An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid course.One credit of this course is online.
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid course One credit of this course is online.
An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid course. One credit of this course is online.
An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid one credit of this course is online.
An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid course.One credit of this course is online.
An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid course One credit of this course is online.
An introduction to college-level writing and research. Emphasis on the writing process as well as on informative and persuasive writing and speaking across a range of situations, audiences, and forms. Instruction in substantial research paper. Students must receive a grade of C or better to satisfy this Core requirement. (C1)
Hybrid course. One credit of this course is online.
Introduction to the conventions of literary study for English /Language Arts concentrators. Focus on the relevant literary history and technical conventions of literary genres. Exploration of methodologies of literary criticism/theory. Practice in reading, research, writing, and oral communication skills as needed for future literary study. Course is intended for students in the English Language Arts concentration; should be taken as early as possible. Students may not take both ENG 112 and ENG 114. Fall, Spring.
Hybrid One credit of this course is online.
This course will help students think about writing as a profession as well as an art, to learn how to seek out markets and to develop an adaptive flexibility in their writing styles, while building an online portfolio of work to showcase those skills. (C2)
ONLINE Asynchronous
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 will engage in guided research, writing, and oral presentations focused on language use in its everyday form and related social variables.
ONLINE Asynchronous
Language and Linguistics. Marlow. ONLINE. Asynchronous.
In this class we will work from the perspective of linguistics, which is the scientific inquiry into
the uses and structures of human language, in order to understand the language that we use in
our daily lives for both speaking and writing. Understanding language use is key to
comprehending the human mind and our social interactions. As a class we will seek to answer
the questions: What is a dialect? What is the difference between this and a discourse
community? Questions like these will help us to understand the social aspect of language.
Language is a human construct primarily composed of arbitrary symbols; however, it is also
made up of physical gestures and mental elements (ability to perceive and interpret meaning).
Lastly, we will study recent developments in language studies as they pertain to the ways in
which new media influences English language evolution and compositional practice. We will
rethink reading, writing, and publishing, as they call for redefinition in this digital age.
An introductory course in creative writing with practice in and critique of fiction, creative nonfiction, drama, and poetry, as well as readings in and discussions of each genre. In addition to original creative pieces, students will critically examine creative and critical texts. Recommended for students with any level of creative writing experience. Prerequisite: ENG 105 or equivalent. (C2)
An introductory course in creative writing with practice in and critique of fiction, creative nonfiction, drama, and poetry, as well as readings in and discussions of each genre. In addition to original creative pieces, students will critically examine creative and critical texts. Recommended for students with any level of creative writing experience. Prerequisite: ENG 105 or equivalent. (C2)
ONLINE Sycnhronous
Express yourself. This introduction to creative writing may be the most fun class you’ve ever
taken, with the opportunity to workshop fiction, nonfiction, poetry and drama. No writing
experience required, other than ENG 105. An open mind and a willingness to learn are all that
you need. With Janet Burroway’s Imaginative Writing as our text, we will use her exercises as
spring-boards into the unknown. We will meet once a week on ZOOM, while the rest of the
course will be asynchronous, with writing assignments due weekly. (L05 and satisfies lit
requirement under new Liiberal Arts and Sciences core)
This course examines Black literary texts and contexts, ranging from the eighteenth century to the present day. Areas of focus may include literary movements, print culture, genre fiction, and activism. This course may be taken more than once provided it addresses a different topic when taken again. Fulfills diversity requirement. (C2)
Hybrid course. In person on Thursday plus asynchronous Assignments.
Black Literatures: Growing up Black in the US. Dahn. R 9:25am-11:07am.
Albertus 301. Hybrid (in-person on Thursdays plus asynchronous assignments).
This course will be taught asynchronously and synchronously. The asynchronous component
will require independent work; that work, which will include readings, viewings, and writing,
will usually be due on Tuesdays. The synchronous component will consist of in-person class
meetings on Thursdays. (L04)
This course examines Black literary texts and contexts, ranging from the eighteenth century to the present day. Areas of focus may include literary movements, print culture, genre fiction, and activism. This course may be taken more than once provided it addresses a different topic when taken again. Fulfills diversity requirement. (C2)
Hybrid course. In person on Thursday plus asycnhronous assignments.
Black Literatures: Growing up Black in the US. Dahn. R 11:15am-12:57pm.
Albertus 301. Dahn. Hybrid (in-person on Thursdays plus asynchronous assignments).
In 1903, the influential African American intellectual and leader W.E.B. Du Bois declared that
white Americans often approach him (and other Black people) with the question: “How does it
feel to be a problem?” In this course, we will examine what this problem is and what it feels like
by analyzing what it means to grow up Black in the United States. How do people learn the
lessons of what it means to be Black during the Jim Crow period, a time of legalized
segregation? Throughout the course, we will pay careful attention to the intersections of race,
class, and gender. Authors will include Richard Wright, Colson Whitehead, and Toni Morrison.
This course will be taught asynchronously and synchronously. The asynchronous component
will require independent work; that work, which will include readings, viewings, and writing,
will usually be due on Tuesdays. The synchronous component will consist of in-person class
meetings on Thursdays. (L04)
Development in 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.
Oral Interpretation of Literature. Chepaitis. MW 4:15pm-6:00pm. Albertus
303.
This class provides practice in taking the word off the page and learning how that changes the
word itself.We’ll be specifically looking at storytelling in a variety of forms, parody, and playful
presentation. Ourclass time will work with the physical aspects of presentation (breathing,
stance, voice, eye contact, etcetera) and will have you present work to the class in the various
aspects we study. (L05)
During the long nineteenth century, social reformers in the United States made use of new media to disseminate visual and textual representations of suffering to combat various evils—such as slavery, child labor, and poverty. At the same time, entirely new words entered the English language — “sentimentality” in 1776, “sentimentalism” in 1818 — to describe a new kind of ethics and social imaginary that glorified the family and preached the redemptive power of sympathy. This course considers the role of sentimental narrative in nineteenth-century social struggle and its legacy today. In studying writings by the likes of Stowe, Harriet Wilson, Pauline Hopkins, Hawthorne, and Melville, as well as one or two more recent texts, we’ll come to understand the conventions of sentimental literature; consider the strengths and limitations of a politics of sympathy that seeks to transform society by means of the private emotional experiences of individuals; question the relationship of literature (and its study) to social agitation; and explore the role of nineteenth-century sentimentality in enshrining beliefs about emotional life, motherhood, childhood, identity, and political struggle that continue to be influential today. Fulfills the Early Literature requirement. (C2)
Hybrid course: One credit of this course is online.
Sympathy and the Early US Novel. Sweeney. MW 9:00am-10:15am. Albertus
303. Hybrid (one credit online).
During the long nineteenth century, social reformers in the United States made use of new
media technologies to disseminate visual and textual depictions of suffering to raise awareness
of various evils—such as slavery, child labor, and poverty. At the same time, entirely new words
entered the English language—“sentimentality” in 1776, “sentimentalism” in 1818—to describe
a new kind of ethics and social imaginary involving the glorification of the nuclear family and
an emphasis on the redemptive power of sympathy. This course considers the role of
sentimental narrative (mainly novels, some film and other media) in struggles against slavery,
domestic violence, anti-Black racism, gun violence, homophobia, and other social evils in the
1800s and in the present day. In studying writings by Harriet Beecher Stowe, Harriet Wilson,
Charles Chesnutt, James Baldwin, Hawthorne, Melville, and others, we’ll come to understand
the conventions of sentimental art; consider the strengths and limitations of a politics and
ethics of sympathy that seeks to transform society by means of the private emotional
experiences of individuals; question the relationship of literature (and its study) to politics and
social agitation; and explore the role of nineteenth-century sentimentality in enshrining beliefs
about emotional life, family, childhood, difference, and political struggle that continue to be
influential today. Fulfills the early literature requirement for English majors and concentrators.
(L04.)
Examines a range of artistic works produced by women after 1800. Readings may include various genres such as the novel, drama, poetry, nonfiction prose, memoir, film, and/or music. Course focuses on how women’s experiences and their artistic responses are shaped by conditions such as ethnicity, geography, politics, class, sexual orientation, work, education, and physical ability. Fulfills diversity requirement. (C2)
ONLINE Asynchronous.
Women and Writing (Later Periods): Jane Austen and the Janeites. Chan. MW.
Chan. ONLINE. Asynchronous.
Jane Austen’s novels from the early nineteenth century continue to draw a wide readership, and
it has created a subculture of avid fans, or Janeites. Today a vibrant community of fan writers
extend the original narrative lives into unique adaptations, fan fiction, and websites. We will
work to understand why parts of our modern world endeavor to immerse themselves in
Austen’s Regency period narratives. We will examine a selection of original novels, written
adaptations, online communities, and film adaptations. (L04.)
Introduction to poetry from World War II until today, with some attention to poetic terminology. Authors covered may include Bishop, Hayden, Rukeyser, Stafford, Berryman, Brooks, Ginsberg, Plath, Sexton, O'Hara, Glück, Simic, Clifton, Komunyakaa, Harjo, and Lee. (C2)
ONLINE synchronous course.
Contemporary Poetry. Ungar. TR 2:30pm-4:12pm. ONLINE.
This course will cover a broad range of poetry post-World War II until now, including
movements such as the Black Mountain School, the Beats, the Black Arts Movement, Deep
Image and Confessional Poetry, Latino, Native American and Asian American Poetries. Poets
will include Robert Hayden, Elizabeth Bishop, William Stafford, Gwendolyn Brooks, Allen
Ginsberg, Frank O’Hara, Ann Sexton, Adrienne Rich, Sylvia Plath, Audre Lorde, Lucille
Clifton, June Jordan, Yusef Komunyakaa, Ai, Leslie Marmon Silko, Agha Shahid Ali, Joy Harjo,
Gary Soto, Rita Dove, Alberto Rios, Louise Erdrich, Lorna Dee Cervantes, Marilyn Chin,
Li-Young Lee, and Layli Long-Soldier. (L04)
Selected readings from twentieth-century Native American writers such as McNickle, Momaday, Silko, Welch, Hogan, Harjo, Erdrich, and Alexie. Contemporary texts will be contextualized by discussion of oral traditions and other relevant cultural and historical events. Fulfills the diversity requirement. (C2)
Hybrid course: One credit of this course is online.
Native American Literature. Rice. TR 9:25am-10:40am. Albertus 402.
Hybrid (one credit of this course is online).
Selected readings from twentieth-century Native American writers such as McNickle, Momaday, Silko, Welch, Hogan, Harjo, Erdrich, and Alexie. Contemporary texts will be contextualized by discussion of oral traditions and other relevant cultural and historical events. Fulfills the diversity requirement. (C2)
Hybrid course: One credit of this course is online.
Native American Literature. Rice. TR 11:15am-12:30pm. Albertus 402.
Hybrid (one credit of this course is online).
Beginning with texts taken from tribal oral traditions and shifting to Native American writing
in Euramerican and Indigenous literary traditions, we will consider the flexible and varied ways
Native American storytellers and authors have crafted narrative. Though we will read some
work with its basis in the 19th and early 20th centuries, the bulk of our course will be focused
on the last half of the 20th century as we consider works produced during and after the Native
American Renaissance of the 1970s. We will consider how issues such as mixedblood identity
and indigenous sovereignty and space have shaped and been shaped by contemporary Native
American literature and culture. (L04.)
Examines a school of writers whose work can be linked to a significant cultural trend or societal events, usual within a designated time frame and geographical region. Course may explore a single group (the Beats, the Bloomsbury group, Language Poets) or the predilections of a number of them (e.g., colonies and communes in American writing, avant-gardes). (C2)
Online asynchronous course.
Examines a school of writers whose work can be linked to a significant cultural trend or societal events, usual within a designated time frame and geographical region. Course may explore a single group (the Beats, the Bloomsbury group, Language Poets) or the predilections of a number of them (e.g., colonies and communes in American writing, avant-gardes). (C2)
Cross Listed with POS 180.
“Those People”: Depictions of Systemic Racism in Contemporary Black Film.
Shavers and Ledford. W 6:00-9:20 Albertus 301. (NOTE: Cross-listed POS 180.)
This course focuses on race as a primary site of power in the American context. In an effort to
critically analyze what systemic/institutional racism is and how it operates and is reinvented
and recast, we will employ three popular series as a springboard: The Watchmen, Them, and
Lovecraft Country. These films will be contextualized by substantial readings on racial
capitalism, literary theory, critical race theory, public policy, intersectionality, and the history of
the shifting boundaries of the category of race, among others. Some of the major themes we
plan to highlight will include the Tulsa Massacre, redlining, segregation (de jure and de facto),
the politics of “respectability,” white supremacy and its racial terror campaigns, miscegenation, blackness and gender, Jim Crow (and its newer manifestations), eugenics (and new-eugenics), and policing. (L04)
This course uses workshop methods to introduce students to the writing of poetry, playscripts and short fiction, as well as to effective methods for teaching creative writing. Students read literary texts in the genres and compose their own imaginative works. Workshops promote discussion and critique of student work. Prerequisite: ENG 105 or equivalent.
First half of semester: Jan 18 - March 16, 2022.
This course uses workshop methods to introduce students to the writing of literary prose, including lyric essays, personal essays, experimental essays, and first-person narratives. The course will also address methods for the teaching of 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.
Second half of semester: March 17 - May 6, 2022.
This course will explore effective writing for a variety of digital media venues. Students will analyze the rhetoric of writing for digital media and the ways professionals (profit and non-profit) use these platforms to interact with specific audiences. Students will examine the history of digital and social media while they gain experience writing and producing audio and video for blogs, websites and various social networking sites. They will compile a substantial final portfolio of revised work that demonstrates their nimbleness to reach different audiences. (C2)
ONLINE Asynchronous course.
This course will introduce the processes of digital publishing with an emphasis on practical skill building. Students will survey the history of the book as a technology for information, examine the typical requirements for copy editing at a professional level, then work through the basic steps of producing a simple ebook including attention to design and layout. Prerequisite: ENG 105 or equivalent. (C2)
ONLINE Asynchronous course.
An introduction to works assigned to William Shakespeare written between 1600 and 1613, with attention to genre, structure, language, and some of the contexts of their creation and performance. These contexts include the dramatic practices of Shakespeare's day and concepts including gender, race, and class relations. We will use the work of literary scholars to deepen our understanding of the works and study film versions of one or more of the plays. (C2)
Online asynchronous course.
Practice in specific aspects of performance and professional presentation in relation to pedagogical and other professional situations. Intended for education majors and students needing to fulfill the oral communications segment of their C1 requirement. Students who transfer in a course equivalent to ENG 104 may take this course to complete their C1 requirement.
First half of semester: Jan 18 - March 09, 2022.
Presentation and Performance. Chepaitis. Albertus 303. MW 2:40-3:55.
Section 1: First half of semester, Jan 18-March 09, 2022.
Section 2: Second half of semester, March 10-May 4, 2022.
This class provides practice in specific aspects of performance and professional presentation in
relation to education and other professional situations. We’ll be specifically looking at reading
out loud, working with others, and demonstration/teaching/pitching. Our class time will work
with the physical aspects of presentation (breathing, stance, voice, eye contact, etcetera) and will
have you present work to the class in the various aspects we study.
Practice in specific aspects of performance and professional presentation in relation to pedagogical and other professional situations. Intended for education majors and students needing to fulfill the oral communications segment of their C1 requirement. Students who transfer in a course equivalent to ENG 104 may take this course to complete their C1 requirement.
Second half of semester: March 10 - May 4, 2022.
Presentation and Performance. Chepaitis. Albertus 303. MW 2:40-3:55.
Section 1: First half of semester, Jan 18-March 09, 2022.
Section 2: Second half of semester, March 10-May 4, 2022.
This class provides practice in specific aspects of performance and professional presentation in
relation to education and other professional situations. We’ll be specifically looking at reading
out loud, working with others, and demonstration/teaching/pitching. Our class time will work
with the physical aspects of presentation (breathing, stance, voice, eye contact, etcetera) and will
have you present work to the class in the various aspects we study.
In-depth exploration of film and filmmaking through a variety of theoretical lenses with significant attention to the vocabulary of film criticism, technical production, and distribution. This course may be taken more than once, provided it addresses a different topic when taken again. (C2)
Hybrid course. One credit of this course is online.
Ecology and Film. Morrow. TR 9:25-10:40. Albertus 303. Hybrid: one credit
online.
This course provides you the opportunity to learn the basics (or more) of film analysis; to think
about ecological issues; and to develop your analytical writing. The first unit of the course
focuses on documentary films on a range of environmental topics, including climate change,
food and farming, human/animal relations, and indigenous cultures. The course then shifts to
studying feature films—Westerns, Horror films, and independent films—from environmentalist
perspectives. Students work on biweekly informal assignments (Discussions and VoiceThreads),
deliver a presentation, write two short papers, and work on a longer research project. (L04)
Course focuses on media literacies as they relate to film, video, podcasts, digital networks and other contemporary media. Designed for education majors. This course may be taken more than once, provided it addresses a different topic when taken again. Pass/fail.
ONLINE from April 4 - April 11 Asynchronous except: Synchronous meetings on Mon. the 4th and Fri. the 8th.
Film/Media Short Class. Marlow. 1 Credit. ONLINE. Asynchronous and
synchronous. Synchronous sessions will be Monday, April 4, 6-7pm, and again on Friday, April 8, 5-8pm. This course will look at how educators can use networked technology such as blogs, wikis, RSS, and social networking sites to enhance their classroom pedagogy, as well as tools for crafting digital texts. These sites will be assessed for “teachable moments” that can guide students in acquiring the necessary digital literacies to effectively navigate our ever-connected world. This week-long online course will involve hands-on work with composing texts across various media and genres, while we simultaneously think through the most effective means of teaching students how to become educated, critical networked individuals themselves.
Exploration of various forms of poetry, through weekly writing prompts and in-class workshops, culminating in the compilation of a portfolio of work. Focus on poetic craft, with some attention to the process of submitting work for publication. Knowledge of the genre and college-level creative writing experience expected. Fulfills writing-intensive requirement. Prerequisites: ENG 105 and 200-level English writing course, or consent of the instructor based on writing sample.
Online synchronous course.
Writing Poetry. Ungar. TR. 4:15-6:00. ONLINE
The purpose of the course is twofold: to increase our knowledge and appreciation of poetry; and
to enhance our own creativity through overcoming fear, perfectionism, and other obstacles to
writing. Through reading poems and trying to write our own, we will learn to shape, edit, and
cut, by reading and critiquing both our own and others’ work. We will concentrate on reading
our work aloud and revising, learning to ferret out clichés and to attune our ears to false notes,
with an eventual goal of sending out for publication. We will learn how to give and accept
constructive criticism openly, without defensiveness or hostility. The class will be conducted
primarily as a workshop, with asynchronous weekly reading and writing assignments, and one
weekly ZOOM meeting. Texts will be The Poet’s Companion, Kim Addonizio and Dorianne
Laux; A Poetry Handbook, Mary Oliver; and A Pocketful of Poems: Vintage Verse.
Study of twentieth and twenty-first century critical theory with attention to current trends. Students develop facility with theoretical concepts and acquire critical tools with which to read, write, and theorize about literature, film, and other texts. Prerequisites: ENG 112 or ENG 114 and two literature courses at the 200-level, or one 200-level and one 300-level. Fall, Spring.
Hybrid course: One credit of this course is online.
Exploration of the literature and culture of sixteenth- and seventeenth-century England (and sometimes also Europe), informed by a range of primary and secondary texts. Classes are often organized around a theme, social issue, genre, or critical approach. The course may be taken more than once, provided each class addresses a different topic. Fulfills writing-intensive requirement. Prerequisites: ENG 112 or 114 and two literature courses at the 200-level.
Animal, Vegetable, and Mineral in Renaissance England. Morrow. TR.
11:15-12:57. 4 credits. Albertus Hall 303.
Environmental historians argue that sixteenth- and seventeenth-century Europe saw
fundamental changes in human relationships with the natural world, characterized by some as
an alienation from nature and a human/animal divide. How did people conceive of their
interactions with animals and nature before this shift? What caused the shift? And how did
people experience it? In this course we will discuss and write about literature, popular writing,
and visual texts; gain familiarity with ecocriticism, animal studies, and posthumanism; and take
time to reflect on our own relationship with the natural world. Texts include William Baldwin’s
Beware the Cat, Edward Topsell’s History of Four Footed Beasts, handbooks for farmers and
housewives, accounts of voyages to the Western hemisphere, lyric poetry, and Shakespeare’s
Midsummer Night’s Dream, King Lear, and The Tempest. We will also study visual art by Albrecht
Durer, Pieter Bruegel, and others. This course fulfills the early literature and writing intensive
requirements.
Course addresses texts published during the Victorian period (approximately 1837-1901) and relevant social, historical, aesthetic, and critical contexts affecting literary/artistic production. Readings may range from poetry, prose and/or drama from authors such as Elizabeth Gaskell, Charles Dickens, Wilkie Collins, the Brontë Sisters, Elizabeth Barrett Browning, and others. This course may be taken more than once, provided the course addresses a different topic when taken again. Fulfills writing-intensive requirement. Prerequisites: ENG 112 or 114 and two literature courses at the 200-level.
Hybrid course: One credit of this course is online.
Victorian Literature: Occupational Hazards. Chan. MW 1:15-2:30. Albertus 303.
Hybrid (one credit online).
The Victorian world produced numerous new industries and jobs that challenged gender
expectations and class boundaries. Achieving the leisurely state and putting on the right show
of leisure, as opposed to working, often became the goal of socially ambitious characters
appearing in Victorian literature. By the end of the nineteenth century, such preoccupations
with labor and leisure changed with the onset of new worlds and new possibilities. Possible
readings include works from authors such as Charlotte Brontë, Elizabeth Gaskell, Ella
Hepworth Dixon, Charles Dickens, and Anthony Trollope. This course fulfills the later
literature and writing intensive requirements.
Study of selected literary texts with emphasis on how cultural, economic, and social conditions shape textual production, circulation, and consumption. Critical readings grounded in cultural studies emphasize relationships between literature, culture, and social institutions. This course may be taken more than once, provided it addresses a different topic when taken again. Prerequisites: ENG 112 or 114 and two literature courses at the 200-level.
Book History. Dahn. TR 2:30-4:12. Albertus 301.
Book history is the interdisciplinary study of the production, circulation, materiality, and
sociological issues surrounding printed materials including but not limited to books. In this
course, we will study what a book is, how it is made, and how it is used. Issues we will consider
will include authorship, reading, editing, and the digital age. The focus of this course will be on
the U.S. from the nineteenth century onward, but it will incorporate readings and discussions of
print culture from earlier periods and other nations. This course fulfills the later literature and
writing intensive requirements.
An opportunity to write a major piece or a series of shorter pieces that represent advanced-level work in poetry, fiction, or creative non-fiction. Open only to students who have completed 12 credits with grades of B or better in English writing courses, including one 300-level writing course. Prerequisites: 90 credits toward degree, ENG 105, 200-level English writing course, and at least one 300-level ENG writing course. Permission of the instructor by Advisement Day of the prior semester is required before registering.
This course provides students with the practical experience of applying the knowledge and skills learned in their coursework in actual work environments. Students engage in fieldwork opportunities at such sites as newspapers, schools, non-profit organizations, government agencies, theaters, libraries, and other professional contexts. Application required. In the semester preceding the internship, students work with the internship coordinator to find placement and begin the application process. No late-registration will be accepted, as critical assignments and documents must be completed before the semester begins. Open to English majors who have completed 90 credits toward the degree. Prerequisites: ENG 112 or 114, ENG 330, one 300-level writing course, and at least one 300-level literature course. Students who have completed at least 12 credits toward the writing minor may also apply to take this course. Fall, Spring
Must be pre-arranged with internship supervisor.
In-depth study of a major writer, genre, or literary movement, involving comprehensive readings of primary texts, extensive critical research, oral presentation of research and analysis, and a major paper. Open to English and English-Adolescence Education majors who have completed 90 credits toward their degree. Prerequisites: ENG 112 or 114, ENG 330, one 300-level writing course, and at least one 300-level literature course. Fall, Spring
ONLINE Synchronous course. Meets online at days and times listed.
Individual reading and research under direction of a full-time English faculty member. Independent study must be on a topic not regularly offered in the English curriculum and may not substitute for a required course. Student must obtain permission from faculty director by Advisement Day of the prior semester and demonstrate readiness for independent study by completing independent study form before registering (form available online and in Registrar’s Office). Not open to first-year students.
Independent Study form required.