COURSE DESCRIPTION
BOOKLET
DEPARTMENT
OF
ENGLISH
State University of New York at Fredonia
SPRING
2016
Notes:
Former Speaking Intensive courses, except for ENGL
400 and ENED 450, DO NOT apply to the new oral
communication requirement in the CCC effective
Fall 2012.
All ENGL pedagogy courses have been retitled with ENED as
their prefix.
The new ENED courses count the same as the prior ENGL
courses for English Adolescence Education majors.
EDU 419 has been retitled and renumbered to ENED 451.
EDU 430 has been retitled and renumbered to ENED 453.
The Writing Minor has been retitled Creative Writing and
ENGL 160 is no longer required.
There is a new Writing and Rhetoric Minor, as well.
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PRE-REQUISITE OR PERMISSION OF INSTRUCTOR:
STUDENTS: You must have the appropriate pre-requisites
for Spring 2016 registration. Check the online Banner listings
to see what the current pre-requisites are -- note that these may
be different from what is listed in the current catalogue.
TO THE STUDENT:
Before selecting a course, consider the following: You might
find it useful to decide what your purpose is in selecting a
course in English: curiosity? knowledge? Involvement with
issues? background for major or career? Have you consulted
your advisor? Have you thought of asking for a conference
with the instructor of the course?
Also consider:
It is strongly advised that you take a 200-level introductory
course in literature before taking a 300-level course.
300-level courses are studies that usually require some
research, perhaps an oral report, probably a major paper.
These courses are intended for the serious student, but not
exclusively for English majors.
400-and 500-level courses are for advanced students who are
ready for specialized study and research.
FOR THE MAJOR OR MINORS IN ENGLISH:
See the catalog and/or handouts for requirements.
ENED 101 01
INTRO TO ENGLISH ADOLESCENCE
EDUCATION
1.5 credit course
Description:
In this course, English Adolescence Education majors are
introduced to both their major and their future profession. Between the
Fall 2015 and Spring 2016 semesters, students must complete 25 hours
of observation, divided between a high-school and middle-school
English classroom. Through journals, a paper, readings, and class
presentations, students will explore topics including teaching literature,
teaching writing, and teaching students from diverse backgrounds, and
meeting different learners’ needs.
Readings:
Nancie Atwell, In the Middle: New Understandings about Writing,
Reading, and Learning
Exams, Papers:
A journal kept during the field observations, signed forms
documenting the observations, a reflection paper, and a letter to the
editor.
Students registering for ENED 101 must attend a meeting on
Tuesday, November 10th from 5-5:45 in the English Reading
Room, 127 Fenton Hall.
Time Class Meets:
W
4:30 – 6:50
1/20-3/2/16
Instructor:
H. McEntarfer
ENED 103 01
READINGS & OBSERVATIONS IN
ENGLISH ADOLESCENCE EDUCATION
1.5 credit course
Description:
This junior-level course fulfills part of the field-observation
requirements for the English Adolescence Education major and is open
to those students who have successfully completed ENED 101. Between
the Fall 2015 and Spring 2016 semesters, students will arrange to
observe a minimum of 25 hours in both a middle school and a high
school classroom. Class time will then draw on students’ observation
experiences, course readings, and other English pedagogy courses as
together we explore advanced issues in pedagogy. Students will continue
to develop their own sense of the kind of teacher they will be.
Readings:
Keizer, Garrett. No Place But Here: A Teacher’s Vocation in a
Rural Community
Exams, Papers:
Documentation of field experiences; reflection paper based on
field experiences; a micro-teaching session based on No Place But Here;
large- and small-group discussion; final narrative paper
Students registering for ENED 103 must attend a meeting on
Tuesday, November 10th from 5:45- 6:30 in the English
Reading Room, 127 Fenton Hall.
Time Class Meets:
M
4:30-5:50
Instructor:
H. McEntarfer
3/7-5//6/16
ENGL 106 01
THE ENGLISH MAJOR:
INTRODUCTION TO LITERARY STUDIES
Description:
ENGL 106 will provide students with a full semester overview of
the major areas within and current approaches to literary students. It
is required for all students entering the English major (323) and is
designed to open the many different fields of English studies to new
majors and to help students develop a context for the courses they may
have already have taken and will be taking throughout their career as
English majors at Fredonia. Students will gain insight into literary
history, the process of and critical debates concerning canon formation,
and the multiple functions and genres of literature and writing. This
course will also require a significant literary research paper designed to
introduce students to effective modes of library research, strategies for
integrating secondary sources, and important terms and concepts that
are fundamental to literary analysis.
Readings:
A variety of short fiction, Bram Stoker’s Dracula, introductory
critical theory, and literary scholarship.
Exams, Papers:
Mandatory attendance; two short analytical essays; annotation of
critical scholarship; and a research portfolio containing a topic
statement and description, a sample source summary, an annotated
bibliography, a Says/Does outline, and a final research essay of 8-10
pages.
Time Class Meets:
MWF
Instructor:
D. Kaplin
2-2:50
ENGL 200 01
CL: AMST 202
INTRO TO AMERICAN STUDIES
Description:
The aim of this course is to introduce you to various
interdisciplinary approaches and perspectives appropriate for
American Studies. This is a course about perspectives and perceptions:
about the continuing process of intercultural encounter, about how
individual, ethnic and national identities come to be constructed and
reconstructed as a result of that process, about how various disciplinary
and critical approaches can inform each other and expand awareness
and finally, how you as a student learn to refine your own perceptions
as a result of expanding your perspective. Historically, we begin before
European settlement, move to the establishment of the colonies; discuss
such issues as slavery and abolition; Indians, including relocation
policies, contact accounts from both sides, and captivity narratives; the
Civil War and its aftermath; industrialization and reconstruction;
modernism, and finally the present. Methodologically, our approaches
will include sources from history, literature, anthropology, and
probably various art and media.
Texts and assignments are still to be determined, but your work will
most likely consist of various short projects and a final exam.
CCC Fulfilled:
Category 4B – American History
Time Class Meets:
TR
Instructor:
S. McRae
12:30-1:50
ENGL 204 01
SURVEY OF ENGLISH LITERATURE
Description:
We will study representative English literary works drawn from a
wide range of historical periods. The main goal of the course will be to
give students strategies for reading, writing, and talking about literary
text while understanding how they reflect and help to shape the
historical period in which they were written.
Readings:
One text is required for the course: The Norton Anthology of
English Literature, the Major Authors edition. From this anthology,
we’ll select representative texts from the Middle Ages to fairly close to
the present.
Exams, Papers:
Midterm and final
Three interpretive/historical papers (no more than 5 pages each)
CCC Fulfilled:
Category 7 -Humanities
Time Class Meets:
MWF
Instructor:
J. Kijinski
2-2:50
ENGL 205 01, 02
EPIC AND ROMANCE
Description:
In the genres of epic and romance, everyone already knows the
legendary hero: smiled upon by the gods, he has his fill of muscles,
battles great deeds, beautiful princesses, and, once in awhile, he gets to
be smart too! But to have a great hero, you must also have a great villain.
That is where we will focus this semester – on those infamous monsters
and terrible men, frequently remembered for imprisoning fair maidens,
hoarding long forgotten gold, and terrorizing the countryside. Where
did these creatures come from? What made them so evil? Why do we
root for the hero? And most importantly, what really makes the bad guy
so scary?
Readings:
Most likely: The Odyssey, Beowulf, Grendel, Sir Gawain and the
Green Knight, Blood Meridian, plus several shorter myths & stories.
Exams, Papers:
- Multiple response papers
- Reading quizzes
- Final Essay assignments
CCC Fulfilled:
Category 7 – Humanities, Core Course in English
Major
Time Class Meets:
01:
02:
MWF
MWF
Instructor:
D. Laurie
9-9:50
10-10:50
ENGL 207 01, 02
DRAMA AND FILM
Description:
We will explore drama from many different cultures and time
periods, from the ancient Greeks to works of a more contemporary
nature. The films we view will also offer the work of a variety of
filmmakers from a diversified selection of countries and time periods.
Readings:
The Bedford Introduction to Drama 5th Edition
Edited by: Lee A. Jacobus
Exams, Papers:
- Participation in Class Discussions
- Response papers
- A Midterm Exam
- One longer paper of analysis/synthesis
- Student led class discussion
- Reading quizzes
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
01:
02:
SCREENING:
W
Instructor:
C. Thomas Craig
MWF
MWF
1-1:50
2-2:50
5-7:20
ENGL 209 01
NOVELS AND TALES
Monsters on the Global Stage
Description: Like a reanimated corpse back from the dead, this version
of Novels and Tales will return in the spring to cause mischief, mayhem
and, hopefully some delightful learning. In this section we will read a
variety of fictional works from different historical periods and cultures,
examining the roles that “monsters” play in these texts. In addition to
analyzing formal elements of each work, we will explore how
characterizations of the monstrous, evil, strange, grotesque, and “other”
reflect the cultures in which they were created. What do these figures
symbolize? How do they represent specific social concerns of their time?
How do notions of the “monstrous” highlight what counts as “normal”
in a given time and place? As we investigate these and other questions,
students will also develop their critical reading, thinking, and writing
skills.
Tentative Reading List
Chimamanda Ngozi Adichie, Purple Hibiscus
Brooks, World War Z: An Oral History of the Zombie War
Nathaniel Hawthorne, Young Goodman Brown and Other Stories
Franz Kafka, “The Metamorphosis”
Joyce Carol Oates, Zombie
Mary Shelley, Frankenstein (Norton Critical Ed.)
Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde
Writings by Marquez, Le Guinn, de Maupassant, Jackson, O’Connor,
Vonnegut, Homer, Beowulf author, and others (as well as study of
Godzilla texts)
Exams, Papers: Two exams (midterm and final), contemporary monster
text cultural analysis paper and presentation, final project (different
options), discussion questions, and spirited participation.
CCC Fulfilled:
Humanities
Time Class Meets:
TR
Instructor:
C. Jarvis
12:30-1:50
ENGL 209 02, 03
NOVELS AND TALES
Description:
We will study a wide range of works of shorter fiction and two
novels, moving consistently between two interpretive frames: text and
context. That is, we’ll study strategies for reading and interpreting
narrative fiction while at the same time placing these works within the
cultural and historical contexts in which they were written.
Readings: Shorter works of fiction from a variety of periods and
cultures will be drawn from the Norton Anthology of Short Fiction,
Shorter Edition. We’ll study two novels, Charlotte Bronte’s Jane Eyre
and Chinua Achebe’s Things Fall Apart.
Exams, Papers:
Midterm and final
Three interpretive papers (no more than five pages each)
CCC Fulfilled: 7, Humanities
Time Class Meets:
02:
03:
MWF
MWF
Instructor:
J. Kijinski
10-10:50
11-11:50
ENGL 209 04
NOVELS AND TALES
Description:
A study of long and short fiction of several kinds, including myth,
fable, and realistic narrative, from a variety of places and times. The
course will familiarize students with basic approaches to reading,
interpretation, and literary analysis. This section will examine the role
of bodies in these diverse narratives including how language constructs
bodies, the meaning produced by body language and gestures in the
texts, as well as the impact of the body of the author and reader. We will
study the ways literary narratives are filled with bodies in multiple
forms and figures: including bodies that gaze and bodies that are gazed
upon; bodies in motion (working, grasping, pointing, birthing, dancing);
bodies marked by race, class, gender and sexuality; as well as figurative
bodies: bodies of knowledge, social bodies, bodies of evidence, and
national bodies.
Readings:
Allende, Isabel Eva Luna
Danticat, Edwidge The Farming of Bones
Gaiman, Neil Hansel and Gretel
Ozeki, Ruth My Year of Meats
There will also be additional readings posted on ANGEL
Exams, Papers:
3 response papers, discussion leading, blog
posts, contemporary connections presentation,
Final Project
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
S. McGee
1-1:50
ENGL 211 01
WORLD POETRY
Description:
Our focus will be on using poetry to honor the dead. We will
critically examine poems from a variety of nationalities, ethnicities, and
time periods. We will begin the semester with close readings, learning
how to critically examine poetry. We will then engage literary criticism
to further our understanding of poetry.
Readings:
Inventions of Farewell: A Book of Elegies, edited by
Sandra M. Gilbert; handouts and readings on Angel.
Exams, Papers:
1 midterm critical analysis, 1 short literary analysis, 1 final
project on a poet of one's choice, 1 group presentation, original poem(s),
and discussion questions; mandatory class attendance, and one evening
class at the cemetery.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
A. Fearman
9-9:50
ENGL 211 02, 03
WORLD POETRY
Description:
We will read, recite, and write poetry. In some cases, we will
trace the evolution of poetic verse forms from around the world and
across the centuries. Ancient poetry and literary criticism will
foreground our semester examination of poetry as both cultural artifact
and personal expression. Discussion of traditional forms will include
the ode and sonnet, whose migrations from Ancient Greece and
Medieval Italy throughout the world, and their eventual transformation
into politically charged and global contemporary practices we will
follow. Additionally, study of both Eastern and Western poetics
(through a comparison of figurative-based verse) will focus on
renowned poets Kahlil Gibran and Wislawa Szymborska. Discussions of
contemporary verse from current texts and periodicals provides the
denouement for our trip “around the world and through the ages… in
15 weeks”.
Readings: (subject to change)
Handouts provided by instructor and/or available via ANGEL.
Hirsch, Edward. How to Read a Poem and Fall in Love with Poetry
Washburn, Katharine and Major, John S Editors. World Poetry:
An Anthology of Verse from Antiquity to Our Time
Oliver, Mary. A Poetry Handbook.
Gibran, Kahlil. The Prophet
*Poetry book of student choice, costing no more than $15.00
Exams, Papers:
Final paper and minor projects require students to read, write,
examine, memorize, recite, theorize and discuss poetry.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
02:
03:
Instructor:
K. Moore
TR
TR
11-12:20
9:30-10:50
ENGL 215 01
DETECTIVE AND MYSTERY FICTION
Description:
Until relatively recently, most scholars have pooh-poohed
detective and mystery fiction as “consumable” literature – texts to be
read once and then forgotten. But these stories also enact the
psychological and sociological anxieties of their times. Some of them
reassure their readers that, with a little brain-power, scoundrels can be
found out and the puzzles of life can be solved, but others suggest that
neither logic nor virtue can ensure a safe and stable community. In this
course, we will study classic and contemporary mystery plots, legendary
detectives, and the disquieting social issues that still lurk within these
stories even after the criminals have been caught.
Readings:
Stories and novels by Edgar Allan Poe, Arthur Conan Doyle,
Agatha Christie, Raymond Chandler, Ryunosuke Akutagawa, Michael
Chabon, Sue Grafton, and Elizabeth George. Screenings of Hammett’s
The Maltese Falcon and an episode of CSI: Crime Scene Investigation.
Criticism by S.S. Van Dine and W.H. Auden.
Exams, Papers:
Mandatory attendance; scheduled reading quizzes; two 5-7 page
analytical essays; final project (analytical research paper or original
work of mystery or detective fiction accompanied by an author
memorandum).
Time Class Meets:
MWF
Instructor:
D. Kaplin
9-9:50
ENGL 240 01
CL ETHN
INTRO TO AFRICAN-AMER LIT CULTURE
Description:
An examination of major works by African American novelists,
poets, dramatists, and essayists (along with selected filmmakers and
musicians) in terms of the aesthetic, intellectual, and political concerns
of their periods and locations. The course is organized into four
geographical (rather than historical) units: country, city, nation, world.
We will pay careful attention to relationships between works from the
various genres, media, and locations. We will repeatedly ask: in what
ways do these artists speak to each other? where do their
representations consistently come into tension? how do they interact
with the concerns of the dominant society around them, and when do
they refuse to do so? For an older version of the course, please see
http://www.fredonia.edu/department/english/simon/itaalc6/
Readings:
To be determined, but will most likely include The Norton
Anthology of African American Literature (2nd ed.), and may include
Ralph Ellison's Invisible Man, Gayl Jones's Corregidora, Toni
Morrison's Song of Solomon, Alice Walker's Meridian, Richard
Wright's Black Boy, Barack Obama's Dreams from My Father, or TaNehisi Coates's Between the World and Me.
Exams, Papers:
To be determined, but will likely include
attendance/preparation/participation (15%), online participation
(15%), critical essays (40%), and final research project (30%).
CCC Fulfilled:
Category 4B - American History
Time Class Meets:
TR
Instructor:
B. Simon
9:30-10:50
ENGL 242 01
CL ETHN 242 01
CL AMST 399 03
AMERICAN INDIAN LIT
Description:
Study of a variety of works produced by Native North Americans
from historical beginnings to the present. Readings will include
traditional, oral literature, such as myths and songs, 19th century
autobiographies and narratives, and contemporary genres of poetry,
drama, fictional narrative, and multi-media story-telling. We will look
at issues relevant to the study of Native American literature, issues such
as authenticity, orality vs. literacy, tribal sovereignty, land rights,
indigenous epistemologies, gender constructions, and tribal community.
Readings:
selections from: William Apes, Luther Standing Bear, Zitkala-Ša,
Ella Cara Deloria, Elizabeth Cook-Lynn, N. Scott Momaday, Linda
Hogan, Sherman Alexie, Louise Erdrich, Simon Ortiz, Joy Harjo, Leslie
Marmon-Silko as well as traditional oral stories and contemporary
multi-authored media projects.
Exams, Papers:
Critical Responses, Group research project & presentation,
reading quizzes, blog entries, and Final Project
CCC Fulfilled:
Category 4B - American History
Time Class Meets:
MWF
Instructor:
S. McGee
10-10:50
ENGL 260 01
INTRO TO CREATIVE WRITING
Description:
This course will introduce students to the art of creative writing.
We will write fiction, poetry, and works that fall between these genres
while maintain a dialogue on what creativity in language means. In class
we will closely read poems and stories, perform writing and revision
experiments, and learn how to respond helpfully to each other’s writing.
Readings:
We will read a diverse range of fiction and poetry with an
emphasis on late 20th century and contemporary voices. Specific
readings TBA.
Exams, Papers:
Students will write 6-8 poems and a complete short story; Reading
Response Journal; written analyses of peer work; 2 reflections; a final
portfolio of revised work.
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
MWF
Instructor:
J. Hall
3- 4:20
ENGL 260 02, 04, 05, 06
INTRO TO CREATIVE WRITING
Description:
Introduction to Creative Writing is the first in a sequence of
Creative Writing courses offered at Fredonia. These sections of this
course emphasize producing a high quantity of poetry and fiction based
on writing prompts. Workshops (ie., supportive critique sessions of
various sizes and forms) will take the central role in class sessions and
will be augmented with in-depth craft lessons and discussions of books
of contemporary poetry and fiction by authors representing varied
backgrounds and identities.
Readings:




Ordinary Genius: A Guide for the Poet Within Addonizio, Kim
Making Shapely Fiction Jerome Stern
1-2 single volume poetry collections
1-2 short fiction collections
Exams, Papers:




Minimum 6 poems, 3 stories, and a daily writing journal
Midterm Poetry Portfolio (with alt-genere composition)
Final Fiction Portfolio (with alt-genre composition)
Significant participation component
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
02:
04:
05:
06:
Instructor:
J. Daly
TR
TR
TR
TR
9:30-10:50
2-3:20
3:30-4:50
11-12-20
ENGL 260 03
INTRO TO CREATIVE WRITING
Description:
This introductory-level course will introduce students to fiction
and poetry writing. Class time will be devoted to: exercises to help
students get words on the page and practice elements of craft;
discussions of professional poetry and fiction; and workshop of
students’ own writing. We will create a supportive environment in
which students can begin to figure out who they are as writers. The
course will prepare students to create and revise their own writing as
well as to respond in new ways to the writing of others.
Readings:
We will read a range of fiction and poetry with the goal of helping
students learn to read both as readers and writers. Specific readings
TBA.
Exams, Papers:
Specific assignments are TBA, but students will write regularly in
a range of ways: they will compose their own fiction and poetry,
complete regular exercises both in and out of class, and respond in
writing to course readings and to their classmates’ workshop
submissions.
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
TR
Instructor:
H. McEntarfer
12:30-1:50
ENGL 261 01
LITERARY PUBLISHING
Description:
Introduction to Literary Publishing is a workshop course where
much of class time is dedicated to working on the projects that will
ultimately be presented to the campus and community. There will, of
course, also be lessons in proofreading and design, avenues for
creativity, and time to work as a group to produce the best possible
product. During the semester, the class will produce The Trident in print
form and the production of independent individual work. There will
also be papers that will ask students to reflect critically on the choices
each student made.
Readings:
The Peripatetic Coffin Ethan Rutherford
New Testament Jerico Brown
Exams, Papers:
Mid-term and Final portfolio.
Time Class Meets:
TR
Instructor:
D. Parsons
2-3:20
ENGL 271 01
RHETORIC FOR WRITERS
* Required Course for Writing and Rhetoric Minor; Elective for
Creative Writing Minor
Description:
This course introduces students to the field of rhetoric as it
pertains to writing, its origins and present day applications. Students
will investigate historical and contemporary definitions, theories of, and
figures in rhetoric as well as critically analyze and produce texts with a
deep awareness of rhetorical strategies underlying them.
**Prerequisite: ENGL 100 or permission of instructor
Readings:
 Losh, Elizabeth and Jonathan Alexander, Understandng
Rhetoric: A Graphic Guide to Writing
 Variety of popular essays, scholarly articles, and other
compositions
Exams, Papers:
Blog, short paper, projects
CCC Fulfilled:
Approved by CCC Committee for Western
Civilization, pending further approval
Time Class Meets:
TR
Instructor:
S. Spangler
3:30-4:50
ENGL 296 01
CL: AMST 296
AMERICAN IDENTITIES
Description:
An exploration of the historical construction of American gender,
ethnicity/race, and class; their present status; and their literary and
cultural representations. Focusing on intersections between these
categories of identity, the course will utilize an interdisciplinary
approach, integrating materials from fields such as literary studies,
history, women's studies, ethnic studies, geography, sociology, music,
and art.
Readings:
Some of the following: Playing Indian, Deloria; Black Like Me,
Griffin; The Intuitionist, Colson Whitehead; A People’s History of the
United States, Zinn; In the Shadow of No Towers, Spiegelman; The 9/11
Report: A Graphic Adaptation, Jacobson and Colon; Angels in America,
Kushner; The Woman Warrior, Maxine Hong Kingston; leadbelly,
Tyehimba Jess; The Country Without a Post Office, Agha Shahid Ali;
Fever, John Edgar Wideman.
Exams, Papers:
Mid-term, final, several short responses.
CCC Fulfilled:
Category 4B - American History
Time Class Meets:
TR
Instructor:
D. Parsons
11-12:20
ENGL 300 01
EUROPEAN LITERARY LANDMARKS
Description: At a moment when Europe faces the largest refugee crisis since the
end of World War II, this course will take a closer look at how continental writers,
from the Renaissance up to the early twentieth century, have variously thematized
and inflected the struggles of outcasts and refugees in their works. We’ll do so by
reading canonical novels, poetry, drama, and one memoir from different places,
periods, and movements, such as early modern Spain, Enlightenment France, finde-siècle Belgium, post-colonial Austria, and German Romanticism. We will look at
how different European authors influenced one other; how texts interact with each
other across national, linguistic, and temporal boundaries; and we’ll investigate
whether something like a distinctive tradition of “European literature” might be
said to exist. Keeping the present in mind, we’ll also ask to what extent the
contemporary refugee crisis might be framed as a belated reckoning for a continent
that, as many of these texts all too painfully reflect, has long exiled its others—
Moors, Jews, political refugees—beyond its geographical borders. Last but not least,
students will have the unique opportunity to peruse manuscripts and document in
Reed Library’s world-famous Stefan Zweig Collection order to supplement their
readings of texts with archival materials related to some of the authors under
consideration as well as to modern European history more generally.
Readings: Please purchase only the translations/editions here indicated.
Required: Stefan Zweig. The World of Yesterday. Trans. Anthea Bell (U
of Nebraska P)
Johann Wolfgang von Goethe. Faust. Trans. Walter Arndt (Norton)
(we’ll only read pt. I)
Cervantes. Don Quixote. Trans. Edit Grossman (Harper) (selections)
Voltaire. Candide. Trans. John Butt (Penguin Classics)
Franz Kafka. The Trial. Trans. Breon Mitchell (Schocken)
Georges Rodenbach. Bruges-la-Morte. Trans. Will Stone. (Dedalus)
Recommended: Harold Bloom. The Western Canon: The Books and
School of the Ages (Riverhead)
Exams, Papers:
Quizzes; midterm exam; final paper
CCC Fulfilled:
Category 5 - Western Civ
Time Class Meets:
TR
Instructor:
B. Vanwesenbeeck
12:30-1:50
ENGL 312 01
RENAISSANCE LIT
Period Course
Description:
Study of Renaissance texts with an emphasis on English
Renaissance
Readings:
Hamlet, Utopia, Lazarillo de Tormes, The Spider and the Fly
(excerpts), pamphlets, handbooks, and sonnets
Exams, Papers:
Midterm exam, reading quizzes, research paper
CCC Fulfilled:
Western Civilization
Time Class Meets:
MWF
Instructor:
I. Vanwesenbeeck
9-9:50
ENGL 314 01
WGST 314 01
WOMEN WRITERS
Desription:
In this course we will read a variety of texts written by women
across diverse geographies and time periods. The class will explore how
social, political, and physical particularities of women's lives shape their
writing. We will analyze and interpret common themes and issues that
arise in women’s writing. Some of the central questions guiding our
readings will include: Why teach or read women’s writing as a distinct
literary tradition? Are there unique publishing challenges women face?
What calls women to write and are there recurrent purposes and goals?
Are there recurring themes and conventions in women’s writing?
Readings:
Full texts: G. Willow Wilson, Ms. Marvel; Sue Monk Kidd, The
Invention of Wings; Helen Oyeyemi, Boy, Snow, Bird
As well as selections from: Virginia Woolf, bell hooks, Margaret
Cavendish, Emily Dickinson, Anne Bradstreet, Carol Anne Duffy, Alice
Munro, Zora Neale Hurston, Sandra Cisneros, Anne Sexton, Alice
Walker, Minnie Bruce Pratt, Dorothy Parker, Sojourner Truth,
Gwendolyn Brooks, Barbara Kingsolver, Jamaica Kincaide
Exams, Papers:
Critical Responses, Contemporary Connection blog post, Group
research and presentation, Blog participation, Final project
CCC Fulfilled:
Category 5 - Western Civilization
Time Class Meets:
MWF
Instructor:
S. McGee
9-9:50
ENGL 321 01
CONTEMPORARY DRAMA
Period Course
Description:
This course will examine contemporary dramatic literature
from the mid-20th century to the present focusing on
understanding the dramatic form and its relation to society.
Critical analysis of the plays will include exploration of historical
and cultural contexts as well as the theatrical implications of
staging the text.
Possible Tentative Plays:
Disgraced—Ayad Akhtar, Water by the Spoonful—Quiara Alegria
Hudes, August: Osage County—Tracy Letts, Brighton Beach Memoirs—
Neil Simon, The Laramie Project—Moises Kaufman, Fat Pig—Neil
LaBute, Doubt—John Patrick Shanley, Love Letters—A.R. Gurney,
How I Learned to Drive—Paula Vogel, Clybourne Park—Bruce Norris
Exams, Papers, etc.
Response papers, research paper/presentation, final project,
active participation
CCC Fulfilled:
Category 11 - Speaking Intensive
Time Class Meets:
W
Instructor:
A. Siegle Drege
5-7:20
ENGL 345 01
CRITICAL READING
Description:
The main purpose of this course is to introduce you to twentiethcentury theories that have influenced the ways in which we read literary
texts. Among others, we will explore the following questions: What is it
that makes a text “literary?” Is historical context relevant to the study
of literature? How are class, gender, and race represented in literary
texts? In order to answer these questions, we will examine various
schools of criticism from Russian Formalism and New Criticism to
psychoanalysis and genetic criticism. Several shorter literary texts will
serve as examples and reference points for the explanation of theoretical
issues.
Readings:
David Richter. The Critical Tradition: Classic
Texts and Contemporary Trends
Exams, Papers:
Midterm exam, final exam, and final paper.
Time Class Meets:
TR
Instructor:
B. Vanwesenbeeck
2-3:20
ENED 354 01 02
LIT FOR THE INTERMEDIATE GRADES*
*Childhood Education, Dual Concentrators, and Middle School Ext. only
Description:
This course focuses on literature for students in the intermediate
grades. Future elementary school teachers will learn strategies for
helping these young readers become confident, capable, lifelong readers.
In the process, they will become more active, responsive, critical readers
themselves.
Readings: **Tentative**
Serafini, The Reading Workshop
Curtis, The Watsons Go to Birmingham – 1963
Creech, Walk Two Moons
Lin, Where the Mountain Meets the Moon
Ryan, Esperanza Rising
Choldenko, Al Capone Does My Shirts
Stead, When You Reach Me
Ryan, Becoming Naomi Leon
Palacio, Wonder
Applegate, The One and Only Ivan
Jacobson, Small as an Elephant
Codell, Sahara Special
PLUS: Four additional self-selected novels (guidelines given in class)
Exams, Papers: **Tentative**
Informal In- and Out-of-Class Reading/Writing Activities;
Literature Response Logs; Book Group Leader Project; Book
Group Evaluations; Mini Author Study; Teaching Philosophy
(based on Serafini’s The Reading Workshop);
Time Class Meets:
Instructor:
01
02
M. Wendell
MWF 10:00 -10:50
MWF 11:00 – 11:50
ENED 356 01
TEACHING WRITING IN SECONDARY SCHOOL
ENGL ADOL ED
Description:
This advanced writing course is designed as a workshop for
students, especially secondary English Education majors, who plan to
be teachers. The purpose of the course is twofold: 1) to examine,
practice, and improve your own writing, and 2) to explore issues related
to teaching writing at the secondary level including implications of the
writing process, the use of peer response groups, designing effective
writing assignments, and assessing writing.
Readings: TBA
Exams, Papers:
You will be asked to write extensively in order to increase your
awareness of your own writing process, to improve your writing
abilities, and to understand the writing experiences of your future
students. Other course requirements include an annotated bibliography
project and a twenty-minute classroom presentation/workshop.
Time Class Meets:
TR
Instructor:
S. Johnston
2-3:20
ENED 357 01
LITERACY, LANGUAGE, LEARNING THEORY:
ADOL/CH/EC
Description:
Students will examine human language acquisition
(psycholinguistics) and cognitive learning theory; how these theoretical
bases help us to understand how it is people learn to read and write.
Students will explore what is involved in the initial stages of learning to
read and write and move toward an exploration of mature (critical?)
literacy, approaches to teaching reading and writing grades K-12,
cultural literacy, and Whole Language approaches to teaching and
understanding literacy.
Readings:
Courts. Multicultural Literacy: Dialect, Discourse, and Diversity.
Moustafa. Beyond Traditional Phonics
Either
or
1) Goodman. On Reading
2) Routman. Literacy at the Crossroads
A broad range of periodical articles and handouts.
Exams, Papers:
At least one personal essay, 10 annotated bibliographies, reader
response log, class presentation, 3 essay examinations, final research
paper.
Time Class Meets:
MW 3-4:20
Instructor:
S. Johnston
ENED 359 01
TEACHING POETRY IN ELEMENTARY AND
MIDDLE SCHOOL
Description:
In this course future educators will develop competence and
confidence as readers, writers, and teachers of poetry. They will use the
knowledge they gain from class discussions, readings, activities, and
projects to develop their own philosophies and strategies for
approaching poetry with elementary and middle school students.
Tentative Readings:
Creech, Love That Dog
Fletcher, Poetry Matters: Writing a Poem from the Inside Out
Heard, For the Good of the Earth and Sun: Teaching Poetry
Heard, Awakening the Heart: Exploring Poetry in Elementary and
Middle School
Creech, Hate That Cat
Examinations, Papers, etc.:
Informal In- and Out-of-Class Reading/Writing Activities
Poet’s Journal
Original Poetry
Poetry Binder (collected poems)
Heart Map
Poetry Anthology
Poet Study
Presentation of Poetry Anthology or Poet Study
“How to Teach Poetry” Paper
Time Class Meets:
MWF 9:00 – 9:50
Instructor:
M. Wendell
ENGL 361 01
INTERMEDIATE FICTION WRITING
Note: a writing sample is required for enrollment into this course.
Submit 5-7 pgs. of fiction with coversheet (available in the English
department office – 277 Fenton Hall).
*Portfolios Submission Due: Friday, October 23, 2015
Brief Description:
The class focuses on the creation and evaluation of original
fiction. This is a workshop class, so students will be showcasing their
own work created during this semester. The class will also build on the
knowledge of introductory creative writing and focus in more depth on
form, techniques and problems evident in contemporary creative
writing. Students will do exercises in class and outside of class for
discussion as well as a great deal of reading.
Readings:
This is Not Your City by Caitlin Horrocks
Flash Fiction Forward. Thomas, James and Robert Shapard (eds).
Others TBA
Exams, Papers:
Regular reflections on revision of 2 stories over the course of the
semester. Written project book reviews.
Time Class Meets:
TR
9:30-10:50
Instructor:
D. Parsons
ENGL 369 01
ARGUMENTATIVE WRITING
* Required Course for Writing and Rhetoric Minor; Elective for
Creative Writing Minor
Description: All of us employ argumentation skills every day, weighing
the persuasiveness of advertisements, assessing news reports, pondering
social and moral issues, and even conversing with friends. In this course,
we will isolate and study strategies for identifying issues, determining
positions, assessing claims and reasons, locating and evaluating
supporting evidence, and writing essays that represent clear and
convincing arguments in themselves. This course focuses on rhetorical
analysis and composition of persuasive writing, preparing students
across disciplines to better engage with the scholarship in their fields
and to more forcefully articulate their academic, professional, and
personal positions. As a class, we will analyze contemporary
controversies (like sustainability initiatives, internet privacy, and
corporate personhood, and, of course the upcoming presidential
campaigns and election) and some of the public arguments connected
with them. Essay topics, however, will remain broadly defined, leaving
students free to address the scholarly, political, professional, or social
issues most relevant to them. Argumentative Writing satisfies the 300level writing component of the English Adolescent-Education major and
is part of the English Dept.’s Creative Writing and Writing and
Rhetoric Minors, adding to students’ exposure to and experience with
the forms, theories, and audiences of academic and personal written
expression. **Prerequisite: ENGL 100 or permission of instructor
Texts: Ramage, Bean & Johnson, eds., Writing Arguments (concise
edition, edition TBA: check with the bookstore); MLA Handbook for
Writers of Research Papers; various columns and essays posted on our
Angel page
Assignments:
Mandatory attendance; five formal essays with drafts, peer
reviews, and possible re-writes; short skill-building exercises and
papers; in-class mock trial debates.
Time Class Meets:
Instructor:
MWF
1-1:50
D. Kaplin
ENGL 372 01
GRAMMAR & STYLE FOR WRITERS
* Required Course for Writing and Rhetoric Minor
Description:
This course helps writers move beyond notions of “correctness” in
matters of grammar and style to appreciate the nuances involved in
crafting well-written persuasive prose for a variety of audiences,
purposes, and contexts. It empowers students to approach grammar,
syntax, and punctuation as rhetorical tools and to make thoughtful
decisions among equally acceptable alternatives to suit the goals and
needs of different audiences, assignments, and contexts. Because
professional writers often work for an organization or institution, the
course also introduces students to the notion of a style guide, preparing
them to work with whatever house style is adopted by a specific
profession or publication. **Prerequisite: ENGL 100 or permission
of instructor
Readings:
TBD but likely the following:
 A standard grammar text, such as Rules for Writers
 Steven Pinker, The Sense of Style: The Thinking Person’s Guide to
Writing in the 21st-Century (Viking, 2014)
 Access to different style guides (e.g., New York Times, Chicago
Manual of Style, AP Style Manual, Wired Style) and to copyediting
manuals (e.g., Amy Einsohn’s The Copyeditor’s Handbook, Carol
Fisher Saller’s The Subversive Copy Editor: Advice from Chicago)
Exams, Papers:
TBA but likely the following: annotation of your prior writing
and critical reflection; analysis of writers’ grammar and style;
comparison of grammar and style in different texts and/or publications;
final project/creation of a style guide and sample text
Time Class Meets:
TR
2-3:20
Instructor:
N. Gerber
ENGL 374 01
WRITING AND SOCIAL CHANGE
Description: Are you concerned about environmental and social justice
issues? Would you like to put your writing, critical thinking, and
educational talents to use helping to address these issues right here on
campus and in our local community? If so, then this class is for you.
This interdisciplinary writing-intensive course will use a variety of
methods, materials, and approaches to explore four contemporary
sustainability issues: energy, food and gardens, water, and social
justice/community. We will work with several sustainability campus
and community partners to address local environmental and social
justice needs and to engage in real world writing projects. In addition to
literary works and nonfiction essays, we will analyze a variety of film,
Internet, and popular press sources to explore our topics and to
evaluate the effectiveness of different writing/communication genres in
producing social change. In addition to several field trips, the course
will incorporate several panels and visits by faculty members and local
environmental activists. Because this is a service-learning course, you
will be required to participate in several events outside of our regular
course meeting times.
Possible Readings: Karl Weber, ed., Food Inc.: A Participant Guide:
How Industrial Food is Making Us Sicker, Fatter, and Poorer-And What
You Can Do About It
Mark Nowak, Coal Mountain Elementary
Writings by Vandana Shiva, Robert Putnam, Jeff Goodell, John
Mohawk, Susan Casey, Eric Schlosser, David Wann, Winona LaDuke,
Michael Pollan, Paul Hawken, Wendell Berry, Bill McKibben, and
others.
Exams, Papers:
Public writing assignment; press release (some if not all students);
a grant writing project; reading/engagement journal; group
publicity/advocacy project for a local nonprofit organization; lively,
engaged participation; and final portfolio.
Time Class Meets:
TR
11-12:20
Instructor:
C. Jarvis
ENGL 375 01
WRITING FOR THE PROFESSIONS
Description:
Clear, effective oral and written communication skills are the
bedrock of any profession. Whether you are an editor, computer
programmer, technical writer, manager, or entry-level worker in any
field, you will need to use writing to solve problems and to negotiate
personal, social, and political factors in the workplace. In this course,
you will learn the basics of how to write for professional audiences and
purposes. You will gain experience researching, writing, and revising
written work in a variety of professional mediums (e.g., emails, letters,
memos, proposals). You will also enhance your appreciation of how
ethical concerns as well as contextual factors, such as financial and time
constraints, layout, and cross-cultural communication, enter into
effective decisions about how to shape professional documents for
different audiences and for different print-based or electronic mediums.
Since this is a writing-intensive course, you should be prepared to turn
in 20-25 pages of written work and to write, critique others' writing,
and revise on a weekly basis.
Readings/Viewings:
Writing That Works: Communicating Effectively on the Job (11th
ed.); required course readings posted to ANGEL, including your peers'
work-in-progress; career-search materials on the Career Development
Office's site
Assignments:
Correspondence portfolio; company report and career documents
portfolio; possibly, an e-portfolio; proposal and oral presentation
Time Class Meets:
TR
12:30 – 1:50
Instructor:
N. Gerber
ENGL 381 01
NARRATIVE FILM: AFTER 1940
* 4 cr. hr. course
Description:
A study of films made from WWII to the present. As intersections
of art, technology and commerce, films express the preoccupations of
the time and place in which they are made. We'll therefore be looking at
several film genres from various countries from technical, artistic and
historic and cultural points of view. Certainly canonical Hollywood
classics will be included, but also b-movies, experimental works,
documentaries and films from other countries. Students will learn to
recognize and analyze film language, and acquire a vocabulary with
which to do so.
Readings:
Discussions of cultural representation, especially of gender and
race, mainstream and the Other, will also be foregrounded
Exams, Papers:
Assignments include an online viewing journal in the form of a
blog, participation in online as well as in-class discussion, and a final
project.
Time Class Meets:
Screening:
Instructor:
R
3:30-4:30
T
3:30-6:30
S. McRae
ENGL 395 01
CL: ETHN 389 02
NON-WESTERN LIT
Description:
Study of texts from a variety of world cultures that
challenge, revise, or pose alternatives to traditional conceptions of
the world literature canon and dominant modes of Western
philosophy, history, literature, and art.
For an earlier version of this course, please see
http://tinyurl.com/o25popl
Readings: See previous syllabus.
Exams, Papers:
Attendance/Preparation/Participation (15%), Online
Participation (15%), Team Work (20%), Critical Essay (20%), Final
Research Project (30%).
CCC Fulfilled:
Category 6 – Other World Civilizations
Time Class Meets:
TR
Instructor:
B. Simon
11-12:20
ENED 399 01
LITERATURE FOR THE PRIMARY GRADES
Description:
This course offers a literature-based, child-centered approach for
helping students in the primary grades learn to read with meaning, with
purpose, with enthusiasm and with joy.
Tentative Readings: Miller, Reading With Meaning, 2nd edition
Aliki, The Two of Them
Boelts, Those Shoes
Brinckloe, Fireflies
Bunting, Going Home
Cooney, Miss Rumphius
Graham, “Let’s Get a Pup!” Said Kate
Hoffman, Amazing Grace
Houston, My Great Aunt Arizona
Laminack, Snow Day
Pak, Dear Juno
Rathman, Ruby the Copycat
Stuve-Bodeen, Elizabeti’s Doll
Whitcomb, Odd Velvet
Butterworth, See What a Seal Can Do
Jenkins, Biggest, Strongest, Fastest
Examinations, Papers, etc.:
Informal In- and Out-of-Class Reading/Writing Activities
Think Alouds
Book Clubs
Wonder Box Card & Follow-up Projects
Book Logs
Book Recommendations
Teaching Philosophy (based on Miller text)
Time Class Meets:
MWF 12:00 – 12:50
Instructor:
M. Wendell
ENGL 400 01
SENIOR SEMINAR
CO-REQ: 401-01
Description:
In the capstone course, students will reflect back upon their
English major, and will polish their skills and close reading, researchbased and other forms of writing, as well as oral explorations of
literature. Students must also enroll in ENGL 401 01 Portfolio
Completion while taking Senior Seminar.
Readings: TBA
Exams, Papers:
TBA
CCC Fulfilled:
Speaking Intensive/Basic Oral Communication
Time Class Meets:
MWF
Instructor:
I. Vanwesenbeeck
10-10:50
ENGL 400 02
SENIOR SEMINAR
CO-REQ: 401-01
Description:
This capstone course will be both a culmination of your studies as
an English major and an opportunity to branch your interests and skills
in new directions. We’ll have an opportunity to refine and practice
work you’ve already done—traditional in-depth textual study, writing
and revising your own writing. We’ll also explore ways of engaging with
a larger reading and writing public, such as political and cultural blogs,
and internet communities such as fan fiction writers, TV recappers and
commentators, and platforms such as tumbler and twitter. We may
spend some time discussing ways to enter the job market as an English
major (how to write a good resume, how to write a business plan and
such), but probably more time helping you to generate interesting
content, and develop a stronger sense of yourself as a thinker and writer
already engaged with the larger world.
CCC Fulfilled:
Speaking Intensive/Basic Oral Communication
Time Class Meets:
TR
Instructor:
S. McRae
11-12:20
ENGL 412 01
EARLY SHAKESPEARE
AUTHOR COURSE
Description:
Study of Shakespeare’s early works with an emphasis on his
tragedies.
Readings: The Bedford Shakespeare
Exams, Papers: Midterm exam, reading quizzes, research paper
Time Class Meets:
MWF
11-11:50
Instructor:
I. Vanwesenbeeck
ENGL 455 01
WRITING TUTORS
CO-REQ: ENGL 456
ENGL 456 01
ESL TUTORING
CO-REQ: ENGL 455
*Enrollment requires permission of the instructor,
Dr. KimMarie Cole
Description:
In these two courses, we will examine the theories and practices of
tutoring individual writers on their work. We will consider both the
needs of native English speakers and English Language Learners. The
focus will be on writing in a number of disciplines. In addition you will
experience all the roles in the tutoring process: observer, co-tutor, a
tutee and a tutor.
Readings:
Articles and papers that will distributed during the semester.
A tutoring handbook
Assessment:
Reader’s notes, annotated bibliography, formal essays, reflective
pieces on tutoring practice
Time Class Meets:
MW 3-4:20
Instructor:
K. Cole
ENGL 460 01
ADVANCED POETRY WRITING
Description:
This course will provide student writers the room and resources
to write poetry more independently while placing an emphasis on
rigorous, critical discussion of student poems in the community space of
the workshop. We will survey the diverse landscape of contemporary
poetry and learn how to finish work for publication.
Readings:
We will read several recent volumes of poetry including Philip
Metres’ Sand Opera, Simone White’s Unrest, and Michael Farrel’s
Cocky’s Joy. The selection of smaller readings will be tailored to
students based on their application portfolios. Students will also
perform guided research on contemporary literary magazines and
communities.
Exams, Papers:
Written commentary on peer works; craft essays; literary
magazine survey; final portfolio of revised and new work.
Time Class Meets:
M
5 -7:20
Instructor:
J. Hall
ENGL 522 01
DIGITAL WRITING
Description:
Digital Writing will help prepare students to become informed
and skilled citizens of an increasingly digital world. Students registered
in this course will compose for digital spaces; relate these writing
experiences to relevant theoretical frameworks; and reflect critically on
the effects of digital communication.
Readings:
Practical and theoretical readings related to the myriad forms
that digital composition can take and the ways in which digital spaces
are changing the nature of reading and composing. Specific readings
TBA.
Exams, Papers: TBA
Time Class Meets:
R
5-7:20
Instructor:
H. McEntarfer
ENGL 523 01
GRANT WRITING
Description:
Whether you work—or wish to work—for a nonprofit,
educational, or civic institution, or if you simply wish to apply for
individual grants for education and other purposes, you will find grant
writing to be both a useful and a marketable skill. In this course, you
will learn the ins and outs of writing effective grant proposals, as well as
the importance of building long-term relationships with grant-making
organizations. We’ll talk about the life cycle of a grant (i.e., the grant
cycle), from initial inquiry and site visit through to the year-end report,
and talk to experts from the community, both grantors and grantees.
To give you real world grant writing experience, we will work with
several campus and community partners to draft actual grants on their
behalf. Our focus for these projects will be on non-profit arts and
environmental organizations. The semester will culminate in your
developing a substantial grant proposal to support your own project or
one for a non-profit organization of your choice. Because this is a
service-learning course, you may be required to visit off-campus locations
and/or participate in events outside of our regular course meeting times.
Readings:
Grant-writing textbook (TBA)
Any standard grammar guide published within the past ten years
Sample grants (electronic copies available on our course ANGEL site)
Examinations, Papers, etc.: Depending on the size of the class, you will
work individually or in a group on two actual grants for campus and
community partners. You will also identify, plan, draft, revise, and edit
a grant proposal of your choice. Smaller writing assignments, peer
review work, and participation will make up the rest of your grade.
Time Class Meets:
T
5:00-7:30
Instructor:
C. Jarvis