English 132/05 Short Story and Novel Spring Semester 2004
M-W-F 12:30-1:20 250 Hodges

Jo Ann Dadisman
345 Stansbury
Office: 293-3107x450
Home: 864-0879 (before 10PM)
Email: joann.dadisman@mail.wvu.edu
Office hours: M-W 1 :30-2:30 and by special appointment

COURSE DESCRIPTION: This course is designed as an introduction to the short story and novel genres. The course will attempt to increase your understanding of seven ways of looking at a short story. These seven elements are found in most, although not all, short stories. Although you vrill be reading some stories that you have read before, I hope that you can make new discoveries about the stories and the art of storytelling, as well as deepen your appreciation for the writer's craft. The first halfofthe semester will be spent looking at short stories. The second will shift our focus to the longer fictional form of the novel. Because literally thousands of novels are available for reading, I have deliberately chosen four which are related both in theme and setting. We will be reading four novels that focus on the role of family in Appalachian literature.

TEXTBOOKS AND MATERLALS: Lostracco and Wilkerson. Analyzing Short Stories. 5th ed. Dubuque, IA: Kendall/Hunt, 2002.

Dykeman, Wilma. The Tall Woman. New York: Avon, 1989.
Giardina, Denise. Storming Heaven. NY :Ivy, 1987.
House, Silas. Clay's Quilt. New York: Ballantine, 2002.
McCrumb, Sharyn. Rosewood Casket. NY :Signet, 1996.

You will need a 3-ring binder for class notes and materials, access to the internet and an activated MIX account. Each Friday we meet will be a quiz day; many quizzes will be open-note, so it is crucial that you keep all class notes, responses to your readings and handouts. During the semester I will frequently post messages to the class through MIX so it is also imperative that you frequently check your account.

COURSE REQUIREMENTS:
Students are expected to attend all class sessions and be prepared for all class activities, lncluding discussion, quizzes and exams. In-class work including quizzes, can not be made up. Missed exams can be taken only with documented evidence of a need to miss class.
I expect you to communicate with me if you have a need to miss class meetings. I will not be posting lecture notes or discussion activities, so attendance is imperative. Friday's quizzes will often constitute short papers that give you the opportunity to interpret the story through the author's own words. References to other writers' interpretations are acceptable. Chapter 9 will be of benefit to you; read it on your own and meet with me during individual conferences to discuss your questions.

SCHEDULE OF READINGS/ACTIVITIES

Week #1: Jan. 12-16
•Course introduction: syllabus and policies
•Introduction to the elements of short story: "Young Goodman Brown" (video3; reading assignment: Chapter 1
•Discussion of "central idea"; quiz on "Star"; reading assignment: Chapter 2

Week #2: Jan. 21-23 (Jan. 19 is holiday)
•"Paul's Case" (video)
•Quiz on readings; reading assignment:.Chapter 3

Week #3: Jan. 26-30
•Discussion of "conflict"; reading assignment: search internet or other library sources for background or literary interpretations of "Bride Comes to Yellow Sky"
•Small group discussions/participation
•Quiz on readings; reading assignment: Chapter 4

Week #4: Feb. 2-6
•Discussion of "point of view"; search for background or literary interpretations of Thurber's "Secret Life of Walter Mitty"
•Small group activities: reading exercise (page 29)
•Quiz on readings; reading assignment: Chapter 5

Week #5: Feb. 9-13
•Discussion of "setting"
•Poe's "Cask of Amontillado" (video)
•Quiz on readings; reading assignment: Chapters 6 and 8

Week #6: Feb. 16-20
•Discussion of readings on language and the creative writing.process; assignment: research literary interpretations of Steinbeck's "Chrysanthemums"
•Small group activities
•Quiz on readings; reading assignment: Chapter 7

Week#7: Feb. 23-27
•Discussion of"tone"; research literary interpretations of Chopin's "Desiree's Baby"
•Small group activities
•Quiz on readings; review for Exa~n #1

Week #8: Mar. 1-5
•Exam #1
•Introduction to the novel; reading assignment: first 5 chapters of Tall Woman
•Discussion and quiz; reading assignment: chapters 6-11

Week #9: Mar. 8-12
•Discussion; reading assignment: finish novel
•Discussion; review
•Quiz on Tall Woman; reading assignment: first third of Storming Heaven

Week #10: Mar. 15-19

SPRING BREAK!

Week #11: Mar. 22-26
•Discussion; reading assignment: second third of novel
•Discussion; reading assignment: finish novel
•Quiz on Storming Heaven; reading assignment: first third of Rosewood Casket

Week #12: Mar. 29-Apr. 2
•Discussion; reading assignment: second half of Casket
•Discussion; reading assignment: finish novel
•Quiz on Rosewood Casket; reading assignment: first 9 chapters of Clay's Quilt

Week #13: Apr. 5-7 (no Friday class)
•Discussion; reading assignment: chapters 10-19
•Discussion; reading assignment: finish novel

Week #14: Apr. 12-16
•Discussion; small group discussion questions
•Small group activities
•Quiz on Clay's Quilt

Week#15: Apr. 19-23
•Review
•Exam #2

Week #16: Apr. 26-30
•Film day: ("Five Stories of an Hour", 'Y'm a Fool," "Yellow Wallpaper," or"Rockinghorse Winner"); writing assignment
• Film day: (see above)

GRADES:
In class writing, homework and participation, including 50%
Friday quizzes (available only to those in attendance)

Exam #1 25%
Exam #2 25%

Students can earn five additional percentage points during the final week of class by attending film sessions and writing responses to the visual treatment of a classic short story. The film versions which we view will be chosen by popular vote. Students should read Chapter 10 prior to attending one ofthe film viewings that week. Feel free to contact me via email, phone or in my office during open hours if you have questions, concerns or problems with the information in that chapter. In order to receive full extra credit, you will need to write a short (3 page) analysis of the film version, with an emphasis on the seven elements of story we have explored this semester. More information is to follow.

ATTENDANCE: Please note that attendance has not been factored into the grading system. Please do not be mislead. It is my philosophy that students are taking this class because they want to learn how to read, write and think more critically. Class attendance is imperative for that to happen. Failure to attend will hamper your ability to score well on weekly quizzes and to be prepared for mid-week discussions and small group activities.

DUE DATES: Class readings have been clearly identified throughout the syllabus. Students are encouraged to read and work ahead of deadlines, especially during the second half of the semester. The two course exams can only be taken at a time other than the scheduled day if prior arrangements are made.

WV is committed to social justice. I concur with that commitment and expect to foster a nurturing learning environment based upon open communication, mutual respect and nondiscrimination. Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color or national origin. Any suggestions as to how to further a positive and open environment in this class will be appreciated and given serious consideration.

If you are a person with a disability and anticipate needing any type of accommodations in order to participate in this class, please advise me and make appropriate arrangements with Disability Services (203-6700).

FINAL NOTE: I believe that all students can succeed in this class by staying abreast of the reading and writing assignments. Attendance can only strengthen your understanding of the material, how it relates to you and your world and your self confidence in articulating thoughts about the readings. I look forward to a good semester with each of you and will maintain an "open door" policy throughout the semester. Please contact me when you are in doubt or are struggling with an assignment.