ERIC Number: ED369106
Record Type: RIE
Publication Date: 1993-Dec
Reference Count: N/A
Structure and Sequence in Curricula for English Majors.
Nardo, Anna K.
In forming a new curriculum for the English Department at Louisiana State University, the Literature Concentration Subcommittee faced a daunting array of competing demands. How can students gain a perspective on the terrain of literary studies, including canonical and non-canonical texts? How can they experience the rich diversity of the discipline without becoming bewildered by its competing claims of literary value and critical stance? The new curriculum should expose students to certain traditional features of English studies yet at the same time tap the most recent research of the faculty. Attempting to address all these matters, the subcommittee proposed the following sequence for students concentrating in literature: introductions to literary study, including a course in critical strategies, followed by three courses in chronological study of major authors and texts, followed by a historically-based course in criticism, followed by specialized seminars. Students will also have to satisfy a "diversity requirement." Given this plan, however, at least one member of the committee is left wondering if the new curriculum is not less rather than more flexible than the curriculum it proposes to replace, and if this system of requirements is not overly prescriptive. Furthermore, once the curriculum is in place, it will have to be debugged. One possible forum for such a process would be a one-credit-hour course in which senior English majors review the curriculum before they leave the university. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Curriculum Emphases; Literary Canon; Louisiana State University
Note: Paper presented at the Annual Meeting of the Modern Language Association (Toronto, Ontario, Canada, December 27-30, 1993).