C E R R I T O S C O L L E G E Norwalk, California COURSE OUTLINE ENGLISH 234 READINGS IN SHORT Approved by the Curriculum Committee on: September 25, 2003 Dr. Steve Clifford Joana Mootz-Gonzales Lynn Serwin Professors Reviewed by: Dr. Steve Clifford/ Nishi Shah Department Co-Chairs, English David Fabish Instructional Dean, Liberal Arts Rick Miranda Vice-President of Academic Affairs/ Assistant Superintendent Revised/reviewed: 5/88, 12/95, 2/22/96, 1/27/00, 2/24/00, 1/22/04, 9/25/03, 9/23/08, 9/30/11, 10/6/17 Content review: 2/22/96, 1/22/04, 9/25/03, 9/30/11
2 I. Catalog description A. Course description This course studies the structure and techniques of the short story and the novella. Emphasis is on critical analysis of selected American, European and World short fiction throughout time, including contemporary works. B. Class hours: 3.0 Lecture Units: 3 C. Prerequisite: Completion of ENGL 52 or ENGL 72 or ESL 152 or equivalent with a grade of C or higher, or of Pass, or completion of the placement process with eligibility for English 100. Corequisite: None D. Recommendation: None II. Texts and other instructional materials A. Required texts The instructor will secure Board approval for one or more texts that anthologize a cross-section of short stories and contemporary short novels or novellas. Examples of such texts are the following: 1. Anthologies: a. Bausch, Richard and R.V. Cassill. Norton Anthology of Short Fiction, 8 th Edition. W.W. Norton Co., 2015. b. Charters, Ann. The Story and Its Writer: An Introduction to Short Fiction, 9 th Edition. Bedford/St. Martin s, 2014. c. Kelly, Joseph. The Seagull Reader: Stories, 3 rd Edition. W.W. Norton Co., 2014 d. Lawn, Beverly. 40 Short Stories, 4 th Edition. New York: Bedford/St.Martin s, 2012. e. Pickering, James H. Fiction 100: An Anthology of Short Fiction, 13 th Edition. Pearson, 2013. (Add this one?) f. Diaz, Junot, ed. The Best American Short Stories, 2016. Mariner Books, 2016. 2. Short story collections or novellas by individual authors might include texts such as: a. Baldwin, James. Going to Meet the Man, Vintage, 1993.
3 b. Cisneros, Sandra. Woman Hollering Creek and Other Stories, Vintage, 1991. c. Diaz, Junot. Drown, Riverhead Books, 1996. d. Joyce, James. Dubliners, 1914. (various editions) e. O Connor, Flannery. A Good Man is Hard to Find, Harcourt Brace Jovanovich, 1955. f. Saunders, George. The Tenth of December, Random House, 2014. 3. Faculty-Authored Texts: Texts approved by the English Department B. References Gardner, Janet E., and Joanne Diaz. Reading and Writing About Literature, 4 th Edition. Bedford/St. Martin s, 2017. Griffith, Kelley. Writing Essays About Literature, 9 th Edition. Cengage, 2014. Roberts, Edgar V. Writing About Literature, 13 th Edition. Pearson, 2011. C. Required materials None III. Course content A. The short story as genre B. Techniques of the short story including plot, setting, point of view, characterization, theme, style, etc. sociological, historical, psychological, feminist, cultural and/or new criticism C. Literary evaluation criteria including a cross-section of critical approaches such as sociological, historical, psychological, feminist, cultural and/or new criticism D. Techniques of the short story including plot, setting, point of view, characterization, theme, style, etc. E. Analysis of numerous short stories by diverse, representative writers F. Analysis of several short novels by diverse, representative writers G. Differences between the short story, short novel or novella H. Writing about literature 1. Developing an argument about a work a. Interpretation 1. Author s writing style 2. Author s meaning
4 b. Support from primary sources c. Support from secondary sources d. Evaluation of sources e. Modern language association documentation of sources 2. Strategies for written structure a. Explication b. Analysis c. Compare/contrast 3. Strategies for developing writing skills using literary criticism a. The instructor may choose as many of the following critical approaches as appropriate 1. Formalism 2. Biographical 3. Historical 4. Psychological 5. Feminist 6. Reader response IV. Course objectives A. Understanding representative American, European, and World short fiction (the short story, short novel, novella) B. Recognizing the nature, historical development and scope of the short story and the novella. C. Analyzing a work in terms of plot, character, setting, theme, point of view, style or other literary techniques D. Recognizing political, philosophical, social, economic, psychological and cultural implications of the literature studied E. Developing critical and analytical skills for the appreciation of literary fiction as compared to lesser quality fiction F. Writing critical analysis of literary work G. Becoming more aware of the value of literature in one s understanding of human experiences and relationships H. Appreciating the interconnection between literary techniques and the artistic creativity of the authors V. Assignments A. Reading Assigned short stories or novellas as well as other reference, critical or assigned readings as deemed essential by the instructor B. Writing or problem solving or skill attainment
5 Writing critical analysis of the literature in revised and edited assignments. Writing reading responses in logs, in-class writings, and projects C. Critical thinking 1. Reading critically through clarifying and critiquing the historical, cultural, psychological, and literary background of assigned works 2. Developing one s perspective by creating and exploring beliefs, arguments 3. Analyzing the basic elements of the short story and novella 4. Comparing and contrasting individual styles, themes, characters, etc. of the short fiction studies 5. Reasoning dialectically by comparing perspectives and interpretations 6. Reasoning dialectically by evaluating perspectives and interpretation VI. VII. Methods of instruction may include A. Lectures to introduce characteristics of short fiction and novellas B. Socratic questioning to develop understanding of works and literary aspects C. Collaborative group and class discussion to analyze and interpret literary works D. Instructional media/video viewing/internet research E. Field trips F. Guest lecturers G. Individual and/or group presentations to enlarge appreciation and knowledge of short fiction H. Instruction utilizing Electronic Information Technology (EIT) (ie., video, audio, websites, web services, and software) must comply with Cerritos College BP and AP 3720, Cerritos College BP and AP 3411 and Section 508 standards (law). When the instructor's course materials are not compatible with a student's disability, the instructor will develop an Equally Effective Alternative Access Plan (EEAAP). Methods of evaluation A. Compositions that reflect student s ability to critically analyze, evaluate and interpret the literary works studied B. Quizzes C. Reading logs D. Class participation E. Individual and/or group projects
F. Midterm G. Final exam 6 VIII. Student Learning Outcomes Students will: A. Identify representative American and World short fiction as appropriate. B. Recognize the nature, historical development and scope of the short story and novella. C. Analyze a work in terms of plot, character, setting, theme, point of view, style, and other pertinent literary techniques. D. Recognize political, philosophical, social, economic, psychological, and cultural implications of the literature studied. E. Write critical analyses of literary works. F. Demonstrate critical engagement with outside sources G. Write in prose style characterized by clarity, complexity and variety H. Adhere to the conventions of standard written English in accord with MLA style MULTICULTURAL STATEMENT A course in Readings in Short Fiction lends itself to explore not only the literary and artistic works which critics all over the world have called masterpieces, but also to study a people s or writer s shaping of experience. Who are we as individuals and as members of various groups and cultures? What is it like to be male? Female? Black? Latino? Old? Disabled? How do we choose to live? Are some of the enduring questions raised by literature? Students are invited to join in the discussion and through the study of comparative writings make significant discoveries about the similarities and differences in the human experience. Teaching pedagogies such as cooperative projects and panels, multimedia instruction, discussion, etc. will also accommodate various learning styles.