2017-2018 Undergraduate Course Offerings

For the most current schedule information, please visit the University's Course Finder.

Summer 2017

Please note this listing is of courses from a previous semester. Check back closer to your registration date to see descriptions for upcoming courses.



ENG 101 Composition as Critical Inquiry

Rhetorical approach to writing, taught through extensive collaborative drafting, revising, and editing. Emphasis on critical reading and analysis. Computer-assisted. Not for credit major/minor. May not be taken under the CT/NC option.

Section 01, online, 8 weeks beginning 5/22/2017, Katy Lewis



ENG 110 English Literature and Its Contexts

A historical study of the main movements in English literature. Readings of entire works representative of the movements.

Section 01, online, 4 weeks beginning 6/5/2017, Carol Lind

This will be a completely online course in which we will do our work utilizing screencast lectures, discussion groups, and various ReggieNet tools. Because we will be covering roughly fifteen-hundred years of English literature in four weeks, successful students will be expected to make this their four-week full-time job in order to rigorously complete the various course requirements: viewing lectures, reading the material, completing assessments, interacting with their fellow classmates and, most importantly, thinking about the connections and contextual influences between and upon the works we are studying.


IDS 121.19 Texts and Contexts: Literary Studies

Interdisciplinary writing-intensive course focusing on significant humanities texts in relationship to their historical and cultural contexts.

Section 01, online, 4 weeks beginning 5/22/2017, Sarah Hochstetler

Education in Popular Culture: Representations and Realities

This online course will explore the connections between education and popular culture over a period of fifty-plus years through an intense reading and writing curriculum. Goals for this class include: working to identify the tensions between those involved in teaching (e.g., students, teachers, administrators, schools) and their representations in popular texts (e.g., movies, television, literature, music); analyzing how these constructed realities compete with current and past perspectives, various ideologies, and educational/popular discourses; and exploring how these representations influence our individual and collective thinking about schooling, gender, adolescence, and authority. We will meet these goals through daily reading and writing assignments, ongoing discussion forums, group and individual virtual presentations/projects, a midterm, and final exam.

Texts under consideration, to be confirmed late Spring:

Best, A. Prom Night: Youth, Schools, and Popular Culture. ISBN: 0415924286
Bulman, R. Hollywood Goes to High School. ISBN: 978-1464171697
Dalton, M., et. al. Teacher TV: Sixty Years of Teachers on Television. ISBN: 9780820497150
Fisher, R. et. al. Education in Popular Culture: Telling Tales on Teachers and Learners. ISBN:9780415332422
Pascoe, C.J. Dude You’re a Fag: Masculinity and Sexuality in High School. ISBN: 978052025230
Alexie, S., The Absolutely True Diary of a Part Time Indian. ISBN: 9780316013680
Supplemental texts (e.g., required articles, movies, video clips, etc.) available through ReggieNet, YouTube, Milner Library, and other online sources.

Note: In a summer course, each day is equal to one week of class during a regular semester. We have fifteen days together to do the work typically accomplished in sixteen weeks. Therefore, this class is fast-paced and concentrated, requiring strong time-management skills and exceptional self-discipline. Active participation is expected and required for success.

Section 02, online, 6 weeks beginning 6/5/2017, Gabriel Gudding

Alien Worlds: The Other within the Cosmos

In this online class we will study science fiction and speculative fiction, in both video and textual form, of the last two hundred years in order to examine the ways writers have conceived of life as an alien reality within the cosmos.

The course will place special emphasis on the ways early and contemporary writers of “weird tales” and speculative fiction have conceived of the alien on Earth and the earthly city as alien.  The literary authors we’ll investigate will range from Dante, Bram Stoker, HP Lovecraft, Ambrose Bierce, Francis Stevens, Ralph Ellison, Margaret St. Clair, William Burroughs, Italo Calvino, to Octavia Butler, Patricia Cadigan, and Peter Waterhouse. Video selections will include The Thing, True Detective, and Ridley Scott’s recent Prometheus, as well as old television shows such as The Jetsons, The Flintstones, and Land of the Lost.

To provide context and helps us make connections, we’ll read philosophical and scientific texts that historically situate various conceptions of life as a common travail, a collaborative struggle, and an alien and frightening experience. These texts will range from brief essays and short treatises of theology, philosophy, natural science, and cosmology by Adorno, Kwame Anthony Appiah, Hannah Arendt, St. Augustine, Ray Brassier, Giordano Bruno, Darwin, Derrida, Emerson, Franz Fanon, William and Caroline Herschel, Edwin Hubble, Kant, Levinas, Quentin Meillessoux, and Nietzsche. We will even read selections from the Nazi writers Gottfried Benn and Martin Heidegger.

The class will examine the nature of hatred and fear of the other, racism, speciesism, nihilism, existential dread, the horror of infection and invasion, the fear of death and extinction, and the nature of the beautiful and the sublime. Students may realize that we are all, all of us, already astronauts.

Most of our reading and viewing will be done via PDF and YouTube. Texts to purchase will be limited to:

Shadows of Carcosa: Tales of Cosmic Horror (ISBN: 978-1-59017-943-7)
Invisible Cities, Italo Calvino (ISBN: 978-0-15-645380-6)
Naked Lunch, William Burroughs (ISBN: 978-0802122070)
Language Death Night Outside, Peter Waterhouse (ISBN: 978-1886224995)



ENG 124 Film Style and Literature

An introduction to the analysis of films and their literary components through an application of specialized terms and concepts.

Section 01, online, 4 weeks beginning 6/5/2017, William McBride

WARNING! The content of the films and books in this class
are designed for mature audiences only. If issues of race, sex, violence, class, drugs, profanity or politics cause you discomfort or upset, please consider enrolling in a different class.
Fun Course! You'll see movies in a different way, but it's a lot of work, particularly when squeezed into one summer month. Please be prepared to work every weekday.

Think of this course as an intensive English Department literature course in which you write essays in a "foreign" language--the language of film. The theory of Film Style & Literature argues that style can be described, analyzed, and turned into meaning via metaphor. Your goal is to acquire adequate film vocabulary and skill to convert your observations of camera placement and movement, lighting, spatial relationships, soundtrack, etc. into an analysis of the meaning of a "stylized moment"and, from that, of the film as a whole. Do not be misled by the fact that this is a 100 level General Education course--it is nonetheless challenging.

10 forum posts
2 essay exams


PHASE ONE: GENRES:
Caddyshack (Screwball)
Maltese Falcon (Noir)
PHASE TWO: HITCHCOCK
Notorious Vertigo Psycho
PHASE THREE-AMERCIAN PLAYS TO SCREEN
Death of a Salesman Who's Afraid of Virginia Woolf?
PHASE FOUR: AMERICAN INDEPENDENTS
Taxi Driver Life Lessons Blue Velvet Into the Wild
Extra Credit
Stagecoach
Miss Julie
Dutchman
Life Lesson
s

Section 02, online, 4 weeks beginning 5/22/2017, Karen Coats

This 4-week online course, beginning May 22nd, is designed to introduce students to the critical languages and methodologies related to film as a storytelling medium. By the end of the course, students will refamiliarize themselves with the elements of narrative style, including plot structure, character development, setting, and ideology. In addition, students will have acquired the vocabulary needed to parse and analyze the formal aspects of film compositions (such as editing, mise-en-scene, film sound, lighting, etc.). Discussion and assignments will focus attention on how these formal techniques work together to create emotional effects. The course will be delivered through ReggieNet. Students will be required to access the films through their own preferred methods.

Week One: Noticing the Details of Film and Narrative Style
Babe
Bend it Like Beckham
Smoke Signals

Week Two: Advanced focus on Cinematography
Paper Moon
Pan’s Labyrinth
Night of the Hunter

Week Two: Transferring Stories from Page to Screen
Harry Potter and the Sorcerer’s Stone

Choose from (must also read the book):
The Book Thief   
 The Watsons Go to Birmingham
 The Spectacular Now
Hunger Games
The Perks of Being a Wallflower
Me, Earl, and the Dying Girl


Week Three: Changing the Narrative
Slow West
Harry Potter and The Prisoner of Azkaban
Deadpool



ENG 125 Literary Narrative

Critical reading and analysis of a variety of literary narratives that reflect on human experience.

Section 01, online, 4 weeks beginning 5/22/2017, Benjamin Sutton



ENG 128 Gender in the Humanities

Examination of gender roles, norms, and stereotypes from a broad range of perspectives within humanities across centuries and cultures.

Section 01, online, 4 weeks beginning 5/22/2017, Kass Fleisher

Section 02, online, 4 weeks beginning 5/22/2017, DC Cochran



ENG 143 Unity and Diversity in Language

Study of the structure of language (phonetics, phonology, morphology, syntax, semantics) as it reflects cognition, social relations, cultural conventions, and seech communities.

Section 01, MTWR at 1:00, 4 weeks starting 6/5/2017, Lucy Belomoina



ENG 145 Writing in the Academic Disciplines (Sections 01-03)

Introduction to research-based writing for multiple academic audiences. Computer-assisted.

Section 01, online, 8 weeks beginning 5/22/2017, Jeremy Hurley

Section 02, online, 8 weeks beginning 5/22/2017, Shannon Harman

Section 03, online, 8 weeks beginning 6/5/2017, Amish Trivedi



ENG 206 Cultural Expressional in Social Contexts: Women of Asia, Latin America and Africa

Interdisciplinary study of carieties of women's cultural expressions within distinct soical contexts including camparative emphasis on fidderent regions of concern.

Section 01, online, 4 weeks, beginning 5/22/2017, Michelle Wright-Dottore



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ENG 249 Technical and Professional Writing I

Introduction to technical and professional writing. Includes study of manuals, reports, proposals, audience analysis, formatting, and style.

Section 01, online, 6 weeks beginning 6/5/2017, Angela Haas

Section 02, online, 6 weeks beginning 5/22/2017, Elise Hurley



ENG 285 London on Stage: Shakespeare & Company

English course for study abroad in London, UK.

Section 01, 6 weeks beginning 5/22/2017, Tara Lyons



ENG 290 Language Arts

Study of language acquisition and research in critical thinking, listening, speaking, writing, vocabulary development, usage, and spelling for children.

Section 01, online, 6 weeks beginning 5/22/2017, Eileen Bularzik



ENG 341 Introduction to Descriptive Linguistics

Aims and methods of linguistic science. Nature and functions of language: phonology, morphology, syntax, variation.

Section 01, MTWR at 11:00, 4 weeks beginning 6/5/2017, K. Aaron Smith



ENG 375 Young Adult Literature

Advances critical examination of literature for young adults with emphasis on trends and research.

Section 01, MTWR at 11:00, 4 weeks beginning 5/22/2017, Jan Susina

This course will emphasize reading of young adult literature with attention to the analysis of literary representation of the stages of adolescence and adolescent concerns. The course traces the development of the genre of adolescent literature and will investigate thematic and stylistic changes found in such texts. In addition to reading a variety of literary genres – fiction, poetry, drama, graphic novel – written specifically for adolescents, books read by adolescents, and books that are assigned to adolescents in the classroom. Students will develop a detailed proposal for research paper with an annotated bibliography on an adolescent text or some aspect of adolescent culture. All students will write a film analysis, create a cannon of young adult literature, and complete a mixed tape/CD project. A final exam will be give at the end of the course and regular reading quizzes on the reading will be given throughout the course. Given the concentrated nature of this four-week summer school course, attendance at every class session is required as is active participation in class discussion.


ENG 398 Professional Practice: Internship in English

Supervised field experience in English with local, state, national, and international businesses, agencies, institutions (including colleges and universities), and organizations.

Section 01, arrange, Elise Hurley



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Fall 2017

ENG 100 Introduction to English Studies

Critical reading and writing in English Studies.

Section 01, MW at 9:35, Jan Neuleib

Section 02, TR at 11:00, Brian Rejack

Section 03, MW at 3:35, Paul Ugor

Section 04, MW at 11:00, Joe Amato

Section 05, TR at 12:35, Brian Rejack



ENG 101 Composition as Critical Inquiry (Sections 01-65)

Rhetorical approach to writing, taught through extensive collaborative drafting, revising, and editing. Emphasis on critical reading and analysis. Computer-assisted. Not for credit major/minor. May not be taken under the CT/NC option.



ENG 101.10 Composition as Critical Inquiry (Sections 01-36)

Rhetorical approach to writing, taught through extensive collaborative drafting, revising, and editing. Emphasis on critical reading and analysis. Computer-assisted. Not for credit major/minor. May not be taken under the CT/NC option.



ENG 102 Introduction to English Studies Proseminar

A structured proseminar designed to introduce students to the complex intellectual and professional aspects of the degree in English Studies.

Section 01, MW at 1:00, Mark Vegter

Section 02, TR at 12:00, Mark Vegter

Section 03, M at 4:00, Mark Vegter

Section 04, T at 1:00, Mark Vegter



ENG 110 English Literature and Its Contexts

A historical study of the main movements in English literature. Readings of entire works representative of the movements.

Section 01, TR at 11:00, Tara Lyons

Section 02, TR at 3:35, Tara Lyons



IDS 121.19 Texts and Contexts: Literary Studies

Interdisciplinary writing-intensive course focusing on significant humanities texts in relationship to their historical and cultural contexts.

Section 01, TR at 9:35, Britni Williams

Section 02, MW at 11:00, Paul Ugor

Section 03, TR at 2:00, Ben Sutton

Section 04, MW at 2:00, Samuel Kamara

This course explores the genre of historical novels in Sierra Leone. The Sierra Leonean historical novel resulted from the eleven-year civil war (1991 – 2002). Thus, this class will examine how these novels represent the civil war and express concern about the history of that country—before, during, and after the war. We will examine the concept of history as a contestable site where writers of history contest to narrate the nation. We will explore how these novels narrate the nation and proffer a vision for Sierra Leone that is a panacea for violence.


ENG 124 Film Style and Literature

An introduction to the analysis of films and their literary components through an application of specialized terms and concepts.

Section 01, MW at 11:00, Blended, William McBride



ENG 125 Literary Narrative

Critical reading and analysis of a variety of literary narratives that reflect on human experience.

Section 01, MW at 9:35, Cory Hudson

The primary focus in this section of ENG 125, Literary Narrative, will be following some of the major threads of discussion in narrative theory over the past several decades. The primary text in this regard is H. Porter Abbott’s The Cambridge Introduction to Narrative, which provides an excellent introduction to a variety of narratological concepts and some of the key figures of narrativity. Alongside Abbott’s Introduction to Narrative, several works of fiction will be assigned and used as case studies to which the concepts, terms, and theories from Abbott will be applied. The main goal, therefore, will be to introduce students to narrative forms and hone their abilities to perform narratological analysis.

There’s also a secondary focus in this course. Most of the novels in this course are examples of postmodernist or post-postmodernist literature. As such, one of the novels that will be read is what one might call a "traditional" narrative, an example of the American Realist tradition. The other texts are "non-traditional" (post)postmodern texts. Therefore, a secondary goal will be to analyze how (post)postmodern authors challenge narrative constructions and readerly expectations.

Section 02, TR at 11:00, Tharini Viswanath

Section 03, TR at 9:35, Danielle Sutton

Section 04, MW at 12:35, Shelby Ragan

This section of ENG 125, “Narrative Positionings of Desire in Contemporary Young Adult Literature,” explores connections between narrative structures and young adult texts. This course deals with the application of narrative theory to young adult novels and graphic novels, and focuses primarily on what desires are represented, how they are represented, and how readers are positioned in relation to those desires. In this course, students will:
· engage in reading, writing, and discussion activities to demonstrate critical reading skills
· identify a variety of narrative structures and patterns
· produce literary analyses that illustrate how narrative structures create meaning
· distinguish ideologies of desire present in the course texts
· explore the relationship between literature and life

Section 05, TR at 12:35, Kirstin Zona

Section 06, MW at 2:00, Duriel Harris

Section 07, TR at 5:00, Ben Sutton

Section 08, MW at 9:35, Agathe Lancrenon

This literary narrative course will focus on fairy tales through some of their most notable versions/adaptations in multiple media, such as graphic novels, picture books, TV shows, movies, video games, and a variety of other visual genres. The main objective of this course is to explore visual literacy and develop a critical understanding of visual narratives, through the overarching theme of fairy tales.

Section 09, TR at 2:00, Kirstin Zona



ENG 128 Gender in the Humanities

Examination of gender roles, norms, and stereotypes from a broad range of perspectives within humanities across centuries and cultures.

Section 01, TR at 9:35, Tharini Viswanath

Section 02, MW at 11:00, Krista Roberts

Section 03, MW at 12:35, Olga Cochran

Section 04, TR at 2:00, Irina Nersessova

Section 05, TR at 11:00, Samuel Kamara

This course undertakes a survey of feminist texts from different geopolitical locations in the African continent. The main purpose of this class is to see how different African feminist writers represent the experience of the African woman against the backdrop of a changing world and an increasing demand for gender equity. During the course of the semester, we will examine how dominant patriarchal ideologies, religion, and culture contribute to the oppression of most African women. But we will also examine how most of these women regain their agency and assert their independence. We will also examine the resources and avenues open to African women as they seek to resist and challenge patriarchal oppression. What institutional and political supports are given to African women to support their feminist drive for self-determination.


ENG 130 Survey of American Literature

A historical study of the main movements in American literature. Readings of entire works representative of the movements.

Section 01, MW at 11:00, Jeremy Hurley

This course will provide an overview of American literature from its beginnings to the present. Through an examination of selected literary texts from both canonical and non-canonical authors, this course will engage with a diverse body of works that are intended to expand student knowledge of important movements in American literature. Along with gaining a greater familiarity with important American literary works, students will also analyze how these works reflect or challenge contemporary social and cultural beliefs.

Required Texts:
Readings for the course will come primarily from the Norton Anthology of American Literature (shorter 8th edition). We will also read Hannah Webster Foster's The Coquette and James Baldwin’s Go Tell It on the Mountain. Any other required readings will be made available via Reggienet.

Section 02, MW at 3:35, Jeremy Hurley

This course will provide an overview of American literature from its beginnings to the present. Through an examination of selected literary texts from both canonical and non-canonical authors, this course will engage with a diverse body of works that are intended to expand student knowledge of important movements in American literature. Along with gaining a greater familiarity with important American literary works, students will also analyze how these works reflect or challenge contemporary social and cultural beliefs.

Required Texts:
Readings for the course will come primarily from the Norton Anthology of American Literature (shorter 8th edition). We will also read Hannah Webster Foster's The Coquette and James Baldwin’s Go Tell It on the Mountain. Any other required readings will be made available via Reggienet.

Section 03, TR at 2:00, Chris Breu



ENG 143 Unity and Diversity in Language

Study of the structure of language (phonetics, phonology, morphology, syntax, semantics) as it reflects cognition, social relations, cultural conventions, and speech communities.

Section 01, TR at 2:00, Lyudmila Belomoina

Section 02, MW at 11:00, Mijan Rahman



ENG 145 Writing in the Academic Disciplines (Sections 01-12)

Introduction to research-based writing for multiple academic audiences. Computer-assisted.



ENG 145.13 Writing in the Academic Disciplines (Sections 01-10)

Introduction to research-based writing for multiple academic audiences. Computer-assisted.



ENG 160 Introduction to Studies in Women's Writing

Readings in a variety of genres and historical periods.

Section 01, MW at 12:35, Irina Nersessova



ENG 165 Introduction to African-American Literature and Culture

Selected topics in African-American literature and culture.

Section 01, TR at 2:00, Wesley Jacques



ENG 170 Foundations in Literature for Children

Introduction to genres of children’s literature, including mythologies, fairy tales, picture books, poetry, and historical, multicultural, and current prose.

As the first course in the children's literature sequence at Illinois State University, ENG 170, Foundations in Literature for Children, is designed to serve as a general introduction to literature for those students studying children's literature. The course covers K-8th grade literature. The primary goal of the course is for students to learn to read literature using children's literature as texts.

The course focuses on children's texts for pre-readers and young readers, including picture books, chapters books, series books, novels, poetry and nursery rhymes, folklore, mythologies, information books and children's films at the K-8th grade level. Texts covered in the class include both canonical and noncanonical texts, recognized and recent children's texts, with attention to classics and multicultural texts, both historical and contemporary. Students in the class learn a range of conceptual materials as they are exposed to this wide variety of children's texts, including how to analyze genre, narrative and poetic form, ideology and issues of social construction, and introductory literary concepts.

Individual instructors order different texts for the section they are assigned to teach. Students enrolling in English 170 will generally be asked to purchase and read approximately 10-15 children's books for the course. While assessments may vary from section to section of English 170, they will include written papers, oral participation, quizzes, and examinations.

Section 01, MWF at 8:00, Agathe Lancrenon

Section 02, TR at 8:00, Eileen Bularzik

Section 03, TR at 9:35, Eileen Bularzik

Section 04, MWF at 1:00, Jenn Coletta

Section 05, MWF at 2:00, Erika Romero

Section 06, MW at 5:00, Shelby Ragan

Section 07, TR at 5:00, Wesley Jacques



ENG 194 Introduction to English Education

This course is designed to introduce students to foundational concepts and issues associated with the teaching of high school English in diverse settings.

Section 01, TR at 11:00, Sarah Hochstetler

Section 02, TR at 2:00, Eileen Bularzik



ENG 213 Medieval Studies

Literature written in English from the 8th century to the 15th.

Section 01, TR at 12:35, Susan Kim



ENG 222 Studies in Shakespeare

Selected readings with emphasis on the relationship between the author, the text, and the larger culture.

Section 01, TR at 2:00, Tara Lyons



ENG 227 Introduction to Creative Writing

Opportunity for creative writing of various kinds, such as poetry, fiction, and nonfiction.

Section 01, MW at 9:35, Sarah Lyons

Section 02, TR at 11:00, Sanam Shahmiri

Section 03, MW at 3:35, Holms Troelstrup

Section 04, TR at 2:00, Amish Trivedi

Section 05, TR at 12:35, Laurel Perez



ENG 229 Introduction to Literary Genres

Formal and historical study of literary genres - poetry, drama, prose narrative - as structures of knowledge.

Section 01, MW at 3:35, Joe Amato

We'll be reading five books in four genres, watching excerpts from a few films, evaluating a pop song, reading an essay or two, and conducting table readings of a screenplay, all the while trying to understand how genre shapes meaning and reception. Especially pertinent to this course will be a consideration of what it means to be a socially responsible thinker, writer, citizen. Course materials will plumb the divide between the desire for peace and happiness and the demands of justice.

Section 02, MW at 2:00, William McBride

We will chronologically walk, run, fly, shower, meet in the woods, swim and read through American poetry (Whitman, Ginsberg) drama (Miller, Albee, Baraka), fiction (Melville, Bloch, Styron), non-fiction (Turner/Gray, Asbury, Krakauer) and film (Huston, Hitchcock, Nichols, Harvey, Scorsese, Schlondorff, Penn, Parker) as we experience murder, fantasy, slavery, fishing, adultery, the docks, suicide, grass, whipped cheese, race relations, monotheism, coming of age, schizophrenia, maniacal obsession, class warfare, capitalism and handguns in this genre course where both formal and thematic readings will be practiced. All texts are American and most available online. Weekly 350 word posts. Final essay.

Genres:

Poetry

Whitman. Leaves of Grass. (1855)
Ginsberg. Howl (1955)

Drama
Miller. Death of a Salesman (1949) (film)
Albee. Who's Afraid of Virginia Woolf? (1962) (film)
Baraka. Dutchman (1964) (film)

Film
Huston Moby Dick (1956)
Hitchcock. Psycho (1960)
Nichols. Who's Afraid of Virginia Woolf? (1966)
Harvey. Dutchman (1967)
Scorsese. Taxi Driver (1976)
Schlondorff. Death of a Salesman (1985)
Scorsese. The Gangs of New York (2002)
Penn. Into The Wild (2007)
Parker. The Birth of a Nation (2016)

Fiction
Melville. Moby Dick; or, The Whale (1851)
Bloch. Psycho (1959) (film)
Styron. The Confessions of Nat Turner (1967)

Non-Fiction
Turner/Gray. The Confessions of Nat Turner (1831)
Asbury. The Gangs of New York: An Informal History of the Underworld (1927)
Krakauer. Into The Wild (1995) (film)

Chronology:
Turner/Gray. The Confessions of Nat Turner (1831) Parker film (2016) film
Styron. The Confessions of Nat Turner (1967)
Melville. Moby Dick; or, The Whale (1851) Huston film (1956)
Whitman. Leaves of Grass (1855)
Asbury. The Gangs of New York: An Informal History of the Underworld (1927)
Scorsese film (2002)
Miller. Death of a Salesman (1949) Schlondorff film (1985)
Ginsberg. Howl (1955)
Hitchcock. Psycho (1960) Bloch fiction (1959)
Albee. Who's Afraid of Virginia Woolf? (1962) Nichols film (1966) Penguin
Baraka. Dutchman (1964) Harvey film (1967)
Scorsese. Taxi Driver (1976)
Krakauer. Into The Wild (1995) Penn film (2007)



ENG 232 American Literature: 1830-1870

Main figures and movements of mid-19th century American literature.

Section 01, MW at 12:35, Jeremy Hurley

This course will investigate a variety of important texts that impacted the social and cultural world of America in the mid-nineteenth century. This period, generally known as the American Renaissance, will cover those authors central to the canon (such as Emerson, Hawthorne, and Poe) as well as some who have been historically less recognized. The types of texts we will cover is diverse not only through our selection of authors but also through the range of genres we will read—gothic tales, sentimental novels, slave narratives, autobiographical novels, political and philosophical essays, among others—to better understand how American writers saw their world amidst the changes of the 19th century. Along with looking at various primary texts, we will also strive to examine the world in which they were created so that we may better understand the relationships between author and place.

During the semester, we will read selections from Ralph Waldo Emerson, Walt Whitman, Edgar Allan Poe, and Emily Dickinson, as well as the following complete works: Henry David Thoreau’s Walden, Nathaniel Hawthorne’s The House of the Seven Gables, a novella by Herman Melville, Harriet Beecher Stowe’s Uncle Tom’s Cabin, Fanny Fern’s Ruth Hall, and Harriet Jacobs’s Incidents in the Life of a Slave Girl.



ENG 241 Growth and Structure of the English Language

An introduction to the history of English designed to help students understand language change and the emergence of contemporary English.

Section 01, TR at 2:00, Susan Kim

Section 02, TR at 11:00, Susan Kim



ENG 243 The Grammatical Structure of English

Linguistic description of present day American English, focusing on morphology and syntax.

Section 01, TR at 12:35, Mahide Demirci

This course, in depth, teaches the major principles, concepts and components of English Grammar.

We will study “Grammatical Categories” (nouns, verbs, adjectives, adverbs, etc.), the internal structure of words (morphology) and the internal structure of sentences (syntax).  We will begin by looking at the idea of "correct" English grammar (prescriptivism) and go on to examine (descriptively) the structure of English language.

Through this class, you will learn important facts of English grammar as well as a linguistic/scientific way of thinking about grammar.   You will learn various basic concepts and terminology regarding to the structure of English grammar and how to use and apply linguistic/grammatical methods to investigate/analyze the principles of language. 

This course will enable you to evaluate the use of language much more consciously both in text and also in everyday life You will realize that the kinds of things you study in English Grammar are all around us all the time, and  there is grammar in everything in everyday life. English Grammar is not about learning what we are allowed to say and what we are not allowed to say.  Instead, it is about a way of looking at the English around us and at language in general.
 
Furthermore, an understanding of the major principles of English Grammar will help you sequence language material for teaching in your own classroom and also follow the language development of your students closely. Finally, you will understand and appreciate the nature of linguistic differences; as a result, you will become aware of the problems of the second language learners and aware of the responsibilities of the language teachers in the multicultural classrooms.

Section 02, TR at 2:00, Mahide Demirci

This course, in depth, teaches the major principles, concepts and components of English Grammar.

We will study “Grammatical Categories” (nouns, verbs, adjectives, adverbs, etc.), the internal structure of words (morphology) and the internal structure of sentences (syntax).  We will begin by looking at the idea of "correct" English grammar (prescriptivism) and go on to examine (descriptively) the structure of English language.

Through this class, you will learn important facts of English grammar as well as a linguistic/scientific way of thinking about grammar.   You will learn various basic concepts and terminology regarding to the structure of English grammar and how to use and apply linguistic/grammatical methods to investigate/analyze the principles of language. 

This course will enable you to evaluate the use of language much more consciously both in text and also in everyday life You will realize that the kinds of things you study in English Grammar are all around us all the time, and  there is grammar in everything in everyday life. English Grammar is not about learning what we are allowed to say and what we are not allowed to say.  Instead, it is about a way of looking at the English around us and at language in general.
 
Furthermore, an understanding of the major principles of English Grammar will help you sequence language material for teaching in your own classroom and also follow the language development of your students closely. Finally, you will understand and appreciate the nature of linguistic differences; as a result, you will become aware of the problems of the second language learners and aware of the responsibilities of the language teachers in the multicultural classrooms.

Section 03, TR at 3:35, Mahide Demirci

This course, in depth, teaches the major principles, concepts and components of English Grammar.

We will study “Grammatical Categories” (nouns, verbs, adjectives, adverbs, etc.), the internal structure of words (morphology) and the internal structure of sentences (syntax).  We will begin by looking at the idea of "correct" English grammar (prescriptivism) and go on to examine (descriptively) the structure of English language.

Through this class, you will learn important facts of English grammar as well as a linguistic/scientific way of thinking about grammar.   You will learn various basic concepts and terminology regarding to the structure of English grammar and how to use and apply linguistic/grammatical methods to investigate/analyze the principles of language. 

This course will enable you to evaluate the use of language much more consciously both in text and also in everyday life You will realize that the kinds of things you study in English Grammar are all around us all the time, and  there is grammar in everything in everyday life. English Grammar is not about learning what we are allowed to say and what we are not allowed to say.  Instead, it is about a way of looking at the English around us and at language in general.
 
Furthermore, an understanding of the major principles of English Grammar will help you sequence language material for teaching in your own classroom and also follow the language development of your students closely. Finally, you will understand and appreciate the nature of linguistic differences; as a result, you will become aware of the problems of the second language learners and aware of the responsibilities of the language teachers in the multicultural classrooms.



ENG 244 Applied Grammar and Usage for Writers

Traditional, structural, and transformational grammars applied to needs of writers. Choosing among alternative grammatical strategies. Usage; semanitics of punctuation. Revising.

Section 01, TR at 12:35, Robin Halsey



ENG 246 Advanced Composition

Extensive writing of essays developed in greater depth and sophistication in subject matter than those written in previous writing courses. Computer-assisted.

Section 01, TR at 9:35, Lisa Dooley

Section 02, TR at 11:00, Shane Combs



ENG 247.01 Intermediate Creative Writing: Poetry

Workshop in the genre, with critical examination of its conventions.

Section 01, MW at 3:35, Duriel Harris



ENG 247.02 Intermediate Creative Writing: Fiction

Workshop in the genre, with critical examination of its conventions.

Section 01, MW at 2:00, Joe Amato

Required reading will consist of a collection of eighty-six flash fiction pieces from around the world. For our purposes, flash fiction will be fiction of generally no more than 1000 words in length. We’ll hold eight discussion sessions accordingly, and eight workshop sessions. Everyone will submit two portfolios and participate in peer review of same, and I’ll sit down with each student twice during the semester to offer my evaluation of the portfolios.


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ENG 247.03 Intermediate Creative Writing: Non-Fiction

Workshop in the genre, with critical examination of its conventions.

Section 01, MW at 3:35, Kass Fleisher



ENG 249 Technical and Professional Writing I

Introduction to technical and professional writing. Includes study of manuals, reports, proposals, audience analysis, formatting, and style.

Section 01, MW at 9:35, Sarah Warren-Riley

Section 02, TR at 9:35, Lisa Phillips

Section 03, TR at 11:00, Lisa Dooley

Section 04, TR at 2:00, Lisa Phillips

Section 05, MW at 12:35, Sarah Warren-Riley

Section 06, MW at 11:00, Oriana Gilson



ENG 250 Literature of the Bible I

Major ideas and literary forms of the Hebrew Bible/Christian Old Testament.

Section 01, MW at 2:00, Jan Neuleib



ENG 254 Introduction to Professional Publishing

Study and practice of editorial, production, printing, and marketing processes involved with producing a book or journal.

Section 01, T at 5:30, Steve Halle



ENG 260 History of Literature by Women

A historical overview of writing by women.

Section 01, MW at 5:00, Kass Fleisher



ENG 271 Literature for Young Children

Analysis of works written for children ages 5 to 9, including multicultural picture books, fairy tales, poetry, and chapter books.

Section 01, TR at 12:35, Karen Coats

Section 02, MW at 3:35, Mary Jeanette Moran

When we stop to consider, even briefly, the influence that children’s texts have had on our own lives, we start to get a sense of how this literature can influence the psychological, moral, intellectual, and emotional development of individuals and communities.  Because of this incredible influence, adults spend a lot of time, in public and in private, debating what kinds of books children should read. In this course, we’ll be furthering our sense of the richness of children’s literature by analyzing, through writing and discussion, samples of a variety of genres written for and read by young children. It is my hope that you will leave this class better able to discern how children’s texts function, whether you use that discernment to enjoy the literature yourself, choose books for any children in your life, or participate in debates about the societal and personal benefits of complex and diverse children’s literature.
                                                                       
We will analyze a variety of works written for children ages 5 to 9, including multicultural picture books, fairy tales, poetry, and chapter books. Texts will include variations on Cinderella, Beauty and the Beast, and Snow White tales, Jon Scieszka and Lane Smith’s The Stinky Cheese Man and Other Fairly Fractured Tales, Mo Willems’s We Are in A Book!, Sharon Creech’s I Hate That Cat!, Lenore Look’s Ruby Lu, Brave and True, and Andrea Beatty’s Rosie Revere, Engineer.  While we analyze these and other texts, you’ll be gaining experience in using your writing and speaking to interpret texts, apply theory, demonstrate relationships between primary and secondary texts, and think about the connections among textual worlds and our world outside the text.  Keep in mind that although this class is required for some who are pursuing careers as teachers, it is not a methods course in how to teach these novels to younger students. It is required because the expectation is that the skills mentioned here, in addition to being valuable in their own right and vital to anyone interested in the study of literature, will also enhance future teachers’ ability to design and teach their courses. Whether you are hoping to be a teacher or parent, or you intend your direct interactions with children to be minimal, the goals of this course include the development of skills that will benefit you in other courses as well as your life beyond college.



ENG 272 Literature for Middle Grades

Analysis of works written for children ages 9 to 13, including multicultural novels and information books, children's media, and culture.

Section 01, MW at 9:35, Mary Jeanette Moran

This course focuses on literature written for and read by children between ages 9 and 13.  While most young people still have a close connection to their families at this period in their development, they are also beginning to make stronger connections outside the family, with both individuals and communities.  As we read texts from a variety of subgenres and time periods, we’ll consider some of these questions: How do these texts define family?  What roles do the protagonists play in their families?  How do children and adults interact within the family?  What are the connections and tensions between the family and the larger society?  To what extent can people choose their families?  To what extent do books about families encourage readers to develop and express their ability for empathy? Depending on students’ interests, we may also discuss issues such as narrative voice, gender, class, race, and ideology. We will read one novel every 1-2 weeks, along with some supplemental readings. Novels will include Louisa May Alcott’s Little Women, Rita Williams-Garcia’s One Crazy Summer, Gene Luen Yang’s Secret Coders, and Terry Pratchett’s The Amazing Maurice and His Educated Rodents. Most of our classes will be devoted to discussion, though we will also use class time for writing and for peer workshopping.  In addition to thoughtful and interactive participation, your responsibilities include three papers, leading discussion with prepared discussion questions once during the semester, reading quizzes, and peer workshops on paper drafts.

Section 02, MW at 11:00, Mary Jeanette Moran

This course focuses on literature written for and read by children between ages 9 and 13.  While most young people still have a close connection to their families at this period in their development, they are also beginning to make stronger connections outside the family, with both individuals and communities.  As we read texts from a variety of subgenres and time periods, we’ll consider some of these questions: How do these texts define family?  What roles do the protagonists play in their families?  How do children and adults interact within the family?  What are the connections and tensions between the family and the larger society?  To what extent can people choose their families?  To what extent do books about families encourage readers to develop and express their ability for empathy? Depending on students’ interests, we may also discuss issues such as narrative voice, gender, class, race, and ideology. We will read one novel every 1-2 weeks, along with some supplemental readings. Novels will include Louisa May Alcott’s Little Women, Rita Williams-Garcia’s One Crazy Summer, Gene Luen Yang’s Secret Coders, and Terry Pratchett’s The Amazing Maurice and His Educated Rodents. Most of our classes will be devoted to discussion, though we will also use class time for writing and for peer workshopping.  In addition to thoughtful and interactive participation, your responsibilities include three papers, leading discussion with prepared discussion questions once during the semester, reading quizzes, and peer workshops on paper drafts.

Section 03, TR at 2:00, Jan Susina

This course will examine works written for children aged nine to thirteen, including multicultural novels, poetry, graphic novels, information books, children’s media and culture.

Required Texts:
Mark Twain. The Adventures of Tom Sawyer. Penguin Classics.
Frances Hodgson Burnett. A Little Princess. Penguin Classics.
Gail Carson Levine. Ella Enchanted. Trophy Newbery.
Karen Cushman. Catherine Called Birdy.  HMB Books
Rick Riordan. The Lightning Thief.  Disney/Hyperion.
Russell Freedman. Lincoln: A Photobiography. Houghton Mifflin.
Karen Hesse. Out of the Dust. Great Sources.
Christopher Paul Curtis. Bud, Not Buddy. Yearling.
Blue Balliet. Chasing Vermeer. Scholastic.
Brian Selznick.  The Invention of Hugo Cabret. Scholastic.
E.B. White. Charlotte’s Web. HarperCollins.
Louisa Fitzhugh. Harriet the Spy.  Yearling
Jeff Kinney. Diary of a Wimpy Kid. Amulet Books.
Neil Gaiman. The Graveyard Book.  Harper Collins.



ENG 283 Rhetorical Theory and Applications

Critical and analytical examination of the nature and historical development of rhetorical theory and its applications to contemporary discourse.

Section 01, TR at 11:00, Amy Robillard

Section 02, TR at 2:00, Amy Robillard



ENG 285 Drama

Critical and analytical examination of the nature and historical development of drama as a genre.

Section 01, MW at 2:00, Paul Ugor

Although Western Drama/Theatre has been profoundly influenced and shaped by dramatic traditions from the non-Western world, very little attention has been given to the excellent dramaturgy and impressive thematic concerns expressed in plays from the postcolonial world. This course thus examines the work of a variety of playwrights from different countries, especially those united by the cultural experience of colonial oppression and domination. Drawn mostly from former colonies of European empires, the plays examined in the course will deal with issues of political-economic and cultural domination of indigenous peoples. It looks at the body of dramatic work by colonized peoples which emerged following the historical struggle against European colonialism and the consequent rise of new political and cultural actors on the world stage from the second half of the twentieth century onwards. These playwrights are concerned with colonialism and anticolonial struggles, self-determination and liberation, historical reclamation and cultural revivalism, social justice and equity, memorialization and remembering, and the restoration of the dignity of oppressed peoples. Adopting different narrative traditions and styles, the plays reveal the intrinsic violence, dehumanization, and paradoxes associated with colonization and imperialism.   

Recommended Texts

Death and the King’s Horseman, Wole Soyinka (Nigeria)
A Tempest, Aime Cesaire (Martinique)
Kullark, Jack Davis (Australia)
Swize Bansi is Dead
, Athol Fugard (South Africa)
The Rez Sisters,
Thomson Highway (Canada)
Translations
, Brian Friel (Ireland)
Postcolonialism: A Short Introduction, Robert J.C. Young.



ENG 286 Prose

Critical and analytical examination of the nature and hostorical development of prose literature - fiction and non-fiction.

Section 01, TR at 3:35, Chris Breu



ENG 287 Independent Study

Section 01, ARR



ENG 296 The Teaching of Literature

Examines current scholarship in the teaching of literature at the secondary level; integrates theories of teaching literature with teaching practice. Includes Clinical Experiences: 10 hours, Type 1-5 and 9.

Section 01, TR at 11:00, Kristen Strom



ENG 297 The Teaching of Writing

Examines current scholarship in the teaching of writing at the secondary level; integrates theories of teaching writing with teaching practice. Includes Clinical Experiences: 15 hours, Type 1-5 and 9.

Section 01, TR at 12:35, Sarah Hochstetler

Section 02, TR at 2:00, Sarah Hochstetler



ENG 299 Independent Honors Study

Section 01, Arrange



ENG 300 Senior Seminar

Capstone course for English majors, synthesizing the main dimensions of English studies. Requires senior project and portfolio.

Section 01, TR at 9:35, Amy Robillard

In this section of ENG 300, we will consider the claim that reading is a process. While we often conceptualize writing as a process because of the relatively discrete stages we believe we go through when we write, many of us conceptualize reading as something we do all at once or not at all. But together we will think through the ways that reading arrives for us—and by this I mean that we will think about where the reading we do comes from, how we share it with others, and how social networks form as a result of this sharing. You will trace some of the reading you have done as English majors, and we will trace the ways the reading for this course leads us to other texts that we surely would not have known about otherwise. How might you take this understanding of reading with you as you leave the structure of the university?

This seminar will be discussion heavy and will be dependent on student participation for its success. Please come ready to engage in careful reading and thoughtful discussion. Students will be responsible for choosing additional readings as the seminar progresses.

Required texts
Eula Biss, On Immunity
Elizabeth H. Boquet, Nowhere Near the Line
Elizabeth V. Spelman, Repair: The Impulse to Restore in a Fragile World

Section 02, TR at 2:00, Susan Kalter

Section 03, MW at 2:00, Kass Fleisher



ENG 308 Literature and the Related Arts

Formal, aesthetic, and cultural relationships among literature, art, music, drama, film, and other related arts.

Section 01, TR at 9:35, Robert McLaughlin

The American Musical Theater—Then—Now—and a lot of Sondheim

This course will survey the history of the American musical theater from its origins, through its musical-comedy heyday, to its maturity in the Rodgers and Hammerstein era.  It will then focus on the musical theater of the last 45 years, with special attention to the work of Stephen Sondheim and his collaborators.  We will read scripts, listen to music, study some history, and engage some aesthetics.

The goal will be to gain an understanding of the ways musical plays work as aesthetic pieces and of how they function more broadly historically and culturally.

Class meetings will be discussion-based.  Each student will be responsible for a research presentation.  There will be three three-to-five-page essays and one research-based essay.

Texts I anticipate using include:

Larry Stempel, Showtime: A History of the Broadway Musical Theater
Library of America, American Musicals: The Complete Books and Lyrics
Stephen Sondheim and George Furth, Company
Stephen Sondheim and James Goldman, Follies
Stephen Sondheim and Hugh Wheeler, Sweeney Todd, the Demon Barber of Fleet Street
Stephen Sondheim and James Lapine, Sunday in the Park with George
Brian Yorkey and Tom Kitt, Next to Normal
Jason Robert Brown, The Last Five Years
William Finn and James Lapine, Falsettos
Adam Guettel and Craig Lucas, The Light in the Piazza



ENG 322 Studies in the English Novel

Study of the movements, figures, historical periods, contexts, and theories of English novels.

Section 01, TR at 12:35, Katherine Ellison

Life Writing and the History of the Novel

Frances Burney is most famous for her novels, like Evelina and Cecilia, which made Jane Austen’s career possible. Yet more meaningful to her were the diaries she kept for 47 years, the piles of letters she had filed away between her, her sister, her friends, her husband, and fellow literary celebrities. In those files were her narratives of, for example, her mastectomy, which she endured awake, without any anesthesia. She lived with this massive archive of personal life writings in Paris in the spring of 1815 when the city was invaded by Napoleon. She had to abandon all of her writings, taking with her only a basket of clean clothes. She was devastated.

The literary term, “autobiography,” coined in 1797, has shifted to the term “life writing,” which allows writings of the past excluded from autobiographical classification – and from all generic categories – to finally be appreciated within new frameworks that recognize their unique contributions to human history. In particular, women’s writings have occupied an ambiguous status. Aphra Behn, Eliza Haywood, Mary Delariviere Manly, Jane Barker, and others were shut out from the high-class world of the “novelist” and demoted as “romance writers” or “writers of amatory fiction” even though their works, often highly self-referential and autobiographical, openly critiqued the conventions of the romance, claimed to be true, and were the bestsellers of their time, out-pacing the men’s writings by a large profit margin. Life writing allows us to consider their well-known works – and works buried in the archives -- from a new perspective. The concept of the autobiographical was complicated by the frequent claim of absolute authenticity and “true history” by fictional works, a move so common that the appeal to truth became the foundational convention of the early novel. Even writers like Burney, who was accepted as a novelist, wrote narratives that remained “inedited” because they didn’t fit anywhere (yet when read, were wildly popular). Her novels were not possible without these writings about her life, and the line between them is a fuzzy one.

This course will explore the relationship between the early novel and life writing and the generic conventions that made life writing so attractive and lucrative – yet so confusing – to eighteenth-century audiences. It could be argued that the eighteenth century was obsessed with writing the life. No longer interested in the general tales of the aristocratic exploits of characters who may or may not have existed, epic battles between allegorical figures who represent the “everyman,” and the construction of national icons from exaggerated models, eighteenth-century readers wanted to learn about specific, everyday people: what were their lives like, what were their struggles, their emotions, their dreams and nightmares. How did they survive the harsh living conditions of the century? They wanted details – what does a pickpocket think about, where does she come from, and where does she go? How does one become a prostitute? A wealthy merchant? What does a mastectomy feel like? Can one endure it?

This course is designed to complement, not substitute for, courses on life writing in our curriculum taught by, for example, Dr. Amy Robillard and Dr. Cynthia Huff. This course goes back a bit further in time, filling a gap in your history yet allowing you to bring what you already know to our classroom, enlightening our study of the seventeenth and eighteenth centuries as you build your knowledge of the fields of life writing and novel studies and, perhaps, write your own as you learn.

Texts are still to be determined but might include:

Excerpts from the Countess of Montgomery’s Urania
Aphra Behn’s Oroonoko
Jane Barker’s Magdalen Manuscript
Mary Manley, The Adventures of Rivella; or, the History Of the Author of the Atalantis
Daniel Defoe, Journal of the Plague Year
Personal essays in The Spectator and The Female Tatler
Excerpts from theautobiography of child prodigy Colley Cibber
Excerpts from Samuel Richardson, Pamela; or, Virtue Rewarded and Eliza Haywood’s Anti-Pamela
Henry Fielding, “On Writing Lives in General”
Samuel Johnson, The Lives of the Most Eminent English Poets
James Boswell, Life of Johnson
Journals and Letters of Frances Burney
Mary Hays’ Memoirs of Emma Courtney  
Excerpts from The Diary of Elizabeth Drinker, a Quaker woman living in Philadelphia during the Revolutionary War
Excerpts from the diaries of Dorothy Wordsworth



ENG 341 Introduction To Descriptive Linguistics

Aims and methods of linguistic science. Nature and functions of language: phonology, morphology, syntax, variation.

Section 02, MW at 11:00, Susan Burt



ENG 342 Sociolinguistics

Social significance of language variation: regional, social, ethnic dialects; attitudes towards variation. Multilingual societies, language choice, language shift, language planning.

Section 01, MW at 9:35, Susan Burt



ENG 345 TESOL: Methods and Materials

Methodologies and techniques for teaching English as a Second Language; evaluation of materials for various levels and instructional goals. Includes Clincical Experiences.

Section 01, MW at 11:00, Lisya Seloni



ENG 346 Assessment and Testing in ESL

Assessing oral and written proficiency in English as a Second Language.

Section 01, MW at 9:35, Hyun-Sook Kang



ENG 349 Technical Writing II

Instruction and practice in editing, proposals, and analytical writing; attention given to style manuals, research writing, and (as needed) publication. Computer assisted.

Section 01, TR at 11:00, Erika Sparby

Section 02, W at 5:30, Erika Sparby



ENG 353 Technical Editing

Theory and practice of editing and management of documentation in industry and other organizational settings. Computer assisted.

Section 01, TR at 12:35, Angela Haas



ENG 365 Movements and Periods in African-American Literature and Culture

Advanced critical study of major movements and periods in African-American literature.

Section 01, TR at 2:00, Ricardo Cruz



ENG 375 Young Adult Literature

Advanced critical examination of literature for young adults with emphasis on trends and research.

Section 01, TR at 9:35, Jan Susina

This course will emphasize reading of young adult literature with attention to the analysis of literary representation of the stages of adolescence and adolescent concerns.  The course traces the development of the genre of adolescent literature and will investigate thematic and stylistic changes found in such texts.  In addition to reading a variety of literary genres—fiction, poetry, drama, graphic novel--written specifically for adolescents, books read by adolescents, and books that are assigned to adolescents in the classroom. 

Required Texts:
J.D. Salinger. The Catcher in The Rye. Little Brown.
F. Scott Fitzgerald. The Great Gatsby. Notes & Preface by Russ McDonald. Penguin.
Harper Lee. To Kill A Mockingbird. Grand Central Publishing.
John Lewis. March: Book One. Top Shelf.
Ray Bradbury.  Farenheit 451. Simon & Schuster.
Rainbow Rowell. Fangirl: A Novel. Macmillan.
S.E. Hinton. The Outsiders. Speak.
Sonya Sones. What My Mother Doesn’t Know.  Simon Pulse.
William Shakespeare. A Midsummer’s Night Dream, ed. Russ McDonald. Penguin.
Lin-Manuel Miranda.  Hamilton: An American Musical/Original Broadway Cast Recording.
Altantic CD.
Tavi Gevinson. ed.  Rookie Yearbook One. Razorbill.
Chip Kidd. Go: A Kidd’s Guide to Graphic Design. Workman Publishing.
John Green. Looking for Alaska. Speak.

Section 02, TR at 11:00, Jan Susina

This course will emphasize reading of young adult literature with attention to the analysis of literary representation of the stages of adolescence and adolescent concerns.  The course traces the development of the genre of adolescent literature and will investigate thematic and stylistic changes found in such texts.  In addition to reading a variety of literary genres—fiction, poetry, drama, graphic novel--written specifically for adolescents, books read by adolescents, and books that are assigned to adolescents in the classroom. 

Required Texts:
J.D. Salinger. The Catcher in The Rye. Little Brown.
F. Scott Fitzgerald. The Great Gatsby. Notes & Preface by Russ McDonald. Penguin.
Harper Lee. To Kill A Mockingbird. Grand Central Publishing.
John Lewis. March: Book One. Top Shelf.
Ray Bradbury.  Farenheit 451. Simon & Schuster.
Rainbow Rowell. Fangirl: A Novel. Macmillan.
S.E. Hinton. The Outsiders. Speak.
Sonya Sones. What My Mother Doesn’t Know.  Simon Pulse.
William Shakespeare. A Midsummer’s Night Dream, ed. Russ McDonald. Penguin.
Lin-Manuel Miranda.  Hamilton: An American Musical/Original Broadway Cast Recording.
Altantic CD.
Tavi Gevinson. ed.  Rookie Yearbook One. Razorbill.
Chip Kidd. Go: A Kidd’s Guide to Graphic Design. Workman Publishing.
John Green. Looking for Alaska. Speak.



ENG 392 Contemporary Rhetorical Theories

Study of the principles of rhetoric to serve as basis for understanding contemporary rhetorical theories.

Section 01, TR at 3:35, Julie Jung

Theoretical and Methodological Approaches to Rhetorical Analysis

Course Description
As a research method, rhetorical analysis enables scholars to gather textual data in order to render interpretations about what a given “text” (broadly defined) does in the world. Yet the data we collect and the patterns we identify among them don’t come for nowhere. Instead, they emerge in relation to our theoretical and methodological frameworks. Too often, however, rhetorical analysis is understood and applied as a neutral method capable of producing universal insights about how human communication works. This course intends to undo that understanding. Specifically, we will study how theoretical and methodological approaches [1] focus our attention such that we select some artifacts (but not others) as being worthy of analysis; [2] delimit the data and patterns capable of being perceived; and [3] influence how we interpret what those data and patterns mean. To do this work, we will read scholarship in contemporary cultural rhetorics that introduces us to key theories and concepts and models ways of deploying rhetorical analysis in the service of specific political commitments.

Course Format & Assignments
This course is an advanced seminar. As such, participants will be expected to read, write about, and discuss the assigned readings with complexity. Early readings will orient participants to rhetoric as a field of inquiry; to cultural rhetorics as a specific area within that field; and to ways of understanding the relationship between theory, methodology, and method. Thereafter we will read clusters of articles that revolve around one specific area within cultural rhetorics (e.g., African-American rhetorics; Chicana rhetorics; disability rhetorics; feminist rhetorics; material rhetorics; rhetorics of science; rhetorics of social protest).

In addition to completing the assigned reading and participating in class discussions, students will complete several short rhetorical analyses. One of these will be extended to include outside scholarly research and submitted at the end of the term (undergraduates: 10-12 pps; graduate students: 15-18 pps). Graduate students will also facilitate discussion of one reading and prepare an annotated bibliography that focuses on one area within contemporary cultural rhetorics.

Course readings
Readings will be selected from articles published by cultural rhetorics scholars such as Amanda Booher, J. David Cisneros, Ellen Cushman, Rebecca Dingo, Jay Dolmage, Jessica Enoch, Lisa Flores, Jeff Grabill, Rachel Alicia Griffin, Angela M. Haas, Wendy Hesford, Elise Versoza Hurley, Kendall Leon, Gwendolyn Pough; Elaine Richardson, Gabriela Raquel Ríos, Jacqueline Jones Royster; Eileen Schell, J. Blake Scott, Hilary Selznick, Amy Vidali, Bo Wang, Hui Wu, Melanie Yergeau, and Candace Zepeda.



ENG 394 TESOL Practicum

Observation, case studies, tutoring, instructional assistance, and some teaching experience in English as a Second Language.

Section 01, W at 1:00, Hybrid, Hyun-Sook Kang



ENG 398 Professional Practice: Internship in English

Supervised field experience in English with local, state, national, and international businesses, agencies, institutions (including colleges and universities), and organizations.

Section 01, Arrange, Elise Hurley



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Spring 2018

ENG 100 Introduction to English Studies

Reading and writing in English, an introduction to the various sub-disciplines of English.

Section 01, TR at 3:35, Chris Breu

Section 02, TR at 2:00, Ricardo Cruz



ENG 101 and 101.10 Composition as Critical Inquiry

Rhetorical approach to writing, taught through extrensive collaborative drafting, revising, and editing. Emphasis on critical reading and analysis.

101, Sections 1-60, various times and instructors

101.10, Sections 1-3, various times and instructors



ENG 102 Introduction to English Studies Seminar

A structured proseminar designed to introduce students to the complex intellectual and professional aspects of the degree in English Studies.

Section 01, MW at 1:00, Mark Vegter

Section 02, MW at 1:00, Alan Lin



ENG 110 English Literature and Its Contexts

A historical study of the main movements in English literature. Readings of entire works representative of the movements.

Section 01, MW at 2:00, TBA

Section 02, TR at 2:00, Brian Rejack



IDS 121 Texts and Contexts

Interdisciplinary writing-intensive course focusing on significant humanities texts in relationship to their historical and cultural contexts.

121.19 Section 01, MW at 9:35, TBA

121.19 Section 02, TR at 9:35, TBA

121.19 Section 03, MW at 11:00, TBA

121.19 Section 04, MW at 12:35, TBA

121.19 Section 05, MW at 2:00, TBA

121.19 Section 06, TR at 11:00, TBA

121.19 Section 07, TR at 12:35, TBA

121.19 Section 08, MW at 3:35, TBA

121.19 Section 09, TR at 3:35, TBA


121.29 Section 01, TR at 2:00, Susan Kalter

We know and understand the history and literature of the western hemisphere less than any other area of the globe. Certainly we know more about Europe and Asia than about our own continent, and we are taught more about them! This class is intended to throw a shovel’s full of dirt into that chasm of knowledge and self-knowledge. We will be familiarizing ourselves with a small selection of key issues affecting Native North America from the ninth century through the twenty-first, mainly through historical novels, poetry, histories, creative nonfiction, letters, lectures, autobiographies, and short stories written by Native writers. After introducing ourselves to the civilizations of Cahokia, the Caddo confederacies, the Haudenosaunee, and the Mississippian Art & Ceremonial Complex, we’ll follow the struggle of Dragging Canoe to maintain independence for the Cherokees in the face of U.S. independence and expansionism in the eighteenth century. We will look at resistance to the sabotage and removal policies of the states and the new U.S. nation and the development and waning of Creole communities in the Mississippi and Great Lakes region. Reservations, boarding school experiences, the policy of allotment, and the campaign against Native religions will form our next set of topics. We’ll then examine early twentieth century assaults on tribal families and their property, consider the New Deal’s impact on tribes, and discuss the political and environmental activism of the 1960s. Finally, we’ll read narratives about Native youth growing up today and into the future.


ENG 124 Film Style and Literature

An introduction to the analysis of films and their literary components through an application of specialized terms and concepts.

Section 01, online, William McBride

Fun but rigorous, blended (online Monday/in person Wednesday) film course that will show you how to see movies in a different way. Think of this course as an intensive English Department literature course in which you write essays in a "foreign" language--the language of film. The theory of Film Style & Literature argues that style can be detected, described, analyzed, and turned into meaning via metaphor. Your goal is to acquire adequate film vocabulary and skill from the textbook to convert your observations of camera placement and movement, lighting, spatial relationships, soundtrack, etc. into an analysis of the meaning of a "stylized moment" and, from that, of the film as a whole. Do not be misled by the fact that this is a 100 level General Education course--it is nonetheless challenging. Blended courses are not for everyone; all work and communication is via the written word, upon which all student success is based. 11 Weekly Chapter & Film Responses (250 word minimum) due Fridays 5pm. Students may not choose those assignments (regardless of the point value) they wish to complete.
2 Essays, Psycho post-stabbing sequence (900 word minimum); Into the Wild final (1350 word minimum)
Textbook: Stylized Moments. Turning Film Style Into Meaning 2013. Smashwords. ISBN 9781301579372


ENG 125 Literary Narrative

Critical reading and analysis of a variety of literary narratives that reflect on human experience.

Section 01, MW at 9:35, TBA

Section 02, TR at 12:35, Kirstin Zona

Section 03, MW at 11:00, TBA

Section 04, MW at 12:35, TBA

Section 05, TR at 3:35, TBA

Section 06, MW at 2:00, Joe Amato

Section 07, TR at 3:35, Kirstin Zona

Section 08, MW at 3:35, TBA

Section 09, TR at 9:35, TBA



ENG 128 Gender in the Humanities

Examination of gender roles, norms, and stereotypes from a broad range of perspectives within humanities across centuries and cultures.

Section 01, TR at 9:35, TBA

Section 02, MW at 11:00, TBA

Section 03, MW at 12:35, TBA

Section 04, TR at 11:00, TBA

Section 05, MW at 3:35, TBA

Section 06, MW at 2:00, TBA

Section 07, TR at 11:00, TBA



ENG 130 Survey of American Literature

A historical study of the main movements in American literature. Readings of entire works representative of the movements.

Section 01, MW at 9:35, Jeremy Hurley



ENG 143 Unity and Diversity in Language

Study of the structure of language (phonetics, phonology, morphology, syntax, semantics) as it reflects cognition, social relations, cultural conventions, and seech communities.

Section 01, MW at 9:35, TBA

Section 02, TR at 11:00, TBA

Section 03, W at 5:30, TBA



ENG 145 and 145.13 Writing in the Academic Disciplines

Introduction to research-based writing for multiple academic audiences.

145 Sections 1-16, various times and instructors

145.13 Sections 1-13, various times and instructors



ENG 160 Introduction to Studies in Women's Writing

Readings in a variety of genres and historical periods.

Section 01, TR at 12:35, TBA



ENG 170 Foundations in Literature for Children

Introduction to genres of children's literature, including mythologies, fairy tales, picture books, poetry, and historical, multicultural, and current prose.

Section 01, TR at 8:00, TBA

Section 02, MWF at 9:00, TBA

Section 03, MWF at 10:00, TBA

Section 04, MWF at 11:00, TBA

Section 05, TR at 12:35, TBA

Section 06, MW at 12:35, TBA

Section 07, TR at 2:00, TBA



ENG 194 Introduction to English Education

This course is deisgned to introduce students to foundational concepts and issues associated with the teaching of high school English in diverse settings.

Section 01, TR at 11:00, Eileen Bularzik

Section 02, TR at 9:35, Eileen Bularzik



IDS 203 Nations and Narrations

Construction of national identities from cultural, philosophical, religious, and political empires using narrative discourse as a lens.

203.05 Africa, Section 02, MW at 11:00, Paul Ugor



ENG 206 Cultural Expressions in Social Contexts: Women of Asia, Latin America and Africa

Interdisciplinary study of varieties of women's cultural expressions within distinct social contexts including comparative emphasis on different regions of concern.

Section 01, hybrid, TR at 12:35, TBA

“Women of Africa”: This course studies women’s experiences and cultural expressions, and the social, political and religious contexts which shape them. We will explore a variety of regions and cultures in Africa which will allow us to recognize both the shared concerns and experiences of women across the continent as well as the differences between them attributable to social class, nationality, ethnicity, “race,” age, and sexual orientation.  In order to gain as comprehensive a view as possible, we will draw on numerous kinds of materials, including literature, social science texts, autobiography, testimony and film.  Attempting to understand the interplay between the cultural, ideological, religious and economic factors affecting women's lives, we will organize our study around six central topics:
Gender Roles:  What are the social expectations for women’s behavior and what are the mechanisms that enforce or encourage this behavior? How do media images, tradition, or law maintain these roles? What are women’s roles in the family structure? What roles do they play in the economy and workforce? What are the effects of these roles on women’s health, work opportunities, or self-esteem? What kinds of power do women possess?
Religion and Ethnicity:  What role do religion and/or ethnicity play in a woman’s sense of self?  In what ways do they regulate her choices and behaviors?  How do they either empower her or disempower her? How do they affect her gender identity?
Women’s Work:  What kinds of work do women do? How is labor divided by gender?  What allows or restricts women’s access to employment outside the home? What are the duties included in, and the societal value of, domestic work? What is the impact, both personal and social, of her child-rearing, food preparation, domestic economics and home industries?  How or why do women assume sexual work (prostitution)? What are the consequences of women’s engagement in excessive or dangerous work?
Women’s Sexuality:  Who regulates women’s sexual desire?  How do women perceive their sexuality and reproductive rights?  What do they think about sexual pleasure, reproductive rights, birth control, lesbian relationships, sex work (prostitution), female circumcision or sexually-transmitted diseases such as AIDS? How do men, kin groups or institutions perceive these issues? What are the consequences of these perceptions to women’s health and emotional well-being or to their access to education, work or political power?
Women’s Political Engagement: How are dominant political institutions gendered? To what degree are women allowed to participate in government and define national agendas?  How are women politically engaged? How do they empower themselves politically in both official and unofficial ways? How or why do women’s politics differ from men’s? What are the goals and tactics of women’s movements? 
Education:  What forces allow or restrict women’s access to education?  What might produce their resistance to formal education? How do gender differences affect the content of education and delivery of education?  In what ways do women educate themselves outside of formal educational systems?  What are the benefits and drawbacks of these differing kinds of education?
This course counts toward both non-Western credit and the Women’s Studies minor. Approximately 50% of this course is taught online.



ENG 217 Studies in Romanticism

Studies of texts from the Romantic period.

Section 01, TR at 3:35, Brian Rejack



ENG 219 Studies in Contemporary English Literature

Studies in texts written in English from the Contemporary period.

Section 01, MW at 2:00, Cynthia Huff

In this course we will consider works by a diverse group of twentieth and twenty-first century British writers and place them within their historical, political, and social contexts. Not only will we examine writers who have been traditionally regarded as major figures, such as Conrad, Yeats, Eliot, Woolf, Joyce, and Orwell, but we will also read more recent writers, such as Beckett, Churchill, Naipaul, Smith, and Rushdie to enhance our understanding of the complexities of contemporary British literature and the many voices which have contributed to, and contested, what Englishness entails. We will consider the various literary genres contemporary writers have used, as well as their choices for these, and pay especial attention to a writer’s choice of language, both because the Modernists revolted against the language practices of their predecessors, the Victorians, and because more recent British writers have questioned the colonizing effect of writing in English. The course will be structured chronologically but also emphasize broad cultural and political questions, such as Nationalism, Empire, Modernity, Identities, Gender, Race, Class, Colonialism, and Post- Colonialism, in an effort to familiarize students with crucial issues inflecting modern British society so that they understand how these affect the production of literature and culture and how literature and culture influence


ENG 227 Introduction to Creative Writing

Opportunity for creative writing of various kinds, such as poetry, fiction, and nonfiction.

Section 01, MW at 11:00, TBA

Section 02, TR at 9:35, TBA

Section 03, MW at 12:35, TBA

Section 04, TR at 2:00, TBA

Section 05, MW at 3:35, Kass Fleisher



ENG 234 American Literature: 1920-1945

Trends in American Literature between the World Wars.

Section 01, MW at 9:35, Sally Parry



ENG 236 American Literature: 1945-present

Present-day trends in American literature.

Section 01, TR at 9:35, Robert McLaughlin

This course will focus on postmodernism as an aesthetic and as a cultural practice. It will also explore the movement from postmodernism to whatever comes next. Among the outstanding authors I anticipate our reading are Jorge Luis Borges, Carol De Chellis Hill, Thomas Pynchon, Ishmael Reed, Don DeLillo, Mary Caponegro, Michael Chabon, and David Foster Wallace. There will also be some theory readings. Class meetings will be rigorously discussion-based. During the semester each student will do a research presentation. There will be a 8-10-page, research-based essay, a short essay, a midterm, and a final exam.


ENG 239 Multimodal Composition

Workshop emphasizing rhetorical analysis and composition of digital texts in a variety of modes including graphics, typography, audio, video, animation.

Section 01, TR at 3:35, Elise Hurley



ENG 241 Growth and Structure of the English Language

An introduction to the history of English designed to help students understand language change and the emergence of contemporary English.

Section 01, TR at 3:35, Susan Kim & K. Aaron Smith



ENG 243 The Grammatical Structure of English

Linguistic description of present day American English, focusing on morphology and syntax.

Section 01, MWF at 10:00, Susan Burt

Section 02, TR at 3:35, Mahide Demirci

Section 03, TR at 2:00, Mahide Demirci

Section 04, MWF at 11:00, Susan Burt



ENG 244 Applied Grammar and Usage for Writers

Traditional, structural, and transformational grammars applied to needs of writers. Choosing among alternative grammatical strategies. Usage; semantics of punctuation. Revising.

Section 01, MW at 3:35, TBA

Section 02, TR at 3:35, Linda Lienhart



ENG 246 Advanced Composition

Extensice writing of essays developed in greater depth and sophistication in subject matter than those written in previous writing courses.

Section 01, TR at 2:00, Julie Jung

Section 02, TR at 11:00, Bob Broad

This section of “Advanced Composition” (ENG 246) challenges students to push the boundaries of their abilities and experiences as readers and writers in the genre of creative non-fiction.  Relevant sub-genres include: memoir, essay of place, portrait/profile, and personal essay. (Please note: Because of some overlap in course content, this course is not recommended for students who have taken or are taking  ENG 247.03, “Intermediate Creative Writing: Non-Fiction.”)
Participants in this class will pursue specific course activities and assignments designed to help students achieve these learning goals:

  • Explore the genre of creative nonfiction to understand its sub-genres, character, limitations, possibilities, purposes, and venues for publication
  • Read creative nonfiction and other texts with care and deep intellectual and emotional engagement and respond to those readings in writing and in discussions
  • Experiment with and develop multiple strategies for moving through their writing processes
  • Write several pieces of creative nonfiction, at least one of which is suitable for publication in a specific public or professional forum and at least one of which integrates empirical and/or textual research to enhance the writing
  • Collaborate with their professor and their fellow students as (co-)authors of texts and/or as appreciative and critical reviewers of each other’s texts
  • Revise texts’ content radically and globally as well as locally and on the surface, employing revision as the most powerful strategy for achieving discovery, insight, surprise, and breakthrough (and therefore quality) in one’s own writing and for one’s readers
  • Analyze rhetorical situations and determine what writing strategies and techniques lead to success in various reading and writing contexts


ENG 247 Intermediate Creative Writing

Workshop in genre, with critical examination of its conventions.

247.01 Poetry, MW at 2:00, TBA

247.02 Fiction, TR at 11:00, Ricardo Cruz

247.03 Non-fiction, MW at 2:00, Kass Fleisher



ENG 249 Technical and Professional Writing I

Introduction to technical and professional writing. Includes study of manuals, reports, proposals, audience analysis, formatting, and style.

Section 01, MW at 2:00, TBA

Section 02, TR at 11:00, TBA

Section 03, TR at 12:35, TBA

Section 04, TR at 2:00, TBA

Section 05, TR at 9:35, TBA

Section 06, MW at 12:35, TBA



ENG 251 Literature of the Bible II

Major idead and literary forms of the Christian Bible (New Testament) and Apocrypha.

Section 01, MW at 9:35, Jan Neuleib

REQUIRED TEXTBOOKS:

At least one translation of the New Testament/Greek Scriptures
Access to other translations on line or in libraries
Readings I give or send to you

DESCRIPTION OF COURSE:

The literature of the Bible divides into many different genres across many centuries. In the New Testament course, we will bring our own personalities to the reading of the gospel stories and the letters of Paul and Peter. We will refer back to the range of types of literature in the Old Testament or Hebrew Scriptures since Jesus often quotes these texts, as does Paul. We will look at the ways that the stories of Jesus as Messiah have influenced storytelling and poetry throughout the history of literature. We will look also at the representations in current literature that owe much to these earlier works, often without specific references in the revised versions of the stories and lyrics. Be prepared to enjoy bringing yourself to these stories and letters. In case you have not read the Gospels and letters, be prepared to see some fascinating contradictions and contrasts.

FORMAT OF COURSE:

Class interactions include collaborative activities designed to integrate your understanding of the works with your existing knowledge.  In-class writings in response to readings will direct our discussions.  You will present your final paper (or other type of project) to the class. 



ENG 253 Introduction to Histories and Theories od Publishing

Study of historical and theoretical contexts in publishing, including book history, textual studies, and manuscript, print, and digital cultures.

Section 01, TR at 11:00, Robert McLaughlin

This course will examine the field of literary publishing in the United States as a mechanism of mediation between authors and readers.  The focus will be on the history of publishing with special emphasis on how changing technology has reframed a set of ongoing issues (risk of publication, copyright, censorship, marketing, distribution, and so on).  We will also examine some case studies in the relationship among author, text, and editor.

Class meetings will be discussion-based.  Each student will participate in a collaborative research presentation.  There will be four three-page essays and one research-based essay.

Texts I anticipate using include:

Eugene Exman, The House of Harper
Bennett Cerf, At Random
Jason Epstein, Book Business
Siva Vaidhyanathan, Copyrights and Copywrongs
Ted Striphas, The Late Age of Print
John B. Thompson, Merchants of Culture



ENG 254 Introduction to Professional Publishing

Study and practice of editorial, production, printing, and marketing processes involved with producing a book or journal.

Section 01, TR at 12:35, Holms Troelstrup



ENG 255 Modern Global Literature: 1800-present

Comparative study of significant texts of modern global literature.

Section 01, MW at 2:00, Paul Ugor



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ENG 265 Foundations of African-American Literature and Culture

Concepts, themes, generic conventions, and major historical events and figures central to African-American literature and culture.

Section 01, TR at 2:00, Chris De Santis

This course is designed as an intensive introduction to the African American literary and cultural traditions. By studying some of the major texts, writers, and themes that have shaped African American literature from its beginnings in the folklore and sorrow songs of slaves to the present, we will gain an understanding of key concepts, such as the quest for literacy and freedom, call and response, masking, signifying, passing, miscegenation, and double consciousness; themes, such as bondage and freedom, family, and identity; conventions of various genres, such as the use of authenticating devices in slave narratives, the use of black speech as literary diction, and the impact of folk material on all genres; and major historical events, such as the Middle Passage, slavery, Emancipation, Reconstruction, and the Civil Rights Movement, and figures, such as Frederick Douglass, Harriet Jacobs, W. E. B. Du Bois, Zora Neale Hurston, Langston Hughes, and Ralph Ellison. 

Students in this class will also receive a thorough grounding in significant moments in African American history, and we will focus our readings on the social, political, and economic contexts in which African American writers created a body of work that is essential to an informed understanding of American culture in general. This course will provide you with the opportunity to experience some of the most stunningly original, thought-provoking, troubling, and beautiful literature ever created in the United States. We will also explore the importance of the oral tradition to African American literature, examining the ways in which musical forms such as Gospel, Spirituals, the Blues, and Rap have influenced the written texts that reflect various aspects of the African American experience in the United States.

Anticipated Booklist:
The Norton Anthology of African American Literature, Third Edition, Vols. 1 & 2
Paul Laurence Dunbar, The Sport of the Gods
Ralph Ellison, Invisible Man
Zora Neale Hurston, Their Eyes Were Watching God



ENG 271 Literature for Young Children

Analysis of works written for children ages 5 to 9, including multicultural picture books, fairy tales, poetry, and chapter books.

Section 01, TR at 9:35, Jan Susina

This will be a course in children’s literature focusing on texts that are read to or read by children from ages five-to-nine, or grades one through three.  Students will read and consider various interpretations of folk tales, fables, nursery rhymes, poems, music, picture books, informational books, chapter books, series books, graphic novels and films created for, or presented to young children.  The course will examine how children understand and use such texts and will explore the ways that children’s books express attitudes and assumptions about childhood and children.
Required Texts:
M.C. Waldrep, editor.  Favorite Fairy Tales. Dover.
Hans Christian Andersen. The Little Mermaid & Other Fairy Tales. Dover.
Jon Scieszka & Lane Smith.  The Stinky Cheese Man & Other Fairly Stupid Tales.  Puffin.
Aesop.  The Fables of Aesop.  Joseph Jacobs, editor.  Dover.
Arnold Lobel.  Frog and Toad Are Friends.  Harper Collins.
Philip Smith, editor. Favorite Poems of Childhood. Dover.
Beatrix Potter.  The Complete Adventures of Peter Rabbit.  Warne.
Margaret Wise Brown.  Goodnight Moon.  Harper Collins.
Crockett Johnson.  Harold and the Purple Crayon.  Harper Collins.
Dr. Seuss.  The Cat in the Hat.  Random House.
Maurice Sendak.  Where the Wild Things Are.  Harper Collins.
Barbara Kerley. The Dinosaurs of Waterhouse Hawkins. Harper Collins.
Ezra Jack Keats.  The Snowy Day. Puffin.
A.A. Milne.  Winnie-the-Pooh.  Puffin.
Beverly Cleary.  Ramona the Brave. Avon Camelot.
Jennifer L. Holm & Matthew Holm.  Babymouse: Our Hero. Random House.
Molly Bang. Picture This: How Pictures Work. Chronicle Books.

Section 02, TR at 11:00, Jan Susina

This will be a course in children’s literature focusing on texts that are read to or read by children from ages five-to-nine, or grades one through three.  Students will read and consider various interpretations of folk tales, fables, nursery rhymes, poems, music, picture books, informational books, chapter books, series books, graphic novels and films created for, or presented to young children.  The course will examine how children understand and use such texts and will explore the ways that children’s books express attitudes and assumptions about childhood and children.
Required Texts:
M.C. Waldrep, editor.  Favorite Fairy Tales. Dover.
Hans Christian Andersen. The Little Mermaid & Other Fairy Tales. Dover.
Jon Scieszka & Lane Smith.  The Stinky Cheese Man & Other Fairly Stupid Tales.  Puffin.
Aesop.  The Fables of Aesop.  Joseph Jacobs, editor.  Dover.
Arnold Lobel.  Frog and Toad Are Friends.  Harper Collins.
Philip Smith, editor. Favorite Poems of Childhood. Dover.
Beatrix Potter.  The Complete Adventures of Peter Rabbit.  Warne.
Margaret Wise Brown.  Goodnight Moon.  Harper Collins.
Crockett Johnson.  Harold and the Purple Crayon.  Harper Collins.
Dr. Seuss.  The Cat in the Hat.  Random House.
Maurice Sendak.  Where the Wild Things Are.  Harper Collins.
Barbara Kerley. The Dinosaurs of Waterhouse Hawkins. Harper Collins.
Ezra Jack Keats.  The Snowy Day. Puffin.
A.A. Milne.  Winnie-the-Pooh.  Puffin.
Beverly Cleary.  Ramona the Brave. Avon Camelot.
Jennifer L. Holm & Matthew Holm.  Babymouse: Our Hero. Random House.
Molly Bang. Picture This: How Pictures Work. Chronicle Books.



ENG 272 Literature for Middle Grades

Analysis of works written for children ages 9 to 13, including multicultural novels and information books, children's media, and culture.

Section 01, MW at 2:00, Karen Coats

Middle school and junior high is a period in most kids’ lives where they undergo a series of realignments: friendships, interests, activities, levels of care and attention, and even bodies cycle through changes that are often traumatic in ways that are unacknowledged or considered unimportant, glossed over as “growing pains” with no serious or lasting impact. In this class, we will focus on the emotional weight of these changes by looking at literature that frankly explores middle school drama and trauma, and see what the literature suggests is necessary for resilience. We will treat film, novels, poetry, and nonfiction equally as literature, exploring formal qualities as well as ideological content.
Books to buy:
Bloom, Naama, HelloFlo: The Guide, Period
Bloor, Edward, Tangerine
Curtis, Christopher Paul, The Watsons Go to Birmingham
Grimes, Nikki, Planet Middle School
Mafi, Tehereh, Whichwood
Ness, Patrick, A Monster Calls
Reynolds, Jason, Ghost

Section 02, MW at 3:35, Karen Coats

Middle school and junior high is a period in most kids’ lives where they undergo a series of realignments: friendships, interests, activities, levels of care and attention, and even bodies cycle through changes that are often traumatic in ways that are unacknowledged or considered unimportant, glossed over as “growing pains” with no serious or lasting impact. In this class, we will focus on the emotional weight of these changes by looking at literature that frankly explores middle school drama and trauma, and see what the literature suggests is necessary for resilience. We will treat film, novels, poetry, and nonfiction equally as literature, exploring formal qualities as well as ideological content.
Books to buy:
Bloom, Naama, HelloFlo: The Guide, Period
Bloor, Edward, Tangerine
Curtis, Christopher Paul, The Watsons Go to Birmingham
Grimes, Nikki, Planet Middle School
Mafi, Tehereh, Whichwood
Ness, Patrick, A Monster Calls
Reynolds, Jason, Ghost



ENG 283 Rhetorical Theory and Applications

Critical and analytical examination of the nature and historical development of rehetorical theory and its applications to contemporary discourse.

Section 01, TR at 11:00, Julie Jung



ENG 287 Independent Study

Arrange with instructor.



ENG 291 Undergraduate Teaching Experience

Arrange with instructor.



ENG 296 The Teaching of Literature

Examines current scholarship in the teaching of literature at the secondary level; integrates theories of teaching literature with teaching practice. Includes Clinical Experiences: 10 hours, Type 1-5 and 9.

Section 01, MW at 12:35, TBA

Section 02, MW at 11:00, TBA



ENG 297 The Teaching of Writing

Examines current scholarship in the teaching of writing at the secondary level; integrates theories of teaching writing with teaching practice. Includes Clinical Experiences: 15 hours, Type 1-5 and 9.

Section 01, MW at 2:00, Sarah Hochstetler



ENG 299 Independent Honors Study

Arrange with instructor.



ENG 300 Senior Seminar

Capstone course for English majors, synthesizing the main dimensions of English studies. Requires senior project and portfolio.

Section 01, MW at 11:00, Sarah Hochstetler

In this section of ENG 300, we’ll explore the climate of public education in our nation with a specific focus on neoliberal reform. We’ll ask the broad questions of who makes the decisions, and what qualifies them to do so? And we’ll ask more specifically how the ongoing commodification of education impacts how we think about teaching and learning and what the future of schooling looks like for the United States. We’ll read op-eds, blog posts, book chapters, and scholarly articles; we’ll inquire into the effects of the neoliberal reform movement on various levels of stakeholders; we'll synthesize those voices with our own, and we’ll do this with two goals: 1) to think critically about past and current education reform and apply that knowledge to our understanding of schooling, and 2) to consider our roles as participants in the system we’re critiquing and as potential change agents at a time when we’re expected to uphold the status quo.

Our seminar will be reliant on the active participation of all members of the learning community. This means that students take responsibility for the discussion and reading selection as well as the instructor.

Required Course Texts: Forthcoming

Section 02, TR at 3:35, Ricardo Cruz

Section 03, TR at 12:35, Chris Breu

In this version of Senior Seminar we will be read media studies theory and apply it to popular culture. The course is organized as a seminar with a lengthy final paper among other writing assignments.

Section 04, TR at 2:00, Chris Breu

In this version of Senior Seminar we will be read media studies theory and apply it to popular culture. The course is organized as a seminar with a lengthy final paper among other writing assignments.


ENG 310 History and Development of the English Language

Development of the English language from the Old English period to the present.

Section 01, TR at 2:00, K. Aaron Smith

English 310 is the advanced course on the history of English. The course reviews the major developments of the English language, viewing many of them as simple straightforward facts. The course, however, complicates those “facts” by investigating further linguistic and sociolinguistic data that allow for alternative explanations/accounts. Thus, the objective of the course is not only for students to learn or review a history of English but also to develop a more critical eye toward English language historiography.


ENG 311 Introduction to Old English Language and Literature

Elements of Old English grammar, with selected readings in Old English literature.

Section 01, TR at 12:35, Susan Kim



ENG 341 Introduction to Descriptive Linguistics

Aims and methods of linguistic science. Nature and functions of language: phonology, morphology, syntax, variation.

Section 01, MWF at 9:00, Susan Burt



ENG 343 Cross-Cultural Issues in TESOL

The relationship between language, culture, and cultural awareness in the learning and teaching of English as a Second Language.

Section 01, MW at 11:00, Lisya Seloni



ENG 344 TESOL: Theoretical Foundations

Linguistic theories: first and second language acquisition; cognitive, affective, and cultural factors in teaching English as a Second Language.

Section 01, MW at 2:00, Lisya Seloni



ENG 347.02 Advanced Creative Writing: Prose

Workshop format for individual projects; related theory.

Section 01, MW at 3:35, Joe Amato



ENG 349 Technical Writing II

Instruction and practice in editing, proposals, and analytical writing; attention given to style manuals, research writing, and (as needed) publication.

Section 01, MW at 3:35, Angela Haas



ENG 351 Hypertext

Workshop using digital technologies to compose comlex, multimodal, Web-based texts for a variety of rhetorical situations.

Section 01, TR at 3:35, Erika Sparby



ENG 352 Selected Figures in Global Literature

Studies in leterary figures, genres, or movements.

Section 01, TR at 3:35, Gabriel Gudding

“The Figure of the Animal”: This course explores the many forms of symbolic labor carried out by the figure of the animal throughout literary and cultural history: from Plato’s faithful guard dogs who function as a model of justice to the werewolves in whose fur are buried the unspeakable fears and desires of multiple epochs to the foxes, apes, birds, cats, snakes, insects and cattle who slither, wander, crawl or fly through our narratives. While we can only examine a fraction of the species that figure in this vast history, we will attempt in all cases to:

  • analyze how symbolic labor is divided by species;
  • compare the abstract, symbolic animal with literal, embodied animals;
  • consider how species are gendered –and how gender is constructed through animal figures;
  • assess how an unspecific “animality” attaches to criminal behavior, foreignness and multiple variants of “otherness;”
  • explore how non-human animals have functioned, through continuity or contrast, to define the nature of humanity; and
  • gain a knowledge of how recent work in animal studies has historicized and redrawn the border between humans and other animals.

Reading and viewing will include: Renard the Fox; Marie de France, “Bisclavret”; The Case of “Stube Peeter”; Joe Johnston’s “The Wolfman”; Edgar Allen Poe, “Murders in the Rue Morgue”; Franz Kafka, Metamorphosis, J. M. Coetzee, Disgrace; and Werner Herzog’s “Grizzly Man”



ENG 355 Forensic Bibliography and Archival Editing

History of print culture from orality to digital text; introduction to principles and practices of bibliographic investigation and scholarly editing.

Section 01, TR at 2:00, Tara Lyons



ENG 358 Topics in Publishing Studies

Topics in specific theories, histories, trends, methodologies, practices, or figures in publishing.

Section 01, M at 5:30, Duriel Harris



ENG 360 Studies in Women's Writing

Studies in and theories of women's writing.

Section 01, MW at 3:35, Cynthia Huff

This course focuses on the diversity of women's autobiographical expression historically, cross-culturally, and generically. We'll interrogate the similarities/differences between types of life writing discourse such as diaries, essays, testimonio, graphic life writing and historical/cultural narrative, and ask how the assumed/implied audience, the historical period, multiple voices, the geographical location, as well as issues of race, class, age, ability, sexual orientation, and relationship affect women's autobiographical acts. We'll question whether the term autobiography fits women's practices, consider if the term life writing/narrative is more appropriate, and discuss what distinctions between autobiography and biography, on one hand, or literature, on the other hand, seem meaningful.

Because life writing extends across the boundaries of English Studies as well as transgresses the boundaries of other disciplines to include art, history, and psychology, for example, it’s ideal for thinking about how and why we read texts and considering teaching strategies. This course will ask how reading a variety of women’s life writing texts helps us learn about ourselves as critical consumers and about others’ lives, and suggest some strategies for how to teach life writing. This course is ideal for anyone who ever wanted to think about how his/her life might be written, to investigate how different women have written their lives, to explore how you might convey the dynamics of a life to anyone who wants to think about how important living a life is.

Because a major component of the course is pedagogical, it fulfills the pedagogy requirement for graduate students. Because of its emphasis on teaching, it is also ideal for undergraduate education majors. It also is an elective for the Women and Gender Studies minor.

This course is interdisciplinary in nature and would benefit rhetoric, writing studies, linguistics, creative writing, and technical communications specialists.



ENG 373 Poetry for Children

Poetry for children and early adolescents, including various categories, elements, and well-known poets in the field.

Section 01, M at 5:30, Karen Coats

From nursery rhymes and cradle songs to young adult SLAM poetry competitions, youth poetry plays a vital role in teaching us the rhythms of our languages, connecting us to other people, and shaping our emotional lives. In this class we will explore how that happens from various angles. We will take a linguistics approach, examining how poetic language mirrors and enhances and yet is fundamentally different from sensory, embodied experience (there is chocolate involved here); a developmental approach, looking at how the luminous communicative musicality of early childhood morphs into the humorously transgressive poetry of middle childhood and culminates in the full-blown protests of young adult poetry; and an aesthetics approach, attempting to figure out what makes a good poem good. We will also spend some time looking at verse novels for various ages, and how poetry and illustration interact in poetic picturebooks.
Books to buy:
Elliott, David, Bull
Alexander, Kwame, Out of Wonder: Poems Celebrating Poets
Smith, Hope Anita, The Way a Door Closes
Grimes, Nikki, Planet Middle School
Singer, Marilyn, Mirror, Mirror: A Book of Reverso Poems
Sidman, Joyce, This is Just to Say: Poems of Apology and Forgiveness
Wolf, Allan, Immersed in Verse: An Informative, Slightly Irreverent, and Totally Tremendous Guide to Living the Poet’s Life
Frost, Helen, Diamond Willow
Janeczko, Paul, Firefly July: A Year of Very Short Poems
Hoberman, Mary Ann, Forget-Me-Nots: Poems to Learn by Heart



ENG 375 Young Adult Literature

Advanced critical examination of literature for young adults with emphasis on trends and research.

Section 01, MW at 11:00, Mary Moran

A wide variety of experiences marks the transition from childhood to adulthood through that ever-changing stage known as adolescence.  In this class, we’ll focus on the question of how young people learn to make mature ethical decisions.  Of course, this approach necessitates guidelines about what it means to make “mature ethical decisions.”  Therefore, as background to our analysis of literature, we’ll start by reading two groundbreaking studies of moral development by Lawrence Kohlberg and Carol Gilligan.  Kohlberg proposes that the highest level of morality is the ability to make decisions according to universal principles; Gilligan suggests an alternative model in which moral decision-making must take into account the relationships among particular individuals and the communities in which they live.  We’ll use these ideas to investigate novels from various time periods and subgenres, all written for and about young adults, with protagonists who explore their responsibilities to self, particular others, and community.  Texts will include Laurie Halse Anderson’s Speak, Benjamin Alire Saenz’s Dante and Aristotle Discover the Secrets of the Universe, Philip Pullman’s The Golden Compass, and Randa Abdel-Fattah’s Does My Head Look Big in This?.  Most of our classes will be devoted to discussion, though we will also use class time for writing and for peer workshopping; students should expect to be actively engaged in their learning during each class.  In addition to thoughtful and interactive participation, student responsibilities will include a day of leading discussion and three papers (a 3-4 page paper and an 8-10 page paper for all students and a final paper of 10-12 pages for undergraduates, 20-25 for graduate students).



ENG 385 Life Writing/Narrative in Theory and Practice

Theoretical and practical consideration of interdisciplinary field of life writing/narrative. Textual production and reception, representation, rhetoric, memory, narrative, genre.

Section 01, T at 5:30, Cynthia Huff

   This class combines the theory and practice of life writing/narrative to look at the ways in which life writing/narrative is practiced and how scholars theorize that practice. To do that we’ll consider different genres, such as the diary, the essay, graphic memoir, biography, autobiography, and oral history, and consider, too, how the presentation of life stories by using different media, such as photos and drawing, affects their effect, thus raising questions of material production. For us to establish a vocabulary used by life writing scholars, we’ll read critical texts that discuss key terms in life writing scholarship, such as identity/subjectivity, truth value, agency, autobiographical subject, and autobiographical act, among others, as well as examine the interfaces between the theoretical practices of life writing scholars and those more generally used in English Studies. We’ll also act as life writers, both by writing our own lives and by critiquing how the members of the discourse community created in our class individually and collectively use life narrative to tell their stories. Several of the assigned texts will help us understand the interchange between the theory and practice of life writing/narrative as their authors foreground this. The theme of this course focuses on the family, very broadly conceived, so that the families we’ll read about over the course of the semester are human biological, cross species, and affectively conceived ones, thus allowing us to interrogate what it means to invoke “family” when creating a life writing/narrative text.

This course acts an elective for the Women and Gender Studies minor and, because it is interdisciplinary in nature and deals with both the theory and practice of life writing, it would benefit rhetoric, writing studies, linguistics, creative writing, and technical communications specialists.



ENG 394 TESOL Practicum

Observation, case studies, tutoring, instructional assistance, and some teaching experience in English as a Second Language.

Section 01, W at 1:00, Lisya Seloni



ENG 396 The Writing Seminar

Concentration upon a major writing project and the formulation of an individual Writing Portfolio.

Section 01, MW at 11:00, TBA



ENG 398 Professional Practice: Internship in English

Supervised field experience in English with local, state, national, and international businesses, agencies, institutions(including colleges and universities), and organizations.

Section 01, Arrange, Elise Hurley



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