Fall 2019 course offerings and descriptions:
ENGL 160D1 - Critical Cultural Concepts GEN ED: TIER I TRAD
101 **ONLINE: Seven Week-Second SESSION** Instructor: Abraham
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:
- Coates, Ta-Nehisi. Between the World and Me. Spiegel & Grau, 2015.
- Hochschild, Aurelie Russell. Strangers in Their Own Land: Anger and Mourning on the American Right. New Press, 2018.
- Kendzior, Sara. The View From Flyover Country: Dispatches from Forgotten America. Flatiron Books, 2018.
- Lowery, Wesley. They Can’t Kill Us All: Ferguson, Baltimore, and a New Era in America’s Racial Justice Movement. Little, Brown and Company, 2016.
ENGL 248B—Introduction to Fairytales ELECTIVE (ENGL/CRTV)
001 MW 11:00 a.m. - 11:50 a.m. Instructor: Bernheimer, Kate
Discussion Section required (choose one that fits best in your schedule to complete course enrollment)
- 001A F 11:00 a.m. - 11:50 a.m. Instructor: Bussing, Kimberly
- 001B F 1:00 p.m. - 1:50 p.m. Instructor: Hindley, Hannah
- 001C F 2:00 p.m. - 2:50 p.m. Instructor: Noguchi, Emi
- 001D F 11:00 a.m. - 11:50 a.m. Instructor: Coxall, Samantha
- 001E F 1:00 p.m. - 1:50 p.m. Instructor: Kim, Ryan
- 001F F 2:00 p.m. - 2:50 p.m Instructor: Rischard, Mattius
In this class, we will read multiple versions of classic tales and critical essays by scholars. We will be curious to discover what fairy tales are and why we still have them today. What is meaningful about the act of retelling? Together we will consider how fairy tales provide readers with portals to possibility spaces. We will follow their breadcrumbs from communal storytelling into literary culture and new media and from childhood to adulthood. Our resilient guides include Little Red Riding Hood, Hansel & Gretel, The Little Mermaid, and others. Prepare to be enchanted.
ENGL 255—Introduction to the English Language ELECTIVE (ENGL)
001 MWF 1:00 p.m. - 1:50 p.m. Instructor: Staff
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.
ENGL 263—Topics of Children’s Literature ELECTIVE (ENGL)
101 **ONLINE: Regular SESSION** Instructor: Pearmain, Stephanie
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.
ENGL 264—U.S. Popular Culture ELECTIVE (ENGL)
101 **ONLINE: Seven Week-First SESSION** Instructor: Cardenas, Maritza
102 **ONLINE: Seven Week-Second SESSION** Instructor: Cardenas, Maritza
What can the study of popular cultural forms like Television, Films, Advertisements, Video Games, Facebook as well as cultural practices like shopping, viewing habits, and other modes of consumption reveal about US American Values? How do representations of race, class, gender, and sexuality disseminated within these popular texts shape the way we come to see others and ourselves? These are some of the guiding questions we will be exploring in our study of U.S. popular culture. Through an examination of both critical essays and primary texts, students in this course will learn not only how to critically read and interpret various cultural forms, but also will come to understand the ways in which popular culture structures our day to day lives.
ENGL 265—Major American Writers: GEN ED: TIER 2 HUMANITIES
101 **ONLINE: Seven Week-First SESSION** Instructor: Melillo, John
Major American Authors Music and Literature in the American Grain
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.
ENGL 280—Introduction to Literature GEN ED: TIER 2 HUMANITIES
- 001 TR 11:00 a.m. - 12:15 p.m. Instructor: Sloman, Chris
- 002 TR 2:00 p.m. - 3:15 p.m. Instructor: D'Souza, Erika
- 004 MWF 10:00 a.m. - 10:50 a.m. Instructor: Wallace, Heidi
- 005 MWF 2:00 p.m. - 2:50 p.m Instructor: Zhang, Ruixue
Close reading of literary texts, critical analysis, and articulation of intellectually challenging ideas in clear prose.
- 101 **ONLINE: Seven Week-Second SESSION** Instructor: Melillo, John
The Art of Reading
Course designed to introduce students to the study of literature. Students will learn the practice and pleasures of slow, careful, and subtle reading in order to understand and interpret literary texts. Students will begin to learn and incorporate the methods and tools of literary analysis into a systematic approach to reading and writing about literature. As we read examples of the key literary genres—poetry, drama, and narrative—students will begin to consider how different literary works demand different kinds of reading. They will also begin to pay critical attention to the expectations and assumptions we bring to the texts we read. This is a writing-intensive course, in which students will produce essays, responses, and reports in order to think about reading in all its complexity.
ENGL 346—Ambassadorship and Asian American Literature ELECTIVE (ENGL)
001 TR 11:00 a.m. - 12:15 p.m. Instructor: Srinivasan, Ragini
Who do Asian American writers represent, and to whom do they write? In her 1982 book on Asian American literature, Elaine Kim argued that early Asian American writers like Carlos Bulosan and Jade Snow Wong saw themselves as “ambassadors” from the East to the West. The same would later be said of South Asian American writers like Dhan Gopal Mukerji and Santha Rama Rau, who served in the first half of the 20th century as translators for India in the United States. Many of these writers produced nonfictional texts about their efforts to mediate between East and West. Can Asian American writers of literary fiction be understood as ambassadors as well?
This course investigates the concept of “ambassadorship” in Asian American writing, as distinct from “representation” and “translation.” We will study the memoirs of early “ambassadors” of the East and bring those texts to bear on mediations of immigration and narratives of ethnic assimilation in contemporary Asian American fiction. Primary texts may include work by Dhan Gopal Mukerji, Jade Snow Wong, Carlos Bulosan, Chang-rae Lee, Jhumpa Lahiri, Mohsin Hamid, and Ruth Ozeki. Other course materials will include theory, film, and television.
ENGL 355—English Sociolinguistics ELECTIVE (ENGL/CRTV)
102 **ONLINE: Seven Week-Second SESSION** Instructor: Burnham, Elif
Sociolinguistics examines the variety of ways that people use language within social and cultural contexts. In this course, we will study general principles of sociolinguistics and examine key topics such as language variation and change, gender and language use, language policy, and the unique case of English (or “Englishes”) used in communities around the world—for legal documents, literature, hip hop music, and texting, to name just a few examples. As we explore sociolinguistics, we’ll explore theoretical readings, language-related research and debates, and multimedia artifacts of language use.
ENGL 362—Rhetorical Theory/Inquiry/Practice ELECTIVE (ENGL)
001 TR 2:00 p.m. - 3:15 p.m. Instructor: Miller, Tom
Democracy--A Work in Progress
This course will examine the rhetorical strategies used by disenfranchised groups to mobilize and demand their rights at pivotal moments in US history. We will begin with nineteenth-century abolitionist and suffragist movements, then turn to civil and women’s rights movements in the 1960s, and conclude with the Black Lives Matter and immigrant rights movements of our own time. We will examine the rhetorical doctrines and strategies used by these social movements against the media landscapes of the times. These case studies will help us assess how the work of democratic self-determination has evolved from the emergence of the American reading public through the pop culture of the 1960s up to our own hypermediated rhetorical moment.
ENGL 373A—British and American Literature: Beowulf to 1660 CORE (ENGL/CRTV)
- 001 MW 12:00 p.m. - 12:50 p.m. Instructor: Dahood, Roger
Discussion Section (required: choose a section to complete course enrollment)
- 001A F 11:00 a.m. - 11:50 a.m. Instructor: Crevar, Nicole
- 001B F 12:00 p.m. - 12:50 p.m. Instructor: Crevar, Nicole
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.
Three short papers will be assigned, at least ten short quizzes, and a final examination.
- 002 MW 3:30 p.m. - 4:45 p.m. Instructor: Pettey, Homer
This course will survey canonical literary texts from the English Middle Ages through the Renaissance and the 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. We will also examine medieval lyrics, the Renaissance sonnet tradition (Thomas Wyatt, Henry Howard, Lady Mary Wroth, Sir Philip Sidney, and William Shakespeare), and the Metaphysical Poets (John Donne, Katherine Philips, George Herbert, Henry Vaughan, and Andrew Marvell). Attention will be paid to literary, historical, and religious contexts, as well as changes to the English language. Students will demonstrate close reading and analytical skills through quizzes and examinations.
ENGL 373B—British & American Literature: Restoration - 19th Century CORE (ENGL/CRTV)
- 001 MW 10:00-10:50 a.m. Instructor: BROWN, Stephanie
Discussion Section (required: choose a section to complete course enrollment)
- 001A F 10:00 a.m. - 10:50 a.m. Instructor: Rosenberry, Mary
- 001B F 12:00 p.m. - 12:50 p.m. Instructor: Rosenberry, Mary
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.
ENGL 380—Literary Analysis CORE (ENGL/CRTV)
- 001 MW 11:00 a.m. - 12:15 p.m. Instructor: Selisker, Scott
This course will be an intensive introduction to the knowledge and skills required for reading closely and writing convincingly about literary texts. We will primarily be reading short but challenging works from a variety of time periods and contexts. Loosely linking these works will be the theme of "encounter," and we'll look how literary writers have variously staged ethically and erotically charged meetings with the exotic, the foreign, and the unknown. We'll read selectively in early modern, romantic, and modern poetry, and selections of fiction and drama to include work by William Shakespeare, Aphra Behn, Herman Melville, Ernest Hemingway, Nella Larsen, J. M. Coetzee, David Henry Hwang, and others. Assignments to include frequent short responses, a midterm exam on basic terminology, and a series of focused essay assignments.
- 002 MW 2:00 p.m. - 3:15 p.m. Instructor: Brown, Stephanie
This course will look at catastrophic literature: literature that considers how experiencing (and narrating) the catastrophic reflects different aspects of what it means to be human. Our readings will range from around 1600 to the present, with a heavier emphasis on the 20th and 21st centuries. We’ll begin with texts that show us private or personal catastrophe, before we move to literature that depicts history as (potentially) shaped by the catastrophic, and finally consider the post-human and anthropocene as catastrophic models of our present moment. Students will build on the ENGL280 curriculum to master the terms and forms of literary analysis, in a series of short close readings and two longer analytic papers. The course will include short stories, novels, poetry, drama, and the essay; authors may include Shakespeare, WB Yeats, Leslie Marmon Silko, Djuna Barnes, Agha Shahid Ali, Alfred Lord Tennyson, Jonathan Swift, Jeff Vandermeer, and Chimamanda Ngozi Adichie.
- 003 TR 11:00 a.m. - 12:15 p.m. Instructor: Mason, Lauren
Introduction to the various modes, techniques, and terminology of practical criticism.
- 004 TR 2:00 p.m. - 3:15 p.m. Instructor: Lempert, Manya
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.
ENGL 389—Literary Analysis-Introduction to Publishing
001 TR 9:30 a.m. - 10:45 a.m. Instructor: Pearmain, Stephanie
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.
ENGL 396A—Junior Proseminar CORE (ENGL)
- 001 TR 11:00 a.m. - 12:15 p.m. Instructor: Srinivasan, Ragini
“Return” is one of the oldest narratives in the study of immigration and diaspora. For some immigrants, the pull of home is only matched by the impossibility of going back. For others, emigration away from home and immigration into a new country must eventually be consummated with a return journey. Return can be chosen or coerced. Return can be a search for roots, or a quest for routes. In all instances, return can be narrated. We might even say that return itself is a narrative form.
This junior proseminar will immerse students in contemporary literatures of return. Over the course of the semester, we will read narratives of reverse migration, second-generation return, temporary return, post-conflict return, economic and labor migration, ancestral pilgrimage, and deportation. We will analyze how the temporality of return animates the literary apprehension of the present. And we will compare narratives of return across genres, as we engage in analysis of novels, memoirs, poetry, short stories, essays, and films. Course texts will likely include works by Agha Shahid Ali, Ruth Behar, Amit Chaudhuri, Teju Cole, Edwidge Danticat, Mohsin Hamid, Saidiya Hartman, Hisham Matar, Ana Menéndez, Han Ong, Rebecca Solnit, and Yi-Fu Tuan. Animated participation in class discussion is expected as well as commitment to close reading and learning the methods of literary research.’
- 002 TR 9:30 a.m. - 10:45 a.m. Instructor: Berry, Laura
This junior-level proseminar will focus on research and methods. We will examine a small number of texts in order to explore genre, history, literary criticism and theory.
ENGL 400—Themes in Literature and Film ELECTIVE (ENGL)
001 TR 3:30 p.m. - 4:45 p.m. Instructor: White, Susan
This is a course on the films of Alfred Hitchcock. Films studied will span Hitchcock’s seven-decade career, from his silent and early sound films to the better-known films of later decades. Students will acquire the vocabulary to analyze Hitchcock’s formal innovations and complex thematics. To this end we will read Bordwell and Thompson’s Film Art. Students will read at least one historical or theoretical essay for each film. The goal is to help students develop a sophisticated approach to film analysis and to translate their insights regarding the visual and aural into cogent written critiques. Students will write six screening reports, as well as an essay midterm and final, and take periodic quizzes. During the course of the semester, student writing skills are expected to improve significantly as they internalize the vocabulary and style of analyzing films. All films will be screened online by students in advance of class discussion.
ENGL 410—Teaching of Composition ELECTIVE (ENGL)
- 001 TR 3:30 p.m. - 4:45 p.m. Instructor: Rodrigo, Shelley
This course provides an introduction to theories in the field of composition studies through the lens of digital technologies. We will focus on the dynamic, and sometimes competing, nature of composition theories. Most of all, this course provides us a chance to think about what it means to teach writing, to develop and share our own goals for teaching writing, and to generate and articulate practices that will help us achieve these goals in the contexts of the communities in which we teach. Students in this course will explore different writing environments and educational applications and learn how they are designed, or adapted, to help writers compose, collaborate, research and think. Students will assess the values and theoretical assumptions underlying those applications and learn to articulate their own philosophies of using technologies in the writing classroom.
ENGL 431A—Shakespeare ENGL CORE /CRTV ELECTIVE
001 TR 12:30 p.m. - 1:45 p.m. Instructor: Kiefer, Fred
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 will demystify the plays and make them accessible to modern readers. Two exams during the course, a final, and a term paper
ENGL 431B—Shakespeare ENGL CORE /CRTV ELECTIVE
001 TR 2:00 p.m. - 3:15 p.m. Instructor: Kiefer, Fred
During the second half of his career, Shakespeare wrote most of his great tragedies, his so-called dark comedies, and his late romances. We will read plays from each of these groups, including Othello, King Lear, Antony and Cleopatra, The Winter's Tale, and The Tempest. We will demystify the plays and make them accessible to modern readers. Two exams during the course, a final, and a term paper.
ENGL 472 ELECTIVE (ENGL/CRTV)
001 TR 11:30 p.m. - 12:15 p.m. Instructor: Raval, Suresh
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.
Requirements: quizzes, class-participation, a mid-term exam, a term paper, and a final exam.
ENGL 486—Topics in American Literature ELECTIVE (ENGL/CRTV)
001 MW 12:30 p.m. - 1:45 p.m. Instructor: Hurh, Paul
This course focuses on the major intellectual, political, and personal challenges that shaped the romantic strain of American literature between the Revolutionary and Civil wars. We will pay special attention to the philosophical underpinnings of the American innovations of symbolism and transcendentalism. But we will also attend both to the historical and cultural contexts of the literature and to the conventions of the romance, the gothic, and the sentimental genres that they inherited. Our reading includes novels, short fiction and poetry by Charles Brockden Brown, Edgar Allan Poe, Ralph Waldo Emerson, Frederick Douglass, Henry David Thoreau, Nathaniel Hawthorne, Herman Melville, Emily Dickinson, Walt Whitman and other primary and secondary material.
ENGL 496A—Studies in Authors, Periods, Genres and Themes CORE (ENGL)
- 001 TR 12:30 p.m. - 1:45 p.m. Instructor: Cooper-Alarcón, Daniel
Travel Narratives, Travel Fictions
This seminar will provide an opportunity to read, consider, and discuss a diverse array of texts we might broadly categorize as travel literature. I’m particularly interested in the relationship between non-fiction travel narratives and fictional accounts of travel, and the ways in which these travel fictions have often anticipated ideas central to critical studies of travel, tourism, and migration. I also use the term travel fictions to indicate the ways in which so-called factual accounts of travel often fabricate useful mythologies of people and places. Thus, another focal point of the course will be the different kinds of cultural work that travel literature performs at different historical moments. For example, travel narratives often played a key role in sustaining and promoting colonial and imperial enterprises. More recently, travel narratives and travel fictions have played an important role in creating both an itinerary for travel to particular destinations and a set of criteria by which to evaluate a site’s authenticity. Simply put, travel literature helps to shape the ways in which travelers perceive and respond to the places they visit, and the people and cultures with whom they interact. As we take up travel literature since World War II, we will consider tourism as a discourse deeply implicated in the formation of cultural identities and vital to the economies of many developing nations, as well as tourism’s mirror image: the migration from Third World to First, driven usually by economic necessity.
The reading list for the course is still taking shape, but will probably include travel narratives written by Cabeza de Vaca, John L. Stephens, Jack London, and Jamaica Kincaid, as well as the novels The Sheltering Sky (Paul Bowles), Jasmine (Bharati Mukherjee), Volkswagen Blues (Jacques Poulin), and Motion Sickness (Lynne Tillman). We will also read short stories and essays by Bret Harte, Clarice Lispector, Paul Fussell, Mary Louise Pratt, and Leslie Marmon Silko.
To sum up, this course will be helpful to anyone with interests in post-colonial studies, the long relationship of travel writing and empire, attempts at cross-cultural representation, issues of diaspora and migration, and the impact of migration and travel upon cultural identities.
- 002 TR 2:00 p.m. - 3:15 p.m. Instructor: Raval, Suresh
Colonial and Postcolonial Fiction
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 included are Conrad, Forster, Achebe, Mukherjee, Kincaid, Naipaul, and Coetzee. 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 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, nationalism, and globalization among a host of others. Each student will write ONE 1-page, single space commentary on each novel, a term paper, one class presentation, a mid-term exam, and a final exam.
- 003 MW 6:30 p.m. - 7:45 p.m. Instructor: Pettey, Homer
This Senior Seminar will be devoted to reading and to analyzing works by Nobel Laureates of the English-speaking world, from England, Ireland, the United States, Africa, and the Caribbean. We will examine how these laureates made major creative contributions to world literature and to international reception of their nations’ literary arts. This seminar will emphasize the relationship of global modernism to traditional arts, performance, and ritual, as well as to the construction of cultural myths of place and identity. From these often challenging texts, we will observe how authors forge new theoretical reflections on gender, race, and class, as well as expressing new histories of their cultures. For this seminar, we will read fiction by Rudyard Kipling, Pearl S. Buck, Nadine Gordimer, Toni Morrison, and V.S. Naipaul; the poetry of Seamus Heaney and Bob Dylan; and, the drama of George Bernard Shaw, Eugene O’Neill, Samuel Beckett, Wole Soyinka, and Harold Pinter.
- 004 and 005 MW 3:30 p.m. - 4:45 p.m. Instructor: Selisker, Scott
**Section 004 reserved for Honors College students ONLY (who are also in English Honors)**
**Section 005 reserved for English Honors students ONLY**
This senior seminar takes the decade—a familiar way of dividing, or periodizing, shifts in mood and culture—as a starting point for digging deeper into the relationships between literature, history, and politics in an exciting and turbulent period in U.S. cultural history, the 1950s, 1960s, and 1970s. Authors from this period helped to shape many of our own assumptions about what a writer is, and the roles that writers play in contemporary culture. As we investigate how ideas from this period inform how we think about the politics of culture and about ourselves, we’ll also raise big questions about the terms, assumptions, and methods of literary study: periodization, historical emplotment and national allegory, intellectual history and genealogical methods, sociologies of the literary field, and more.
This focus will give us a more nuanced understanding of this literary period and others, and a toolkit for thinking about recent cultural history. Fiction, nonfiction, and poetry from the period will allow students to practice close reading and in conversation with the broader histories of literature and culture that define advanced research in literary studies. Likely authors: Ralph Ellison, Gwendolyn Brooks, Norbert Wiener, Allen Ginsberg, Ken Kesey, Thomas Pynchon, Betty Friedan, Philip K. Dick, Joan Didion, Hannah Arendt, Susan Sontag, Amiri Baraka, Ishmael Reed, Tom Wolfe, Maxine Hong Kingston, Michael Herr, Leslie Marmon Silko, Luis Valdez, and critical work by Fredric Jameson, Mark McGurl, Amy Hungerford, Michael Szalay, Michel Foucault, Hayden White, and others. Assignments to include several longer papers, at least one of which will have a creative option, active participation, and a capstone reflection paper.
ENGL 201—Introduction to the Writing of Creative Nonfiction CORE (CRTV)
- 001 TR 11:00 a.m. - 12:15 p.m. Instructor: Lee, Hea-Ream
- 002 TR 12:30 p.m. - 1:45 p.m. Instructor: Morris, Matthew
- 003 MW 11:00 a.m. - 12:15 p.m. Instructor: Kirkman, Lucy
The student will gain a working knowledge of these concepts and terms: memoir, personal essay, portrait, travel essay, literary journalism, narrative voice, dialogue, metaphor, image, scene, narrative summary, reflection, and research. The student will read selected texts and discuss craft elements in works of literary nonfiction. The student will develop writing skills by doing exercises and writing assignments in several modes of nonfiction writing (i.e., portrait, travel essay, memoir).
ENGL 209—Introductory Poetry Writing CORE (CRTV)
- 001 TR 11:00 a.m. - 12:15 p.m. Instructor: Phillips, Logan
- 002 TR 12:30 p.m. - 1:45 p.m. Instructor: ColesCurtis, Marianna
- 003 MW 12:30 p.m. - 1:45 p.m. Instructor: Esposto, Laura
The beginning course in the undergraduate poetry-writing sequence. Method of instruction: class discussion of student poems, with some readings of modern and contemporary poetry. Workshop sections are limited to 20 students. Priority enrollment given to Creative Writing majors and minors.
ENGL 210—Introduction to Fiction Writing CORE (CRTV)
- 001 TR 2:00 p.m. - 3:15 p.m. Instructor: Okungbowa, Osasuyi
- 002 TR 3:30 p.m. - 4:45 p.m. Instructor: Thomason, Emma
- 004 MW 3:30 p.m. - 4:45 p.m. Instructor: Ivanov, Katerina
- 005 F 11:30 a.m. - 1:30 p.m. Instructor: Lima, Natalie
The 200-level course introduces the student to craft terms and concepts through lecture, exercises, and reading selections. The workshop method introduces the sharing and critique of original student work in breakout discussion groups. Students gain a working knowledge of basic craft terms and concepts such as character, plot, setting, narrative time, dialogue, point-of-view, voice, conflict resolution, and metaphorical language. The group will analyze readings from published authors are analyzed from a writer’s perspective. Students will identify and hone the writing skills necessary for success in fiction writing. Students complete exercises based on these elements and write at least one complete short story.
ENGL 215-001 Elements of Craft: Creative Writing ELECTIVE (CRTV)
001 TR 9:30 a.m. - 10:45 a.m. Instructor: Briante, Susan
This discussion and reading based course will introduce students of creative writing to the most important terms and concepts utilized across the three genres taught at the University of Arizona: poetry, creative nonfiction and fiction. While we will spend the majority of our time reading, analyzing (from the perspective of craft) and discussing published work across a variety of time periods and literary styles, students will also have a chance to experiment in their own writing with some of the tools and approaches highlighted throughout our readings and across the three genres. Students will be expected to attend readings (at least two) outside of class over the course of the semester. Visiting guest authors may also join us for some of our class time.
ENGL 301—Intermediate Nonfiction Writing CORE (CRTV)
001 W 9:30 a.m. - 12:00 p.m. Instructor: Cokinos, Chris
This is a course in the writing of personal essays. We will privilege shorter, more frequent pieces in order to sample different types: memoir, character sketch, place profile and more, culminating in a longer piece at the end of the term. We will mix readings, discussions and workshops as we explore the fundamentals of the craft of writing the real. Expect a challenging but dynamic course in which we revel in writing awesome sentences and in confronting the aesthetic and ethical challenges of non-fiction. One required text will be Philip Gerard's Creative Nonfiction.
ENGL 304—Intermediate Fiction Writing CORE (CRTV)
- 001 TR 9:30 a.m. - 10:45 a.m. Instructor: Staff
- 002 TR 12:30 p.m. - 1:45 p.m. Instructor: Staff
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. 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.
ENGL 309—Poetry Writing CORE (CRTV)
001 TR 12:30 p.m. - 1:45 p.m. Instructor: Matuk, Farid
Our class time in this intermediate poetry workshop will be divided between close reading seminars and studio time in which we draft out of a range of prompts and exercises, transitioning to whole-group critiques when appropriate. We will read contemporary poets across cultures and write brief craft analyses of their work. While this course is about writing better poems, it is ultimately about learning new ways of seeing, feeling, thinking, and being; it’s about expanding your took kit for self-invention and for world-invention.
ENGL 401—Advanced Creative Writing: Nonfiction Writing CORE (CRTV)
001 TR 12:30 p.m. - 1:45 p.m. Instructor: Monson, Ander
This is the advanced workshop in nonfiction, which, we should start by admitting, isn’t a genre. Nonfiction is just a descriptor, and not a very good one, since intelligent people don’t entirely agree about what it describes and what rules of engagement practitioners and readers expect. Instead we often use the term creative nonfiction (a little better) or (even better) literary nonfiction, which at least properly owns its snobbery. More specifically, what we’re interested in is nonfiction writing that aspires to art and complexity and is serious about its craft. More often than not we’ll be talking about the essay, which is both a sort of writing as well as a way of thinking and of being, even. Essaying is a way of engaging with the world. Essay, as you probably know, comes from the French, meaning to try, to attempt. That is, what we’re doing is inherently experimental. Well, why should that surprise us? The history of literature is the history of experimental literature. So we’ll be experimenting.
This workshop will be partly generative, but much of our time will focus on your own works in progress. We’ll discuss your work—its best qualities, its shapes and possible shapes, its subjects, its moves, its material, its methodology, and directions for improvement and expansion—as a group. We do this not just to improve the work on the table in front of us, but as a way of talking about what we’re working on ourselves. So when we’re workshopping an essay on sea turtles or lobotomies or doll parts or goth songs or Final Fantasy XII by student Y, we are always talking about your work. It is often easier to clearly see and talk about others’ work than your own.
Research is super important to the nonfiction writer. A case could be made that research is the central skill of what we do. Though we can write about ourselves, we’re not always that interesting (we become a lot more interesting by having something besides ourselves to explore). And we only find out what we think by researching and writing about the world and its details. So we’ll work on that through research assignments throughout this semester.
ENGL 404—Advanced Fiction Writing CORE (CRTV)
- 001 M 3:15 p.m. - 5:45 p.m. Instructor: Iromuanya, Julia
- 002 W 9:30 a.m. - 12:00 p.m. Instructor: Iromuanya, Julia
This class concerns the design and construction of long fictional works, including the novel, novella, and the novel-in-stories. As an advanced level fiction-writing workshop, we will be extending and complicating craft techniques studied at the introductory and intermediate levels, emphasizing craft techniques and issues of the long manuscript through a combination of readings, craft discussions, and writing workshops. The end goal is for you to leave the class with the first sixty (60) pages of your manuscript and a plan for how to proceed with your project.
Possible Course Readings: Disgrace, JM Coetzee; Things Fall Apart, Chinua Achebe; Every Day is for the Thief, Teju Cole; The Emperor’s Babe, Bernardine Evaristo; and The Bluest Eye, Toni Morrison; The Lover, Marguerite Duras; Go Tell it on the Mountain, James Baldwin
ENGL 409—Advanced Poetry Writing CORE (CRTV)
- 001 T 3:30 p.m. - 6:00 p.m. Instructor: Briante, Susan
In this advanced poetry workshop we will hone our skills as writers, readers, and editors of poetry. Weekly exercises will offer a place to experiment with new material, perspectives, and poetic tools. At least twice over the semester, students will share drafts of their poems with the workshop in order to receive valuable feedback and suggestions for how to improve their work. Finally, we will read a broad range of poetry and poetic statements by contemporary poets as a way to broaden our discussions. In addition, students will be expected to attend poetry readings outside of class. The course will culminate with the presentation of a final portfolio and poetics statement.
Professional Technical Writing Certificate Requirements:
• ENGL307: Business Writing or ENGL308: Technical Writing
• ENGL 313: Introduction to Professional & Technical Writing
• Elective (3 credits): ENGL 201, 215, 301, 306, 307, 308, 310, 340, 355, 362, 368, 385, 389, 3/493, 3/494, 3/499, 401, 414, 421, 468, ESOC 300, 314
• ENGL 494P Writing Portfolio (1 credit)
307 BUSINESS WRITING Instructors: Various
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.
308 TECHNICAL WRITING Instructors: Various
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 Intro. to Prof. & Tech Writing Instructor: Staff
Sec. 101 **Seven Week-First Session: Fully Online**
An introduction to key concepts and practices of professional and technical writing.
340 Topics in Professional and Technical Writing Instructor: Staff
Sec. 001 TR 3:30 p.m.-4:45 p.m.