RATIONALE. CONTENT Detailed study of 3 novels, 1 of which will be for independent study, and 3 short stories. UNIT 1 : 5 Hours
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1 SUBJECT: Language Arts/Literature COURSE: Introduction to Prose Fiction COURSE CODE: LT111SE PROGRAMME: Secondary YEAR: 1 SEMESTER: 2 PRE-REQUISITE: CXC-CSEC English B CREDIT HOURS: 3 DURATION: 45 Hours RATIONALE This course is intended to sensitize students to the pleasures to be derived from the study of prose fiction so that they may transmit this to their pupils and others in the wider society. The course will also develop students understanding of the characteristics of the genre, and extend their awareness of its evolution across historical periods, geographical spaces and cultures as well as help them interpret and evaluate the various forms. Additionally, students will come to appreciate prose fiction for its contribution to their social, emotional and intellectual development. OBJECTIVES Students should be able to: 1. explain the value of prose fiction for one s development. 2. examine critically the extent to which prose fiction accurately portrays people as representatives and as individuals belonging to different homogenous groups male, female, West Indian etc. 3. define i) prose fiction as a genre ii) define sub-genres of prose fiction. 4. distinguish between prose fiction and other genres. 5. define the elements of prose fiction. 6. trace the development of forms of prose fiction from different historical periods, geographical locations, and cultural spaces. 7. analyse texts from various historical periods, geographical locations and cultural spaces. 8. examine the interconnectedness of the elements of specific works. 9. demonstrate an appreciation for prose fiction by reading a number of books for pleasure. 10. apply knowledge and analytical skills to other texts CONTENT Detailed study of 3 novels, 1 of which will be for independent study, and 3 short stories UNIT 1 : 5 Hours Personal Response to Prose Fiction
2 1. Free response to Prose Fiction/Reflection on reading experiences - students recount experiences with books spanning different historical periods and geographical locations. 2. The place and value of prose fiction a] shaping identity b] increasing awareness of the relationship between historical periods, geographical spaces, socio-economic and political conditions c] dealing with societal issues e.g. the environment, race, class, gender, sexuality etc. d] developing an appreciation for one s culture and other cultures e] modeling different uses and styles of language f] defining values and attitudes. UNIT 2: 6 HOURS Defining Prose Fiction 1. Definitions of prose fiction based on personal experience. 2. Extending and critiquing existing definitions. 3. The response of critics and theorists to prose fiction - any three theories can be briefly examined e.g. reader response, post colonial, feminist, and new criticism, based on the texts selected for the course. UNIT 3: 8 HOURS Reading/narrating of selected extracts Locating Forms of Prose Fiction in Historical Periods, Geographical and Cultural Spaces 1. Early Forms of Prose Fiction The Oral Tradition myths, legends, folktales, fables, parables, (e.g. African, Caribbean) 2. The Emergence of the Novel A Historical Overview - Predecessors e.g. John Bunyan - Features of the early novels - Characteristics of the period 2
3 - An introduction to its successors e.g. Jane Austen, the Brontes, Charles Dickens 3. The Forms/Types of the Modern Novel and Short Story An Introduction - Realistic - Science Fiction - Fantasy [Students examine and respond to extracts from these] UNIT 4: texts) 26 Hours Interpreting and Evaluating Prose Fiction (to include non-caribbean (By the close reading of 3 novels and 3 short stories students are introduced to various aspects of prose.) 1. Responding to the Texts a] Reading of texts b] Personal response to texts c] Interpreting/critically analyzing the texts 2. Identifying and Connecting Elements of Prose (e.g. the influence of setting on characters, the relationship between character and theme) a] plot structure b] theme c] characters and characterization d] setting historical, physical, social etc. e] language and style f] point of view SUGGESTED ACTIVITIES Readers Theatre Book clubs within class and outside Journal writing Reaction papers Interviews (real and mock) Debates Design ads for marketing campaigns Panel discussion 3
4 Simulated talk shows Symposium Displays Creating portfolios Dramatic presentations Sharing passion pieces ASSESSMENT Course work 60%, exam 40% Course work: Portfolio Tracing evolution of prose fiction; information on form and writers, to include an essay 30% Journal specifically responding to the place and value of prose fiction in their lives 10% (at least 5 entries) Group displays, presentations, symposiums 20% Examination Two essays based on: 1. EITHER two novels OR one novel and two short stories AND 2. A Reaction piece i.e. Students are expected to respond critically to an extract of prose fiction (unseen) 4
5 SUGGESTED TEXTS Texts should come from various historical periods, geographical locations and cultural spaces. Aesop s Fables Parables Daniel Defoe - Moll Flanders Oroonoko (1688) Mrs. Aphra Behn John Bunyan - Pilgrims Progress Daniel Defoe -Robinson Crusoe Jane Austen - Pride and Prejudice Jane Austen - Sense and Sensibility Jane Austen - Emma Miguel de Cervantes -Don Quixote de la Mancha Charlotte Bronte - Jane Eyre Emily Bronte -Wuthering Heights Charles Dickens -Oliver Twist Charles Dickens -Great expectations George Elliot -Mill on the Floss Charles Dickens -A Tale of Two Cities Mariana Bo- So Long a Letter Thomas Hardy -The Mayor of Casterbridge Virginia Wolfe -To The Lighthouse Erna Brodber Jane and Lousia Erna Brodber - Myal Scott Fitzgerald -The Great Gatsby Paule Marshall - Praise Song for the Widow Jean Rhys -Wide Sargasso Sea V.S. Naipaul Miguel Street C.L.R. James -Minty Alley James Joyce -Dubliners (short stories) Olive Senior -Summer Lightning Olive Senior -Discerner of Hearts Lorna Goodison -Fool Fool Rose is Leaving Labour in Vain Savannah This list is not exhaustive. Lecturers should, however, ensure that texts chosen are not exclusive to a particular geographical space, culture or historical period, but should span a wide cross section. SUGGESTED REFERENCES Di Yanni, Robert. Literature, Reading Fiction, Poetry and Drama Compact edition, The Mc Graw-Hill companies U.S.A. Cuddon, J-A. Dictionary of Literary Terms and Literary Theory 3 rd edition, 1991, Penguin Books, London. Highly recommended for students - How to Study a Novel - John Peck 5
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