TAN111E – The Study of Literature

No.

Content

Time Allocation

Contribution to CLO

Hour(s) on the class

Essays, exercise, 

Assignments…

Self-study with teacher’s tutorials

Lecture

Practice 

1

Course Introduction and Orientation

1

2

3

4

8,10

2

Plot

1

2

3

4

3,5,6,7

3

American History and Literature: Realism and Naturalism

1

2

3

4

1,5,6,7

4

Setting and Gone with the wind

1

2

3

4

3,5,6,7

5

Characters and Gone with the wind

1

2

3

4

3,5,6,7

6

Point of View, Style and Irony

1

2

3

4

3,5,6,7

7

Symbols and Themes

1

2

3

4

3,5,6,7

8

Poetry and Introduction to Harlem Renaissance

1

2

3

4

4,5,6,7

9

Poetry and Dreams by Langston Hughes

1

2

3

4

4,5,6,7

10

British Literature: An Overview of Literary Movement

1

2

3

4

2,5,6,7

11

British Romanticism and Poem Translation

1

2

3

4

4,5,6,7

12

Pride and Prejudice: Plot, Setting, Characters.

1

2

3

4

5,6,7

13

Pride and Prejudice: Symbols, Themes, Style and Irony.

1

2

3

4

5,6,7

14

Literary Analysis: Group Presentation (1)

1

2

3

4

5,6,7,9

15

Literary Analysis: Group Presentation (2)

1

2

3

4

5,6,7,9

Total

15

30

45

60

Form

Contents

Criteria

CLO 

Proportion

Formative

Attendance

Class Attendance and Quizzes

Students are expected to attend the class regularly and punctually. Absence must not be over than 25% lessons of the whole course. 

Students are expected to complete the quizzes delivered in class. Failure in doing the quizzes might be seriously affected total 10% of this assessment.

7,8,9

10%

Oral Presentation

Group Presentation: Analyzing one exemplary work up to their discretion. The analysis must be followed the guidelines of analyzing elements of fiction that are covered during the course.

Time budget: 20 minutes.

Weighting:

– Contents: 60%

– Presentation skills: 40%

3,4,5,6,7,9,10.

30%

Summative

Final Assignments

Final Examination

MCQ + Writing (60 mins)

1,2,3,4,5,6,9.

30%

Individual Portfolio: Each student will be required to write at least THREE essays that the instructor may assign after a class. 

At least 350 words each essay.

Essay Suggested Checklist:

1. Writing about Tara before and after the War.

2. Writing about two characters of “Gone with the Wind”.

3. Writing about the plot/conflict in “The South of the Slot”.

4. Writing about the plot of “The Prince and The Pauper”.

5. Writing about themes of “The Great Gatsby”

6. Writing about the role of setting of “Dreams”.

7. Writing: comments on “I was lonely as a cloud”.

8. Writing about the themes of “Pride and Prejudice”.

9. Translate an English poem into Vietnamese or vice-versa.

10. Write an English poem.

3,4,5,6,7,8,9,10.

30%

Total:

100%

Criteria

Rating

Excellent

Rating

Good

Rating

Satisfactory

Rating

Needs Improvement

Score

Points 10-9

Points 9-8

Points 8-7

Points 7-6

Introduction

(1) Gets attention  

(2) Clearly identifies topic

(3) Establishes credibility 

(4) Previews the main points 

Meets any three of the four criteria 

Meets any two of the four criteria

Meets only one of the four criteria

Body

Main points are clear,

well supported, and 

sources are documented

Main points are

somewhat clear,

some support, and

some documentation

Main points

need clarity

and support

lack of

sources and 

documentation

Main points

are not clear

and have no support

and no sources or documentation

Conclusion

(1) Reviews main points

(2) Brings closure

(3) Memorable

Reviews main points, brings 

closure  

Brings closure

Does not bring closure; the audience is left hanging

Eye Contact

Eye contact with audience virtually all the time (except for brief glances at notes)

Eye contact with audience less than 80% of the time

Eye contact with audience less than 75% of the time

Little or no eye contact

Use of Language

Use of language contributes to efficiency of the speech, and vocalized pauses

(um uh er etc.)

 not distracting

Use of language does not have negative impact, and vocalized pauses

(um uh er etc.)

not distracting

Use of language causes potential confusion, and/or vocalized pauses

(um uh er etc.)

are distracting

Use of language is inappropriate

Body language

Body language, gestures, and facial expressions 

adds greatly to the message

Body language, 

gestures, and facial

expressions compliment message

Body language, 

facial expressions and gestures

lack variety and spontaneity 

Body language, gestures, and

facial expressions are lacking or inappropriate

Clarity

Speaks clearly and distinctly all the time with no mispronounced words

Speaks clearly and distinctly nearly all the time with no more than one mispronounced word

Speaks clearly and distinctly most of the time with no more than two mispronounced words

Often mumbles or cannot be understood with more than three mispronounced words

Topic is specific, follows assignment

Adapted to audience

Topic is specific,

appropriate and 

adapted

Topic is clear appropriate and 

somewhat adapted

Topic lacks clarity

and focus

needs adapting to

audience

No specific purpose–inappropriate for

audience or 

occasion

Visual Aids

Visual aids well-chosen and presented

Minor problems with visual aids

Significant problems with visual aids

No visual aids

Time

Within allotted time

Within 10% of allotted time

Within 20% of allotted time

Not within 20% of allotted time

Total

/100

Criteria

Rating

Excellent

Rating

Good

Rating

Satisfactory

Rating

Needs Improvement

Score

Points 20-18

Points 19-16

Points 15-12

Points 11-6

Organization and Development

Writing lacks logical organization. It shows some coherence, but ideas lack unity. Serious errors.

Main points lack detailed development. Ideas are vague with little evidence of critical thinking.

Writing is coherent and logically organized. Some points remain misplaced and stray from the topic.

Transitions evident but not used throughout essay.

Main points are present with limited detail and development. Some critical thinking is present.

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.

Main points well developed with high quality and quantity support. Reveals high degree of critical thinking.

Level of Content

Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.

Content indicates thinking and reasoning applied with original thought on a few ideas.

Content indicates original thinking and develops ideas with sufficient and firm evidence.

Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic.

Grammar & Mechanics

Spelling, punctuation, and grammatical errors create distraction, making reading difficult, fragments, comma splices, run-ons evident.

Errors are frequent.

Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain.

Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons.

Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons.

Style

Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis.

Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices.

Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively.

Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination

Format

Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention.

Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors.

Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.

Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look.

Total

…/100