1. K-State home
  2. »English
  3. »Courses
  4. »Spring 2009 Courses

Department of English

English Department Course Descriptions
Spring 2009

ENGL 030         Writing Laboratory

Section A: By Appointment--D. Murray and staff

Enroll during drop/add only in ECS 122D. Laboratory practice of the writing process. Regular sections are for students enrolled in Expository Writing 1 or 2. (Walk-in sections are for undergraduate students who wish to improve their writing skills.) Hours are not applicable toward degree requirements. Prerequisite: Consent of student's Expository Writing instructor and Writing Laboratory staff.

ENGL 210      Honors English

Section A: MWF 12:30--A. Knoblauch

Turn on the television, open up the editorial section of a newspaper, or eavesdrop on the conversations at lunch (or in the classroom) and you’re likely to find evidence of debate: people choosing opposite sides, opposing viewpoints, and defending them vehemently. Debate is all around us, from political campaigns to talk radio and television. In fact, debate is so prevalent in this country that linguist Deborah Tannen has dubbed ours an “argument culture.” Tannen defines the argument culture as one that “urges us to approach the world—and the people in it— in an adversarial frame of mind. It rests on the assumption that opposition is the best way to get anything done” (The Argument Culture 3).

Of course the ability to debate issues is important, but this semester we will ask, with Tannen, if opposition is always “the best way to get anything done.” We will look at alternatives to traditional debate, including invitation, dialogue, deliberation, and embodied approaches, to name a few. Students will read and watch a variety of texts and genres, including essays, speeches, columns, blogs, facebook, and clips from YouTube. Throughout the course of the semester, students will write four to six major essays of varying length, as well as smaller response papers.

ENGL 220      Fiction Into Film

Section A: MWF 8:30--Staff; Section B: MWF 11:30; Section C: MWF 12:30--C. Debes

"Fiction Into Film" will explore various aspects of both fiction (as a genre of literature) and film (as a medium) in order to understand how stories, novels, and graphic novels translate into films.  English 220 is a General Education course.

ENGL 231      Medieval & Renaissance Humanities

Section A: MWF 1:30; Section B: MWF 2:30--D. Defries

An introductory survey of significant developments in the literature, history, philosophy, art, and music of Western Europe from Late Antiquity through the Renaissance, with special emphasis on cross-cultural comparisons with the Byzantine and Islamic cultures.  The course will focus on primary sources in their cultural contexts.  Assignments will include class participation, exams and one or more papers.  English 231 is a General Education course and a Primary Texts course.  It will also satisfy either the Western Humanities or the Literary/Rhetorical Arts requirements.

ENGL 234      Modern Humanities

Section A: MWF 11:30--S. Caldwell-Hancock

This course explores an exciting time in human history. We will begin our discussion with the period leading to the French Revolution in 1789 and end with the Cold War. The course is divided roughly into thirds: The first will concentrate on how Enlightenment ideas led to the sense of self that was the hallmark of Romanticism. The second section of the course concentrates on the Industrial Revolution and the emergence of ideas that questioned the centrality of the human consciousness: Marxism, the theory of evolution, and Freudian psychology. The last third examines the consequences of these central ideas, the shock of World War I, and the emergence of Modernism and Post-Modernism. Through all three sections we will examine literature, art, and music in an effort to understand major styles, periods, and movements, and how cultural output both reflects and influences historical events and ideas. Students will take two mid-term exams and a comprehensive final exam, write one longer paper and keep a homework portfolio of one- to two-page writing assignments. In-class discussions are also required. English 234 is a General Education course and a Primary Texts course. It will also satisfy either the Western Humanities or the Literary/Rhetorical Arts requirements.

ENGL 251      Introduction to Literature (non-majors)

Section A: MWF 8:30--Staff; Section B: MWF 12:30--Staff

Section D: TU 2:30-3:45--A. Dodder; Section G: TU 11:30-12:45--T. Sampson-Choma

The study of fiction, drama, poetry, and (possibly) nonfiction. Students may write papers, take exams, participate in listserve discussions, or prepare group oral reports while gaining experience in reading, writing, and critical thinking.

ENGL 251      Introduction to Literature (Non-majors)

Section C         : MWF 1:30; Section H: MWF 2:30--W. Matlock

This class will give you the opportunity to develop an appreciation for language and the written word as well as confidence in your ability to read, discuss, and write about literature. We will read a variety of plays, poems, and fiction, developing an understanding of literary terms like diction, meter, imagery, and point of view and of their effects. In addition we will hone your writing skills by subjecting drafts to rigorous revision, using the interpretive skills developed in our discussions about literature. Assignments include enthusiastic participation, response papers, an oral presentation, four formal papers, and a final portfolio of writing.

ENGL 251      Introduction to Literature (Non-majors)

SectionE: TU 8:05-9:20; Section F: TU 9:30-10:45--R. Mosher

Primary aims of this course include honing students’ ability to read deeply, analytically, and actively. Course aims are achieved through thinking, talking, and writing about prose, poetry, and drama. Students’ active participation is required in: class discussions, daily out-of class exercises, several short and one long analytical papers, two “exams,” and an oral presentation.

ENGL 253      Short Story

Section A: MWF 10:30--S. Mertz; Section B: MWF 2:30--C. Russell; Section C: TU 8:05-9:20--C. Turpin; Section E: MWF 8:30--R. Dubas

Study of short stories from world literature with emphasis on American, British, and Continental.

ENGL 262                  British Literature: Enlightenment to Modern (Non-majors)

Section A: TU 1:05-2:20--D. Murray

This is a survey course in British literature for non-majors.  Its primary purpose is to expose you to texts from the literary periods this survey covers [roughly 1660 through the 20th century] in an effort to cultivate an ongoing interest in British literature, history, and culture.  A secondary aim of this course is the cultivation of intellectual curiosity:  toward this aim, daily work in this course includes asking (& answering) insightful questions which should lead to a richer understanding of the works in question. Assignments include three exams, homework, and participation in a formal small-group discussion. English 262 is a General Education course.

ENGL 270      American Literature: Realists and Moderns (non-majors)

Section A: MWF 8:30; Section B: MWF 9:30--S. Gray

This course will provide a sampling of U.S. literature from the Realist and Modernist Periods.  As the course is aimed at non-majors, no specialized background knowledge is required.  We will work together to build the skills of close reading and textual analysis that are essential to any understanding of literature. There will be readings in all three literary genres --fiction, poetry, and drama. Primary texts may include works by Mark Twain, Kate Chopin, Henry James, William Faulkner, Willa Cather, Richard Wright, Zora Neale Hurston, Arthur Miller, and Robert Frost. Requirements for this course are active class participation, reading quizzes, a midterm and final exam, and two short essays. English 270 is a General Education course.

ENGL 285      American Ethnic Literature  

Section A: TU 9:30-10:45--T. Sampson-Choma

With an emphasis on African-American literature, this course is an exploration of a rich and provocative genre, grounded in African culture and nurtured by American historical and socio-political contexts. As a survey of various time periods, the course will begin with an overview of the oral cultural traditions that have shaped African-American literature and continue to impact modern day writings. From slave narratives to folk literature, the Harlem Renaissance, the Black Arts Movement, and 20th century literature, we will explore the people and conditions that produced these texts, giving attention to racial, class, and gender politics that influence the writing. Students are expected to complete all reading assignments and to thoughtfully contribute to class discussion. Assessment will be based upon participation in small and large group activities, a class presentation, two papers, a midterm and a final. English 285 is a General Education course designed for non-English majors.

ENGL 287      Great Books

Section A: MWF 12:30--S. Caldwell-Hancock

This course, as an introduction to world classics, will entail close reading of works from ancient through modern periods and will expose students to a variety of ideas and writing styles. We will also consider what makes a book “great” or enduring. Texts may include works by Homer, Austen, Dickens, Fielding, Shakespeare, Cervantes, Dante, Milton, Bronte, Flaubert, Remarque, Woolf, Faulkner, Virgil, Euripides, or Hemingway, among others. Students will participate in class discussion and message boards and will complete short written assignments in addition to essay exams and one longer (5-7 pages) paper. English 287 is a General Education course and a Primary Texts course.

ENGL 300      Expository Writing 3

Section A: MWF 9:30--C. Debes

Advanced practice in writing a variety of expository forms: personal essays and informative and persuasive reports. Additional work on style and the demands of various rhetorical situations. Prerequisite: ENGL 125 or 200.

ENGL 310           Introduction to Literary Studies

Section A: TU 9:30-10:45; Section B: TU 11:30-12:45--M. Janette

Permission obtained from English Department, ECS 108, beginning 20 October 2008. In this class, we will learn and practice many of the tools of literary criticism, and apply them to works from the main genres of literature. Readings will include translated lyric poems from the Middle East, Dante’s Inferno (a narrative, epic poem); William Shakespeare’s A Comedy of Errors (a Renaissance English drama), Charles Chesnutt’s The Conjure Woman (African American dialect stories); Maxine Hong Kingston’s The Woman Warrior (an Asian American fictionalized memoir). We will also learn to read and practice styles of professional literary criticism, and will attend the Avila Theater production of A Comedy of Errors on February 20.  One of the joys of 310 is that it is a small seminar class, in which there is time and space enough for detailed reading and thorough discussion of texts.  This is a discussion class, and active participation will be expected of us all.  In addition, students will write four 1-2 pg papers, three 4-5 pg papers, and frequent journals/reading assignments throughout the semester.

ENGL 310           Introduction to Literary Studies

Section C: TU 1:05-2:20; Section D: TU 2:30-3:45--L. Tatonetti

Permission obtained from English Department, ECS 108, beginning 20 October 2008. English 310 is designed to introduce English majors to the conventions of their chosen major and to provide them with intensive writing experience.  In this course, we will read a wide array of literature from differing periods and genres. These readings will be springboards for the close textual analysis and research that will make up the bulk of the course work.  Students will write 4 papers, research and write an annotated bibliography, and take a final exam.

ENGL 310           Introduction to Literary Studies

Section E: MWF 9:30; Section F: MWF 10:30--K. Northway

Permission obtained from English Department, ECS 108, beginning 20 October 2008. An introduction to criticism for English majors and minors. Intended as a first course in the analysis of form and technique, the course provides an introduction to literary terms commonly used in later courses and practice in critical interpretation. We will also develop tools for reading and responding effectively to literary criticism. Readings from a broad range: poems, plays, essays, and novels. A writing intensive course: active participation required.

ENGL 315      Cultural Studies & Entertainment

Section A: MWF 8:30; Section B: MWF 9:30--T. González

Cultural Studies is based on the assumption that cultural productions—fashion, literature, music, television, visual art, etc.—have meanings that can be studied. Thus, we can look at these cultural productions as “texts” and analyze them much like we do literature. While these cultural productions can have many meanings, they often tell us about relationships of power and how we as raced, gendered, and sexual beings relate to each other and to our society.

Entertainment and the media provide many of the “texts” that illustrate relationships of power and constructions of identity. Throughout this semester, we will study various “Entertainments” to figure out how meaning is produced in these texts. Along the way, we will also study some of the foundational ideas supporting the disciplinary philosophies of Cultural Studies as a field. Course requirements include active verbal and online participation, a class presentation, two midterms, and a final project.

ENGL 330      Fiction

Section A: MWF 1:30--J. Machor

This course is designed to help students develop their skills in reading and responding to both novels and short stories by facilitating a critical understanding of different fictional genres and narrative techniques as well as an understanding of what fiction is and how it works. We will read a variety of short stories and 3-4 novels from the early nineteenth century to today and from Europe, the United States, and Latin America, paying special attention to the relation between the structural elements of fiction and its varying contents. In the process, students will discover how writers have used this combination to create different types of fiction and how fiction has changed historically through experimentation and innovations in literary form. Requirements: two or three exams, one or two short papers, quizzes, and participation in class discussion.

ENGL 340      Poetry

Section A: MWF 12:30--K. Smith

Poems are not novels. They aren’t short stories. They aren’t essays. And they aren’t easy. That much seems simple enough. But part of the rigor of poetry lies in the difficulty of knowing, not just what it means, but what it is. Why is one text a revered and immortal poem and another is just a breakfast food jingle? As the poet Archibald MacLeish once wrote: A poem should be wordless /As the flight of birds…A poem should not mean /But be. Not the least part of this course will be to try to figure out what he meant. In exploring the nature of poetry we’ll look at a broad cross-section of poems from the Renaissance to the present and examine the various aspects—form, meter, rhyme, tone, imagery, symbolism—that make poetry such a rich and complex kind of writing. The course will center on class discussion. Assignments will include both critical and creative writing, two exams, and a five-page paper.

ENGL 340      Poetry

Section B         : TU 1:05-2:20; Section C: TU 2:30-3:45--A. Reckling

This course introduces students to close readings of poems. Students learn terminology and critical methods for identifying and evaluating the elements that comprise poems. Group discussions, interpretive papers, exams, original creative work, and analysis of original work enable students to utilize a comprehensive arsenal of poetic terms and to discover the architecture, insights, rigors, and pleasures of a wide range of poetry.

ENGL 345      Drama and the "Power of the Stage"

Section A: TU 9:30-10:45--B. Nelson

This course will be both a survey of drama as well as an exploration of the "power" of the stage to both reflect problems in Society as well as attempt to address them, from Aristophanes' Lysistrata, a play that urges his countrymen to make love not war, to Shakespeare's Much Ado About Nothing, which is really much ado about "something," a woman's chastity, to the first professional woman playwright Aphra Behn and her masterpiece The Rover, a play that bravely sets forth depictions of violence against women in her Restoration society to eighteenth-century comedies of manners such as Wycherley's Country Wife, a hilarious play that pokes fun at arranged marriages and the hypocrisy of the clergy.  In the nineteenth century, we will look at Ibsen's Hedda Gabler and watch a woman--with very few options in life, because she is a female-- destroy all around her--and eventually herself.  We will read Shaw's Pygmalion and discover his attitudes toward the class structure in his society and Miller's Death of a Salesman, a play that sheds light on the difficulties of a common man faced with being obsolete amidst technological advancements.  We will read Hansberry's moving Raisin in the Sun and witness the struggles of a black family as they contend with blatant racism.  We will consider the political play Extremities about a victim of an attempted rape turn victimizer and consider the question Mastrosimone asks in this play:  "How does one deal with evil without becoming evil oneself?" We will read and see a live performance of Anton Chekhov's poignant  The Cherry Orchard.  There will be lively discussions; two essay exams and a final; a few critical response papers; and a play review.

ENGL 350      Shakespeare

Section A: MWF 10:30--D. Hedrick

Why is Shakespeare supposed to be so great? The class will read, study, and especially discuss Shakespearean plays from the genres of tragedy, comedy, history, and romance, with a view toward understanding and appreciating Shakespeare’s artistry and Aradical imagination. We will pay special attention to the significance and expressiveness of Shakespeare’s language by “close-reading” passages, to social and political meanings in his time and relevant for the present, and to the theatricality of transforming plays from “page” to “stage”--taking advantage of the McCain performance of The Comedy of Errors in February. Exercises or quizzes, two short papers, one or two hour exams and a final.

ENGL 350      Shakespeare

Section B: MWF 12:30; Section C: MWF 2:30--M. Donnelly

An introduction to Shakespeare’s plays and how to read, interpret, and understand them as drama and literature. We will read some representative examples of Shakespeare’s comedies, histories, tragedies, and romances, attending primarily to the ways in which Shakespeare’s language and design create and convey meaning and evoke audience response, but glancing at contemporary critical approaches insofar as the class finds these interesting. Participation in class discussions emphasized. Two hour exams, in-class exercises, one paper; a comprehensive final examination. Text: G. Blakemore Evans, et al., The Riverside Shakespeare (Boston, 1997).

ENGL 355      Literature for Children

Section A: MWF 10:30; Section B: MWF 11:30--E. Hateley

Permission obtained from English Department, ECS 108, beginning 20 October 2008.In this course we will read a variety of children’s texts, including fairy tales, novels, picture books, and films, in order to consider how our culture imagines childhood and its meaning. We will consider the intersections and competition between education and entertainment in: a selection of classic fairy tales and modern versions of them, texts will include stories by Perrault, the Brothers Grimm, Hans Christian Andersen, Anthony Browne, Lauren Child, Terry Pratchett; school stories such as Frindle and Harry Potter and the Sorcerer’s Stone; fantasies from Alice’s Adventures in Wonderland to Disney’s Meet the Robinsons; Easy Readers including The Cat in the Hat and “Frog and Toad” stories; and, non-fiction for children. Assessment will include quizzes, exams, and papers.

Enrollment is by permission only (for info, see <http://www.ksu.edu/english/courses/>). Priority is given to junior and senior Elementary Education majors, who should have passed a college-level literature course prior to taking this one; spaces gladly given to non-Education majors if available. English 355 is a General Education course.

ENGL 355      Literature for Children

Section C: MWF 2:30--Staff

Permission obtained from English Department, ECS 108, beginning 20 October 2008. Arranged by genre, this section of Literature for Children is designed to enable students to demonstrate a fairly broad knowledge of children’s literature, and to view that literature with some critical perspective. Assessment will include quizzes, exams, and papers.

Enrollment is by permission only (for info, see <http://www.ksu.edu/english/courses/>). Priority is given to junior and senior Elementary Education majors, who should have passed a college-level literature course prior to taking this one; spaces gladly given to non-Education majors if available. English 355 is a General Education course.

ENGL 355      Literature for Children

Section D: TU 1:05-2:20; Section E: T 7:05-9:55--A. Phillips

Permission obtained from English Department, ECS 108, beginning 20 October 2008. Arranged by genre, this section of Literature for Children is designed to enable students to demonstrate a fairly broad knowledge of children’s literature, and to view that literature with some critical perspective. The course includes units on picture books, folk and fairy tales, myths and archetypes, poetry, fantasy, realism, and mystery/detective fiction, among others. Authors may include the following: Maurice Sendak, the Grimms, Charles Perrault, L. Frank Baum, Ellen Raskin, Pamela Munoz Ryan, and others. Requirements: participation and quizzes, two papers, two midterm exams, and a final exam.

Enrollment is by permission only (for info, see <http://www.ksu.edu/english/courses/>). Priority is given to junior and senior Elementary Education majors, who should have passed a college-level literature course prior to taking this one; spaces gladly given to non-Education majors if available. English 355 is a General Education course.

ENGL 361      British Survey 1 (Majors)

Section A: MWF 1:30; Section B: MWF 2:30--K. Smith

       Reading Medieval and Renaissance texts is an act of exploration. The cultures and the language of this period are sometimes so different we must approach them as if reading our way into a foreign country. In that light we cannot expect this older world to be identical to our own. But in our exploration we'll find similarities as well as differences. In this course we will be looking at a cross section of literature from the seventh to the seventeenth centuries. We will examine a variety of literary representations of courage and conflict, of love and religion, set within the shifting historical context. In doing so we'll examine some of the central texts of English and begin to consider, in some general ways, the role of literature in interpreting and illuminating the culture from which it arises.

ENGL 362      British Survey 2 (Majors)

Section A: TU 2:30-3:45--A. Longmuir

This course offers a survey of British literature from the late 17th century to the present day, focusing on key literary figures and movements. We will consider both form and historical context, as we explore the ways in which literature both reflects and constructs British identity. Course requirements: active class participation, quizzes, two short papers (2 pages), a long paper (4-5 pages) and two exams (mid-term and a final).

ENGL 381      American Survey 1 (Majors)

Section A: MWF 10:30; Section B: MWF 11:30--J. Machor

This course will examine American writing (and writing about America) from pre-Columbian Native American literature and the accounts of early exploration to the literature and discourse of the Civil War. Besides attending to individual texts and their interrelations across historical periods, we will seek to examine this body of materials as products of specific places, times, and cultural formations. Readings will include works from the traditional canon as well as writings by lesser know women and minority authors. Requirements will include three semester exams and a final, a journal comprised of daily entries on the readings, and participation in class discussion. Will apply to survey requirement for English Majors.

ENGL 382      American Survey II (Majors)

Section A: TU 2:30-3:45--T. Dayton

This class is a survey of American literature for English and English Education majors, covering the period from the Civil War to the present. We will focus on major developments in literature and culture as they relate to social changes in the US during the historical period we cover. Major assignments: two or three exams and a research paper.

ENGL 385      American Ethnic Literature & Film Related to the Civil Rights Movement

Section A: TU 9:30-10:45--M. Burton

Required Text: Toms, Coons, Mulattoes, Mammies, & Bucks, by Donald Bogle. New York: Continuum International Publishing Group Inc, 2004. Fourth ed. Other required readings: Articles to be accessed online and discussed in class.

Toms, Coons, Mulattoes, Mammies, & Bucks: these stereotypes described by film scholar Donald Bogle appear in American culture as indicators of racism in the history of the United States. Using Bogle's stereotypes as a guide, we will consider the 1960s Civil Rights movement for racial equality. We will examine how Bogle's stereotypes have been established, perpetuated, broken, and revived in the present day.

During the semester each student will write essays analyzing topics related to course readings, film, and music.  In your analyses, you will consider theme, genre, artistic technique, and historical context.

Unusual in format, this course will be team-taught by Margaret Burton, Jahvelle Rhone, and Catrina Elmore. The course will feature guest lectures by Kevin Willmott, filmmaker and professor of film at the University of Kansas, and by Flores Forbes, a former leader of the Black Panther Party.

ENGL 390      Fable and Fantasy

Section A: TU 1:05-2:20; Section B: TU 2:30-3:45--R. Mosher

In this course we'll read some of the old tales, but our focus will be on the modern, often complex retellings of those old stories. The works we'll study are yet to be announced. Class discussion/participation is an important component. Course requirements--in addition to plenty of reading--include three papers of 3-4 pages, a class presentation, and a final 6-8 page paper. English 390 is a General Education course.

ENGL 395      Holocaust Literature 

Section A: MWF 9:30--R. Friedmann

Students will survey a selection of stories and poems as well as excerpts from diaries and memoirs that were written in response to the systematic destruction of European Jewry by the Nazis during the Second World War. The aim of this study of literature, mostly written by authors who experienced the Holocaust firsthand, will be to show how the literary imagination can be used to serve facts and render historical experience, as opposed to literature that uses historical experience to serve literary ends and make fictions more believable. In addition, students will learn about the particular literary traditions from which these writers drew to make sense of their experiences. Some of the authors students will study include Elie Wiesel, Primo Levi, Cynthia Ozick, Paul Celan, Abraham Sutzkever, Nelly Sachs, Ida Fink, Isaiah Spiegel, S.Y. Agnon, and Aharon Appelfeld.

ENGL 399      Honors Seminar: Shakespeare and the Law

Section A: MWF 11:30--D. Hedrick

A large and enthusiastic part of Shakespeare’s audience would have been the students from London’s Inns of Court law schools, uproariously responding to the famous line, “First, let’s kill all the lawyers!” This class will introduce several plays, especially attending to their relation to legal concepts, reasoning, and practice. Plays will be selected to illustrate concepts: for example, Othello (evidence), The Merchant of Venice (contract, argument), Measure for Measure (justice and sentencing), and The Comedy of Errors (mistaken identity, in a play to be seen in performance at McCain). Selected collateral readings will support our exploration: criticism; historical documents about women’s rights, witchcraft, and government; theoretical essays on language and performance; case analysis; and critical legal theory about using literature to understand law. There will be short exercises or quizzes or reports, one or two exams, one or two papers, and a final project.

ENGL 400                  Advanced Expository Writing for Prospective Teachers

Section A: MWF 1:30--D. Smit           

Since this is a writing course, you will write. We will focus on how writing changes depending on purpose, genre conventions, audience, discourse community, and context.. You will write five major papers, each one with a different purpose, style, and audience. You will also do a number of exercises and take a number of quizzes on style, rhetoric, and the material you need to know in order to write certain genres well. Occasionally, we will talk about how to teach the material you are engaged in, but this is not a course in pedagogy; it is a writing course. There will be no exams.

ENGL 415      Written Communication for Engineers

Section A: MWF 9:30; Section B: MWF 10:30--H. Yu

Section C: MWF 10:30; Section E: MWF 1:30; Section F: MWF 2:30--R. Friedmann

Section D: MWF 11:30--S. Anderson

Section G: TU 9:30-10:45, Section H: TU 11:30-12:45; Section I: TU 1:05-2:20--M. Reekie

Restricted to juniors and seniors in the College of Engineering. English 415 prepares engineering students to gather, use, and present technical information in a professional setting. To that goal, it guides students to understand the importance and rhetorical context of writing, to develop systematic and sound research techniques, to construct/select and integrate visuals and other document design elements, to produce several written genres typical in engineering work environment s, to develop editing skills, and to make effective oral presentations.

ENGL 417      Written Communication for the Workplace

Section A: MWF 9:30; Section B: MWF 10:30; Section C: MWF 1:30--S. Anderson

Section D: TU 11:30-12:45--Staff; Section E: TU 9:30-10:45--A. Dodder

This class explores communications commonly used in professional workplaces: correspondences, resumes and application letters, informal reports, instructions, formal proposals, and PowerPoint presentations. You will complete reading, class discussion, writing, research, and presentation assignments.

ENGL 435      Linguistics for Teachers

Section A: MWF 11:30--C. Russell

This course will acquaint prospective teachers of secondary English with the history, structure, and use of the English language. We will discuss the nature of language, as well as how it is acquired, both as a first and a second language; how and why language changes, and how the English language in particular has changed (and continues to change today); why different varieties of (mostly American) English have developed, and why they continue to be used; how language and culture are related; and how linguistics can be used as a pedagogical and diagnostic tool in the classroom. This is not a methods course, but it will give you a considerable amount of information regarding how the scientific study of language can be brought to bear in the English classroom. Three tests, two papers, journal writing.

ENGL 440      Harry Potter's Library         

Section A: TU 11:30-12:45--N.Wood; Section B: U 7:05-9:55--K. Westman

This course examines the Harry Potter phenomenon in context. We'll begin with a classic school story--Tom Brown's Schooldays--and read important twentieth-century British fantasy from writers such as E. Nesbit, C.S. Lewis, and Roald Dahl. Obviously, we'll read the Harry Potter series, but we'll also look at other important contemporary writing by writers such as Philip Pullman, Diana Wynne Jones, and Jonathan Stroud. Before the first class meets, you should already have read Harry Potter and the Sorcerer's Stone and Harry Potter and the Chamber of Secrets. Close reading and critical analysis will be emphasized; success in the course depends upon full participation in discussion, careful and critical reading, and excellent writing. Quizzes, electronic message board, a paper, and two exams. English 440 is a General Education course.                            

ENGL 450      Literature & Environment

Section A: MWF 10:30--M. Donnelly

This course will examine various ways writers have presented and engaged with the natural world.  We'll explore the relations of people to their environments and landscapes; ways writing about nature can mediate between our scientific knowledge of how the natural world works, and our immediate emotional, intellectual, and aesthetic apprehension of the natural realm; the debated question of human exceptionalism (is mankind essentially merely a part of nature, or is it somehow something more?) and the implications of the positions taken; the relation of our understanding of nature to our construction and application of ethical principles and choices; and the role of views and conceptions of nature as a springboard to larger metaphysical reflection and speculation.  

The readings will be essays and selections from writings about nature, with an emphasis on American writers and twentieth-century writing.  In addition to the selections available in a xeroxed collection, including substantial excerpts from the nature writings of Joseph Wood Krutch and Meditations on Hunting by Ortega y Gasset (one of the texts read not from an American provenance), we will read and discuss Thoreau's Walden and writings by Annie Dillard, and essays from a collection edited by David Halpern.  Throughout the study of the readings and in writing done in the course, we will emphasize writing about nature as a way of seeing, and the uses of nature as a fertile source of metaphor and analogy and as an initiator of wider meditations or speculation, as well as a crucial way of enabling us to accommodate ourselves to our world.

Requirements: regular class attendance and participation; a reading journal with weekly entries in response to prompts; two short papers based on the readings, the writer's own past experience, and perhaps some field trips, with opportunity for extensive revision; one longer writing project related to the student's major.   English 450 is a General Education course.

ENGL 461           Introduction Fiction Writing

Section A: MWF 9:30--J. Hays; Section B: MWF 12:30--D. Doyle

This course involves the study of narrative form and technique as well as practical experience in writing short stories. In the early stages of the class we will discuss the nature of fiction and narrative, using the work of professional writers as examples. Throughout the semester, we will do a lot of writing, both in and outside of class, using various exercises, collaborations, and writing triggers to help you generate material and develop your writing voice. Course requirements include quizzes on the readings, two short pieces, one story, class participation, and written critiques of your classmates’ work.

ENGL 463           Introduction to Poetry Writing

Section A: TU 11:30-12:45; Section B: TU 2:30-3:45--J. Holden

The class consists of 8 assignments, each of which gives the student a “model” poem and asks the student to imitate that model. The models are carefully chosen. Each is significantly different from the previous one. These models cover all the major conventions which comprise the contemporary tradition. “Models” consist of poems by Brendan Galvin, Tim Seibles, Louis Simpson, Yusef Komunyakaa, Robert Mezey, William Stafford, Bin Ramke, E.A. Robinson, Edgar Lee Masters, Li Po (trans. by Ezra Pound), Randall Jarrell, Ted Kooser, Robert Frost, Gwendolyn Brooks, Alexander Pope, W.C. Williams, E.E. Cummings, Robert Creeley, Wallace Stevens, and Stephen Dunn.

The class is hard, exerts pressure: one fresh poem every two weeks. The poems can be revised or rewritten as necessary, and the grade of the rewrite replaces the grade of the original. The intent is to minimize raw talent as a factor in the grades, because each assignment is grader according to objective “criteria.”

ENGL 469      Writing for Television

Section A: TU 3:55-5:10--A. Reckling

A creative and analytical course that enables students to study and develop screenwriting skills on the micro level for the small screen. In this course students learn to employ theory and terminology of episodic comedy as they offer verbal and written analysis of teleplays and their corresponding episodes, and then go on to develop their own original premise, story, outline, and scenes for a live action show. Texts include a guide to writing comedy for the small screen, articles on featured series, discussion guidelines, teleplays, and produced episodes. Students are required to attend screenings, participate in class discussions, make oral presentations, and create a portfolio of original written work in a variety of specific technical formats. In addition to exams, student work progresses by portfolio component to final submission of new original material in which all participants are required to offer written analysis of their own creative choices. Cross-listed with MC 290.

ENGL 470      The Bible

Section A: TU 11:30-12:45--G. Eiselein

This course examines the Hebrew Bible and the early Christian writings of the New Testament. It is an introduction to the analysis of biblical texts, their histories and interpretations. The emphasis is on the literary qualities of these texts as well as their cultural and historical contexts. While the course is in part about religion, it is not taught from a religious perspective; the approach is literary, cultural, and historical. It is open to people of all faiths or of no faith whatsoever. No previous knowledge of the Bible, Judaism, and Christianity is expected.

The books for the course are The New Oxford Annotated Bible with the Apocrypha (Oxford University Press) and Stephen Harris's Understanding the Bible, 7th edition (McGraw-Hill). The work for the course includes two papers, two examinations, several informal writing assignments, regular attendance, and active class participation. ENGL 470 is a General Education and Primary Texts Course.

ENGL 490      Development of the English Language

Section A: TU 1:05-2:20--D. Potts

This course is an introduction to the many ways that the English language has changed and developed through its 1,500-year history. After acquiring the tools necessary to study linguistic change, we'll talk first about where English comes from and how it's related to other of the world's languages, then consider in some detail the development of the sounds, words, and grammar of English as they have been influenced by the forces both inside and outside the language. Later we'll discuss the role prescriptivism has played in the development of the language, present-day English -- including American and British English, other varieties of English, and American dialects. Students will use one textbook and one workbook, write three exams, do homework exercises, and compile a journal of their experiences with the changing English language.

ENGL 516      Written Communication for the Sciences

Section A: MWF 8:30; Section B: MWF 9:30; Section C: MWF 10:30--N. Ransom

A pre-professional writing course, English 516 acquaints students from a number of disciplines with the types of writing they will be doing in their professional lives. We will use various assignments to learn about audience, purpose, and content. In addition to covering a range of formats (e.g., memos, letters of various sorts, proposals, progress reports), the assignments will build to the final report, a research project of the student’s choice in the student’s field, as well as an oral presentation based on the project.

ENGL 525      Women in Literature

Section A: MWF 12:30--K. Northway

Chaucer’s Wife of Bath claims that if women had written stories, they would have written about men’s wickedness, but has that historically been the case? This course will chart women’s varied relationships to literature as subjects, patrons, and readers, but especially as writers. What did the earliest women writers write about, and how have the themes of women’s writing changed from the fourteenth century to today? How did early women writers choose to fashion their identities as authors, and what were the expectations for their writing? We will explore fiction, poetry, drama, letters, diaries, and speeches by early modern women, such as Elizabeth Cary and Mary Wroth, as well as by modern women, such as Zora Neale Hurston, Margaret Atwood, Laura Moriarty, and Elizabeth Gilbert. Course requirements include a significant amount of practice in critical reading and writing through two formal essays, short response papers, quizzes, a presentation, class participation, and a final exam. English 525 is a General Education course.

ENGL 545      Literature for Adolescents

Section A: MWF 12:30; Section B: MWF 1:30--P. Nel

This class will introduce students to a range of literature for adolescents, and to develop critical skills in reading literary and cultural works. We will study works that feature adolescent characters, depict experiences familiar to adolescents, and are taught to or read by adolescents.  Likely works include Cormier's The Chocolate War, Meg Rosoff's How I Live Now, Laurie Halse Anderson's Speak, Walter Dean Myers' Monster, Rebel Without a Cause (film), Marjane Satrapi's Persepolis, and many others.  We will approach these works from a variety of critical perspectives (including formalist, psychoanalytic, queer theory, feminist, Marxist, historical, postcolonial, ecological) -- perspectives that many high schools want their teachers to know. In summary, this course will be about different kinds of literature read by young adults, approaches to thinking about this literature, and adolescence's relationship to power. As such, the course will be useful both to future teachers and to students fulfilling the General Education requirement.

ENGL 580      World Literature: Indian Literature

Section A: TU 9:30-10:45--D. Hall

This course samples novels written in English in the twentieth century by Indians and Pakistanis. Though many subjects will be discussed, the following foci will be included in the discussion of the appropriate novels: Indian and Pakistani cultural values (family, home, treatment of children and so on), sexual politics, east-west relations, mysticism, colonialism, post-colonial history, language, Hinduism, sikhism, ghandism, and vedic philosophy. The class will be a combination of lecture and discussion with the instructor providing introductory overviews for each writer and novel followed by close reading and discussion by class members. Requirements: Class attendance and participation (including the assigned leading of the class for part of one or more meetings), one short paper, one in-class midterm, one in-class final, and one long paper on a novel not discussed in class. Participation through listserv will be expected every week in response to questions and other prompts provided by the instructor and other students. Readings may include: R. K. Narayan (The Guide), Kamala Markandaya (Nectar in a Sieve), Raja Rao (Kantapura), G. V. Desani (All About Mr. Hatterr), Anita Desai (Clear Light of Day), Bharata Mukherjee (The Tiger’s Daughter), Ruth Jhabvala (Heat and Dust), some selections from Rabindanath Tagore, and Khushwant Singh (Train to Pakistan). Be prepared to read at a pace of about one novel for every 3-4 class meetings. Reading quizzes will be given as we start each novel. English 580 is a General Education course.

ENGL 605      Debate and Performance in Medieval Literature

Section A: MWF 11:30--W. Matlock  

What is at stake when a body argues with its soul over who is responsible for their damnation? Why might two birds dispute over whether married women or maidens are more worthy of the birds’ sympathy? When a poem depicts a conversation between a horse, a sheep, and a goose, is it merely an exercise in frivolity? We will read the texts that raise these questions—A Debate between the Body and the Soul, The Owl and the Nightingale, and John Lydgate’s The Horse, the Sheep and the Goose—as well as other debate poems, cycle plays, and exempla. In addressing these texts, we will explore the boundary between orality and literacy in medieval literature. In addition, we will consider theories about “performative” language in order to focus on important issues concerning the meaning and effects of language as well as questions about identity and the nature of the subject. Assignments include active participation, several short papers, an annotated bibliography, a group presentation, a research paper, and a final exam.

ENGL 640      Early American Literature

Section A: TU 1:05-2:20--D. Hall       

In this course we will concentrate on novels written from around the time of the American Revolution to the 1830s. Many of these novels were immensely popular in their time but have fallen out of the canon for various reasons. Expect to read about one novel a week. Two major exams, part take home and part written in class, as well as several short (2-3 pages) papers in response to prompt questions. Readings will probably include Brown’s Wieland, Cooper’s Last of the Mohicans, Foster’s The Coquette, Rowson’s Charlotte Temple and Lucy Temple, Rush’s Kelroy, Sedgwick’s Hope Leslie (and perhaps New-England Tale), Williams’ Fall River, Tenney’s Female Quixotism, Lennox’s Euphemia, and Winkfield’s The Female American as well as Cathy Davidson’s Revolution and the Word.

ENGL 660      Shakespeare and Comedy

Section A: M 7:05-9:55--D. Hedrick               

The class will explore the inner and outer workings of Shakespearean comedy, from the text itself to its performance on stage, from its historical contexts in Shakespeare’s time up until now. Studying selective comedies, early (The Comedy of Erros, Love’s Labor’s Lost, The Taming of the Shrew), romantic comedies (A Midsummer Night’s Dream, Twelfth Night), problem comedies (Measure for Meausre, All’s Well That Ends Well), and late comedies or “romances” (The Winter’s Tale), we will also consider some works in excerpt (Falstaff, Henry V’s wooing, comedy in narrative poetry). Beginning with the question, “Why are women more influential and important in comedy than in tragedy?” we will especially focus on gender questions about cross-dressing actors, the “women’s debate” of the time, biological and biblical beliefs, “proto-feminism,” class and social status, bawdy humor, courtship and marriage, shrewish language and “women on top” festivity, and we will use some secondary readings as well as historical documents. The class will take advantage of the McCain performance of The Comedy of Errors in February, and have opportunities for performance and scene reading. Course responsibilities include short exercises or reading quizzes and reports, one or two papers, one or two hour exams, and a final project. Graduate students will be responsible for additional critical work and a more fully researched final project.

The course is available for Women’s Studies credit.

ENGL 660      Charles Dickens

Section B: TU 9:30-10:45--N. Wood

Charles Dickens, of A Christmas Carol fame, is famous for his combination of sentiment and social commentary. He is unquestionably one of the most significant and influential writers in the English language. We'll be exploring his development as a novelist and celebrity over the course of his career, from his first big hit at the age of 24 with The Pickwick Papers, to his "State of England" novels, which combined hard-hitting journalism with life-affirming humanism in Hard Times and Bleak House, and finishing with his most cynical and reflective work toward the end of his life, Great Expectations and Our Mutual Friend. Dickens' novels are terrific: funny, heart-rending, expansive. We'll also read Peter Ackroyd's biography, Dickens' journalism and letters, and possibly some criticism. Evaluation will include journals, exams, and a research paper.

ENGL 661      Advanced Creative Writing: Fiction

Section A: MWF 2:30--D. Doyle        

Advanced writing of short fiction. Prerequisite: English 461 and instructor permission. This course will combine workshop discussion of student stories with the study of form and technique. We will read and discuss contemporary short fiction as well as essays on craft and the creative process. Requirements include 2-3 short stories, writing exercises, written critiques of workshopped stories, participation, and a brief presentation.

ENGL 662      Playwriting

Section A: MWF 11:30--S. Bailey

Theoretical study and practical application of techniques of 
playwriting with regard to plot, characters, and production; emphasis 
on the one-act form.

ENGL 663      Advanced Creative Writing: Poetry

Section A: TU 1:05-2:20--E. Dodd                 

Advanced writing of poetry. Instructor permission required. This course will combine extensive reading of contemporary poetry, study of form and technique, and workshop discussions of student work. English 463 or equivalent required as a prerequisite. Required work: all students will write and revise 6 poems. In addition, writtencritiques of classmates’ work and written/oral discussion of essays about contemporary form and technique are required.

ENGL 670      Environment/Irish Poetry

Section A: TU 11:30-12:45--D. Potts  

This course will examine the role of Irish cultural nationalism in the environmental movement in Ireland (which dates from the late 20th century), as well as in the poetry inspired by environmental issues in Ireland. After discussing the way Irish cultural nationalism has evolved– from the Irish Literary Revival to the poetry of Patrick Kavanagh–we will rely on Liam Leonard's The Environmental Movement in Ireland (which chronicles Irish environmental movements such as eco-feminism; burren protection, roads and water rights campaigns; anti-nuclear, anti-toxics, and anti-incineration campaigns) in conjunction with poetry by Moya Cannon, Paul Muldoon, Michael Longley, John Montague, Nuala Ni Dhomhnaill, Paula Meehan, Eavan Boland, and others.

ENGL 680      Post-Utopianism in Post-WW2 American Literature

Section A: MWF 9:30--D. Smit           

We will study how American culture became “post-utopian” after World War II, how after the war, artists and intellectual focused less on politics and economics and more on aspects of culture they did not appreciate: the rise of huge corporations and government bureaucracies; the spread of conformity through mass suburban housing and the increasing prominence of mass media, such as television and advertising. We will read a range of prose, both fiction and non-fiction, drama, and poetry, including the work of Arthur Miller, Ralph Ellison, Dwight Macdonald, Tennessee Williams, the Beats, and the Confessional Poets, as well as essays about conformity, “the end of ideology,” and the positions of the major “counter-cultures” of the period. There will be two papers and a midterm and final exam.   

ENGL 703      Critical and Theoretical Approaches to Children's Literature

Section A: MWF 10:30--P. Nel                                   

This course provides the tools for advanced study of children's literature. As a 700-level class, the primary audience is graduate students. The class will focus on key texts in children's literature and key issues in treating children's literature as an academic subject.  General themes: didacticism, pleasure, nonsense, audience, genre, diversity.  Theoretical approaches to both images and text include: formalist, psychoanalytic, feminist, Marxist, historicist, and others.  Possible texts: Lewis Carroll's Alice's Adventures in Wonderland, Dr. Seuss's The Cat in the Hat, Marilyn Nelson's A Wreath for Emmett Till, L. M. Montgomery's Anne of Green Gables, Walter Dean Myers' Monster, Francesca Lia Block's Weetzie Bat, Shaun Tan's The Arrival, and selected fairy tales.

ENGL 710      Shakespeare & Children's Literature

Section A: MWF 1:30--E. Hateley

In 1807, Charles and Mary Lamb published Tales from Shakespeare, the first prose adaptations of William Shakespeare’s plays for child readers ever published in English. In the two centuries since then, adaptations and appropriations of Shakespeare’s plays for child readers have spread throughout the Anglophone world in picture books, comic books, novels, plays, television and films. In this reading-intensive course we will examine Shakespeare’s Romeo and Juliet, Macbeth, A Midsummer Night’s Dream, and Othello, and versions of them produced for child audiences from the nineteenth century into the twenty-first century. In doing so, we will consider questions of authority and authenticity, cultural value, canonicity, and notions of authorship. As we move through each play and its afterlives, we will take theorized approaches to constructions of youth, gender, sexuality, and race, and will do so in order to see how and what Shakespeare is made to ‘mean’ when offered to contemporary child readers. Beyond prose adaptations, texts examined will include novels such as MacB, Cupid Painted Blind, and The Juliet Club; movies will include Romeo + Juliet, Get Over It!, and O; we will also be engaging with selected episodes of television’s Animated Tales from Shakespeare. Assessment will include an oral presentation, two short written pieces, a long research paper, and exams. This course will be accepted for undergraduate Women's Studies credit as well as for the Graduate Certificate in Women's Studies.         

ENGL 720      DeLillo and Postmodern American Fiction

Section A: T 7:05-9:55--A. Longmuir 

Don DeLillo (b. 1936) is one of America’s leading contemporary novelists. Best known for White Noise (1985) and Underworld (1997), DeLillo has won numerous awards in recognition of his achievements, including the Jerusalem Prize, the National Book Award, and the PEN/ Faulkner Award for Fiction. Often noted for his apparent prescience, DeLillo is arguably one of the most important living interpreters of American culture. As noted writer Lorrie Moore put it, “no one can match his ability to let America, the bad dream of it, speak through his pen.” This course will assess DeLillo’s significance and standing in contemporary American culture by examining a selection of his fiction, including White Noise, Underworld, Libra, Mao II, The Body Artist, and his most recent novel, Falling Man. We will also read a selection of novels by writers who influenced DeLillo, by his contemporaries, and by writers that DeLillo himself has influenced. These novels are likely to include Thomas Pynchon’s The Crying of Lot 49, Paul Auster’s New York Trilogy, Katherine Dunn’s Geek Love, and Chuck Palahniuk’s Fight Club. As we read, we will consider what we mean by terms such as “postmodernism,” “postmodernity,” and “postmodern fiction” by exploring extracts from the work of critics and theorists such as Fredric Jameson, Linda Hutcheon, Jean-Francois Lyotard, and Jean Baudrillard. Finally, we will situate DeLillo’s fiction within its historical and cultural contexts, examining his treatment of events such as the Kennedy assassination, the Cold War, and 9/11. Course requirements: active class participation, two short papers (3-4 pages), an annotated bibliography, a presentation, and one long paper (10-12 pages).   

ENGL 740      Marxist Lit Theory

Section A: T 3:55-6:45--T. Dayton     

While Marxism in its various forms has traditionally been associated with history, economics, sociology, and political science, literary study has also proven to be a vital area of Marxist research. Furthermore, as an understanding of human society and culture, Marxism has engaged the attention of a great number of writers over the years. This course will attempt 1.) To ground you in the fundamentals of Marxism as a theory of history and capitalist society; 2.) To provide a reasonably complete overview of the major problems, tendencies, and approaches within Marxist literary theory; 3.) To suggest the most fruitful lines of inquiry for future Marxist research; 4.) To present at least a sense of the interaction between Marxism and the practice of various poets, playwrights and novelists.   

The reading will consist of classic statements of Marxist social, cultural, and literary theory from figures such as Marx, Engels, Lukacs,  Gramsci, Bloch, and Adorno. We will also look at applications of Marxist theory to particular situations and texts in order to see how to use theory to produce criticism. In addition to the reading, the major assignments will consist of a midterm, a final, and a research paper.

ENGL 757      Ideology and Language

Section A: U 7:05-9:55--P. Marzluf    

Looking through the lenses of sociolinguistics as well as literacy and rhetorical studies, this course will explore language and the formation of language policies as political events that reveal disparities of power between groups of people. Topics may include English First movements, language conservation and death, language manifestos, Christian fundamentalist discourse, language difference, and World Englishes. Students will produce a conference-length paper (8-10 pages) as well as series of shorter texts important to the discipline, including summaries, a book review, a discourse analysis, and a pedagogical-related unit. Course texts will consist of Mike Rose's Lives on the Boundary, Paulo Freire's Pedagogy of the Oppressed, Deborah Brandt's Literacy in American Lives, Sharon Crowley's Toward a Civil Discourse, Rosina Lippi-Green's English with an Accent, and Michel Foucault's Discipline & Punish

ENGL 759      Studies in Technical Communication

Section A: MWF 12:30--H. Yu

ENGL 759 is designed to address the different and multiple needs of graduate students interested in technical communication. This course introduces the history, present, future, practices, and central theories and pedagogies of technical communication. In this class, you will complete reading, reflective writing, class discussions, research, and a series of technical writing assignments that lead to final project deliverables. 

ENGL 771      Creative Writing Workshop/The Novel

Section A: U 3:55-6:45--D. Doyle                  

This class is geared towards an understanding of the basic structural concerns of novel-writing and upon the production of a book proposal and at least between 30-50 pages of the opening of a novel. The first half of the class will be spent reading and dissecting an eclectic variety of novels (approximately 4-5 books), working on short, novel-building (or guiding) exercises and forming a feasible novel proposal. The second half will be spent workshopping significant chunks of work in progress. Unlike the short form, the long form offers great scope and breadth, as well as depth. It traffics in complex and developing relationships among characters, shifting situations, and choices which beget other choices toward some moment of truth. We will attempt to get our arms around the form so that each writer can finish the class with a strong soul of an original book-length prose narrative: a clear sense of the characters and conflicts that will drive the book and of the structure that will carry it to fruition– and a chunk of a manuscript that is not just promising but also viable.

ENGL 805      Practicum/Teaching University Expository Writing

Sections A, B, C, and D: M 3:30-5:50—P. Marzluf, A. Dodder, D. Murray, S. Gray, C. Debes

Required of GTAs teaching Expository Writing in the English Department. Instruction in the theory and practice of teaching in a university expository writing program.

ENGL 825      Seminar:The Other 18th Century

Section A: TU 2:30-3:45--B. Nelson

This course will explore the social, domestic, political, and literary roles of women in 18th-century England as depicted by both male and female writers in novels, plays, political writings, and conduct book literature of the period.  The course's main objective is to introduce students to lesser-known but important women writers (rediscovered in the past two decades) whose contributions to the development of the drama and the novel are especially significant.  We will read the novels of Fanny Burney, Elizabeth Inchbald, Sarah Scott, and Mary Hays who are the direct predecessors of Jane Austen and the Bröntes.  We will look at female dramatists--starting with Aphra Behn, the first professional woman writer, eulogized by Woolf in her famous "A Room of One's Own."  We will read political authors of the period as well--Mary Astell, Mary Wollstonecraft, Mary Hays--who sought to improve the status and lives of women through education, employment opportunities, and changes in attitudes towards women. We will see, too, a backlash against feminist ideas not only by males who labeled these early women writers "unsex'd females," but also by women, who, by religious conviction or fear of change, sought to keep women in the domestic sphere.  The backlash against budding feminism at the end of the eighteenth century was not so different from what we see today coming out of the Conservative Right. In fact, a number of women writers, like Jane West, Elizabeth Hamilton, and Hannah More, were actually very successful in promulgating conservative views in their own writings. This course will be accepted for the Graduate Certificate in Women's Studies.


Section A: W 7:05-9:55--T. González 

This course explores representations of Latina/o identities in popular culture. We will read foundational texts in Chicano and Latino cultural studies as well as newer works theorizing everything from 1970s Chicana punk rock culture to 1980s graphic novels, to the resurgence of the Latina bombshell. Throughout the semester we will read important texts in gender theory, queer theory, border studies, (U.S.) postcolonial theory, and postmodern studies. Requirements for this course include weekly response papers, a presentation, a short essay about a theoretical piece, and a final essay.

ENGL 862      Workshop in Playwriting

Section A: MW 9:30-10:45--S. Bailey

Limited to Graduate Students. Playwriting techniques focused on adaptations of narrative and other genres to the stage and non-fiction playwriting.