(IAI H3 901)
I. COURSE LOCATION
X ON CAMPUS CCC
II. COURSE IDENTIFICATION
PREFIX: LITO NUMBER: 107 NAME: Introduction to Fiction
3 LECTURE HOURS LIBA 04900 CURRICULUM & NO.
0 LABORATORY HOURS 1.1/230301 PCS-CIPS NUMBER
3 CREDIT HOURS N VARIABLE (Y/N)
0 CLINICAL HOURS N REPEATABLE (Y/N)
0 SOE HOURS 0 TIMES
III. DIVISION TO WHICH COURSE IS ASSIGNED
CONTINUING COMMUNITY EDUCATION
IV. CATALOG DESCRIPTION OF COURSE
V. PREREQUISITES FOR THE COURSE
VI. METHODS OF INSTRUCTION
X DISCUSSION-LECTURE SEMINAR
LABORATORY TELE-LECTURE (FILM-TV)
TELEVISION (TELECOURSE) LECTURE
INDEPENDENT STUDY OTHER (IDENTIFY):
VII. OBJECTIVES OF THE COURSE (USE ADDITIONAL PAGES AS NECESSARY)
A. To provide students a basic competence in using the tools and techniques of literary analysis.
B. To provide a basic vocabulary and understanding of what fiction is and the nature of its concerns.
C. To foster a basic appreciation of the genres of literature, the short story and novel.
D. To assist students in intelligently expressing themselves in composition work.
VIII. A. REQUIRED TEXTBOOK(S)
TITLE: Introduction to Fiction
AUTHOR(S): Kennedy and Gioia
COPYRIGHT DATE: 2007 EDITION: 10th
PUBLISHING COMPANY: Pearson Longman
COPYRIGHT DATE: EDITION:
B. REQUIRED WORKBOOK(S)
COPYRIGHT DATE: EDITION:
IX. SUPPLEMENTARY INSTRUCTIONAL MATERIALS IDENTIFY GENERAL SOURCES:
Paperback novels—instructor’s choice
IF EXTENSIVE COLLATERAL
BOOKS, PROVIDE INFORMATION.
X. METHODS OF EVALUATION OF STUDENTS ENROLLED IN THE COURSE
Combination objective and written examinations, out-of-class critical appraisals totaling 9-12 pages, and class participation in discussion. Further readings and examples on reserve in library.
Humanities courses at
XI. COURSE OUTLINE
I. Reading a Story.
A. Fable and Tale.
C. The Short Story.
D. John Updike on
Writing, Why Write?
What's the Plot?
II. Point of View.
Katherine Mansfield on Writing, Creating "Miss Brill."
B. How Point of View Shapes a Story.
C. Student Essay: Raymond Carver's Use of First-Person Point of View in "Cathedral."
A. How Character Creates Action.
A. Amy Tan on Writing, Setting the
B. How Time and Place Set a Story.
V. Tone and Style.
Ernest Hemingway on Writing, the Direct Style.
Be Style Conscious.
A. Kurt Vonnegut, Jr., on Writing, the Themes of Science
B. Stating the Theme.
A. Recognizing Symbols.
B. Student Essay. An Analysis of the Symbolism in Steinbeck's "The Chrysanthemums."
VIII. Evaluating a Story.
A. Ralph Lombreglia
on Writing, Creating "Jungle Video."
B. Know What You're Judging.
IX. Reading Long Stories and Novels.
A. Franz Kafka on Writing, Discussing The
B. Leaving Things Out
X. A Writer in Depth.
A. Flannery O'Connor on Writing,
The Element of Suspense in "A Good Man is Hard to Find."
B. Flannery O'Connor on Writing, The Serious Writer and the Tired Reader.
C. How One Story Illuminates Another.
XI. Stories for Further
XII. Writing About Literature.
B. Discovering and Planning.
C. Drafting and Revising.
D. The Form of Your Finished Paper.
E. Documenting Your Sources.
F. Reference Guide for Citations.
G. Keeping a Journal.
H. The Girl Writing Her English Paper, Robert Wallace.
XIII. Writing About a Story.
B. Student Essay (Explication).
D. Student Essay (Analysis).
E. Student Card Report.
F. Comparing and Contrasting.
G. Suggestions for Writing.
XIV. Writing and Researching on the Computer.
A. Writing and
B. Using Spell-Check Programs.
C. Researching on the World Wide Web.
F. Literature Online
XV. Critical Approaches to Literature.
A. Formalist Criticism.
B. Biographical Criticism.
C. Historical Criticism.
D. Psychological Criticism.
E. Mythological Criticism.
F. Sociological Criticism.
G. Gender Criticism.
H. Reader-Response Criticism.
I. Deconstructionist Criticism.
J. Cultural Studies.
XVI. Longer Works of Fiction
A. The Novella
B. The Novel
ü As part of the
Introduction to Fiction, Lito 107, Student Learning Outcomes
Learning Outcome I:
Students should be able to read, understand, interpret, and evaluate literary work.
More specifically, they should be able to do the following:
1. Recognize, recall, and summarize material read.
2. Predict and question the text during and after reading.
3. Understand the various purposes for reading.
4. Be cognizant of the difficulties of the text and aware of their own abilities and deficiencies.
5. Appreciate the importance of motivation.
6. Draw inferences thus enhancing appreciation for the complexities of the text.
7. Synthesize information previously read with the current text.
8. Evaluate the worth and value of the text.
9. Judge the accuracy and reliability of the text.
Learning Outcome II:
Students should be able to express and develop their ideas of the literary text by writing grammatical, organized, and coherent essays.
More specifically, the students should be able to do the following:
1. Generate ideas by using various strategies to analyze the text.
2. Write for a specific college audience and purpose, thus using appropriate language and style.
3. Develop an essay with a clear thesis.
4. Support that thesis with textual information.
5. Organize the essay coherently and logically using appropriate rhetorical strategies.
6. Write in standard, written English.
7. Revise and proofread.
8. Use writing as a means of developing thought and clarifying ideas.
Learning Outcome III:
Students should be exposed to a variety of writers, ideas, artistic motives, and genres. The students should also be introduced to the vocabulary necessary to understand literature. More importantly, they should discover those universal themes and ideas that have motivated human beings to express themselves in language, ranging from mundane concerns to their highest aspirations.
More specifically, the student should be able to do the following:
1. Recognize the various strategies for examining a literary text.
2. Distinguish among popular and serious fiction.
3. Understand the elements of the various literary subgenres, including the short story, the novella, and the novel.
4. Comprehend figurative language.
5. Discover literary themes and their traditions, both American and English traditions, history, and writers.
6. Recognize and appreciate the implications of symbolism, allegory, and myth.
7. Incorporate much of the more subtle and specific literary terms into their vocabulary.
8. Appreciate the universal themes and the transcultural themes that give literary study a global perspective.
9. Understand the works of major writers in each genre so as to see the genre's history and changes within that genre relevant to the specific era; for example, Hardy must be seen in terms of Victorian society but the influences on Hardy's form and ideas and his influence on future British and American writers are also relevant.
10. Cultivate an awareness of art's role in everyday life and to appreciate the relevancy between life and art.
11. See fiction as an expression of human values, to see values as a necessary ingredient in all human endeavor, yet simultaneously maintain that tolerance for differing views is fundamental in artistic expression and for the academic discipline and its discourse.
COMPOSITION GRADING STANDARDS
While appreciating the individualism inherent in the essay grading process, the department adheres to the holistic method of evaluating essays and expects consideration of content, structure, and mechanics. The following standards in grading are designed to establish uniformity among all teachers of Composition:
EXCELLENT ESSAY --A
Content-- The content of the A essay exhibits a mature level of thought with a clearly stated thesis and abundant support in the forms of concrete examples, details, and reasoning. The essay addresses the specified audience and the assigned rhetorical mode.
Structure—It is structured with a complete introduction, graceful transitions through supporting paragraphs, and a fitting conclusion.
Mechanics—Mechanically, the paper employs a variety of sentence structures, precise word choice, and figures of speech to create a clear tone; it is void of repetition, wordiness, and colloquialisms.
GOOD ESSAY-- B
Content-- The B essay has a clearly stated thesis; the supporting paragraphs exhibit adequate examples and details with clear reasoning. The essay addresses the specified audience and the assigned rhetorical mode.
Structure-- The structure displays an introduction, clear transitions, and an acceptable conclusion. If not highly impactful, it has few structural weaknesses.
Mechanics-- The paper's mechanics consist of a variety of sentence structures and accurate word choices; it has few errors in Standard English. However, a mere absence of errors should not be rewarded with a grade of 6-.
Content-- The average essay has a clearly stated thesis; however, it is often trite or general. It attempts to display examples and details, but fails to provoke thought. The essay fails to address the specified audience, but it does reflect the assigned rhetorical mode.
Structure-- The structure presents a beginning, middle, and end, but lacks transitions. It has few structural weaknesses, but oftentimes structure is its 9nly strength.
Mechanics--Sentence structures are not varied and are often repetitive; unique word choices are not apparent. Errors in Standard English are commonplace; however, the essay does not have major sentence errors, such as comma splices, fragments, and run-ons.
Content—The poor essay lacks a clearly stated thesis. It fails to display examples and details, but instead the paragraphs are filled with repeated generalities. The essay fails to address the specified audience, and oftentimes it does not even reflect the assigned rhetorical mode.
Structure—The structure presents a beginning, middle, and end, but lacks transitions. The body paragraphs show little unity, order, or coherence.
Mechanics—Sentence structures are mostly simple and most sentences restate the previous thought; simple word choices ("their"and"its") are incorrect and confused. The most flagrant errors in Standard English are prevalent. Most seriously, a few comma splices, fragments, and run-ons remain uncorrected.
Content—This essay lacks a clearly stated thesis. It fails to display examples and details, but instead the paragraphs are filled with repeated generalities. The essay fails to address the specified audience, and oftentimes it does not even reflect the assigned rhetorical mode.
Structure—The structure fails to present a beginning, middle, and end. The body paragraphs do not show unity, order, or coherence.
Mechanics—Sentence structures are mostly simple and most sentences restate the previous thought; simple word choices ("their"and"its") are incorrect and confused. The most flagrant errors in Standard English are prevalent. Most seriously, many comma splices, fragments, and run-ons remain uncorrected.
Failure to eliminate comma splices, fragments, and run-ons from any essay should constitute a failing grade for the assignment.
Each embedded writing assignment will be evaluated based upon a variety of criteria that together form the basis of the Humanities component of the General Education curriculum. Please assign a number from 1 to 5 for each criterion. 1 = Unacceptable, 2 = Poor, 3 = Average, 4 = Good, 5 = Very Good, N/A = Not applicable
Comprehension of the individual work
Aesthetic and cultural appreciation
Understanding of the work in its historical context
Analysis of Form
Contacts: Danny Stover, ext. 3336
Sue Hardebeck, ext. 3338
Steve Normansell, ext. 3340
For Further Information/
The Philosophy of
“Student learning” is the core focus of our institutional effectiveness plan, and our more specific assessment plan and strategies have but one primary purpose—improving student learning in the future. Despite the semantic distinction and the confusion between institutional effectiveness and assessment, the governing question forming the foundation of our assessment philosophy is simple: What can we do as faculty to improve student learning, and equally important, what can students do to improve? Obviously, each student learns differently, every course varies, not all programs can be assessed identically, and every faculty member’s style is unique; therefore, there is necessarily a complexity, as well as a need for subtlety, in order to achieve a comprehensive, coherent, and personally rewarding and meaningful assessment strategy. But underlying all levels of assessment is the simple dictate to which faculty and students alike are committed: We are embarked on an on-going, comprehensive assessment strategy that will both document and improve student learning.
Assessment Forms and The Role of All Faculty
A five-part sequence provides the pedagogical framework of our assessment plan. The institution has a mission statement and goals, all departments and programs have articulated missions, goals, and outcomes, and each course has objectives and student learning outcomes; thus all parts are connected to, derive meaning from, and fulfill the whole. Fourth, a series of forms has been developed in order to allow flexibility and to provide faculty with a means of measuring student learning outcomes and, most importantly, changing in order to improve student learning. Finally, students are active participants and are engaged in the assessment process.
A Quick Checklist Of What To Do
ü Check out the assessment room (Dean’s office) and familiarize yourself with the institution’s and with your department’s mission, departmental goals, and outcomes.
ü Every course has a departmental master syllabus. You must include these objectives and the learning outcomes on your first-day syllabus.
ü All programs must have an assessment plan on file. If you are in charge of a program, submit the program assessment plan at the beginning of the year; gather the data and analyze; and then submit the results at the end of the year along with how you will change in order to improve.
ü If you teach courses only, there are faculty forms on the back page to help you begin documenting the assessment of student learning.
ü Include students in surveys and CAT’s. Try using focus groups, etc.!
Faculty Assessment of Course Objectives
General Assessment Strategies
This form lists all of the graded material that comprised a student’s course grade and connects grade to course objectives.
Measurable course objectives on syllabus (pick any two):
How were these course objectives assessed?
Faculty Assessment of Learning Outcomes
General Assessment Strategies
Using Classroom Assessment
This form lists specific strategies for assessment of learning outcomes and for daily or weekly improvement of student learning. These assessment techniques are independent of --and in addition to-- grades and tests.
What were a few CAT’s utilized this semester for specific Learning Outcomes? List outcome (a) and CAT (b):
Analysis, Results, and Changes
Date last taught:
This form summarizes the results of your assessment efforts and proposes changes. Assessment must be an on-going continuum, a process that forces change and improves student learning.)
What were some of the most significant results that you received this semester?
What changes are you going to implement to improve student learning?