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. • • • 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