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  • Généralités

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  • Welcoming Message

    • Dear Students,

      Welcome to English Literature Survey! 

      I am thrilled to have you embark on this exciting journey into Literature Survey. Thorough the designed syllabus you will discover various literary texts of different genres, periods, techniques, styles and devices analyzing them historically, culturally and socially. Together we will try to explore English literature during a given period in history in an attempt to understand, analyze and interpret these texts within their contexts but above all learn to think critically.  

      So let us start our Journey.

      Dr.OUHIBA

  • Instroctor and Module Information

    • Tutor: Dr. Nawel Meriem OUHIBA

      Rank:  Lecturer

      Personal Email:     ouhiba.nawel@gmail.com

      Professional Email: nawel.ouhiba@univ-saida.dz

       

      Module: English Literature Survey

      Level: M1 Literature and Civilization

      Teaching Unit: Fundamental

      Coefficient: 02

      Credit: 01

      Duration:  01h30mn 

  • Course Description

    • This course presents an integrated program designed as a Survey to English and American literature for first year Master Students. It aims at proposing to the student an appropriate pedagogical approach to enable students explore a particular period in English literary history. By constructing a timeline, they can uncover a range of literary works across various genres, techniques, and devices, examining them from historical, cultural, and social viewpoints. Taking into account the specific aspects of extra-university study.

  • Course Objectives and outcomes

    • 1.     Improve students’ ability to read literature in English with good understanding and reflect over texts from different perspectives.

      2.     Widen students’ perception of the world around them. Hence, students gain insight and develop a sense of toleration.

      3.    A literature survey allows students to investigate a given period in the history of English literature. Drawing such a timeline enables them to discover various literary texts of different genres, techniques and devices analyzing them historically, culturally and socially.

      4.    A major concern in this context is students’ exposure to the language. Students will attempt to enhance at once, their speaking skills along with their self- confidence through assigned classroom discussion and their writing skills through written assignments.

  • English Literature Survey's Syllabus

  • Pre-Requisites

    • Knowledge of English language

      Background in British and American literature

  • Lesson 1

    • Objectives of the Lesson

      1.         1. Writing in response to literature is the best way to express one's thoughts and feelings. However, most students find it difficult to produce an effective literary-analysis essay because of the hard effort required to achieve the balance between its form and content.

      2.         2. Students learn the basic steps they must fellow in order to write a well-structured essay.

      3. Because students, at the end of each lecture, are required to write a related literary analysis essay, it is crucial to teach them first how they are meant to proceed such a written production

    • Writing a Literary Analysis Essay Page
    • How to Write a Literary Essay? Fichier PDF
    • Steps to write a good essay URL
    • Ask your questions here Forum

  • Lesson 2

  • Lesson 3

     

  • Lesson 4

  • Lesson 5 1/2

    1. 

     

  • Lesson 6 2/2

  • Lesson 7 1/2

  • Lesson 8 2/2

    • Objectives of the Lesson:

      ·         Introduce students to expressionism’s focus on emotional truth, subjective realities, and exaggerated, distorted forms of communication and setting.

      ·         Discuss how Yank’s struggle with his identity and his sense of being disconnected from both the upper class and his fellow workers illustrates alienation.

      ·         Guide students through Yank’s journey, from his initial sense of pride in his strength to his emotional collapse and search for identity.

    • Expressionist Tenets in The Hairy Ape Page
    • Expressionism in Hairy Ape URL
    • ask your questions about the lesson here Chat

  • Lesson 9

  • Lesson 10

    Objectives of the Lesson:

    1.Understand the Role of Empowerment in the Context of Race and Gender

    2.Explore How Identity is constructed in The Color Purple

    3.Analyze the Intersection of Race and Gender in The Color Purple

  • Evaluation Test

  • Bibliography

    • Benedict, A. (1991). Imagined Communities: Reflections on the Origins and Spread of Nationalism. London and New York: Verso.

      Bernd, S. (2004). Identity in Modern Society: A Social Psychological Perspective. Backwell

       

      Publishing Ltd: India.

       

      Bhabha, H. (2005). Postcolonial Criticism. Theory and psychology, 105-133. http: //www.researchgate.net

      Bhabha, H. (1994). The Location of Culture .London and New York: Routledge. Boehmer, E. (1995). Colonial and Postcolonial Literature. Oxford University Press. Brennan, T. (1989). Salman Rushdie and the Third World: Myths of the Nation. New York:

      St. Martin Press.

       

      Brown, S. (2011). The Postwar African American Novel: Protest and Discontent, 1945-1950.

       

      University Press of Mississippi: USA.

       

      Bunche, R. (1936). A World View of Race. The Associates in Negro Folk Education: Washington, D.C.

      Carter, R & N. Long, M. (1991). Teaching Literature. New York: Longman publishing.

       

       

      Cooper, B. (1998). Magical Realism in West African Fiction: Seeing with a Third Eye.

       

      London: Routledge.

       

      Di Giuseppe, R. (1977). James Joyce's Portrait: A Case of Applied Mythology.

       

      Quaderni di Lingue e Letterature 2. Verona, Italy: L'Università degli Studi di Verona.

       

      Eagleton, T. (1983). Literary Theory: An Introduction. Oxford: Blackwell. Edward, S. (1994). Culture and Imperialism. New York: Vintage.

      Ellman, R. (1977). The Consciousness of Joyce. New York: Oxford University Press. Freire, P. (2000). Pedagogy of the Oppressed: 30th Anniversary Edition, Trans. Myra

      Bergman Ramos. New York: Continuum.

       

      Grene, N. (1975). Synge: A Critical Study of the Plays. Totowa, N.J.: Rowan and Littlefield. Hill, J. (1986). Teaching Literature in the language Classroom. London: Macmillan.

      Holden, S. (1988). Literature and Language, Oxford University Press. Janardhan, V & Ravi, S. (2018). The Techniques of Elements of Symbolism and

      Expressionism. The Hairy Ape: A Study. Ijrar Journal, 5, 4-8. http: //www.researchgate.net

       

      Joyce, J. (1992). A Portrait of the Artist as a Young Man. New York: Bantam Books. Lazar, G. (1993). Literature and the Language Teaching, Cambridge University press.

      Lidoff, J. (1980). Narcissism in “The House of Mirth. The Johns Hopkins University Press, 32, 519-539. http://www.jstor.org/stable/2712411

      Mardi, V. (1967). O’Neill and German Expressionism. Journal of Modern Drama, 10, 121. http://muse.jhu.edu

      Nallathambi, M & Mohan, S. (2014). Expressionism in “The Hairy Ape”. IJELLH,2, 122-

       

      123. http://www. Ijellh.com

       

      O’Neill, E. (2001). The Hairy Ape. Blackmask Online. http://www.blackmask.com

       

      Peter, E. (1984). Belonging’ Lost: Alienation and Dramatic Form in Eugene O’Neill’s “The Hairy Ape”, Critical Essays on Eugene O’Neill. Ed. J. J. Martine (Boston: G. K. Hall).

      Pizer, D. (1998). Documents of American Realism and Naturalism. Carbondale: Southern Illinois University Press.

      Price, A. (1961). Synge and Anglo-Irish Drama. New York: Russell and Russell.

      Reder, M. (2000). Conversations with Salman Rushdie. University Press of Mississippi. Rosenblatt, L. (1995). Literature as Exploration. New York: The Modern Language

       

      Association of America.

       

      Rushdie, S. (1982). Midnight’s Children .London: Jonathan Cape.

       

      Scholes, R. (1985). Textual Power: Literary theory and the teaching of English. New Haven: Yale Press.

      Seymor, S. (1975). Guide to Modern World Literature. London: Hodder and Stoughton. Shi, D. (1995). Facing Facts: Realism in American Thought and Culture, 1850– 1920.

      Oxford University Press: New York and Oxford.

       

      Storey, C & Allan, A. (2005) A Guide to Ancient Greek Drama. Blackwell Publishing: USA.

       

       

      Synge, J.M. (1916). Riders to the Sea. John W. Luce & Company: Boston.

       

       

      Twain, M. (1873). The Gilded Age: A Tale of Today. American Publishing Company

       

       

      Veblen, T. (1899). The Theory of the Leisure Class. Macmillan:USA

       

       

      Walker, A. (1982). The Color Purple. Orlando: Harcourt.

       

      Welter, B. (1989). The Cult of True Womanhood, 1820–1860: Major Problems in American

       

      Women’s History, D.C. Heath and Company: Lexington and Toronto.

  • Exam Sample Correction