English
104: Introduction to Literature – Fiction
Fall 1999, Section
#1337, T-Th 9:30-10:45 a.m., Des 1
Edgar Allan Poe (1809-1849) |
Instructor: Cora Agatucci Office: Deschutes 14;
Office Hours: TBA & by appointment - see
Cora's Fall 1999 Schedule Electronic mail: cagatucci@cocc.edu Eng 104 course
website - URL: COCC Links: Online
Resources for Writers & Researchers – URL: |
Some handout readings & in-class videotape film viewings will also be required. |
|
Students with college entry-level reading, thinking and writing skills are best prepared to succeed in this course. No previous coursework in literature is required, although such background is helpful. |
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| NOTE: Courses in the Introduction to Literature A-list humanities sequence--ENG 104, 105, & 106--may be taken in order. | Louise
Erdrich (b. 1954) |
Welcome to English 104!
English 104 is one of three courses in the Introduction to Literature humanities sequence. (NOTE: Taking all three courses--English 104, 105, and 106--satisfies the “A” list Humanities sequence requirement for the Oregon transfer Associate of Arts degree.) English 104 will introduce the study of imaginative fiction, focusing on the short story. Survey of the literary history of this modern genre will establish the framework for study of writers and works influential in developing the short story form, within the contexts of literary movements such as 19th-century Realism and early 20th-century Modernism. As the twentieth century progressed, the short story has been further developed and diversified in the hands of increasing numbers of fine fiction writers, each with unique voices, experiences, and visions to express. As we sample works representing this rich diversity, students will be guided in analyzing fiction’s major elements: plot, character, theme, point of view, setting, style, and symbol. . Comparative analysis of these elements in different short stories will help students understand their functions and contribution to the impact of the literary works. Biographical notes on authors and related commentaries in our textbook, supplemented by handouts and class presentations, will acquaint students with the writers and contexts which have shaped the creation and reception of their short stories. Film adaptations of selected short stories will also be viewed to examine the possibilities and limitations of these different forms of narrative fiction..
"I
will tell you something about stories. . . . |
James Baldwin (1924-1987): |
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One of Cora's major course goals is to enhance students’ personal, critical, and creative enjoyment of fiction as serious imaginative play. Students will be encouraged to be active learners, close readers, and critical thinkers. Active engagement in course learning experiences will be stimulated through open class discussion, small group seminars, and individual writing. Students will be given ample opportunity to respond to the literary works, consider varied critical perspectives, exchange ideas with other students and Cora, and formulate their own oral and written interpretations and evaluations of fiction. (Diversity of opinion is, to me, one of the most interesting aspects of the course!--Cora)
English 104
Learning Objectives
Introduced to a selection of significant works of narrative fiction, representing a variety of authors from different literary periods, the English 104 student will:
A. Build a Knowledge Base of a Major Literary Genre
1. Situate works of fiction within their contexts (e.g. literary historical periods and influences, cultural and biographical background of authors, authorial intentions and critical reception).
2. Explain and illustrate how works of fiction reflect and shape significant aspects of their contexts.
3. Define and explicate key literary elements of narrative fiction, such as plot, character, theme, point of view, setting, symbol, and style.
B. Develop Skills in Literary Analysis & Evaluation
4. Apply close reading, contextual background information, literary concepts and approaches, and multiple perspectives to the analysis and interpretation of works of fiction.
5. Use comparative analysis to demonstrate significant differences and similarities among works of narrative fiction (e.g., between short stories by the same or different authors; between short story and novel or film; between works of fiction from different literary-historical periods).
6. Formulate and apply persuasive criteria to the evaluation of works of fiction-- appropriate to the context and genre of the literary text, and distinguishing between personal responses and literary-critical judgment.
C. Exercise Effective Communication Skills
7. Use effective oral and written communication to express literary interpretations and evaluations--developed both independently and collaboratively.
8. Use well-selected evidence from the literary text(s) to support one’s literary interpretations, analyses, and evaluations.
What does
fiction have to offer us? |
|
"[T]he
purpose of playing... "She told them that the only
grace they could have was the grace they could imagine.
That if they could not see it, they could
not have it." |
Gabriel
Garcia Marquez (b. 1928) |
 Sandra
Cisneros (b. 1954) |
"If in my life I have
developed any ability to understand those who are other to me, other in race or gender or culture or sexual preference, a good deal of my training in empathy must have come from the practice fiction and poetry have given me in taking on other selves, other lives." --David H. Richter, Falling into Theory, 1994 |
| Class Preparation & Participation (Response Writings, Seminars, & other Participation Credit activities) | 40% of course grade |
| Midterm Discussion Paper (with option to revise if turned in on time) | 30% of course grade |
| Final Project | 30% of course grade |
NOTE: On-line handouts on
course assignments will be webposted to 
Eng
104 Assignments
after the handouts are distributed in class
Course Policies
on Attendance, Late Work, & Plagiarism
A. Attendance Policy: Students are responsible for
course material whether or not they are in class. When an absence
is unavoidable, students should take immediate steps to find out
what they have missed by consulting the Eng 104Course Plan, contacting the
instructor and/or other students in the course, and making-up
missed reading and other work when possible by arrangement with
the instructor.
B. Late/Make-Up Policies:
1. Class Preparation and Participation: Some in-class activities and assignments may not, by their nature, be completed late or "made-up" for full credit. However, some "extra credit" or "make-up" options may be offered, by arrangement with Cora, for full or partial credit if students miss such in-class activities or assignments.
2. Late Midterm Discussion Papers and Final Projects will be penalized one letter grade.
--Note that a revision option will be offered only on Midterm Discussion Papers turned in on time for students wishing to try to improve their performance and grade on this assignment. However, the revision option will not be extended to Midterm Discussion Papers submitted late.
--Also note that the Final Project is due at the scheduled final exam meeting during Finals Week at the end of the term. No revision option will be offered on Final Projects. And because Cora has to meet a deadline for submitting Final Course Grades to the College, Late Final Projects not be accepted after noon on Friday, Dec. 10.
C. Plagiarism Policy: Proper citations and documentation of any sources that you quote, paraphrase, and/or summarize in your writing are required whenever you borrow the words, facts, and/or ideas of others. Note well that even putting others’ ideas into your own words still means you are borrowing, and you need to give credit where credit is due. To avoid plagiarism, source(s) must be cited and documented, both (a) at the point in your papers where the borrowing occurs (using parenthetical citations for most documentation styles), and (b) in a list of all sources cited given at the end of your paper. Plagiarism—intended or not—is considered a serious academic violation of intellectual property rights, and may earn your written assignment an automatic "F" or worse.
Quick and acceptable ways, using MLA Style, of citing your sources in English 104 written assignments will be discussed further in class and/or in assignment direction handouts. Meanwhile, more guidance on documenting sources may be obtained from:
--Our English 104 Textbook: "Appendix 3: Writing About Short Stories," especially "Documenting Sources" & the Sample Student Research Paper, pp. 971-976.
--Cora’s webpages:
"A Guide To Documenting Sources"
"Documenting Electronic Sources"
Any Eng 104 student
with a documented disability (physical, learning,
psychological, vision, hearing) who needs to arrange
reasonable accommodations
must inform the College and Cora as soon as possible.
If you require any assistance related to a disability,
contact the Disability Services Office
located in Boyle Education Center (BEC),
call (541) 383-7580, or send e-mail to sobrien@cocc.edu
I look forward to working with and learning from all of you this term!--Cora
Learn More: Explore ENG 104 Links Authorlinks
Authorlinks 2 Genre: Short Story Links
ENG 104 Fall 1999
Syllabus | Course
Plan | Assignments | Links |
Authorlinks |StudentWriting
CORA'S
ENGLISH 104 HOME PAGE
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URL of this webpage: http://www.cocc.edu/cagatucci/classes/eng104/fall1999/syllabus.htm
