Summer 2019 course offerings and descriptions:
101 **ONLINE: Seven Week-First SESSION** Instructor: Chronister, Kay
This course will explore the widely different cultural meanings and symbolic functions attached since ancient times to questions of human identity, values, and boundaries that various representations of the 'Nonhuman' bring to bear on culture and civilization, and on the very definition of what it means to be human. Boundary-challenging (or boundary-confirming) imaginary entities like the monster, the alien, ghosts, and other imaginary (or are they?) beings appear often in our ongoing investigation into who and what we are and what meaning life holds for us (and vice versa). For example, "Monsters": seemingly non-human (though often partly human) prodigies that mix supposedly different levels of being in one grotesque figure that therefore seems "abnormal" -- but also strangely familiar (or, as Sigmund Freud would say, "uncanny"). The emphasis, though, will not be simply on the kinds of monsters that appear in the influential forms of expression we study. Instead, we will analyze monsters as indicators of cultural history. Specifically, we will probe how selected Western and non-Anglo uses of monsters make such figures symbolic carriers of "cultural values" (often called ideologies) at different times and places. These "values" include systems of religious belief, assumptions about the universe and the nature of human being, the differing views of competing cultural groups, distinctions of gender or race or class, notions of social order and disorder (including the locations of power), and ways in which cultural groups establish "others" or "the other" in order to seem clearly "themselves." Monsters, we will see, often become symbols in which cultural conflicts are played out at different points in history, conflicts that emerge from fundamental tensions in Western societies or between Anglo-European and other cultural groups in the Western world. This class assumes that it is vitally important for students today to understand the history of these conflicts and tensions so that we all know more about our cultural roots. It also assumes that it is vital for students to grasp how symbolic figures and works reflect historical and ideological change and to be able to articulate such relationships with strong textual evidence in well-organized analyses and arguments, orally and on paper.
101 **ONLINE: Five Week-First SESSION** Instructor: Mosby, Kevin
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).
101 **ONLINE: Five Week-Second SESSION** Instructor: Phillips, Logan
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.
101 **ONLINE: Five Week-First SESSION** 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 248B—Introduction to Fairytales ELECTIVE (ENGL/CRTV)
103 **ONLINE: Pre-SESSION** Instructor: Zwinger, Lynda
101 **ONLINE: Five Week-First SESSION** Instructor: Zwinger, Lynda
101 **ONLINE: Five Week-Second SESSION** Instructor: Zwinger, Lynda
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)
101 **ONLINE: Seven Week-First SESSION** Instructor: Sommer, Bruna
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: Five Week-First 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: Five-Week First ** 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: Five Week-First SESSION** Instructor: Kim, Yuni
Intensive study of selected works by major American writers.
ENGL 280—Introduction to Literature GEN ED: TIER 2 HUMANITIES
001 Five Week-First M-F 1:00 p.m. - 2:45 p.m. Instructor: Sloman, Chris
Close reading of literary texts, critical analysis, and articulation of intellectually challenging ideas in clear prose.
ENGL 300-Literature and Film
001 Seven Week-First M-F 1:00 p.m. - 2:45 p.m. Instructor: Rischard, Mattius
Welcome to the Grindhouse—a breed of cinema all its own-- showing a variety of infamous exploitation films, in continuous succession, with low admission fees. These exploitation films capitalized on the popular trends and issues occupying urban audiences ever since the introduction of television and white flight drained the middle-class moviegoers from city centers. Grindhouses had to offer something that traditional theaters and broadcast networks could not—graphic violence, sexuality, criminality, cannibalism, monsters, Nazis, or fantasies of revenge on the rich/rapist/racist elements of society, just to name a few of the topics covered in these low-budget popular films. To better understand how exploitation films develop in conversation with larger sociopolitical trends, we will be studying some of the most critically-acclaimed films of the exploitation genre, and placing the historical filmography in conversation with contemporary directors who pay tribute to exploitation film, including Spike Lee’s Blackkklansman, Robert Rodriguez’s Planet Horror, Jordan Peele’s Get Out, and Quentin Tarantino’s Death Proof. Reading for the class will focus on basic terminology for film criticism, a critical history of exploitation film, and concepts from Linda Hutcheon’s A Theory of Adaptation. Class days will alternate between screenings and discussion of the reading, while reading quizzes and a weekly essay response will lead the class towards final presentations on their selected film or subgenre of exploitation cinema (Blaxploitation, Femsploitation, Ozsploitation, Nazisploitation, etc.). Note: this class focuses on a tradition in film where racism, classism, sexism, and other forms of oppression are graphically visualized. Please be advised of the nature of this content and contact the instructor about specifically triggering material so that they can work with you to find an alternative filmography for the given assignment.
101 **ONLINE: Five Week-Second SESSION** Instructor: Ebeid, Dalia
Comparative study of literature and cinema as aesthetic media.
101 **ONLINE: Five Week-Second SESSION** Instructor: Noguchi, Emi
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 310—Studies in Genres ELECTIVE (ENGL)
102 **ONLINE: Five Week-First SESSION** Instructor: Abraham, Matthew
This course will explore the emerging genre of autobiography associated with explorations of populist anger, racial division, political resentment, sexual desire, familial and non-familial connections, and personal growth. We will read the following fictional and non-fictional works: Mychal Denzel Smith’s Invisible Man, Got the Whole World Watching, Claire Dederer’s Love and Trouble: A Midlife Reckoning, Rachel Cusk’s Transit, and Khaled Hosseini’s A Thousand Splendid Sons. The course will introduce students to how the autobiographical genre creates conceptions of agency and personhood, in various life contexts. Students will write two short course papers during the summer session, in addition to writing D2L discussion posts in response to instructor and classmate prompts.
ENGL 373A—British and American Literature: Beowulf to 1660 CORE (ENGL/CRTV)
101 **ONLINE: Five Week-First SESSION** Instructor: Mason, Lauren
A survey of British and American literature to 1660, with emphasis on major writers in their literary and historical contexts.
ENGL 380—Literary Analysis CORE (ENGL/CRTV)
101 **ONLINE: PRE- SESSION** Instructor: Nathanson, Tenney
101 (Soon to be added) **ONLINE: Five Week-Second SESSION** Instructor: Nathanson, Tenney
This is a course in “close reading.” The reading assignments will be short, to allow us to pay close attention to individual texts and individual passages. We’ll read many poems and some short stories, with an eye toward mastering the close reading techniques crucial to the sort of literary analysis we practice in upper-division literature courses (and beyond). For this online course, daily participation in discussion boards will be a major course requirement. Students will also write approximately eight short exercises (roughly 1 page each) and two papers (roughly 3-4 pages each). There are no exams.
ENGL 396A—Junior Proseminar CORE (ENGL)
101 **ONLINE: Five Week-First SESSION** Instructor: Mason, Lauren
This junior-level proseminar introduces students to methods and materials of literary research. Content of individual seminars will vary, based upon instructor.
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.
ENGL 308—Technical Writing
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.
ENGL 313—Intro to Professional & Technical Writing
101 **ONLINE: Seven Week-Second SESSION** Instructor: Staff
An introduction to key concepts and practices of professional and technical writing.
ENGL 494P—Portfolios in Professional & Technical Writing
110 **ONLINE: Seven Week-Second SESSION** Instructor: Staff
Students will explore the theories and practices of professional and academic portfolios while simultaneously designing and developing an adaptive identity and a professional persona for post-graduate settings. Students will synthesize work from past and present courses and experiences. They will make complex composition decisions about content, design, structure, and media of their portfolios in connection with identifiable elements of a given rhetorical situation. Students will discuss and apply legal and ethical issues related to portfolio development and publication of 21st century digital identities.