This course studies the national literature of the United States since the early 19th century. It considers a range of texts - including, novels, essays, and poetry - and their efforts to define the notion of American identity. Readings usually include works by such authors as Nathaniel Hawthorne, Henry David Thoreau, Frederick Douglass, Emily Dickinson, and Toni Morrison.

Lecture series looking at key concepts in studying Literature; including lectures on the concept of unreliable narrators to theory of comparative literature. This series was filmed in the English Faculty in Trinity Term 2012

It is an assignment on English Literature. The main purpose is to assess the knowledge of the students studing English Literature.

One of the most important lessons a student can learn in their English Language Arts class is how to critically think and communicate those ideas. As teachers, we strive to implement these two fundamental lessons within every class we teach. Essay writing, although a pain to many of our students, will help prepare our students for the world ahead of them. Our students will be expected to critically think through situations that they arise during the course of the lives and will most certainly be expected to respond. Though our students may not engross themselves into the depths of literature after they graduate, it is still just as important to instill a sense of literacy, education, culture, and critically responsive thoughts.

Abstract
American Literature I combines a textbook covering literary analysis and literary critical theory, basic research methods in the humanities, and a chronological reader of diverse selections in American Literature. The book begins with a focus on creation myths and Native American literature. Following this is a significant section on Romanticism. Also included are sections on literary nonfiction, writing about literature, early American and Puritan literature, and Herman Melville.

Description
Prior to my adaptation, this course was created from materials originally developed by the State Board of Community Technical Colleges (SBCTC) of Washington State. American Literature 1 is a modified version of the Lumen American Literature I text. The original version of this book was released under a CC-BY license and is copyright by Lumen Learning. The text is designed to accompany a separate novel such as Moby-Dick and contains supplemental resources for the teaching of American novels of this era. The changes to this book listed are released under a CC-BY-SA license and are copyright by Joshua Dickinson of Jefferson Community College in Watertown, NY.

URI
http://hdl.handle.net/1951/71297

Students will use the Lunar Language Graphic Organizer to draw and describe the phases of the moon.

The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.

Explores how sports are and have been represented and expressed in media and literature, including fiction, nonfiction, poetry, and plays. Investigates the ways in which narrative representation engages changing cultural and historical contexts. Focus is on analysis of gender, race, and socioeconomics, along with philosophy, ethics, psychology, and politics in sports literature and media.

This is a redesign of an online course (ENG 140) with all course materials available online and free for students. Texts include: The Epic of Gilgamesh, Genesis, the Book of Job, Analects by Confucius, Ancient Egyptian Love Poetry, the Daodejing by Lao-tzu. By redesigning the course, I can select literature from more diverse traditions and culture and include more unique works which are not available in textbook that I typically use in this course. This module includes new assignments for the new readings and assessments for these new assignments.All course content created by Kerrianne Gamache. Content added to OER Commons by Jordana Shaw

Students create a persuasive case calling for the adoption of a particular young adult literature title into their school's language arts curriculum by writing letters or speeches.

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaLiterature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Long Description:
Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Word Count: 88076

ISBN: 978-1-942341-03-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 209091

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This collective of videos provides quick prompts for literature responses to springboard students into analytical thinking so they can avoid merely summarizing the material. This approach involves breaking down aspects of the readings through the points of civics, science, and culture to better understand how each piece of literature might affect readers and the world around them. Videos were included in courses on Literary Heritage and British Literature.

COERLL produces online language learning materials (for example language courses, reference grammars, assessment tools, and corpora) for teachers to adopt, adapt, modify, and share, and also provides professional development tools for teachers. You can browse materials on the COERLL website.

This course is a seminar in real-time language comprehension. It considers models of sentence and discourse comprehension from the linguistic, psychology, and artificial intelligence literature, including symbolic and connectionist models. Topics include ambiguity resolution and linguistic complexity; the use of lexical, syntactic, semantic, pragmatic, contextual and prosodic information in language comprehension; the relationship between the computational resources available in working memory and the language processing mechanism; and the psychological reality of linguistic representations.

Literature in the Humanities is an introduction to the study of the characteristics, conventions, and socio-historical contexts of the major literary forms, including the analysis and interpretation of literary elements and devices, and the application of literary theory and criticism. This course is designed to encourage a deep appreciation of literature, hone critical thinking skills, and to illustrate the importance of literature as an expression of the human cultural experience.

LIT2000, as well as all Humanities General Education courses, approaches the concept of culture as a system of meanings allowing groups and individuals to give significance to the world and mediate their relationships with each other and their known universe. Humanities courses are distinguished from traditional Liberal Arts disciplines through an emphasis on interdisciplinarity and comparative cultural contexts. Through these approaches to cultural texts and artifacts, the humanities attempt to investigate, contest, analyze, and synthesize the phenomena of human agency and subjectivity both within and between cultures. By pursuing these forms of inquiry we may better understand our world and our places within it. 1

This course is an introduction to three of the major genres of traditional Chinese literature—poetry, fiction and drama, with a focus on vernacular fiction. We will read translations of a number of the "masterworks" of Chinese literature. We will also examine the intertextuality between these genres — how poetry blends into narrative, how fiction becomes drama, and drama inspires fiction. Through reading these selected works of traditional Chinese literature, we will examine some of the major features of traditional Chinese society: religious and philosophical beliefs, the imperial system and dynastic change, gender relations, notions of class and ethnicity, family, romance and sexuality. All works are read in translation; no language background is necessary.

Long Description:
English Literature: Victorians and Moderns is an anthology with a difference. In addition to providing annotated teaching editions of many of the most frequently-taught classics of Victorian and Modern poetry, fiction and drama, it also provides a series of guided research casebooks which make available numerous published essays from open access books and journals, as well as several reprinted critical essays from established learned journals such as English Studies in Canada and the Aldous Huxley Annual with the permission of the authors and editors. Designed to supplement the annotated complete texts of three famous short novels: Henry James’s The Turn of the Screw, Joseph Conrad’s Heart of Darkness, and Aldous Huxley’s Brave New World, each casebook offers cross-disciplinary guided research topics which will encourage majors in fields other than English to undertake topics in diverse areas, including History, Economics, Anthropology, Political Science, Biology, and Psychology. Selections have also been included to encourage topical, thematic, and generic cross-referencing. Students will also be exposed to a wide-range of approaches, including new-critical, psychoanalytic, historical, and feminist.

In addition, each selection is accompanied by a variety of study questions and stable internet links to enriching dramatic adaptations, as well as broadcast discussions of selected works and authors. Some of the units afford students the opportunity to explore archival documents and to use them in their own research.

Finally, the opentext contains 3 practical appendices: a glossary of literary terms, detailed instruction in writing about literature; and thorough guidance in documenting the research paper in accordance with current MLA guidelines.

Word Count: 144349

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This sample assignment contains learning objectives and assignments having to do with a unit on indigenous literature. 

This section brings together resources from the across the Great Writers Inspire site to illustrate how these can be used as a starting point for exploration of or classroom discussion about the political aspects of literature. The 'Approaching Political Literature' essay introduces a series of topics and questions and gives examples of resources to explore. It is aimed at teachers, students and anyone who is interested in literature who wants to put text into context and be inspired by Great Writers.