Type of Credit: Elective
Credit(s)
Number of Students
This course aims to give students an understanding of the possibilities of using literary works to teach English, a grasp of literary genres and techniques, and practice in integrating literature into syllabuses and in creating literary works.
能力項目說明
By the end of the course, students should be able to
identify literary works by genre
identify literary techniques within works
write their own works in various genres
create classroom exercises using literary works and techniques
integrate works of literature and creative writing exercises into curriculums
select effective books and teaching materials
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
class 1: Introduction: What is literature? What is English literature? What is English teaching?
class 2: poetry and sound; alliteration, assonance, consonance, rhyme
class 3: syllabic verse; meter; scansion
class 4: grammar and sentence patterns; enjambment
class 5: acrostics and other graphical forms
class 6: metaphor and other rhetorical devices
class 7: speeches and speaking; Hamlet on hand gestures
class 8: drama and dialogue: film and television
class 9: listening; performing; watching and making videos
class 10: Romeo and Juliet, Act I
class 11: Romeo and Juliet, Acts II-III
class 12: Romeo and Juliet, Acts IV-V
class 13: Romeo and Juliet: selecting and integrating passages into a curriculum; editing; summarizing
class 14: elements of fiction: plot arcs; short fiction
class 15: organization; parallel structure
class 16: specific and concrete details; organizing descriptions;
class 17: translating and composing
class 18: choosing textbooks and teaching materials; review and workshop
Students will be graded on three written assignments (25% x3 = 75%) and class participation (25%). Attendance is required.
required book:
William Shakespeare, Romeo and Juliet (Arden Third Series, or Oxford)
recommended books:
Kenneth Koch, Rose, Where Did You Get That Red?
Kenneth Koch, Wishes, Lies, and Dreams: Teaching Children to Write Poetry
John Holt, How Children Fail
Martha C. Nussbaum, Cultivating Humanity: A Classical Defense of Reform in Liberal Education
Daniel T. Willingham, Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
Daniel T. Willingham, When Can You Trust the Experts? How to Tell Good Science From Bad in Education
Daniel T. Willingham, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads
E.D. Hirsch, The Schools We Need and Why We Don’t Have Them
E.D. Hirsch, Jr., Why Knowledge Matters: Rescuing Our Children from Failed Educational Theories
E.D. Hirsch, Jr. and John Holdren, editors, What Your Kindergartener Needs to Know: Preparing Your Child for a Lifetime of Learning
E.D. Hirsch, Jr., editor, What Your First (Second, Third, Fourth, Fifth, Sixth) Grader Needs to Know: Fundamentals of a Good First- (Second-, Third-, Fourth-, Fifth-, Sixth-) Grade Education
Diane Ravitch, Left Back: A Century of Failed School Reforms
Diane Ravitch, The Language Police: How Pressure Groups Restrict What Students Learn
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education
Jonathan Kozol, On Being a Teacher
Jonathan Kozol, Savage Inequalities: Children in Americas Schools
Bill Watterson, Exploring Calvin and Hobbes: An Exhibition Catalogue