Faculty Development Plan
Fall 2013-Winter 2014
English Department
I’m into the summer of my first year at BYU and I appreciate this opportunity to reflect on my
progress in scholarship, teaching, and citizenship. Concentrating on each area of responsibility
separately, I have included here an outline of what I have accomplished this year, and what I plan to
accomplish in the coming year. Each section ends with a rationale connecting my goals to the
expectations and needs of the department, college, and university.
SCHOLARSHIP
Self-Assessment
I am a young writer. I have had some successes, for which I am grateful, and I feel that I am
learning to maintain a regular writing habit, and to keep a rolling stream of submissions on editors’
desks. And I feel that in some ways I am beginning to participate in the national dialogue about
creative nonfiction. I was excited to get my first book manuscript out to editors and have received
encouraging rejections from two presses already. The feedback I received identified some
weaknesses in my writing (one editor wrote, “sometimes the more personal side of the essays
seemed to hold something back a bit,” which is a comment I have heard before, and one that I am
trying to improve on). The experience is helping me think more clearly about what I am writing and
what my priorities are now during my first few years at BYU. My major goals are to become more
versed in the personal essay, both as a practitioner and as theorist, and to push forward as a writer.
In terms of a broad vision for my research agenda, I see myself developing a unique voice from
within Mormonism, not as an apologist or evangelist, but as an artist working to articulate my
particular version of the American experience. To do this, I need to be more critical as I revise my
own work, more selective in choosing publication venues, and more willing to write from vulnerable
places. I need to stick to a regular writing routine, and I need to extend myself by trying new forms
and new subject matter. A major part of addressing these needs will be the memoir project I have
recently begun. The trick will be, of course, to work on the memoir while still maintaining
momentum on my shorter projects.
2012-2013 Scholarship Accomplishments
PUBLICATIONS /READINGS/CONFERENCES
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Published “Haptics, Hyper-realism and My Father’s Year in Prison,” in The Pinch, Spring 2013.
This is a well-respected literary magazine that has been publishing for 30 years.
Published “The Lifespan of a Kiss,” in Gettysburg Review, Spring 2013. This is among the most
respected literary magazines in the country.
Will publish “Flying Lessons,” a poem, in Southeast Review, Fall 2013.
Gave a reading at University of Memphis release party for the Spring 2013 issue of The Pinch.
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Served as an associate editor for a special nonfiction issue of Iron Horse Literary Review (June
2013
Attended AWP and made contact with several editors at presses and magazines to which I
would later submit work.
Organized two AWP panel proposals, including one with four of my favorite writers: David
Shields, Dinty W. Moore, Mary Cappello, and Lia Purpura. Hopefully that one will get
accepted.
SUBMISSIONS
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Submitted my essay collection manuscript to Coffee House Press, Nebraska University Press,
Sarabande Books, Graywolf Press, the Riverteeth Nonfiction Book Prize, and the AWP Book
Prize.
Submitted six essays to more than thirty journals for consideration. Still waiting to hear back
from several editors.
WRITING and REVISION
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Revised dissertation into essay collection manuscript.
Revised two additional essays.
Completed rough drafts of two new essays.
Made progress on two additional essays (will complete by end of summer 2013).
Participated in regular “Publish and Flourish,” writers group with faculty from the English
Department.
MEMOIR PROJECT
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Received Humanities College research grant to begin project.
Received BYU Redd Center for Western Studies Grant.
Collected ten hours of interviews, and dozens of pages of notes.
Planned out summer research schedule, including trips to Nevada, Arizona, Idaho, and Oregon.
2013-2014 Scholarship Goals
PUBLICATIONS /READINGS/CONFERENCES
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Publish or have accepted three essays in well-respected national magazines.
Have essay collection manuscript accepted for publication.
Give at least one public reading (scheduled to read at BYU reading Series in Fall 2013).
Present on at least one panel at AWP and continue to make contacts with editors during the
conference (I am a currently on three panel proposals for the 2014 conference in Seattle, so
we’ll see!).
SUBMISSIONS
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Submitted revised essay collection to five additional presses.
Submitted four completed essays from 2012-2013 to five journals at a time, targeting top-tier
journals.
Submit remaining unpublished chapters from dissertation to top-tier journals.
WRITING and REVISION
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Revise submitted essays as rejection letters come back (and then resubmit!)
Complete four new essays between September 2013 and August 2014
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Find a creative writing group of 2-4 colleagues with whom to share my drafts
Continue to participate in Publish & Flourish writing group with faculty outside CW.
MEMOIR PROJECT
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Complete major research trips to Nevada, Arizona, Idaho, and Oregon
Complete interviews with relatives and friends
Complete timelines of grandfathers’ lives by end of Fall semester, 2013.
Have chapter outlines completed by Summer 2014.
Make substantial progress towards manuscript RD by end of summer 2014
Rationale
All of these projects are in line with my scholarship expectations from the department and
university. My goals are designed to help me hone my skills in the personal essay, expand my craft
to include long-form memoir, and enhance my participation in the national creative writing
community through publications, presentations, and readings. In addition, these projects will inform
my teaching as I gain more experience in researching, writing, editing, and publishing.
TEACHING
Self Assessment
I feel a great sense of urgency about teaching at BYU. This comes in part from the caliber of
students I work with here at BYU, but also from a personal sense of how valuable a BYU education
can be, and a deep desire to do my part to provide that education to my students. I know first-hand
the value of disciple/scholar mentors who excelled in creative writing while cultivating a nuanced
and robust testimony of the restored gospel, and I hope to be that kind of mentor in and out of
classroom.
I had good success building relationships with students this year, giving thorough, timely feedback,
and promoting in-depth revision (one of my students won the David O. McKay essay contest with
an essay she’d done in my Fall 317 class). I gave adequate time to lesson preparation and developed
some new classroom activities that helped students apply the elements of creative writing we were
learning (my favorite was an activity in which we read and then added to a Billy Collins poem, each
student producing a new stanza on the same theme). My favorite part of teaching this year was
mentoring a graduate student as we taught 218 together. That meta-teaching experience forced me
to look at my teaching more carefully than I have ever done in the past and underscored for me the
importance of preparation.
I sought feedback from my students through mid-semester evaluations, and combining that with
feedback I received from the final evaluation, I’ve identified three areas for improvement: First, I
need to develop a better way of teaching my students to read like writers, as opposed to critics;
second, I need to better equip my students with the analytical and spiritual tools to navigate morally
challenging literature; and third, I need to rearticulate my learning outcomes and redesign a more
learning-centered workshop at both the introductory and advanced levels.
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2012-2013 Teaching Accomplishments
 ENGLISH 218
o Completely redesigned winter course around a “creative writing elements” format teaching
three genres simultaneously (Per Kim Johnson’s model). Didn’t love it, but the experience
helped see CW teaching in a new way, and will inform how I teach the course in the
future.
o Team taught 218 with Laura Dutson, providing mentoring and feedback on her teaching.
 ENGLISH 317
o Taught a “Spiritual Writing” unit for the first time, helping students produce essays that
wrestled with personal spiritual issues that remained accessible to a non-LDS audience.
Many students who come to my 317 class want to write about spiritual matters but don’t
know how to do it without sounding preachy. This assignment worked much better than I
thought it would in that my students produced nuanced work that avoided sermonizing
and helped them tackle tough personal spiritual questions.
 ENGLISH 318
o Designed and taught this course for the first time. Will revise it for Fall 2013.
 THESIS COMMITTEES
o Sat on committee for Laura Dutson’s thesis defense
o Sat on committee for Natalie Johansen’s thesis defense
2013-2014 Teaching Goals
 ENGLISH 218, 317, & 318
o Revise course to include more clearly articulated, student-centered learning outcomes and
associated learning activities and assessments.
o Develop activities to help students read texts as writers, as opposed to critics.
 ENGLISH 495 – Senior Course on the Contemporary Memoir
o Design new course based on student-centered learning outcomes.
o Prepare students to handle the challenging subjects that are of necessity part of the
contemporary memoir conversation.
 ENGLISH 667
o Design new course based on student-centered learning outcomes and pre-professional
training needs.
 THESIS COMMITTEES
o Serve as chair for Elizabeth Brady’s thesis
o Serve as a reader for Adrian Thayne’s thesis
o serve as a reader for Spencer Hyde’s thesis
Rationale
If I learned one thing from the spring seminar for new faculty, it was the importance of studentcentered course design. My FDS course development project will be to redesign my English 318
course, which I will be teaching in fall 2013, and the student-centered design changes that I make in
that course will transfer easily to my other creative writing courses. In addition, I will be teaching
two new courses this year: English 495, a course on the contemporary memoir which will dovetail
nicely with my memoir project, and English 667, which will give me an opportunity to develop
learning outcomes with graduate students in mind. I am following the council of my mentors by
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repeatedly teaching a core of the same courses while also occasionally adding new courses to my
repertoire.
CITIZENSHIP
Self-Assessment
I was assigned to serve as an academic advisor to English majors this semester. I met with dozens of
students each semester, and I enjoyed the opportunity to give them much needed advice on how to
navigate the English Major. In addition to advising current students, I met with potential students
who came on campus visits, and volunteered for a variety of departmental and community service
opportunities, and met regularly in informal ways (lunch meetings, basketball, office chats) with
several faculty.
The major citizenship project I will undertake this year will be to administer the creative writing
contests sponsored by the English Department. My biggest challenge will be figuring out how to
take on this more complex responsibility within the department in a balanced way so that I can give
necessary attention to teaching and scholarship. In addition, I will find a small writing group with
which to share my work. This is one area where I feel like I suffered last year. I am realizing that
peer feedback is very important to my writing process.
2012-2013 Citizenship Accomplishments
 Advised dozens of students about schooling decisions.
 Presented in Jamie Horrock’s Engl 195 class.
 Presented in John Bennion’s Inscape class.
 Volunteered weekly at Walden Elementary School teaching a creative Writing Workshop to 3rd
graders.
 Served as a preliminary judge for the David O. McKay essay contest.
 Served as a peer reviewer for BYU studies.
2013-2014 Citizenship Goals
 Develop streamlined administration process for English Dept. creative writing contests.
 Attend all department and section meetings, and several functions including book lunches and
other department opportunities to interact informally with colleagues.
 Participate in a CW workshop group with other faculty as a way to improve my writing and to
get to know other faculty.
 Meet informally with faculty in and out of the department whose work dovetails with my
current writing projects.
 Become better friends with the CW faculty by playing basketball on Mondays and Wednesdays
and by meeting with them informally.
Rationale
As I see it, my job is to be a cooperative and supportive member of the faculty community within
the department and the university at large, and so I have constructed goals that will help me serve
students and faculty alike, and help me build professional friendships that will, in turn, support my
teaching and scholarship.
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Course Development Grant Proposal
I teach creative writing five or six classes a year to small groups of students where we sit
around conference tables to discuss our work. In each of these courses my students and I do
a considerable amount work online inside and outside of class. We exchange manuscripts
online, offer feedback online, collaborate online, and read literature online. Currently this
means that I check out a laptop from the HLRC and carry it back and forth to class and end
up doing a lot of teaching with my head poking out over the top of a laptop screen. While
this is adequate, its not ideal, and I can’t help but feel like the laptop gets in the way of our
discussions.
To alleviate this problem, I would like to purchase a tablet (A Google Nexus 10 or similar
model) to use for this online work with my students. The tablet will allow me to do all the
online work and collaboration with my students without having to hide behind a borrowed
laptop, and will make reviewing electronic documents with students simpler. It will also
make reading and reviewing .pdf formatted assigned readings with my students easier. In
addition, modeling the tablets use will help familiarize students with more technologically
sophisticated forms of collaboration and production--a necessary skill in a growing number
of professional fields.
I must say that I feel slightly silly making this request, largely because a tablet ranks higher on
the “cool stuff” list than a lot of teaching aides one might request funds for. However, a
tablet is THE single most useful tool I can think of for my workshops, and it is the one tool
that I wished I had had nearly every day in the classroom this past year. So if it is possible to
get some funding to help make that purchase possible, I would be very grateful.
Thank you for your Consideration,
Citizenship Project
Fall 2013-Winter 2014
Long-Term Goals for Citizenship
Over my next few years at BYU and beyond I want to become an asset to the English
Department and the university. I want students and faculty alike to know me as an active
member of the community willing and eager to help wherever I can. I want to serve and
collaborate with colleagues from other universities in a way that strengthens professional
relationships, develops scholarship opportunities, and represents the department, university,
and the Church well.
To that end I will continue to participate in the many individual service and citizenship
opportunities that arise in the department, from class presentations and graduate admissions
discussions to brown bag lunches with the creative writing section and faculty basketball
games. In addition to that, I will find a small writing group with which to share my work
(This is one area where I feel like I suffered last year. I am realizing that peer feedback is
very important to my writing process), and I will continue to collaborate with faculty from
other universities in proposing conference presentations.
Citizenship Project
The major citizenship project I will undertake this year will be to administer the creative
writing contests sponsored by the English Department. This assignment will be an
opportunity to take on more complex responsibilities within the department and will allow
me to interact professionally with creative writing faculty here at BYU and in college English
Departments around the region as I seek judges for the various contests.
My priority in this project is to systematize the administration process so that the assignment
doesn’t take up too much of my time and so that some day it can be turned over to someone
else with little difficulty.
Specific Goals to Accomplish by February 2014
 Meet with department secretaries to understand scope of responsibilities.
 Speak with professors whose responsibilities I am taking over and ask for advice on
coordinating the contests.
 Streamline procedures for administering contests, including advertising, recruiting
judges, managing deadlines for submissions, processing submissions, communicating
with judges, contestants, and winners, and coordinating the payment for honorariums
and awards.
 Get first round of contests underway.
 Faculty Development Projects
Scholarship Project
This year I have published two chapters from my dissertation and I hope to find publishing
venues for the remaining unpublished chapters, but in addition to that, I am eager to
complete the several new projects I have started this year and begin several more as I move
into the fall of my second year.
In terms of a broad vision for my research agenda, I see myself developing a unique voice
from within Mormonism, not as an apologist or evangelist, but as an artist working to
articulate my particular version of the American experience. To do this, I need to be more
critical as I revise my own work, more selective in choosing publication venues, and more
willing to write from vulnerable places. I need to stick to a regular writing routine, and I need
to extend myself by trying new forms and new subject matters, and by reaching out to the
writing community through readings and conference participation. A major part of
addressing these issues will be the memoir project I have recently begun. The trick will be, of
course, to work on the memoir while still maintaining momentum on my shorter projects.
My Scholarship project for this year will include work in both short and long forms, as well
as a focus on conference presentation.
Essays
 Finish four essays by the August 2013.
 Complete two new essays during Fall and winter semester
 Revise remaining six unpublished chapters of my dissertation
 Continue to shop a manuscript of essays to book publishers
 Find and meet regularly with a workshop group (once a month or so).
Memoir
 Make research trips Nevada, Arizona, Idaho, and Oregon
 Interview aunts and uncles, mother, father, and family friends.
 Write/ research 1 hour a day M-F
Conferences / Readings
 I’ve proposed two different panels for AWP, and am participant on a third panel. If
any of my panels are accepted, I will present by March 2014.
 I will read at the BYU English Reading Series in Fall or Winter 2014.
SHAPING FICTION
English 318r · Fiction Workshop
Instructor:
Office:
Office hours:
Email:
Course Description & Purpose
This is a course on story: the taste, smell, and feel of place; the shape and shift of character; the drip and run
of dialogue, the sticky glue of narrative, the problem of plot, and the imperative of conflict. The best stories read
with such a dual sense of surprise and inevitability that we wonder if they weren’t born whole into the universe, but
the reality is much less romantic. Great stories, like all great art, come from an applied understanding of the
tradition, a creative motivation to speak to the world, and hours and hours and hours of practice.
Our goal this semester is to learn how to write, read, and live like writers. We will study the tradition,
reading different approaches to the short story and discovering how they affect us as writers and readers. We will
stimulate our creative impulses by writing for ourselves, for the class, and for the world, and we will revise our work
until we hate it, and then keep revising until we love it, and then keep revising until someone else loves it. Along the
way we will help each other become better writers and we learn to seek support from the larger writing community.
Required Texts
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Stern, Jerome. Making Shapely Fiction
Williford, Lex and Michael Martone, Ed. Scribner Anthology of Contemporary Short Fiction
Carver, Raymond. Cathedral.
Course Outcomes
Everything we do this semester is designed to help you learn to read, write, and live like writers.
To read like a writer, you will
 read for quantity and quality, and come to appreciate the creative power of immersing yourself in great
literature.
 read creatively, discovering how to dissect a model story in order to improve your own craft.
 read critically, and see that by helping others with their writing you actually help yourself.
To write like a writer, you will
 learn the tools of literary fiction and apply them in variety of short forms.
 establish a writing routine.
 identify your own writing process and how to maximize your creativity by honoring that process.
 boldly and humbly write what is most important to you.
 use revision to take your work from private writing to public writing, and you will learn the motivating
influence of writing for and editorial audience.
To live like a writer, you will learn
 to observe the world, and take notes.
 to benefit from participation in a writing community by sharing your work with others, including
editors.
 to constantly improve your craft, to try new things, and to celebrate literary writing by attending readings
and other literary events.
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Assessment Measures
All of the assignments for this course are designed to help you either read, write, or live like a writer, and many
of them will help you learn to do all three. Below is a list of the assignments matched with their corresponding
learning outcomes, and their respective portion of your final grade.
Read Like a Writer…
1. Outside Reading (5): Read 700 pages of independent literary reading in fiction and two other genres.
2. Regular Reading Responses (5): Post regular directed reading responses to Learning Suite.
3. Shapes of Fiction Presentation (5): Lead you classmates in a discussion covering one of the “shapes of
fiction” found in Stern’s MSF.
4. Workshop critiques (10): Respond critically to workshop drafts of classmates’ stories, giving marginal and
summary feedback.
Write like a Writer…
1. Daily Writing Journal (5): Keep a journal of in-class exercises and daily writing activities.
2. Writing Group Participation (5): Work with a different writing group for each major assignment. You will
meet together before your workshop to discuss your projects and help one another revise.
3. Workshop Drafts of 3 stories (10): Completing well-drafted manuscripts of three short stories.
4. Portfolio (40): Compile a final portfolio that includes your workshop drafts, three major revisions, and
reflective essay on your revision process for each essay.
Live Like a Writer…
1. Daily Class Participation (5): attend class each day, complete reading assignments, participate actively in
class discussions, writing exercises,
2. Instructor Conferences (5): Meet with me three times during the semester to discuss your work.
3. Literary Events (5): attend two literary events on campus or in the community.
Grade Assessment
I am less interested in what talent you bring to class the first day than in what you do with your writing once you
start working. Your job this semester is to live, write, and read like a writer, and you will be graded on your efforts
and your successful application of writerly principles. A so-called "bad writer" can do well in this class if they do the
work. No one can pass this class if they don't. There will be a total of 100 points for the semester. 94 will be the cut
off for an A, 90 for A-, 87 for B+, and so on.
How I will evaluate your creative work?
You will receive credit based on your diligence in applying the principles and practices that we learn in class.

for an on-time, complete story that demonstrates a serious attempt to use of the elements of story
(conflict, rising action, climax, character development, theme, scene, setting, voice, etc).
+ for an on-time story missing one or major elements of story (no conflict, no climax, no character
development, etc…)
for a story that is late, and complete, or on time, but incomplete.
How will I evaluate your revisions?
You will receive credit based on your diligence in aggressively revising your work.

for significant revision that demonstrates your willingness to process feedback, and make both major and
minor changes. These may be large structural changes, adjustments in focus, point of view, plot, character, and
other elements of fiction.
+ for some revision that demonstrates your willingness to process feedback and make minor changes. These
may include basic structural changes, plot clarifications, or character development improvements, etc.
 for minor revisions that question your willingness to process feedback. These may include minor syntactic
and grammatical corrections, despite
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How will I evaluate your other work?
Your critical work (workshop critiques, reading responses, revision process reflection, literary event report, MSF
presentation) will be graded using the following system:
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for substantive, critical discussions that demonstrate significant thought and effort.
+ for substantive, critical discussions that demonstrate some thought and effort.
for discussion that demonstrates perfunctory thought and effort.
The following assignments will be graded on percentage completed: Outside reading, daily writing journal, reading
responses, in-class exercises, instructor conferences. Ex. 600/700 pgs rd = .85 x 5pts possible = 4.25 pts.
You class participation and your workshop participation will be assessed using a personal evaluation and a peer
evaluation respectively.
COURSE POLICIES
Attendance Policy
Be Here. You get one free day to do with what you please. After that, each unexcused absence will lower your overall grade by ½ letter
grade. Use your absences wisely. If you have an emergency, let me know. I am reasonable. If you need to be excused from class, contact me
at least 24 hours before the intended class date.
Classroom Behavior
• No distracting food is allowed whilst the class is in session (Eat your fruit snacks quietly, leave your BLT with extra mayo and
onions at home). Beverages are ok.
• Your laptop is on your desk to access readings and workshop drafts. Please stay off the internet. I will ask you to put your laptops
away when we aren’t using them.
• If your cell phone goes off in class, I will make you answer it and tell the caller (it’s always your mother) that you are in the middle
of class, that everyone is listening to you right now, and that you will have to call them back. So, please turn off your phone. 
Email Correspondence
If you need to contact me via email, you may do so at my primary email address at BYU joey_franklin@byu.edu.
Visiting During Office Hours
Come see me in my office if you have questions.. If you can’t come during those hours, set up an appointment with me via email or brief
after-class conversation. Please notify me ASAP if you are unable to keep your appointment.
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic
honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another.
Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also
expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an
effective learning and working environment. It is the university’s expectation that each student will abide by all Honor Code standards.
Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Preventing Sexual Discrimination or Harassment
Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young
University policy. If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor.
Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440).
Students with Disabilities
If you have a disability that may affect your performance in this course, please contact the office of Services for Students with Disabilities
(1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.
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English 318 – Fall 2013 Schedule
ASSIGNMENTS IN BOLD
T - Sep 03
FIRST DAY OF CLASS
The Short Story
Read in class: Short Short Fiction
Review Syllabus
Exercise: Six Word Stories
Th - Sep 05
READ
RC: "A Small, Good Thing," By Raymond Carver,
p 55-84
LS: "Happy Endings," by Margaret Atwood
Introduction to writing fiction
Parts of fiction
What makes a good story?
Exercise: First Lines
T - Sep 10
READ
MSF: "Write What You Know." 61-64
LS: "Introduction to Flash Fiction Forward" By
James Thomas and Robert Shapard
LS: “A Very Short Story,” by Earnest
Hemingway
SC: “The School,” By Donald Barthelme, p 19-22
Short Short Fiction
Story vs. story
Making Meaning
Exercise: Crowd-source the story
Th - Sep 12
READ
SC: “Girl” by Jamaica Kincaid, p 319-321
SC: “Boys” by Rick Moody, p 413-416
Short Short Fiction
POV and posture
Exercise: Directions or Descriptions
MSF Response 1 (p 79-90)
T - Sep 17
READ
LS: “The Barbie Birthday,” by Alison Townsend
LS: “Jumper Down,” Don Shea
MSF Presentation: Specimen, p 21-24 (????)
Short Short Fiction
Tone and under current
Exercise: specimen
Th - Sep 19
READ
LS: "The Art and Craft of Revision," by Joyce
Carol Oates
LS: Workshop etiquette
MSF Presentation: Juggling, 8-11 (????)
Workshop critiques 1.1
MSF Response 2 (p 90-108)
Workshop
1
2
3
Workshop Exercise:
T - Sep 24
MSF Presentation: Gathering, 25-26 (????)
Workshop Critiques 1.2
Workshop
1
2
3
Workshop Exercise:
Th - Sep 26
Workshop
4
T - Oct 01
Th - Oct 03
MSF Presentation: Journey, 33-36 (????)
Workshop Critiques 1.3
MSF Response 3 (p 109-127)
1
2
3
Workshop Exercise:
READ
MSF
Workshop Critiques 1.4
Workshop
1
2
3
Workshop Exercise:
Workshop
1
2
3
Workshop Exercise:
MSF Response 4 (p 127-134)
Workshop Critiques 1.5
Very Short Fiction
T - Oct 08
READ
LS: " A&P" by John Updike
MSF: The Last Lap, p 15-17 (????)
Introduction to The One Night Story
Exercise: The last lap
Th - Oct 10
READ
RC: "Chef's House," By Raymond Carver, p 2530
SC: "Car Crash While Hitch Hiking," by Denis
Johnson, p. 288-292
MSF Presentation: iceburg, p 12-14 (????)
MSF Response 5 (p 135-145)
The One Night Story
Exercise: Iceburg
T - Oct 15
READ
SC: "Orientation," by Daniel Orozco, p 484
MSF Presentation: Trauma, p 18-20 (????)
The One Night Story
Exercise: Trauma
Th - Oct 17
READ
RC: "Preservation" by Raymond Carver, p 31-42
Workshop Critiques 2.1
MSF Response 6 (p 147-155)
Workshop
1
2
3
Workshop Exercise
T - Oct 22
READ
RC: "Cathedral," By Raymond Carver. p 196
MSF Presentation: Facade, p 5-7 (????)
Workshop Critiques 2.2
Workshop
1
2
3
Workshop Exercise
Th - Oct 24
MSF Presentation: A day in the life, p 27-29
(????)
Workshop Critiques 2.3
MSF Response 7 (p 156-177)
Workshop
1
2
3
Workshop Exercise
5
T - Oct 29
workshop Critiques 2.4
Workshop
1
2
3
Workshop Exercise
Th - Oct 31
READ
RC: "Careful" By Raymond Carver, p 103-116
MSF Presentation: Visitation, p 37-39 (????)
Workshop Critiques 2.5
MSF Response 9 (p 209-231)
One Night Story
Workshop
1
2
3
Workshop Exercise
T - Nov 05
MSF Response 8 (p 178-209)
READ
SC: "The Secret Goldfish," 397-404
MSF: Snapshot, p 48-50 (Chelsea)
Introduction to the Fragmented Story
Th - Nov 07
READ
SC: "Relief," By Peter Ho Davies, p 120-129
MSF Presentation: Onion, 30-32 (????)
MSF Response 10 (232-254)
Fragmented Story
T - Nov 12
READ
SC: "Wickedness," by Ron Hansen, p 253-265
MSF Presentation: Blue Moon, p 51-54 (????)
Fragmented Story
Th - Nov 14
READ
SC: "The Things They Carried," By Tim O'Brien,
p 469-483
MSF Presentation: Explosion, p 55-57 (????)
Fragmented Story
T - Nov 19
Workshop Critiques 3.1
MSF Presentation: Bear at the Door, 45-47
(????)
Fragmented Story
Workshop
1
2
3
4
Workshop Exercise
Th - Nov 21
Workshop Critique 3.2
T - Nov 26
Friday Instruction
Th - Nov 28
Thanksgiving Holiday
Workshop
1
2
3
4
Workshop Exercise
6
T - Dec 03
Workshop Critique 3.3
Workshop
1
2
3
4
Workshop Exercise
Th - Dec 05
Workshop Critiques 3.4
Workshop
1
2
3
Workshop Exercise
T - Dec 10
Workshop Critiques 3.5
Fragmented Story
Workshop
1
2
3
4
Workshop Exercise
Th - Dec 12
F - Dec 13
Th - Dec 19
Bring
Revised Very short Fiction or other short excerpt
to read in class
Exam Preparation Day
Final Exam:
1002 JKB
3:00pm - 6:00pm
Daily Writing/Exercise Journal
7
Class Reading and Celebration