Introduction to Literature: Poetry, Drama, Narrative

Student Eligibility

Grade: 12

One of the following:

• Class Rank: top 20%
• Cumulative GPA in previous English courses: 3.25 or better

and one of the following:

• Approval: Demonstrated strength in reading and writing skills
• Approval: Demonstrated passion for reading and writing about literature

Grade: 11

Qualifications above, plus approval: Instructor and faculty coordinator

This course requires substantial reading, writing, and critical thinking.

Instructor Qualifications

Instructors apply and are selected by faculty in accordance with the UMN policy governing Academic Appointments with Teaching Functions. Once approved, an instructor is appointed as a Teaching Specialist 9754 (University Job Title and Code) in the College of Continuing and Professional Studies. Instructor qualifications are determined by the sponsoring University department.

Visit the Apply to Teach a Course page for course-specific qualifications and application steps.

Please note: Teachers are required to attend UMN-sponsored professional development events for their cohort during their non-teaching years as well as during years when they teach the UMN course.

Textbooks

Instructors choose textbooks that are college-level texts in consultation with the coordinator.

Minnesota public schools are responsible for the cost of required textbooks and course materials.

Frequently Asked Questions

Are all of the readings specified or mandated by the University of Minnesota? If not, what are some of the choices?
CIS Literature does not mandate any specific titles, but each instructor's syllabus is reviewed by the coordinator to ensure that the readings are appropriate for a college-level course, and that they fit the mandate of the course catalogue description.

Do teachers have a choice in assignments? Are there required assignments?
Teachers may use their own discretion when designing assignments for this course, so long as they are college-level activities (no busy work, plot summaries, book reports, worksheets, etc.) and they fulfill the goals, objectives, and requirements of the course (Writing Intensive, etc.).

Who creates the exams?
Teachers can create their own exams and are welcome to give exams , though this is not primarily an exam-based course.

Is there a mentoring system for new CIS literature teachers?
The CIS Literature cohort is one of the largest cohorts in the system. The cohort is divided into smaller mentoring groups based on schools with similar populations and geographical locations. Mentoring groups discuss the challenges that are unique to their schools and share strategies for teaching CIS Literature among similar student bodies. New teachers are placed in the appropriate mentoring group, where they will join 8–12 veteran teachers to share pedagogical advice and offer support.

High school class schedules vary: can a teacher in the block system teach literature?
All courses offered through CIS have the same minimum number of contact hours as the on-campus sections. Teachers adapt the University schedule to fit the schedules at their high schools.

What happens at typical teacher workshops?
Typical activities at CIS workshops include meeting University faculty and hearing about their recent research in the discipline; reviewing and/or developing student assessment tools; sharing instructional materials; discussing particular content, pedagogy, or assessment of the University course; and receiving updates on CIS program policies and practices. Mentoring groups meet and discuss issues of concern at Professional Development workshops as well.

What happens at your typical student field days?
Student field days provide an opportunity for CIS students to gather together with a shared speaker (usually a visiting author or a professor) and to explore the Twin Cities campus.