Here are a couple of examples of how some teachers are structuring their non-traditional courses. This syllabus describes an introductory literature course for freshmen and sophomores. Selected theoretical and critical texts about gender accompany the literary texts. Students write a total of 20-25 finished pages, submitting at least one outline or rough draft and one revision. To further encourage student involvement and collaboration, two students are responsible for leading discussion for each writer.
Students purchase copies of the novels and plays and an anthology of American poetry.
I have highlighted the engaging pairs below in bold, listing in some cases alternative texts which the instructor might use to create different versions of the course.