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ENG6012 and ENG6018 mirror one another and are thus handled here in one report, especially given the occasional overlap in student activity. ENG6012/6018 Literature I is an introductory, survey-style literature course designed to introduce students to some of the issues and techniques they will find in Anglophone or English-language literature, and familiarize them with a sampling of genres, writers, and texts. The pensum includes a variety of texts, some of which have been a part of the academic literary canon for decades, others which have been long forgotten or were never included. The course readings cross genres—including poetry, drama, and prose—as well as countries, and periods, and are designed to help readers consider different voices in a literary cultural landscape. The obligatory assignments in the course include a plagiarism quiz but are primarily focused on OA2 which addresses the poetry portion of the course in a smaller creative task, and OAs 3 and 4 which are geared toward helping students focus on critical reading and thinking and develop the essay which serves as the dominant portion of the exam. Students were asked to identify a topic connected to the course readings, locate appropriate academic secondary materials, and present their ideas and findings in a synchronous small group seminar for OA3, then draft a critical essay for OA4. Each step received feedback, and the rough draft was then revised as the heart of the semesteroppgave. By and large, feedback in the reflective/self-assessment element of the OAs reported very positive experiences. While some stated that they underestimated the effort necessary for a critical essay or for the poetry task, they also indicated that they enjoyed the opportunity to select their own topics and develop their own ideas. The poetry task in particular seemed to be positively received because it allowed them to take a creative approach rather than write another traditional academic essay. Students received extensive feedback on their submitted OAs (2, 3, and 4), something else which received positive feedback from the students. Feedback concerning the small group sessions which were held on Zoom (OA3) was also very positive and students universally appreciated the opportunity to brainstorm ideas, identify problems before they became traps, and encourage one another in the process. As a result of the process connected to the semesteroppgave, grades in ENG6012/6018 tend to be higher than average; low grades typically come from poorly handled secondary sources, problematic language, weaknesses in thesis statements or argument coherence, or simply failure to follow instructions. The process also allows for closer contact between teacher and student, thus reducing the attrition numbers somewhat. While every run of the course is slightly different in terms of student backgrounds and skill levels, this semester seemed to be especially so. In a reversal, the overall language and critical skills level evidenced in ENG6018 seemed to be lower than those presented in ENG6012, and that difference is also reflected in the final grades. Of the 12 students enrolled in ENG6012, 8 submitted exam responses. Of these, 3 received an A, 2 were Bs, 2 were Cs, and there was one D. There were no fails. For ENG6018, 43 of the 51 registered students submitted exam responses. Of these, there were 3 As, 14 Bs, 13 Cs, 8 Ds, 2 Es, and 3 Fs.   A very large percentage of the incompletions were due to illness and family stress factors, but that seemed to be especially true for the participants in ENG6018. We fully expect to see most of the students who were unable to complete the course this semester return to do so at the next opportunity, either via the resit exam in the Spring term or when the course runs again in the Fall 2024 term. Feedback was garnered via real-time chats with students, their self-reflective elements, and e-mail. In general, feedback was positive in terms of the instructors and materials, and the opportunity to have real-time meetings with other students and the instructors. Most students seemed to feel that the level was high, and that the course content did indeed focus on the learning objectives stated in the emnebeskrivelse: <a href="https://www.ntnu.no/studier/emner/ENG6012/2022/1#tab=omEmnet" target="_blank">https://www.ntnu.no/studier/emner/ENG6012/</a> and <a href="https://www.ntnu.no/studier/emner/ENG6018/" target="_blank">https://www.ntnu.no/studier/emner/ENG6018/</a> The workload was reduced somewhat this semester to accommodate the shorter semester, but a minor percentage of students still felt they were doing too much. While the load is not technically too heavy, there is also a matter of perception to consider. Likewise, it is important that students have a better understanding of what the course entails and how much work should be expected. This is an area which is considered for each run of the course. As we’ve experienced previously, feedback in terms of the format of lecture materials varies; some students were comfortable with the current arrangement while others wanted more video and less text. This seems to swing each term, but is also something we take into consideration. One modification which might help would be to include a few more very short video lessons (ca. 5-7 minutes), and this is something which is already in process for the coming Fall term.

NTNU:TIA:REST

Institutt for språk og litteratur

Department of Language and Literature

Engelsk

Mer om vurdering

De obligatoriske aktivitetene vurderes til godkjent/ikke godkjent og inngår ikke i selve vurderingsgrunnlaget, men må likevel være godkjent for at studenten får fremstille seg til eksamen.Eksamensformen er semesteroppgave. Dette gjelder også utsatt eksamen.

Anbefalte forkunnskaper

Gode lese- og skriveferdigheter og muntlige ferdigheter i engelsk.

Forkunnskapskrav

Engelsk fra videregående skole eller tilsvarende.Krever opptak til studieprogram: KOMPiS Take Credit 1 (KTC1)

Faglig innhold

Emnet er en introduksjon til engelskspråklig litteratur med fokus på enkeltteksten og den litterære sjangeren teksten tilhører. Det fokuseres både på den enkelte teksts unike kvalitet, samt dens sjangermessige trekk og begrensninger. Samtidig skal studentene tilegne seg grunnleggende ferdigheter i praktisk analyse og tolkning av litterære tekster.Emnet vil i tillegg søke å sette enkeltteksten i en historisk og kulturell sammenheng, også med sosiale utfordringer og forfatterens liv og erfaringer som bakgrunn, for å hjelpe studentene å lære hvordan forstå, tolke og analysere tekstene. Hovedfokus vil være på litterære tekster og utvalgte sjangre innenfor prosa, drama og poesi.

Læringsutbytte

Læringsutbyttet etter fullført emne er som følger:Kandidaten som har bestått emnetKunnskap<ul><li>kan gjøre rede for et utvalg av verk innen engelskspråklig litteratur</li><li>kan gjøre rede for ulike typer engelskspråklig litteratur</li><li>kan bruke engelskspråklig fagterminologi knyttet til litterær analyse </li></ul>Ferdigheter<ul><li>kan forklare hvordan ulike typer litterære tekster formidler historier og meninger</li><li>kan bruke fagspesifikke metoder for å lese litterære tekster kritisk og selvstendig </li></ul>Generell kompetanse<ul><li>kan skrive en tekst med litterær analyse på korrekt engelsk</li></ul>

Læringsformer og aktiviteter

Emnet tilbys som nettbasert fjernundervisning over ca. 13 uker. Emnet har nettleksjoner med oppgaver som dekker de ulike temaene i emnet, og benytter seg av blogg, forum, skriftlige og/eller muntlige oppgaver og veiledning. Videokonferanseverktøy vil kunne bli anvendt til muntlig presentasjon og eventuelt andre gruppemøter og veiledning på nett.AnnetEmnet er nettbasert. Informasjon vedrørende oppstart sendes til studentens registrerte e-postadresse. All øvrig kommunikasjon skjer via emnets nettsider og læringsplattform samt NTNUs studentepost. Studenter må holde seg oppdatert på alle informasjonskanalene som brukes.Studenter bør ha tilgang på oppdatert datamaskin samt god internettforbindelse. Alle må ha et fungerende headset med mikrofon, samt webkamera til nettmøter.

2 til 4 oppgaver

Litteratur 

KOMPiS Engelsk, Take Credit 1

Engelsk fjernundervisning, bachelornivå

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Section 2: ENG6012 and ENG6018 mirror one another and are thus handled here in one report, especially given the occasional overlap in student activity.  ENG6012/6018 Literature I is an introductory, survey-style literature course designed to introduce students to some of the issues and techniques they will find in Anglophone or English-language literature, and familiarize them with a sampling of genres, writers, and texts. The pensum includes a variety of texts, some of which have been a part of the academic literary canon for decades, others which have been long forgotten or were never included. The course readings cross genres—including poetry, drama, and prose—as well as countries, and periods, and are designed to help readers consider different voices in a literary cultural landscape. The obligatory assignments in the course include a plagiarism quiz but are primarily focused on OA2 which addresses the poetry portion of the course in a smaller creative task, and OAs 3 and 4 which are geared toward helping students focus on critical reading and thinking and develop the essay which serves as the dominant portion of the exam. Students were asked to identify a topic connected to the course readings, locate appropriate academic secondary materials, and present their ideas and findings in a synchronous small group seminar for OA3, then draft a critical essay for OA4. Each step received feedback, and the rough draft was then revised as the heart of the semesteroppgave. By and large, feedback in the reflective/self-assessment element of the OAs reported very positive experiences. While some stated that they underestimated the effort necessary for a critical essay or for the poetry task, they also indicated that they enjoyed the opportunity to select their own topics and develop their own ideas. The poetry task in particular seemed to be positively received because it allowed them to take a creative approach rather than write another traditional academic essay. Students received extensive feedback on their submitted OAs (2, 3, and 4), something else which received positive feedback from the students. Feedback concerning the small group sessions which were held on Zoom (OA3) was also very positive and students universally appreciated the opportunity to brainstorm ideas, identify problems before they became traps, and encourage one another in the process. As a result of the process connected to the semesteroppgave, grades in ENG6012/6018 tend to be higher than average; low grades typically come from poorly handled secondary sources, problematic language, weaknesses in thesis statements or argument coherence, or simply failure to follow instructions. The process also allows for closer contact between teacher and student, thus reducing the attrition numbers somewhat.While every run of the course is slightly different in terms of student backgrounds and skill levels, this semester seemed to be especially so. In a reversal, the overall language and critical skills level evidenced in ENG6018 seemed to be lower than those presented in ENG6012, and that difference is also reflected in the final grades. Of the 17 students enrolled in ENG6012, 12 submitted exam responses. Of these, 3 received an A, 4 were Bs, 4 were Cs, and there was one F. The failed exam did so because of in incomplete response which did not meet the exam requirements. For ENG6018, 29 of the 42 registered students submitted exam responses. Of these, there were two As, 8 Bs, 8 Cs, 7 Ds, 3 Es, and 2 Fs which were largely based on language issues and incorrect handling of sources. With these numbers, 64.7 and 64.2% of the students registered successfully completed ENG6012 and ENG6018 respectively.  While there is always a certain amount of attrition in any course, this semester seemed to have heavier losses than usual. A very large percentage of the incompletions were due to illness and family stress factors, but that seemed to be especially true for the participants in ENG6018. We fully expect to see most of the students who were unable to complete the course this semester return to do so at the next opportunity, either via the resit exam in the Spring term or when the course runs in the Fall 2023 term. Feedback was garnered via real-time chats with students, their self-reflective elements, and e-mail. In general, feedback was positive in terms of the instructors and materials, and the opportunity to have real-time meetings with other students and the instructors. Most students seemed to feel that the level was high, and that the course content did indeed focus on the learning objectives stated in the emnebeskrivelse: <a href="https://www.ntnu.no/studier/emner/ENG6012/2022/1#tab=omEmnet" target="_blank">https://www.ntnu.no/studier/emner/ENG6012/</a> and <a href="https://www.ntnu.no/studier/emner/ENG6018/" target="_blank">https://www.ntnu.no/studier/emner/ENG6018/</a> One aspect which might still be problematic is that the course has historically run in the Spring term, something which has also allowed more time and flexibility in terms of both the work load and the deadlines. Pushing the course to the Fall term meant a reduction in both aspects, and there is still a need to find a balance. The next run of the course will need further trimming and some potential restructuring. While the load is not technically too heavy, there is also a matter of perception to consider. Likewise, it is important that students have a better understanding of what the course entails and how much work should be expected. This is an area which will also be addressed in the next revision.

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ENG6012 and ENG6018 mirror one another and are thus handled here in one report, especially given the occasional overlap in student activity.  ENG6012/6018, Literature I is an introductory, survey-style literature course designed to introduce students to some of the issues and techniques they will find in Anglophone or English-language literature, and familiarize them with a sampling of genres, writers, and texts. The pensum includes a variety of texts, some of which have been a part of the academic literary canon for decades, others which have been long forgotten or were never included. The course readings cross genres—including poetry, drama, and prose—as well as countries, and periods, and are designed to help readers consider different voices in a literary cultural landscape. The obligatory assignments in the course included a plagiarism quiz but were focused on two elements: OA2 addressed the poetry portion of the course in a creative task, and the remaining OAs were geared toward helping students focus on critical reading and thinking via a series of tasks which ultimately led to the development of the essay which would be the dominant portion of the exam. They were asked to identify a topic connected to the course readings, locate appropriate academic secondary materials, present their ideas and findings in a synchronous small group seminar, and draft a critical essay. Each step received feedback, and the rough draft was then revised as the semesteroppgave. By and large, feedback in the reflective/self-assessment element of the OAs reported very positive experiences. While some stated that they underestimated the amount of work which might have been necessary for a critical essay or for the poetry task, they also indicated that they enjoyed the opportunity to select their own topics and develop their own ideas. The poetry task in particular seemed to be positively received because it allowed them to take a creative approach rather than write another traditional academic essay. Students received extensive feedback on their submitted OAs, something else which received positive feedback from the students. Feedback concerning the small group sessions which were held on Zoom (OA3) was also very positive and appreciated the opportunity to brainstorm ideas, identify problems before they became traps, and encourage one another in the process. As a result of the process connected to the semesteroppgave, grades in ENG6012/6018 tend to be higher than average; low grades typically come from poorly handled secondary sources, problematic language, weaknesses in thesis statements or argument coherence, or simply failure to follow instructions. The process also allows for closer contact between teacher and student, thus reducing the attrition numbers somewhat. Of the 16 students enrolled in ENG6012, 13 submitted exam responses. Of these, 6 received an A, 4 were Bs, 2 were Cs, and there was one D. For ENG6018, 41 of the 43 registered students submitted exam responses. Of these, there were six As, 13 Bs, 11 Cs, 10 Ds, and one submission which was judged to be immature. With these numbers, 81 and 93% of the students registered successfully complete ENG6012 and ENG6018 respectively. Feedback was garnered via real-time chats with students, their self-reflective elements, e-mail, and survey.  In general, feedback was positive in terms of the instructors and materials, and the opportunity to have real-time meetings with other students and the instructors. Most students seemed to feel that the level was high, and that the course content did indeed focus on the learning objectives stated in the emnebeskrivelse (<a href="https://www.ntnu.no/studier/emner/ENG6012/2022/1#tab=omEmnet" target="_blank">https://www.ntnu.no/studier/emner/ENG6012/2022/1#tab=omEmnet</a> and <a href="https://www.ntnu.no/studier/emner/ENG6018/2022/1#tab=omEmnet" target="_blank">https://www.ntnu.no/studier/emner/ENG6018/2022/1#tab=omEmnet</a>) At least one student reported a feeling that the materials and level were too difficult, but this comment is difficult to place given that the same survey also indicated that at least one student used “less than 5” hours on average per week on the course, and “sometimes” read materials and lecture notes which were posted for the course. The amount and level of material is on par with the basisdel literature courses on campus so that there would be an easy exchange should a student decide to switch from a distance to a campus program. However, it must be noted that the survey received limited participation. All courses—both campus and EVU—have noted a distinct drop in participation and engagement among students this term, something which is probably a part of the Covid/post-Covid environment.  The same lack of engagement has been present in their OAs and their communications with the instructors. It has taken considerably more energy than usual to simply get them to respond to deadlines or questions, and even more so to ascertain the reasons why students have felt unmotivated; they themselves seem to have difficulty articulating a response to that question. In terms of what students would like more or less of, responses again vary from individual to individual and semester to semester. In this instance, a few students indicated that they would have liked more synchronous meetings or more video lectures.  While short video lessons are achievable, it would be difficult to require additional real-time meetings; it is already a challenge to schedule the small group seminars connected to writing the essay. The courses will retain their current OA and exam forms, and readings will vary as we make different choices. We can attempt to increase the number of video lessons here and there as they might be appropriate, but this is a feedback area which does indeed vary from term to term; sometimes students want more, but sometimes they want less.

Emnet er en introduksjon til engelskspråklig litteratur med fokus på enkeltteksten og den litterære sjangeren teksten tilhører. Det fokuseres både på den enkelte teksts unike kvalitet, samt dens sjangermessige trekk og begrensninger. Samtidig skal studentene tilegne seg grunnleggende ferdigheter i praktisk analyse og tolkning av litterære tekster.Emnet vil i tillegg søke å sette enkeltteksten i en historisk og kulturell sammenheng, også med sosiale utfordringer og forfatterens liv og erfaringer som bakgrunn, for å hjelpe studentene å lære hvordan forstå, tolke og analysere tekstene. Hovedfokus vil være på litterære tekster og utvalgte sjangre innenfor prosa, drama og poesi.

Læringsutbyttet etter fullført emne er som følger:Kandidaten som har bestått emnetKunnskap<ul><li>kan gjøre rede for et utvalg av verk innen engelskspråklig litteratur</li><li>kan gjøre rede for ulike typer engelskspråklig litteratur</li><li>kan bruke engelskspråklig fagterminologi knyttet til litterær analyse </li></ul>Ferdigheter<ul><li>kan forklare hvordan ulike typer litterære tekster formidler historier og meninger</li><li>kan bruke fagspesifikke metoder for å lese litterære tekster kritisk og selvstendig </li></ul>Generell kompetanse<ul><li>kan skrive en tekst med litterær analyse på korrekt engelsk</li></ul>

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Based on student evaluations, informal feedback from students, and performance in the obligatory activities and exam, the course seems to function fairly well. Students see a clear progression and focus, report that they believe the activities and content match the stated learning objectives, and are pleased with their communication between student and instructor. That said, the COVID-19 situation has--as is true with most courses, both distance and campus--caused a degree of extra stress and conflict which students report in the form of a lack of motivation and inability to focus. In order to help encourage their activity, deadlines have been made very flexible, followup has been more active, and course material has been reduced. The longest pensum reading has been a short novella, spread over two weeks, so that the entire semester's reading load consisted of roughly the equivalent of one short story per week of study. While some students still felt the amount was more than they were able to handle, others felt the amount was more than manageable. The response to the primary materials and their diversity has been positive, reported via student evaluations, meta writings, and informal contact.

Students primarily feel a direct connection between learning objectives and course activities and content. Learning objectives are evaluated at regular intervals, and have recently been updated as part of a standard course description update in order to meet KVASS/EVU/KOMPiS goals and requirements. They are reported to the students in the course description alongside the listing of pensum materials, but also via the focus in the different lessons and activities.

Teaching in the course consists of a combination of video lectures, written lectures, digital meetings, and written and oral obligatory assignments. All the obligatory assignments are thematically connected in order to help develop a progression toward a final critical essay which, in turn, will be delivered as the primary component of the final exam. Students report that they see a clear progression and are able to connect the activities to the learning objectives, and particularly toward the end of term evaluation. This aspect, however, sometimes comes a little later in the course rather than as the events happen, so a more explicit connection could be made to help them gain that insight sooner. Motivation currently is less than usual, and the student population as a whole is reporting a general weariness and lack of motivation in their studies as a result of the ongoing difficulties stemming from the pandemic. The instructor made extra efforts to encourage students and allow room for flexibility, and those efforts seem to have been appreciated. In terms of teaching formats, there is a stronger desire this semester to see an increase in video lectures, including a request for a real-time digital lecture. The first of these is already planned and in progress for the next run of the course, and the second is under consideration.

The final exam consists of a critical essay which is developed over the course of the semester. The obligatory assignments include a prospectus, evaluation of secondary materials, and a rough draft, all of which receive feedback. The revised essay and a reflective writing resulting from these activities comprise the entirety of the exam. Because this type of critical thinking and analytical writing are often new experiences for the majority of students, feedback on the earlier tasks is detailed and extensive. If the student takes that feedback seriously, the end product is typically strong. Grades for the course therefore tend to be on the higher end of the spectrum, and that proved to be true again in this instance. Of 28 students, 39% received an A, 28% a B, 25% a C, and one student received a D. The single failed exam was the result of the student delivering the exam document for a different course. The higher percentage of top-three grades in an evaluation which is based on feedback and revision points toward the students' own growth in the topic and the skills the course aims to develop.

De obligatoriske aktivitetene vurderes til godkjent/ikke godkjent og inngår ikke i selve vurderingsgrunnlaget, men må likevel være godkjent for at studenten får fremstille seg til eksamen. 

Eksamensformen er semesteroppgave. Dette gjelder også utsatt eksamen. 




Engelsk fra videregående skole eller tilsvarende.

Krever opptak til studieprogram:
KOMPiS Take Credit 1 (KTC1)

Emnet er en introduksjon til engelskspråklig litteratur med fokus på enkeltteksten og den litterære sjangeren teksten tilhører. Det fokuseres både på den enkelte teksts unike kvalitet, samt dens sjangermessige trekk og begrensninger. Samtidig skal studentene tilegne seg grunnleggende ferdigheter i praktisk analyse og tolkning av litterære tekster. 

Emnet vil i tillegg søke å sette enkeltteksten i en historisk og kulturell sammenheng, også med sosiale utfordringer og forfatterens liv og erfaringer som bakgrunn, for å hjelpe studentene å lære hvordan å forstå, tolke og analysere tekstene. Hovedfokus vil være på litterære tekster og utvalgte sjangre innenfor prosa, drama og poesi.

Emnet tilbys som nettbasert fjernundervisning over ca. 13 uker. Emnet har nettleksjoner med oppgaver som dekker de ulike temaene i emnet, og benytter seg av blogg, forum, skriftlige og/eller muntlige oppgaver og veiledning. 

Videokonferanseverktøy vil kunne bli anvendt til muntlig presentasjon og eventuelt andre gruppemøter og veiledning på nett. 


Annet: 

Emnet er nettbasert. Informasjon vedrørende oppstart sendes til studentens registrerte e-postadresse. All øvrig kommunikasjon skjer via emnets nettsider og læringsplattform samt NTNUs studentepost. Studenter må holde seg oppdatert på alle informasjonskanalene som brukes. 

Studenter bør ha tilgang på oppdatert datamaskin samt god internettforbindelse. Alle må ha et fungerende headset med mikrofon, samt webkamera til nettmøter. 

 

Læringsutbyttet etter fullført emne er som følger: 

Kandidaten kan 
- gjøre rede for et utvalg av verk innen engelskspråklig litteratur 
- gjøre rede for ulike typer engelskspråklig litteratur 
- forklare hvordan ulike typer litterære tekster formidler historier og meninger 
- bruke engelskspråklig fagterminologi knyttet til litterær analyse 
- skrive en tekst med litterær analyse på korrekt engelsk 
- bruke fagspesifikke metoder for å lese litterære tekster kritisk og selvstendig


Litteratur I

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Litteratur - ENG6012