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EDUC 58/ELIT 58 CHILDREN'S LITERATURE SUMMER 2007Call Number: 0373 (ELIT 58) or 0366 (EDUC 58)
| Instructor: Mary Schultz | Schedule ID: ELIT-058.-01C or EDUC-058.-01C*
| Location Changed to L76
| | *Student may enroll in only one department for credit. | Time: 10:00 AM to 11:40 AM
| | Units: 4 (Four hours lecture)
| Days: Monday through Thursday | Advisory:
See general education pages for the
requirement this course meets. | Prerequisite: EWRT 100B and Reading 100 (or LART 100)
or ESL172 and 173 |
Instructor Contact Information: General Course Description: | Study of the
literature of children (pre-elementary through young adult) with an
emphasis on poetry, folk tales, myths, fiction, fantasy, and nonfiction
from a variety of cultures, ethnicities and historical periods.
Evaluation of the literary quality and the cultural and historical
meaning of individual works. Study of the use of children's literature
as an educational tool both in the classroom and outside of it. |
Goals: Students will:
- Identify and apply key
methods of interpreting, and evaluating literary texts, with particular
attention to children's literature
- Classify and analyze children's literature according to genre
- Analyze connections between children' literature and culture, in historical context
- Evaluate the role of
literature (especially children's literature) as an educational tool
and identify key methods of using literature in the elementary and
secondary classroom.
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Required Materials: | Print materials: (Used is fine, but be sure to get the correct edition.) | - Internet access. (Access to computers is
available on campus in ATC 102 & 103, the Library, and the Open Media
Lab.
- Students will be required to become a member of my faculty website for access to course
announcements, readings and resources, and participation in a private electronic Discussion Group.
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Coursework:
(See Course Schedule) - Weekly readings. Students will read approximately 25 pages of both children's literature and critical texts in advance of each class meeting.
- Exercises and informal writing. Students will complete a variety of assignments as aids to understanding of course readings.
- Formal writing assignments. Students will complete a 1,500-word annotation of an illustrated children's literature text of their choice, in two parts:
- Part One: Implied Reader Annotation (500 words, minimum)
- Part Two: Analytical Assignment (1,000 words, minimum)
- Final exam. Students will complete a final exam.
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Minimum Requirements and Grade Computation: No more than 3 absences.
All coursework must be completed. Coursework: (100 points possible)
Weekly readings, exercises and informal writing (25 points)
Formal writing assignment Part One (25 points)
Formal writing assignment Part Two (25 points)
Final exam (25 points)
Grading: 90 points = A; 80 points = B; 70 points = C; 60 points = D; below 60 = F
General criteria for passing quality written assignments:
- Shows individuality, independent thinking,
and intellectual engagement with matters of significance.
- Seems to know its audience and keep it in mind,
e.g., by defining terms that may be unfamiliar to the intended
audience, and by using a rhetorical style appropriate to the intended
audience.
- Demonstrates basic control of the
conventions of standard written English, i.e., comprehension,
readability and respectability are not impeded by excessive errors in
grammar, usage, punctuation and spelling.
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Course Policies: Submission of writing assignments. You should submit assignments via e-mail to schultzmary@deanza.edu or posted to the class Discussion Group, as directed.
Late assignments (Not!)
I do not comment on, nor do I allow re-writes of assignments that are
not submitted on time, and I tend to be much less generous in grading
these assignments, unless you have talked to me about a revised
deadline before the due date, so talk to me first!
Academic conventions.
Students will be encouraged to develop a consistently effective writing
style, which in many cases means discovering or re-discovering their
natural, conversational voices. Students will focus on understanding
grammar, usage, diction and punctuation as tools for effective
communication, diagnosing their own and others errors as symptoms of
weak communication rather than transgressions against grammatical rules. Effective writers know that effective communication requires
knowledge of the conventions under which their intended audience
operates. Because effective writing respects the standards of its
audience, formal essays for this class must meet minimum standards of
written academic English to receive a passing grade.
Attendance. If you miss more than two classes for any reason, I may drop you; if you miss more than three classes for any reason, I will drop you, even if the fourth absence is late in the quarter.
I'll do my best to help you if you are having trouble getting yourself
to class, so talk to me before you start missing classes. If you do
miss a class, be sure to obtain any handout or assignment I gave out in
class, either from the online group or from other students (get some
phone numbers!), and come to the next session fully prepared. Do not
skip a class because you don't have an assignment to turn in when it's
due. Come anyway. I'll probably be nice about it, especially if you are
sufficiently tortured and contrite.
Student success:
Students will work on developing an efficient learning process
by analyzing and improving their reading, writing, and study habits and
strategies by seeking out and availing themselves of the many De
Anza Student Success services available to them, when needed.
Plagiarism:
Plagiarism is a problem when students seek only to pass a course,
rather than achieve the goals of the course. It is a vexing problem for
the instructor since s/he is required to detect it, report it, and
penalize the student for it, all of which is a great waste of time, and
not fun for anyone, especially since it will automatically result in an
F on an assignment (and in serious cases will be reported to the Dean
of the Language Arts Division and will result in an F for the class).
If you are unsure, always err on the side of giving credit to your
sources.
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Special Needs
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