Course Outline:

 This outline is subject to change as the class needs/requests.  Revisions will be provided in class.  (Only regular attendance will assure that class members understand "where we are" and "where we are going.")

For each class meeting I have listed the general content and text materials to be covered. I include the terms to be learned. Note, however, that the list may not be exhaustive, so take notes in class. Since the final will be cumulative, you should continue to use and review terms. The assignment listed at the end of each dated entry is your homework for the next class (FNC). Complete this before coming to class. Journals or reflections will be collected and your completed work will be accepted only if turned in when requested. (In other words, complete your journals before entering the classroom. Late journals are not accepted for credit.)

Jan. 7: Introductions, course survey and course overview. Journal writing. Sandra Cisneros’ "Eleven" (text 213)
FNC: Read "A & P" (Updike 27); "Barbie-Q" (Cisneros 215); "Hanging Fire" (Lorde 704; "Behind Grandma’s House" (Soto 719); "Araby" (Joyce 82)
Journal: General guidelines: The journal response is an opportunity to capture your response to text. It can be an effective "warm-up" for further discussion in class. Spend some time writing, so that you have written at least ¾ of a page for each class period. This is freewrite response, so do not be concerned about grammar or flow. Simply write.

Dave MacEachen has suggested to his students that "If anything is odd, inappropriate, confusing or boring, it’s probably important." So, you might note any of those types of passages.

Another way to approach the journal would be to write on any of the following:

For the texts assigned today: Each of these works is related to an experience in youth or adolescence. Spend some time with each piece, noting its title, its flavor. In your journal, note your reactions before, during and after reading each piece.

Jan. 9: Discussion of readings
FNC: Read text pages 38-43. This includes the fable, "The Wolf and the Mastiff" (Aesop 39), the tale "The Widow of Ephesus" (Petronius 39) and a brief discussion of the short story and short novel. Also read "The Prodigal Son" (21). Can you distinguish between the forms? Another form is the fairy tale. Before coming to class you have two other tasks: 1) Search the Internet or Ebscohost for information on fables, tales, parables and/or fairy tales. Print or note what you find. 2) Come prepared to share a favorite (or newfound) fable, tale, parable or fairy tale. A Caution: So not trust your memory. Find and read the piece you want to share. (That means you will tell the story!)
Journal: What surprised you as you researched? What memories do you have of these predecessors of the modern short story? Have you heard any modern day versions of this kind of writing?

Jan. 14: Sharing stories!
FNC: Read the story given to you. Come prepared to tell the story in detail! Others will be reading similar stories and we will attend to the similarities and differences.

Jan. 16: Class discussion and presentation on research and stories. Definition of the predecessors of the short story; telling tales; comparing written texts to oral tradition, introduction to Bettleheim
FNC: Bring a draft of your first paper. Choose from the suggestions provided in class.

Jan. 21 Sharing fairy tales: a group presentation. Discussion: How do these works conform to the elements of fairy tales described by Bettleheim? Where do you find examples of the uses of fairy tales described by Bettleheim?  Small group reading and feedback on papers.
FNC: Revise your paper for submission.

Jan 23: Reading, discussing and writing poems. Turn in revised (typed) draft of paper.
FNC: Spend two hours reading. At least one of the hours must be in your text.
Journal: Log the times you read and what you read. Spend some time to respond to what you have read. Example: Friday 3:15-3:50 Read the front page of the newspaper (10 minutes) and the short story in our text "The Horse Dealer's Daughter." (This would be followed by a response. Remember that a response is NOT a summary.)

Jan. 28: Discussion of reading choices and "completion" of course outline.
FNC:

Jan. 30

Feb. 4 writing about short story and poetry/ model response to author?

Feb. 6

Feb. 11

Feb. 13

Feb. 18

Feb. 20 Introduction of Literary Criticism Research Paper (See handout page for further details)

Feb. 25 Taming of the Shrew (Shakespeare)

Feb. 27 Taming of the Shrew (Shakespeare)

Mar. 4 Changing mediums: From play to film to musical theatre; imaging and using film to understand short story and novel

Mar. 6 continued

Note: Kiss me Kate will be staged March 7 (8:00), March 8 (8:00) and March 9 (2:30). You must see at least one of these performances.

Mar. 11 Discussion of Shrew and Kate; groups to gather to share information on literary criticism – prepare for class presentation.

Mar. 13 Round robin class presentation on Research Paper findings. Come prepared to use two minutes to give an overview of your topic and your findings.

Mar. 25

Mar. 27

Note: Comedy of Errors will be staged March 28 (8:00) and March 29 (2:30). See at least one of these presentations.

Apr. 1

Apr. 3

Note: Spirit and Sole Dance Company will offer two presentations: April 4 and April 5 at 7:30. Attend at least one of these performances. Response: How is dance text? What are the tools of the dancer? How is dance performance a mixture of mediums?

Apr. 8 Death of a Salesman (Miller 1130)

Apr. 10 Death of a Salesman (Miller 1130)

Note: April 11 at 3:00 Dr. Proctor will present a University Colloquium at 3:00. Attend this presentation to hear from the director of the University’s final drama production.

Apr. 15

Apr. 22

Note: Death of a Salesman will be presented April 24 (8:00), April 25 (8:00) and April 26 (3:00). Attend at least one of these performances.

Apr. 24

Apr. 29 Multi-genre research papers prompted by an author: Class presentations.

May 1 Multi-genre research papers prompted by

May 5: 1:00 Final Exam

This exam will be cumulative. In designing the exam, the instructor assumes that you have read the assigned materials, but have not memorized all details. Expect terminology and material from class presentations to be included. (This includes student presentations!) Expect that you will be asked to apply knowledge of literary terms, literary criticism and literary analysis to readings. Expect to be asked about writing techniques. The test format will include matching, fill in the blank and short answer. In mini-essay format, you will be asked

1. to identify the most influential work you read or write this semester and to describe its impact.
2. to choose two characters from two different works and imagine that they meet. Your answer will explain your choices and what you expect would be the outcome of such an imaged meeting.
3. to identify your critical approach to what you read, why you read and how you read. Your answer will include references to literary approaches with which you align or disagree.