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he below are the three literary terms for this week (8/20).

There are a couple of web sites

listed on the Webliography which offer a very fine beginning to the definitions of these
terms. Please also look in one or two literary handbooks, though, to ensure you have the
broadest and deepest definitions possible in order to best apply these terms to the
assigned reading. Look for these terms on reading quizzes and other tests!
Characterization Protagonist Antagonist

Dr. Elizabeth Woodworth

Office: Reed Hall 314A (in the English Dept. office)
Office hours: MW 11-11:50 and by appt.
Office phone: 817-257-5146
Introduction to Fiction:
From the Short Story to the Novel and Back Again
English 10103-010 Fall 2007
MWF 9:00-9:50 a.m. PAL 222
This section of English 10103 is designed to serve as a college-level
introduction to short stories
and the novel. Regular reading quizzes, in-class writing, and discussion
are a vital part of this
course—these features of learning will help you to: 1) practice reading
texts closely; 2) develop
and support ideas about the texts you read; and 3) effectively explain
those ideas to others in
class discussion and in writing. As we progress through the term, you'll
also need to think about
your modern assumptions about culture and literature as you read
texts from other centuries and
nations. Overall, we will focus on possible reactions of readers through
time to the texts, how
we each react, often reflecting on what these reactions say about
contemporaneous and modern
political and social issues and their perceptions. We will begin our
reading in the near past
(2006); next, we’ll read a historical novel set in the earlier part of the
20th century; then we’ll
explore readings from the late Victorian period through the earlier
Victorian period, ending with
short stories published in the 1830s.
Required Texts:
The Best American Short Stories by Ann Patchett (ed.) (2006,
Houghton Mifflin)
Operation Red Jericho by Joshua Mowll (2005, Candlewick Press)
The Broadview Anthology of Victorian Short Stories by Dennis Denisoff
(ed.) (2004,
Broadview Press)
Course Requirements
Reading Quizzes:
Quizzes over assigned readings will be part of nearly every week’s
work. Quizzes may cover the
reading assigned for a given day, but may also include readings from a
previous day. Each quiz
will be graded on a 100% scale so that grades will be earned in this
F—59% and below
“Literary Term of the Week”—posted on the eCollege site. These terms
will be part of every
week’s inquiry. You will be responsible for knowing the term (multiple
definitions if applicable)
and being able to apply it to our readings in the general classroom
conversation as well as on
Woodworth 10103 Syllabus p. 2
quizzes. The Dictionary of Literary Terms and Literary Theory (Penguin
Reference) is useful
for learning the meaning of literary terms of the week, and I also like
The Concise Oxford
Dictionary of Literary Terms, but most literary handbooks will serve
your needs. I also
recommend the web as a place where you can find information you
need. Here is a fine site: (By
the way, for whoever
does the author project for Alice Monro—there is info at this site on
her.) Know that you will be
required to show where you got your information about the term (or
terms). In most cases,
you’ll need to paraphrase or summarize what you find as you will not
be able to replicate the
entire definition(s) in the time/space allowed (on quizzes, for instance).
In classroom
conversation, you are welcome to go as deep as the term or terms will
Most quizzes will be short answer quizzes with some matching or
multiple choice. Study your
quizzes before the two major tests (mentioned below); some quiz
questions may reappear on the
mid-term and final exams.
In lieu of in-class quizzes, you may be asked to participate in a
threaded discussion on eCollege
or write using the journal feature in eCollege. I will give you plenty of
notice in these cases as
the work may be done remotely.
In-Class Writing:
In-class writing will not be graded with a letter grade. You will receive
credit for completing
them in a thoughtful manner (they will also help you in class
discussions). Overall, in-class
writing will count as 5% of your course grade. They may not be made
up if missed for
unexcused absences. Do not lose these writings; you may need them
for quizzes or exams.
Author Presentations:
Each of you will be assigned an author from our reading list. You will
research the author and
do an oral presentation on that particular author’s life, work, and the
specific text we are reading
by that author. The presentation will last 5-8 minutes. You will be
required to list web sites
and/or books you refer to in an annotated bibliography to handout to
fellow students. A web site
in lieu of a handout is acceptable, but you must enumerate its details
as part of the presentation
and be sure links are annotated as entries would be in a traditional
bibliography. Style for the
annotated bibliography will follow MLA guidelines (Modern Language
organization who governs style/format issues for English literature
instruction and writing).
Novel Project:
Each student will find and research the history, author, and content of
one novel from the 19th
century or 20th century (American or British) to exam in comparison to
the novel we are reading.
Expect that you will be required to choose novels that were bestsellers
or award-winners of some
kind. You will be required to do a formal paper and oral presentation
(no more than 5 minutes).
Specific subjects for this project and its form will come from our
discussion of the novel by
Jason Mowll, Operation Red Jericho.
Mid-Term and Final Exam:
Two major tests, cumulative to those points in the term, will be 40% of
your grade. These will
be a mix of questions you have already seen on quizzes and include
multiple choice, matching,
Woodworth 10103 Syllabus p. 3
identification, notes on authors, perhaps even a true/false, and some
questions requiring short and
long answers. The mid-term will cover all short stories read to that
point; the final will cover our
novel and shorts stories read to that point. Expect these texts to
include some open-book aspect,
such as: “read the following paragraph and discuss the overall theme
of the short story as
embodied in this paragraph.” I will let you know ahead of each exam if
your books will be
required for either of these exams and any other materials you may
need to bring with you for the
Grade Breakdown:
5% In-Class Writing
15% Author Presentation
15% Novel Project
25% Reading Quizzes
40% Mid-Term and Final Exams
All grades will be averaged according to their weight for a final course
Course Policies and TCU Information/Resources
Discussion of the literature we read is a crucial component of your
learning in this course, as are
the regular reading quizzes and other in-class activities. Your presence
is important to your
achievement in this course. I’ll adhere to the English Department’s
policy that three weeks of
absences (nine absences in a MWF class) is grounds for failure of the
Absences under the three-week maximum can still affect your grade
adversely. After one week
of unexcused absences (three in a MWF class), half a letter grade can
be subtracted from your
final grade (i.e.: six absences means the final grade will be lowered by
one full letter grade).
Only official university absences—absences REQUIRED by an official
body of TCU—will be
excused and will not count against you. Official university absences
must be documented in
writing BEFORE they occur, and work due during the intended absence
must be submitted in
advance. (Check here for more on absences:
Unexcused absences due to illness or your choice all count toward the
three weeks’ absences
limit. You get two “free” absences before your grade is hampered—if or
how you use those is
your choice. You do not need to tell me why you missed those two
class. A word of caution:
keep track of your missed days.
Please be on time for class. Students who are tardy are a distraction to
the whole class. Being
tardy will affect your daily grade. Three tardies will equal one absence.
Keep in mind that inclass
work cannot be made up.
Late Work:
All projects are due at the beginning of class (unless otherwise stated).
Presentations are due on
the day you chose. There may be some room to switch times/days, but
as a rule, you must stick
Woodworth 10103 Syllabus p. 4
with the time and day you originally signed up for—if you are not
prepared on that day, your
work will be considered late. If you know you must miss the class when
you will present, you
need to re-schedule your due date/time well ahead. Late work can
lower your grade for the
Classroom Atmosphere:
The classroom is a place where all of us can share our ideas, thoughts,
and questions without fear
of being made fun of or embarrassed. Our classroom interaction will be
based on respect for all
of the writers and readers in our entire class and in your small groups.
Unacceptable behavior
will be discussed with individuals in a timely way to ensure there is not
a repetition of that
behavior. No texting, no cell phones, no iPods or such—be respectful of
your learning
environment and your fellow students. Focus. You may bring your
laptops and use them in
class to take notes or work on projects as time allows, but during
whole-group (or small-group)
discussions, in-class writings, quizzes, and tests, they must be closed
unless you have permission
ahead of class time. You use your laptop for a presentation, but
audience members need to keep
their laptops closed for the duration of the presentation. Thank you for
cooperating as a group to
make our learning time and environment positive for all.
Email Notification:
Only the official TCU student email address will be used for all course
notification. It is your
responsibility to check your TCU email on a regular basis.
Netiquette—Code for Courteous Communication
Speaking of email... All members of the class are expected to follow
rules of common courtesy
in all email messages, threaded discussions, and chats. If I deem any
of your emails for this
course to be inappropriate or offensive, I will forward the message to
the Chair of the department
and the online administrators and appropriate action will be taken, not
excluding expulsion from
the course. In order for us to move ahead as a group in an online and
f2f learning environment,
we need to be as kind and polite online as we are in person. Thank
Office Hours:
During the office hours posted above, I will be in my office and
available to talk with you about
any questions, comments, or concerns you have about the course.
Please stop by and see me
during these hours—that time is yours. If the hours don’t work for you,
email to make an
Americans with Disabilities Act:
TCU complies with the Americans with Disabilities Act and with Section
504 of the
Rehabilitation Act of 1973 regarding students with disabilities. The
University shall provide
reasonable accommodations for each eligible student who a) has a
physical or mental impairment
that substantially limits a major life activity, b) has a record or history
of such an impairment, or
c) is regarded as having such an impairment. Eligible students should
contact the Coordinator
for Students with Disabilities as soon as possible in the academic term
for which they are seeking
accommodations. Each eligible student is responsible for presenting
relevant, verifiable,
professional documentation and/or assessment reports to the
Coordinator for Students with
Disabilities (see online student handbook for more details, section on
Academic Affairs:
Woodworth 10103 Syllabus p. 5 Or Further information can be
obtained from the Center for
Academic Services (Sadler Hall 11), TCU Box 297710, Fort Worth, TX
76129, or at (817) 257-
Academic Misconduct:
Academic misconduct is fully explained in the Student Handbook. See
section 3.4 under Code
of Student Conduct for details (
Generally academic
misconduct is defined as: Any act that violates the academic integrity
of the institution is
considered academic misconduct. The procedures used to resolve
suspected acts of academic
misconduct are available in the offices of Academic Deans and the
Office of Campus Life.
Specific examples include, but are not limited to:
Cheating: Copying from another student’s test paper, laboratory
report, other report, or
computer files and listings; Using, during any academic exercise,
material and/or devices
not authorized by the person in charge of the test; Collaborating with
or seeking aid from
another student during a test or laboratory without permission;
Knowingly using, buying,
selling, stealing, transporting, or soliciting in its entirety or in part, the
contents of a test
or other assignment unauthorized for release; Substituting for another
student or
permitting another student to substitute for oneself;
Plagiarism: The appropriation, theft, purchase or obtaining by any
means another’s work,
and the unacknowledged submission or incorporation of that work as
one’s own offered
for credit. Appropriation includes the quoting or paraphrasing of
another’s work without
giving credit therefore.
Collusion: The unauthorized collaboration with another in preparing
work offered for
TCU Campus Resources for Students:
Many resources exist on the TCU campus that may be helpful to
students—take advantage of all
that the campus offers you. Here is a small sampling:
Mary Couts Burnet Library (257-7117)
Center for Academic Services (257-7486, Sadler Hall 11)
The William L. Adams Writing Center (257-7221, Rickel Bldg. 244)
Student Development Services (257-7855, Student Center 220)
University Ministries (257-7830, Student Center 111).
Woodworth 10103 Syllabus p. 6
Tentative Schedule (Updated 8/17/07)
Week 1 Readings Discussion/Quizzes/Tests/Presentations
8/20 M No reading Introduction to course, reading story
8/22 W The Best American Short Stories
(2006), Ann Patchet, ed., Katrina
Kenison, series ed.1
Foreword, pp. ix-xiv
Introduction, pp. xv-xxii
“Once the Shore” pp. 1-19
Reading quiz2; whole-group discussion3;
author presentation sign-ups begin4
8/24 F “The Ambush” pp. 30-42 In-class writing5 (5-10 minutes);
discussion; author presentation signups
Week 2
8/27 M “So Much for Artemis” pp. 70-90 Reading quiz; whole-group
author presentation sign-ups continue
8/29 W “Self-Reliance” pp. 105-11 In-class writing (5-10 minutes);
discussion; author presentation signups
8/31 F “The View from Castle Rock” pp.
Reading quiz; whole-group discussion;
author presentations (Alice Munro)
Week 3
9/3 M Holiday—Labor Day
9/5 W “Cowboy” pp. 163-72 Whole-group discussion; author
presentations (Thomas McGuane)
9/7 F “The Dog” pp. 173-90 Whole-group discussion; author
presentations (Jack Livings)
Week 4
9/10 M “After a Life” pp. 191-203 Reading quiz; whole-group discussion;
author presentations (Yiyun Li)
9/12 W “How We Avenged the Blums”
pp. 235-51
In-class writing (5-10 minutes); wholegroup
discussion; author presentation
(Nathan Englander)
9/14 F “Grandmother’s Nose” pp. 252-8 Reading quiz; whole-group
author presentations (Robert Coover)
Week 5
1 All readings will be from this book until otherwise noted.
2 All graded work is in red: quizzes, tests, presentations, projects, etc.
3 Class discussions are always listed as whole group, but may actually include small-
group discussions. You will be
assigned random groups for literary discussions that regularly change.
4 There are more authors listed on the syllabus than students enrolled in the class;
information, therefore, regarding
some authors will be imparted via short lecture. Lecture content will be part of
reading quizzes and mid-term and
final exams.
5 In-class writing, noted in green, is required and counts as part of your overall grade,
but is not graded with a letter
Woodworth 10103 Syllabus p. 7
9/17 M “A New Gravestone for an Old
Grave” pp. 259-90
In-class writing (5-10 minutes); wholegroup
discussion; author presentation
(David Bezmozgis)
9/19 W “The Casual Car Pool” pp. 291-
Reading quiz; whole-group discussion;
author presentations (Katherine Bell)
9/21 F “Mr. Nobody at All” pp. 310-30 Whole-group discussion begins;
presentations (Ann Beattie)
Week 6
9/24 M “Mr. Nobody at All” pp. 331-56 Wrap up whole-class discussion
of “Mr.
Nobody at All” and The Best American
Short Stories (2006); author presentations
(not on reading list)
9/26 W No reading Introduction to novels; in-class writing
(prep for mid-term)
9/28 F Begin Operation Red Jericho
(ORJ) by Jason Mowll
Continue introduction to novels; in-class
writing (prep for mid-term)
Week 7
10/1 M Review for mid-term (covers only literary terms of the week to
this point and
The Best American Short Stories); begin choosing additional novel (see
6 below for more details on this)
10/3 W Mid-term exam
10/5 F Holiday—Fall Break
Week 8
10/8 M ORJ reading completed; additional
novel reading/project6
Reading quiz; whole-class discussion
10/10 W7 ORJ review of special features in
this novel; additional novel
In-class writing; whole-class discussion;
present/discuss novel choices8
10/12 F9 ORJ review of appendices;
additional novel reading/project
Whole-class discussion; present/discuss
novel choices
Week 9
10/15 M Additional novel reading/project A novel overview10; novel
10/17 W11 Additional novel reading/project A novel overview; novel
10/19 F Additional novel reading/project In-class writing; a novel
overview; novel
6 You will be required to bring your additional novel to class for the subsequent
classes on this project; you will also
need to have a short conference with me during week 8 in order for me to approve
your choice. However, if you
have a novel early in the term you know you want to use, please talk to me at any
time prior to week 8.
7 Unsatisfactory mid-term progress reports submitted to Registrar, 9 am.
8 Author presentations may include the author of ORJ or other novels you have
chosen to read. See me to discuss
these possibilities.
9 Last day students may elect Pass/No Credit grading option.
10 Novel overviews will be short lectures on important novel genres and American and
British novels of the 19th and
20th century (lecture content will be part of the final exam).
Last day students may withdraw from classes for Fall 2007.
Woodworth 10103 Syllabus p. 8
project presentations
Week 10
10/22 M Additional novel reading/project A novel overview; novel
10/24 W End of novel exploration In-class writing; a novel overview;
project presentations
10/26 F The Broadview Anthology of
Victorian Short Stories, Denis
Denisof (ed.)12
Introduction pp. 11-25
Appendix D: “The Short Story”
pp. 469-82
Reading quiz; whole-class discussion
Week 11
10/29 M “The Star” pp. 421-31 Reading quiz; whole-group discussion;
author presentations (H.G. Wells)
10/31 W “The Quest of Sorrow” pp. 411-19 Whole-group discussion;
presentations (Ada Leverson)
11/2 F “In Dull Brown” pp. 397-410 In-class writing; whole-group
author presentations (Evelyn Sharp)
Week 12
11/5 M “A Scandal in Bohemia” pp. 363-
Whole-group discussion; author
presentations (Arthur Conan Doyle)
11/7 W “The Happy Prince” pp. 353-61
“Lispeth” pp. 347-52
Whole-group discussion; author
presentations (Oscar Wilde and Rudyard
11/9 F “Markheim” pp. 331-45
“Interlopers at the Knap” pp. 303-
In-class writing; whole-group discussion;
author presentations (Robert Louis
Stevenson and Thomas Hardy)
Week 13
11/12 M “Was it an Illusion? A Parson’s
Story” pp. 285-302
“The Revenge of her Race” pp.
Reading quiz; whole-group discussion;
author presentations (Amelia B. Edwards
and Mary Beaumont)
11/14 W “A Toy Princess” pp. 265-75
“Green Tea” pp. 235-64
Whole-group discussion; author
presentations (Mary De Morgan and
Sheridan Le Fanu)
11/16 F “Eveline’s Visitant” pp. 205-14
“George Walker at the Suez” pp.
In-class writing; whole-group discussion;
author presentations (Mary Elizabeth
Braddon and Anthony Trollope)
Week 14
11/19 M “Agnes Lee” pp. 163-85
“The Story of Fairyfoot” pp. 153-
In-class writing; whole-group discussion;
author presentations (Geraldine Jewsbury
and Francis Browne)
12The remaining readings for the semester will be from this book unless otherwise
noted (always included in the
readings are the literary terms of the week).

11/21 W
11/23 F
Week 15
11/26 M “The Great Cranford Panic” pp.
Reading quiz; whole-group discussion;
author presentations (Elizabeth Gaskell)
11/28 W “A Terribly Strange Bed” pp. 105-
Whole-group discussion; author
presentations (Wilkie Collins)
11/30 F “The Bloomsbury Christening” pp.
In-class writing; whole-group discussion;
author presentations (Charles Dickens)
Week 16
12/3 M “The Mortal Immortal” pp. 47-59 Reading quiz; whole-group
author presentations (Mary Shelley)
12/5 W Review for final exam
Finals Week Final exam—cumulative exam from mid-October
12/14 F 8-10:30 am