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Course Descriptions
Fall 2016
Undergraduate Classics—1  Undergraduate Linguistics—1  Undergraduate
Literature—2  Undergraduate Writing—8  Film –14  Folklore –15  Graduate
Linguistics—16  Graduate Literature –16  Graduate Writing—18
Undergraduate Classics
CLAS L205-01: Classical Mythology
MWF 11:00-11:50 A.M. D. Fleming
CRN: 12668
P: W131 or equivalent
This course serves as an introduction to Greek and Roman myths, legends, and tales, especially
those that have an important place in the Western cultural tradition. We will examine the
sources and significance of a range of classical stories.
This course fulfills the IPFW Area IV General Education requirement (Humanistic Thought)
[OLD GEN ED]
This course fulfills IPFW Area 6 General Education (Humanistic and Artistic Ways of
Knowing) [NEW GEN ED]
Required Texts
 TBD
Evaluation methods
 Weekly quizzes, frequent short writing assignments, midterm and final.
CLAS L250-01: Second Year Latin I
MWF 1:30-2:20 P.M.
D. Fleming
CRN: 12575
P: CLAS-L150 or instructor’s approval
Review of Latin Grammar and Syntax; emphasis on speaking and reading Classical Latin Prose.
Interested students should contact the instructor as soon as possible (flemingd@ipfw.edu)
Required Texts
 Hans Ørberg, Lingua Latina per se illustrata Pars I: Familia Romana (Focus, 2011), ISBN
978-1-58510-420-8
Evaluation methods
 Quizzes, exams, translation
Undergraduate Linguistics
LING L103-02, 03: Introduction to the Study of Language
TR 12:00-1:15 P.M.
C. Thompson
CRN: 12479
TR 3:00-4:15 P.M.
CRN: 12703
LING L103 is an introduction to the various topics and concerns of language as a study. We
examine phonology, morphology, syntax and semantics, writing systems, and animal
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communication. We analyze language variation and use in social contexts, explore
contemporary approaches to understanding language acquisition in early childhood and later,
and investigate the development of English, and American English in particular. All work is
based on real-world data drawn from a variety of languages and language families.
Required Texts
 Ohio State University, Language Files
Evaluation methods
 TBD
LING L321-01: TESOL Methods and Materials I
TR 4:30-5:45 P.M.
H. Sun
CRN: 11586
P: LING L103/L303 (or equivalent)
This course provides an overview of Teaching English as a New Language to Speakers of Other
Languages. We will examine principles of ENL instruction as well as different methodological
approaches and strategies. We will also address important issues including the context of
teaching, learner variables, socio-cultural influence on language learning, and classroom
interaction. This course also involves a service learning component for which students work as
volunteers/assistants for English language learners in the community, linking course content to
practical experience and obtaining a deeper understanding of language learning and teaching.
Required Texts
 TBD
Evaluation methods
 TBD
LING L485-01: Advanced Discourse Analysis
TR 1:30-2:45 P.M.
H. Sun
CRN: 14148
P: Completion of ENG W131 (or equivalent) and exemption from or completion of ENG R150.
This course introduces you to major approaches to discourse analysis, which examines naturally
occurring language use, including the ethnography of communication, interactional
sociolinguistics, conversation analysis, pragmatics and speech act theory, and critical discourse
analysis. We will discuss, among other issues, topics of importance in applied linguistics such as
cross-cultural communication, second language acquisition, language teaching and education.
Required Texts
 TBD
Evaluation methods
 TBD
Undergraduate Literature
ENG L102-02I: Modern World Literature
OCIN
L. Lin
CRN: 13918
English L102 offers a survey of world masterpieces from the 18th century to the 20th century.
We begin with Shakespeare’s tragedy King Lear as a way to refresh your knowledge of
Renaissance literature; we will then read representative works from each of the three periods,
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including works by non-Western authors. Our emphasis is on the close reading of the texts,
and through closing reading you will gain a better understanding not only of the ideas, forms,
and techniques embodied in literature, but of the connections between and commonality of
Western and non-Western literatures and cultures.
Required Texts
 The Norton Anthology of World Literature, Vol. E and F.
 King Lear by William Shakespeare.
Evaluation methods
 Weekly discussion posts
 Mid-term exam
 Final exam
 Response essays
ENG L202-02: Literary Interpretation
TR 1:30–2:45 P.M.
L. Whalen
CRN: 11163
P: W131 or equivalent.
A primary goal of English 202 is to continue to improve the writing and analytical skills you
developed in previous classes through in-depth examination of the course texts. By
emphasizing close reading and careful explication of literary works, Literary Interpretation seeks
to help you become a writer who not only communicates fluently, but perhaps more
importantly, one who also thinks in a critical fashion. Development along these lines requires
hard work: reading, discussion, and the continued practice of writing are integral parts of this
class. It is a basic tenet of the course that reading and writing are intimately linked activities:
practice in one area will help you develop critical awareness in the other.
In a related manner, another of the course’s assumptions is that strong writing is
produced by rethinking, clarifying, and revising drafts, and as such, time will be devoted to peer
editing groups. By consciously linking these activities, ENG L202 seeks to immerse you in a
process by which you examine your own work not just as a writer but as an editor and critic as
well. As the value of the final product of a writing assignment depends in large part on the
quality of the work put into it, I want you to become involved in your writing, to take an active
part in its cultivation and revision. In addition to my role as a writing teacher I want to help
you help yourself become a better writer and reader: I do not want you to “look through my
eyes,” but to be able to write correctly and think critically on your own.
ENG L202 will begin your training in the research skills required at university, but will do so via
the analysis of literature. Among these skills is a thorough familiarity with scholarly journals, as
well as proficiency in the means by which you can access these journals electronically. To
facilitate your research, every member of the class will be required to gain proficiency in the
use of the scholarly databases accessible via Helmke Library’s databases; in addition, students
will become versed in the use of IUCAT and Helmke’s (free) interlibrary loan system, Document
Delivery Service (DDS). Your DDS account will allow you to request (free of charge) books and
journal articles not found among IUCAT’s holdings. Your researched papers will require you to
use scholarly sources of the sort you can access via DDS, and given that a substantial portion of
your grade depends on the quality of your secondary sources it behooves you to master the use
of scholarly databases and interlibrary loan.
In addition, you will also be required to cite primary and secondary sources properly,
whether they are electronic or print. We will be spending a substantial amount of time learning
MLA citation format: If you learn the conventions of citation at this early stage in your course of
study, you will never have to worry about this.
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Required Texts
 Kennedy, X. J. and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama,
and Writing. 7th Compact ed. New York: Pearson, 2013. (ISBN: 0-205-22984-0)
 An MLA guidebook of your choosing. For a very good overview of MLA rules, see
https://owl.english.purdue.edu/owl/resource/747/01/
 Additional handouts (critical essays, play, short stories, and poems) will be distributed:
we will also view two films.
Evaluation methods
 See above
ENG L202-01: Literary Interpretation
MW 1:30–2:45 P.M.
J. Reynolds
CRN: 13127
P: W131 or equivalent.
Required course for English majors; satisfies second semester writing requirement for nonmajors. Students in L202 are expected to gain 1) a working knowledge of literary theory,
including an understanding of different methods of analysis and interpretive strategies that
have been used to derive meaning and significance from literary texts; 2) the ability to critically
read, think, write, and communicate effectively about literature; this will typically involve
organized class discussions, close reading, explications, and well-articulated prose analyses; 3)
familiarity not only with the essential elements of literature, including critical vocabulary and
generic breadth, but also with major research sources; and 4) recognition of the cultural and
historical importance and complexity of literature as a body of works written by men and
women across time and ethnic boundaries..
Required Texts
 Norton Introduction to Literature 12th Shorter Ed. (ISBN: 978-0-393-93892-0) & Jane
Eyre (ISBN: 978-0-393-97542-0)
 (ISBN for bundle at bookstore: 978-0-393-61370-4)
Evaluation methods
 In class writings, quizzes, genre essays, and final research paper
ENG L250-01: American Literature before 1865
TR 10:30-11:45 A.M. A. Kopec
CRN: 11490
ENG L250 is a General Education class (Category B: Ways of Knowing, Competency 6:
Humanistic Ways of Knowing). The course can fulfill the Category B Requirement (“Ways of
Knowing”) in IPFW’s General Education Program, in addition to the Core American literature
requirement for English majors.
This class provides an introductory survey of American literature, covering a broad range of
genres -- nonfiction and fiction, poetry and prose -- from Columbus’ “discovery” of America
(1492) to the U.S. Civil War (1861-1865). We will address “canonical” authors like Anne
Bradstreet, Benjamin Franklin, Frederick Douglass, Ralph Waldo Emerson, Herman Melville, and
Emily Dickinson, in addition to studying ethnic and minority voices from Native American and
African American traditions. Along the way, we’ll consider the complex relation between
literature and history, examining questions about personal freedom and national identity in the
context of far-reaching religious, economic, social, technological, and political transformations.
Assignments will likely include posts to Blackboard discussion, 2 short papers (one of which can
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be revised), a midterm, and a final. Please stop by LA 133 or email me
(kopeca@ipfw.edu) with questions about the course.
Required Texts
 The class textbook will be The Norton Anthology of American Literature (8th ed.)
Package 1: Vols. A (Origins to 1820) and B (1820-1865).
Evaluation methods
 See above
ENG L305-01: Chaucer
MW 3:00-4:15 P.M.
D. Fleming
CRN: 14039
P: L202 or W233 or equivalent.
Geoffrey Chaucer: Father of English Poetry, or an “elvish” fellow, “whose drasty rhyming is not
worth a turd?” (his own description of himself). You won’t know until you read his masterpiece,
The Canterbury Tales in Middle English (“I wol tell yow a litel thing in prose/ That oghte liken
yow, as I suppose”). While reading this collection of medieval romances, religious dramas,
bawdy sex stories, and fierce sermons, will attempt to situate Chaucer in his original historical
and literary context and explore the ways he might be relevant today. No prior experience with
Middle English is expected (if you’re willing to actually read, Chaucer is relatively easy).
Required Texts
 Geoffrey Chaucer, The Canterbury Tales, ed. Jill Mann (Penguin Classics, 2005), ISBN:
978-0140422344
 Rob Pope, How To Study Chaucer (2nd ed; St. Martins Press, 2001),ISBN:
9780333762837
Evaluation methods
 Frequent quizzes, midterm, final; research project
ENG L309-01: Elizabethan Poetry
TR 4:30-5:45 P.M.
M. L. Stapleton
CRN: 14040
P: L202 or W233 or equivalent.
We will read several poets, the non-canonical as well as the traditional, from the middle of the
reign of Henry VIII to the first decade of the rule of James I (1530-1609). We will concentrate
primarily on Sir Philip Sidney’s Astrophil and Stella, Shakespeare’s Sonnets, and Edmund
Spenser’s The Faerie Queene. Yet we will also study Isabella Whitney, Mary Sidney, Anne
Askew, Sir Thomas Wyatt, the Earl of Surrey, Barnaby Googe, Christopher Marlowe, Samuel
Daniel, Sir Walter Raleigh, and others. We will talk about issues such as Petrarchism and other
continental literary influences, Biblical translations, women as writers, the rise of humanism,
and poetical form and meter. We will also investigate trends in sixteenth-century English
history: the reigns of Henry VIII, Elizabeth I, James I; England’s place in European politics and
culture; religion and society, especially the Reformation. Link to course materials:
http://www.elmlsteach.org
Required Texts
 Loughlin, et al., eds, The Broadview Anthology of Sixteenth Century Poetry and Prose
Evaluation methods
 Papers and take-home exams.
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ENG L345-01: 20th Century British/Irish Poetry
TR 1:30–2:45 P.M.
L. Lin CRN: 13302
English L345/B648 offers a survey of 20th-century British/Irish poetry. We will move in two
larger directions: we will read individual poets closely from Hardy through Auden to Heaney; we
will also work with larger concepts and try to grasp trends and movements to which these poets
belong. Some of the questions we want to address include: How do late Victorian and
modernist poets respond to the “ache of modernity” differently? What do we mean by The
Hardy Tradition? What is the relationship between French symbolism and high modernism?
Does the term modernism catalogue a homogeneous literary and cultural phenomenon, or is it
an umbrella term under which pluralist contours of modernism are subsumed? What role does
the East play in shaping Eliot’s and Yeats’s poetics and politics/ethics? What is the female poetic
voice like? Finally, in approaching the poems, we will read them as both aesthetic and cultural
texts and will pay attention to both
Required Texts
 Keith Tuma. Anthology of 20th-century British and Irish Poetry. Oxford University Press,
2001.
 Jon Cook. Poetry in Theory: An Anthology (1900-2000).
Evaluation methods
 Exams, papers, participation, response essays
ENG L347-01: British Fiction before 1800
TR 9:00-10:15 A.M.
T. Bassett
CRN: 14043
P: ENG L202 or W233 (or equivalent)
The purpose of this course is to give a survey of the history of English fiction during the
seventeenth- and eighteenth-centuries. This was a time of important social, political, and
cultural changes in Britain, especially influenced by the rise of the middle class, world
exploration and colonization, and the growth of literary. In literary terms, the years before
1800 saw the rise of the novel as a popular literary genre (e.g., the Gothic novel) and
eventually a legitimate art form as well. Our emphasis will be on the analytical reading of texts
within the larger historical, social, and cultural discourses of the time.
Required Texts
 Behn. Oroonoko.
 Heywood. Love in Excess.
 Defoe. Moll Flanders.
 Fielding. Tom Jones.
 Scott. Millenium Hall.
 Walpole. The Castle of Otronto.
 Burney. Evelina.
 Radcliffe. The Sicilian Romance.
Evaluation methods
 Class participation, short response papers, and a final essay.
ENG L364-01, 02: Native American Literature
TR 10:30-11:45 A.M.
T. Bassett
CRN: 13562
TR 1:30-2:45 P.M.
CRN: 11778
P: ENG L202 or W233 (or equivalent)
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The purpose of this course is to give a survey of the important authors, works, genres, and
movements of Native American literature from the early twentieth century to the present. With
hundreds of individual tribes and nearly fifty language groups, we may more accurately speak
of Native American literatures rather than one singular literature. Nevertheless, Native
Americans have a shared history of colonization and a tradition of resistance that provides the
cultural subtext for their literature – from the armed resistance, forced removal, and systematic
destruction of their culture in the nineteenth century to the assimilation policies, the American
Indian Movement, and the insistence of tribal sovereignty in the twentieth century Women
throughout are questions of Indian identity, indigenous culture versus European culture,
language, and authority.
Required Texts
 Alexie. The Lone Ranger and Tonto Fistfight in Heaven.
 Alexie. The Absolutely True Diary of a Part-Time Indian.
 Erdrich. The Plague of Doves.
 Erdrich. Tracks.
 Hogan. Mean Spirit.
 McNickle. The Surrounded.
 Silko. Ceremony.
 Welch. Winter in the Blood.
Evaluation methods
 Class participation, short response papers, and a final essay.
ENG L371-01: Critical Practices
TR 10:30-11:45 A.M.
H. Aasand
CRN: 13031
The complexity of this course will be reflected in the sequence of our curriculum: a thoughtful
consideration of what “English studies” means; a survey of the critical theory that infuses
literary and linguistic practices; a survey of literary genres (drama, fiction, poetry) for close,
critical reading, an analysis that is informed by the variety of theoretical strategies we will
examine. Regardless of the concentrations you ultimately choose for your degree, this
component of the course should provide you with both the theoretical and practical experience
for becoming a rhetorically-informed, creative student of this broad, expansive discipline.
Required Texts
 Overview: McCosmiskey, Bruce, ed. English Studies: An Introduction to the Discipline(s)
(Refiguring English Studies). NCTE, 2006 (978-0814115442)
 Other drama, poetry, and critical theory texts TBD
Evaluation methods
 TBD
ENG L372-01: Contemporary American Literature
TR 10:30-11:45 A.M. M. Kaufmann
CRN: 14044
In the course we’ll be examining the incredible variety of fiction currently being written in
America. Some of our works will come from the end of the last century, others from very
recent works. In these works we’ll trace the evolution of an image of a seemingly homogenous
America to the diverse, conflicted country we currently live in (which was likely the case all
along).
Required Texts
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 Erdrich, Tracks
 McCarthy, No Country For Old Men
 Morrison, Jazz
 O'Brien, The Things They Carried
 Palanhiuk, Fight Club
 Tan, Kitchen God’s Wife
 Diaz, Wonderous Life of Oscar Wao
 DeLillo, White Noise
 Alison Bechdel, Fun Home
 Danielewski, House of Leaves
Evaluation methods
 Weekly Discussions Postings
 Midterm and Final
 5-7 page Paper
 2-3 page Book Review
ENG L378-02: Studies in Women and American Literature
TR 12:00-1:15 P.M. A. Kopec
CRN: 14232
This class will count toward the Core American literature requirement or the additional class in
American Literature for students with a literature concentration. The class also counts as a
“cross-referenced” class in the Women’s Studies Program at IPFW.
This course focuses on women’s writing in American literary history. The syllabus will be
organized by genres, including Poetry, Nonfiction, and Fiction, and will cover materials from the
colonial era through the present day. Authors and texts will likely include: Anne Bradstreet and
Emily Dickinson; Catharine Maria Sedgwick, Sui Sin Far, and Annie Proulx; Edith Wharton and
Jennifer Egan, both of whom won the Pulitzer Prize for fiction, and so on. The class will
consider, more particularly, how women’s writing responds to social issues like gender,
economics, and class. However, the class will not solely focus on how women’s writing exposes
oppression. In addition, we will pay attention to how women’s literature demonstrates aesthetic
value for its own sake, how authors inserted themselves into a literary tradition. Please stop
by LA 133 or email me (kopeca@ipfw.edu) with questions about the course.
Required Texts
 TBD
Evaluation methods
 See above
Undergraduate Writing
ENG W103-01, 02, 03: Introduction to Creative Writing
MWF 9:00-9:50 A.M. S. Sandman
CRN: 12528
MWF 10:00-10:15 A.M.
11852
MWF 11:00-11:50 A.M.
12777
The course introduces a variety of forms and techniques to help you begin creative composition
and to enable you to understand more clearly your own writing processes. You’ll learn how to
begin, write, and revise creative material in order to express yourself and communicate with
readers. Emphasis on the composition and discussion of student-written poetry, fiction, and
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creative nonfiction, and on the development of skills for critically reading and responding to
creative writing. You will produce much creative material, review the writing of class members
and assigned authors, and develop skills for composing, understanding, and analyzing.
Required Texts
 Imaginative Writing, 4th edition, Janet Burroway
Evaluation methods
 TBD
ENG W203-01: Creative Writing – Fiction
MWF 1:30-2:20 P.M. S. Sandman
CRN: 14048
This class will emphasize the practice and development of fiction writing. This class introduces
you to forms and techniques that will help you begin to process fiction writing. We will read
fiction and write fiction, all the while reading, commenting, and discussing the writing from
peers, as well as the writing from our readings and handouts. You will develop skills to deepen
your understanding on reading and discussing contemporary fiction: the characters, setting,
plot, and the technique. You will also deepen your understanding of how to write contemporary
fiction by demonstrating your abilities through your own writing.
Required Texts
 TBD
Evaluation methods
 TBD
ENG W203-02: Creative Writing – Fiction
MWF 3:30-4:20
M. Cain
CRN: 11173
This course will introduce you to a variety of ways of writing and reading short fiction. You will
learn how to generate ideas for writing through reading and listening to stories, draft short
pieces, and revise and edit those works. You will, perhaps most importantly, be invited to
explore the process of how language creates meaning, to "play" with words and reflect upon
the choices in meaning that such play makes possible.
Required Texts
 TBD
Evaluation methods
 Requirements include a final portfolio of at least two revised, edited stories generated
from class assignments and an introductory reflection. Weekly assignments and
participation also count towards the final grade. Some readings are required; these will
be posted on Blackboard.
ENG W203-05: Creative Writing – Poetry
TR 1:30-2:45 P.M.
G. Kalamaras
CRN: 13034
P: W131 or equivalent. Focus on the practice and development of poetry writing, emphasizing
the composition and discussion of student texts. The course introduces a variety of forms and
techniques to help you begin writing poetry and to enable you to understand more clearly your
own writing processes. You'll learn how to begin, write, and revise poems, to express yourself
and communicate with readers. You’ll write a significant amount of poetry; review the writing
of class members and assigned poets; develop skills for composing, understanding, and
responding to poetic texts.
Required Texts
 TBD
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Evaluation methods
 Writing assignments: poems, exercises, peer responses, journal, and a small-press
project; outside readings; attendance and participation.
ENG W234-02I, 03I: Tech Report Writing
OCIN
E. Keller
CRN: 11952
11680
English W234, Technical Report Writing, has two purposes: (1) to help you develop
communication skills you will use in the future, and (2) to enrich your understanding of the
roles that writing and reading play in activities outside school. In other words, W234 is a course
to help you write in a variety of situations – especially the workplace – and to a variety of
readers. This course is also an imperative part of engineering and technology education as
defined by the Accreditation Board for Engineering and Technology. Students who complete this
course will demonstrate competency in rhetorical knowledge, critical thinking, reading, and
writing, writing processes, and genre conventions and styles.
Required Texts
 TBD
Evaluation methods
 TBD
ENG W301-01: Writing Fiction
MW 4:30-5:45 P.M.
M. Cain
CRN: 14050
This class is for students who want to learn how to write fiction. The main focus is upon
helping students locate subjects, try out forms, and develop strategies for reading that will
generate writing. We will spend a great deal of time on composing and discussing our writing
as a class.
We will investigate, first of all, what makes fiction "literature" and how we might think of the
boundaries between fiction and other forms of prose. In the contemporary world, the
boundaries that used to mark fiction as something "imaginary" versus something "real" no
longer hold, since conventions of fiction are present in even supposedly "objective" forms of
writing such as journalism.
We will also take a closer look at some of these conventions, including point of view, plot,
characterization, and experiment with their applications within and against the conventional
boundaries of fiction.
Required Texts
 The primary texts for the class are drafts written by students. However, two or three
other works of contemporary fiction will also be required reading (to be announced).
Evaluation methods
 A 20-page final portfolio, including a reflective statement of introduction. The
portfolio includes revisions of works written during the semester.
 Individual conferences at midterm and an exit conference at the end of the
semester.
 Readings of class texts (to be announced)
 An on-line weekly journal (250 words/week)
 Responses to classmate's writing (250 per submission)
 Class presentation on particular form or technique of interest to the student
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ENG W331-02 & 03: Business and Administrative Writing
TR 10:30-11:45 P.M.
K. White
Call No. 14053
TR 1:30-2:45 P.M.
K. White
Call No. 12529
P: W131 or equivalent. English W331 is the study of the principles and practices of business
writing, with an emphasis on style, organization, and conventions appropriate to different kinds
of business communications. In this course, you will learn how to apply rhetorical principles,
such as audience, purpose, and context, in order to compose persuasive messages in various
genres. You will also learn how to respond to and edit documents produced by others in the
class. This course is different from others classes that employ a standard lecture format.
English W331 is modeled after a workplace environment in which close collaboration with
coworkers is expected.
Required Texts
 Locker, Kitty O. Business and Administrative Communication, 11th edition available via
Connect.
Evaluation methods
 Students will develop résumés and cover letters, write memos, letters, electronic
messages, as well as prepare oral presentations. There will be one cumulative exam.
The final project is a formal recommendation report.
ENG W365-01M: Editing: Theory and Practice
T 4:30:45 P.M.
C. Carosella
CRN: 13921
Hybrid
In English W365, you have the opportunity to examine the roles that editors play in the everchanging fields such as publishing, government, journalism, and other
media/publication/marketing entities while simultaneously developing your editorial skills. The
course helps you accomplish these activities by prompting you to explore five sets of questions:
 What kinds of editors are at work today? Where do they work, with whom do they work,
and what do they do?
 What are common editorial practices and terms (e.g., digital and/or traditional? use of
editorial marks, handling of versions, scheduling of tasks)?
 What should editors know about styles, grammar, correctness, editorial formats,
publishing technology, multimedia production, and so forth?
 What kinds of tools and resources do editors use (e.g., publishing sources/modes,
software, databases, style guides)? How do those tools and resources work?
 How can an editor act ethically regarding issues such as intellectual property,
collaboration, and responsibilities to writers, readers, and sponsors?
You will explore these questions through assigned readings, f2f and online discussions, short
exercises, and a series of editing projects. Depending upon your project choices, you will need
to find 1 to 3 editing projects to work on throughout the course of the terms. Projects can be
print, digital, or multimedia with a focus on text (we do not cover video editing), but all must be
available and editable electronically.
Required Texts
 TBD
Evaluation methods
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
See above
ENG W372-01: Composing the Self
MW 6:00-7:15
M. Cain
CRN: 14054
Many people think of identity as something that transcends all labels, names, and categories,
forming a core that never changes from birth to death. Gender is one of those categories that
seems to transcend any change. We think of boys and girls, men and women as categories of
identity that are permanent and unchanging. And yet we are all aware of how aspects of our
identity not only change over time, but are subjected to shifting social and culture values,
meanings, and beliefs. While language (including social categories such as gender, race, and
class) may, at times, seem to be superficial to our “core” identity, language is instrumental in
how our individual and collective identities are formed, sustained, and re-formed.
This course will examine the relationship between language and identity and the discursive
processes by which the selves that comprise our identities, particularly in regards to gender,
race, class, and sexuality, are formed. We will read from a variety of theoretical, literary, and
scholarly texts, including rhetorical and critical theory, literature, gender studies, anthropology,
and education to explore the question of how our selves compose/are composed by the
language we use.
Required Texts
 TBD
Evaluation methods
 TBD
ENG W398-01 & 02: Internship in Writing
TBA
K. White
Call No. 12228
TBA
K. White
Call No. 13522
P: None. Although classroom experiences can teach you many things about writing, they cannot
teach you everything. An internship offers you the opportunity to work with a faculty supervisor
and a workplace mentor to gain a rich learning experience in which you network and develop
skills as an experienced writer.
To earn course credit, you will work under the direction of a mentor at your internship and the
faculty supervisor IPFW's Department of English & Linguistics. Contact Dr. Kate White
whitek@ipfw.edu to find an internship or with any questions.
Required Texts
 All course materials will be provided via Blackboard
Evaluation methods
 working as an apprentice in a position that requires significant amounts of written
communication
 maintaining monthly progress reports in which you reflect regularly on your experiences
 writing a formal report on your work included in a job portfolio
13
ENG W400-01M: Issues in Teaching Writing
R 6:00-7:15 P.M. S. Webb-Sunderhaus
CRN: 11585
This course will ask what it means to teach writing in high school and college classrooms in the
21st century. We will explore the history of writing instruction, as well as various theories and
pedagogies of teaching writing. Specific areas of focus will include students’ transition from high
school to college writing, the role of digital literacy in students’ lives, and multimodal
composition, as well as the nuts and bolts of teaching writing—designing syllabi and
assignments, grading those assignments (and handling the grading load), the role of grammar
in writing instruction, and utilizing class time most effectively.
Required Texts
 Lindemann, Erika. A Rhetoric for Writing Teachers.
 Sullivan, Patrick, and Howard Tinberg. What Is “College-Level” Writing?
 Tate, et al. A Guide to Composition Pedagogies.
Evaluation methods
 Will include discussion board posts, reading responses, classroom observation reports,
leading discussion, a multimedia assignment sequence, and a teaching philosophy
statement.
ENG W462-01: Special Topics in Rhet/Comp
M 4:30-7:15 P.M.
E. Keller
CRN: 13316
Project & Content Management for Writers
Project and content management education smartly focuses a great deal on planning and
organization, process documentation, and management implementation strategies. However,
building effective communication strategies and abilities is often overlooked and incorrectly
thought of as a soft skill.
In W462/C682 we are going to specifically address the intricacies of communicating effectively
in the workplace as an essential skill of project and content managers. In addition, we will also
discuss planning and organizing strategies and models, process documentation, and
management implementation strategies and philosophies. We’ll learn about these concepts
through hands-on project work that emphasizes individual and collective approaches to project
writing and management, and gives us a basis for thinking through issues that influence the
workplace--from emerging workspace design to the effects of globalization on distributed teams
and organizations. You should leave class with skills and knowledge that you can refer to when
asked to lead and participate in a variety of real world, workplace projects in different
organizational contexts.
Required Texts
 TBD
Evaluation methods
 TBD
ENG W490-01: The Rhetoric of Surrealism: Theory and Practice
TR 3:00-4:15 P.M.
G. Kalamaras
CRN: 14055
Have you ever seen the paintings of Salvador Dalí and wondered what in the world he could
possibly be “saying” by painting a melting watch or burning giraffe? Likewise, why does Frida
Kahlo paint such dreamy, sometimes haunting, images? And why do writers like André Breton
seem to write as if they are only recording the stream of consciousness of a dream? Why
14
would anyone want to use such images, and for what purpose? In other words, what exactly is
“Surrealism”? Surrealism is not just writing and art of this kind but is all around us in our daily
lives, from Monty Python’s Flying Circus and Saturday Night Live, to billboards, stories in the
news, and much more.
This course will explore Surrealist writing, literature, film, and painting by such notables as
those above, as well as many others. In addition to focusing on an analysis of Surrealism,
writing papers and discussing books, films, and paintings, we will also do a great deal of
creative writing of Surrealism ourselves, as one way to deepen our understanding of this
remarkable artistic movement and to learn to write as Surrealists ourselves.
No prior experience in Surrealism is required.
Required Texts
 TBD
Evaluation methods
 Weekly reading. Writing assignments: critical papers, responses to reading, Surrealist
writing of poetry and prose, and other methods of Surrealist composition. Possible oral
report. Graduate students will have an additional writing project and an oral
presentation.
Film
Film K101-01I: Introduction to Film
OCIN
M. Kaufmann
CRN: 13926
After completing the course, you should know and understand the main elements of narrative
film (editing, mise-en-scene, cinematography, etc.), the main aspects of the Hollywood style
and studio system, and see how film reflects and refracts culture. The films we’ll discuss will
come from films classic and contemporary, predominantly from the U.S., but not neglecting
those from abroad.
Required Texts
 Petrie, The Art of Watching Films
Evaluation methods
 Numerous Quizzes on film terms
 Midterm and Final
 Short Scene Analysis
Film K201-01I: Survey of Film History
OCIN
M. Kaufmann
CRN: 13211
We’ll focus mainly on the development of the Hollywood studio system from its inception in the
early days of film to its current configuration within the larger context of a global system.
Further, we’ll note key figures outside of the U.S. such as Eisenstein, Lang, Godard whose work
and style eventually found their way into Hollywood.
Required Texts
 Lewis, American Film
15
Evaluation methods
 Weekly Discussions Postings
 Regular Quizzes
 Midterm and Final
Folklore
FOLK F101-01: Introduction to Folklore
TR 3:00-4:15 P.M.
J. Minton
CRN: 14057
P: W131 or equivalent and ENG R150 or exemption. For English majors meets additional course
in folklore requirement. The word "folklore" conjures notions of myths and legends, but it really
involves much more. Folklore encompasses all the oral traditions that allow a community to
maintain their culture and history, providing a means for one generation to share with the next.
In this course, we'll explore the different types and forms of folklore and the way in which it
functions in our lives, including family stories and community legends, as well as how it
influences the books, films, and music we enjoy. We'll also discuss oral narratives, fairy tales,
and urban legends and the role they play in our lives.
Required Texts
 TBD
Evaluation methods
 TBD
FOLK F230-01: Music in Soc Movements
TR 10:30-11:45 A.M.
J. Minton
CRN: 12478
This course examines music in socio-political movements, ranging from political and cultural
revoluations to government-sponsored campaigns, environmental, and social activism. It
explores concepts about the transformative power of music and or organized groups of people,
analyzing the practices of movements aimed at changing perception and behavior.
Required Texts
 TBD
Evaluation methods
 TBD
FOLK F254-01: Social History of Rock N Roll
TR 12:00-1:15 P.M.
J. Minton
CRN: 12336
P: Placement at or above ENG W131 (or equivalent) and exemption from or completion of ENG
R150.
This course is a survey of rock and roll music as a uniquely American art form, traced from its
roots in Anglo-American folk and country music and African American gospel and blues through
its sundry subsequent phases, each viewed within its defining aesthetic, sociocultural, historical,
political, and technoeconomic contexts.
Required Texts
 TBD
Evaluation methods
 TBD
16
Graduate Linguistics
LING P511-01: TESOL Methods and Materials I
TR 4:30-5:45 P.M.
H. Sun
CRN: 11587
P: LING L103/L303 (or equivalent)
This course provides an overview of Teaching English as a New Language to Speakers of Other
Languages. We will examine principles of ENL instruction as well as different methodological
approaches and strategies. We will also address important issues including the context of
teaching, learner variables, socio-cultural influence on language learning, and classroom
interaction. This course also involves a service learning component for which students work as
volunteers/assistants for English language learners in the community, linking course content to
practical experience and obtaining a deeper understanding of language learning and teaching.
Required Texts
 TBD
Evaluation methods
 TBD
Graduate Literature
ENG B605-01: Critical Theory
W 4:30-7:15 P.M.
L. Lin CRN: 11981
In this course, you will become acquainted with major modern and contemporary critical
theories from Russian formalism to postcolonial theory, ecocriticism, and theories of
globalization. Moreover, you will learn to have critical conversations with theorists through
class discussions and papers. The discussion of each theory is followed by a sample analysis
of a piece of literary/cultural text in light of that theory. You will also learn to interpret
literature in formal writing in light of specific literary theories. Finally, this course will open
your eyes to the many exciting changes that have taken place in literary studies in. There will
be a combination of lectures, class, and group discussions.
Required Texts
 The Critical Tradition: Classic Texts and Contemporary Trends. Edited by David H.
Reichter.
 Ecocriticism by Greg Garrard, Routledge, 2004.
 Theory into Practice by Ann B. Bobie, 2002 (optional).
 Waiting for Godot by Samuel Beckett, Grove Press, 1953.
 Waiting for the Barbarians by J.M. Coetzee, Penguin, 1980.
 Soul Mountain by Gao Xingjian , 2000.
 Red Sorghum by Mo Yan, 1993.
 The instructor will provide additional course materials in handouts.
Evaluation methods
 Theory papers, analytical papers, participation, reading responses etc.
ENG B656-01: 20th Century American Fiction
TR 10:30-11:45 A.M. M. Kaufmann
CRN: 14045
In the course we’ll be examining the incredible variety of fiction currently being written in
America. Some of our works will come from the end of the last century, others from very
recent works. In these works we’ll trace the evolution of an image of a seemingly homogenous
America to the diverse, conflicted country we currently live in (which was likely the case all
along).
17
Required Texts
 Erdrich, Tracks
 McCarthy, No Country For Old Men
 Morrison, Jazz
 O'Brien, The Things They Carried
 Palanhiuk, Fight Club
 Tan, Kitchen God’s Wife
 Diaz, Wonderous Life of Oscar Wao
 DeLillo, White Noise
 Alison Bechdel, Fun Home
 Danielewski, House of Leaves
Evaluation methods
 Weekly Discussions Postings
 Midterm and Final
 10-12 page Paper
 2-3 page Book Review
ENG B612-01: Chaucer
MW 3:00-4:15 P.M.
D. Fleming
CRN: 14032
P: L202 or W233 or equivalent.
Geoffrey Chaucer: Father of English Poetry, or an “elvish” fellow, “whose drasty rhyming is not
worth a turd?” (his own description of himself). You won’t know until you read his masterpiece,
The Canterbury Tales in Middle English (“I wol tell yow a litel thing in prose/ That oghte liken
yow, as I suppose”). While reading this collection of medieval romances, religious dramas,
bawdy sex stories, and fierce sermons, will attempt to situate Chaucer in his original historical
and literary context and explore the ways he might be relevant today. No prior experience with
Middle English is expected (if you’re willing to actually read, Chaucer is relatively easy).
Required Texts
 Geoffrey Chaucer, The Canterbury Tales, ed. Jill Mann (Penguin Classics, 2005), ISBN:
978-0140422344
 Rob Pope, How To Study Chaucer (2nd ed; St. Martins Press, 2001),ISBN:
9780333762837
Evaluation methods
 Frequent quizzes, midterm, final; research project
ENG B648-01: 20th Century British/Irish Poetry
TR 1:30–2:45 P.M.
L. Lin CRN: 13275
English L345/B648 offers a survey of 20th-century British/Irish poetry. We will move in two
larger directions: we will read individual poets closely from Hardy through Auden to Heaney; we
will also work with larger concepts and try to grasp trends and movements to which these poets
belong. Some of the questions we want to address include: How do late Victorian and
modernist poets respond to the “ache of modernity” differently? What do we mean by The
Hardy Tradition? What is the relationship between French symbolism and high modernism?
Does the term modernism catalogue a homogeneous literary and cultural phenomenon, or is it
an umbrella term under which pluralist contours of modernism are subsumed? What role does
the East play in shaping Eliot’s and Yeats’s poetics and politics/ethics? What is the female poetic
18
voice like? Finally, in approaching the poems, we will read them as both aesthetic and cultural
texts and will pay attention to both
Required Texts
 Keith Tuma. Anthology of 20th-century British and Irish Poetry. Oxford University Press,
2001.
 Jon Cook. Poetry in Theory: An Anthology (1900-2000).
Evaluation methods
 Exams, papers, participation, response essays
ENG B753-01: Contemporary Poetry: Robert Bly and James Wright and the
Shaping of Deep Image Poetry
TR 6:00-7:15 P.M.
G. Kalamaras
CRN: 13279
Focus on two influential American poets who were also close friends and collaborators, Robert
Bly and James Wright. Together, they helped change the course of American poetry in the
1950s and 1960s, making it more emotional, global, and focused on the primacy of the
“image.” We will explore the breadth of each of their poetry as well as their influences—with
some readings in English of their influences (ancient Chinese poetry, the Surrealism of Spanish
and Latin American poets, and the Romanticism of German and Swedish poetry, all of which Bly
and Wright also translated). Through these influences (Federico García Lorca, Pablo Neruda,
Wang Wei, and others), Bly and Wright helped shepherd into American letters a poetry of “deep
image,” emotional weight, and cross-cultural exchange.
Since we will study the breadth of Bly’s and Wright’s poetry, along with their influences, no
prior experience in Bly and Wright (or in their influences) is necessary.
Required Texts
 TBD
Evaluation methods
 Weekly written responses to readings, a reflective journal, two or three critical papers
(with research), an oral seminar report, and a midterm exam.
Graduate Writing
ENG C505-01M: Teaching Composition
R 6:00-7:15 P.M. S. Webb-Sunderhaus
CRN: 11487
Hybrid
This course will ask what it means to teach writing in high school and college classrooms in the
21st century. We will explore the history of writing instruction, as well as various theories and
pedagogies of teaching writing. Specific areas of focus will include students’ transition from high
school to college writing, the role of digital literacy in students’ lives, and multimodal
composition, as well as the nuts and bolts of teaching writing—designing syllabi and
assignments, grading those assignments (and handling the grading load), the role of grammar
in writing instruction, and utilizing class time most effectively.
Required Texts
 Lindemann, Erika. A Rhetoric for Writing Teachers.
 Sullivan, Patrick, and Howard Tinberg. What Is “College-Level” Writing?
19
 Tate, et al. A Guide to Composition Pedagogies.
Evaluation methods
 Will include discussion board posts, reading responses, classroom observation reports,
leading discussion, a multimedia assignment sequence, and a teaching philosophy
statement.
ENG C511-01: Writing Fiction
MW 4:30-5:45 P.M.
M. Cain
CRN: 14036
This class is for students who want to learn how to write fiction. The main focus is upon
helping students locate subjects, try out forms, and develop strategies for reading that will
generate writing. We will spend a great deal of time on composing and discussing our writing
as a class.
We will investigate, first of all, what makes fiction "literature" and how we might think of the
boundaries between fiction and other forms of prose. In the contemporary world, the
boundaries that used to mark fiction as something "imaginary" versus something "real" no
longer hold, since conventions of fiction are present in even supposedly "objective" forms of
writing such as journalism.
We will also take a closer look at some of these conventions, including point of view, plot,
characterization, and experiment with their applications within and against the conventional
boundaries of fiction.
Required Texts
 The primary texts for the class are drafts written by students. However, two or three
other works of contemporary fiction will also be required reading (to be announced).
Evaluation methods
 A 20-page final portfolio, including a reflective statement of introduction. The
portfolio includes revisions of works written during the semester.
 Individual conferences at midterm and an exit conference at the end of the
semester.
 Readings of class texts (to be announced)
 An on-line weekly journal (250 words/week)
 Responses to classmate's writing (250 per submission)
 Class presentation on particular form or technique of interest to the student
ENG C515-01: Writing Non-Fiction Prose: Surrealism
TR 3:00-4:15 P.M.
G. Kalamaras
CRN: 14144
Have you ever seen the paintings of Salvador Dalí and wondered what in the world he could
possibly be “saying” by painting a melting watch or burning giraffe? Likewise, why does Frida
Kahlo paint such dreamy, sometimes haunting, images? And why do writers like André Breton
seem to write as if they are only recording the stream of consciousness of a dream? Why
would anyone want to use such images, and for what purpose? In other words, what exactly is
“Surrealism”? Surrealism is not just writing and art of this kind but is all around us in our daily
lives, from Monty Python’s Flying Circus and Saturday Night Live, to billboards, stories in the
news, and much more.
This course will explore Surrealist writing, literature, film, and painting by such notables as
those above, as well as many others. In addition to focusing on an analysis of Surrealism,
writing papers and discussing books, films, and paintings, we will also do a great deal of
20
creative writing of Surrealism ourselves, as one way to deepen our understanding of this
remarkable artistic movement and to learn to write as Surrealists ourselves.
No prior experience in Surrealism is required.
Required Texts
 TBD
Evaluation methods
 Weekly reading. Writing assignments: critical papers, responses to reading, Surrealist
writing of poetry and prose, and other methods of Surrealist composition. Possible oral
report. Graduate students will have an additional writing project and an oral
presentation.
ENG C565-01M: Editing: Theory and Practice
T 4:30:45 P.M.
C. Carosella
CRN: 13921
Hybrid
In English C565, you have the opportunity to examine the roles that editors play in the everchanging fields such as publishing, government, journalism, and other
media/publication/marketing entities while simultaneously developing your editorial skills. The
course helps you accomplish these activities by prompting you to explore five sets of questions:
 What kinds of editors are at work today? Where do they work, with whom do they work,
and what do they do?
 What are common editorial practices and terms (e.g., digital and/or traditional? use of
editorial marks, handling of versions, scheduling of tasks)?
 What should editors know about styles, grammar, correctness, editorial formats,
publishing technology, multimedia production, and so forth?
 What kinds of tools and resources do editors use (e.g., publishing sources/modes,
software, databases, style guides)? How do those tools and resources work?
 How can an editor act ethically regarding issues such as intellectual property,
collaboration, and responsibilities to writers, readers, and sponsors?
You will explore these questions through assigned readings, f2f and online discussions, short
exercises, and a series of editing projects. Depending upon your project choices, you will need
to find 1 to 3 editing projects to work on throughout the course of the terms. Projects can be
print, digital, or multimedia with a focus on text (we do not cover video editing), but all must be
available and editable electronically.
Required Texts
 TBD
Evaluation methods
 See above
ENG C572-01: Composing the Self
MW 6:00-7:15
M. Cain
CRN: 14035
Many people think of identity as something that transcends all labels, names, and categories,
forming a core that never changes from birth to death. Gender is one of those categories that
seems to transcend any change. We think of boys and girls, men and women as categories of
identity that are permanent and unchanging. And yet we are all aware of how aspects of our
21
identity not only change over time, but are subjected to shifting social and culture values,
meanings, and beliefs. While language (including social categories such as gender, race, and
class) may, at times, seem to be superficial to our “core” identity, language is instrumental in
how our individual and collective identities are formed, sustained, and re-formed.
This course will examine the relationship between language and identity and the discursive
processes by which the selves that comprise our identities, particularly in regards to gender,
race, class, and sexuality, are formed. We will read from a variety of theoretical, literary, and
scholarly texts, including rhetorical and critical theory, literature, gender studies, anthropology,
and education to explore the question of how our selves compose/are composed by the
language we use.
Required Texts
 TBD
Evaluation methods
 TBD
ENG C682-01: Special Topics in Rhet/Comp
M 4:30-7:15 P.M.
E. Keller
CRN: 13293
Project & Content Management for Writers
Project and content management education smartly focuses a great deal on planning and
organization, process documentation, and management implementation strategies. However,
building effective communication strategies and abilities is often overlooked and incorrectly
thought of as a soft skill.
In W462/C682 we are going to specifically address the intricacies of communicating effectively
in the workplace as an essential skill of project and content managers. In addition, we will also
discuss planning and organizing strategies and models, process documentation, and
management implementation strategies and philosophies. We’ll learn about these concepts
through hands-on project work that emphasizes individual and collective approaches to project
writing and management, and gives us a basis for thinking through issues that influence the
workplace--from emerging workspace design to the effects of globalization on distributed teams
and organizations. You should leave class with skills and knowledge that you can refer to when
asked to lead and participate in a variety of real world, workplace projects in different
organizational contexts.
Required Texts
 TBD
Evaluation methods
 TBD
ENG C723-01: Family History and Community Literacy:
W 4:30-7:15 P.M.
S. Rumsey
CRN: 14037
In this course we will be working to define and theorize concepts of community, family, and
“family history writing” using various methodologies in archival research, oral history,
ethnography, and biography, as well as theories of narrative, story, and materiality. We’ll read,
discuss, define, and theorize in light of trends in scholarship of literacy studies, material and
cultural rhetorics, and to a lesser degree, historiography.
22
Yes, we will be doing archival and qualitative research with/of/for family or community. We’ll
engage with people in our chosen community to collaborate in the making and building of
stories. But we will do more than merely compile lists of names and dates. We’ll question
assumptions we’ve always had about the form and function of families, the stories we tell each
other and the uses those stories serve, and the nature of how the small, the local, the “private”
worlds of families and first communities impact the public in profound ways.
Our goal is to arrive at a theoretical and methodological crossroads where our questions and
discussions help us think about families, stories, and communities in rich and productive ways
that honor both our first communities and our academic discipline. Our goal is to unpack stories
even as we take part in writing them.
Required Texts
 Kirsch & Rohan (2008), Beyond the Archives: Research as Lived Practice, ISBN: 978-08093-2840
 Ray (2000), Beyond Nostalgia: Aging and Life Story Writing, ISBN: 0-8139-1939-8
 Sunstein & Chiseri-Strater (2012), Fieldworking: Reading and Writing Research edition,
ISBN: 978-0-312-64406-2
 Schlereth (1985), Material Culture: A Research Guide, ISBN: 0-7006-0275-5
 Csikszentmihalyi & Rochberg-Halton (1981), The Meaning of Things: Domestic Symbols
and the Self, ISBN: 0-521-28774
 Multiple articles available in Blackboard in the corresponding weekly folder.
Evaluation methods
 TBD