Spring 2019 Course Descriptions

Spring 2019 course offerings and descriptions:


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


160A2        Food Writing: Exploring Food Cultures through Literature        Melani Martinez
                    Sec. 001     TR 3:30-4:45 p.m.
                    General Education: Tier 1 Traditions & Cultures

This course explores food literature with an emphasis on the genre’s influence in culture creation, particularly for local communities. Through analysis, research, field study, and personal reflection, students will examine and create works that demonstrate how food traditions reflect and shape cultural societies and worldviews. Students will compose food writing for a variety of audiences practicing techniques and conventions of the genre.

160D1          Critical Cultural Concepts                                                              Matthew Abraham
                      Sec.101 **Seven Week-Second: Fully Online** 
                      General Education: Tier 1 Traditions & Cultures

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.

160D2           Monsters, Aliens, Ghosts, and Others                                        Dennis Wise
                       Sec. 001/001A  MWF  1:00 -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.

255              Introduction to the English Language                                         Shelley Staples                     
                     Sec. 101 **Seven Week-Second Session: Fully Online**

This introductory course covers basic concepts in the study of the English language. It surveys six broad areas: 1) What is Language? 2) What is Linguistics? 3) The Biology of Language; 4) The Ecology of Language; 5) Language, Society, & Culture; and 6) Language and Power. Each area corresponds to a unit that contains several subtopics.

Yule, G. (2017). The Study of Language. Cambridge University Press. 6th Edition.

260              Major British Writers                                                                     Laura Berry              
                     Sec. 101 **Seven Week-Second Session: Fully Online**

Intensive study of selected works by major British writers.

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.

264                 U.S. Popular Culture                                                                 Maritza Cardenas                          
                       The Politics of Representation      
                           Sec. 101 **Seven Week-First Session: Fully Online**
                           Sec. 101 **Seven Week-Second Session: Fully Online**
                       General Education: Tier 2 Humanities

What can the study of popular cultural forms like Advertisements, Television, Toys, Video Games, YouTube videos, Films and 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 US 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. 

266                  Young Adult Literature                                                            Stephanie Pearmain
                         Sec. 001   MW 3:00 p.m.-4:15 p.m.  

Students will learn to critically examine and write about Young Adult novels and to develop a better understanding of the genre as a whole. Students will discuss, explore, and analyze the ways in which cultural and historical contexts influence the production and themes of literature. Students will come to understand the ways in which Young Adult literature shapes understandings of adolescence.

270                   Topics in Literature:                                                               Meg Lota Brown
                         Shakespeare and Medicine
                         **Seven Week-Second Session: In Person**
                         Sec. 001   MWF 4:00-5:40 p.m.

The focus of this course is on the relationship between medicine and society in six of Shakespeare’s plays: Hamlet, King Lear, Romeo and Juliet, Henry IV, Part II, Twelfth Night, and All’s Well That Ends Well. Students will examine representations of mental health; aging, dementia, and elderly care; adolescence, suicide prevention, and public health; disease, alcoholism, and obesity; LGBTQ+, social outcasts, and autism spectrum; pregnancy and bodies; and the roles of healers. Through close-reading and character analysis, we will consider how disease and pathology affect individuals and societies. In addition, we will investigate the relation of bodies to power, of disease to discourse, of empathy to knowledge, and of medical evidence to cultural constructions of meaning.

280                    Introduction to Literature                                                   Charles Sherry 
                           Sec. 001   MWF 12:00-12:50                            
                           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 assigned will give the students the chance to learn to write interpretive essays.

280                   Introduction to Literature:
                          General Education: Tier 2 Humanities
                          Sec. 003      TR 12:30 p.m.-1:45 p.m.                             Mary Rosenberry

This course introduces students to American literature from the 19th to the 21st century with an emphasis on the relationship between literature and the environment. We will read fiction, non-fiction, and poetry as we investigate what it means to live on American soil. Through the careful practice of close reading, we will develop analytical skills to aid us in discussions and writing assignments.

280                   Introduction to Literature:
                          General Education: Tier 2 Humanities
                          Sec. 004      MWF 2:00 p.m.-2:50 p.m.                             Erika D'Souza

Oh, What Tangled Webs We Weave…

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 learning about the different components of literature – plot, content, form, genre, structure, to name a few – through the lens of literature that explores the theme of deception.  We will study the ways and means this idea of trickery is employed in the works of Arthur Conan Doyle, Dorothy Parker, Gail Carson Levine, William Shakespeare, Agatha Christie, and Walt Disney, amongst others.

Together, we will explore the nature of the texts, and build the basis for your understanding of what makes up this thing we call literature. 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:
                          General Education: Tier 2 Humanities

                             Sec. 002      TR   3:30 p.m.-4:45 p.m.                             Housten Donham
                             Sec. 005      MW  3:00 p.m.-4:15 p.m.                            Sarah Wilhoit
                             Sec. 006       MW 4:30 p.m.-5:45 p.m.                            Emily Thomas
                             Sec. 101       **Seven-week-Second: Fully Online**      Emma Miller

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

280                    Introduction to Literature                                                   Daniel Cooper-Alarcón 
                           Sec. 007 (Honors)  TR 11:00 a.m.-12:15 p.m.
                          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.

300                  Literature and Film                                                         Chris Cokinos
                        Sec. 001 MW 3:00-4:15 p.m.
                        General Education: Tier 2 Arts                                                                                                            

Comparative study of literature and cinema as aesthetic media.

310                  Studies in Genre: The Memoir                                     Fenton Johnson
                        Sec. 001:  T 3:30-6:00 p.m.                                                

Among the oldest of literary forms, memoir investigates, in memoirist Joan Didion’s words, “what it means to be me.”  Memoir explores the intimate spaces of the interior life, and has as much or more in common with journaling and diaries as with autobiography.  Historically it has served as a means of bearing witness, offering the inarguable power of first-person testimony:  this happened to me.  Until the 1980s it was largely the territory of women and other marginalized writers (LGBT, African-American, etc.) and was largely excluded from “legitimate” literary study.  But as women and people of color asserted their literary power, interest in the genre exploded.  Now every bookstore includes a section devoted to memoir, while memoirs top best-seller charts and are regularly reviewed by leading critics.  With his award-winning memoir Geography of the Heart, published in 1996, English Department faculty member Fenton Johnson was among those who fueled this cultural shift.  Capped at 15 students, this course offers an insider’s survey of the genre from its roots to its current status as the hottest publishing ticket.  You’ll also have the opportunity to practice the form and receive Johnson’s critique.

310                  Studies in Genres:                                                        Johanna Skibsrud 
                        A History of Walking in Literature and Practice
                        Sec. 101:  **Seven-week-Second: Fully Online**

This course analyses different modes and applications of walking within a range of literary texts. Beginning with selections from Rousseau's Reveries of the Solitary Walker and Rebecca Solnit’s A Field Guide to Getting Lost, we will explore the ways in which walking has been—and continues to be—used by writers and thinkers as both a discursive trope and as part of a creative practice. This course will take us outdoors. It will integrate walking with a rigorous reading list, including W.G. Sebald’s The Rings of Saturn, selections from William Wordsworth’s Prelude, Walter Benjamin’s Arcades Project, Garnett Cadogan’s essay “Black and Blue,” and Juan Felipe Herrera’s Jabberwalking. It will require active participation in class discussion and an independent study project.

311                  Science Fiction Short Story                                          Scott Selisker
                        Sec. 001:  TR 12:30-1:45 p.m.                                                

What can we learn for our own future from a century's worth of aliens, robots, and star wars? How does science fiction help us to think about the differences between others and ourselves? This course looks at science fiction through a history including the early pulp magazines, the golden age, the new wave, cyberpunk, and contemporary U.S. and global works. We'll explore science fiction’s big questions and aesthetic techniques, mostly through stories but also in film, digital media, fan universes, and at least one novel. Likely authors: W.E.B. Du Bois, H. P. Lovecraft, Isaac Asimov, C.L. Moore, Arthur C. Clarke, James Tiptree, Jr., Ursula K. Le Guin, Philip K. Dick, Samuel Delany, Pat Cadigan, Kim Stanley Robinson, Ted Chiang, Rebecca Roanhorse, Paolo Bacigalupi, Nnedi Okorafor, Vandana Singh. Requirements include short writing exercises on a near-weekly basis, two papers, a short group or individual adaptation project, and a take-home, open-book final exam.    

314                  Prison Writing                                                                Marcia Klotz
                        Sec. 001:  TR 2:00-3:15 p.m                                                             .

 It is no secret that mass incarceration has become one of the most important issues defining contemporary U.S. culture, at home and abroad. This class will frame this national problem through a local lens, balancing readings that discuss the historical causes of mass incarceration, including the legacy of slavery and Jim Crow laws, the evolution of harsh sentencing laws, the role of bond and bail legislation, and gender dynamics, with a focus on local prison populations and those who are involved in trying to mitigate the challenges facing them. We will invite a variety of guest speakers to visit our class, including a local public defender, an activist who works in the women’s prison in Perryville, social workers who talk about the challenges facing recently released individuals, and formerly incarcerated activists. This course will also include an opportunity for students to participate in developing courses for the Prison Educational Program, to be taught in the local  Arizona State Prison Complex here in Tucson. We will discuss how to work collaboratively with incarcerated students in order to develop meaningful pedagogy and the specific challenges involved in developing curriculum among a diverse group of students with different educational backgrounds, scattered across a number of different yards.

351B               Topics LGBTQQC Texts:                                              Fenton Johnson
                         Survey of LGBT Culture
                         Sec. 001:  M 3:30-6:00 p.m.                                                 

We will study selected gay and lesbian literature, media, and art with a focus on the emergence of an explicitly lesbian/gay subculture from the 1950s to the present.  We will open the class with a quick survey of historical texts by way of laying a foundation for the following questions:  What does it mean to be gay?  What does it mean to be lesbian?  What is the relationship of these labels/identities to transgendered identities?  Are these identities genetic (“essential”) or constructed or some combination of these?  The class will examine literary texts (poetry, fiction, drama, essays and memoir) as well as their historical and social contexts.  We will view, at home or, more often, together, groundbreaking independent media.  We will assess the artistic, social and political significance of authors who are established in the traditional literary canon as well as emerging and noteworthy authors who are contributors to emerging canons of literary work.

Class time will emphasize discussion of the readings, including the issues and themes the readings bring up, and an open exchange of ideas.  Important to our discussion will be your weekly writing assignments and weekly questions. 

Each student will produce a portfolio of required assignments that will include a combination of scholarly writing and creative essays. At the first class meeting, students will sign up for teams of 3 or 4, focusing on presentation of a given author or documentarian.  Note that some of the material is sexually explicit.  Students are expected to be comfortable with forthright, respectful discussion of all aspects of human nature.

Please note:  Attendance at the first class meeting is required.  Students who must miss the first meeting should contact the instructor in advance to arrange an appointment to meet in office hours in the semester’s first week.

Novelist, memoirist, critic and journalist Fenton Johnson was active in the movement for LGBT civil rights from 1978 to the present, and so speaks as a witness to and participant in their evolution.

362                  Rhetorical Theory/Inquiry/Practice                             Matthew Abraham
                         Sec. 001:  TR 9:30-10:45 a.m.                       

While the art of rhetoric is often thought about in relation to persuasion and to a host of classical figures such as Plato, Aristotle, Quintilian, Cicero, and the Sophists, it provides a much larger framework that helps us to explain and understand modern social phenomena such as the growth of conspiracy theories in modern culture and the rise of demagogic and authoritarian figures in the context of populist political movements.

In this course, we will take a close look at this modern context by seeing how rhetorical study can help us to examine the persuasiveness of so-called conspiracy theories about 9/11, 7/7, and other defining events. How might we explain the appeal of these so-called conspiracy theories in relation to official narratives about these “terrorist attacks”? In addition, rhetorical study can help us to understand the growth of populist movements in the U.S. and Europe, providing a framework through which to explain and understand the surprising rise of Donald Trump as a presidential candidate and as an anti-establishment politician. It would be a mistake, however, to see Trump as a singular figure, with European politicians such as Marine Le Pen and Turkish President Recep Tayyip Erdoğan using similar populist appeals against the opposition, immigrants, and dissidents.

In addition to two short papers, students will be asked to develop a final course project that makes use of multimedia such as Spark Adobe and YouTube. Please contact me at mabraham1@email.arizona.edu if you have any questions.              

373A                 British & American Literature:                                   Roger Dahood
                         Sec. 001/001A-001B   MWF 1:00-1:50 p.m.

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.

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

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:                                Gerald Monsman
                        Restoration through 19th Century
                        Sec. 001   TR 2:00-3:15 p.m.

Touchstones of the Imagination is a survey of British (and American) literature from the Restoration through the Victorian period emphasizing important works of the marvelous and improbable in their literary and historical contexts. We will follow an approximate chronological approach for each national literature. British: Pope, Rape of the Lock; Swift, “A Modest Proposal”; Sheridan, School for Scandal; Brontë, Jane Eyre; Lamb, “A Dissertation Upon Roast Pig”; Keats, Odes; Browning, selected poems; Haggard, King Solomon’s Mines; Mitford, Sign of the Spider; Wilde Importance of Being Earnest and Salome. American short stories: Irving/ Hawthorne/ Poe. Primarily your participation (either oral presentations and/or impromptu discussion contributions), a paper, three tests (essay/identification) or two tests and a final exam will determine grades.

373B               British & American Literature:                                Stephanie Brown
                        Restoration through 19th Century
                        Sec. 002   TR 5:00-6:15 p.m.

This course aims 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 a period of the language’s increasingly global circulation. We’ll consider how the work of writers from England, Ireland, West Africa, the United States, Canada, and Trinidad contributed to this development. The course aims to give students a foundation for further inquiry into this historical period 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.

373B               British & American Literature:                                Charlie Scruggs
                        Restoration through 19th Century                        
                        Sec. 003   MWF 10:00-10:50 a.m.

This course will begin with the literature of Restoration England (circa 1660) and the literature of the New World in the period that antedates the formation (and invention) of the United States.  More specifically, the course will start with the end of Puritan revolution in England (Oliver Cromwell and the Interregnum) and with the beginning of Puritan “errand into the wilderness” in America. After this opening, the course will focus upon the main thematic currents in English and American Literature of the 18th and early 19th centuries, emphasizing the differences and similarities between the literature of the Old World and the literature of the new Republic. In the second half of the course, we will compare two Romantic literary movements, the one in England in the early 19th century and the other in the United States circa 1840-1865.  We will end the course with Rebecca Harding Davis’s Life in the Iron Mills, a Janus-faced story that looks backward to the Romantic movement and forward to the new “realism” spawn by the modern city and Industrial revolution.

380                  Literary Analysis:                                                       Paul Hurh
                        The Rural and the Pastoral
                        Sec. 001 MW 4:30-5:45 p.m.                                                                                                               

In many ways, this course is an instrumental and preliminary one: the skills that will be taught are ones students will need in pursuing the English major.  Reading closely, identifying literary tropes, and performing textual histories are activities that will be demanded from English majors at every level of their coursework.  The aim of the course is to teach the techniques of analyzing literature as well as the mechanics for gracefully communicating what one finds there. 

But literary analysis is more than simply comprehending dusty books or interpreting opaque poetry.  The habit of sensing the content of form will help us to appreciate better all human attempts to communicate complex ideas.  This class is not just important for making one a better reader of English literature, but also for making one a better reader of the human experience—of the beauty, sorrow, terror, and humor that fill the words that surround us.

The theme for the literary materials of this course will be the poetry and short fiction of the pastoral and the rural.  But we will also read works from graduate student writers, and evaluate them as part of the New Readers, New Writers Award. 

380                  Literary Analysis:                                                       Tenney Nathanson
                        Sec. 002 TR 12:30-1:45 p.m.                                   

This is a course in “practical criticism” or “close reading.”  We’ll bracket out, as much as possible, the historical and cultural factors that condition both the production of literature and our reading of it, in order to focus on what used to be called “intrinsic” reading: we’ll treat the texts we read as if they were self-enclosed systems, in order to develop the close reading skills that will still be crucial (in other courses) once historical and cultural factors are brought explicitly into play.  We’ll read many poems, some short stories, and perhaps one novel.  Written work for the course will include several short papers (1-2 pp. each), two or three longer papers (4-5 pp. each), a midterm, and a final exam.

380                   Literary Analysis: “Encounter”                                 Scott Selisker
                         Sec. 003   TR 3:30-4:45 p.m.

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.

380                  Literary Analysis                                                       Jean Goodrich
                        Sec. 004   TR 9:30-10:45 a.m.

This course examines basic literary aesthetics as the foundation of poetic, fictive, dramatic, and visual narrative meaning. We will develop close reading skills by studying poetic form, meter, rhyme, tropes, schemes; narrative structures and devices; literary genre forms, dramatic structures and conventions, and filmic narrative conventions. These fundamentals will inform our analysis of the ways in which meaning is constructed through a marriage of form and content in literary and filmic texts. Students will master basic terms, concepts, and conventions of poetic, dramatic, fiction, and filmic aesthetics, and demonstrate that knowledge in analytical essays based on close reading. Honors credit available by contract.

396A                Junior Proseminar:                                                     Suresh Raval
                         The Colonial and the Postcoloniel Novel
                         Sec. 001   TR 2:00-3:15 p.m. 

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
                        The Gothic and Grotesque
                        Sec. 002   MW 3:00-4:15 p.m.

This Junior Seminar will focus on sharing our thoughts on a variety of 19th- and 20th-century short stories drawn from the works of Edgar Allan Poe, Herman Melville, Franz Kafka, Jorge Luis Borges, Flannery O’Connor, Octavia Butler, and Sherman Alexie. Some of the main threads tying together these stories are elements of the Gothic, the grotesque, the labyrinth, paradoxes, and the uncanny, often as challenges to hegemonic culture.  Thus, the texts have thematic and structural echoes. We will discuss the stories in the context of critical readings from diverse literary theories and methodologies, including biographical, historical, and philosophical contexts, Marxist, psychoanalytic, anthropological, and cultural studies.  Stories will be read as closely as time permits.  The syllabus may, for this reason, be flexible. Students will keep a journal on required readings, and write in-class exercises meant to stimulate discussion.  The course also requires a midterm exam, a final essay, and an annotated bibliography in preparation for the final essay. Students will share their work in class as part of the participation grade.

431A                 Shakespeare                                                              Fred Kiefer
                          Sec. 001 TR 9:30-10:45 a.m.

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                                                              Fred Kiefer
                         Sec. 002 TR 12:30-1:45 p.m.

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’ll demystify the plays and make them accessible to modern readers. Two exams during the course, a final, and a term paper.

443                  Mexican-American Literature in English                Daniel Cooper-Alarcón
                         Sec. 001 TR 3:30-4:45 p.m.               

English 443 is an upper-division course for the study of Mexican American and Chicano literature written in English or translated into English.  The course is designed to give you a clear understanding of the historical development of the Mexican American literary tradition, with an emphasis on landmark works, and a focus on events and issues which impacted and influenced its evolution.  Thus, we will take care to situate the literary texts within their historical moment and we will read them alongside of historical material, in order to better understand the social context within which the literature was produced.  Finally, we will spend considerable time looking closely at individual texts: critically analyzing them, interpreting them and discussing their implications.  Course requirements will include a midterm and a final exam, and two or three medium-length papers, as well as regular contributions to class discussion.  The course will begin with a study of the corrido tradition and move on to the short stories of Maria Cristina Mena and Mario Suarez, the novel Pocho, the poetry of the Chicano Movement, the play Zoot Suit, and the novels Face and So Far from God.

444                 Milton                                                                            Meg Lota Brown
                        Sec. 001:  TR 2:00-3:15 p.m.                                            

John Milton was one of England’s most controversial, celebrated, and reviled writers. We will discuss his poetry and prose within the context of the many revolutions in which he was a major figure: revolutions in politics, theology, poetics, and philosophy.  One of our goals will be to examine not only how Milton – and the culture in which he was embedded – constructed meaning but also why it is important for us to undertake such an examination. We will consider how reading Milton’s works enables us to understand more fully our own constructed selves. With careful attention to textual and cultural analyses, students will continue their development as independent thinkers, close readers, and persuasive writers. What we learn in the process will be invaluable for our engagement with the complexity and versatility of language, literature, and culture.

460                   Romantic Literature                                               Gerald Monsman
                          Sec. 001   TR 11:00 a.m.-12:15 p.m.
                          Co-convened with graduate course ENGL 555A: Studies in 19th Century British Literature.

I won’t cram into a semester all the fine works which fall within the Romantic era from early Gothicism to the Reform Bill; rather, in those texts that consistently have generated a classic richness and diversity of interpretation we will examine, through the Romantic lens of the symbolic and diabolic, models of identity and community (pantisocratic or horrific, as the case may be). Students will prepare informal reports on specific works for in-class presentations (demonstrating interpretive techniques and critical methodologies), one of which may be expanded and polished to become your research paper for the end of term. We will move from Blake through Keats with reports invited on several women poets; also Lamb and/or DeQuincey are included as imaginative prose writers and Horace Walpole and Mary Shelley, among others, will be the early fictional component. If I can schedule the time, we may be able to take a look at some unusual fiction of neo-Romanticism later in the Victorian period.

 470                   Literature and Philosophy:                                    Charles Sherry
                           Sartre’s Existentialism
                           Sec. 001   MWF 1:00-1:50 p.m.

Sartre expressed the basic tenets of his Existentialist philosophy in novels, plays, essays, political position papers and theory, and in his most famous work, “Being and Nothingness,” which he wrote and published during the early years of WWII. This course will be a study of many of the diverse forms Sartre’s existentialism took. His most famous play, “No Exit,” and another play “The Flies,” will be included, as will his novel, “Nausea” and the short stories in “The Wall.” Excerpts from “Being and Nothingness” and “The Critique of Dialectical Reason” will also be included. When he died, 30,000 people attended his funeral. Like Voltaire and Rousseau before him he was a philosopher who had large following among the general population around the world. Three essays, 5 to 10 pages, and a take-home final will be required.

478                   African American Literature                                   Stephanie Troutman
                          Sec. 001:  TR 11:00-12:15 p.m.

Taking a contemporary and non-traditional approach to the subject matter, this course examines literature by African-American authors in the genres of essay, non-fiction, poetry, short story, memoir, novels and film. These cultural texts will allow us to see the ways in which African Americans have contributed to, have been influenced by, and have transformed America, and continue to do so. We will be interrogating not only the historical and political contexts of the works, but also the ways in which issues of gender, sexuality, and class specifically inform the works. 

***However, the class will not be limited to these literary and cultural concerns, as it will also include a sustained project component involving high school students at Eastpointe High School. This co-learning project will constitute a Wildcat Writers partnership. Wildcat Writers is an esteemed, award-winning UA outreach for student engagement.

486                   Topics in American Literature                               Charlie Scruggs
                          Permanence and Change
                          Sec. 001:  MWF 11:00-11:50 a.m.

“No man ever steps in the same river twice, for it's not the same river and he's not the same man.”  Heraclitus.  If that is the case, what remains permanent in the midst change? This course will explored these twin themes as embody in literature, ancient and modern–with a focus on American literature.

We will begin with Wordsworth’s famous “Intimation Ode,” a poem that describes the separate worlds of childhood and adulthood and the passage from the one stage to the other. Then I want to see how the themes of Wordsworth’s poem are reflected in Hemingway’s In Our Time–the young Nick Adams in “Indian Camp,” Nick, the war veteran in “Big Two-hearted River.”

The next section of the course will deal with the “passing” novel in which a person chooses to cross the racial divide (usually “passing” from black to white).  I also want to treat the metaphorical implications of the word, as embodied in Phillip Roth’s The Human Stain, Patricia Highsmith’s The Talented Mr. Ripley, F. Scott Fitzgerald’s The Great Gatsby, and Raymond Chandler’s Farewell, My Lovely.

Finally, we will focus on stories from Ovid’s Metamorphosis and their relationship to Kafka’s shocking short story “The Metamorphosis” and the original story of “Beauty and the Beast”. There will be a mid-term and final, pop quizzes and an end of term paper.

496A               Senior Seminar:                                                       Stephanie Brown
                        Contemporary Anglo-Caribbean Crossings:
                        The Caribbean and Britain in Conversation                         
                        Sec. 001 and 002   TR 3:30 p.m.-4:45 p.m.
                                           (001: English Honors/Honors College students only)
                                           (002: English Honors students only)

Over the past 70 years, writers from the Caribbean have made an indelible imprint on the entirety of literature written in English.  Although this class will consider the flow of literary work that has moved between the Anglophone Caribbean and the United Kingdom since the 1950s, we will focus most of our attention on the late 20th and early 21st centuries. We will use theorists like Paul Gilroy, Stuart Hall, Natasha Barnes, and Simone Browne to explore the implications of this work for literary cultures in the Caribbean and the UK today. Students will have a fair amount of autonomy to design their own writing assignments for this course; a likely reading list will include some combination of Derek Walcott, Kamau Brathwaite, Linton Kwesi Johnson, Jean Rhys, Caryl Phillips, Jamaica Kinkaid, Beryl Gilroy, David Dabydeen, Fred D’Aguiar, Kendel Hippolyte, Meera Syal, and Kwame Dawes.

496A               Senior Seminar:                                                      Susan White
                        Concept, Place, and Geography in                       
                        American Film & Literature
                        Sec. 003 TR 3:30-4:45 p.m.

This is the Senior Seminar for the English Major and is meant to be a place to share ideas and reflect on what you have learned in the major.  It will examine 20th- and 21st century conceptions of the United States in American and some international film and literature.  The course does not require that you have any background in film studies, but we will be watching a number of films.  So if you want a senior seminar more completely focused on literature, check out our other offerings. In this course we will seek to address a series of questions:  What conflicting visions of America do these works present?  How is America mythologized in terms of gender, race, colonialist discourses, and social class? Texts included, among others (and subject to change), are the Maysles Brothers’ Gray Gardens, Spike Lee’s BlacKkKlansman, Allison Anders’s Mi Vida Loca, Roman Polanski’s Chinatown, Wayne Wang’s Chan is Missing, Werner Herzog’s Stroszek, Leslie Silko’s Ceremony and Jack Kerouac’s On the Road. We will also read critical works pertaining to these texts and study film terminology so as to analyze films more closely. The class is centered around student research, which students will share with other members of the class at the end of the semester. A midterm exam, a 15-page final paper, as well as an annotated bibliography with at least 10 sources are required.  Students will present their research to the class at the end of the semester.

496A               Senior Seminar:                                                      Stephanie Brown
                        Windrush and After:
                        Contemporary Black British Writers
                        Sec. 004 TR 12:30-1:45 p.m.

In 1948, the Empire-Windrush sailed from Jamaica to London, carrying the first members of an entire generation of emigrants from Britain’s colonial empire who would revitalize and irrevocably change the course of post-war literature in England and in English. This course will consider a group of authors writing from 1948 to the 2018 whose work has shaped the landscape of writing in Britain. They’ve done so by exploring the entanglement of race and empire, a range of emigrant experiences, colonial and post-independence histories, Brexit and its significance for contemporary Black British writers. These writers experiment with a variety of new fictional and poetic forms, and imagining into being new forms of citizenship, art, and communal experience.

While we will begin with the Caribbean and the Windrush trajectory, we will move forward chronologically and outward geographically, using an expansive definition of “Black British” that will include authors from a variety of national and colonial backgrounds from around the (now defunct) British empire. This will give us a sense of the sheer breadth of post-Windrush and post-empire literature and culture (and will include brief excursions into the visual arts, broadcasting, and music). Possible/likely course authors include George Lamming, Kinton Kwesi Johnson, Jackie Kay, Helen Oyeyemi, David Dabydeen, Bernardine Evaristo, Kazuo Ishiguro, Mohsin Hamid, Karmila Shamsie, and others.

496A               Senior Seminar:                                                      Ragini Srinivasan
                        Reading the Asian 21st Century                                    
                        Sec. 005   M 3:00-5:30 p.m.                                  

Since the late 1980s, political pundits and scholars have predicted the emergence of an economically, politically, and culturally dominant Asia in the 21st century. Today, signs of Asian globality and growth abound—from the spectacle of the Beijing Olympics, to the multiplication of Indian billionaires; from the linguistic politics of the Filipino call center, to the dissemination of Japanese pop culture—although the expected Asian century is as much a rhetorical provocation as an empirical description of the contemporary world. This course takes up that provocation by exploring “the Asian 21st century” as both a literary theme and period. In what ways does the Asian 21st century describe our current cultural and geopolitical moment? How are contemporary Asian Anglophone, Asian American, and American literatures writing the Asian century?

In this senior seminar, we will read literary fiction, nonfiction, and poetry along with filmic texts and relevant social theory that explore the Asian century discourse. Subtopics will include the waning of Euro-American hegemony in the post-American world, diasporic return to global Asia, new regional alignments after September 11th, and the contemporary itself. Course texts may include works by Aravind Adiga, Gina Apostol, Amit Chaudhuri, Lisa Halliday, Mohsin Hamid, G.W.F. Hegel, Arundhati Roy, Edward Said, and Xu Xi, among others. Animated participation in class discussion is expected as well as commitment to close reading and honing the methods of literary research. Assignments to include weekly discussion posts and an independently researched seminar paper.

496A                Senior Seminar:                                                     Laura Berry
                         Diagnosis & Detection: Gender Matters
                         Sec. 007   TR 9:30-10:45 a.m.

 In this course we will trace two ways that the novel approaches the "problem" of gender. One of those ways is more or less psychological -- we'll be starting with Freud for this -- and the other is through the scientific pursuit of "fact" (and here we will begin with Conan Doyle's Sherlock Holmes). As we go we will read the creepy sensation novel, The Woman in White, Henry James' Portrait of a Lady, and Virginia Woolf's Mrs. Dalloway, as well as Dreiser's Sister Carrie.  We'll also take a quick tour of medical accounts that seek to explain sexual difference. This is a discussion class requiring four 5-page papers.

Tentative Reading List
Freud, Dora
Freud, The Interpretation of Dreams
Conan Doyle, selected Sherlock Holmes stories
Collins, The Woman in White
James, Portrait of a Lady
Dreiser, Sister Carrie
Cain, The Postman Always Rings Twice


201             Introduction to the Writing of Creative Nonfiction
                    General Education: Tier 2 Arts
                       Sec. 001:     TR   9:30-10:45                               Madeline Norris
                       Sec. 002:     TR 11:00-12:15                               Miranda Trimmier
                       Sec. 003:     TR 12:30-  1:45                               Kevin Mosby

This course 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   9:30-10:45             Raquel Gutierrez
                       Sec. 002:                     TR   2:00-  3:15             Gabriel Dozal
                       Sec. 003:                     TR 11:00-12:15             Sophia Terazawa
                       Sec. 004:                     TR   9:30-10:45             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   5:00-  6:15                              Natalie Lima
                       Sec. 002:        TR 11:00-12:15                              Kim Ryan
                       Sec. 003:        TR   2:00-  3:15                              Samantha Coxall
                       Sect. 004:       TR 12:30- 1:45                               Emi Noguchi
                       Sect. 005        TR   3:30- 4:45                               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                Susan Briante
                         Sec. 001 TR 11:00 a.m.-12:15 p.m.       

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.

301                  Intermediate Nonfiction Writing                           Dorian Rolston
                         Sec. 001 TR 12:30-1:45 p.m.                                               

This course is the second in the sequence of undergraduate creative nonfiction writing, which further emphasizes the way art and life--in this nongenre--blur. Drawing on the tradition of the personal essay, we'll be focusing on what of daily life is already worth writing about, and how, by writing, we can transform the ordinary into something else entirely. This is a semester-long exercise in what to do with that most precious resource: attention. We'll be writing essays in the form of diary entries, letters, and other personal and interpersonal forms to reveal how anything can be worth thinking about if thought about in the right way. We'll be talking about the craft of performing the self on the page, in much the way a method actor does climbing into character (only the character is you), and how ultimately to reach for insight into the human condition without having to look very far (essayists are lazy). With lots of free writes and guided-mediation type writing exercises, as well as prompts in response to our national calendar, we'll give new meaning to daily practice.

304                   Intermediate Fiction Writing                                Emilio Carrero
                          Sec. 001   TR 9:30-10:45 a.m.                                       

This class serves as an exploration into the craft of fiction writing, as well as an introduction into fictional theory. Our focus will be twofold. The first being to explore fiction’s creative process from several perspectives and/or start points. What does this mean exactly? 

Writing goes through many stages, and this is especially true in fiction writing. The goal of this class is to place you in all of these many different stages—whether it be reading other writers’ work, reflecting on different kinds of artwork, jotting down notes and ideas, constructing sentences, or, of course, composing and revising your own stories. These stages, along with others, are crucial to the process of creating art.

The second focus will be to engage with fictional theories and concepts as they relate to literature and your own creative writing. Which means, we will explore theories and concepts about the writing of fiction, analyze how literature is upholding and subverting these theories and concepts, and, of course, explore them in relation to your own creative writing.

304                   Intermediate Fiction Writing                               Kindall Gray               
                          Sec. 002   TR 11:00 a.m.-12:15 p.m.    

Practice in writing short fiction.                                         

309                  Poetry Writing                                                         Visiting Professor in Poetry
                         Sec. 001 R 12:30-3:00 p.m.

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                   Chris Cokinos
                          Nonfiction Workshop
                          Sec. 001 W 9:30 a.m.-12:00 p.m.      

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   T      3:30-5:50 p.m.                           Manuel Muñoz                      
                            Sec. 002   R   12:30-3:00 p.m.                           Manuel Muñoz                                      

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 is 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.

 404                 Advanced Fiction Writing                                     Julie Iromuanya                                                         
                         Sec. 003 R 9:30 a.m.-12:00 p.m.

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, China Achebe; Every Day is for the Thief, Teju Cole; The Emperor’s Babe, Bernardine Evaristo; and The Bluest Eye, Toni Morrison.

 409                 Advanced Poetry Writing                                      Susan Briante
                         Sec. 001 T  3:15-5:45 p.m.       

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)



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              Intro. to Prof. & Tech Writing                                                          Catrina Mitchum
                    Sec. 110  **Seven Week-Second Session: Fully Online**

An introduction to key concepts and practices of professional and technical writing.

414              Advanced Scientific Writing                                                           Catrina Mitchum
                    Sec. 110     **Seven Week-Second Session: Fully Online**

Preparation of professional literature for publication.                              



College of Social and Behavioral Sciences