Fall 2018 Course Descriptions

Person with Binoculars

To see full catalog, click on the above image!

To download a Fall 2018 pdf version if preferred.


See Fall 2018 course offerings and descriptions below:


ENGL. 100-Level Courses

ENGL 200-Level UG Courses

ENGL Creative Writing UG Courses

ENGL 300-Level UG Courses

ENGL 400-Level UG Courses

Professional Technical Writing Courses

160D1         Critical Cultural Concepts:                                  Laura Berry
                            Humanities in Action                                  
                            Sec. 001 MW  9:00 a.m.-9:50 (hybrid)             (Honors section)

This is a hybrid honors general education course, most appropriate for first-year students.  What is a hybrid?  It means that we will meet in person two mornings a week.  On your own schedule, and in small groups, you will be exploring the art, music, poetry and cultural life of the University of Arizona and Tucson, and submitting "field reports" of your discoveries. We'll talk about these adventures in class, as well as the cultural artifacts -- from film to photography -- assigned for reading and viewing.  By the time this course is done, you will know more about the culture of this particular place, as well as getting a grounding in humanistic thinking and cultural studies.

160D1        Critical Cultural Concepts:                                    Matthew Abraham
                     Introduction to Colonial and Postcolonial Literature
                     Sec.101 **Seven Week-Second: Fully Online**
                     General Education: Tier 1 Traditions & Cultures, Diversity Emphasis

In this course, we will explore the role of strong emotions and emotional engagement in the context of understanding this current historical and political movement that has made resistance fashionable again. How are strong emotions mobilized to create coalitions around key social issues such as feminism (#MeToo), the Black Lives Matter Movement, and those who constitute a general opposition to President Trump’s policies on many fronts including healthcare, education, and corporate control of worker rights? How might we go about thinking about and discussing these oppositional movements that have tapped into widespread anger and disappointment in the state of American democracy?

Course texts will include:
J.D. Vance’s Hillbilly Elegy: A Memoir of a Family and Culture in Crisis
Pankaj Mishra’s Age of Anger: A History of the Present
Patrisse Khan-Cullors’ When They Call You a Terrorist: A Black Lives Matter Memoir
Laura Kipnis’s Unwanted Advances: Sexual Paranoia Comes to Campus they animate people’s everyday lives, hopes, and aspirations.

160D2        Nonhuman Subjects:                                         Dennis Wise
                    Monsters, Aliens, Ghosts, and Others                                   
                    Sec.001 MWF  1:00 p.m.-1:50 p.m.        
                    General Education: Tier 1 Traditions & Cultures

Monsters are cool—but they’re also interesting, and also sometimes deeply problematic. The category of the “non-human” or, more broadly, “the Other,” always carries with it troubling questions about human identity, human values, and the boundaries we set on what counts as horrific, weird, frightening, monstrous, or non-human. Imaginary figures like ghosts, aliens, or monsters confirm—and sometimes challenge—those boundaries set up by peoples and cultures. As a result, in this course, we won’t simply focus on a particular kind of creature, such as in zombies lit, vampire lit, or the Cylon from Battlestar Galactica. Instead, we’ll look at monsters et al. as indicators of cultural history—that is, as the symbolic carriers of cultural values and problems through selected Western and non-Anglo texts. These cultural values can include such things as political tensions, systems of religious belief, human nature, cultural conflict, ideas on social order and disorder, or distinctions of race/class/gender. Such values can even include how cultural groups establish “otherness” as a means for articulating their own self-identity. As we’ll see, monsters often become symbols in the cultural, political, and intellectual clashes that mark “Western” history. In order to better understand our cultural roots, therefore, it’s important to grasp the history and tensions between these conflicts. This course correspondingly seeks to understand how the “monstrous” symbolic figures in our chosen literary works reflect historical and ideological changes. Our subsequent understanding(s) must then be reflected in well-organized analytical arguments through the presentation of strong textual evidence, both orally and in writing.

220A      Literature of the Bible                                                                         Lee Medovoi
                      Sec. 001 TR 2:00 p.m.-3:15 p.m.                                               

This course is an introduction to the literatures of the Bible, inarguably the most consequential text in the history of western civilization.  We will keep in mind that the Bible was written under hugely different situations over a 1200-year period. It then became integral to a variety of religious traditions that have interpreted it in quite different ways.  In addition to the originary contexts, therefore, we will be considering later uses of the Bible by Judaic, Christian, and even Muslim religious traditions.  Taking the approach of contemporary literary scholarship, we will seek to interpret the Bible in relation to when it was written, read, and translated; the principal literary genres out of which it was composed (narrative, poetry, chronicle, legal code, wisdom writing), and the ideological signification of the texts (what it has been used to explain and justify over the centuries). We will also be reading a few key contemporaneous and apocryphal texts that can help us to situate the Bible.

255      Introduction to the English Language               Hayrie Kayi-Aydar   
             Sec. 001  TR 12:30-1:45

Basic concepts in the study of the English language: history, semantics, phonology, morphology, syntax, and discourse. English in its social context: regional and social varieties, language acquisition, and English as an international language.

263         Topics of Children’s Literature                Stephanie Pearmain
                Sec. 101 **Regular Session : Fully Online**

From the “origins” of the Children’s Literature to the current day call for diverse voices in the genre, this course examines the development of concepts of the child, children’s literature, and Western Culture. We will read a broad spectrum of historical and contemporary U.S., British, and world literature, and works representing a variety of genres and cultures. Through a survey of folk tales, picture books, middle grade novels, and young adult novels we will consider the historical development of children’s literature as well as its dual agenda of instruction and amusement.

265         Major American Writers: Music and Literature in the American Grain                             John Melillo        
                Sec. 101 **Seven week-First: Fully Online**
                General Education: Tier 2 Humanities

 In this class, we will explore the many ways in which major American writers and composers imagine and reimagine the relationships between music and literature. We will examine a variety of works, ranging from the beginnings of American literary and musical culture to the present day. We will listen to the ways in which music and literature not only influence each other formally and thematically but also how, at times, these two arts blend to a point where we cannot distinguish between them. Our work will focus on major texts and compositions that create and contest American literary and musical culture. We will read and listen to work like the Bay Psalm Book;

Henry David Thoreau’s Walden; Walt Whitman’s Leaves of Grass, poetry by Edgar Allan Poe, Emily Dickinson, T.S. Eliot, Langston Hughes, Gwendolyn Brooks, and many more; Dubois’s The Souls of Black Folk; blues and jazz lyrics; Charles Ives’ Concord Sonata, George Antheil’s Ballet Mécanique; John Cage’s 4’33”. We will also examine American popular song traditions from folk ballads, blackface minstrelsy, African-American slave songs and spirituals, ragtime, blues, jazz, rock ’n’ roll, punk rock, and hip-hop. This class will require us, as Charles Ives famously stated, “to stretch our ears” and listen to relationships and affinities too often passed over.

280         Introduction to Literature:                     Chris Christiansen
                Crises of Faith across the American Canon
                Sec. 001   MWF 11:00-11:50
                General Education: Tier 2 Humanities

In this course, we will develop our ability to close read literature by reading poetry, fiction, and drama. By improving our close reading skills, we will equip ourselves to achieve our ultimate goal for the course: to compose lucid and convincing interpretations of literature using textual evidence. We will also spend time considering the craft of analytical writing in and of itself, focusing on elements of grammar, style, and other conventions of the genre. There will be two major writing assignments in this class. The first will be a short midterm essay between 4-6 pages, and the second will be a final conference length paper between 8-10 pages.

Although we will be more focused on practicing analytical writing than working through an intensive reading list, we will carefully analyze and discuss each text we read. To focus our discussions, our readings will be organized around the theme “Crises of Faith across the American Canon.” We will read work spanning the American canon, from colonial American poets like Edward Taylor and Anne Bradstreet to modern American novelists like Ralph Ellison and Flannery O’Connor. We will explore how these writers confront feelings of disillusionment and doubt, how they challenge and complicate notions of faith, hope, and belief, and how they find consolation and strength through literature. While we will discuss texts that deal with crises of religious faith, we will also consider works that deal with crises of faith within the self, within society, within government, within education, and within literature itself.

280         Introduction to Literature                             Charles Sherry
                Sec. 002   MWF 2:00-2:50
                General Education: Tier 2 Humanities

This course will be a study in the major essays of Thoreau. “Civil Disobedience,” “John Brown,” and “Walking” will be included. “Civil Disobedience” played a prominent part in development of the peaceful resistance strategies of Ghandi and Martin Luther King, Jr. It is his most famous essay, and one of the best known American essays in the world.

We will read these essays closely and carefully with the aim of learning the art and craft of textual interpretation. Six short essays and a final will be required. The essays will be assigned to give the students the chance to learn to write interpretive essays.

280        Introduction to Literature:                          Erika D’Souza
               Analyzing Literary Genres
               Sec. 003   MWF 10:00-10:50
               General Education: Tier 2 Humanities

For this course, we will be looking at a wide range of literature - including dramatic works, short stories, and poems.  We will also be making short forays into the sister arts of painting, music and film.  The goal of this class to help you learn how to read – how to analyze the form and content of a literary work – as well as give you an opportunity to broaden your knowledge on the lesser known works of famous authors.

We will be reading texts from the three main genres – tragedy, comedy and history – and as such we will be looking at works by Edgar Allan Poe, William Shakespeare, René Magritte, Virginia Woolf, George Bernard Shaw, Walt Disney, Victor Hugo, and Maya Angelou, amongst others.

Together, we will explore the nature of the texts, and analyze their categorization – constantly questioning and problematizing the reasoning behind their labels and their place (or lack thereof) in the literary ‘canon.’  There is a large reading load for this class, as well as weekly short homework assignments.  Expect to write several short papers over the course of the semester.

280         Introduction to Literature:                                Dalia Ebeid
       Journeys and Transformations
       Sec. 004   TR 2:00-3:15
       General Education: Tier 2 Humanities

This course explores the multiple definitions of world literature, the literary canon, and the controversies surrounding the term “world literature.” We will learn how to close read literary works, perform critical analyses, and to produce English papers of high quality. The themes of “journeys and transformations” will be explored through various texts representing diverse literary, aesthetic, geographic, and socio-cultural traditions. How do we define journeys? How do journeys inform the various elements of the literary works? What types of transformations occur in conjunction and as a result of these journeys? We shall examine the potential answers to these questions through reading and discussing texts such as The Egyptian Book of the Dead, A Small Place by Jamaica Kincaid, Season of Migration to the North by Al-Tayeb Saleh, and Monkey Beach by Eden Robinson. Students will be expected to write bi-monthly responses in a journal (500-600 words) and to produce three short papers. By the end of the class, students should be able to learn the proper methods of literary engagement and analysis.

280         Introduction to Literature                 Daniel Cooper-Alarcón
                Sec. 005   TR 11:00-12:15                    (Honors section)
                General Education: Tier 2 Humanities

For this section of English 280, we will read a wide-range of different types of literature: short stories, poems, plays, novels—as well as some texts that are not so easy to classify.  We will discuss the challenges that each of these different literary forms present us as readers, as we try to interpret and make sense of them.  Over the course of the semester, we will discuss the varied elements that comprise literary works, the varied aspects that one might consider when analyzing a literary text and different interpretive approaches to literature.  We will also discuss literary tradition and why it matters when thinking about individual texts.  The reading list for the course will likely include short stories by Bret Harte, Jack London, Ernest Hemingway, Clarice Lispector, and Rosario Ferré; the play “Zoot Suit” (a revival of which is currently playing to sell-out crowds in Los Angeles); Volkswagen Blues (a delightful road trip novel), and Art Spiegelman’s Pulitzer prize-winning, graphic memoir about the Holocaust, Maus.  Expect to write several short papers over the course of the semester.

280         Introduction to Literature                             John Melillo
               Sec. 102   **Seven-week-Second: Fully Online** 
               General Education: Tier 2 Humanities

Close reading of literary texts, critical analysis, and articulation of intellectually challenging ideas in clear prose.

300          Literature and Film                                        Susan White                                 
                       Sec. 001 MW 3:00-4:15
                       General Education: Tier 2 Humanities                                                                               

This is a course on the aesthetics of literature and film.  We delve into formal properties, but we will also discuss the ideologies of race, gender, nation, and so on.  This semester we will discuss genre in film and literature.   Genres discussed will include the Crime Film, the Western, Horror, Melodrama, Science Fiction, and Comedy.  Works of fiction from each genre category will be assigned.  Students will write weekly 500-word screening reports and take substantial midterm and final exams.

310          Studies in Genre                                            Julie Iromuanya                      
                 Sec. 002:  TR 2:00-3:15                              

In this Studies in Genres course, we’ll begin with a broad question: What does it mean to “come of age” in the African literary tradition? Since the narrative of human growth cannot be viewed in isolation, we’ll be considering how multiple intersecting questions frame our understanding of what growth and maturation mean in terms of character, nation, and the novel:

 The Character: What do novels written by African writers say about psychological, moral, and intellectual growth from childhood to adulthood? What values (personal, social, and cultural) undergird these concepts?

 The Nation: Can the notion of “coming of age” apply to modern African nation states? In what ways do writers grapple with this question in their work? How is this question complicated by complex and enduring pre-colonial African nations?

 The Novel: Can we apply “coming of age” to the African novel? What are our assumptions about the genre and form(s) of the novel? What do writers suggest about the literary past, present, and futures of the novel? Considering Africa as an active and longstanding participant in global commerce, exchange, and development, how does this shape our understanding of the relationship between African letters and the world’s literary stage? Because Africa is a vast and diverse continent, we will focus our study on African Anglophone novels from a range of major canonical authors as well as recent contemporary works, which have received critical attention. We will also read critical essays that introduce concepts of postcolonial literary theory.

373A      British & American Literature: Beowulf-1660      Homer Pettey
                Sec. 001   MW 3:30-4:45       

This course will survey canonical literary texts from the English Middle Ages through the Renaissance and Revolutionary 17th century. Among them: Beowulf, Sir Gawain and the Green Knight, selections from Chaucer's Canterbury Tales, Book I of  Spenser's The Faerie Queene, and Milton's Paradise Lost.  Attention will be paid to literary, historical, and religious contexts, as well as the changes in the English language.  Few courses prepare students for the study of English and American literature as well as ENGL 373A.

373A     British & American Literature: Beowulf-1660    Roger Dahood
              Sec. 002   TR 9:30-10:45

English 373A introduces students to major writers and genres from the Old English (Anglo-Saxon) period to the middle of the seventeenth century. By the end of the course students will have had opportunity to master ways of examining and thinking profitably about literary works through close engagement with the readings. The chronological arrangement of assignments will contribute to a sense of the development of English literature and the historical context associated with each work.

We begin with the Old English epic Beowulf and end with the seventeenth-century epic Paradise Lost. We will place works within their historical context. Lecture/discussion will aim to generate deep understanding of the selected readings—how their earliest audiences might have understood them and how we might engage with them today.

The course meets twice a week. Classes will consist of lecture and discussion. I will assign three short papers, at least ten short quizzes, and a final examination.

373A      British & American Literature: Beowulf-1660 
               Sec. 003   MWF 10:00-10:50                         Charles Scruggs

There is an old joke that an English literature course of this kind should begin with Beowulf and end with Virginia Woolf–which is not a bad idea if we had about five years to read those wonderful texts between wulf and Woolf. But, alas, to quote an author we will be reading, Andrew Marvell, we have neither “world enough and time,” so we will have to satisfy ourselves with only a few centuries, beginning with a text written in Old English around 750 A.D. and ending with one of the great epic poems in the English language, Paradise Lost, published in 1667.  I hope to convince you that Beowulf, though less complex than Milton’s poem, is a great work of literature.  Between these two texts, we will read works by the Gawain poet (Gawain and the Green Knight), Christopher Marlowe, Andrew Marvell, William Shakespeare and many other giants of the Early Modern period (the 16th and 17th centuries).

373B       British & American Literature:                            Stephanie Brown
                 Restoration Through 19th Century                 
                 Sec. 001   TR 9:30-10:45
                 Sec. 002   TR 3:00-4:15

This course will attempt to give students a sense of the depth and breadth of literature produced in English between 1660 and 1900, focusing on the development of literary genres and forms during this period through the work of writers from England, Ireland, the United States, and Trinidad. The course aims to give students a foundation for further inquiry into these texts in the English curriculum in future courses. Assignments will include short papers, a paper/project that allows students to develop an extended reflection on one element of the course materials, and a final exam.

380        Literary Analysis: Villains                                    Manya Lempert   
               Sec. 001 MW 4:30-5:45

As a spur to literary investigation, our course will focus on ethically distasteful main characters. Why do anti-heroes have leading roles -- what is the value of the downright despicable protagonist? Reading drama, poetry, short stories, and novels, we will contrast characters who repulse us with characters we trust and admire. That literature expands our empathetic repertoires, as we come to care for fictional others, has been named one of its virtues -- but what are the benefits of recoiling from certain figures? From Euripides' Medea to Milton's Satan, we will also address the attraction of the villain. In Poe's short stories and Browning's poetry, we will investigate "mad" or "monstrous" psychologies. In twentieth- and twenty-first-century fiction we'll explore characters' moral apathy, moral complicity, and moral depravity. This course will provide you with the skills to analyze literary works across genres and periods. We will concentrate on the art of "close reading" -- mining lines and passages for their rich implications. Each student will give an in-class presentation; there will be short weekly writing assignments and three short essays.

380          Literary Analysis                             Lauren Mason
                 Sec. 003   TR 11:00-12:15    

380          Literary Analysis                      Emily Lyons
                 Sec. 004   TR 9:30-10:45

This is an introductory course on close reading for English majors and minors. Students will receive grounding in the principles of close reading as described by the “New Critics” and will apply these principles to focused reading and writing on works from a wide variety of genres, periods, and cultural contexts over the course of the semester. Students will also begin to understand how close reading fits into diverse critical approaches to literature more broadly. The work for this class will consist of weekly short writing assignments, three short papers, a midterm exam, and a final paper.

The unifying topic of this section will be “Transitions, Transformations, Transgressions.” Assigned texts will address these overlapping themes by raising questions about racial and gender identity, death and the afterlife, relations between the natural and the supernatural, relations between humans and machines, and so on. Required reading will include three critical essays, a handful of poems and works of short fiction, the short play Dutchman by LeRoi Jones (Amiri Baraka), the novels Frankenstein, by Mary Shelley, and Beloved, by Toni Morrison, as well as one of the following films: Ex Machina (dir. Alex Garland, 2014), Get Out (dir. Jordan Peele, 2017), or The Beguiled (dir. Sofia Coppola, 2017). Students must purchase copies of the two novels; other texts will be made available on D2L.

380         Literary Analysis                        Tenney Nathanson
                Sec. 101  **Regular Session : Fully Online**

This is a course in “close reading.” The reading assignments will be short, to allow us to pay close attention to individual texts and individual passages. We’ll read many poems some short stories, and perhaps one novel, with an eye toward mastering the close reading     techniques     crucial to the sort of literary analysis we practice in upper-division literature courses (and beyond). For this online course, regular participation in discussion boards will be a major course requirement. Students will also write roughly 7-8 short papers (1-2 pp. each), and 2 longer papers (3-5 pp. each). There are no exams.

389          Literary Analysis-Introduction to Publishing                                      
         Sec. 001   TR 12:30-1:45                 Stephanie Pearmain

This course will provide an overview of the Children’s Literature literary and academic publishing industry. It is designed to provide aspiring editors and writers basic knowledge of the field including research and discussion of: editing, querying, publishing trends, agents & agenting, submissions, digital publishing, scholarly journals, and publishing houses. Students will read and gain an understanding of the genres of Children’s Literature (short stories, picture books, fiction, non-fiction) as well as the scholarly study and academic writing on these works. Some coursework will tie in to the online publication Pine Reads Review.

396A      Junior Proseminar                                        Suresh Raval
               Sec. 001  TR 12:30-1:45      

This course will deal with several major colonial and postcolonial novels, focusing on issues at stake in contemporary discussions of these works. Among the novelists to be explored are Conrad (Heart of Darkness), Forster (A Passage to India), Achebe (Things Fall Apart), Kincaid (Lucy), Naipaul (A Bend in the River), Coetzee (Disgrace), and Bharati Mukherjee (Jasmine). Nearly all the novels are quite short and are chosen to focus on larger cultural and political contexts and problems they explore. We will also read some portions of Frantz Fanon’s Black Skin, White Masks and Edward Said’s Orientalism and a selection of some short but important theoretical essays. The goal will be to examine these novels from the perspective of various major postcolonial concepts about identity, representation, nationalism, and globalization among a host of others. Each student will write ONE 1- or 2-page, single space commentary on an important aspect of each novel, a term paper, one class presentation, a mid-term exam, and a final exam.

396A    Junior Proseminar                                              Susan White
              Sec. 2  TR 3:30-4:45 

This course will focus on a variety of 19th- and 20th-century short stories drawn from the works of Melville, Kafka, Borges, O’Connor, Murikami, Oe, Achebe, Carver, and Alexie, among others.  We will discuss these stories in the context of theories of gender and race studies, modernism, surrealism, magical realism, and postmodernism.  Students will write short weekly papers, a midterm paper and a final paper.

426         Medieval English Literature                                     Roger Dahood
                      Sec. 001 TR 12:30-1:45                             

The course covers some of the most engaging literature of the Middle English period by writers other than Chaucer. Readings will include selections, mostly translated into Modern English, from Ancrene Riwle, lyrics, Sir Gawain and the Green Knight, Piers Plowman, cycle and morality plays, Arthurian romance, and perhaps others.

The course meets twice a week. Classes will consist of lecture and discussion. I will assign three short papers, at least ten short quizzes, and a final examination.    

431A      Shakespeare                                                       Fred Kiefer
                Sec. 001 TR 11:00-12:15                               

During the first half of his career Shakespeare wrote most of his romantic comedies, most of his history plays, and several of his best tragedies, including Romeo and Juliet and Hamlet. We shall read a selection of these plays, paying close attention to language, character, and dramatic action. We shall also endeavor to keep in mind that Shakespeare was himself an actor and that his plays came to life on a stage. We’ll demystify the plays and make them accessible to modern readers. Two exams during the course, a final, and a term paper.

431B       Shakespeare                                                                   Jean Goodrich
                 Sec. 001 TR 12:30-1:45

Ten comedies, tragedies and tragicomedies from the period 1601-1613.

443         Mex-Am Lit in English                                      Andrea Holm
                Sec. 101: **Regular Session : Fully Online**            

COURSE DESCRIPTION: This course will provide an introduction Mexican-American literature with particular attention to authors writing about the U.S.-Mexico Border region. We will seek to identify issues authors choose to represent in various genres, including love, land, community, family, culture, and migration. We will gain insight into academic theories applied in the analysis of literature, including decolonialism, mestizaje, indigeneity, and Chicana feminism.  

Our exploration of literature from the borderlands will focus on writers who identify as Chicana and/or Mexican American and center the following questions:

  • What are issues that these writers seek to expose?
  • How do these writers utilize written and spoken traditions to address them?
  • Do these writing challenge dominant historical narratives? How and why?
455        Introduction to Teaching English as a Second Language                    
       Sec. 001 TR 9:30-10:45                         Chris Tardy

The course will provide a general overview of teaching English as a second language, covering current theories, methodologies, and procedures in the field. Students will participate in mock lessons develop lessons and materials, while considering various contexts of English learning and teaching around the world. The course is one of the four courses comprising the Teaching English as a Global Language Certificate.

470       Literature and Philosophers: Nietzsche-Major Works
              Sec. 001 MWF 12:00-12:50                 Charles Sherry

This course will be a study in the major works of Nietzsche beginning with "The Birth of Tragedy."  The reading list will include "The Genealogy of Morals," "Beyond Good and Evil" and "Thus Spake Zarathustra."  Three papers and a take-home final will be required.

472         Modern Fiction                                     Suresh Raval
               Sec. 001 TR   3:30-4:45

This course will examine some of the masterpieces of American, British, and Continental fiction, with particular attention to the development of characteristically modern techniques and themes and the cultural and theoretical forces that gave rise to those techniques and themes. We will explore how the thought of Darwin, Marx, Nietzsche, and Freud gave rise to radically new ideas about the mind and society. Six or seven novels and some short stories will be chosen from the works of the following authors: Dostoevsky, Kafka, Sartre, Camus, Conrad, Joyce, Woolf, and Hemingway. We will be moving back and forth between primary texts to secondary ones (theories of modernism, theories of the modern, theories of form, and theories of gender, and so to their implications for form and content). The course will analyze, through a combination of lecture and discussion, the technical and formal innovations deployed in a given text, the intellectual and historical contexts and ideologies that make possible these innovations, the world-views the text affirms or critiques, and the implications of the stances it suggests for that society.

477         Studies in Native American Literature                     Amy Fatzinger  
                Sec. 001 TR  2:00-3:15

484B       Twentieth-Century American Novel                Scott Selisker
                 Sec. 001 TR 12:30-1:45

In a foundational Supreme Court decision, Cherokee Nation v. Georgia (1831), Chief Justice John Marshall described American Indian communities as “domestic dependent nations.”  Undoing this strange declaration and resisting colonial limitations on their sovereign rights is the foremost concern of Native nations today.    The question we will pursue in this course is how contemporary Native American fiction relates to this project, how it offers literal or figurative, explicit or implicit resistance to colonialism.  Six short papers.   Required texts: N. Scott Momaday, House Made of Dawn; Leslie Marmon Silko, Almanac of the Dead; Louise Erdrich, Tracks; Gerald Vizenor, The Heirs of Columbus; Thomas King, Green Grass, Running Water.    Supplemental texts: Robert F. Berkhofer, Jr., The White Man’s Indian; John Purdy and James Ruppert, eds., Nothing But the Truth.

486          Topics in American Literature:                                  Charles Scruggs
                 The Great War (1914-18) and Its Impact on American Literature     
                 Sec. 001 MWF 1:00-1:50

The historian George Kennan called The Great War (1914-1918) “the seminal catastrophe of the Twentieth Century.”  The war triggered both the Russian Revolution (1917) and the Irish Rebellion (1916), and ended by toppling monarchies and destroying empires.  But perhaps the “Shock of the New” that came as the biggest surprise was the horror of modern warfare: machine guns, mustard gas, tanks, airplanes and guns so monstrous that they blew people to bits. The phrase “missing in action” first appeared in that war, as did the phrase “shell shock,” themes that would not go unnoticed by contemporary writers.

Although the United States did not enter the war until late (1917) and its military forces were “over there” for only eighteen months, American society underwent a monumental transformation. At home, the war created the “Security State” (surveillance, suppression of dissent, censorship of the press, and the creation of the Bureau of Investigation–the future FBI).  The failure of Wilson’s “Fourteenth Points” at the Treaty of Versailles (1919), the profits made by Big Business during the war, and the rise of organized crime in the 1920s (due in part to Prohibition) led to a new kind of literature, ranging from  pulp fiction to radical experimentations with form and language. This course will focus on American fiction that focused on the Great War, as well as the “aftershocks”–the literature of the 1920s that reflect the impact of the war on both the individual and society.

488A      American Poetry: Nineteenth Century                 Tenney Nathanson
                Sec. 001 TR 11:00-12:15

Modern and contemporary American poets may well be belated romantics; our nineteenth-century romantic precursors may have defined the terms and voiced the ambitions that shape the poetry being written even today.  Should we read modern and contemporary American poetry as a continuing celebration--however revisionary--of romantic origins?  In English 488a we will explore these issues through sustained reading of the major American romantic poets--Whitman and Dickinson—looking as well at Poe’s ambitious and strange poetry and Emerson's influential essays.  We’ll be concerned with  notions of word magic, Adamic language, and language’s supposed cosmogonic power, as well as with the skeptical interrogation of these categories.  As time allows, we may also consider some of the following works: traditional Native American ritual materials; seventeenth century Anglo-American poetry (Taylor, Bradstreet); "non-canonical" nineteenth century poetries; transitional figures such as E. A. Robinson and Trumbull Stickney; early modernist poetry. Principal requirements: three short papers (3-5 pp. each), or two short papers plus a journal of imitations; a final exam. 

496A      Senior Seminar:  Postcolonial Fiction                        Jennifer Jenkins
                Sec. 001 TR 9:30-10:45

We will explore the history of the book from scroll to web: from the ancient world to the present, examining book technology and reading culture as they have shaped book production in both form and content. In addition to tracing the Western tradition in textual production, some attention will be devoted to global book technologies and writing systems from Asia, the Islamic world, Mesoamerica, and indigenous cultures. Other topics may include the concept of authorship; copyright; censorship; the economics of book production and distribution by small and university presses; the growth of public libraries; reading and readership; editorial theory and practice. We will conclude with the impact of print culture as it has adapted to digital platforms and produced new forms, genres, and means of access. Students who are considering careers in publishing, library and archives, or graduate study in English, History, Library and Information Science or Cultural Studies may find this course useful.

Students in this Senior seminar will identify, in consultation with me, an aspect of book history upon which to base a term project or seminar paper. Field trips to Special Collections, the Letterpress Lab, and the Poetry Center will occur during class meeting times. This course requires substantive reading and writing.

496A        Senior Seminar: A Space Odyssey                    Fred Kiefer     
  Sec. 002  TR 2:00 –3:15

Space: the final frontier. These are the voyages of the starship Enterprise. Its continuing mission: to explore new worlds, to seek out new life and new civilizations, to boldly go where no one has gone before.

We shall take as our starting point the words spoken by Captain Jean-Luc Pi card in Star Trek. His word “space” has an aura of the unknown and uncharted. The word signals adventure and wonder. Space can prove harrowing as well. Just think how the movie Gravity imagines space: empty, cold, forbidding.

Closer to home, Shakespeare’s contemporaries grappled with space too. When they embarked on a long ocean voyage or a journey through a dense forest, they imagined space as dismaying, confusing, and potentially threatening. That is why they worked so hard to map the world. When Galileo turned his telescope on the sky, people learned that the earth was not the center of the universe but simply a body cruising through space around the sun. The discovery was stunning. John Donne registers the shock when he says, “New philosophy [science] calls all in doubt, / the element of fire is quite put out; / the sun is lost, and the earth . . . / ‘Tis all in pieces, all coherence gone.” John Milton in Paradise Lost captures the disorientation of vast distance when Satan looks from hell to earth and finds a “wild abyss.”

Clearly, the expanses of space unnerved Shakespeare’s culture. Perhaps that is why people were so anxious to contain and shape the world around them, whether indoors or outdoors. To accomplish this goal, they employed the arts of architecture, painting, garden design, and poetry.

This interdisciplinary seminar will look at the literal, literary, and artistic handling of space. How have people organized and divided space? What cultural significance does the treatment of space have? What are the implications for an understanding of the world around us? The course is not chiefly about space as understood by scientists or mathematicians. Instead, we will focus on the artistic expression of Shakespeare’s culture, especially as it manifests itself in buildings, paintings, the landscape around stately homes, and the arrangement of lyrics in a collection of poems.

496A      Senior Seminar:  American Gothic                     Paul Hurh
                Sec. 003 and 004  TR 3:30 p.m.-4:45 p.m.   
                (003: English Honors/Honors College students only)
                (004: English Honors students only)

This course will chart the American adaptation of the gothic literary tradition over the past two centuries.  The texts and films for this course will be drawn from the horror genre, and we will consider how their specific contours are shaped by the specific political, social, economic, sexual, and racial tensions of the developing United States.  We will explore how gothic conventions are adapted by emerging literary movements to make strange bedfellows.  Why is Poe, for example, a pro-slavery southerner, so important a figure in the work of African-American writers Richard Wright and Toni Morrison?  How does Mark Danielewski adapt the domestic haunted households of Shirley Jackson to reveal the uncanny hauntings of our information age?  How are the political subtexts of “Night of the Living Dead” in 1968 renegotiated a decade later in “Dawn of the Dead”?  

496A       Senior Seminar: American Literature: Books in Dialogue                   
                 Sec. 005  TR 3:30-4:45                                   Daniel Cooper-Alarcón  

In this course, we will read and discuss pairings of major American literary works that overlap in terms of issues, ideas, and concepts. The reading list will include stories by Brett Harte, Jack London, and Ernest Hemingway; Jacques Poulin’s novel Volkswagen Blues and Cormac McCarthy’s novel Blood Meridian; Bharati Mukherjee’s novel Jasmine and Julia Alvarez’s novel Yo!; and Art Spiegelman’s graphic novel Maus and Luis Valdez’s play, Zoot Suit.  This course requires a significant amount of reading each week.  There will also be a midterm and final exam, and several medium-length papers required.

Fall 2018 UG Creative Writing Courses

201          Introduction to the Writing of Creative Nonfiction
                General Education: Tier 2 Arts

               Sec. 001:     TR 11:00-12:15             Lee Anne Gallaway-Mitchell
               Sec. 002:     TR 9:30-10:45                              Kevin Mosby    
               Sec. 003:     TR 2:00-3:15                           Raquel Gutierrez

This course is intended to give students a practical understanding of beginning techniques of creative or literary nonfiction writing (the personal essay, reportage, and memoir) with an emphasis on craft and research, taught through exercises and modeling, the writing and revision of original nonfiction, and readings and discussion of contemporary and classic nonfiction. This course also introduces students to the workshop method used in the intermediate and advanced courses.

209       Introduction to the Writing of Poetry
             General Education: Tier 2 Arts

                Sec. 001:     TR 11:00-12:15                        William Clark
                Sec. 002 :    TR 9:30-10:45                          William Stanier
                Sec. 003:     TR 2:00-3:15                            Sophia Terazawa
                Sec. 004:     R   3:15-5:45                            Farid Matuk

Beginning techniques of poetry writing, taught through exercises, the writing of original poetry, and readings in contemporary poetry.

210          Introduction to the Writing of Fiction
                General Education: Tier 2 Arts

               Sec. 001:     TR 9:30-10:45                          Emilio Carrero
               Sec. 002:     TR 11:00-12:15                        Kim Ryan
               Sec. 003:     TR 12:30-1:45                          Samantha Coxall
               Sect. 004     TR 2:00-3:15                            Emi Noguchi

The entry course in the fiction sequence emphasizes the close study of the major craft elements of fiction (i.e., character, point of view, plot), usually with a focus on the short story.  Students engage in close reading and discussion of contemporary and classic fiction and, through specific exercises and assignments, begin practicing the techniques, mechanisms, and modes of the short story.  ENGL 210 also introduces students to the workshop method used in the intermediate and advanced courses, with guidelines on the importance of active participation and engaged response.

 215         Elements of Craft in Creative Writing                   Joshua Wilson
                 Sec. 101 **Regular Session: Fully Online**       

This course is an introduction to multiple genres of creative writing in shorter forms: poetry, the short-short story, brief creative nonfiction, and the Ten-Minute play. The main objective of this course will be acquainting you with various creative literary forms and genres. We will also develop and explore techniques of craft, revision, and complementary reading practices.

301          Intermediate Nonfiction Writing                  Ander Monson                 
         Sec. 001 TR 9:30-10:45

This is the intermediate course in the undergraduate creative nonfiction-writing sequence, with an in-depth emphasis on craft techniques and research. Literary nonfiction, as we’ll talk about it, is largely the hinge between the I and the eye, the observing self, and the observed world,  You can expect to read  some of the many modes of contemporary and classic nonfiction, but more importantly to go out into the world and find ways of bringing bits of it back to us. We will spend time on writing about music and memory and food and pop culture, as well as on the bigger subjects: self, love, death, politics, ethics, friendship, art. We will spend most of our time in the essay, but will also drive through the article, reportage, memoir, lyric essay, and who knows what other strange sidetracks. Expect to do a lot of writing and reading this semester, and to bring back what we can of the weird world into our writing.

304         Intermediate Fiction Writing                                  Julie Iromuanya
                Sec. 001   TR 9:30-10:45

As an intermediate fiction writing workshop this course extends and complicates craft technique introduced at the beginning level. The emphasis of this course is to help you to begin developing a collection of short stories or a novel-in-stories. Through a combination of workshops, exercises, and craft discussions, we will explore how stories function individually and how they can come together in a collection to form a coherent and unified story or experience.

             Intermediate Fiction Writing                                     Manuel Muñoz    
             Sec. 002   TR 2:00-3:25

This is the intermediate course in the undergraduate fiction-writing sequence. Same method of instruction and enrollment priority as 210 and class size is limited to 20. Creative Writing majors and minors will be given priority.

309          Poetry Writing                                                  Susan Briante              
         Sec. 001 W 12:30-3:00

How do contemporary poets do what they do? We will look for examples across a range of literary periods and styles. Then we will imitate, respond and innovate from published models to produce our own. We will consider how the poem asks the author to cultivate a particular attention to the world and to experience. We will experiment with a wide archive of sources and inspiration for our poems. Over the course of the semester, we will review the most important characteristics of poetry (rhyme, rhythm, repetition, image, etc.). Finally, we will work through the various stages of creation and revision with aim of becoming better readers and editors of our own as well as our classmates’ work.

401          Undergraduate Advanced Creative Nonfiction Workshop                Chris Cokinos
                 Sec. 001 W 3:15-5:45

This advanced workshop in literary nonfiction will challenge its participants to blend research and personal narrative in a single, ambitious, "braided" essay modeled on the work of such writers as Priscilla Long and Reg Saner.  The   approach will be step-by-step, resulting in an essay of some 20 pages or more.  You will learn new research skills, lyrical approaches to factual material and historical scene reconstruction.

404          Advanced Fiction Writing                                          
                Sec. 001   M  12:30-3:00                                  Kate Bernheimer
                Sec. 002    T    3:15-5:45                                                 Staff

The Advanced Fiction Workshop (ENG 404) offers an opportunity to write and think creatively, learn about the craft of fiction writing, incorporate rewriting into the writing process, and develop as an articulate and generous critic of fiction. Your time will be divided between writing and rewriting your own work, reading and commenting on peer manuscripts, and reading and discussing (mostly) contemporary fiction. Emphasis throughout the semester will be on participation and building a community of literary peers.

PTW Certificate Requirements and Corsework:

· ENGL307: Business Writing


   ENGL308: Technical Writing

· ENGL313: Introduction to Professional & Technical Writing

· Three (3) credit Elective from: ENGL 307, ENGL 308, ENGL 215, ENGL 201, ENGL 301, ENGL 306, ENGL 310, ENGL 340, ENGL 355, ENGL 362, ENGL 368, ENGL 385, ENGL 389, ENGL 3/493, ENGL 3/494, ENGL 3/499, ENGL 401, ENGL 414, ENGL 421, ENGL 468, ESOC 300, ESOC   314

· ENGL 494P Writing Portfolio (1 credit hour)


English 307 offers junior- and senior-level students the opportunity to develop their use of rhetorical strategies and communications technologies appropriate to workplaces. With an emphasis on written communication, students will engage in projects that require them to analyze and respond to a variety of professional situations. Students will plan and create a range of individual and collaborative projects including, but not limited to, employment documents, proposals, reports, brochures, newsletters, memos, letters, and other business genres. Workplace practices, business communication assessment, promotional resources, and writing on behalf of an organization are just some of the topics studied in English 307. Through client-based projects, simulations, and/or case studies, students will analyze and reflect upon the role of communication practices in a range of business settings. Students can expect to engage in reading discussions, daily assignments, on- and off-campus research, technology use, and oral reports.


English 308 offers junior- and senior-level students the opportunity to develop their use of the rhetorical strategies and communications technologies appropriate to technical writing situations. Students will plan, create, and user-test a range of individual and collaborative projects including, but not limited to, technical documentation, proposals, reports, job materials, and other technical genres. Project management, documentation plans, style guides, and usability testing are just some of the topics studied in English 308. Through client-based projects, simulations, and/or case studies, students will analyze and reflect upon the role of communication practices in a range of technical settings. Students can expect to engage in reading discussions, daily assignments, on- and off-campus research, technology use, and oral reports.

313          Introduction to Professional & Technical Writing
                 Sec. 110   **Seven-week-Second: Fully Online**    Catrina Mitchum 

340         Topics in Professional & Technical Writing                          
                Sec. 002 TR 3:30-4:45                                  Keith Harms

English 340 provides junior- and senior-level students the opportunity to develop their use of rhetorical strategies and communications technologies appropriate to technical and professional writing situations. This course is a writing intensive course where students will plan, create, and user-test a range of individual and collaborative projects including, but not limited to, professional documentation, memos, letters, proposals, reports, and other technical and professional genres. Project management, documentation plans, and usability testing are just some of the topics studied in English 340. Through client-based projects, simulations, and/or case studies, students will analyze and reflect upon the role of communication theories practices in a range of technical settings. Students can expect to engage in online reading discussions, daily assignments, on- and off-campus research, technology use, and oral reports.



College of Social and Behavioral Sciences