Policy Statement ENGLISH 351-Fall 2011 FAIRY TALES MW 11:00-12:15/Ferguson 181 Dr. Christine McDermott SFASU English Department Where To Reach Me: P...

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Policy Statement ENGLISH 351-Fall 2011

FAIRY TALES MW 11:00-12:15/Ferguson 181 Dr. Christine McDermott SFASU English Department Where To Reach Me:

Phone:    468-­‐2059;  leave  a  message  (I’ll  call  back)     E-­mail:  send  messages  to  [email protected]  OR  [email protected]     Office  Hours:  MW  1:30-­‐2:30/TR  10:45-­‐noon;  1:45-­‐2:45/F  11-­‐12:30  &  by  appointment   Office:  227  Liberal  Arts  North  


Course Description:

Introduction  to  the  most  familiar  fairytales.  Students  will  examine  how  fairy  tales  are  used  in   modern  work,  particularly  young  adult  fiction.    Prerequisite:  9  semester  hours  of  English     Fulfills  elective  in  English  and  requirement  in  the  Children’s  Literature  Minor.      

Required Materials For This Course:             

The  Classic  Fairy  Tales,  edited  by  Maria  Tatar  (9780393972771)   Folk  and  Fairy  Tales,  edited  by  Martin  Hallett  (9781551118987)   The  Princess  and  the  Goblin  by  George  MacDonald  (9780141332482)   Hans  Andersen’s  Fairy  Tales  by  Hans  Christian  Andersen  (9780141329017)   Kissing  the  Witch  by  Emma  Donoghue  (9780064407724)   Fitcher’s  Brides  by  Gregory  Frost  (9780765301956)   Beast  by  Donna  Jo  Napoli  (9780689870057)   Happily  Ever  After,  edited  by  John  Klima  (978-­‐1597802208)   Handouts,  provided  to  you   Ability  to  use  MLA  format   Good  college  dictionary   Enthusiasm  and  the  ability  to  talk  in  class  discussion   Ability  to  keep  up  with  reading  

Why Fairy Tales: Fairy tales have their roots in oral folklore and are still told in various forms today. In this class, I’ll introduce you (or re-introduce you) to the most familiar tales, particularly those made popular by Walt Disney (“Cinderella,” “Snow White,” “Beauty and the Beast,” “The Little Mermaid”), as well as those you may not know (“Bluebeard,” “The Frog King,” “The Snow Queen”). We will then look at how fairy tales are used in modern work, particularly adult and young adult fiction and poetry. What do we gain by telling these old stories again? We will discuss how fairy tales developed, why people “need” them (as evidenced by the telling them) and the psychological effects they may/may not produce. By the time you leave class, you should see how much fairy tales permeate contemporary life.


Learning Outcomes (Goals):  Reading  and  interpreting  a  variety    of  classic  fairy  tales  (including  variants)  and  articulating   their    historical  and  social  contexts.      Reading  a  variety  of  contemporary  fairy  tales  and  discussing  how  their  authors  manipulated   original  texts  to  comment  on  contemporary  issues.    Reading  contemporary  fairy  tale  criticism  from  leaders  in  the  field.    Becoming  more  confident  in  reading  and  responding  to  fairy  tale  literature  and  criticism.    Articulating  original  ideas  about  fairy  tale  literature  both  in  oral  and  written  form.  

  Keeping This Statement: The  packet  of  paper  you  are  now  holding  is  essentially  your  rulebook  for  my  class.    All  of  the  rules   are  laid  out  here.    Get  to  know  them.    If  you  do,  you  will  save  yourself  a  lot  of  trouble  later  on.    Trust   me.    Refer  to  this  document  if  you  have  any  questions  about  how  much  something  counts,  anything   about  absences,  expectations.      

GRADING BREAKDOWN The  course  includes  daily  discussion,  reading  quizzes,    a  midterm  exam,  two  papers,  and  a   final  exam.     Attendance     Class  Discussion   Quizzes     Paper  One       Paper  Two     Mid-­‐term     Final  Exam    


   5%     15%       15%     15%     15%     15%   20%  





ATTENDANCE (5%) If  you  aren’t  here,  I  count  you  as  absent.    If  you  are  asleep  in  my  class,  you  are  absent.  Please  plan   your  absences  wisely  and  please  inform  me  if  there  are  extenuating  circumstances  to  you  not   attending  class.     0-­‐1  absences  =  A   5  absences  =  F       2  absences  =  B     6  absences  =  fail  the  course     3  absences  =  C   sleeping  in  class  =  1  absence         4  absences  =  D           coming  in  late/leaving  early    =  1/2  absence*         *Depending  on  when  you  leave;  after  the  first  five  minutes,  that’s  a  full  absence.    If  you  arrive  for  the  last   5  minutes,  that’s  a  full  absence.  If  you  come  in  after  the  first  ½  hour  of  class,  that’s  ½  an  absence.  If  you   can  only  stay  for  40  minutes,  that’s  ½  an  absence.  

  Being  absent  is  not  an  excuse  for  missed  information  or  assignments.    You  should  either  e-­‐mail   a  classmate  (or  me)  to  find  out  what  went  on  in  class  if  you  are  not  able  to  attend. You should pick up any missed packets or material. You must be responsible for all the material discussed in class on the days you were absent. You are responsible for all material on exams.


CLASS DISCUSSION (15%) Let  me  stress  that  I'm  not  looking  for  “right”  answers,  just  tell  me  what  you  think.    I  like  the   classroom  to  be  lively,  so  don’t  hold  back!    If  you  do  not  wish  to  talk  in  class,  know  your  discussion   grade  (as  long  as  you  appear  attentive)  will  be  no  higher  than  a  C  and  your  grade  in  the  course  will   be  no  higher  than  a  B.    I  grade  on:      Ability  to  discuss  the  works  in  class  (high  priority)    Ability  to  ask  intelligent,  thoughtful  questions.    If  you  do  not  understand  the  story,  feel  free  to   ask  questions  about  what  it  means.    Feel  free  to  guess  as  well  (oftentimes  you  won’t  be  as  off   base  as  you  might  think).        Engagement  with  material  (have  you  read?)    Engagement  with  other  students,  particularly  when  they  offer  ideas  (active  listening)    Respect  for  yourself,  me,  other  students.     Remember  that,  although  we  are  talking  about  fictional  plots  and  characters,  they  will  often  touch   on  a  variety  of  issues  that  are  part  of  the  human  character—and  because  of  that,  we  get  attached  to   them  &  what  they  mean.    Tread  gently  but  don’t  shy  away  from  your  opinion  either.    There  is   always  a  chance  that  you  will  think  that  the  person  talking  is  a  complete  idiot,  but  then  again,   someone  else  may  think  the  same  of  you,  so  you’re  better  off  not  showing  it.    Even  if  you  don’t  agree   with  someone,  treat  them  well.           On  the  negative  side:    This  is  all  obvious  but  I  mark  you  down  in  participation  if  I  find  that  you   engage  in  such  behavior  as  reading,  doing  homework  for  another  class,  writing  something  other   than  notes,  texting,  tweeting,  talking  to  other  people,  especially  when  another  student  is  talking,   sleeping,  dozing  or  acting  in  any  other  disruptive  way.  I  also  won’t  give  you  a  high  participation   grade  if  I  find  that  you  make  one  comment  at  the  beginning  of  class  and  then  “shut  off”  the  rest  of   the  time  by  staring  out  the  window.    

QUIZZES (15%)  Quizzes  are  always  given  at  the  beginning  of  class,  before  class  discussion.        Quizzes  relate  to  the  reading,  and  assigned  on  the  syllabus.    They  will  either  be  structured  as     A) true-­‐false,  fill  in  the  blank,  multiple  choice  or  one  word  or  short  phrase  answers   B) one  question  on  the  reading  material  which  requires  a  short  paragraph  response   C) a  “group  quiz”—you’re  put  into  groups  &  must  develop  a  written  &  oral  response.    Their  purpose  is  mainly  to  help  you  learn  to  read  material  for  detail.  They  also  give  me  a  good   idea  of  how  well  you’re  doing  with  the  reading.    You’ll  be  expected  to  be  able  to  name  any  of  these:  the  author,  when  the  story  was  written   and/or  published,  when  the  story  is  set,  the  characters  (their  names,  personal  traits),  aspects  of   the  setting,  important  objects  and  events.        Ten  question  quizzes  are  graded  like  this:  10-­‐9=A;  8=B;  7=C;  6=D;  5  or  less=F.    Paragraph   answers/group  quizzes  are  graded  with  A,  B,  C,  D,  F.        If  you  do  poorly  on  a  quiz,  I  will  assume  you  have  not  read  the  assignment  on  that  day  which   affects  your  participation  grade.  There  are  several,  so  if  you  miss  or  do  poorly  on  one  or  two,   this  will  not  dramatically  your  grade.  If  you  are  continually  receiving  poor  grades  on  quizzes,   but  reading  the  material,  please  see  me  for  help.   Note: There are NO make-up quizzes.


PAPERS (30%)

There  is  no  mystery  to  writing  papers:  be  professional  in  your  approach,  precise  in  your  word   choice,  neat  in  your  presentation,  and  follow  the  guidelines  and  examples.  Always  keep  copies  of   what  you  write  for  your  own  protection.    Do  not  give  me  the  original  of  anything.    In  the  event   that  your  work  should  be  lost,  or  misplaced,  you  want  to  make  sure  you  have  a  back-­‐up.     ALL PAPERS MUST:  Be  in  essay  form  (intro,  body  of  evidence,  conclusion)  and  use  a  formal,  academic  tone.    Be  typed,  double-­‐spaced  in  MLA  format  in  a  serifed  font.    This  is  a  serifed  font;  Arial  and   Helvetica  are  not.    Have  a  standard  heading  on  the  top  LEFT  corner  of  the  page  (your  name,  date,  my  name,  class   title).      Have  an  original  title  (DO  NOT  use  the  title  of  the  author’s  story  as  your  title)  describing  your   topic.        Include  your  last  name  and  the  page  number  on  each  subsequent  page  (in  RIGHT  hand  corner).    Be  printed  in  clear  ink  on  good  quality  paper  (mimeo,  copy  paper,  printer  paper).      Be  stapled  —this  lowers  the  risk  of  pages  of  your  paper  being  misplaced.    Use  quotes  from  the  primary  &  secondary  work  as  support.    Use  parenthetical  citation.  

PAPER ONE (15%)—Critical Assessment I  will  give  you  a  choice  of  questions,  which  will  detail  critics’  responses  to  the  classic  fairy   tales.    You  will  need  to  choose  one  question  and  answer  it  in  essay  form  (5  pages),   explaining  whether  or  not  you  agree  with  the  critic’s  assessment  of  the  tale,  explaining   precisely  why  or  why  not,  using  quotes  from  both  the  critical  article  and  the  original  story   as  support.    The  criticism  from  the  top  scholars  in  the  field—C.S.  Lewis,  Maria  Tatar,  Marina   Warner,  Bruno  Bettelheim,  Jack  Zipes,  Donald  Haase—will  be  given  to  you  during  section   one  of  the  course.  

PAPER TWO (15%)—Retelling Analysis Choose  two  contemporary  retellings,  one  must  be  from  the  contemporary  section  of  the   class.  Please  discuss  the  effectiveness  of  the  authors’  retellings  and  what  they  say  about   social/political/cultural  concerns.  For  example,  you  could  discuss  Donoghue’s  “Tale  of  the   Rose”  and  Napoli’s  Beast’s  reworking  of  the  Beauty  and  the  Beast  Tale  (both  texts  in  course)   as  texts  which  promote  choosing  your  own  romantic  partner  instead  of  a  partner  that  social   convention  has  dictated  for  you.    Perhaps  you  could  discuss  how  Wendy  Wheeler’s  “Little   Red”  and  the  recent  Little  Red  Riding  Hood  movie  with  Amanda  Seyfried  deal  with  Perrault’s   original  concern  about  predatory  males.    If  you  are  using  an  outside  choice,  please  clear  that   with  me  first.    This  paper  should  be  5  pages  long  and  be  turned  in  on  the  due  date  listed.       Be aware I will FAIL the following:  Late  papers  &  assignments  (Papers  must  be  ready  at  the  start  of  class)    Incomplete  papers    Papers  not  typed  in  standard  format  as  listed  above    Papers  with  an  abundance  of  spelling/grammatical  errors    Plagiarized  papers  will  result  in  failure  of  the  assignment  and  the  course—as  well  as   notification  to  the  Chair  &  Dean.    


I  would  also  urge  you  to  be  sensible  in  your  approach  to  writing.    We  will  probably  joke  a  lot  in   class  (I  tend  to)  but  when  it  comes  to  the  paper,  be  as  serious  as  possible.    You  don't  want  to  use   any  kind  of  slang  (chicks  for  women,  for  example),  and  you  probably  don't  want  to  say  offensive   things.  In  other  words,  remember  your  audience.    I  am  interested  in  different  approaches,  but   make  sure  they  can  be  supported  by  logical  reasoning  and  examples  from  the  story.  

GRADING FOR PAPERS I  grade  on  both  content  (logic,  reasonable  tone,  use  of  examples)  and  form  (spelling,  verb  tense   agreements,  and  sentence  structure).    Although  there  will  be  several,  none  of  my  comments  are   meant  to  suggest  you  are  a  hopeless  or  stupid  writer/student.  Rather  they  are  intended  to  help  you   improve  your  ability  to  articulate  your  thoughts  on  paper.    Please  feel  free  to  ask  me  to  explain  any   comments  I  have  given  you,  especially  if  they  do  not  make  sense  to  you.  This  is  how  I  look  at  grades   and  what  they  mean:     A   best  written,  grammatically  correct,  insightful   B     well  written,  grammatically  above  average,  above  average  argumentation     but  not  exceptional   C     average,  grammatical  errors  present,  simplistic  but  not  incorrect   D     written  in  fragments  or  run-­ons,  limited  or  with  errors  in  terms  of  writing     or  in  terms  of  meeting  assignment  requirements   F     plagiarized,  grammatically  unreadable,  incomplete,  does  not  fulfill  assignment,     not  handed  in  by  deadline.         Note:    All  students  start  off  as  “C”  students  and  are  such  until  they  prove  they  are  “above  average”   or  “below  average.”      

MID-TERM EXAM (15%) There will be an in-class midterm which will test your knowledge on the first part of the course. It will cover classic fairy tales, the Golden Age material, all critical articles, as well as any lecture notes. You will need to be able to put fairy tales in context. This exam may consist of identification of important passages, short answer, and/or essay questions (there will be a choice of questions in each section to answer).

FINAL EXAM (20%) There will be an in-class final during finals week which will test your knowledge on the materials studied in the course. It will cover the retellings we’ve read and refer back to the classic fairytales, as they apply. You should be able to apply important ideas and concepts to the contemporary stories we’ve studied in particular. This exam may consist of identification of important passages, short answer, and/or essay questions (there will be a choice of questions in each section to answer).



Generally,  I’m  pretty  easy  going,  but  in  the  effort  of  fairness—here’s  some  things  that  drive  me   crazy.    Don’t  do  them  and  we’ll  all  have  a  happy  semester!        Talking  when  others  are  talking.    If  someone  “has  the  floor,”  he/she  is  usually  trying  to   make  a  worthwhile  point.    It  will  be  in  your  interest  to  listen  to  them  because  it  is  both   polite  and  because  it  may  show  up  on  a  test  question.    Texting,  looking  at  the  cell  phone,  etc.  is  so  obviously  not  acceptable  that  I  shouldn’t  have  to   put  it  down  here,  but  you  never  know.    Clearly  this  would  affect  your  participation  grade.    I  try  to  be  upfront  about  expectations  and  due  dates.    I  write  them  down  on  the  board,  tell   you  in  class  and  usually  on  the  assignment  sheet/syllabus.    You  shouldn’t  have  to  ask  me   when  the  due  date  for  something  is.    If  you  choose  not  to  do  something,  you  will  be  graded   accordingly.    Okay,  here’s  the  weird  one—a  lot  of  you  already  know  it—I  can’t  stand  it  when  people  pack   up  early.    I  will  try  to  never  hold  class  over  the  allotted  time,  but  if  I  am  talking  or  someone   else  is,  don’t  move.    Sit  and  listen—when  I  say  “that’s  it  for  today”  you  can  start  closing  your   book,  putting  stuff  away,  or  zipping/unzipping  your  backpacks.    Meanness,  prejudicial  comments,  etc.    Don’t  treat  anyone  in  a  way  you  wouldn’t  like  to  be   treated  yourself.  It’s  bad  karma.    Arrogance,  rudeness,  general  nastiness  doesn’t  fly  here.        “I  missed  Monday  (or  Wednesday).    Did  we  do  anything  important?”    


When you write to a professor, an email is like a business letter. It is a good idea to put your best foot forward. Here are some tips. • Make sure you have a subject line; I know I tend to ignore things that don’t have one. So, “English 351” in the subject line is helpful, or “Breanne from 351” • A salutation is nice: “Hi, Dr. M,” is fine. “Dear Dr. McDermott” is nice, too. • Be succinct and to the point about what you need: “Could we set up an appointment to talk about why I keep failing quizzes?” • Make sure you have checked your email for spelling errors/typos • Don’t use abbreviations (“U r annoying,” for example). Email should be formal. • End with a signature: “Thanks, Breanne” •

Try  to  avoid  writing  last  minute.    If  you  write  an  email  at  3  am,  I  won’t  answer  it  before   late  morning.  I  usually  don’t  check  or  respond  to  non-­‐personal  email  between  the  hours   of  8  p.m.-­‐9  a.m.  Expect  an  answer  in  12  hours.    Do  not  expect  an  answer  on  Saturday.  

Last Words College can be very demanding. So, while keeping your goals in mind, also take the time to take care of yourself. You won’t succeed if you spread yourself too thin. So be good to you, and when things get bleak remember to relax and have fun! Or in the words of the Disney Fairies, remember “faith, trust & pixie dust!”

Enjoy the semester.


Academic Integrity Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp

Withheld Grades Semester Grades Policy (A-54) Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average.

Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, 468-3004 / 468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to http://www.sfasu.edu/disabilityservices/.


Syllabus for English 351- Fairy Tales

Dr. Christine McDermott (Subject to Change) Quizzes are usually given daily. Keep up with the reading to do well on the quizzes.

WEEK ONE 8/29 M 8/31 W

Introduction to the Course; Go over Syllabus/Policies. Lecture on History of the Fairy Tale

WEEK TWO 9/5 M 9/10 W

LABOR DAY Ways of looking at fairy tales. HOMEWORK: Read Grimms' “Hansel & Gretel” (CFT 184-190), Grimms’ “The Juniper Tree” (CFT 190-7), French tale, “Story of Grandmother,” (CFT 1011), Perrault’s “Little Red Riding Hood” (CFT 11-13), Grimms’ “Little Red Cap” (CFT 10-16), “Rumpelstiltskin” (FFT 227-229) & C. S. Lewis’s article “On Three Ways of Writing for Children” (handout)


9/14 W

Quiz, discuss tales. HOMEWORK: Read “Snow White” (CFT 83-90), Basile’s “Sun, Moon & Talia,” Perrault’s “Sleeping Beauty,” and Grimms’ “Brier Rose” (FFT 67-78) & Grimms’ “Rapunzel” (FFT154-155), Bettelheim’s article on “Sleeping Beauty” (handout). Group A writes paper. Quiz, discuss tales/Group A’s papers due. HOMEWORK: Read Maria Tatar’s introduction (CFT 101-107). Read Perrault’s “Donkeyskin” (CFT 109-117), Perrault’s “Cinderella” (FFT 97-102), Grimms’ “Cinderella” (CFT 117-122). Grimms’ “The Goose Girl” (FFT 277-281).


9/21  W  

Quiz, discuss tales. HOMEWORK: Read “Bluebeard,” (CFT 144-8), “Fitcher’s Bird” (CFT 148-151) “Robber Bridegroom,” (CFT 151-4); Read Terri Windling’s article  on  “Bluebeard  and  the  Bloody  Chamber”  (http://www.endicott-­‐ studio.com/rdrm/forblue.html).  Group  B  writes  paper.   Quiz,  discuss  tales/Group  B’s  paper’s  due.  HOMEWORK:  Read  “Beauty  &  the   Beast”  (CFT  32-­‐42),  “Frog  Prince”  (CFT  47-­‐50)  and  “Melusine”  (handout).     Read  Zipes’s  article  “Origins  of  the  Fairy  Tale”  (handout).   Group  C  writes  papers.  


WEEK FIVE 9/26 M 9/28 W

Quiz, discuss tales/Group C’s papers due. Introduction to Golden Age. HOMEWORK: Read intro on Andersen (CFT 212216). In Hans Andersen’s Fairy Tales: Read The Little Mermaid” (30-60) “Thumbelina” (4-20) and “The Snow Queen” (99-144).



10/5 W

Quiz, Discuss Andersen. HOMEWORK: Read Mary Morgan’s “The Toy Princess” (FFT 241-250), Oscar Wilde’s story “The Happy Prince” (FFT 250256), Housman’s story “The Rooted Lover” (handout) Quiz, Discuss Wilde, Morgan, Housman. HOMEWORK: Read George MacDonald’s Princess and the Goblin. (pg 1-109 or end of Chapter 14)

WEEK SEVEN 10/10 M 10/12 W

Quiz, Discuss Princess and the Goblin (to Chapter 14). HOMEWORK: Finish Princess and the Goblin and info about MacDonald (handout) Quiz, Discuss Princess and the Goblin. HOMEWORK: Read Lucy Clifford’s “The New Mother” & H. G. Wells’ “The Magic Shop” (handout)

WEEK EIGHT 10/17 M 10/19 W

Quiz, Discuss Clifford & Wells. HOMEWORK: Study for Midterm. MIDTERM EXAM. HOMEWORK: Read contemporary poems to discuss ways to look into the contemporary fairy tale (handout).


10/26 W

Discuss re-tellings/shift into contemporary literature. HOMEWORK: Read Angela Carter’s “Tiger’s Bride,”(CFT) and “The Company of Wolves,” (FFT 4755) and Anne Sexton’s “Briar Rose” (handout). Quiz, Discuss Anne Sexton & Angela Carter. HOMEWORK: Wendy Wheeler’s “Little Red” (HEA 331-340)/Patricia Briggs’ “The Price” (HEA 349-362).

WEEK TEN 10/31 M 11/2 W

Quiz, Discuss Wheeler & Briggs. HOMEWORK: Read Tanith Lee’s “When The Clock Strikes” (FFT 117-129)/Karen Joy Fowler’s “The Black Fairy’s Curse” (HEA 79-82) Quiz, Discuss Lee & Fowler. HOMEWORK: Read Gregory Frost’s Fitcher’s Brides (to page 230).

WEEK ELEVEN 11/7 M 11/9 W

Quiz, Discuss Fitcher’s Brides (to 230). HOMEWORK: Frost’s Fitcher’s Brides (to page 298) Quiz, Discuss Fitcher’s Brides (to 298). HOMEWORK: Finish Frost’s Fitcher’s Brides. Group 1 writes papers.

WEEK TWELVE 11/14 M 11/16 W

Quiz, Discuss Fitcher’s Brides/Group 1 papers due. HOMEWORK: Read Kissing the Witch (to 114). Quiz, Discuss Kissing the Witch (to 114). HOMEWORK: Finish Kissing the Witch. Group 2 writes papers.



Quiz, Discuss Kissing the Witch/Group 2 papers due. HOMEWORK: Read Garth Nix’s “Hansel’s Eyes” (HEA 155-162)/Francesca Lia Block’s “Ice” (handout).


Quiz, Discuss Nix & Block. HOMEWORK: Read Napoli’s Beast.

11/30 W

Quiz, Discuss Napoli’s Beast. HOMEWORK: Finish Beast. Group 3 writes papers.


12/7 W

Discuss Napoli’s Beast. Group 3 papers due. HOMEWORK: Read Jane Yolen’s “Snow in Summer” (HEA 185-190) and “The Moon Ribbon” (handout) Quiz, Discuss Yolen & final


FINAL—Monday, December 12th 10:30-12:30pm.