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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