English 1250 - W01 - Fall 2011
Instructor: Dr. Pat Eldred
Saturday 1-4:30 p.m.
Check Registrar Schedule for building and room #
Office hours: Saturdays from 12-1 and by appointment
Office: Whitby Hall 115
Phone: 651-698-1857 (preferred)
651-690-8812 (office)
pmeldred@stkate.edu
Human Experience in Literature
Greetings and welcome to English 1000. I’m delighted that you have registered for this
class, and I am eager to meet you on Sept. 10. Here’s why. When I was a child, my
father began nightly sessions of reading to me from the Bobbsey Twins series. From then
on, I was hooked on books. As I grew older, I continued to read and developed an even
greater appreciation for what I gained from this pastime: an introduction to various
places, times, and life styles and an understanding of interpersonal relationships and
unfamiliar cultures. I am hoping that you will have a similar experience during the weeks
of this term as you engage with the selected works of drama, poetry, the short story, and
the novel. During our class sessions, we’ll explore the works closely and analytically as
we consider the intriguing and challenging questions authors pose about the human
experience. I hope you’ll find something in this course that will help you understand this
claim.
Required Texts:
Nectar in a Sieve Kamala Markandaya
The Watch: A Collection of Poetry Norita Dittberner-Jax
Much Ado about Nothing William Shakespeare
Women and Fiction: Short Stories by and about Women edited by Susan Cahill
Recommended Text:
The Bedford Handbook or another similar and recent handbook of English grammar and
usage
Supplies:
1 two-pocket folder
Important Notes:
 Attendance at the first class is mandatory as is completion of the first
assignment.
 We will be attending a production of Much Ado About Nothing at the Guthrie
Theater during our class period on October 29
Assignment for First Class – September 10
1. Read the short introduction to the short story genre at the end of the syllabus
2. Read the following stories in Women & Fiction:
 Willa Cather, “A Wagner Matinee,” pp. 45-54
 Kay Boyle, “Winter Night,” pp. 113-126
 Eudora Welty, “A Worn Path,” pp. 127-138
 Alice Walker “Everyday Use,” pp. 447-458
2. Respond to any 2 of the prompts for the assigned stories. The prompts are presented in
detail at the end of the syllabus.
3. Prepare for a quiz on all of the assigned stories. (See note on quizzes below.)
Brief Explanation of Course Requirements and Assignments: (Additional
information about assignments will be provided in class or on Blackboard.)
Reading responses - I’m asking you to respond in writing to some of the readings for a
couple of reasons. First, I want to be sure that you read each literary piece carefully and
thoughtfully so that you are able to appreciate how the author is crafting his/her story.
Second, often putting your ideas into words can help you clarify your own thinking on a
subject. Finally, I think that your written material will be of use when we discuss the
literature in class. As we talk about the stories, poems, play, and novel, I think you will
be surprised to discover the range of ideas that emerge. If you must be absent, you should
e-mail me your responses by the scheduled class date.
(5 points for each response or a total of 30 points.)
Reading quizzes – These short and factual quizzes will provide evidence of your close
reading of the literature we will be discussing. I will try to ask questions that will be easy
to answer if you have read the assigned material carefully. Some questions will be based
on our discussions of literary terms. No make-up quizzes will be allowed, but you may
drop the lowest score of the five. This means that if you are absent, you must drop
that quiz. (5 points for each quiz or 20 total points)
Poetry placement – This assignment asks you to choose a poem from The Watch and
find a place where you can display it so that others will have a chance to appreciate the
work. You will also need to give an oral report on the poem and describe any observed
reader reaction. Complete directions will be posted on Blackboard. (10 points)
Midterm Exam – This will be a take-home essay exam in which you write about ideas or
questions prompted by the reading and discussion of assigned short stories and Nectar in
a Sieve. For example, you might be asked to discuss the way in which an author has used
language to create a mood or feeling, or you might need to compare or contrast characters
from two different stories. Complete instructions will be posted on Blackboard. (15
points)
Final Exam: This will be a take-home essay exam in which you respond to ideas or
questions prompted by the reading and discussion of assigned poems and Much Ado
About Nothing. (15 points.)
Participation and attendance: Most of our class periods will be devoted to discussion,
and the contribution of each student is important for the success of the course. Your
attendance and active participation will count as part of your grade. I realize that some
students find it easy to speak out in class while others do not, but I will try to create an
atmosphere in which everyone is comfortable, and no one dominates. Such an
environment should be conducive for open discussion. In addition, since there are a
variety of responses, I will be expecting each person to contribute her viewpoint so that
all of us will come to a better understanding of the texts. Because of the importance of
class discussion, I will deduct 3 points for each missed class. I would appreciate it if
you contact me if you must be absent. (10 pointso)
Academic Integrity:
I will strictly adhere to the policy of St. Catherine University as outlined in Le Guide,
which is available on the university website. That policy holds that you cannot use any
part of someone else’s work and claim it is your own. A work can be considered
plagiarized if you do not alter the words substantially or give the proper citation to a
paraphrased portion of a text. The policy also prohibits submitting the same paper or
substantial portion of a paper in more than one course without approval of the instructors.
I consider plagiarism a serious matter, and I will address the issue in detail in class
sessions so that everyone is aware of how to best present her own work and acknowledge
that which is borrowed.
Note: If you need any special accommodations to fulfill the requirements of this
course, please let me know as soon as possible. I will make every effort to help you
in this regard. Services for anyone with a disability are available in the O’Neill
Learning Center in CdC - 21.
Course Schedule
(Note: During the winter, there are often weather related problems that prompt me to make
changes in the schedule, so I reserve the right to make any alterations in our schedule that
may make everyone’s life a bit less challenging. I am fervently hoping that we do not
encounter the numerous snowy Saturdays that we did last fall term. Feel free to ask me
about my story of the winter at any time.)
Sept. 10 (first class)
Class activities
Introductions all around
Quiz #1 on assigned short stories
Discussion of syllabus and assignments
Explanation of narrative techniques
Discussion of assigned short stories
Preparation for next week’s readings
In-class writing: goals for this course,
new insights into any of the stories or about the genre
Sept. 17 (second class)
Assignments
1. Read pages 2 (starting with the last paragraph, ) to 7 (to the middle of the page) in the
introduction to Women & Fiction
2. Read the following stories in Women & Fiction:
 Ann Petry, “Like a Winding Sheet,” pp. 171-183
 Tillie Olson, “I Stand Here Ironing,” pp. 207-218
 Maeve Brennan, “The Eldest Child,” pp. 219-229
 Carson McCullers, “Wunderkind,” pp. 231-247
2. Respond to the prompts for the assigned stories. The prompts are presented in
detail at the end of this syllabus.
3. Prepare for quiz on assigned short stories.
Class Activities
Quiz #2 on assigned short stories and literary terms previously discussed
Explanation of narrative techniques
Discussion of assigned short stories
Introduction to Nectar in a Sieve
Oct. 1 (third class)
Assignments
1. Read Nectar in a Sieve. (See supplementary material on Blackboard.)
2. Respond to 1 of the prompts which will be posted on Blackboard.
3. Prepare for quiz #3 on Nectar in a Sieve.
Class Activities:
Quiz #3 on Nectar in a Sieve and literary terms previously discussed
Discussion of Nectar in a Sieve
Instructions concerning take-home mid-term exam
Introduction to drama
Oct. 15 (fourth class)
Assignments:
1. Read acts 1 and 2 of Much Ado About Nothing.
2. Respond to 1 of the prompts on Much Ado About Nothing which will appear on
Blackboard.
3. Bring assigned preparatory material for mid-term exam.
Class Activities:
Quiz #4 on Much Ado About Nothing
Discussion of Much Ado About Nothing
Preparation for mid-term exam
Preparation for poetry project
Midterm exam should be e-mailed to me by midnight on October 23.
Oct. 29 (fifth class)
Assignment:
1. Finish reading Much Ado About Nothing.
Class activities:
The Guthrie’s production of Much Ado About Nothing
I will be taking attendance, so be sure that I see you.
Nov. 12 (sixth class)
Assignments:
1. Read the poems of Norita Dittberner-Jax in sections I and II of The Watch.
2. Prepare for quiz #4 on acts 3-5 of Much Ado About Nothing.
Class Activities:
Discussion of Guthrie production and ending of Much Ado About Nothing
Discussion of assigned poems – (Norita Dittberner-Jax will come to class to discuss her
poetry either this week or next.)
Discussion of final exam
Nov. 19 (seventh class)
Assignment:
1. Read poems of Norita Dittberner-Jax in sections III and IV in The Watch.
2. Prepare for quiz #5 on poetic terms and reading selections.
3. Bring assigned preparatory material for final exam. More information will appear on
Blackboard.
Class Activities:
Discussion of assigned poems
Preparation for poetry project
Preparation for final exam
Dec. 3 (eighth class)
Assignment:
1. Prepare for poetry project presentations.
2. Work on final exam.
Class Activities:
Poetry presentations
End-of-term celebration accompanied by suitable festivities
Instructions concerning final take-home exam
Final exam should be e-mailed to me by midnight on Dec. 11.
The Short Story
We will begin the term by examining some examples of the short story, a genre that came
into prominence in the mid-19th century. During our first weeks of class, I’ll be providing
basic information about the short story, but I’d like to make a few comments here before
you start reading the assigned pieces.
Those who began using the form in the 1800s (the British author Sir Walter Scott and
Americans Edgar Allen Poe and Nathaniel Hawthorne, for example) wrote stories that
were short narratives driven by a clear plot with a definite beginning, middle, and end.
Many critics, however, give the Russian author Anton Chekov (1860-1904) the credit for
establishing the defining characteristics of the modern short story. Here is how William
Boyd describes what Chekov did. “By abandoning the manipulated beginning-middleand end plot, by refusing to judge his characters, by not striving for a climax or seeking
real narrative resolution, Chekov made his stories appear agonizingly almost unbearably
lifelike.” Many writers followed Chekov’s lead, and people like James Joyce, Katherine
Mansfield, Eudora Welty, and Ernest Hemingway became practitioners of the genre
during the 20th century. Today Jhumpa Lupori, Joyce Carol Oates, Margaret Atwood,
Louise Erdrich, Annie Proulx, and others continue the tradition.
Since the short story is so brief (running 3-50 pages), authors are always aware of a
certain constraint. They want to be concise in order to keep the story tightly unified.
Thus, they do not always provide a great deal of background for a scene or idea. They
choose each word carefully and make each image pertinent and full of meaning. As you
read the assigned stories, you will want to observe not just what the author is telling you,
but how he or she is crafting the story. In our class meetings, we will discuss all of this
and also talk about such narrative elements as plot, setting, characterization, point of
view, and theme.
Instructions for Responding to Reading Prompts
(Please read these directions before you begin writing your responses so that you
have a good idea of what I am asking you to do in this assignment.)
For Sept. 11:
As you do this assignment, you will notice that some of the prompts will ask you to
mention facts or specific information, but others are asking you to interpret information.
In those instances, there are no exact answers; your own judgments are valid if they are
focused on your reading of the story. Here are some practical points to consider as you
prepare to write your responses.
 Think about the ideas and questions of the prompt and then start freewriting
about the topic without paying much attention to the organizational or mechanical
aspects of your piece. Simply try to get some of your thoughts down on paper.
 Read your freewriting and see how it might be organized into a coherent response.
 Write the short paragraph responding to the prompt. In writing about literature, it
is common practice to include the title and author of a piece when discussing it.
The title of the short story should be enclosed in quotation marks. It is also
customary to use present tense in such a discussion. Example: In “Every Day
Use” Alice Walker tells (“tells” is a present tense verb) a story which paints
(present tense) a picture of two sisters who have shared a common
upbringing but who are different in several significant ways.
 Be sure to re-read your paragraph checking for misspelled words or punctuation
errors. This is important to do whenever you write anything: school assignments,
letters, reports for colleagues, and even e-mails.
Below is a sample of what I am looking for in this assignment. I have based it on the
story “Everyday Use.”
Prompt:
In “Everyday Use,” the mother describes the appearance and the behavior of her older
daughter. List some of the things she notes about Dee. Then write a paragraph (of 4-6
sentences) in which you explain how and why the mother responds as she does to Dee’s
behavior.
List of observations about Dee:
Her interest in appearance: hair-do, a dress “so loud it hurt my eyes,” “her neat-looking
feet”.
Her rejection of her old name
Her dislike of the old house that burned
Her interest in the household items of her relatives
Through much of “Everyday Use” the mother is silent as her daughter Dee barges into
the family home and exhibits her sense of superiority. Trying to maintain an accepting
attitude, she holds her tongue as Dee informs her family that she has given up her old
name and taken one that she thinks better reflects her African ancestry. The mother
allows Dee to be rude and selfish until she realizes that Dee’s action will hurt her other
daughter who is less attractive and intelligent, but has a more genuine love for her home
and family. When Dee professes an appreciation for some of her mother’s belongings and
demands her grandmother’s quilt, the mother has had enough. She finally finds the
courage to deny Dee what she wants by insisting that the quilt will go to Maggie.
Prompts for Assigned Short Stories
Assignment for Sept. 10:
You are to respond to any 2 of the following prompts.
 Often nature is depicted in a benign or positive manner in literature. In “A
Wagner Matinee,” however, the author’s description of the landscape of Nebraska
seems to indicate something different. Find three places in the text that describe
the area in Nebraska where Aunt Georgia lives. By asking you to do this, I am
trying to make sure that you observe the details the author uses to help us
visualize the Nebraska farm where Aunt Georgia has lived for a number of years.
Also indicate what feeling or mood the descriptions suggest. Here I am asking
you to interpret some of the provided information. Then write a paragraph (of 46 sentences) that explains why it is important for the reader to have this
information about Nebraska in order to understand the story. The other prompts
will also ask you to observe and interpret.

As you read the first pages of “Winter Night” (pp. 115-117), notice the mood that
the author sets. Identify it and write down the words or phrases that make you
aware of this mood. After finishing the story, write a paragraph (of 4-6
sentences) in which you explain what main idea or theme Kay Boyle is exploring
in the story.

Make 2 lists of what Eurdora Welty reveals about Phoenix Patterson in “Worn
Path.” One list should include details of Phoenix’s appearance. The second list
should include the qualities of character Phoenix possesses. Using your second
list, write a paragraph (of 4-6 sentences) in which you demonstrate how Phoenix
demonstrates one or more of these qualities.

List the differences in physical appearance between Maggie and Dee that the
narrator (their mother) provides in the first pages of “Everyday Use.” As the story
continues, we see that the two characters also have different personalities. Write
a paragraph (of 4-6 sentences) in which you identify and explain one or more of
these differences.
Assignment for Sept. 17:
You are to respond to any 2 of the following prompts.
 I think everyone will agree that “Like a Winding Sheet” is a dark story. Jot down
any hints that you find in the first pages that indicate that the ending may not be
pleasant. Then write a paragraph of (4-6 sentences) in which you explain why
certain events of the day may have been motivating factors for the husband’s
action at the end of the story.

“I Stand Here Ironing” is told by a first-person narrator (I) as if she is carrying on
a one-sided conversation with someone. In the story, the narrator explains the
circumstances that have led to her daughter’s present situation. To whom does
the narrator imagine she is speaking and why is she trying to explain the situation
? Keeping in mind that this story was written in the 1960s, write a paragraoh (of
4-6 sentences) in which you discuss whether or not the narrator was a good
mother to Emily.

In “The Eldest Child” the author mentions that Mrs. Bagot acts in a fashion that
disturbs and puzzles her husband. List the things that Mrs. Bagot does that seem
to be inconsistent with her normal self. Write a paragraph (of 4-6 sentences) in
which you explain whether these actions seem odd or understandable under the
circumstances.

Carson McCullers’s story “Wunderkind” relates the story of a young girl who is a
student of Mister Bilderbach. List a couple of the clues provided in the first
several pages that indicate that the girl is concerned about her upcoming lesson.
McCullers does not directly tell us what is causing Frances to play poorly, but she
provides some indirect evidence that seems to hint at the problem. Write a
paragraph (of 4-6 sentences) in which you discuss the suggestions as to what may
be causing Frances to have trouble with her musical performance.