UMUC-Europe Syllabus

Prerequisite: WRTG 101. An analysis of the attributes of the well-written short story. Emphasis is on aspects such as theme, plot, characterization, point of view, tone, imagery, irony, and symbolism, as exemplified in representative works of the 19th and 20th centuries. Only minimal biographical and historical background is provided; focus is on the selected writings.

Course Goals/Objectives:

* Discuss how the elements of fiction (plot, characterization, setting, point-of-view, and theme) are used to create effective (memorable) short stories. * Discover the influence of historical context and world view on the elements of fiction, especially plot and theme. * Gain an awareness of the historical development of the short story as form and be able to situate specific stories within that structure. * Learn to read actively (for analysis) and to write analytically and persuasively about short stories.

Course Introduction:

In this course students will read and analyze a variety of short stories from both the nineteenth and twentieth centuries, with a focus on American and English short story forms, with the possibility of looking at some European and South American models. Students will be introduced to the early history of the short story, including Poe's theories of the genre, as well as Joyce's notion of the epiphany. More recent approaches, such as Ray Carver's minimalist approach, will also be discussed. Students will be asked to analyze assigned stories according to the elements listed above and to evaluate them in both class discussion as well as in written form.

Grading Information and Criteria:

Instructor may also add faculty policies on late assignments, attendance, and extra credit. The grading scale, based on 100 points, is as follows: A 90-100 B 80-89 C 70-79 D 60-69 F 59 and below Midterm Exam 30% Paper (7-10 pgs) 30% Final Exam 30% Class participation 10%

Other Information:

Any other information the instructor wishes to add. This might include: * General expectations of students, such as hours per week students should expect to devote to the class * Turnaround time for faculty to respond to email and return papers * Unique class procedures or activities (such as cooperative learning exercises, panel presentations, case study methods, class journals or learning logs) * Supplemental objectives (such as development of skills like teamwork, writing, oral presentation; integration of knowledge on focus topics) * Optional activities such as study groups

Project Descriptions:

A 7-10 page term paper is required, and will be due at the end of meeting 14. Research papers are expected to utilize both primary and secondary sources, and should be submitted within the last week of class.

Academic Policies:

Cases of plagiarism are handled consistent with current UMUC guidelines. See the UMUC policies at the following URL: http://www.umuc.edu/policy/

Course Schedule:

WEEK 1: Introduction to the course: survey of elements of the short story; “The Story of an Hour” in class for discussion; writing sample in class Discussion of Introduction (pp. 3-30); Discussion of PLOT (pp. 49-50) and Chekhov’s “The Lady with the Dog” and Oates “The Lady with the Pet Dog” WEEK 2: Discussion of CHARACTER (pp.77-78) and SETTING (100-102) and Cather’s “Paul’s Case,” Gilchrist’s “Among the Mourners,” Mansfield’s “Her First Ball,” and Ihimaera “His First Ball” Discussion of POINT OF VIEW (pp.116-117) and “Gilman’s “The Yellow Wallpaper” and Faulkner’s “A Rose for Emily” WEEK 3: Discussion of THEME (pp.138-139) and Vonnegut’s “Harrison Bergeron,” Le Guin’s “The One Who Walked away from Omelas,” and O’Connor’s “Guests of a Nation” Discussion of Writing about Short Stories (pp. 30-45) WEEK 4: MID-TERM ESSAY EXAM: An analysis of the elements of the short story as applied to the stories read and discussed in class Discussion of selected stories: Lawrence’s “Odour of Chrysanthemums” and Steinbeck’s “Chrysanthemums” for comparative analysis WEEK 5: Draft of comparative analysis of protagonists in Lawrence and Steinbeck; peer editing workshop; discussion of Welty’s “A Worn Path” and Why I Live at the P.O.” In-class writing sketch: Characterization WEEK 6: Comparative analysis essay due; discussion of Roth’s “Defender of the Faith” and in-class writing sketch: Dialogue Discussion of Updike’s “A & P” and Singer’s “Gimpel the Fool” WEEK 7: Draft of First Person narratives based on Updike’s and Singer’s stories; peer editing of narratives; Marquez’s “A Very Old Man with Enormous Wings” Reading of personal narratives WEEK 8: Discussion of “McCullers’ “Sucker,” O’Connor’s “A Good Man Is Hard to Find” and “Revelation” FINAL ESSAY EXAM: Selection of a short story for discussion of theme and its development through the elements of the short story