Download Module 2 Portfolio Piece: Course Toolbox

Module 2 Portfolio Piece: Course Toolbox
Webb_BP_500_Module2_GradedAssignment
Course Title
Course Objective
Topic/Content
EN350IN: American Literature II
Course Description: Students study selected works of American Literature since 1865 in historical and cultural
contexts. Prerequisites: En 113 & 133. (Humanities and Fine Arts Core Course).
Course Objectives: Upon course completion, students will have a working knowledge of the following
concepts and themes in American Literature, 1865-present:
a. Realism (and its variants—Regionalism, Local Color, Naturalism) and the narrative fiction genre.
b. How the Moderns see the world differently from writers in earlier periods and centuries; how they choose
their images, narratives, and poetic forms; and how their gender, ethnicity, or class have influenced their writing.
c. The meaning of Contemporary drama as an American literary form that invites one to engage in the reading
process, and to become created or recreated as audience.
(note that the course description and objectives are required by the college and not developed by me – this year,
our department will work on making these objectives measurable, but as it stands at the moment, this is how
they must be worded)
Realism in Early American Literature
Realism in American Literature
Resource 2
The Literary Realism Movement: A
Response to Romanticism.
Resource 3
The Rise of Realism: 1860 - 1914
Type of Resource
Website article
Online lecture
Website article - etext
Location of
Resource
http://public.wsu.edu/~campbelld/amlit
/realism.htm
http://usa.usembassy.de/etexts/oal/lit5.
htm
Proper citation
Campbell, D.M. (2015) Realism in
American literature. Literary movements.
Retrieved from
http://public.wsu.edu/~campbelld/amlit/
realism.htm
http://study.com/academy/lesson/theliterary-realism-movement-aresponse-to-romanticism.html
Godin, K. (n.d). The Literary realism
movement: A response to
romanticism. Study.com Retrieved
from
http://study.com/academy/lesson/the
-literary-realism-movement-aresponse-to-romanticism.html
Copyright/Fair Use
Comments
I believe that the use of this resource
falls within fair use guidelines,
especially since this resource was
This website offers study materials, such
as lectures and lessons. Reading their
Terms of Agreement, they state that
This particular article is published within
the broader website of the U.S
Diplomatic Mission to Germany, and
Title of
External Resource
Resource 1
VanSpanckeren, K. (n.d). The rise of
realism. Outline of American
literature. Retrieved from
http://usa.usembassy.de/etexts/oal
/lit5.htm
Module 2 Portfolio Piece: Course Toolbox
Webb_BP_500_Module2_GradedAssignment
Summarize this
resource
Note method of
Evaluating Efficacy
originally allowed to be included in
my course by Learning House. When
the course was created, I left it up to
Learning House to determine fair use;
however, I have a better
understanding now. First of all, I am
not profiting financially from using
this material. I am using this material
for education. Secondly, I have linked
directly to the original source, and the
original webpage, so the author of
the material is clearly stated and
available. Lastly, I have properly cited
the information. One additional point,
is that the author provides some
information on properly citing the
material on the webpage itself, which
seems to indicate that it is acceptable
to reference the material, as long as it
is referenced in a way that complies
with fair use policy.
This resource provides background
information on realism in American
literature. The source provides an
overview of the movement, a discussion
of characteristics, a list of practitioners of
this style, and other information on
context and controversy surrounding this
movement. As such, it provides a clear
and concise summary of the topic for this
week’s lessons and assists students in
achieving objective “a,” as stated in the
general course objectives.
This source is included as part of the
background information on realism
provided to students this week. Their
understanding of the principles of
materials and lessons are available to
the public, but to access the full version
of some lessons, you have to have an
account. Once again, I believe that use of
this material in this class would be
considered fair use. I am not profiting off
of this material, and the use of it will not
affect the market in any way. I am using
it for educational purposes and have
provided a link to the site. In order to
upload information or lectures to the
site, you have to have an account, so I
assume this means that the author of
the lecture has an account and uploaded
this material willingly, although I’m not
entirely sure about this. This is
something I would investigate further. Is
this website considered the “original
source” of the material? Otherwise, I
have properly cited the lecture and
provided a direct link to the source.
This resource provides some information
about how American realism differs from
romanticism. The lecture is wellorganized and the instructor has an
engaging style. This would help students
to gain a more complete understanding
of realism, and therefore, the source
helps students to meet objective “a.”
As noted in the previous example,
students will be assessed through a
response assignment this week. They
will also be assessed through a
is a government website that
provides all kinds of information on
American food, culture, history, and
many other topics. This link is part of
an etext, or online book, that covers
American literary movements. I have
provided a direct link to the chapter,
which clearly provides the author of
the material. This material is being
used for educational purposes and is
not being sold or otherwise used for
profit. The material is also properly
cited.
This resource provides great information
on American realism, and also
includes information on many realist
authors. Additionally, students can
go to the table of contents, and
review other time periods in
American literature. Once again, this
assists students in achieving
objective “a.”
As mentioned before, students must
construct a response in which they
discuss the ways in which a particular
text by the authors assigned for this
Module 2 Portfolio Piece: Course Toolbox
Webb_BP_500_Module2_GradedAssignment
realism is assessed through a written
response that they complete. The
response asks them to address how
one specific author, studied this
week, demonstrates the principles of
realism. If students cannot clearly
articulate the characteristics of
realism, then this source was not
particularly helpful in developing their
knowledge. The students are graded
through the use of a rubric for this
assignment.
Learning Style
Verbal/linguistic
discussion board reply in response to
a question that specifically asks them
if realism should be considered a
distinct literary genre. This particular
lecture helps them to differentiate
between realism, and the genre that
preceded it. If students cannot
provide distinctive traits of realism,
then the lecture was not effective, as
this lecture clearly outlines several
ways in which realism diverged from
previous trends in literature.
Visual and verbal
week (Edith Wharton and Mark
Twain) demonstrates realist
principles and characteristics. Of
course, they can also discuss the
ways in which their chosen text
might diverge from the realist genre.
This online resource provides
information on these authors, and
their relationship to realism, so
efficacy can be assessed through a
student’s ability to connect his or her
chosen author to the specified genre.
Once again, this assignment is graded
using a rubric.
Verbal/linguistic