Heartland Community College
Master Course Syllabus
Division: Humanities and Fine Arts
Course Prefix and Number: ENGL 207
Course Title: Beginning Narrative Fiction Writing
DATE PREPARED: September 1, 2006
DATE REVISED:
PCS/CIP/ID NO: 11 230501 01
IAI NO: EGL 921
EFFECTIVE DATE OF FIRST CLASS: January 14, 2008
CREDIT HOURS: 3
CONTACT HOURS: 3
LECTURE HOURS: 3
LABORATORY HOURS: 0
CATALOG DESCRIPTION (Include specific prerequisites):
Prerequisite: ENGL 101 with a grade of C or better. ENGL 206 with a grade of C or better, or
consent of instructor. This course provides a continuation of skills learned in ENGL 206 with an
emphasis on the creation of narrative fiction. Requirements include analysis and practical
application of writing strategies, peer workshops, and a creative portfolio with a critical
introduction that demonstrates an understanding of the structure, elements, and critical
terminology of writing narrative fiction. Topics to be covered include historical trends and
practices, theoretical and cultural influences, contemporary practices, and analysis of current
publication opportunities.
TEXTBOOKS:
Burroway, Janet. Writing Fiction: A Guide to Narrative Craft. Longman, March 2006.
Sudden Fiction International. Ed. Robert Shapard and James Thomas. Norton, November
1989.
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND
TRANSFERABILITY:
ENGL 207 fulfills 3 semester hours of elective credit for the A.A., A.S. or A.A.S. degrees. It should
transfer to most colleges and universities as an elective course. However, since it is not a part of the
General Education Core Curriculum described in the Illinois Articulation Initiative, students should check
with an academic advisor for information about its transferability to other Institutions. ENGL 207 should
articulate as the equivalent for the IAI baccalaureate major course EGL 921. Refer to the IAI web page
for information as well as www.itransfer.org.
COURSE OBJECTIVES (Learning Outcomes)
Outcomes
General
Education
Outcomes
Demonstrate an understanding of the elements and structure
of narrative fiction.
Demonstrate an understanding of the elements of creative
process as it is related to narrative fiction.
Demonstrate an understanding of the critical terminology of
the creative writer.
Develop an aural and textual working relationship with
other contemporary writers in order to form a community
of writers.
Analyze how one’s own writing production fits into
contemporary literary discourse.
CO 3, DI 2
CO 4, CT 4,
DI 3
Course Outline:
1). Defining narrative fiction—the conventions of short fiction.
2). The strategies of narrative short fiction—what are the elements of fiction?
3). Forming a community of writers—writing workshops.
4). Creation, analysis, revision, and submission.
5). Critical self-analysis of texts.
6). The final portfolio with critical introduction.
METHOD OF EVALUATION (Tests/Exams, Grading System):
Critical/Analytical Writing Assignments 15%
Written Peer Responses
15-20%
Class Discussion/Oral Peer Responses/
Writing Workshop Participation
20-25%
Final Portfolio
40-50%
Critical introduction
Non-Fiction Writing
Grading Scale:
92 to 100% = A
83 to 91% = B
74 to 82% = C
65 to 73% = D
Below 65% = F
Range of Assessment Methods
Critical and analytical writing
assignments, class discussion, and
Final Portfolio.
Critical and analytical writing
assignments, class discussion, and
Final Portfolio.
Critical and analytical writing
assignments and class discussion.
Written peer responses. Oral peer
responses in writing workshops.
Critical introduction to Final
Portfolio.
REQUIRED WRITING AND READING:
Instructors will require reading from textbooks and other appropriate forums in order to expose
students to a variety of narrative fiction.
Instructors will require students to respond to each other’s texts through a combination of oral
workshops and formal written responses.
Every instructor will require a final portfolio with the following:
No fewer than 2 original stories totaling at least 20 pages which have been revised at least
twice in response to workshop interaction with other students and the instructor.
A critical introduction of no less than 4 pages. This introduction must include an analysis
of the student’s work that places said work into a critical context using course concepts
and ideas.