop. An average of 10 hours per week is required for each workshop.

• Student’s work should be original. Plagiarism is not acceptable. Credits must

be given to the source of information.

• Changes made by the facilitator will be discussed in the first workshop. A

written description of the changes will be given to the students as well as the

Program.

• The facilitator will establish the means of contact and communication for the

course.

• Cellular phone calls are not permitted during class sessions.

• Children or family members are not permitted during class sessions.




Workshop One The Essay

Specific Objectives: At the end of this workshop, the student will:

1. Determine the topic sentence in selected paragraphs. 2. Distinguish the main idea in paragraphs with topic sentences and those without topic sentences. 3. Determine the method / technique of development of paragraphs.

a. Details b. Examples c. Comparison d. Contrast e. Definition

4. Distinguish a formal from an informal essay. 5. Identify the introductory, developmental, transitional, and concluding paragraphs in an essay. 6. Explain an author’s message in your own words.

Websites: Definitions from various dictionaries to learn literary terms. http://www.humanityquest.com/topic/Definitions/

Tips on writing a basic essay.

http://members.tripod.com/~lklivingston/essay/basicessay

http://members.tripod.com/~lklivingston/essay/basicessay.pdf

Beyond the Five Paragraph Essay

http://www.calstatela.edu/centers/write_cn/fivepara.htm

An Essay is Like a Journey-Steps for Essay Writing

http://www.calstatela.edu/centers/write_cn/journey.htm

Essay- The Process

http://www.calstatela.edu/centers/write_cn/essaypro.htm Assignments before Workshop One:

1. Review the websites on essays; take notes on web sites to share in class.




2. Complete the Outline Chart for the Essay Appendix A, four pages. To be used during workshop discussions and activities.

3. Take notes from the readings and research on writing an essay –enter in Writer’s Journal. 4. Key points to learn and discuss: What is an essay? What is the purpose for writing an essay? How are essays used in everyday writing? What are the general elements of an essay?

Activities:

1. Introduction- facilitator and students (Ice-breaker / Appendix H).

2. Review the course guide, materials, requirements, project and procedure

for evaluation.

3. Reviewing THE ESSAY, by Bonilla, Farré-Rigau, and Irvine (Module –

booklet). Use the Outline Chart for the Essay Appendix A and notes

from the Writer’s Journal to review the characteristics of an essay.

4. Do “Learning Activity 1” Choosing the topic sentence, page 10.

5. Do “Learning Activity 2” Topic sentence and main idea, page 11.

6. Review Types of Paragraphs, pages 12-17 and outline Appendix A.

7. Review some of the sample Practice Exercises, pages 18-22.

8. Creative presentation: Small group or teams:

Use the Glossary, Comprehension an Analysis to plan the presentation,

see the sections at the end of each essay.

Select an Essay from the booklet: See pages 24-45

Read and plan a presentation activity about the essay.

Presentation ideas: Use any of these or select one of your own.

Roundtable discussion – on the topic of the essay.

Debate on the topic.

Role play - interview the “author” about the topic of the essay.




9. Do the presentations and discuss the themes in the essays.

10. Written homework assignment #1 -The Essay: Write

an Essay to be handed during Workshop Two. Add a Glossary,

Comprehension an Analysis page with answers about the essay. Refer

to class discussions and readings on how to write an essay (see

recommended websites). 11. Workshop Two - discuss the assignments for the next session.

Assessment:

The student will write a summary of the main points of this workshop. Summary may be written as a group and entered into the Writer’s Journal.




Workshop Two Poetry


1. Distinguish prose from poetry.

2. Paraphrase a poem.

3. Identify the different types of poetry such as lyric, narrative, and dramatic

poetry.

4. Distinguish the figurative language in poetry.

5. Distinguish the various types of images.

6. Identify rhyme scheme in a poem.

7. Explain a poet’s message in the student’s own words.

8. Listen for rhythm in poetry.

9. Recognize different kinds of poetry such as the epigram, the limerick,

shaped poetry, and ballads.

Websites: Collection of public poems

http://www.theotherpages.org/poem

Online archive of classical poetry www.emule.com/poetry/ Video of “Piececitos” by Gabriela Mistral (Spanish poem) http://www.favoritepoem.org/thevideos/sanchez.html Listen to various poems- video collection http://www.favoritepoem.org/thevideos/index.html Assignments before Workshop Two

1. Written Essay – homework assignment from Workshop 1. 2. Review the websites on poetry as a literary genre.




3. Complete the Outline Chart for the Poetry (Appendix B) and write down notes from the readings and research on poetry in your Writer’s Journal.

4. Key points to learn and discuss: What is a poem? What is the purpose of poetry? How are feelings expressed through poetry? What are the

general elements of poetry? How is language used in poetry? Activities:

1. Follow- up: Workshop 1: Divide class into small groups to share essays.

Use “Elements of the Essay” pgs. 6-7, The Essay, Bonilla G. & Irvine I.

2. Discussion on Poetry, by Bonilla, Farré-Rigau, and Irvine (Module –

booklet). Use the Outline Chart for Poetry, Appendix B , or notes from

your Writer’s Journal to review the characteristics of poetry.

3. Review activities in the Poetry Booklet: Prose and Poetry, pg. 3,

and Elements of Poetry, pgs. 6-15.

4. Discuss Types of Poetry, pages 16-27.

5. Creative Activity: Divide into groups and develop an example(s) of the different types of poetry. Use the poems from the book or websites to write your own version. Include “figurative language.” Select one to

present to the class.

6. Share poems from websites. Paraphrase the poems. Distinguish the types of images “seen” in the poems. What’s the message, etc.

7. Written homework assignment #2 –Poetry: The student will write a poem based on the examples discussed in class. List the type of poem and write a set of questions for class discussion. Use figurative language, see pages 14-27. 8. Workshop Three – discuss the assignment for the next session.

Assessment: Summarize the important points of a poem – Writer’s Journal.




Workshop Three

Drama

Specific Objectives:

At the end of this workshop, the student will:

1. Distinguish between a play and other literary genres. 2. Explain how drama limits the playwright.

3. Identify the different elements of drama:

A. Audience B. Action C. Dialogue D. Characters E. Setting

4. Explain the uses of dialogue.

5. Determine the setting of a given play.

6. Recognize and use vocabulary words related to the theater.

Websites: Definitions of drama http://www.google.com/search?hl=en&lr=&oi=defmore&q=define:drama Plays on line- http://vl-theatre.com/

Top drama movies - http://www.imdb.com/Sections/Genres/Drama/

Modern drama –http://www.imdb.com/title/tt0073486/

Overview of drama-

http://www.cogsci.princeton.edu/cgibin/webwn?stage=1&word=drama

Drama/plays- classical to contemporary- http://drama.eserver.org/plays/

Glossary - http://highered.mcgraw-hill.com/sites/0767422783/student_view0/glossary_of_drama_terms.html




Assignments before Workshop Three:

1. Review the websites on drama as a literary genre. 2. Complete the Outline Chart for DRAMA (Appendix C Pages 1-2) use DRAMA booklet - also take notes from the readings and research on drama in your Writer’s Journal. 3. Key points to learn and discuss: What is drama? What is the purpose of drama? How is drama part of everyday life? What are the

general elements of drama? Activities:

1. Follow - up homework / Workshop 2: Divide class into small groups to

share the poems. Discuss the elements of poetry or type of poetry style used in the personal poems, see pgs. 6-26, Poetry.

2. Discussion on Drama, by Bonilla, Farré-Rigau, and Irvine (Drama Booklet

pages 1-10. Note: Pages 11-21- are for Workshop Four).

3. Use the Outline Chart for Drama, Appendix C, or notes from your

Writer’s Journal to review the characteristics of drama.

4. Studying drama – discussion pages 1-10.

5. Discuss the information from the websites regarding drama.

6. Creative Activity assignment # 3- drama: The students will write a script

based on a topic of choice. Use samples from the web or the example

from the booklet, page 4.

Determine the elements and type of drama. Assign roles and prepare to

present to the class by next session.

7. Workshop Four – discuss the assignment for the next session. Assessment: Summarize the important points of drama-Writer’s Journal.




Workshop Four Compare/Contrast Literary Genres


1. Determine whether characters in a play are consistently appropriate.

2. Determine whether a play belongs to any of the major types-comedy or

tragedy.

3. Learn about the history of drama from its conception to the present day.

4. Compare and contrast setting in a story or novel and setting in drama.

5. Compare and contrast dialogue in a play with dialogue in a short story or

a novel.

5. Recognize vocabulary terms particular to literary genres /glossary.

Websites:

History of drama-Roman times

http://www.english.emory.edu/DRAMA/RomanDrama.html

History of drama- medieval times

http://www.english.emory.edu/DRAMA/MedievalDrama.html

History of Drama

http://www.english.emory.edu/DRAMA/NeoClassDrama.html

History of Drama

http://litera1no4.tripod.com/dramahistory.html

Characters in a play

http://www.oldandsold.com/articles18/play-writing-12.shtml

Types of comedies and tragedies:

http://condor.depaul.edu/~dsimpson/tlove/comic-tragic.html

Elements of drama




http://litera1no4.tripod.com/elements.html Short stories http://encarta.msn.com/encyclopedia_761559304/Short_Story.html The novel http://encarta.msn.com/encyclopedia_761560384/Novel.html Assignments before Workshop Four:

1. Review the websites and take notes. 2. Complete Outline Chart on Drama, Appendix C, page 3-4.

See DRAMA Booklet, pages 11-21.

3. Key points to learn and discuss: How does a character maintain the audience’s attention on the story? Describe the role of drama through-out history. How is the setting and the dialogue in a dramatic presentation similar or different to a novel or a short story?

4. Creative Activity: Finalize the format for presentation of the written

dramatic script (started during Workshop 3). Activities

1. Continuation: Discussion on drama, by Bonilla, Farré-Rigau, and Irvine

(Drama Booklet). Use the Outline Chart for Drama , Appendix C, or

notes from your Writer’s Journal to review the characteristics of drama.

2. Presentation: Dramatic script (prepared Workshop 3).

3. Review section on the Comedy and Tragedy and History of Drama.

4. Jig-saw Small Group Activity : Describe /define terms – Appendix D

5. Review the research from the websites.

6. Creative Activity: Divide into groups, select a theme to develop a

character’s role. Develop the dialogue and setting. One group develops

an example of the characters in a novel/short story. Another group

demonstrates how a character acts out their role in a play.

Compare and contrast the dialogue, the setting, and the characters in both

genres.




7. b Facilitator checks Writer’s Journals, may use Rubric, Appendix F.

Checking may be completed between Workshops 4 & 5. 8. Written Assignment # 4 –Write about a drama (research). List the type of

drama, time period, author, and elements of the drama. How does the

theme relate to modern times? List some questions and possible

answers that can be used for classroom discussion.

9. Workshop Five – discuss the assignment for the last session.




Workshop Five Conclusion on the Study of Literary Genres


1. Compare and contrast characterization in previously read short stories or

novels with characterization in a play.

2. Identify the exposition, climax, and conclusion in a play.

3. Review the vocabulary of literary genres.

Websites:

Drama Overview

http://www.bloomington.in.us/~dory/creative/class13.html

Climax in a play


Exposition of a play

http://www.aop.com/NR/rdonlyres/77366F08-D5E8-4D96-99BE-

C9BE50DE593F/0/LIFEPAC_11language.pdf

Conclusion of a play


Assignments before Workshop Five:

1. Websites- look for plays that belong under comedy or tragedy.

2. How is the characterization developed in literary genres?

3. Summarize the parts of a play: climax, exposition, ending. Activities: 1. Group Activity: Characterization in short stories, novels, and plays

Appendix E.




2. Complete Appendix G- Literary Genres Pyramid.

3. b Facilitator completes checking Writer’s Journals.

4. Types of comedies and tragedies: See website # 2

5. Discuss the parts of a –climax, exposition, ending.

6. Conclusion: Complete test, turn in written assignment # 4, and any other

work.




APPENDIX A – Essay Page 1

Outline Chart: Analyzing the Characteristics of an Essay

(See The ESSAY, Bonilla, Gladys & web search) The Essay: -What is an essay? Pg. 3 - Difference between an essay/short story? Pg.3 -Writer’s purpose for selecting a subject. Pg. 4 Structure: -Planning/organizing an essay. Pg. 4 -Types of essays. Pg. 6

-Steps for reading an essay. Pg. 6




APPENDIX A - Essay Page 2

Elements of the Essay. Pgs. 6-7 -Title

-Purpose of the author.

-Main Idea

Paragraph analysis. Pgs. 7-8 -1. Introductory paragraph

-2. Developmental paragraph.

-3. Transitional paragraph

-4. Concluding paragraph




APPENDIX A – Essay Page 3

Figurative language. Pgs. 8-9 -1. Simile -2. Metaphor -3. Personification -4. Irony -5. Allusion What is a topic sentence? Pg. 9 Which are the types of paragraphs? Pg. 12 -A. Introductory Paragraph. Pg. 13 -B. Developmental Paragraph Pgs. 13 -16 1. Using details 2. Giving examples 3. By definition 4. Through cause and result 5. By comparison




APPENDIX A - Essay Page 4

6. By contrast

-C. Transitional Paragraph Page 16

-D. Concluding Paragraph Page 17

Which are the qualities of a good essay? Pgs. 22-23 -1. Unity

-2. Coherence

-3. Emphasis

-4. Completeness

Critical Commentary Pg. 23




APPENDIX B – Poetry Page 1

Outline Chart: Analyzing the Characteristics of Poetry

(See Poetry, Bonilla, G. & Irvine, I. & web sites) Poetry: -Guidelines for reading poetry. Pg. 3 - Distinguish prose from poetry. Pg. 3-5 Example 1

Example 2

Example 3

Elements of Poetry. Pgs. 6-12 1. Context

2. Connotation and Denotation

3. Imagery




APPENDIX B – Poetry Page 2 Figurative Language Pgs. 14-15 (1-11)

1. Simile

7. Consonance

2. Metaphor

8 . Onomatopeia

3. Personification 9. Hyperbole 4. Symbol

10. Understatement

5. Alliteration

11. Apostrophe 6. Assonance

Types of Poetry, Pages 16 – 27 (1-6) 1. Lyric

4. Epigrams

2. Narrative / ballads

5. Limericks

3. Dramatic

6. Shaped Poetry




APPENDIX C - Play/drama Page 1 Workshop 3

What are the differences between a play (drama) and other literary genres (i.e., novel, short story)? Pg. 2 -3 What are the limitations of a play? What is drama? pg.4




APPENDIX C - Play/drama Page 2

Describe how drama is a part of life. Pg. 4 Describe the origin of drama. Pg. 5

Describe the different elements of drama? Pg.6 -10

Audience Action Dialogue Characters ___________________________________________Setting




APPENDIX C - Play/drama Page 3 / Workshop 4

Describe the four major types of plays. Pg. 11

Tragedy

Comedy

Melodrama




APPENDIX C - Play/drama Page 4

Workshop 4

History of drama: Book /websites Pages 14-21

Greek Drama

Medieval Drama

English Drama




APPENDIX D

Define /describe Terms Jigsaw Activity / 45 terms

Small Groups: Select the terms that are most important for your group, define or describe and share the meaning with the class. Glossary of terms (book or web search)




APPENDIX E - Characterization

Characterizations in Short Stories, Novels, and Plays

Activities: Small Groups This activity may be completed individually, in groups, or as a class. Create a poster or other form of presentation. CONCEPT: Methods of characterization include direct, in which writers tell explicitly what kind of person a character is; and indirect, in which writers develop character through action, speech, and other characters' reactions. Compare and contrast how characters are portrayed in short stories, novels, and plays: You may focus on specific characters from previously read genres. 1. Describe how the characters are developed in each genre. Brainstorm how the writer portrays the characters directly or indirectly when writing a short story a novel, and a play? What are the similarities or differences on how the writer develops the characters. How can the reader or audience “know “ about the characters? 2. Write down your findings. Describe character’s physical attributes such as: clothes, hair, eyes, and facial expressions. 3. How can the reader or audience infer about indirect character traits (personality, values, motives).




Appendix F

b

“Writer’s Journal” and “Writing Assignments” Rubric

This rubric may be used for the weekly writing assignments and journal. [Weekly assignments - 25 pts. per wk. x 4 wks. / 100 points total for course. [Writer’s Journal – 100 points.] Student’s Name:____________________________________Date___________ Course:_____________________________________Assignment:___________ 0 –Not observed 1- Deficient 2-Average 3-Good 4 5-Excellent N/A= Does not apply. Criteria O 1 2 3 4 5 N/A 1. Demonstrated thoughtfulness and reflection on the topic.

2. Written legible or typed? 3. The paper demonstrates substance, logic and originality.

4. Mechanics: The student used grammar and punctuation correctly.

5. Fulfilled the objectives for the subject.

6. Additional comments. Total




APPENDIX G

Literary Genres Pyramid____

1.________________________________ One word describing poetry.

2._______________________________________ Two words describing an essay.

3.______________________________________________ Three words describing drama.

4.____________________________________________________ Four words describing the characters.

5.__________________________________________________________ Five words describing literature.

6._______________________________________________________________ Six words describing your thoughts on literary genres.




APPENDIX H

Name Tag Activity - Idea for an Ice - breaker Complete the name tag activity and introduce yourself or your classmate.

1. Name or nickname: 2. Your favorite “get away” place. 3. Philosophy of life. 3 Ovals: Three words that describe you. 4. Three things you would like to do. 5. The person who has influenced you the most.

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