Consult semester listing of courses (online at www.strose.edu
under Student Solution Center) for full registration details.
Please note:
- The following English courses offered in Spring 09 fulfill Liberal Education Objective
04: ENG 106, 126, 134, 216, 217, 226, 227, 236, 244, 260.
- The following English course offered in Spring 09 fulfills Liberal Education Objective
05: ENG 286.
- ENG 105 fulfills Liberal Education Objective 01. Students who transferred in a course
equivalent to ENG 104 may use ENG 274 to complete Liberal Education Objective 01.
- The following English courses offered in Spring 09 fulfill the college-wide diversity
requirement: ENG 126, 216, 226, 227, 236.
- Many courses listed here fulfill requirements for English majors, English-Adolescence
Education majors, and English Language Arts concentrators; consult the catalogue,
your academic progress report, and your advisor about those.
ENG 105 Expository Writing, Oral Communication, Research-multiple sections
This course is required of all first-year students and transfer students who have
not completed an equivalent course. See online listings under Student Solution Center
for details of each section. THIS COURSE SHOULD BE TAKEN DURING THE STUDENT'S FIRST
YEAR AT SAINT ROSE. (LO1)
2083 ENG 106 01 Intro. to Poetry (4)
Ungar TR 11:15-12:55
How to read, appreciate, and write about poetry. Basic poetic terminology will be
introduced, with a goal of learning to explicate texts, in both oral presentations
and papers. Practice in writing poetry optional. (LO4)
1261 ENG 106 02 Ecology, Literature, Culture (4)
Morrow TR 4:15-6:00
Global climate change is much in the news lately--though not as much as it should
be. In this course, we will examine how the crisis is being represented in "the
media" (television, on-line news sources, and documentary films) and thematized
in fiction. We will also contextualize these representations and our discussions
of them by considering literature (essays, poetry, fiction) on Nature from earlier
decades and centuries. (LO4)
1018 ENG 106 03 The Romantic Hero (4)
Faitell MW 2:40-4:25
In this class, we will examine the Romantic Hero, as an archetype and title, which
includes characters and individuals that transgress and reject social institutions.
We will examine and analyze this character in its darker aspects and attempt to
surmise what it exposes about the culture and history surrounding each figure's
literary creation. We will read a combination of poetry and prose, in order to trace
the use and figure of the Romantic Hero through its inception in late Eighteenth
century England and attachment to the historical Napoleon, to its manifestation
throughout literary history, where it still has a pervading aura today. (LO4)
1262 ENG 106 04 Film and Fiction (4)
Farco MW 2:40-4:25
This course will look closely at 19th century novels in the context of their initial
publication era and 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 to 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? Authors
studied may include Austen, Bronte, Gaskell, James, Shelley among others. (L04)
1037 ENG 106 05 Austen's Heroines (4)
Farco TR 2:30-4:10
What defines an heroine? How has that definition changed since the 19th century?
This course will look closely at 4 novels by Jane Austen, examining her heroines
in the context of the initial publication era and in the context of the modern film
adaptation. Students will be expected to engage in in-depth textual analysis, critical
thinking, and to consider a multitude of questions which examine what it means for
a female character to be considered an heroine in fiction and on film. Texts will
include Sense & Sensibility, Pride & Prejudice, Persuasion and Emma. (L04)
1034 ENG 106 07 Mythic Story (4)
Ingersoll TR 2:30-4:10
In this class, we will closely read, discuss, and critically examine classical mythic
stories and examine mythic echoes in modern works. Cultural and universal story
elements will be looked at through the lenses of literature, history, aesthetics,
philosophy and psychology. (LO4)
ENG 114 Literary Genres and Traditions (4)
2085 section 01 Sheehan TR 11:15-12:55
1020 section 02 Newton MW 9:00-10:15 One credit of 4-credit course online.
1094 section 03 Newton MW 10:25-11:40 One credit of 4-credit course online.
1095 section E4 O'Connor-Salomon W 6:15-9:35 pm
Introduction to the field-specific concerns and concepts of literary study and to
literary genres and literary criticism. Practice in reading, research, writing,
oral skills as needed for literary study. Course is designed for students with English/Language
Arts concentration.
1039 ENG 126 01 Food, Hunger and the Desire for Reform: Readings about the Politics
of Consumption (4)
Chan MW 10:25-11:40 One credit of 4-credit course online.
This course will be a hybrid course with in-class sessions, service learning activities,
and online writing activities focused on discussions about food, hunger, and power.
Reading will ask students to consider the political act of eating as subversive,
or even dangerous, depending upon who is the consumer and who is the producer. Possible
readings include Oliver Twist by Charles Dickens, The Jungle by Upton Sinclair,
My Year of Meats by Ruth Ozeki, and The Omnivore's Dilemma by Michael Pollan. (Fulfills
diversity requirement.) (LO4)
1041 ENG 126 03 Diverse Voices in Literature (4)
TBA MW 2:40-4:25
Course addresses such issues as race, gender, ethnicity, sexual orientation, colonization,
immigration, diaspora, and/or multicultural and global perspectives in literatures.
Attention given to the social, economic, and political factors that inform and underlie
these issues. Examples of literatures include African, Asian, Caribbean, Latino/a,
Latin-American, Arabic, Indian. This course may be taken more than once, provided
it addresses a different topic. (Fulfills diversity requirement.) (LO4)
2090 ENG 126 05 American Story: Immigrant Tales (4)
Ingersoll MW 2:40-4:25
In this class, we will closely read and discuss short fiction, personal essays,
and critical works that address elements of the immigrant experience in 20th century
America. We will examine the historical and social contexts of the works, and the
nature of personal national identity. (Fulfills diversity requirement.) (LO4)
2087 ENG 126 E1 Teacher as Hero: The Diverse Classroom (4)
Fitzsimmons MW 4:25-6:00
This course will explore the role and character of the teacher as hero in the classroom.
Attention will focus on diverse communities, addressing social, political, and historical
themes. We will examine the life and work of the teacher as expressed in fiction,
film, memoir and non-fiction. Focus will include issues of race, gender, sexual
orientation and multicultural perspectives. Within the classroom experience, we
will seek to define and analyze these interconnected dynamics. (Fulfills diversity
requirement.) (LO4)
2089 ENG 126 E2 African American and Latin American Literature: Family, Identity,
and Self-Esteem (4)
Clarity W 6:15-9:35
The purpose of this course is to review literature in the areas of family, identity
and self-esteem and to see how these issues are reflected in literature by African
American and Hispanic authors. Issues in racism, bias and self-esteem will be discussed
in terms of how such conditions impact identity and sense of success and hope among
individuals. Issues in minority/majority status in various cultures will be discussed.
Exploration of significant literature that reflects key concepts will include reading,
discussion, group projects, literary scholarship, oral reports and reflective writings
on central themes. Our responsibilities in regard to becoming aware of, challenging
and helping to end issues in racism and bias will be considered. (Fulfills diversity
requirement.) (LO4)
2088 ENG 126 E4 Samurai to Sushi: Japanese Literature (4)
Beaudry T 6:15-9:35
Japan is a county that the West has at turns admired, feared, and just plain misunderstood.
Through a study of the literature of the Japanese people in context we will explore
the ideas, aesthetics, and beliefs that have shaped and been shaped by both their
writing and cultural identity. In doing, so we will develop powerful strategies
for closely and critically reading texts as well as our facility with oral and written
communication. In our survey, we will consider works from a variety of genres and
ages including: the world's first novel, The Tale of Genji, by Lady Murasaki; haiku,
that ephemeral and enigmatic form written both by Basho and modern businessmen;
as well as contemporary stories by authors such as Banana Yoshimoto and Haruki Murakami.
Ultimately, the lens we are using to study Japanese literature will reflect our
own identities forcing us to consider how we construct concepts of self as well
as the ultimate questions of: Who are we as individuals? As citizens of a nation?
As members of a global community? (Fulfills diversity requirement.) (LO4)
1263 ENG 134 01 Medieval Literature (4)
Laity MW 10:25-11:40 One credit of this 4-credit course is online.
Study of texts written during the Middle Ages, about 500 - 1500 CE, from Anglo-Saxon
warriors and monks to late medieval mystics and dramatists. Texts are in modern
translations. Students will explore the cultural contexts and literary developments
in both written and oral assignments. (L04)
ENG 206 Creative Writing (4)
1265 section 01 Seamon TR 9:25-11:05
1266 section 02 Fulwiler MW 1:15-2:30 One credit of 4-credit course online for section
03.
2091 section 01 Butler TR 11:15-12:5
An introductory course in 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: ENG 105 or equivalent.
1059 ENG 216 01 Slavery: Narratives, Novels, and Speeches (4)
LaRocque TR 9:25-11:05
This course will examine various texts by African-American writers from before the
abolitionist movement gained prominence in American discourse through the end of
the nineteenth century. Our goal will be to try to gain a better understanding of
America's "peculiar institution" and "greatest sin" by studying the words of those
who experienced it first-hand. Texts will include work by Frederick Douglass, Harriet
Jacobs, Charles Chesnutt, Frances Harper, and Booker T. Washington. Fulfills diversity
requirement. (L04)
1021 ENG 217 01 Detective Fiction (4)
Seamon TR 9:25-11:05
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.(LO4)
940 ENG 218 01 Oral Interpretation of Literature (4)
Sperber TR 2:30-4:10
Development by theory and practice of the skills of reading aloud to present informed
sharing of literary selections, increase understanding of literary works, and provide
enjoyment to reader and audience. Presentations include prose, poetry, and drama.
Prerequisite: ENG 105 or equivalent.
768 ENG 218 E1 Poetry in Performance (4)
Nester R 6:15-9:35
Poetry is often thought of as a private, precious art, and poets as reclusive artists
who are misunderstood. But poetry began as a public, often competitive art form,
and the idea of poets as the village's truth-teller has never completely gone away.
This class will study poems in performance each week, and consider the traditions,
manifestoes, movements, and cultural contexts in which the poems were written and
read-from African griots to medieval French troubadours, from Beat Generation poets
and sound poetry to slam and hip hop. To deepen our understanding of their craft,
we will focus on student performance of poems in these traditions and modes, either
as exercise or imitation. The class will culminate in a final public performance.
Prerequisite: ENG 105 or equivalent
2092 ENG 221 01 Outsiders: Protest Literature in the 1950s, 60s, 70s (4)
LaRocque TR 11:15-12:55
In this class, we will look at the literature that arose out of a period of great
turmoil in American culture. Specifically, we will study those texts that commented
on, and possibly even helped change, the status quo. Our goal will be to come to
a deeper understanding of some of the possible roles of writers in a literate culture.
Authors studied will include Ralph Ellison, Jack Kerouac, Toni Morrison, Kurt Vonnegut,
and Philip Roth.
ENG 223 Early American Literature (4)
1101 section 01 Miles TR 9:25-11:05
2093 section 02 Miles TR 4:15-6:00
Explores any of a number of Early American literary and cultural contexts, such
as religious faith, Native and Euramerican relations, slavery, women's writing,
or the American frontier. Selected readings may include translations of Native American
oral narratives; colonial writers such as Bradstreet, Taylor, Wheatley, and Franklin;
and early 19th-century writers like Emerson, Thoreau, and Poe.
1271 ENG 226 01 Medieval Women's Lives (4)
Laity MW 11:50-1:05 One credit of this 4-credit course is online.
Students will explore women's lives and writing in the Middle Ages, about 500 -
1500 CE. Readings will include both texts written by women and about women, films
presenting medieval lives, as well as historical documents illuminating medieval
life, laws and religion. Students will complete a variety of assignments both written
and oral. Fulfills diversity requirement. (L04)
2094 ENG 226 02 Early Women Writers: Gender and Gender-bending (4)
O'Connor-Salomon TR 2:30-4:10
Women have been restricted by society and have fought against those restrictions
in many time periods, but this was perhaps more pronounced in earlier time periods.
Some women sought to work within the system, others rebelled against it. To reach
their goal, select women even went to the extreme of dressing as men. This class
will look at texts written by and about women who sought to work within and outside
the system and may include Marie de France, Joan of Arc, the "Romance of Silence,"
Christine de Pisan, and Queen Elizabeth I. Fulfills diversity requirement. (L04)
2095 ENG 227 01 Women and Writing: The Victorian Governess Trap (4)
Chan MW 1:15-2:30 One credit of this 4-credit course is online.
Many educated, genteel nineteenth-century British women found themselves working
as governesses to support themselves when they had no recourse to other sources
of income. Their work was considered necessary by wealthy families seeking impoverished
gentlewomen to train their children in social behaviors appropriate for the privileged
classes. However, the women seeking such employment sometimes found their situations
to be adventurous, hazardous, and sensational. We will look at some narratives written
about the governess, who was herself often the focus of public attention for her
ambiguous social status. Possible readings: Agnes Grey (Anne Brontë), Jane Eyre
(Charlotte Brontë), The English Governess at the Siamese Court (Anna Leonowens),
Ruth (Elizabeth Gaskell), Turn of the Screw (Henry James). Fulfills diversity requirement.
(L04)
2096 ENG 227 02 Sisterhood, Solidarity, Selling Out (4)
Middleton MW 10:25-11:40 One credit of this 4-credit course is online.
This introduction to women's writing in the twentieth century aims to carefully
examine representations of women's behavior with other women. "Girls have to stick
together" has become a common cliché, and yet popular culture feeds on women's betrayals
of other women (e.g., Lauren vs. Heidi; Paris vs. Nicole, etc.). What accounts for
the difference between what women say and what they do? What do women owe to other
women, and what do they owe to themselves? By closely examining a variety of works
by women in different media (novels, essays, film, etc.), we will think carefully
about how the complex realities of daily life (school, work, ethnicity, economics,
sexuality, motherhood, etc.) shape the way women interact with other women. In addition,
we'll look for aesthetic and material strategies that intervene in systems of women's
competition. Texts may include: Julia Alvarez, How the Garcia Girls Lost Their Accents;
Octavia Butler, Kindred; Catherine Hardwicke, Thirteen; Ruth Ozeki, My Year of Meats.
Fulfills diversity requirement. (L04)
ENG 236 African/Caribbean Literature (4)
1022 section 01 Palecanda TR 9:25-11:05
2097 section 02 Palecanda TR 11:15-12:55
The emphasis in this course is on existing and emerging literary/visual traditions
in African countries and the Caribbean with attention to the processes of colonization,
decolonization and globalization. We will read novels, study film and documentaries.
Fulfills diversity requirement. (LO4)
2098 ENG 244 01 Early World Literature (4)
Ungar TR 2:30-4:10
Introduction to some of the earliest written literature in the world, with emphasis
on foundational myths. Works covered will include the Odyssey, Oedipus the King,
Lysistrata, selections from the Old and New Testaments, the Qu'ran, the Bhagavad
Gita, the Tao Te Ching, Buddhist texts, lyric poetry from around the world (Rumi,
Li Po, Tu Fu, Basho) and Dante's Inferno. Mainly reading and discussion, but one
paper and oral presentation required. (L04)
ENG 247 Prose Writing Workshop: Practice and Pedagogy (2)
2107 section 01 Colton MW 11:50-1:05; F 11:50-12:55 Jan. 12-Mar. 4
2100 section 02 Colton MW 11:50-1:05; F 11:50-12:55 Mar. 5-May 6
This course uses a workshop method to introduce students to the writing of literary
prose, including personal essay, lyrical essay and narratives. The course will also
address methods for teaching prose writing. Students read literary prose and compose
their own prose works. Workshops promote discussion and critique of student work.
Prerequisite: ENG 105 or equivalent.
597 ENG 251 E1 Writers on Writing (4)
Shavers M 6:15-9:35
What is the purpose of creative writing, and what determines "great" (as in innovative,
influential, and exceptional) creative work? Throughout this course, in hope of
answering this question--as well as raising a few more--we will examine a number of
literary texts by poets, essayists, and novelists that address the act and purpose
of creative writing, as well as what aesthetic sensibilities a writer should possess
before he or she attempts to write. Students will be expected to do a number of
writing assignments, culminating in the production of their own "literary manifesto."
The authors we will read include, but are not necessarily limited to, Italo Calvino,
Anne Carson, Annie Dillard, T. S. Eliot, Trey Ellis, E.M. Forster, Jonathan Franzen,
William Gass, William Gaddis, John Gardner, Henry James, Milan Kundera, Toni Morrison,
Francine Prose, and Alain Robbe-Grillet. Prerequisite: ENG 105 or equivalent.
ENG 260 Shakespeare (4)
1102 section 01 Morrow TR 9:25-11:05
2101 section 02 Butler MW 10:25-11:40; F 10:25-11: 20
Examination of poetry and representative plays in the context of early modern English
society and culture. The careful study of Shakespeare's language, of genres, and
of theatrical practice will be supplemented by attention to early modern social
issues and to present-day critical trends. (L04)
2102 ENG 272 01 Teaching Columbus: Contact Narratives in the Classroom (2)
Rice MW 9:00-10:15 Hybrid course with an online component.
This course will focus on teaching about Euramerican/Native American contact in
the Americas. We will explore literature and other media dealing with European figures
like Christopher Columbus, John Smith, and Mary Rowlandson; their stories will be
contextualized and countered by native voices from the period. Our main goal will
be to explore ways that this period of contact can be realistically and constructively
presented to students without uncritically relying on highly suspect and widely
perpetuated Euramerican fictions.
ENG 274 01 Presentation and Performance (2)
2105 section 03 Dollinger MW 2:40-4:25 Jan. 12-Mar. 4
2103 section E1 Sperber TR 4:15-6:00 Jan. 12-Mar. 4
2104 section E2 Sperber TR 4:15-6:00 Mar. 5-May 6
Practice in specific aspects of presentation and performance in relation to pedagogical
possibilities. Intended for education majors. This course may also be used by transfer
students who transferred in a course equivalent to ENG 104 to complete the LO1 requirement.
2106 ENG 286 E1 Acting: Styles and Techniques (4)
Krauss M 6:15-9:55
Offers students the opportunity to study various styles and techniques of stage
acting, such as classical, Shakespearean, Stanislavskian, and more recent approaches.
Practical performance skills are emphasized. (L05)
1074 ENG 290 01 Drama Production and Performance (1)
Krauss
Practicum in play production. While working with the drama director to prepare the
play productions for the semester, students become involved in a wide variety of
stage activities, including costuming, makeup, props, scenery, sound effects, and
character portrayal. A minimum of 75 hours of commitment is required. Course may
be taken more than once (4 credits max).
1195 ENG 295 W1 Writing the Essay (1)
Fulwiler Fri., 5-9:00 pm; Sat., 9 am-3:00pm; Sun., 1-3:30pm January 16-18
A one-credit writing workshop focused on the genre of the personal essay. Careful
study of a wide variety of forms, voices, and topics. Central to the course will
be the students' own writing and the experience of brainstorming, drafting, revising,
and editing a personal essay. Possible readings include E.B. White, Jo Ann Beard,
Sarah Vowell, Scott Russell Sanders, and others. Peer workshops, in-class writing,
and mini-conferences with the instructor. Pass/fail.
2119 ENG 295 W2 Prewriting Techniques (1)
Craig Fri., 5:00-9:00 pm; Sat., 9:00 am-3:00 pm; Sun., 1-3:30 pm April 3-5
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.
Pass/fail.
2120 ENG 295 W3 Personal Narratives (1)
Craig Fri., 5:00-9:00 pm; Sat., 9:00 am-3:00 pm; Sun., 1-3:30 pm April 17-19
"What happened to the writer is not what matters; what matters is the large sense
that the writer is able to MAKE of what happened." Vivian Gornick
In this weekend course, students will create several short autobiographical pieces
reflecting on their own lives as story. Readings will highlight qualities of good
storytelling and "levels of truth" in non-fiction writing. Activities will focus
on finding one's voice, "genres of the self" and the definition of "true". Pass/fail
1024 ENG 302 01 Language and Linguistics (4)
Sheehan TR 9:25-11:05
Introduction to recent developments in language study and to the principles of linguistics.
Course examines the structure of the English language including phonology, morphology,
semantics, and pragmatics, as well as traditional-descriptive, prescriptive, and
generative-transformational grammars. Students engage in guided research, writing,
and oral presentations on a range of language topics.
1093 ENG 311 01 Writing Creative Nonfiction (4)
Nester TR 2:30-4:10
A workshop in writing creative nonfiction. The focus is on personal essay, memoir,
literary/ aesthetic essay, first-person journalism, and experimental essay. Readings
in theory of creative nonfiction as well as a variety of creative nonfiction writers,
will round out the course. Fulfills writing-intensive requirement. Prerequisites:
ENG 105 and 200-level writing course (for students who started at Saint Rose in
fall 07 or thereafter), or consent of the instructor based on writing sample.
ENG 313 Writing Fiction (4)
1025 section 01 Shavers MW 11:50-1:05; F 11:50-12:40
1279 section 02 Shavers MW 1:15-2:30; F 1:15-2:10
One does not become a better fiction writer solely through the mechanical exercise
of writing alone, but also by reading fictional works with a keen eye towards an
individual writer's craft, technique, and unique stylistic flair. In other words,
it is by reading the fiction of others that you come to understand that you, too,
as both a writer and a reader, have an already developed aesthetic sense that merely
needs to be discovered, uncovered (or in some cases, strengthened), and articulated.
Additionally, since course readings will be selected according to topics raised
in class, this course will be almost entirely directed by you, the student body.
Thus, it is expected that all students will be able to discuss the particularities
of each class reading at length. What moves you about a selected story, and what
doesn't? Answering these questions will not only allow you to improve your own writing,
but also help to understand your own aesthetic and creative intentions. Fulfills
writing-intensive requirement. Prerequisites: ENG 105 and 200-level writing course
(for students who started at Saint Rose in fall 07 or thereafter), or consent of
the instructor based on writing sample.
1280 ENG 320 01 Freedom/Slavery: 19th C. American Literature
Miles TR 2:30-4:10
This class focuses on how the "slavery question" influenced the literature of the
United States during the nineteenth century. We will look both at texts that deal
directly with slavery, such as slave narratives and abolitionist literature, as
well as some works that deal more abstractly with the idea of freedom, from the
political writings of Abraham Lincoln, to writers in the early part of the century
who saw questions of freedom reflected in the Indian captivity narrative. Writers
encountered will include Frederick Douglass, Harriot Jacobs, Martin Delaney, and
Mark Twain. This course may be taken more than once, provided it addresses a different
topic. Fulfills writing-intensive requirement.
718 ENG 330 Literary Criticism/Theory (4)
Palecanda M 6:15-9:55
Study of 20th-century literary criticism and theory, with emphasis on current theorists.
Readings address diverse conceptions of author, reader, text, literary canon, gender,
sexuality, class, and geopolitics. Will include literary texts, film, and other
media. Emphasis is on reading, writing, and theorizing. Prerequisite: ENG 112.
2109 ENG 335 Ideology and Renaissance Lit. (4)
Morrow TR 11:15-12:55
Here we will explore examples of (non-Shakespearean) poetry and drama of the English
Renaissance--in works by Edmund Spenser, Thomas Heywood, Francis Bacon, Thomas Nashe,
Thomas Deloney, Elizabeth Cary, Lady Mary Wroth, and others. A key way into these
texts will be through the concept of ideology; and we will pay particular attention
to ideals and practices around labor, Englishness/otherness, and roles for women.
Investigating the beliefs and practices of this culture will allow us to reflect
on those in our own. Fulfills writing-intensive requirement.
2108 ENG 340 01 Novel Capacities (4)
Middleton MW 1:15-2:30 One credit of this 4-credit course is online.
As a literary form, the novel has enjoyed a brief but privileged place in English
Studies. From its beginnings, however, critics have been insisting that the novels
is dying, and the rise of the internet has made these dire predictions more inflammatory
than ever before. In this course, we'll take a "novel" approach to the novel: rather
than historicize or aestheticize it, we'll explore the unique properties of the
form. In other words: what can a novel do that no other medium can? What are the
inimicable capacities of the novel? We'll consider the novel's contributions to
art, to culture, to the psyche, to politics, and to the construction of the modern
self with the help of literary critics and theorists. Eclectic reading list may
include: Lawrence Sterne, Tristam Shandy; Henry James, Portrait of a Lady; Franz
Kafka, The Trial; Gore Vidal, Myra Breckinridge; Richard Powers, Galatea 2.2; Heidi
Julavits, The Effects of Living Backwards. Fulfills writing-intensive requirement.
2110 ENG 344 01 Sense and Sensibility: Literature of the Later Eighteenth Century(4)
Butler TR 9:25-11:05
This course will examine literary works of the era in cultural context, highlighting
departures from the Neoclassical mode and anticipations of Romanticism. Fulfills
writing-intensive requirement.
1071 ENG 410 Senior Writing Project (4)
An opportunity to write a major piece or a series of shorter pieces that represent
advanced-level work in poetry, fiction, drama or literary/personal nonfiction. Open
only to students who have completed 12 credits with grades of B or better in English
writing courses, including ENG 105. Permission of the instructor is required. Student
must contact faculty mentor and make arrangements.
1072 ENG 494 English Internship (4)
Nester
This course provides students with the practical experience of applying the knowledge
and skills of their coursework in actual work environments. Students engage in field
opportunities in writing, research, drama, and literature at such sites as newspapers,
public relations offices, schools, non-profit organizations, government agencies,
theaters, and other professional contexts. Application required; students work with
the internship coordinator to find placement in the semester preceding the internship.
Open to English and English: Adolescence Education majors who have completed 90
credits toward their degree. Prerequisites: ENG 112, ENG 330, and one 300-level
literature course. Students who have completed at least 12 credits toward the writing
minor may also apply to take this course.
1294 ENG 497 01 English Portfolio for English Majors (0)
1491 ENG 497 02 English Portfolio for English-Adolescence Education majors (0)
Cavanaugh
All undergraduate English and English-Adolescence Education majors must submit a
portfolio of their writing toward the end of their course of study. Students should
follow the directions provided in the English Portfolio Guidelines. Students should
register for ENG 497 in the same semester as ENG 498 Senior Seminar. These guidelines
are available from English advisors. Pass/fail. Open to English and English: Adolescence
Education majors who have completed 90 credits toward their degree. Prerequisites:
ENG 112, ENG 330, and one 300-level literature course. Must be taken in same semester
as ENG 498.
1578 ENG 498 02 Senior Seminar--Making American Selves: The Poetics and Politics
of Autobiography (4)
Fulwiler TR 2:30-4:10
Remember the James Frey incident on Oprah? Watching Frey squirm under Oprah's penetrating
gaze made it clear to everyone that there's a lot at stake when it comes to memoir
and autobiography. There are, for example, questions about truth and "Truth," experience
and interpretation, writers' visions and readers' expectations. Writing about one's
life is fraught with questions about identity, selfhood, and memory. In this course
we will examine the rhetorical strategies that writers use to construct a self,
and in particular, trace the historical contours of writing (and rewriting) "the"
American self. In the nation famous for invention and new beginnings, how have writers
used the narrative conventions and constraints inherent in autobiographical writing
to present a certain form of American identity? What kinds of selves have been sanctioned
and celebrated? What kinds of selves have launched a critique of American identity?
What texts have strained or challenged the tenets of nonfiction writing and to what
end? We will pursue such questions by reading autobiographical theory, as well as
both canonical and contemporary examples of autobiography and memoir. Possible readings
include: Benjamin Franklin, Zitkala-Sa, Ralph Waldo Emerson, Margaret Fuller, Frederick
Douglass, James Baldwin, bell hooks, Lucy Grealy, Richard Rodriguez, Annie Dillard,
Terry Tempest Williams, Augusten Burroughs, Nick Flynn, and Lauren Slater. Open
to English and English: Adolescence Education majors who have completed 90 credits
toward their degree. Prerequisites: ENG 112, ENG 330, and one 300-level literature
course.
770 ENG 498 E1 Senior Seminar: Victorian Novels Revisited and Revised (4)
Chan MW 4:25-6:05
Henry James once called the Victorian novel a "loose baggy monster," but the genre
has retained its attraction to readers and writers. Numerous authors have reinterpreted
the Victorian period by appropriating its discourses, the novel form, or rewriting
specific characters, suggesting a continued critical and creative interest in the
baggy monster and its cultural context. Readings for this course will alternate
between Victorian novels and latter-day revisions, forming the basis for discussions
about the salience of social, cultural, and economic issues that still resonate
with contemporary readers. Students will be expected to develop a research project
concerned with an issue or text arising from the consideration of the Victorian/neo-Victorian
continuum. Open to English and English Adolescence Education majors who have completed
90 credits toward their degree. Prerequisites: ENG 112, ENG 330, and one 300-level
literature course.
1073 ENG 499 Independent Study (4)
Individual reading and research under direction of an advisor in a topic or figure
not regularly offered in the English curriculum. Generally, the student must have
already studied the period or a similar topic so that he/she may continue studying
the topic or writer(s) independently. Not open to first-year students. Permission
required; form available online under Student Solution Center.
