There is a great deal of freedom and creativity to be had when designing individual sections of E238. The goal of these materials is to highlight key requirements for E238, and to provide several different ideas for ways to go about conceptualizing, introducing, sequencing, and structuring the course. These ideas can be developed, synthesized, and adapted in whatever ways you may see fit. As you use these materials for ideas and inspiration, however, please be aware that E238 is a course designed to achieve several goals:
- According to the criteria defined by GTPathways, a minimum of 25% of E238 should be devoted to writing. Writing can be defined in many different ways, according to individual course goals: papers, essay tests, journal prompts, online blogging, and posting to Writing Studio discussion forums are just a few ways that instructors of E238 might choose to incorporate writing into daily classroom activities.
- Although the course title suggests that E238 focuses on reading, discussing, and analyzing “Twentieth-Century Fiction,” choosing readings for the course requires considerations other than date of publication:
E238 is intended to help students develop and demonstrate critical thinking skills.
E238 emphasizes critical reading and reading competency (considerations include investigating theme, content, structure, style, genre, etc.).
E238 asks students to develop and demonstrate communication competency (both orally and through writing).
- Readings chosen for inclusion in E238 typically emphasize writers and stories with international or multi-cultural backgrounds.
- Readings chosen for E238 typically emphasize “values and world views that change over the course of the twentieth century” and may invite personal, thematic, and structural comparisons between texts, cultures, and viewpoints.
For a clear explanation of these goals, please refer to the E238 Course description, The CDHE Nomination form for E238, and the AUCC requirements for incorporating writing into liberal arts classes.