Undergraduate Courses: |
ID |
Course |
Units |
Hours |
Faculty |
| 112.01 |
Reading and Writing Techniques |
1 | ARR | STAFF |
English 112.01 offers one-on-one tutorial assistance to students concurrently enrolled in English or CMS writing courses (e.g. 114, 209, 214, 310, 410, 411, 414). Students work with their tutor on a course of study based on their writing teacher’s recommendations, focusing on areas such as content development, organization, focus, sentence development and proofreading skills. NOTE: this course is offered CR/NC only. Enrollment for ENG 112.01 is arranged via the English Tutoring Center in HUM 290.
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| 112.03 |
Reading and Writing Techniques |
1 | ARR | STAFF |
English 112.03 offers writing support in a small workshop setting to students concurrently enrolled in a freshman English or CMS writing course (104, 105, 201, 202). Workshops helps students succeed in their first-year literacy requirements. NOTE: this course is offered CR/NC only. Enrollment for ENG 112.03 is arranged via the Learning Assistance Center in HSS 348.
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| 158.01 |
American Literature (GE) |
3 |
1010-1100 MWF |
Hanley |
This course surveys some of the key figures, movements, and texts of 19th and 20th-century American literature. To tame this profusion of words and stories, our loose focus will be on the city and urban experience in American poetry, fiction, and drama. Some of the writers we’ll read include: Ralph Waldo Emerson, Edgar Allan Poe, Herman Melville, Walt Whitman, Stephen Crane, Langston Hughes, Gwendolyn Brooks, Dashiell Hammett, Arthur Miller, Allen Ginsberg, the Nuyorican Poets Café, and Karen Tei Yamashita. Grading will favor consistent, authentic, and reflective engagement with the texts we read. There will be no midterm or final essays - - but there will be plenty of regular, shorter writing assignments and some quizzes.
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| 160.01 |
The Vampire Tradition |
3 |
1535-1650 TTH |
Hackenberg |
This course examines the vampire in literature and film as an icon that exaggerates cultural anxieties about otherness, morality, and identity, and reveals changing attitudes about race, class, gender, and sexuality. Texts include: Coleridge’s “Cristabel”; Keats’s “Lamia”; J. M. Rhymer’s serialized Varney the Vampire, or, The Feast of Blood; Le Fanu’s Carmilla; Stoker’s Dracula, and stories by John Polidori, Edgar Allan Poe, Mary Elizabeth Braddon, Catherine L. Moore, Anne Rice, Poppy Z. Brite, and more. Cinema/TV texts include: Les Vampires (1915); Blacula (1972); The Hunger (1983); and Buffy the Vampire Slayer.
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| 230.01 |
Literature and Film (GE) |
3 |
1535-1820 TH |
Lockhart |
ENG 230 explores the intersections of literature and literary forms with film texts. Specific emphasis will be on forms that excel in both spheres (such as literary essays and essay-films), issues of adaptation/translation, and pinpointing aesthetic and narrative differences across media.
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| 398.01 |
Greek American Literature |
3 |
1610-1855 TH |
Klironomos |
After discussing the reasons for the waves of migration of Greek peoples to the United States in the nineteenth and twentieth centuries including an overview of the multifaceted meanings of the term "diaspora', the course will concentrate on the emergence and evolution of literature written by Greek immigrants as well as Greek Americans in the 20th century. Issues revolving around assimilation and the assertion of ethnic cultural difference will be addressed as represented in this body of literature as well as broader aesthetic themes. The example of the development of the Greek American communities of the United States will be discussed within the broader context of the historical, cultural and geographical dimensions of the Hellenic diaspora. Extensive bibliographies on the Greek American experience from the humanities and social sciences will be distributed in class.
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| 419.01 |
Advanced Composition for Teachers |
3 |
1610-1725 MW |
Morris, P. |
In this course, you will begin to prepare to teach writing at the secondary level. You will do so by engaging in inquiry together around the central question of the course: What makes writing good? Our inquiry will include reading about writing and the teaching of writing; examining examples of writing from professionals, secondary students, and each other; and, of course, writing ourselves.
Course Goals:
By the end of this course, you should have improved in your ability to
1) Reflect critically on your own writing processes, drawing conclusions from your experience and research about what kinds of writing activities and processes may support students learning to write.
2) Analyze the relationships among meaning and mode of communication.
3) Analyze rhetorical tools used by you and other composers of texts to affect readers.
4) Compose in a variety of academic, workplace, and literary forms.
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| 420.01 |
Intro to the Study of Language (GE) |
3 |
1410-1525 TTH | Waksler |
An investigation of language patterns in sounds, words, sentences, conversations. We also ex-plore language and culture, dialects, language and the mind. Highly recommended as a structure of language course for English majors, teachers, and others interested in language analysis.
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| 421.01 |
Structure of English |
3 |
1210-1300 MWF | Jain |
This course will explore the nature of syntactic phenomena in natural languages in the frame-work of the Chomskyan hypothesis that distinct languages are defined by parametric differences.
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| 422.01 |
History of the English Language |
3 |
1235-1350 TTH |
Carleton |
| In this course we will trace the origins of English from the inception of Proto-Indo European through Early Modern English. While we will consider and incorporate social, historical and literary influences of each era, there is a heavy emphasis on linguistic description of the various periods. The course is partly inductive in that we will be using Old, Middle and Early Modern English texts to uncover syntactic and morphological characteristics of each period. While not required, English 421 and 424 are highly recommended, 420 is recommended in the absence of 421 and 424. Grade is determined by exams, homework assignments and class participation. |
| 424.01 |
Phonology & Morphology |
3 |
1610-1855 T |
Waksler |
An introduction to analysis of phonological and morphological systems. Data drawn from a wide range of languages. By course's end, students can transcribe all natural language sounds into International Phonetic Alphabet, and propose and argue for phonological and morphological analyses of new data.
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| 425.01 |
Language in Context |
3 |
1810-2055 W |
Weinstein |
The purpose of this course is to sensitize language teachers and language users to variation in speech, to expose them to a wide range of scholars who are interested in the relationship of language and society, and to raise awareness about speech variation and its social meaning. Topics may include multilingualism and world Englishes; languages in contact and linguistic choice; social networks and speech communities; the ethnography of communication; an introduction to literacy and literacies; language variation in relation to geographical, social, ethnic, and gender among other variables. Participants have the option to participate in SHINE, "Students Helping in the Naturalization of Elders" or SAIL, "Students Assisting with Immigrant Literacies" as a project option for the course.
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| 425.02 |
Language in Context |
3 |
0935-1050 TTH |
Carleton |
This course looks at the ways in which various aspects of society influence language. Questions that will be explored include the following: How do factors such as age, ethnicity, region, social class, education, and occupation effect the way we talk? How does the way we talk effect the attitudes of those who listen to us? What is a pidgin language and how does it emerge? Does language shape culture or does culture shape language? What does it mean to be part of a speech or linguistic network? Why does cross-cultural and cross-gender miscommunication occur? Grading will be based on a final research project, two in-class exams and class participation.
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| 451.01 |
Jewish Literature of the Americas |
3 |
1610-1725 TTH |
Millet |
A survey of Jewish writers of the Americas, this course expands on the notion of American Literature by drawing on Jewish literary traditions whose linguistic antecedents might include Ladino, Yiddish, Spanish, French, Farsi, Arabic, Russian, as well as English. The course explores these literatures through the mediations of language, culture, and history. Students examine novels, short stories, memoirs, and poetry, originating primarily in Latin America and Canada in relation to their U.S. counterparts so that students contrast the values underpinning these diverse traditions. Through a representative sampling of North and South American Jewish literatures, students construct a basic schemata of the concerns and issues that shape modern Jewish American writing.
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| 460.01 |
Literature in English I: Beginnings to 17th Century |
3 |
1010-1125 MW |
Avery |
Prerequisite: Eng. 214 or equivalent; or, for Creative Writing students, CW 301 and 302, or consent of instructor. Introduces students to the history and aesthetics of influential Old English, Middle English, Sixteenth-, and Seventeenth-Century texts written in England and America.
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| 461.01 |
Literature in English II: The 18th and 19th Centuries |
3 |
1410-1525 TTH |
Hackenberg |
This survey course along with "Literature in English" I and III is designed to provide you with an overview of major developments in the history of literature written in English. Our canvas is large: we will examine texts from the eighteenth and the nineteenth centuries written by authors from England, America, Ireland, Scotland, the West Indies, India, and Africa. Texts and lectures/discussions will engage three overlapping zones of literary inquiry, tracing some of the major developments, preoccupations, and concerns of "high" literary culture; newly burgeoning "media/popular" culture; and "imperial" culture.
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| 462.01 |
Literature in English III: The 20th Century |
3 |
1535-1650 TTH |
Merriman |
This course surveys twentieth-century literature in English from the United Kingdom, the United States, and other regions of the world where English is now spoken. There will be a lot of reading—poetry, fiction, non-fiction, and drama—as we consider some of the major texts and the most important cultural ideas and movements of the period. We will analyze the literature in its social and historical contexts and in relation to the concepts of modernism, post-modernism, and post-colonialism. Students will develop a wide knowledge of how twentieth-century writers used the English language to explore the problems and freedoms of a tumultuous century.
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| 480.01 |
Junior Seminar |
3 |
1010-1100 MWF |
Lyles |
An examination of various interpretations of tragedy, from classical times to the present. Different modes (including the lyric, narrative, and dramatic; tragedy in the oral tradition, expressed through blues and ballads) will be studied. Representative voices/authors are Sophocles, Euripides, Tennessee Williams, Robert Johnson, and Langston Hughes. No major examinations will be given, but several short papers are required.
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| 480.02 |
Junior Seminar |
3 |
1235-1350 TTH |
Merriman |
This course will strengthen and develop the empathic and analytical skills of reading and writing about literature. We will learn essential critical terms and methods for the study of poetry, drama, fiction, and essays. We will discover how to enter into ongoing literary critical debates and research academic criticism. Our sessions will include peer review workshops and short oral presentations; most class time will be devoted to discussions of literary works, how to think and write about them, and even how to teach them. Texts include Shakespeare’s Twelfth Night and Virginia Woolf’s To the Lighthouse.
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| 480.03 |
Junior Seminar |
3 |
1810-2055 TH |
Stec |
This course focuses on conventions of writing analytical essays about literature, and provides grounding in concepts and vocabularies used in the study of literature. We will read a number of texts that revise other texts so that we will be thinking throughout the semester about the power of revision. Several short essays and a longer, research-based final essay.
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| 512.01 |
18th Century Women Writers |
3 |
0935-1050 TTH |
Christmas |
This course takes as its subject what used to be called the “other” eighteenth century: the many women writers who found their way into print in the period. Over the last several decades, eighteenth-century women writers have come to be well represented in academic publisher’s lists and in anthologies of the period’s literature. Some of what we discuss will have to do with this process of canon formation. Most of our work, however, will center on the texts themselves. We will read a selection of poetry, drama, novels, and philosophical tracts by these “Amazons of the pen” (as Johnson affectionately, if also apprehensively, called them). Expect to spend more time with Aphra Behn, Anne Finch, and Eliza Haywood, and meet new figures like Mary Astell, Charlotte Lennox, Sarah Scott, and Ann Yearsley.
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| 526.01 |
The Age of the Renaissance (GE) |
3 |
1510-1625 MW |
Wardley |
We will read novels, poems, and essays of this period in the context of some of the social changes and cultural movements our texts take up: abolition; women’s rights; the Kindergarten movement; Romantic science; spiritualism; Western expansion; health reform; transatlantic and transhemispheric crossings; industrialization; domesticity. Authors will include: Stowe, Melville, Hawthorne, Jacobs, Whitman, Emerson, Longfellow, Poe, Alcott. Requirements: one short paper; weekly responses; a take-home mid-term and a final examination. For two weeks our classroom will become a 19th Century poetry salon, and students will be asked to memorize and recite a poem.
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| 527.01 |
American Literature 1865-1914 |
3 |
1210-1300 MWF |
Hanley |
This course surveys some of the key figures, movements, and texts of late 19th century American literature. The emphasis is on grasping the contours of American literature and culture as they emerge from the cataclysm of the Civil War and push forward unsteadily but energetically toward American modernity. Some of our course topics include: post-Whitmanian poetry; the flowering of literary realism; Victorian multiculturalism; lowbrow and highbrow; radical subcultures. Our reading list includes: Whitman, Twain, W.D. Howells, Henry James, William James, W.E.B. Du Bois, Kate Chopin, Charlotte Perkins Gilman, Jack London, Alice Dunbar-Nelson, Mary Antin, Sarah Orne Jewett, and others.
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| 528.01 |
American Literature 1914-1960 |
3 |
0910-1000 MWF |
Lyles |
Study of stories, drama, and criticism by such major American authors as T.S. Eliot, William Faulkner, Ernest Hemingway, F. Scott Fitzgerald, Ralph Ellison, Richard Wright, Wallace Stevens, Robert Lowell, and Sylvia Plath.
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| 554.01 |
Modern American Novel |
3 |
1410-1525 MW |
Cannon |
We will read several American novels written between 1920 and 1940, inlcuding works by William Faulkner, Nella Larsen, Ernest Hemingway, and D'Arcy McNickle. In addition to learning about the historical and literary contexts of these works, students will sharpen their analytical thinking skills through class discussion, informal written responses, and formal papers.
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| 555.01 |
The Short Story |
3 |
1210-1300 MWF |
Lyles |
Prerequisite: Grade of C in English 214 or the equivalent. Study of the development of the narrative genre in the nineteenth and twentieth centuries, world-wide; focus upon English and American modernist literature. Authors to be studied include Edgar Allan Poe, Herman Melville, Charlotte Perkins Gilman, Ernest Hemingway, William Faulkner, James Baldwin, Virginia Woolf, Alice Walker, and Raymond Carver.
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| 559.01 |
Mid/Late 20th Century US Poetry |
3 |
1810-2055 T |
Merriman |
This course surveys American poetry in the middle and at the end of the twentieth century. As the year 2000 is not far behind us, the canonical status (or otherwise) of the many poets writing during this period remains contested. We will study the range of movements that participate in this field of sometimes vociferous contestation. We will learn about the 1930s political poetry, the Black Mountain Poets, the Beats, the New York School, Confessional Poetry, the Black Arts Movement and Women’s Poetry. Our primary attention will be devoted to hearing the idiosyncratic voices of a wide range of individual poets.
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| 571.01 |
Shakespeare's Rivals |
3 |
1535-1650 TTH |
Mylander |
Course description coming soon.
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| 573.01 |
American Drama |
3 |
1410-1525 TTH |
Krasny |
A course in 20th century American playwriting featuring the work of the central figures. We will read: O'Neill, Odets, Wilder, Miller, Williams, Hellman, Albee, Shepard, Wasserstein, Mamet, Shange, Baraka, Kushner. Course requirements include a number of short critical essays on individual plays and playwrights. Classes are run by lecture and discussion.
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| 580.01 |
Melville |
3 |
1235-1350 TTH |
Voloshin |
A course in the works of one of the great writers of the nineteenth century. Readings include Typee, Moby Dick, Benito Cereno, The Confidence Man, Billy Budd, as well as short stories and poems. We will discuss Melville’s modifications and transformations of literary forms; Melville's engagement with philosophy, from the ancients to the moderns; and the dialogues that Melville's works enact with contemporary history and with contemporary gender roles.
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| 580.02 |
Virginia Woolf |
3 |
1535-1650 TTH |
Stec |
An intensive study of Woolf's major novels and essays. We will consider Woolf's position in the modernist canon, and her significance for feminist literary study.
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| 580.03 |
Edith Wharton |
3 |
1410-1500 MWF |
Wardley |
This course reads Wharton's realist, naturalist, and proto-modernist texts. We'll explore her work's engagement with relevant developments in US and world history (the emergence of the feminist and New Woman, immigration, urbanization, consumerism, World War 1). Discussion will likely home in on her interests in interior decoration and architecture, marriage and divorce, travel, wellness, evolution, heredity, ethnography, and fashion, as well as her writing about writing.
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| 580.04 |
Jane Austen |
3 |
1235-1350 TTH |
Christmas |
This course is devoted to an in-depth study of both Austen's achievement as a novelist and the role(s) her novels and authorial persona continue to play within modern popular culture. To achieve these ends we shall read her six published novels in order before focusing on one or two contemporary texts that will allow us to examine issues derived from various forms of Austenian adaptation. Written work with include several short papers and a longer end-of-semester project.
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| 583.01 |
Shakespeare: Representative Plays (GE) |
3 |
1610-1725 MW |
Avery |
Intensive study of As You Like It, Measure for Measure, King Lear, and Tempest. This class will focus on Shakespeare's language in a theatrical context, which means we will consider Shakespeare's own dramatic training and practice, as well as modern techniques of interpretation and production. To keep the class moving swiftly, expect to change gears frequently, sometimes hilariously, and often surprisingly. Quizzes, short writing assignments, a midterm, and a final.
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600.01 |
Theory of Literature |
3 |
1510-1625 MW |
Yim |
Theory is an active conversation, a process of debating issues of representation, signifying practices, and our beliefs and claims about knowledge, especially literary knowledge. This course examines major questions of literary theory: What is the nature of reality? What is representation? How do we define and know meaning and judge significance? We will read major, often difficult theory (Plato, Aristotle, Saussure, Marx, for example), and students will be called on in class and will be expected to actively discuss readings. Course requirements consist of discussion participation, reading exercises, quizzes, and exams and the successful writing of a final theoretical paper.
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601.01 |
Literature & Psychology |
3 |
1410-1525 TTH |
Green |
PSYCHOANALYSIS, IDENTITY, PARANOIA, AND THE CRISIS OF THE SELF. Over 60
years ago, Freud wrote: "Where the It was, there the I shall be." Contemporary esthetic and cultural theory has adopted Freud's work as a metaphor to express important new ideas: psychology of creativity, of writing, of reading, of conscious-unconscious language, of imaginary vs. real time, sexual difference, dreams, desire, power, self and the other. We will look at Freud's ideas in relation to the arts and survey some post-Freudian responses. The focus of this lecture-discussion class will be on the interaction of identity, paranoia, and the crisis of the self in culture. Cultural texts by Freud, Nabokov, Wilde, Wilson, James, Ellison, Woolf, McNally, Lenny Bruce, Andy Kaufman, Lumet, Hitchcock, Mate, Welles, Potter, Scorsese. Paper, in-class midterm, and final exam.
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| 611.01 |
Modern Criticism (GE) |
3 |
1110-1200 MWF |
Kwok |
Through a close reading of selected texts in literature and criticism, we will examine how the phenomenon of "literature" and the notion of "literariness" have been defined and characterized in modern times. Among the topics we will be exploring together: the ontology of the literary work; the debates over canonization; the polemic over deconstruction, feminist criticism, new historicism, and cultural criticism. Readings include Brooks, Fish, Said, Bloom, Showalter, Greenblatt, Nietzsche, Irigaray, among others.
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| 614.01 |
Women in Literature |
3 |
1410-1525 TTH |
Stec |
Starting with Chopin's The Awakening of 1899, we will read a number of bildungsromans (novels of formation) in this course to see how the narrative shape of women's lives changes across the 20th century. Authors include Woolf, Hurston, Stein, Carter, Larsen, and Dangarembga; we will also read Felski's Literature After Feminism.
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| 630.01 |
Shakespeare: Wars of the Roses |
3 |
1310-1425 MW |
Yim |
Course description coming soon.
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| 631.01 |
Postcolonial Literature in English (GE) |
3 |
1235-1350 TTH |
Shahani |
This course explores the myriad forms of self-fashioning delineated in postcolonial writing. What are the forces (historical, cultural, and political) that shape postcolonial identities in all their complexities? How are these identities inflected in terms of gender, class, and ethnicity? Through an examination of works from the Indian subcontinent, we will engage with the literary representation, mediation, and construction of these identities. We will especially consider issues related to the legacy of colonialism, the shadow of nationalism, and the complex nature of Indian modernity, as they are dealt with in these works. Authors covered in the course will include Salman Rushdie, Jhumpa Lahiri, Mohsin Hamid, and Suketu Mehta.
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| 632.01 |
Literature of Exile and Migration |
3 |
1410-1525 TTH |
Shahani |
Course description coming soon.
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| 653.01 |
TESOL: Pedagogical Grammar |
3 |
1610-1725 MW |
Olsher |
Prerequisite: ENG 421 and completion of upper division written English requirement or graduate status. Provides a basic knowledge of English grammar with attention to structures troublesome for ESL/EFL learners and an understanding of how to organize grammatical information for teaching; students gain experience in analyzing ESL/EFL learners' errors and providing follow-up explanation and practice.
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| 655.01 |
Literature & the Adolescent Reader |
3 |
1410-1525 MW |
Graff |
Literature and the Adolescent Reader is a complex course that serves many different purposes. One central purpose informs my design of the course, to help students consider the teaching of literature to adolescents. While you do not have to plan to be a teacher to take this course, questions about adolescent literacy, adolescent development, and pedagogy will resonate through the class. In particular, we will explore the following important questions: Who are adolescents? Why should adolescents read? How do the ways we teach reading influence the meaning students make from literature? What should adolescents read in school? Although these questions are especially relevant for future teachers, they fit into the larger context of English studies as well. Questions about the nature of literature, the characteristics that define literary value and quality, and the impact of different theoretical approaches on meaning-making are central to the study of literature.
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| 657.01 |
Grammar & Rhetoric of Sentence |
3 |
1535-1650 TTH |
Swanson |
This class focuses on analysis of grammar and rhetoric in English sentences. Although it is NOT a writing class, it may improve editing skills. There are four quizzes and a comprehensive final exam.
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| 688.01 |
Assessment in English |
3 |
ARR |
Graff |
Students pursuing single-subject competency in English in preparation to enter a single-subject credential program to teach middle- or high-school English must enroll in this class during their final undergraduate semester. You will compile evidence from your undergraduate classes that demonstrates your achievement in English and reflect on that evidence to create an electronic portfolio.
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| 690.01 |
American Life Writing |
3 |
1210-1325 MW |
Cannon |
We will read several autobiographies written by Americans since the mid-nineteenth century, with an emphasis on works published since 1945. Close analysis of the texts will be supplemented by critical theory on life-writing. Students will give oral presentations and write several papers, including a long research paper. Prerequisite: English 480.
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| 690.02 |
Senior Seminar: Chaucer:Canterbury Tales |
3 |
1410-1525 TTH |
Paulson |
This course examines fourteenth-century poet Geoffrey Chaucer’s most celebrated work, The Canterbury Tales. The course will introduce students to some of some of the historical, social, cultural, literary, and religious contexts that informed Chaucer’s writing as well as the major debates that have shaped contemporary interpretations of his work. Students will write a series of short papers that cumulate in a longer, final research paper.
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| 690.03 |
Noir Culture |
3 |
1810-2055 T |
Green |
Noir culture as a distinctive literary phenomenon, examined in relation to cultural perspectives and literary-historical traditions. This class will probe the basic themes and ingredients that characterize 20th and 21st century Noir Culture. War, economic and social crisis, race and gender identity, immigration, labor, fear, paranoia, power, booze, racketeering, and crime--these and other literary manifestations will be explored in a series of cultural texts by Hammett, Chandler, Cain, Caspary, Preminger, Hughes, Highsmith, Himes, Mosley, Barnes, Hemingway, Hawkes, Polonsky. Lecture-discussion format. In-class midterm, paper, and final exam.
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