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Student Reminders! EN100 Students: Diagnostic Paragraphs Due 9/9


Welcome Back! Welcome Back, UWP Students. Thus begins the fall semester!


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EN333 Modern Short Fiction

Instructor: Dean Karpowicz
Office: COMM 251
Office Hours: Monday/Wednesday 2-3; Tuesday/Thursday 11:30-12:30; Friday–by appt.
Phone Number: 595-2672
Email Address: karpowic@uwp.edu


Course Objectives: In EN333, we will study short fiction, covering its historical development, with a primary focus on the modern and postmodern periods. Covering such a broad historical period presents a challenge regarding the depth of study with the authors we will cover, but we will do our best to touch one some of the most important writers of the short story and some of the more critically interesting aspects of their work. Some instruction in the historical context and literary movements will be given with a view toward a more rich understanding of the texts that we will be studying. Students will learn to analyze and evaluate these texts critically.

Overview of Course Work: Each week, students will be required to read the stories selected (and related commentary) from our primary text, The Story and Its Writer. Students will also be required to respond to several of these stories on the class message board. I do not give quizzes, unless it is clear from the lack of class discussion that students have not read the material. In addition, each student will be required to complete two exams, consisting of identifications and short answer questions. Finally, each student will be required to complete a final project. This project can be on an author and story of the student’s choice and must include documentation and credible secondary sources. It should be 8-10 pages long, typed and double spaced.

Forums: During the first week of class, students will register and post on the class website. This site will be used for class responses to the texts that we read. Your responses should be a few paragraphs long, and I may ask you to comment on a specific section of the reading. Each student will be required to complete eight of the ten posted responses. Each response will be worth 12 points.

Required Texts:
The Story and Its Writer, 6th Edition.  Ed. Ann Charters.
Winesburg, Ohio, Sherwood Anderson
The Crying of Lot 49, Thomas Pynchon


  • Students are allowed no more than three absences.
  • Students missing more than six classes should not expect to pass the class.
  • Students texting or sleeping in class will be marked absent.

Late Work and Make-up Work

  • Late posts will not be accepted. Threads are locked at Midnight. No exceptions.
  • Exams cannot be made up unless there is a documented emergency.

The Writing and Tutoring Center

  • I recommend that students make use of the tutoring services at Parkside. Information on making appointments and the policies can be found here.


  • Any student found guilty of plagiarism will receive a zero for the theme, and plagiarism can result in a zero for the course. You may view the English Department policy here.

Disability Services Statement

It is the University’s policy to provide, on a flexible and individual basis, reasonable accommodations to students who have documented disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Disability Services for a letter of verification to provide to their instructors. Disability Services is located in WYLL D175 and can be reached at 595-2372 or kirby@uwp.edu

Grading Breakdown
10%     Class Participation/Attendance
20%     Written Responses/Quizzes
25%     Exam 1
25%     Exam 2
20%     Final Project

English Department

Writing Goal Students will become writers who know how to employ a wide range of strategies as they write and to use different writing process elements appropriately to communicate with different audiences for a variety of purposes.


Students will:

  • craft written responses to texts that put the writer’s ideas in conversation with those in a text in ways that are appropriate to the discipline of English, or other appropriate contexts;
  • create multiple kinds of texts to extend and synthesize their thinking (including, but not limited to, analytical essays,  poems, scripts, brochures, short stories, graphic narratives); write texts for various audiences and purposes that are informed by research (e.g., to support ideas or positions, to illustrate alternative perspectives, to provide additional contexts);
  • craft writing as a process of motivated inquiry, engaging other writers’ ideas as they explore and develop their own;
  •  demonstrate an ability to revise for content and edit for grammatical and stylistic clarity;
  • demonstrate an ability to use the correct citation methods for the appropriate context;
  • demonstrate an ability to use the appropriate technology to communicate ideas;
  • demonstrate an ability to understand language, including its complexities, nuances, ambiguities, connotations and denotations, and be able to express that understanding, with increasing sophistication, as is appropriate for the level and context of the course;


Critical Reading and Analysis Goal Students will become accomplished, active readers who appreciate ambiguity and complexity, and who can demonstrate a wide range of strategies for understanding texts, including interpretations with an awareness of, attentiveness to, and curiosity toward other perspectives.




Students will:

  • read and engage with texts from different genres (including poetry, prose, plays, screen plays, graphic novels, film), styles, and historical periods;
  • read a wide range of texts from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic, linguistic) of human experience;
  • apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. These strategies may include, but are not limited to: drawing on their prior experience, their interactions with other readers and writers, reflection, intertextuality, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, syntax, context, graphics, images);
  • demonstrate an ability to read and understand texts from multiple points of view (e.g. sympathetic to a writer’s position and critical of it) and in ways that are appropriate to the academic discipline or other contexts where the texts are being used;
  • develop their capacity to evaluate the aesthetic and ethical values of texts—and will be able to articulate the standards behind their judgments;
  • demonstrate an ability to critically read texts drawn from the full diversity of literary periods and genres and written by authors representing the full range of social, ethnic, and national origins that have contributed to the corpus of literature in English;
  • demonstrate an ability to read, with depth, critical texts, expository prose and other types of writings frequently not used in the curriculum of the major; for example, writing by fellow students;


History and Theory Goal Students will develop a comprehensive knowledge of the variety of texts in diverse time periods and in diverse locations, as well as know something of the critical and historical principles behind the construction of literary, linguistic, and cultural histories, in order to demonstrate an active participation in scholarship.


Students will:

  • learn the terminology of literary and/or cultural periods in order to be active participants in a variety of literary and/or cultural fields;
  • have an awareness of controversies concerning the establishment of distinctions between periods, and an understanding of the general significances attached to various views taken of the transitions and differences between periods;
  • develop an ability to read texts in relation to their historical and cultural contexts, in order to gain a richer understanding of both text and context, and to become more aware of themselves as situated historically and culturally;

Research Goal Students will be able to follow a research process from proposal, research, drafts, to final projects.


  • be able to generate questions to guide research;
  • demonstrate an ability to select and use effectively appropriate research databases;
  • demonstrate an ability to critically discuss and evaluate literary texts and ideas with specific reference to evidence;
  • be able to follow accurately the citation methods and structures appropriate to their field of study (thereby preparing them to learn other such systems in their chosen profession);


Collaborative Learning Goal Students will learn that the ability to communicate their ideas to a larger audience is as important as having the ideas themselves, and that sharing and coordinating ideas sustains and develops the larger intellectual sphere, of which they are a part. Students will understand the connection between collaborative learning and their intended professional field(s), including but not limited to their future professional roles and responsibilities.


Students will:

  • develop and demonstrate an ability to use technology to work collaboratively;

Class Schedule


Week 1
6: Introduction to course.
HW: Register on Litspot;

Week 2
11: Literary Timeline (up to modernism), focus on short fiction. Handouts.
13: Modernism; Metamorphosis, Kafka

Week 3
18: Metamorphosis, Kafka
20: Heart of Darkness, Conrad

Week 4
25: Heart of Darkness, Conrad (if needed); The Lost Generation
27: The minimal and the fantastic: Hemingway & Fitzgerald; “Hills Like White Elephants” & “Babylon Revisited”


Week 5
2: Stream of consciousness and the complex: “Rose for Emily,” Faulkner;  “The Dead,” Joyce.
4: The Hybrid: Winesburg, Ohio, Anderson

Week 6
9: Winesburg, Ohio, Anderson
11: “Rocking-Horse Winner,” Lawrence; “The Chrysanthemums,” Steinbeck.

Week 7
16: “The Jilting of Granny Weatherall,” Porter; “The Gilded Six-Bits,” Hurston
18:  “A Worn Path,” Welty; “The Lottery,” Jackson; “Battle Royal,” Ellison

Week 8
23: Exam 1
25: No Class


Week 9
30 (Oct): Magic Realism: “The Duel,” Borges; “A Very Old Man with Enormous Wings” 
1:  The Postmodern

Week 10
6: Crying of Lot 49, Pynchon
8: Crying of Lot 49, Pynchon

Week 11
13: “Good Man,” Flannery O’Connor; “Where are You Going, Where Have You Been?” Oates.
15: “Shiloh,” Mason; “Patriotism,” Mushimo

Week 12
20: “What We Talk About When We Talk about Love” & “Cathedral,” Carver.
22: Thanksgiving Break! EAT!

Week 13
27: “What We Talk About When We Talk about Love” & “Cathedral,” Carver. (Canceled: “The Lesson,” Bambara; “Black Man and White Woman in Dark Green Rowboat,” Banks)
29: “The Swimmer,” John Cheever; “The Things They Carried,” O’Brien


Week 14
4: “Lost in the Funhouse,” Barth; “The Joker’s Greatest Triumph,”  Barthleme
6: “The Ones Who Walk Away from Omelas,” Leguin; “The Gersnback Continuum.” Gibson.

11: Final Exam 3:30-5:30


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