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ENG 105 01, 02, 03, E4, E5
Expository Writing, Oral Commun. and Research Tech. (4)
See course description in catalogue and semester listing (online or in brochure)
for specific days and times.
ENG 106 01, 03 The Therapeutic Benefits of Expressive Writing (4)
MW 9:00-10:15; F 9:00-9:50 or MW 11:50-1:05; F 11:50-12:40
Holligan
The course focuses on professional and amateur writers who utilize writing in various
modes, i.e, diaries, memoirs, letters, autobiographies, essays, etc., to work their
way past/through trauma, oppression and everyday pain, confusion, stress, etc. The
class will cover works written during and about the Holocaust, the Vietnam War,
September 11th, and the Rwanda Genocide, as well as other natural and human-induced
calamities of the 20th and 21st Centuries. We will also read from a diverse sampling
of writings written by survivors of domestic abuse and childhood sexual abuse, in
addition to works written by those oppressed due to their race, ethnicity or sexual
orientation. Authors featured include Tim O'Brien, Etty Hillesum, Patricia Hampl,
Dorothy Allison, Elie Wiesel, Leslie Feinburg, Anne Frank, and bell hooks, among
others. The backdrop for the course -- and lens through which the texts are analyzed
-- will be a series of readings selected from psychology and medical journals, as
well as a variety of other texts that attest to the power of writing as a mode of
therapy. This course is designed to give students the opportunity to discover the
way writing touches their lives, as well as explore various methods through which
to implement the techniques we examine. A large part of writing completed throughout
the semester will focus on the self and utilizing writing as a means of healing.
(LO4)
ENG 106 05 (Re)reading American Identity (4)
MW 2:35 - 4:15
Marlow
What does it mean to belong to a group?What does it mean to be American?Is identity
a divisive or a unifying factor in America?How and in what way(s) are identities
socially constructed?Many traits such as race, sexual orientation, class and gender
contribute to the way(s) in which we identify, but what attributes and/or stereotypes
contribute to the way those identifiers get read?These questions are at the center
of a historical and contemporary political discourse about rights, humanity, and
freedom (a discourse also at the center of American democracy), and through the
reading of contemporary American literature, this course will address and attempt
to answer those questions. In the context of a canon that historically gave us literature
which encompassed only a white, male identity, this class will look closely at effects
of multiculturalism and identity politics on that canon, and will focus on the ways
in which identity is portrayed and understood through various genres such as the
novel, poetry, film, cultural criticism, and autobiography/memoir. Writers studied
might include: Samuel Delany, Robert Reid-Pharr, Toni Morrison, David Leavitt, David
Sedaris, Alice Walker, Sandra Cisneros, Leslie Feinberg, Colson Whitehead, and Michael
Cunningham. (LO4)
ENG 106 07, 08 Literature & the Workplace (4)
MW 9:00-10:15; F 9:00-9:50 or MW 10:25-11:40; F 10:25-11:15 Sanders
In Literature and the Workplace, we will explore how work/workplace is represented
in literature. We will read selections from memoir/autobiography, short fiction,
poetry, and drama and consider how language, character, and plot affect our understanding
of the American ideal of work. What exactly is our definition of " work ethic
" and what value do we place on it?How has " work " shaped the way
we see ourselves and others?What are the positive and negative outcomes of work'
How do gender, race, class, and education complicate the pursuit of the American
dream?(LO4)
ENG 106 10, 11 Home and Family (4)
MW 2:35-4:15 or TR 2:30-4:10 Ruchel
" Home is not where you live but where they understand you. " ~Christian
Morgenstern Home and family is a topic capable of transcending time, culture, and
genre. In this course, we will discuss and explore this topic as portrayed in various
myths, parables, folktales, short stories, poems, and drama. The focus will be on
the relationship between parents and children, brothers and sisters, and the role
of the individual in society and family. As a class, we will examine the " universality
" of such relationships and other issues, such as coming of age, sibling rivalry/loyalty,
the distinction between solitude and loneliness, separation and death of a loved
one, and ways in which individuals face death. (LO4)
ENG 106 12 Literature of Sport (4)
TR 9:25-11:05
Butler
Readings in sports fiction and nonfiction, focusing on literature's examination
of heroic myths. Readings in Malamud, Coover, Dickey, Hemingway, Oates, Persig,
and others. (LO4)
ENG 106 E1 Plagues and Epidemics (4)
T 6:15-9:35 pm Hunter
This class will explore literary representation of plagues and epidemics including
bubonic plague, HIV / AIDS, and other modern diseases. Through short stories, poems,
plays, novels, and film we will explore questions such as: Is hysteria just a derivative
of an epidemic or is it a plague itself?What are the politics of awareness and
education?What are the ramifications of blame and persecution?What role do economics
and privilege play?How are plagues used as moral / religious propaganda?Reading
may include Albert Camus, Edgar Allen Poe, Tony Kushner, and Daniel Defoe, among
others. (LO4)
ENG 106 E4 Film or Fiction?(4)
TR 4:15-5:55 pm Farco
This course will look closely at five 19th century novels in the context of their
initial publication era, as well as in the context of their 20th and 21st century
film adaptations. Students will be expected to engage in in-depth textual analysis,
critical thinking, and consider a multitude of questions including, but not limited
to: Why did modern directors and screenwriters choose to translate these novels
to the film medium?Has the change in temporal context shifted the meaning of the
text?What is lost and/or gained when the text is moved from one medium to the other'
Novels studied in this course will include: Little Women, Nicholas Nickleby and
Frankenstein among others. (LO4)
ENG 106 E9 Globalization and Culture (4)
W 6:15-9:35 pm Morrow
This course will provide students the opportunity to explore some of the key debates
around globalization, to think critically about the implications for our lives and
the lives of others of the increasing interconnectedness of the world's economies
and cultures. We will study questions of economic development, cultural difference,
commodity culture, and labor in the work of historians, journalists, filmmakers
and other visual artists, poets, novelists, literary critics, and activists. A basic
premise of the course is that men and women working in the arts and humanities offer
distinctive, valuable ways of addressing questions that are often characterized
as political or economic; another is that we need to think about the local and the
global frames of such questions in order to be better citizens. (LO4)
ENG 114 01, 02, 03, 04 Intro. To Literary Genres/Traditions (4)
See course description in catalogue and semester listing (online or in brochure)
for specific days and times.
ENG 116 01 Native American Literature (4)
MW 1:15 - 2:30
One credit of this 4-credit course is online
Rice
Selected readings from 20th Century Native American writers such as McNickle, Momaday,
Silko, Welch, Harjo, Hogan, Owens, and Alexie. Some discussion of oral traditions
and earlier works such a Black Elk Speaks, as well as relevant cultural and historical
background. Fulfills diversity requirement. LO4
ENG 126 01 Caribbean-Amer.Women Writ.: Writing Diaspora, Writing America (4)
11:50-1:05; F 11:50-12:40
Clerico
This course will be a focused examination of fiction by Caribbean women living in
the United States, and will provide students a chance to explore diasporic literatures.
We will consider how these writers challenge the multiple, contradictory physical
and cultural locations out of which they write. Through this gendered analysis of
diaspora, we can give full consideration to the specificity of women's experiences
of dislocation. We will also examine the importance these writers have in shaping
American literature, not just for their representations of the historical and political
conditions out of which they write, but also for the way their literatures problematize
perceived borders between the U.S. and the Caribbean. Through the work of writers
such as Edwidge Danticat, Angie Cruz, Achy Obejas, Jamaica Kincaid, Christina Garcia,
and Maryse Conde, we will trace a dialogue that argues for a more inclusive view
of America within the U.S. literary tradition. Students will be responsible for
two critical papers, as well as several shorter assignments to help contextualize
their knowledge of the subject matter. (Fulfills diversity requirement.) (LO4)
ENG 126 02, 03 Diverse Voices in Southern Lit. (4)
MW 10:25-11:40; F 10:25-11:15 or MW 11:50-1:05; F 11:50-12:40
Wells The American South is a place unlike any other'both in fact and in
our nation's cultural fictions. In her essay 'Beyond the Peacock: the Reconstruction
of Flannery O'Connor,?Alice Walker describes the region as 'deliberately split
up?and continues, 'I believe that the truth about any subject only comes when all
the sides of the story are put together, and all their different meanings make a
new one. Each writer writes the missing parts of the other writer's story. And the
whole story is what I'm after. In this class, Walker's quest for the 'whole story'
is what we're after, too. Although Southern literature has traditionally been imagined
as the inscription of a white, male (and usually wealthy) viewpoint, it is inherently
multifaceted and multicultural. The diverse voices that comprise Southern literature
and the dialogue that they perform are the organizing principle for our course.
We'll consider some of the 'canonical?themes assigned to this body of writing'such
as family, community, honor, and the 'lost cause''and examine the ways that these
themes are affirmed, critiqued, or revised by women writers, African American writers,
and writers marginalized by factors of sexuality or poverty. We may or may not get
'the whole story,?but we'll work to discover a rich, complex picture of the South
this semester. (Fulfills diversity requirement.) (LO4)
ENG 230 Monsters and Morality (4)
TR 11:15-12:55
Laity
What scares us'is it the same as in the past?We'll dive into the world of Anglo-Saxon
England to find out what scares those fearless warriors. Do people fear the same
things in the later middle ages?What makes a monster 'monstrous?anyway?Students
will engage in reading, analysis, discussion, oral and multimedia presentations,
research, and writing.
ENG 236 01 Postcolonial Gothic and Fears about British Selfhood (4)
MW 1:15-2:30
Chan
One credit of this 4-credit course is online.
The readings will explore how the Gothic mode is used in writings about the British
imperial experience in the colonies. The examination of Gothic elements in postcolonial
writings offers a way to understand how British travelers, soldiers, missionaries,
and others viewed their new surroundings as a threat to their social integrity,
as well as national identity. Students in this course will read in a variety of
genres (poetry, novel, short story) and be expected to participate regularly in
an online Blackboard discussion as well as in regular classroom discussions, as
well as complete essays and exams. Fulfills diversity requirement. (LO4)
ENG 236 E1 Francophone African Literature in Translation (4)
TR 4:15-5:55
Njoya
This course will explore the intersection of African traditions, colonial history,
contemporary global politics and Africans?personal experiences in selected texts
originally written in French. Through texts from Africa and the Diaspora, we will
examine the dynamics of imperialism as they affect Africans on a daily level as
well as the continued engagements of the Western world, particularly of France,
in Africa. The course encourages reflection on the close interactions between the
two hemispheres that are largely unreported in the media. Fulfills diversity requirement.
(LO4)
ENG 244 Early World Literature: Literature and Society (4)
Monday 6:15-9:35 pm
Clarity
In this course we will explore several timeless works in early literature that reveal
the importance of societal and cultural roles on human behavior. We will explore
several readings in terms of how cultural roles shape characters?choices and actions.
Our readings will include timeless classics by such authors as: Homer, Sappho, Euripides
and several Medieval poets. We will examine the influence of society and culture
on individuals?actions and will discuss each reading in terms of the theme of individual
responsibility. Students will engage in research on topics of their choosing and
will share their findings both in writing and through oral participation. We will
also discuss the connection between the themes explored and typical artwork from
each of the historical periods explored. (LO4)
ENG251 01 Writing about Society and Culture (4)
TR 9:25-11:05
Marlow
This class will explore various definitions of culture, writing about culture, and
the ways that society shapes and is shaped by culture. Definitions of culture are
constantly changing, but this class will be informed by the belief that culture
is representative of the way(s) in which language, art, media, politics and lived
experience are in constant flux and conflict as they shape our consciousness. The
class will utilize theories of culture and society from cultural theorists like
Stuart Hall, Raymond Williams, Cary Nelson, and Richard Ohmann (to name a few) in
order to inform our writing about and for various components of culture like television
talk shows, the internet, film, talk radio/radio essays, reviews, music, blogs,
hyptertext, politics, sports. The class will also explore the notion of 'high?versus
'low?culture. Prerequisite: C or above in ENG 105 or equivalent.
ENG 251 02 Reading/Writing Autobiography (4)
MW 1:15-2:30
Fulwiler
One credit of this 4-credit course is online.
This course considers the multiple dynamics of written self-expression through both
the reading and writing of autobiography. We will examine the blurred boundaries
between fiction and nonfiction, the ethical demands of life writing, and the connections
between narrative and identity. Central to this course will be the students?own
autobiographical writing. In addition, we will read a selection of contemporary
autobiographies such as Mary Karr's Cherry, Michael Ondaatje's Running in the Family,
bell hooks?Bone Black, and Tobias Wolfe's This Boy's Life in order to study how
writers navigate the complex terrain of the 'self.?Prerequisite: C or above in
ENG 105 or equivalent.
Eng 260 01 Shakespeare (4)
MW 9-10:15; F 9-9:50
Crowther
Examination of the plays and poetry in context of Elizabethan culture. Some attention
to biography, textual criticism rival writers, theatre, and critical trends. (LO4)
ENG 271 01 Topics in 19th Century American Literature (4)
MW 2:35-4:15
Moretti
Though in this course we will consider several themes, 'Society v. Solitude?will
serve as our primary topic. We will consider what the two mean, how they relate
to each other, and the ways in which (and the extent to which) real people and fictional
characters have joined or been forced to join society, remain solitary, or both.
Texts may include selections from prior to the founding, the founding period itself
and its philosophers, and then we will focus on material from canonical writers
such as Emerson, Fuller, Thoreau, Poe, Melville and Twain, as well as less frequently
read authors from less regularly represented groups.
ENG 296 W1 Film Short Course: The Films of Alfred Hitchcock (1)
March 16 to 18: F 5-9 pm; Sat. 9-3; Sun. 1-3:30
Crowther
An introduction to the films of master director, Alfred Hitchcock. This course will
explore the major themes and styles of Hitchcock's films, both technically and aesthetically.
ENG 296 E1 Film Short Course: American Drama (1)
Fri. 5:30-8:00 Jan. 16, Jan. 26, Feb. 2, Feb. 9, Feb. 16, 2007
Crowther
An introduction to some of the most critically acclaimed, and perhaps controversial,
American films within the drama genre. Empasis on technical, aesthetic, and historical
aspects of the films.
ENG 296 W2 Film Short Course: Persuasion--Film & Novel (1)
Fri. 5:30-8:00 Jan. 16, Jan. 26, Feb. 2, Feb. 9, Feb. 16, 2007
Farco
In this course students will learn how to break down the novel, Persuasion by Jane
Austen and turn it into a teachable text through a study of context as well as various
literary techniques. Students will also view selections from versions of the novel's
film counterpart in order to bring the text into a more contemporary context and
discern possible methods of teaching film and novel side by side.
ENG 302 01, E2 Language and Linguistics (4)
TR 9:25-11:05 or MW 4:25-6:05
Sheehan
See catalogue for course description.
ENG 340 01 Studies in the Novel (4)
MW 9:00-10:15; F 9:00-9:50
Butler
An examination of the novel's early years. Readings in Behn, Defoe, Richardson,
Fielding, Burney, and Shelley. Fulfills writing-intensive requirement.
ENG 355 E1 Victor. Age: Novel ?Domesticity and the Construction of the British Home
(4)
MW 4:25-6:05 pm
Chan
Students will read novels that simultaneously expose and reaffirm the importance
of domesticity, separate spheres ideology, and the middle-class construction of
home life. Gender roles, both male and female, are implicated and challenged in
the novels, as we examine the stereotypes and assumptions that drive the creation
of these works. The British home, as exalted by writings about the middle-classes,
will be seen as tied to the social and economic politics of the Victorian period.
The readings will be substantial and include exposure to secondary criticism in
Victorian studies. Students will be expected to participate in a regular Blackboard
discussion and complete various writing assignments, including a lengthy research
essay. Fulfills writing-intensive requirement
ENG 370 Literature and Empire (4)
TR 9:25-11:05
Morrow
Course addresses questions about empire and its relationship to language, culture,
gender, and nation through literature, film, and theories of orientalism, postcolonialsim,
and globalization. Fulfills diversity requirement and writing-intensive requirement.
ENG 498 02: Senior Seminar: Approaches to Shakespeare (4)
TR 11:15-12:55
Morrow
Given the unique status enjoyed by Shakespeare among western cultural icons, a wide
variety of work in literary scholarship and cultural studies (some of it ground-breaking)
has taken place around his texts. With that in mind, this course will explore, at
once, Shakespeare's works and interpretive methods informed by theory (to use convenient
shorthand). Students will develop Shakespeare-related, theoretically informed research
projects (on plays or films) based on their own interests. Plays we will study may
include A Midsummer Night's Dream, Romeo and Juliet, Twelfth Night, Hamlet, King
Lear, and The Tempest. This list will be adjusted based on input from students.
Open to majors in English and English:Adolescence Education who are seniors (90
credits) and have passed ENG 497. Prerequisites: ENG 112, ENG 330 and one 300-level
literature course.
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ENG 126 04, 05 Family and Identity (4)
TR 11:15-12:55 or TR 2:30-4:10
Smith The Family and Identity course examines works of literture in an effort
to develop an understanding and appreciation of our American literary heritage.
More than ever before, ours is a new American literary heritage which has sprung
forth from immigrants from many nations intermixed to form a wonderful diversity.
In this course, we strive to identify through literature the significant cultural,
historical and social forces that influence our perceptions of family and identity.
We examine the impact that each author's life, times, and cultural diversity has
had on his or her works. These studies lead to a wonderful byproduct. We began to
discover ourselves. As we learn about different ethnic backgrounds, we began to
ponder and resolve our own uniqueness. We explore the notion that it is that uniqueness
that identifies us as citizens of the United States. Walt Whitman said in the Preface
to leaves of Grass, 'The United States themselves are essentially the greatest poem.'
We explore ourselves as a poem within the larger context of what it means to be
an American in the Untied States. Through the study of the literature of ethnic,
socioeconomic, and gender groups we endeavor to a mutual acceptance of who we are.
(Fulfills diversity requirement.) (LO4)
ENG 126 06, 07 The American Dream in 20th/21st Century Texts (4)
MW 11:50-1:05; F 11:50-12:40 or MW 1:15-2:30; F 1:15-2:05
Amoroso In this course, we will explore the roots, changes, and present day
status of the American Dream as displayed through various genres of literature,
including novels, poetry, short stories, essays, and film. We will read, analyze,
and interrogate these texts, exploring such questions as: What is the American Dream
and how has it transformed over the years?How has it shaped an identity known as
'American'?How has this 'dream of America?throughout our country's history (and
the present for that matter) inherently regulated who was able to achieve it and
who was not. How have individuals struggled to achieve the American Dream and what
are the personal and cultural costs/rewards of such efforts?(LO4)
ENG 126 08, 09 Multicultural Fiction & Poetry (4)
MW 10:25-11:40; F 10:25-11:15 or MW 9:00-10:15; F 9:00-9:50
Denberg This course will introduce students to a broad range of modern and
contemporary multi-cultural readings in Fiction (the Short Story) and Poetry. Fiction:
the student will learn how to take an analytical perspective and critical view point
of literary fiction and apply concepts and devices for evaluating short stories,
such as: point of view, irony, setting, character, tone, style and theme. Readings
include but are not limited to literature from the Latino, Asian, South American,
Eastern European, and Native American origins, as well as writings from across the
cultures in the United States by women and minorities of national regions. Poetry
from across the cultures will be analyzed in this course. Primarily, the student
will gain an understanding of how to analyze a poetic work for its form and devices
which include, the villanelle, the sonnet, open form (free verse), and figurative
language (imagery, metaphor, simile). Also, students will be introduced to the elements
of sound: alliteration, assonance, euphony, cacophony. Theme will also be explored
as all poems tell stories, some more accessible than others. Poetry of place, landscape,
poetry of "work, struggle and change (poems from the Civil Rights and Feminist Eras),"
the urban and rural, poetry of the famous and the unknowns will be explored, for
content and meaning. Students will also have the opportunity to try their hand at
writing a few poems as exercises. (Fulfills diversity requirement.) (LO4)
ENG 126 E10 Fiction and Film (4)
TR 4:15-5:55
Fitzsimmons Explores the art of fiction and the vision of film as discovered
through paired texts from each medium. Selections will include attention to diverse
communities and will address social, political and historical themes expressed in
the works. Issues of race, gender, sexual orientation and multicultural perspectives
will be examined. (Fulfills diversity requirement.) (LO4)
ENG 135 Performing Shakespeare (4)
MW 2:35-4:15
Truitt Text-based exploration of Shakespeare's plays from a theatrical perspective.
Exercises in voice, movement, dramatic readings, and improvisation, culminating
in performance of monologues and scenes. (LO4)
ENG 206 01, 02Creative Writing (4)
MW 9-10:15; F 9-9:50 Truitt , MW 2:35-4:15 Craig
An introductory course to creative writing providing practice in and critique of
poetry, fiction, and nonfiction writing. Recommended for students with little or
no experience in creative writing. Prerequisite: C or above in ENG 105 or equivalent.
ENG 216 01 African American Literature: Harlem Renaissance Poetry and Fiction (4)
F 12: 30-3:50
Slade The Harlem Renaissance: Poetry and Fiction. A critical examination
of selected literary works written in the 1920's by Alain Locke, Claude McKay, Zora
Neale Hurston, Jean Toomer, Rudolph Fisher, Gwendolyn Bennett, Langston Hughes,
Countee Cullen, Nella Larson, and Jessie Fauset, among others. An analysis and study
of plot, themes, characterization, moral-philosophical implications, and historical
context to black life and the human condition, as well as the use of tone, style,
structure, figures of speech, and literary devices to objectify ideas. Fulfills
diversity requirement. (LO4)
ENG 217 Detective Fiction (4)
TR 9:25-11:05
Seamon Study of mystery fiction as a genre. Readings of short stories, novels,
and theories on detective fiction. Consideration of the history of the genre, its
cultural evolution, and its current place in the literary canon. Authors might include
Doyle, Poe, Collins, Sayers, James, and Evans. (LO 4)
ENG 218 Oral Interpretation of Literature (4)
01 TR 11:15-12:55 Butler , E1 6:15-9:35 Nester R
Development of theory and practice of the skills of reading aloud to present
informed sharing of literary works, and provide enjoyment to eader and audience.
Presentations include prose, poetry, and drama. Prerequisite: ENG 103 or Eng 105
ENG 221 01 Canon Building, Canon Busting (4)
MW 1:15-2:30
One credit of this 4-credit course is online.
Middleton
For those who support them, literary canons preserve the best of what a culture
has thought and said. For those who oppose them, canons are the domains of "old
dead white guys." Both groups agree that canons are powerful: they work to maintain
and suggest the values of a given culture. The American literary canon is no different.
Through the 1980's, English courses assigned Hemingway, Fitzgerald, and Faulkner
and extrapolated American values (manhood, social-climbing, and complex narratives)
from them. After 1980, however, scholars began to advocate for a number of other
writers who described America differently: Toni Morrison, Maxine Hong Kingston,
Ralph Ellison, etc. Shouldn't these authors also be included in the canon?In this
course, we will look carefully at both the traditional canon and the new additions
to it. We will ask ourselves what kind of American values the old and new canon
suggest. How does the relatively recent inclusion of authors from different racial,
ethnic, and social backgrounds redefine our expectations of twentieth century American
fiction, and, by extension, twentieth century America?Writers may include: Sherwood
Anderson, Don Delillo, William Faulkner, Ernest Hemingway, Maxine Hong Kingston,
Chang-Rae Lee, Toni Morrison, J. D. Salinger, Leslie Marmon Silko.
ENG 221 02 Beyond Words: An Introduction to the Contemporary Graphic Novel (4)
TR 2:30-4:10
Meyer English 221-02 is intended as a broad introduction to some of the major
authors, themes, and theoretical positions behind contemporary sequential art. The
course will focus on 'graphic?(in every sense of the term) depictions of childhood,
adolescence, and adulthood, as envisioned, especially, by Lynda Barry (One Hundred
Demons), Alison Bechdel (Fun Home: A Family Tragicomic), Charles Burns (Black Hole),
Daniel Clowes (Ghost World), Gilbert Hernandez (Palomar), Jaime Hernandez (Locas),
Alan Moore (Watchmen), Richard Sala (Mad Night), Seth (It's a Good Life if You Don't
Weaken), Craig Thompson (Blankets), and Chris Ware (Jimmy Corrigan, the Smartest
Kid on Earth), among others.
ENG 223 Mysticism, Mystery, and Religion in Early American Literature (4)
MW 11:50-1:05; F 11:50-12:40
Larocque This course will examine the roles of the unknown, the mysterious,
the spiritual, and the sublime in the writings of Colonial, Revolutionary and Early
Federal America. Authors studied may include Cotten Mather, Phyllis Wheatley, Charles
Brockden Brown, Edgar Allen Poe, and Nathaniel Hawthorne. If time permits we will
contrast the approaches taken by white settlers with their Native American counterparts.
ENG 226 01, 02 Early Women Writers: Warriors and Witches (4)
TR 9:25-11:05 or TR 11:15-12:55
O'Connor-Salomon Literacy has been linked with power in many cultures throughout
history. This is one reason that women were often denied the right to an education'to
limit their power and "keep them in their place." However, despite restrictions,
perhaps even because of them, some women defied convention and wrote about their
experiences'fighting, and sometimes dying, for their causes. This course will look
at the writings of such women, analyze what made their works stand the test of time,
and examine why self-expression, in any of its forms, frequently led to a woman
being labeled a whore, a heretic, or a witch. Authors/texts may include the Gospel
of Mary Magdelene, Sappho, The Tale of Genji, Marie de France, and Joan of Arc.
Fulfills diversity requirement. (LO4)
ENG 226 01, 02 Early Women Writers: Warriors and Witches (4)
TR 9:25-11:05 or TR 11:15-12:55
O'Connor-Salomon Literacy has been linked with power in many cultures throughout
history. This is one reason that women were often denied the right to an education'to
limit their power and "keep them in their place." However, despite restrictions,
perhaps even because of them, some women defied convention and wrote about their
experiences'fighting, and sometimes dying, for their causes. This course will look
at the writings of such women, analyze what made their works stand the test of time,
and examine why self-expression, in any of its forms, frequently led to a woman
being labeled a whore, a heretic, or a witch. Authors/texts may include the Gospel
of Mary Magdelene, Sappho, The Tale of Genji, Marie de France, and Joan of Arc.
Fulfills diversity requirement. (LO4)
ENG 227 01, 02 Haunted Houses: The Domestic Ghost in American Literature (4)
MW 2:35-4:15 or TR 2:30-4:10
Clerico This course proposes to study ghost stories by American women writers.
We will trace the historical development of this literary tradition, moving from
19th century regionalist writings through representations of the ghost in contemporary
American literatures. We will first distinguish between the ghost story and other
supernatural stories, those termed gothic or horror, to come to a fuller understanding
of what a gendered representation of the ghost can offer writers who are concerned
with exploring the diverse experiences of being a woman in America. These writers
use haunting and ghosts to subvert common notions of horror and terror to speak
to a larger fright: those dangers located in what has traditionally been known as
the women's sphere'the home. Because the home is where so many women writers place
their ghosts, the haunted house then becomes a crucial metaphor to explore. Our
discussion will consider the following concerns out of which these domestic hauntings
occur: slavery, domestic violence, confinement, institutionalization, and motherhood.
Writers may include Sarah Orne Jewett, Mary Wilkins Freeman, Shirley Jackson, Paule
Marshall, Maxine Hong Kingston, and Toni Morrison. We will also consider films such
as The Others. Fulfills diversity requirement. (LO4)
ENG 229 Contemporary American Poetry (4)
MW 11:50- 1:05; F 11:50-12:40
Monaco Introduction to American poetry from World War II until today, with
some attention to poetic terminology and theory. Authors covered may include Bishop,
Lowell, Berryman, Brooks, Hayden, Stafford, Levertov, Plath, Sexton, O'Hara, Ashbery,
Gluck, Simic, Clifton, Komunyakaa, and Alexie.
ENG 279 E1 Film Noir: Dark Side of the American Soul (4)
R 6:15-9:35 pm
Meyer
Is there such a thing as American national identity'an 'American soul?And, if
so, what is it?What traits or characteristics constitute Americans?sense of self'
Commentators have often drawn upon traditional virtues like individualism, optimism,
and the inevitability of social progress. But is America really that simple?In
the wake of urbanization and industrialization, a number of twentieth-century authors
and filmmakers began to advance a darker?view of American identity. This sensibility
finds expression in 'film noir. Film noir depicts 'hard-boiled,?disillusioned,
detective-protagonists often as uncertain about good?and evil?as the criminals
they pursue; noir environments present nocturnal cityscapes in which nothing is
certain but danger, desire, and the double-cross. In this sense, film noir may be
seen as an expression of deep misgivings vis-à-vis traditional American values.
It represents not so much that which we wish we were, but that which we fear we
might be. Films and readings may include: Hammett's The Maltese Falcon, John Huston's
film version of the same novel, Wilder's Double Indemnity, Reed's The Third Man,
and Laughton's Night of the Hunter, Polanski's Chinatown, Hanson's L. A. Confidential,
the Wachowski brothers?Bound, Moseley's Devil in a Blue Dress and Carl Franklin's
1995 film version of the same novel, Ridley Scott's Blade Runner and/or Spielberg's
Minority Report, and the Coen brothers?The Big Lebowski and/or The Man Who Wasn't
There (2001). We might even have time for a graphic novel'-noir, such as Ed Brubaker's
Scene of the Crime, Max Collins's Road to Perdition, Frank Miller's Sin City, or
John Wagner's History of Violence.
ENG 280 01 (4)
F 9-12:20
Krauss
Study of dramatic literature in eastern and western cultures, from its beginnings
to the present. Through an analysis of texts, stage methods (including costuming,
make-up, props, scenery, sound effects, and characterization), and audience response,
this course investigates how the theatre of specific eras has shaped dramatic literature.
Students will review theatrical productions as well as dramatic texts. (LO 5)
Eng 286 Acting Styles and Techniques (4)
F 1-4:20
Krauss
Offers students the opportunity to study various styles and techniques of stage
acting, such as classical, Shakespearean, Stanislavskian, and more recent approaches.
Practical skills will be emphasized. (LO 5)
ENG 295 01, 02 Writing Short Course: Poetry Writing in the Schools (1)
TR 1:05-2:20 (January 16-February 15) or TR 1:05-2:20 (Feb. 20 to April 12)
Ungar
This short course will focus on how to teach the writing of poetry in the schools,
to enhance students?love of language and innate creativity. Using the work of Kenneth
Koch, particularly Wishes, Lies, and Dreams, we will learn the fundamentals of teaching
creative writing, through specific exercises proven to succeed with children. Each
student will present a short lesson to the class.
ENG 295 W3 Writing Short Course: Memoir (1)
March 16 to 18: F 5-9 pm; Sat. 9-3; Sun. 1-3:30
Farco
In this course student will learn the nuances of self-reflective writing and how
to break them down into a teachable format. Course will look at examples of the
genre, as well as give students the opportunity to write a section of their own
memoir in order to better understand how to instruct others. Reading will include
essays by Joan Didion, Alice Walker and many others.
ENG 295 W1, W2 Writing Short Course: Prewriting Techniques (1)
March 16 to 18: F 5-9 pm; Sat. 9-3; Sun. 1-3:30 Feb. 2-4: F 5-9 pm; Sat. 9-3; Sun.
1-3:30
Craig
Course will focus on teachable pre writing, free writing and brainstorming techniques.
Students will have the opportunity to teach techniques as well as develop an essay.
ENG 311 Writing Creative Nonfiction (4)
T 6:15-9:35
Nester
See catalogue for description
ENG 313 Writing Fiction (4)
TR 11:15-12:55
Seamon
See catalogue for description.
ENG 322 01 Studies in Modern Poetry (4)
TR 2:30-4:10
Monaco
Research-oriented exploration of modernist poets of the first half of the 20th century
such as Yeats, Eliot, Pound, Frost, H.D., Stein, Stevens, Hughes, Moore,Williams,
and others.. Fulfills writing-intensive requirement.
ENG 498 Senior Seminar: Transcendentalism and its Heirs (4)
TR 2:30-4:10
Ungar
We will attempt to trace the current of idealism in U.S. thought from such 19th-century
writers as Emerson, Thoreau, Whitman, Dickinson, Melville, Hawthorne and Poe, through
20th-century movements such as the Beats, to contemporary offshoots such as eco-criticism
and poetry. Each student will be encouraged to focus her own research interests
by exploring the work of a particular writer, or the connection between a pair or
trio of writers, throughout the semester. For example, one might research Whitman's
influence on Ginsberg; Thoreau's relationship to Gary Snyder or Mary Oliver; an
eco-critical approach to Moby Dick; Emily Dickinson and Susan Howe's My Emily Dickinson;
and so on. Our efforts will culminate in a substantial literary research paper and
oral presentation. Open to majors in English and English:Adolescence Education who
are seniors (90 credits) and have passed ENG 497. Prerequisites: ENG 112, ENG 330
and one 300-level literature course.
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