Introduction to Fiction

Transcription

1 English Introduction to Fiction WD 352, TTH 2-3:20, Spring Semester, 3 credit hours Instructor: Stephen Logan, Office: Nestor Hall 493 Office Hours: MW 11-12:30, TTH 9-11, F by appointment

2 Description of Course The course is an intensive study of selected short stories and a novel. Using critical reading, discussion, and writing, students will become familiar with important themes and methodologies of fiction. Throughout the course, we will analyze and discuss how authors use traditional elements of fiction (structure, setting, point of view, etc.) to express their ideas and to develop their plots and characters. A good short story crosses the borders of our nations and our prejudices and our beliefs. A good short story asks a question that can t be answered in simple terms. And even if we come up with some understanding, years later, while glancing out of a window, the story still has the potential to return, to alter right there in our mind and change everything. - Walter Mosley

3 Course Readings Over the semester, we will read short stories (2-4 a week) and one novel. Graded Assignments and Presentations Two short analysis papers, 3 pages each, 15% each, 30% total. In-class presentation and discussion, 10%. Short story choice project, 10%. Novel paper, 4 pages, 20%. Final exam, 6 pages, 20%. Reading quizzes and in-class writing, 10%. Grading Scale =A, 80-89=B, 70-79=C, 65-69=D, Below 65=E Textbooks 1. Gwynn, R.S. Fiction: A Pocket Anthology. 7th ed. 2. A novel to be decided at a later date.

4 Two Major Choices for the Semester I. CHOOSING A NOVEL While the majority of the class is spent reading short stories, the final three weeks are spent discussing a full length novel. What novel you choose to read is up to you as a class The Awakening, by Kate Chopin. Things Fall Apart, by Chinua Achebe. The Plague, Albert Camus. The Things They Carried, by Tim O Brien. Written on the Body, by Jeanette Winterson. Your vote for which novel we read is due at the beginning of week 2 to give you the longest period of time possible to read it before the end of the semester. II. CHOOSING A SHORT STORY I ll organize the reading list for the first 8 weeks of the semester, but for a month of class, between week 9 and 13 you will come up with your own readings and decide the reading list. Choose a short story from our anthology that we haven t already read in class. Choose a short story from an author from our anthology that is not included in the book. This will require you to decide which author(s) you like the most and do some research about their other works. Research and choose a short story written by someone not included in our anthology. The powerful part of this project is that you get to seek out short stories that address the blind spots in our anthology. You can collect stories by groups of people, identities, nationalities, lifestyles, etc. that are otherwise not included in a traditional reading list.

5 Assignments The first and most important assignment for the semester is to devote time each week to reading and to actively participate during class. How easy or difficult the graded assignments listed below are to you is directly related to how much you read and how often you attend class. o One in-class presentation and discussion, 10%. Once during the semester, I want you to sign up for one short story on our reading list and help lead the discussion on it for the day. For this project, you ll complete two parts. You ll research and bring in a one-page bulleted summary of background information about the short story, the author, and/or the time period. You ll also start the day s discussion and help guide the discussion with your notes. o Two short analysis papers, 3 pages each, 15% each, 30% total. Twice in the semester you will choose a short story from our reading list and write a three page analysis paper about it. Your paper you will cover the story meaning, summary, elements of fiction, literary theories, and your response. The focus for each paper is to write a concise and detailed discussion of the story. o Short story choice project, 10%. I ll decide the reading list for weeks 1-8, but for weeks 9-13 I want you to research and choose a short story NOT included on our reading list. I will build the reading list for weeks 9-13 based on the stories you collect. I also want you to write a short (2-3 page) analysis and explanation of your choice. o Novel Analysis or Background Paper, 4 pages, 20%. As a class, we will vote and decide on a novel to read during the last few weeks of the semester. To support our reading of the novel, you ll either write a research paper about the background and context the novel, or you will write an analytical paper of the novel itself. Each student gets to decide which style of paper to write, which will hopefully give us a wide variety of information for our discussions. o Final Exam, 6 pages, 20%. The final project of the semester is a 6 page final exam. A week before it is due, I will give you a list of questions relating to all of the readings from the semester. You will pick THREE questions and write TWO pages for each question. This exam will include MLA citations and will require a deep understanding of the texts from the entire semester. Reading Quizzes and In-Class Work, 1-3% each, 10% total. I will periodically give reading quizzes or ask you to do in-class work that requires you to be present and have read for the day. These will be relatively easy and will hopefully prod you to keep up with the readings and attend class.

6 Important Course Policies Attendance Attendance and participation are crucial parts of this class. You should plan to attend all or, realistically, most classes. We will begin promptly at the class start time. Missing class will hurt your understanding of the readings and the assignments, which will inevitably damage your grade. Respect This class frequently discusses sensitive and controversial topics. I assume that conversations can be difficult, but still be respectful and productive. I ll regulate discussion and will shut down any sexist, racist, homophibic or otherwise discriminatory discussion. Students who cannot abide by that policy should drop or will be asked to leave. Assignment Submissions, Late Work and Revisions Written assignments are due on the date listed on the calendar. Assignments may be submitted during class or on Blackboard. If you can t submit a project or can t attend class the day one is due, you have until midnight of the due date to submit your work on Blackboard. Any assignments submitted after that receive a 0. No ed assignments will be accepted. You have the option to revise half of your assignments in this class. A separate revision policy will be posted on Blackboard. Reading Quizzes and In-Class Work To help promote reading and attendance, I ll assign reading quizzes and in-class work, with or without warning, on an as-needed basis. If you read and attend class, this should not be an issue. Policies for Me I try to be: on time, prepared with good content, organized, positive, willing to help, available outside of class, clear about requirements, and timely and transparent about grading. I also reserve the right to make exceptions based on indivdual student needs. Department Syllabus There are additional college and department policies on the standard syllabus. You are expected to read through the entire document and ask any questions that you might have.

7 Success in this Course Prep for Class Before coming to class, you should thoroughly read the story(ies) to be discussed that day. You should also come to class with the following notes: 1. Highlight, underline or mark key details of the story. 2. Mark two or three aspects of the story you liked (or disliked) the most. 3. Jot down any questions, comments, or issues you had with the story. This will help give us good basis for the day s discussion. Help Make This a Good Discussion Class Literature almost always touches on social class, race, religion and other sensitive issues topics. Feel free to share your perspectives, but remember to be respectful of others in the class, their lives, their views and their opinions. Be aware that many of the readings will contain sensitive, controversial, or downright offensive content. Look ahead to prepare for this and know that we can discuss difficult material and a respectful and humane manner. Please feel free to share your thoughts at any time during the class. Remember to also allow room for others to share their thoughts as well. Everyone should get a say each day during discussion. Reading Workload and Assignment Support I read at an average pace and it takes me two minutes to read one page out of our textbook, with a little more added to underline, take notes, look up words, etc. Some stories in our book are as short as one or two pages, whereas others are You should schedule a good, uninterrupted hour to read and prep before each class. Since you successfully passed TWO Comp. classes, and since this is not a writing class, we will not spend a large amount of in-class time reviewing your writing. I assume that you can format, brainstorm, plan, research, write and edit your work. Feel free to stop by my office to discuss ideas or drafts, me questions or make an appointment at the Writing Center for feedback. Voice your Opinions In the interest of improving the class, please tell me what is or is not working for you, and tell me which aspects of the class are too difficult or too easy. Your input goes a long way toward making this a great class.

8 CSCC Goals of Intro. to Fiction The college has a number of learning outcomes and general educational goals for you: Learning Outcomes 1. Practice techniques used to analyze a text. 2. Communicate effectively. 3. Demonstrate rhetorical knowledge. General Educational Goals 1. Critical Thinking 2. Effective Communication 3. Community and Civic Responsibility 4. Information Literacy My Goals for you this Semester 1. To read a wide variety of literature and to improve your reading skills. 2. To learn about different authors, historical time periods, places, groups of people, and ways of thinking and living in literature. 3. To understand the analytical, philosophical, political and artistic concepts realted to literature. 4. To improve your planning, researching, writing and revision processes. 5. To get to know your peers, work together and have discussions. To take ownership of the class and contribute to planning it. 6. And, of course, to have fun and enjoy yourself.