MLO 6 Comparative Literary Analysis

MLO 6: COMPARATIVE LITERARY ANALYSIS

Ability to appreciate and analyze literature in a social, historical, and cultural context; ability to compare and contrast literatures of at least three different cultural traditions, including non-Eurocentric traditions.

What does this mean?

As artistic representations, literary texts are constructed through diverse historical and cultural experiences and worldviews. Literary texts, in various genres and discourses, embody particular aesthetics of particular cultures. Comparative study of different literatures and texts in their historical, cultural, and aesthetic contexts enables a clearer and more nuanced understanding of cross-cultural communication.

Criteria for Assessment

A lower division learning experience in techniques of literary analysis, either at CSUMB or at a student's former institution, is highly recommended.

Does the project demonstrate careful reading of literary texts from the perspective of genre, theme, character, narrative point of view, structure, imagery, and style?

Does the project demonstrate proficiency in the techniques of literary analysis and interpretation (e.g., integration of form and content; relationship between thematic content and socio-historical context)?

Does the project discuss how selected texts fit into larger social, historical, cultural, and aesthetic traditions?

Does the work effectively compare themes, issues, and artistic treatments across texts and across cultural traditions?

Does the work demonstrate knowledge of theories and approaches to critical interpretation?

Pathways
In order to demonstrate successful completion of MLO 6, students can choose to fulfill course-based assessment or sign up for independent assessment and submit a portfolio.

Course-based Assessment

HCOM 322 - Asian American Literature
HCOM 323 - American Drama
HCOM 324 - African American Narratives
HCOM 325 - 20th Century Narratives of American Immigration
HCOM 326 - Jewish Holocaust Literature
HCOM 327 - Survey of American Literature
HCOM 335 - American Ethnic Literature and Cultures
HCOM 336 - Poetry and Gender: Voices of Our Time
HCOM 337 - Women's Literature
HCOM 421 - Social History of the English Language
HCOM 425 - Post-Colonial Lit and Film
HCOM 427 - Survey of British Literature
HCOM 428 - Contemporary Chicana Poetry HCOM 429 - British Literature and English Language
HCOM 433 - Life Stories and Life Writing
HCOM 436 - Literature of Sexualities
HCOM 437 - Shakespeare and Postcolonial Interpretations
HCOM 438 - Author(s): Their Lives and Works
HCOM 452 - Literature into Film

Independent Assessment

Students can submit one of the following portfolios/projects:

An analytical paper (25-30 pages) which comparatively examines gender, race and ethnicity, class, age, (or other social categories of identity) across texts and from at least three literary and cultural traditions, including non-Eurocentric traditions. The paper must satisfy all of the above-stated criteria.

Or:

A two-hour oral presentation and discussion of selected literary texts from different cultural communities and genres in an audience setting (classroom, special seminar, etc.). Presentations must integrate all of the criteria stated above. Students also need to submit a 10-page paper explaining how the presentation meets the criteria.

Or:

A Webpage or other new media or technology form (equivalent to a 25-30 page paper) which comparatively examines gender, race and ethnicity, class, age (or other social categories of identity) across texts and from at least three literary and cultural traditions, including non-Eurocentric traditions. You can use pictures and links to other web-sites to support your interpretations and analysis. The Webpage presentation must satisfy all of the above-stated criteria.

For further information, please see Procedures for Independent Assessment.

MLO 6: Comparative Literary Analysis Assessment Standards
(A level of 3 is necessary to fulfill the built-in assessment).

5. Exemplary
The portfolio meets all of the criteria stated above. The work demonstrates an exceptional competence in using tools of literary and cultural analysis. Interpretations of the texts are original, unique, and thoughtful. They are clearly, coherently, and logically presented and supported by evidence, demonstrating excellent knowledge of different literary and cultural traditions and awareness of prevalent literary and cultural theories. A central thesis, conflict, or issue is identified and clearly developed. The portfolio also displays a knowledgeable and skillful use of sources in its analysis. Written and oral communication projects are focused, organized, and skillfully presented according to the applicable writing and speaking conventions. Errors in spelling, punctuation, mechanics, and usage are rare.

4. Very Good
The portfolio meets all of the criteria stated above. The work demonstrates a strong competence in using tools of literary and cultural analysis. Interpretations of the texts are clear, coherent, and logical and supported by evidence. They demonstrate a good knowledge of different literary and cultural traditions and awareness of prevalent literary and cultural theories. The portfolio has a clear focus. It uses more than adequate sources in its analysis. Written and oral communication projects are focused, organized, and competently presented according to the applicable writing and speaking conventions. Errors in spelling, punctuation, mechanics, and usage do not impede understanding.

3. Satisfactory
The portfolio meets most of the criteria stated above. The work demonstrates effort at using tools of literary and cultural analysis. Interpretations of texts are mostly clear, coherent, and logical. They are supported by evidence and demonstrate the basic knowledge of different literary and cultural traditions and awareness of prevalent literary and cultural theories. The portfolio has focus. It uses sufficient sources. Written and oral communication projects are focused, adequately organized, and competently presented according to the applicable writing and speaking conventions. Errors in spelling, punctuation, mechanics, and usage do not impede understanding.

2. Needs Improvement
The portfolio meets some of the criteria stated above. The work demonstrates a need for greater competence at using literary and cultural analytical tools. Interpretations of the texts are not always clear, coherent, and logical and may need to show more support of evidence. The work demonstrates a need to learn more about different literary and cultural traditions and to develop an awareness of prevalent literary and cultural theories. The portfolio has some focus. There may be a need to use sources to support the argument. It also may need work on adequate use of sources. Written and oral communication projects may need more focus, better organization, and to be more competently presented according to the applicable writing and speaking conventions. Errors in spelling, punctuation, mechanics, and usage impede understanding.

1. Needs Considerable Improvement
The portfolio meets only a few of the criteria stated above. It demonstrates the need to learn to use literary and cultural analysis tools appropriately. Interpretations of the texts and videos need structure and support of evidence. There is a need to acquire adequate knowledge of different literary and cultural traditions and develop a respectable awareness of prevalent literary and cultural theories. The portfolio needs focus and adequate sources to support the argument. Written and oral communication projects need more focus, better organization, and to be more competently presented according to the applicable writing and speaking conventions. Errors in spelling, punctuation, mechanics, and usage impede understanding.