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| Course Description: | ||||||||||||||||||||||||||||||||||||||||
| This course will consist of the study of various forms of folklore: myths, legends, fairy tales, fables, epics, and tall tales. Through close reading of selected works, students will develop criteria for assessing the literary value of these stories and determine their significance as the primary source of themes, motifs, metaphors, and allusions that are encountered throughout literature. | ||||||||||||||||||||||||||||||||||||||||
| This class will survey the literatures of folklore with particular emphasis on the natural circular structures of oral literatures that are pervasive throughout the genre. This reading intensive class will analyze the allegory and form of the literatures, experience oral presentations first hand, and study the history and culture that gave the lore its conception. This course will remind us that all of the various forms of folklore are the products of specific historical and structural context and can be "read" and interpreted in ways that shed light on the values and goals of the storytellers who produced them. | ||||||||||||||||||||||||||||||||||||||||
| Students will have the opportunity to write a cultural autobiography and compare and contrast two different cultural groups. Students will research the specific cultural group(s) being represented, write questions, conduct interviews, and present both written and oral representations of their research. | ||||||||||||||||||||||||||||||||||||||||
| Course Objectives: | ||||||||||||||||||||||||||||||||||||||||
| 1. Recognize specific ideas from the literatures read. | ||||||||||||||||||||||||||||||||||||||||
| 2. Recognize definitions of literary, religious, philosophical, historical, cultural, and political terms that emerge from the readings and discussions. | ||||||||||||||||||||||||||||||||||||||||
| 3. Explain how specific works are influenced by the literary, social, cultural, historical, and/or political context in which they were written. | ||||||||||||||||||||||||||||||||||||||||
| 4. Explain how specific artistic techniques are used to organize and develop individual tales. | ||||||||||||||||||||||||||||||||||||||||
| 5. Compare and contrast the themes in works from various cultures in order to discover similarities and dissimilarities in literary traditions. | ||||||||||||||||||||||||||||||||||||||||
| 6. Critically analyze the influence of various literary traditions upon one another and upon the cultures from which they have developed. | ||||||||||||||||||||||||||||||||||||||||
| Required Text: | ||||||||||||||||||||||||||||||||||||||||
| Rosenberg, Donna. Folklore, Myths, And Legends: A World Perspective. Chicago: McGraw, 1996. | ||||||||||||||||||||||||||||||||||||||||
| Required Supplies: | ||||||||||||||||||||||||||||||||||||||||
| Journal & mini-journal | ||||||||||||||||||||||||||||||||||||||||
| Requirements: | ||||||||||||||||||||||||||||||||||||||||
| Students
will be required to complete four research projects: cultural group, cultural autobiography (both oral and written), midterm
examination, and final examination. Homework will be assigned daily, and
each week a quiz will be given that covers all materials and readings up
to that point. Writing assignments will be evaluated for both composition
and content, and the final course grade will be based on the following
percentages: cultural autobiography 10%,
cultural other 10%, midterm examination 20%, final
examination 20%, quizzes 10%, mini-journal and reading journal 10%,
attendance (-0=A, -1=C, -2=F) 10%, and in-class and homework 10%. Grading Rubric: |
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Grading Standards: An A paper (90-100) is excellent in nearly all respects. It shows originality of thought that goes well beyond material presented in class. It is well argued and well organized with a clear, specific, and ambitious thesis. It is well developed with content that is specific, interesting, appropriate, and convincing. It has logical and artful transitions and is marked by stylistic finesse and varied sentence structures. It demonstrates command of mature diction and has few, if any, mechanical, grammatical, spelling, or diction errors. A B paper (80-89) is excellent in several respects but may have a less sophisticated thesis, a less distinguished style, some minor lapses in organization and development, some ineffective sentence structures, and some minor mechanical, grammatical, spelling, or diction problems. A C paper (70-79) is generally competent, but compared to a B paper, it may have a weaker thesis and less effective style and development. It may contain some lapses in organization, poor or awkward transitions, less varied sentence structures that tend toward choppiness or monotony, significant problems with mechanics, grammar, spelling, and diction. A D paper (60-69) is below average and may present a thesis that is too vague or too obvious to be developed effectively. It generally exhibits problems with organization, support, transitions, sentence structures, mechanics, grammar, spelling, and diction that impede understanding. An F paper (59 and below) is far below average and may have no clear thesis or central topic. It may display a lack of organization, support, and development. It may contain major and repeated problems with mechanics, grammar, spelling, and diction and may fail to fulfill the assignment or may be unacceptably brief. |
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| GRADING SCALE: |
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A+ |
A |
A- |
B+ |
B |
B- |
C+ |
C |
D+ |
D |
D- |
F |
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96-99 |
93-95 |
90-92 |
87-89 |
84-86 |
81-83 |
78-80 |
74-77 |
68-73 |
63-67 |
55-62 |
0-54 |
| In addition, each student will maintain a reading journal that records each assigned reading, a summary of that reading, and reactions to the texts and a mini-journal that records culturally specific observations and thoughts. Selected journals of individual students will be reviewed periodically without prior notice. Students will also be required to keep a portfolio, which will include all drafts, submissions, revisions, quizzes, and in-class and homework. |
| No late, make-up, or extra credit will be accepted—except under the most unusual circumstances and at my discretion; late assignments that are accepted will be docked a full letter grade for each late day (including weekends). Students are responsible for all assignments that are assigned in their absence, and this work will be due on the regularly scheduled day. |
| Class participation and discussion--as well as prompt attendance–-are expected, required, and essential, for the class will be in seminar format and all members must contribute. Any student missing six or more hours of class will automatically be dropped from the course. Students who arrive to class late must make certain the roll book is adjusted the same day, and three late days will be considered equivalent to one absence. Students who disrupt the harmony of the class (by being disrespectful) will be dismissed from the classroom. |
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Plagiarism (and other forms of cheating) will not be tolerated; these
students will receive an "F" in the course and a conference with the dean. Campus Services for Students DPS: If you have a disability documented by a physician or other appropriate professional and wish to discuss academic accommodations, contact the DPS office at 941-2379. Remember to allow adequate time to arrange appropriate accommodations. The Chaffey College Success Centers offer free tutoring and academic support for all Chaffey students. Students are welcome to make an appointment or drop in. Three of the Centers are designed to address specific subject needs: Math Center (PS-12): 941-2370, Language Center (SL-17): 941-2657, Writing Center (library): 941-8518 For all other subject needs and study support, students can access one of the Multidisciplinary Success Centers on campus. |
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Your continued attendance in this class is acknowledgment that you have read and understand this syllabus and your agreement to abide by the conditions described therein. |
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