course portfolio drama eng 345.docx

8/11/2019 COURSE PORTFOLIO DRAMA ENG 345.docx

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COURSE PORTFOLIO

FOR

DRAMA ENG 345

LEVEL FIVE

BY:

DR. SHAIMAA A. EL-ATEAK

1435/2014


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Table of Contents

Course Specs: ..........................................................................................2

Course Outline: ........................................................................................01

Course Report: ........................................................................................0

Mid-Term Exam: .......................................................................................20

Mid-Term Exam(Alternative): ................................................................................25

Mid-Term Exam Answer Key: ................................................................................28

Final Exam: ......................................................................................31

Final Exam (Alternatives): ....................................................................................33

Final Exam Answer Key: ......................................................................................37

Appendices: ............................................................................................................43

Mid-term Exam Samples:

Final Exam Samples:

The Course Results:


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Course Specification

A Course Identification and General Information

B Objectives

Institution : Imam Muhammad Ibn Saud Islamic University.

College/Department: College of Languages and Translation, Department of English Language and Literature

1. Course title and code: Drama ENG 345

2. Credit hours: Two Credit Hours.

3. Program(s) in which the course is offered.(If general elective available in many programs indicate this rather than list programs)

BA in English

4. Name of faculty member responsible for the course

5. Level/year at which this course is offered

Level Five / ThirdYear

6. Pre-requisites for this course (if any)

Drama Level Four ENG 244

7. Co-requisites for this course (if any)

None

8. Location if not on main campus

The Female Campus at Al-Nafl

1. Summary of the main learning outcomes for students enrolled in the course.

1. Students should obtain a comprehensive knowledge of the socio-cultural background of the

Elizabethan period.

2. Drama and theatre in the Elizabethan and Jacobean periods

3. Drama and the Five-Act Structure

4. Topology of the Elizabethan Theatre and its impact on the dramatic structure of the period

5. The theatrical and dramatic conventions of the period

6. An in-depth study of one of the tragedies of Shakespeare

2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use

of IT or web based reference material, changes in content as a result of new research in the field)

1. Keep up with the new publications in the field.

2. Update the content of the course in light of recent research.


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C. Course Description

3. Additional private study/learning hours expected for students per week. (This should be an average :for the semester not a

specific requirement in each week)

Not Applicable.

4. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired

1. 1. Define terms used in discussing Shakespeare'sJulius Caesar (conflict, protagonist, plot, resolution, and others).

2. Label different historical, artistic, ethical, and political elements and literary styles used in Elizabethan and Victorian Drama, thus be

able to evaluate literature for its historical significance, moral significance, and universality.

3. Outline the different literary historical periods.

4. Describe different forms of drama used during the Elizabethan, Restoration, and Victorian Ages.

5. Identify Elements of Shakespearean Drama.

1 Topics to be Covered

Topic No of

Weeks

Contact hours

Elizabethan drama: Historical Background. William Shakespeare + Elements ofShakespearean Tragedy.

1 2

Shakespeare'sMacbeth: Introduction and intellectual background 2 4Shakespeare's Macbeth: Textual analysis of Act One 2 4Shakespeare's Macbeth: Textual analysis of Act Two 2 4Shakespeare's Macbeth: Textual analysis of Act Three 2 4Shakespeare's Macbeth: Textual analysis of Act Four 2 4Shakespeare's Macbeth: Textual analysis of Act Five 2 4

Macbeth: Themes and Characters 1 2Macbeth: Revision and Students Presentations 1 2

2 Course components (total contact hours per semester):

Lecture: Lecture 30 Tutorial: 0 Practical/Fieldwork/Inte

rnship: 0

Other: term paper

Power-point presentation


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(ii) Teaching strategies to be used to develop that knowledge

-Assigned readings and written analyses of them.

-Lectures.

-Class and group discussion.-Summaries of the Acts studied.

(iii) Methods of assessment of knowledge acquired

-Quizz, midterm, and final exam.

-Assessment of individual/group presentations.

-Reading journal.

-Written assignments.

b. Cognitive Skills

(i) Cognitive skills to be developed

1. -Analyze literary works and modify different literary elements through an application of provided literary historical backgrounds.

2. Identify the theme of a play and support their interpretation with specific evidence from the text, including a consideration of visual and

structural elements.

3. Apply given literary terms to assigned readings.

4. Distinguish between literary periods.

5. Compare between dramatic genres (comedy vs. tragedyhistory vs. tragedy etc.)

6.

Criticize a given literary work and applying their own insights.

7. Answer questions coherently and concisely.

(ii) Teaching strategies to be used to develop these cognitive skills

-Written definitions of some literary terms / devices.

-A typed double-spaced essay on an issue the play deals with.

-Assignments for individual and group presentations.

(iii) Methods of assessment of students cognitive skills

-Essay quizzes.

-Written assignments.

-Formal debates.

-Individual / group presentations.

-Class participation.

-Discussions in groups and/or in pairs.

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

1. Improve and refine their abilities to express and communicate ideas, feelings, and arguments effectively and persuasively,

so they can know what they believe and can work and lead as members of a team or community.

2. Respond critically to arguments (group discussions).

3. Choose suitable topics for presentations.

4. perform scenes from a literary work


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(ii) Teaching strategies to be used to develop these skills and abilities

1. Clarify expectations at the outset and throughout the semester.

2. Give students choices in selecting their topics.3. Require a timeline and evidence of work completed for projects and Research papers.

4. Assign group projects / presentations.

5. Include class participation as a component of the course assessment.

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

1. Show and explain requirements and criteria to students before assignments so they know what Qualities are desirable to

be demonstrated.

1. Include journal and / or self-assessment that addresses issues such as conflict

2. Management and empathy with characters in plays studied.

3. Give feedback on group process along with feedback on content.

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

1. Skill in typing written assignments.

2. Ability to use PowerPoint to support a presentation.

3. Proficiency at selecting and using reputable websites for research.

4. Basic numerical skills.

(ii) Teaching strategies to be used to develop these skills

1.

Initial assessment of IT skills2. Require that written homework be typed in proper format.

3. Include use of PowerPoint as a necessary component of a presentation

4. Assign research papers that must include analysis of material taken from acceptable Websites.

(iii) Methods of assessment of students numerical and communication skills

1. Essay exams

2. Essay quizzes

3. Typed written assignments

4. Presentations

e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required

Not Applicable

(ii) Teaching strategies to be used to develop these skills

Not Applicable

(iii) Methods of assessment of students psychomotor skills

Not Applicable


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5. Schedule of Assessment Tasks for Students During the Semester

Assessment Assessment task (eg. essay, test, group project, examinationetc.)

Week due Proportion of FinalAssessment

1 First Mid-term 9

t

2 Presentations 14

3 Research paper 15

4 Final Exam

D. Student Support

1. Arrangements for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each week)

Two weekly office hours.

E Learning Resources

1. Required Text(s) Any introductory college textbook to drama.

2. Essential References

1. William Shakespeare. Macbeth

2. William B. Worthen. The Wadsworth Anthology of Drama. Heinle, 2003.

3.William B. Worthen. The Harcourt Brace Anthology of Drama. Heinle, 1999.

4. Lee A. Jacobs. The Bedford Introduction to Drama. Bedford, 2001.

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)

Shakespeare Our Contemporary, by Jan Kott

Shakespearean Tragedies, by A. C. Bradley

Shakespearean Comedy, by H. B. Charlton

Shakespeare Criticism, Selected by Anne Ridler

Studies in drama (Journal)

Shakespeare survey (Journal)

Shakespeare Quarterly (Journal)

4-.Electronic Materials, Web Sites etc

Websites that give introductory information on the art of drama.


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5 Descri be the planning arrangements for periodicall y reviewing course ef fectiveness and plann ing for improvement.

Course specification will be checked every now and then.

Any new arrangements that are different from the one already recorded in the course description will be again recorded as a

report for future arrangements.

Strategies what worked best will also be recorded to remind me later of how effective they were. On the other hand, those

strategies that were not as effective as thought to be will also be recorded and other suggestions from myself, othercolleagues or students' feedback will be added to help in future planning for the course.

Name of Course Coordinator: Signature:

Male Campus Course Convener:

Female Campus Course Convener:

Name of Instructors:

Male Campus Course Instructors:Female Campus Course Instructors:


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Kingdom of Saudi Arabia

The National Commission for Academic Accreditation &

Assessment

COURSE OUTLINE

First Semester, 1435(2014)


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Course Outline

COURSE CODE ENG. 345 COURSE LEVEL & YEAR Level 5/2013-14

COURSE TITLE Drama CREDIT HOURS 2 hours

PRE-REQUISITES ENG. 244 Drama L4 DURATION OF COURSE 1 semester

CO-REQUISITES None TOTAL STUDENT STUDYTIME 30 hours

COURSE TEACHER/S

Teachers Name Teachers Email Teachers Office Hours Teachers OfficeProf. Richard Andretta

Dr. Shaimaa El-Ateak [email protected] Sun./Mon./Tues. 3rd

class 2301 /3rd

floor

COURSE WEBSITE

COURSE OBJECTIVES & INTENDED LEARNING OUTCOMES

(a) Subject-specif ic skil ls (Knowledge Skil ls): the students by the end of the course should be able to:6. Define terms used in discussing Shakespeare'sJulius Caesar (conflict, protagonist, plot, resolution, and others).

7. Label different historical, artistic, ethical, and political elements and literary styles used in Elizabethan and Victorian Drama,

thus be able to evaluate literature for its historical significance, moral significance, and universality.

8. Outline the different literary historical periods.

9. Describe different forms of drama used during the Elizabethan, Restoration, and Victorian Ages.

10. Identify Elements of Shakespearean Drama.

(b) Core Academic ski ll s (Cogniti ve Ski ll s): students by the end of the course should be able to:8. Analyze literary works and modify different literary elements through an application of provided literary historical

backgrounds.

9.

Identify the theme of a play and support their interpretation with specific evidence from the text, including a consideration of

visual and structural elements.

10. Apply given literary terms to assigned readings.

11. Distinguish between literary periods.

12. Compare between dramatic genres (comedy vs. tragedyhistory vs. tragedy etc.)

13. Criticize a given literary work and applying their own insights.

14. Answer questions coherently and concisely.

(c) Personal and Key ski ll s: students should be able to:5. Improve and refine their abilities to express and communicate ideas, feelings, and arguments effectively and persuasively, so

they can know what they believe and can work and lead as members of a team or community.

6. Respond critically to arguments (group discussions).

7. Choose suitable topics for presentations.

8. perform scenes from a literary work

LEARNING/TEACHING METHODS

Teaching methods:

1. Lectures

2. Group and individual discussions

Learning strategies:

1. Acquiring the essential technique of "critical thinking."

2.

Realizing the way of effective interaction and the ability to produce rather than memorize.3. Acquiring intellectual tools necessary for comprehension and analysis of the dramatic text.
mailto:[email protected]:[email protected]:[email protected]


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ASSIGNMENTS

Homework:

1. A short paper intended to analyze a Victorian dramatic text, namely, Oscar Wilde's The Importance of BeingEarnest.

2.

In-class Presentations to be prepared in a form of group work.

ASSESSMENT& GRADING

Assessment Task Week due Marks

1 Mid-Term Exam 9th

20

2 Presentations 15th

10

3 Research Paper 14th

10

4 Final Exam 16t

60

COURSE CONDUCT

Make up exams :

This exam is not to be performed on the expense of other classes. In order to make up an examination due to an unexcused

absence, the student must supply a reason & accompanying evidence that satisfies the instructor.

Guidelines for assignments:Assignments are to be printed or clearly hand written on an A4 blank or lined plain paper.

Papers with designs or pictures will not be accepted. Marks will be deducted from all late work. Articles given to the

instructor should be documented, with author's name & publication's information.

Class attendance:

Attendance is taken in every class.Do not miss classbecause at least half of the class meetings depend on your active

participation in discussions, or doing an in-class writing assignment, so your attendance is noted: that is, you dont earnthe points for participation or assignments. Thus, your missing a class seriously affects your grade. In addition, Imam

University's policy is that a student's attendance should not be less than 80% or else he/she would be forbidden

entry in the finals.

Mobile phones must be turned off in the classroom; violating this rule will result in not taking the attendance of the

student. If a certain student enters late in class two times, on the third time her attendance will not be counted.

Academic Integrity:The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an

academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a

student demonstrate a high standard of individual honor in her scholastic work. Scholastic Dishonesty: any student who

commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to

cheating, plagiarism, the submission for credit of any work or materials that are attributable in whole or in part to another

person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt tocommit such acts. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source

is unacceptable and will be dealt with accordingly.

Withdrawal from classes:

The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times

are announced in the department. Administration procedures must be followed. It is the student's responsibility to handlewithdrawal requirements from any class. You must do the proper paperwork to ensure that you will not receive a final

grade of "F" in a course if you choose not to attend the class once you are enrolled.

SYLLABUS PLAN

Registration, Drop and Add week

Week 1 Elizabethan drama: Historical Background. William Shakespeare + Elements of Shakespearean Tragedy.

Week 2 Shakespeare's Macbeth: Introduction and intellectual background

Week 3 Shakespeare's Macbeth: Textual analysis of Act One

Week 4 Shakespeare's Macbeth: Textual analysis of Act One

Week 5 Shakespeare's Macbeth: Textual analysis of Act Two

Week 6 Shakespeare's Macbeth: Textual analysis of Act Two


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Week 7 Shakespeare's Macbeth: Textual analysis of Act Three

Week 8 Shakespeare's Macbeth: Textual analysis of Act Three

Week 9 Mid-term Exam

Week 10 Shakespeare's Macbeth: Textual analysis of Act Four

Week 11 Shakespeare's Macbeth: Textual analysis of Act Four

Week 12 Shakespeare's Macbeth: Textual analysis of Act Five

Week 13 Shakespeare's Macbeth: Textual analysis of Act Five

Week 14 Shakespeare's Macbeth: Themes and Characters

Week 15 Shakespeare's Macbeth: Revision and StudentsPresentations

Fi nal Exams

.

INDICATIVE BASIC READING LIST

Required Texts & Materials:

Shakespeare, William. Julius Caesar. Wordsworth Editions. Retrieved from Google Books on 5

February 2013. Suggested Texts, Readings, & Materials: BRADBROOK,MURIEL C.Themes and Conventions in Elizabethan Drama.Cambridge: Cambridge University Press, 2nd edition 2002. BRADLEY,A.C.Shakespearean Tragedy.New York: Palgrave Macmillan, 2007.

CAVELL,STANLEY.Disowning Knowledge in Six Plays of Shakespeare.Cambridge: Cambridge University Press, 1987. GURR,ANDREW.The Shakespearean Stage, 15741642.Cambridge: Cambridge University Press, 1992. SHAUGHNESSY,ROBERT, ed. Shakespeare in Performance.New York: St. Martins Press, 2000.


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Assessment

COURSE REPORT



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Course Report

For Guidance on the completion of this template, please refer to of Handbook 2

Internal Quality Assurance ArrangementsInstitution: Al-Imam Muhammad Ibn Saud Islamic University

College/ Department: College of Languages and Translation, Department of English Language and Literature

A Course Identification and General Information

1. Course title and code: Drama ENG 345

2. If course is taught in more than one section indicate the section to which this report applies: 441, 442, 443,

444, 445, 446

3. Year and semester to which this report applies: First Semester, 1434/1435 (2013/2014)

4. Name of faculty member responsible for the course: Dr. Shaimaa El-Ateak

5. Location (if not on main campus)

Al-Nafl Campus for Female Students

B- Course Delivery

1 Coverage of Planned Program

Topics Planned

Contact

Hours

Actual

Contact

Hours

Reason for Variations if there is

a difference of more than 25% of

the hours planned

Introduction to the Elizabethan Age and

Shakespeares contemporaries.2 2 No variations

Shakespeare's Macbeth: Introduction andintellectual Background 2 2 No variations

Shakespeare's Macbeth: Act I Reading and

Interpretation4 4 No variations

Shakespeare's Macbeth: Act II Reading and

Interpretation4 4 No variations

Shakespeare's Macbeth: Act III Reading andInterpretation

4 4 No variations

Mid-Term Exam2 2 No variations

Shakespeare's Macbeth: Act IV Reading andInterpretation

4 4 No variations

Shakespeare's Macbeth: Act V Reading andInterpretation

4 4 No variations


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Shakespeare's Macbeth: Themes and Characters2 2 No variations

Shakespeare's Macbeth: Revision and StudentsPresentations

2 2 No variations

2. Consequences of Non Coverage of TopicsFor any topics where significantly less time was spent than was intended in the course specification, or

where the topic was not taught at all, comment on how significant you believe the lack of coverage is for theprogram objectives or for later courses in the program, and suggest possible compensating action if you

believe it is needed.

Topics (if any) not Fully Covered Significance of Lack of

Coverage

Possible Compensating Action

Elsewhere in the Program

.

All the topics have been covered

N/A N/A

3. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the Course

Specification. (Refer to planned teaching strategies in Course Specification and description of Domains of

Learning Outcomes in the National Qualifications Framework)

Domains List Teaching Strategies set

out in Course Specification

Were these

Effective?

Difficulties Experienced (if any) in

Using the Strategy and Suggested

Action to Deal with Those

Difficulties .No Yes

a. Knowledge Lectures

Discussion

Reading the original texts

literary criticism (Aristotlestheory)

Students do not read original textbeforehand. The teacher selects the

major parts of the original text and

asks the students to read themaloud.

b. Cognitive

Skills

Lectures.

Discussion

Critical thinking using

comparison and contrast

individual and team papers

The students are very weak in

writing. This affects their abilities

in discussion and making effective

arguments

c. Interpersonal

Skills andResponsibility

Group work

Individual discussions

d. Numerical and

Communication

SkillsNot Applicable


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e Psychomotor

Skills (if

applicable)

Not applicable.

4. Summarize any actions you recommend for improving teaching strategies as a result of evaluations in

table 3 above.

Equip the classroom with multimedia technology.

Conducting remedial sessions in reading and writing for all students.

C. Results

1 Number of students starting the course:

2Number of students completing the course:

3 Distribution of Grades (If percentage marks are given indicate numbers in each 5 percentile group)

No

OR

% No % No

A 5 95-

100

2 70-74 26

B 26 90-94 3 65-69 33

C 49 85-89 9 60-64 44

D 77 80-84 17 < 60 11

F 11 75-79 23

Denied Entry 2 Denied Entry 2

In Progress 0 In Progress 0

Incomplete 0 Incomplete 0

Pass Pass

Fail Fail

Withdrawn 11 Withdrawn 11

4 Result Summary:

Passed: No Percent Failed No Percent

Did not complete No Percent Denied Entry No Percent

181

170

157 92.35 6.4711

11 6.07 2 1.18


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5 Special factors (if any) affecting the results

1. Students are very weak in writing in general and in essay writing in particular.

2. Students depend largely on memorization not on understanding.

6. Variations from planned student assessment processes (if any) ( See items C 4 and 5 in the Course

Specification.)

a.Variations (if any) from planned assessment schedule (C5 in Course Specification)

Variation Reason

N/A N/Ab. Variations (if any) from planned assessment processes in Domains of Learning (C4 in Course

Specification)

Variation Reason

N/A N/A

7 Verification of Standards of Achievement (Eg. check marking of a sample of papers by others in the

department. See G4 in Course Specification) (Where independent report is provided a copy should be

attached.)

Method(s) of Verification Conclusion

Second marking policy has been

adoptedThe standards of achievement have been verified

and no variations detected

D Resources and Facilities

1. Difficulties in access to resources or facilities

(if any)

The rooms are not well-equipped with

technological devices

2. Consequences of any difficulties experienced forstudent learning in the course.

The teacher overcomes these difficulties by purchasing

a portable data show projector and using it in class.

E. Administrative Issues

1 Organizational or administrative difficulties

encountered (if any)

None

2. Consequences of any difficulties experienced for

student learning in the course.

None


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F Course Evaluation

1 Student evaluation of the course:

(Attach Survey Results if available)

a List the most important criticisms and strengths

Strengths

Students have opportunities for reading original texts

Discussions with the students.

Using Power-Point presentations, audio and video clips of the original text.

Criticism

Two contact hours a week for each group is not enough for the students to read andunderstand the texts.

Students are very weak in writing. This affects their grades. Students cut and paste papers from the internet without exerting any effort to understand

and paraphrase what they get.

b Response of instructor or course team to this evaluation

The suggestion is still under study

2. Other Evaluation -- What evaluations were received?Specify and attach reports where available. (eg. By head of department, peer observations, accreditation

review, other stakeholders etc):

No peer review process has been conducted for this course

a List the most important criticisms and strengths

weak reading and writing skills

Students feedback

Positive teacher-student relationship

Positive response from students regarding the concepts of the texts and the assignments

b Response of instructor or course team to this evaluation

Positive response


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G Planning for Improvement

1. Progress on actions proposed for improving the course in previous course reports:

Actions proposed in the most recent previous course

report(s)

conducting remedial sessions in reading and

writing skills

State whether each action was undertaken, the

impact, and if the proposed action was not

undertaken or completed, give reasons.

Not completed yet

2. Other action taken to improve the course this semester/year

Provide a brief summary of any other action taken to improve the course and the results achieved. (For

example, professional development for faculty, modifications to the course, new equipment, new teaching

techniques etc.)

Additional team assignments were added to enhance students class presentations.

3. Action Plan for Next Semester/Year

Actions Required

Equipping the classrooms with audio-visual

aids

Equipping the classrooms with technology

Remedial sessions in reading and writing

Completion Date

First Semester 2013-2014

Person Responsible

Quality Assurance and

Development Unit

(Professional DevelopmentCommittee)

4. Recommendations to Program Coordinator (if Required)

Implementing the required action plan

(Recommendations by the instructor to the program coordinator if any proposed action to improve the

course would require approval at program, department or institutional level or that might affect othercourses in the program.).

Equipping the classrooms with audio-visual aids

Equipping the classrooms with technology

Conducting remedial sessions in reading and writing

Name of Course Instructor: Dr. Shaimaa Ahmed El-Ateak

Signature: Shaimaa Date Report Completed: 6/1/2014

Received by Program Coordinator Date: 8/1/2014


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Assessment

MID-TERM EXAM



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Assessment

MID-TERM EXAM

ALTERNATIVE


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Assessment

MID-TERM EXAM

ANSWER KEY



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Assessment

FINAL EXAM



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Assessment

FINAL EXAM

ALTERNATIVES


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Assessment

FINAL EXAM

ANSWER KEY



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Assessment

APPENDICES

MID-TERM EXAM SAMPLES

FINAL EXAM SAMPLES

FINAL RESULTS


course portfolio drama eng 345.docx

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