英語圏文学演習２

科目名	英語圏文学演習２
教員名	チルトンマイルズ
単位数	1	学年	3	開講区分	文理学部
科目群	英文学科
学期	後期	履修区分	選択必修

授業概要	This class is designed for students who are interested in 1) studying Anglophone literature as a means to develop overall English skills, and 2) the ability to appreciate and analyze Anglophone literature using only English. The class therefore serves as a kind of transition between language and literary study. The literary focus will be on American short stories.
授業のねらい・到達目標	The overall aim of this class is to continue developing students’ appreciation of the joys and complexities of reading, interpreting, discussing, and writing about literary texts. Upon completion of this course, students will be able to, in English: • read a short story with minimal use of a dictionary • answer reading comprehension questions • mobilize vocabulary learned vocabulary-building tasks • mobilize grammar knowledge acquired in grammar-usage skills • interpret Anglophone fiction via close reading tasks • actively engage in discussions of themes, ideas, conflicts, and wider historical and cultural contexts found in the stories; discussions will also enable students to make effective story summaries; discussions will also mobilize newly acquired reading comprehension, vocabulary, grammar, and interpretive abilities and knowledge • give presentations on the content and interpretations of stories; presentations will also mobilize the above • write creative responses, such as codas, character dialogs, and rewrites from different narrative points-of-view • write and perform dramatizations based on these creative responses • write well-organized literary analysis essays この科目は文理学部（学士（文学））のディプロマポリシーDP2,DP4,DP5,DP6及びカリキュラムポリシーCP7,CP9に対応しています。
授業の方法	Classes will follow this basic pattern or ‘series’: for each story, the first class will feature pre-reading questions, discussions, and writing tasks that focus on key words, ideas, themes, and topics found in the stories. This will give students a chance to exercise their critical thinking, predictive, and speaking and listening abilities. After this class, for homework, students read the story, and complete reading comprehension, vocabulary, and grammar tasks. The second class will feature a review of the homework, allowing students to check their understanding of the story, vocabulary and grammar knowledge, and to participate in discussion. For homework, students, either individually or in groups, will write a dramatization or presentation related to the story, which will be delivered in the next class. The third class in the ‘series’ will feature dramatizations or presentations, followed by pre-reading tasks for the next story in the textbook. The ‘series’ then repeats itself, changing only in relation to the story content, context, and literary concerns such as theme, nature of the conflict, narrative style, and characterization. Students should expect at least 1-2 hours of homework per week.

授業計画
1	Introduction; “The Third Level,” Jack Finney In-class: Explanation of syllabus, schedule, objectives, and expectations. Followed by Preparing to Read; discussing questions about themes, key words, concepts Homework: The Story; read the story at least twice; Understanding the Story; write answers in notebooks
2	“The Third Level” In-class: Check homework; students respond orally with their answers. Followed by Thinking Critically; students discuss themes and conflicts in the story Homework: Writing 3 or 4, for presentation next class
3	“The Third Level” In-class: Presentations. Followed by “All Summer in a Day,” Ray Bradbury, Preparing to Read; discussing questions about themes, key words, concepts Homework: The Story; read the story at least twice; Understanding the Story; write answers in notebooks
4	“All Summer in a Day” In-class: Check homework; students respond orally with their answers. Followed by Thinking Critically; students discuss themes and conflicts in the story Homework: Writing [choose one and write a paragraph], for presentation next class
5	“All Summer in a Day” In-class: Presentations. Followed by “Désirée’s Baby,” Kate Chopin, Preparing to Read; discussing questions about themes, key words, concepts Homework: The Story; read the story at least twice; Understanding the Story; write answers in notebooks
6	“Désirée’s Baby” In-class: Check homework; students respond orally with their answers. Followed by Thinking Critically; students discuss themes and conflicts in the story Homework: Writing 1, 2, or 3, for presentation next class
7	“Désirée’s Baby” In-class: Presentations. Followed by “A Visit to Grandmother,” William Melvin Kelley, Preparing to Read; discussing questions about themes, key words, concepts Homework: The Story; read the story at least twice; Understanding the Story; write answers in notebooks Final essay assignment: choose one of the presentation topics from one of the following three stories, and write a properly formatted 3-page essay.
8	“A Visit to Grandmother” In-class: Check homework; students respond orally with their answers. Followed by Thinking Critically; students discuss themes and conflicts in the story Homework: Writing [choose one and write a paragraph], for presentation next class
9	“A Visit to Grandmother” In-class: Presentations. Followed by “To Soon a Woman,” Dorothy M. Johnson, Preparing to Read; discussing questions about themes, key words, concepts Homework: The Story; read the story at least twice; Understanding the Story; write answers in notebooks
10	“Too Soon a Woman” In-class: Check homework; students respond orally with their answers. Followed by Thinking Critically; students discuss themes and conflicts in the story Homework: Writing [choose one and write a paragraph], for presentation next class
11	“Too Soon a Woman” In-class: Presentations. Followed by “Thicker Than Water,” Ralph Henry Barbour, Preparing to Read; discussing questions about themes, key words, concepts Homework: The Story; read the story at least twice; Understanding the Story; write answers in notebooks
12	“Thicker Than Water” In-class: Check homework; students respond orally with their answers. Followed by Thinking Critically; students discuss themes and conflicts in the story Homework: Discussing the story [choose one and write a paragraph], for presentation next class
13	“Thicker Than Water” In-class: Presentations Homework: Prepare first draft of final essay
14	“Thicker Than Water” In-class: Peer review of first draft of final essay Homework: Prepare final draft of final essay
15	“Thicker Than Water” In-class: Final essay due; review of semester's main topics and ideas Homework: Revise final essay

その他
教科書	Judith Kay & Rosemary Gelshenen, Discovering Fiction 2, A Reader of North American Short Stories, Cambridge University Press, ISBN: 9781107622142, 2012 Other materials will be supplied by the instructor.
参考書	使用しない
成績評価の方法及び基準	レポート(20%)、授業参画度(30%)、homework (30%)、presentations(20%) Student participation will be measured by how often and how well they contribute to class discussions, and to homework checking sessions.
オフィスアワー	Monday 16:30-18:00 in my office (7316); or by appointment
備考	The class schedule is subject to change, depending on the pace and interests of the class. Students are required to complete all homework assignments according to the syllabus schedule in order to prepare for class.