Eng 1001 Diagnostic Essay Samples
Literature and Composition 1
This course introduces short stories and the novel through examples of the genres drawn primarily from the twentieth century. The course is not a chronological or historical survey of literature. Instead, it examines the general characteristics of fiction by focusing on short stories and a novel. This course also provides a review of basic grammar, punctuation, and instruction in composing critical essays. ENGL 1011 (Literature and Composition II) is the continuation of ENGL 1001 and focuses on drama and poetry.
Print and Web-based.
English 12 or equivalent
This course satisfies the first half of the introductory English literature and composition requirement of TRU-OL degrees. Students with credit for ENGL 1021 or ENGL 1019 may not take this course for further credit. Students with credit for ENGL 1001 may not take ENGL 1061 or ENGL 1999 for further credit in some programs.
After you complete this course, you should be able to:
- Identify and correct faults in sentences and paragraphs.
- Describe the components and basic structure of a short story and novel using specific examples from works studied in the course.
- Identify and discuss the literary patterns in a short story or novel.
- Read prose literature beyond the factual or literal level, for example, on a metaphorical level that reveals the human condition.
- Write coherent and focused critical essays on literary texts and topics. Apply analytical techniques in a critical essay.
- Apply analytical techniques in a critical essay.
Module 1: Introduction to Short Stories
ReadingsAlice Munro: "Royal Beatings"
Charlotte Perkins Gilman: "The Yellow Wallpaper"
James Baldwin: "Sonny's Blues"
Module 2: Characterization
Amy Tan: "Rules of the Game"
Willa Cather: "Paul's Case: A Study in Temperament"
Module 3: Setting
Margaret Atwood: "Death by Landscape"
Doris Lessing: "To Room Nineteen"
Module 4: Plot
Richard Ford: "Great Falls"
Herman Melville: "Bartleby, the Scrivener"
Module 5: Point of View
Raymond Carver: "Cathedral"
Ernest Hemingway: "Hills Like White Elephants"
Module 6: Style
William Faulkner: "Barn Burning"
D.H. Lawrence: "The Horse Dealer's Daughter"
Module 7: Theme
Jane Austen: Pride and Prejudice
Maximum Completion30 weeks.
Required Text and Materials
- ed. R.V. Cassill et al. The Norton Anthology of Short Fiction. 8th ed. New York: W.W. Norton & Co, 2015.
Type: Textbook, ISBN: 978-0-393-93775-6
- Austen, Jane. Pride and Prejudice, A Norton Critical Edition. 4th ed. New York: Norton & Co, 2016.
Type: Textbook, ISBN: 978-0-393-26488-3
Bundle ISBN: 978-0-393-62641-4
- ed. John Hodges et al. Harbrace Handbook for Canadians. 6th ed. Toronto: Nelson, 2003.
Type: Textbook, ISBN: 978-0-176-22509-4
- Connor, William. Harbrace Workbook for Canadians. 6th ed. Toronto: Nelson, 2003.
Type: Textbook, ISBN: 978-0-176-22510-0
Bundle ISBN: 0-17-623430-6
Open Learning Faculty Member Information
An Open Learning Faculty Member is available to assist students. Primary communication is by phone if you are taking the print-based version of the course and through the "mail" tool in the Learning Environment if you are taking the web-based version. You will receive the necessary contact information when you start your course.
In order to successfully complete this course, students must obtain at least 50 % on the final mandatory examination and 50 % overall. It is strongly recommended that students complete all assignments in order to achieve the learning objectives of the course. The total mark will be determined on the following basis:
|Assignment 1: Diagnostic Essay||5%|
|Assignment 2: Critical Essay||15%|
|Assignment 3: Comparison and Contrast Essay||15%|
|Assignment 4: Research Essay on Pride and Prejudice||25%|
|Final exam *||40%|
Course Cost EstimatorX
Akash P. Pandit English 111-51 Descriptive Essay Final , T. Taylor September 26, 2012 College: Hopeful Bridge to Success In the United States, a child’s life culminates with his graduation from high school and his ability to now be viewed as an adult and become a respected member of his communities. However, this usually signals the end of his formal education and will put him at a disadvantage in his job search. He also becomes the members of society who must work extremely hard just to survive paycheck to paycheck and is disadvantaged by his decision to not pursue further education. He may also go on to regret this decision as he feels as though he could have accomplished something higher or studied a subject of his choosing, if not for his circumstances. This unfortunate truth coupled with another large factor in my life, my father has influenced my decision to attend college. My father is a very fiery and courageous man but one who has also suffered greatly in his life. His goal in life was to become a successful doctor. He had had the