Graduate English Course Descriptions
Spring 2013
ENG 5301.251 Literary Scholarship
W 6:30-9:20pm; FH 252
#32265
Instructor: Dr. Rebecca Bell-Metereau
Course Description: Current approaches to literature; readings strategies, artistic
techniques, and conventions; and research tools. Focus will be on verbal and visual
textual analysis.
Course Goals: English 5301 will refine your skills in reading, writing, speaking,
listening, and conducting research. You will have your own choice of specific research
topics, but the kinds of papers required are intended to emphasize a variety of theoretical,
research, and rhetorical skills. This section emphasizes your own creativity, individual
voice, computer literacy, media literacy, and critical thinking skills. Your full
participation is an essential part of the course dynamics and content, and therefore
attendance is very important.
Learning Outcomes: The Department of English has adopted student learning outcomes
for general education courses in writing and literature, and for degree programs in
English. These outcomes are available for your review at http://www.english.txstate.edu.
Pull down the Student Resources menu and go to “Learning Outcomes.”
Format: Open discussion, student presentations, individual and group work (highly
interactive).
Texts: Blade Runner (film), Philip K. Dick’s Do Androids Dream of Electric Sheep?,
Lewis Carroll’s Alice in Wonderland, Dreamchild (film), Joseph Conrad’s Heart of
Darkness (editor Ross C. Murfin, 2nd ed.), Apocalypse Now (film), Hearts of Darkness
(video documentary in class), Virginia Woolf’s Orlando (book and film), David Mikics’
A New Handbook of Literary Terms.
Attendance: Regular attendance is extremely important; homework and in-class writing
may not be made up without a written medical excuse for absence.
Evaluation: Based on the following:
Proposal for presentation & research essay=20%; Research essay (8-10 pg)=30%;
Weekly responses=30%; Presentation to the class=20%. Presentation must include some
use of technology or a form of media analysis (film, television, website, etc).
Special Needs: Students who have special needs or disabilities that require special
accommodations for this course must notify both the Office of Disability Services and me
by the end of the first week of classes. The English Department is committed to providing
all students with academic adjustments and aids to facilitate full participation and
performance in the classroom. Please see me if you have any questions about special
needs.
Ph: 512-245-3725, 512-665-2157 (cell) Email: rb12@txstate.edu
Office: FH 335 Office hours: W 4-6pm, T&Th 11am-12:30pm or by appointment.
ENG 5312.251 Editing the Professional Publication
T&Th 3:30-4:50pm; Brazos Hall 218
#32266
Instructor: David R. Norman
Description: This course provides students the opportunity to write, select, and edit
material for publication. Students will work as part of an editorial team on all stages of
the publication process. This course also offers practical experience working with
desktop publishing software (Adobe InDesign/Photoshop).
Goals: Students will learn how to write and revise book reviews of publishable quality.
They will correspond with authors, evaluate submissions, and learn the daily operations
of two print journals: Texas Books in Review, which monitors the literary production of
books from or about Texas, and Southwestern American Literature, which showcases
contemporary writing and scholarship concerning the Greater Southwest.
Required Books: There are no required textbooks for this course. It is recommended that
you have access to a recent edition of The Chicago Manual of Style, in print or online
through the Alkek library database. Reading assignments (reviews, essays, revision
exercises) will be posted on TRACS.
Assignments: Lectures and readings will be scheduled throughout the semester. You will
be expected to attend lectures, meet with the instructor on a weekly basis, and complete
all assignments on time.
Editorial Assistant: You will have individual writing, editing, and layout assignments
connected to the specific editorial-assistant position you select during the first week of
the semester. You will be expected to complete these assignments on time and work
during and outside of class.
Book Review: In addition to your responsibilities as an editorial assistant, you will read
at least two books related to Texas and/or the Greater Southwest. You will then write a
book review (approx. 750-800 words) for each. For the first review, you will format the
review in Word and use the template for Texas Books in Review with Adobe InDesign
and Photoshop. For the second, you will lay out your review in a format of your choosing
with Adobe InDesign and Photoshop.
Evaluation: There are no letter grades for this course. In order for students to earn credit,
they must attend class, correspond regularly with the instructor, and complete
assignments in a timely manner.
Ph: 245-0351 Email: davidnorman@txstate.edu
Office: Brazos 220 Office Hours: T/Th 1:30-3:30pm and by appointment.
ENG 5312.253 Internship Course
W 6:30-9:20pm; FH G04
#32268
Instructor: Dr. Libby Allison
Description: In spring 2013, Texas State University will undertake a campus-wide pilot
project on electronic texts (e-texts) for classes, and the MATC program will be part of
this endeavor. For the first time, some MATC courses will use e-texts. In this internship
course, students will be responsible for the creation, development, and implementation of
an evaluation study for the MATC’s participation in the pilot project. The evaluation
process will include usability research and recommendations for improving the
Courseload software program associated with the implementation of e-texts.
Goals: The goals are for students to learn about usability research, about working on
large-scale projects, working in teams, and professional approaches to recommending
changes in software based on research. At the conclusion of the semester, students will
produce a substantial document of the learning process during the semester, and their part
in the creation, development, and implementation of the evaluation process.
Required Books:
Students in this section will be required to use an electronic textbook (e-text) that will be
included with the course. Students in this section will be charged $25 for the e-text,
which will appear on the tuition and fee statement. For more information please
visit http://www.avpaa.txstate.edu/ after October 11, 2012.
Students should not purchase books for this course until you hear from me, or until after
we meet for the first class time as Courseload is still working to find the texts.
Format: This course is a graduate seminar class. Students will work in teams.
Evaluation:
Class participation=15%
Various homework assignments=15%
Progress Reports=40%
Evaluative Report and Final Project=30%
For more information: Contact Libby Allison Email: lallison@txstate.edu
ENG 5313.252 Studies in Technical Communication
Topic: Digital Media and the Web
M 6:30-9:20pm; FH 120
#36432
Instructor: Dr. Scott Mogull
Description: This course will provide an overview of the theoretical and practical aspects
of designing effective websites and other online media. Specifically, this course will
focus on strategic planning, content development, site structure, navigation, and design.
Additional topics will include search engine optimization and designing for mobile
devices. The course will include learning technical skills with Dreamweaver and
exposure to scripting languages, such as basic HTML, CSS, and JavaScript. Assignments
will primarily focus on developing websites according to information design theory using
Dreamweaver.
Required Texts: (please purchase print copies for use during class)
Learning Web Design (4th ed.) by Robbins
http://shop.oreilly.com/product/0636920023494.do
ISBN: 978-1-449-31927-4
Adobe Dreamweaver CS6 Classroom in a Book, 1/E by Adobe Creative Team
http://www.adobepress.com/bookstore/product.asp?isbn=0321822455
ISBN: 978-0-321-82245-1
Goals: Upon successful completion of the course, students will be able to:


Develop websites from a user-centered approach
Apply principles of website design and information design to facilitate search
engine optimization and viewing on mobile devices
 Create and edit websites using Dreamweaver
 Understand the basics of scripting languages: HTML, CSS, and Javascript
Format: Class will combine discussion of readings, critique of digital media, and handson website development with Dreamweaver.
Evaluation: Hands-on practice assignments (30%), short quizzes (20%), and a website
final project/presentation (50%).
Ph: (512) 666-4866 Email: mogull@txstate.edu
ENG 5313.253 Studies in Technical Communication
Topic: The Design Project
T 6:30-9:20pm; FH 114
#38648
Instructor: Dr. Deborah Balzhiser
Description: This is a problem-solving course in which students answer a broad-based
question based on analyses and, then, design an appropriate response or solution.
For this semester, we will reflect on how we might help people see value in the
humanities. Specifically, you will answer the question: How might information and
communication technology support the humanities? Robert M. Berdahl, president of the
Association of American Universities, notes an increasing “marginalization of nonscientific work.” In 2010, Cornell University's president, David Skorton, called for a
national campaign for the humanities, pointing to the facts that “the humanities may hit a
negative tipping point," faculty morale in the humanities is diminished, and that scandals,
misconduct, and a glance at headlines demonstrate a lack of civility in our culture and,
thus, a need for focusing on the humanities (summarized in Scott Jaschik’s “Call to
Defend the Humanities” in Inside Higher Ed 11/01/2010). This semester we will answer
the question: How do we help people engage the human condition—to understand human
lives in social, cultural, and personal contexts and arrangements?
Using information and communication technology available in the year 2015, design a
solution to a real problem people face when we lose sight of the value of the
humanities—a solution that increases knowledge, understanding, compassion, and,
perhaps, prompts action. Student teams can design anything provided it focuses on user
experience: the software, interface, design, documentation, packaging, space, and
processes—everything that contributes to making the solution learnable, usable, useful,
and even delightful.
Through this course, you will increase your engagement with the humanities, explore the
key role that design plays in technology, understand and manage potential uses and
impacts of technology on society, and have direct experience in user-centered design
processes. You will sharpen your analytical, rhetorical, and creative abilities.
This class draws directly upon the strengths each student brings from their discipline or
sub-discipline of English studies (e.g., analysis, rhetorical acumen, design, composition,
cooperation, facility with language, technical savvy, narrative, close reading, creativity)
and humanities. The course works, in part, because participants collaborate with people
who might define “knowledge” differently.
Required Books:
• Donald Norman. The Design of Everyday Things.
• Sherry Turckle. Evocative Objects: Things We Think With. MIT, 2011.
• Anne Burdick, Johanna Drucker, Peter Lunenfeld, Todd Presner, and Jeffrey Schnapp.
Digital_Humanities. MIT, 2012. 0262018470.
Other texts to be determined. This is a new course and the materials are still under
development. Topics to include: the humanities and design processes.
Format: This course will be run primarily on studio model. Students will work with their
teams during class and they will participate in regular critiques. There may be some guest
speakers or critics. There will be a final, formal presentation.
Evaluation:
Identify & study three user groups: 5%; Mini briefs for each of three user groups: 5%;
Design brief: 10%; Schematic design: 10%; Design development: 10%; Usability testing:
10%; Final design: 10%; Completion report: 10%; Presentation: 10%; Critiques: 10%;
Teamwork: 10%.
Email: dbalzhiser@txstate.edu
Office: FH 141 Office Hours: T 5:15-6:15pm; W 12:15-1:15pm (and through
ichat/gmail chat: dbmor10.work@gmail.com (this account is used only for chat); W 5:156:15pm (except 10/17, 11/7, and 11/28 when office hours are in the student lounge at the
RRHEC).
ENG 5314.251 Discourse Analysis
Th 6:30-9:20pm; Online Course
#32270
Instructor: Dr. Pinfan Zhu
Description:
Discourse analysis is a qualitative research method; it has come to have different
interpretations for scholars working in different disciplines. Normally, they approach
discourse analysis from either linguistic perspective, or philosophical perspective,
psycholinguistic perspective, or computational perspective. In our case, we approach it
from linguistic and social linguistic. For a sociolinguist, it is concerned mainly with the
structure of social interaction manifested in conversation, a way to understand power
relationship, identities and institutions. The purpose is to understand how forms of
language are used in communication, and text is used to serve different purposes. The
principal concern is to examine how any language produced by man, whether spoken or
written, is used to create identities, feelings, and different social relationships, and power,
which will enable students to do social research to understand different social phenomena.
In the part of linguistic analysis, students will learn linguistic forms and their functions,
information structures, context and interpretation, and representations of discourse.
Finally, students will apply theories and methods they have learned to solve practical
problems. The course is an online course. The course is conducted online by using
Connect. The course is discussion-based. Students will do small projects and exercises, as
well as write analytical papers throughout the semester. The course is of practical
significance to students who seek to do social research and understand social phenomena
and language use through text analysis.
Required Books:
Please do not purchase your textbooks. We will use etexts that cost much less, about
$20 for a course. But the names are as follows for your reference.
Norman Fairclough, Analyzing Discourse: Textual Analysis for Social Research.
Routledge, 2003. ISBN-13: 978-1412921756; or ISBN-10: 1412921759 (not sure which
is paperback).
Brown Gillian/George Yule. Discourse Analysis. Cambridge University Press, 1983.
Format: Primarily discussion, with a few lectures on difficult concepts.
Evaluation: 10% Mid-term Exam
15% Class participation
20% Written exercises
40% Analytical papers (four)
15% Term paper
Ph: 245-7665 Email: pz10@txstate.edu
Office: FH 114 Office hours: W 8:00-10:00am and Th 4:00-6:30pm.
ENG 5314.252 Proposal Writing
M 6:30-9:20pm; Avery Building
#40317
Instructor: Dr. Miriam F. Williams
Course Description: Proposal Writing is an online and face-to-face writing workshop. In
this workshop, students will write a group proposal and, if appropriate, submit it as an
application for an actual grant. Our course goals are to learn to:
 Analyze audiences for grant proposals
 Find appropriate funding sources
 Learn to write a compelling needs statement, project objectives, project
description, budget, and evaluation section
 Use technology and negotiation skills to write collaboratively.
By the end of the course, students will be able to answer the following questions:
 Is my organization eligible to apply for a grant?
 How do I identify audiences that might be interested in funding a proposed
project?
 How do I collect the information needed to write a persuasive proposal?
 What rhetorical choices should I make to write a successful proposal?
 What steps should I take to revise a denied grant proposal?
Required Reading: E-Textbook versions of Grant Seeking in an Electronic Age by
Victoria Mikelonis, Signe T. Betsinger, and Constance E. Kampf and Writing Proposals
by Richard Johnson-Sheehan.
Class Format: Class and group discussions will be conducted in online classrooms in
Adobe Connect and at RRHEC. Class meets four times (first two classes and last two
classes) at RRHEC. Students will use various technologies to keep track of group writing
assignments.
Evaluation:
Class participation/preparation (Individual Assessment): 30%
Mid-Semester Report (Individual Assessment): 20%
Preliminary Proposal (Group Assessment): 20%
Final Proposal (Group Assessment): 20%
Proposal Reviewer Exercise (Individual Assessment): 10%
Email: mfw@txstate.edu
ENG 5316.251 Foundations in Rhetoric and Composition
Topic: Composition Pedagogy
T 6:30-9:20pm; FH 257
#32584
Instructor: Dr. Nancy Wilson
Description: This course will prepare students to be effective writing teachers by
exposing them to a broad range of pedagogical approaches to teaching and assessing
writing. In addition to reading scholarship in the field of composition pedagogy, students
will conduct class observations and evaluate course syllabi, and composition assessment
tools/assessments. Student will generate their own annotated teaching and assessment
philosophies, annotated syllabi, and annotated writing assignments. Students will also
complete a composition pedagogy research project.
Required Books:
 The St. Martin's Guide to Teaching Writing by Glenn and Goldthwaite
 A Guide to Composition Pedagogy by Tate, Rupiper, and Schick
Goals: To expose students to a variety of pedagogical approaches to the teaching of
writing and to provide practice in developing effective syllabi; engaging and
pedagogically sound writing assignments; and purposeful, fair, and efficient writing
assessments.
Format: In-class and online discussion, student presentations, and field work.
Evaluation: Participation in class discussions
10%
Composition classroom observations
10%
Teaching Portfolio
 Annotated teaching philosophy
15%
 Annotated composition syllabus
15%
 Annotated writing prompts
10%
 Annotated assessment philosophy
with sample assessments
15%
Composition pedagogy research project
25%
For more information: see Dr. Wilson in ASBN 101.
Office Hours: T&Th 11:00am-12:00pm and by appointment.
Ph: 245-7660. Email: nancywilson@txstate.edu
ENG 5317.251 Critical Media Studies
Th 6:30-9:20; FH G04
#36433
Instructor: Dr. Octavio Pimentel
Description: This course does not pretend to be an exhaustive introduction to every
significant scholar, idea, or school of thought that matters to Critical Media Studies
(CMS). Ideally, however, this course will provide the sort of general acquaintance with
the field that will help you decide which direction to take your own research interests in
the future. This course examines the digital media technologies that are at the center of
much of our communication, entertainment, and social lives today, and specifically
explores the rhetoric that they produce. This class will study a wide variety of mediarelated content using various literary lenses including ethnic, culture, gender, and social
class.
Required Books:
Häntzschel, Jana. Latinos in American Films. Germany: VDM Verlag Dr. Mueller, 2008.
Print. ISBN-13: 978-3836451574
Shaheen, Jack. Reel Bad Arabs: How Hollywood Vilifies a People. Virginia: Olive
Branch Books, 2009. Print. ISBN-13: 978-1566567527
Ott, Brian L. and Mack, Robert L. Critical Media Studies: An Introduction. California:
Wiley-Blackwell Press, 2009. Print. ISBN-13: 978-1405161862
Goals: to help create a critical view of the rhetoric that is produced by the media.
Format: primarily discussion, with mini-lectures on background material by instructor
and students’ presentations
Evaluation:
Blog
10%
Weekly Teaching (1)
10%
Critical Discourse Analysis Paper 30%
Multi Media Presentation
15%
Final Research Paper
35%
Office: FH M23 Office Hours: M&W 2-4pm
Ph: 245-3724 Email: Octavio.Pimentel@txstate.edu
ENG 5321.251 Representing South Asia in Literature and Film
T 6:30-9:20pm; FH 252
#38649
Instructor: Dr. Suparno Banerjee
Description: This class will focus on the representation of South Asian society, culture
and history in literary and filmic forms created by the natives and diasporas from the
regions. We will read works and watch movies from and about India, Pakistan,
Bangladesh and Sri Lanka written and made during the last hundred and ten years.
Possible texts: Rabindranath Tagore's The Home and the World, Salman Rushdie's
Midnight's Children, Amitav Ghosh's The Calcutta Chromosome, Bapsi Sidhwa's
Cracking India, Tahmima Anam's A Golden Age, etc.
Possible films: Satyajit Ray's Pather Panchali, Ashutosh Gowarikar's Lagaan, Deepa
Mehta's 1947 Earth, Mira Nair's Monsoon Wedding.
Format: Seminar/discussion
Evaluation: Class presentations, an article length paper, and possibly another short
writing assignment during the semester.
Email: sb67@txstate.edu
ENG 5321.252 Contemporary Fiction
Topic: Magical Realism
W 6:30-9:20pm; FH G12
#32603
Instructor: Dr. Teya Rosenberg
Description: This course examines definitions of magical realism, considers its purpose
and effect, and explores its place in literary discourse. We will engage in the ongoing
debates about magical realism: Can the form exist at all, is it a genre or a mode, should it
be considered a form of fantasy or of realism, is it a postmodern and/or postcolonial
literature? We will read and discuss a variety of novels and critical articles. The novels
will be drawn from literature for adults and for children as well as from a variety of
countries.
Goals: Students will gain knowledge of the study of magical realism and of genre
debates. They will practice and develop discussion and seminar skills as well as critical
reading, research, and writing skills.
Books: Some of these titles might change, depending on availability.
Primary texts: Boston, The Children of Green Knowe (1952); Bulgakov, The Master and
Margarita (trans. Burgin and O’Connor) ([1939]/1966); Garcia, Lady Matador’s HoteI
(2010); García Márquez, One Hundred Years of Solitude (1967/1970); Hamilton, Sweet
Whispers, Brother Rush (1982); Heide and Gorey, The Shrinking of Tree Horn (1971);
Almond, Skellig (1998); Morrison, Beloved (1987); Nesbit, The Enchanted Castle(1907);
Rushdie, Midnight’s Children (1980); Süskind, Perfume (1980); Travers, Mary Poppins
(1934).
Secondary texts: Articles on e-reserve and available through databases.
Format: Seminar discussion with some lecture.
Evaluation: One seminar: introduce, focus, and lead class discussion on a novel (15%);
One short paper (7-8 pages) based on seminar (15%); Lead discussion of one critical
article (15%); One research paper (15-20 pages) (30%); Participation (15%).
Email: tr11@txstate.edu
Office: FH M19 Office hours: M 1:30-3pm, T 2:00-4:00pm, and by appointment.
ENG 5323.251 Biography and Autobiography
Topic: The Personal Essay
M 6:30-9:20pm; FH 257
#38650
Instructor: Tom Grimes
Description: This course is open to MFA fiction and poetry students, and to MA
literature students. If you would like to request a seat in the class, please contact Jeremy
Garrett in the MFA office (mfinearts@txstate.edu). He will tell you if a seat in the class
is available. If so, he will clear you to register for the class in October.
During the semester, we will read a memoir but mostly personal nonfiction essays, and
then discuss the creation of a nonfiction persona, as well as how memoirs and personal
essays engage the reader, emotionally and intellectually, in ways that differ from fiction
and poetry. You are required to write a 4000-5000 word personal essay, or a “creative
nonfiction” essay, which will be discussed in the latter part of the semester.
Books: Best American Essays of 2008; Best American Essays of 2010; Best American
Essays of 2011; Wild: From Lost to Found on the Pacific Coast Trail by Cheryl Strayed
Evaluation:
25% weekly reading journal
25% class participation
50% 4000-5000 word personal essay, which will be discussed in class
Attendance: Please attend all classes (it’s mandatory).
The Department of English has adopted student learning outcomes for general education
courses in writing and literature and for degree programs in English. These outcomes are
available for your review at http://www.english.txstate.edu. Pull down the Student
Resources menu and go to “Learning Outcomes.”
Week One, January 14th: Best American Essays 2008: Adam Gopnik’s introduction, Atul
Gawande’s “The Way We Age Now,” and Charles Simic’s “The Renegade.”
Week Two, January 28th: Best American Essays 2008: Emily R. Grosholz’s “On
Necklaces” and Ariel Levy’s “The Lesbian Bride’s Handbook.”
Week Three, February 4th: Best American Essays 2010: Elif Batuman’s “The Murder of
Tolstoy” and David Sedaris’s “Guy Walks into a Bar Car.”
Week Four, February 11th: Best American Essays 2010: Zadie Smith’s “Speaking in
Tongues” and Ron Rindo’s “Gyromancy.”
Week Five, February 18th: Best American Essays 2011: Christy Vannoy’s “A Personal
Essay by a Personal Essay,” Zadie Smith’s “Generation Why,” and Hilton Als’s “Buddy
Ebson.”
Week Six, February 25th: Best American Essays 2011: Victor Lavalle’s “Long Distance,”
Charlie LeDuff’s “What Killed Aiyana Stanley-Jones?” and Resha Memon Yaqub’s “The
Washing.”
Week Seven, March 4th: Lecture from The Art of Time in the Memoir by Sven Birkets.
Week Eight, March 18th: Wild: From Lost to Found on the Pacific Coast Trail by Cheryl
Strayed.
Week Nine, March 25th: Wild: From Lost to Found on the Pacific Coast Trail by Cheryl
Strayed.
Week Ten, April 1st: Your Personal Essays
Week Eleven, April 8th: Your Personal Essays
Week Twelve, April 15: Your Personal Essays
Week Thirteen, April 22: Your Personal Essays
Week Fourteen, April 29: Your Personal Essays
For more information: E-mail tg02@txstate.edu
ENG 5324.251 Studies in Genre
Topic: Literary Pastoral
Th 6:30-9:20pm; FH 376
#32605
Instructor: Dr. Daniel Lochman
Description: The theory and tradition of pastoral, from its inception among the ancient
Greeks and Romans to contemporary writers, seeps into contemporary poetry, fiction,
and film. This course examines key “versions” of pastoral—more than William Empson
once envisioned—as moments in the production and transformation of what has been
called a genre or “mode,” and it studies their connections to historical and cultural
contexts that both tie them together and distinguish them. Paul Alpers has argued that
pastoral differs from lyric or narrative not so much due to conventions such as sheep and
shepherds as anecdotal gestures that invite and engage conversation with auditors within
and outside the work. We will study foundational texts by Theocritus, Bion, Moschus,
and Virgil; late medieval and early modern writers such as Mantuanus, Spenser,
Marlowe, and Marvell; Romantics, especially Wordsworth, who framed pastoral anew by
resituating nature and conversants; and varied modern and contemporary writers such as
Hardy, Patrick Kavanagh, Seamus Heaney, Ted Hughes, Frost, Stevens, Cormac
McCarthy, and Annie Proulx. For the first class, come prepared by having read
Alpers (Chapter 1), Gifford (pp. 1-44), and bring something you consider pastoral to
class.
Required Books:
Alpers, Paul. What Is Pastoral? Chicago: U of Chicago P, 1997.
Edmonds, J. M, tr.. The Greek Bucolic Poets. Cambridge, Mass: Harvard UP, 1912.
(Loeb Classics)
Gifford, Terry. Pastoral. London: Routledge, 1999.
Lee, Guy, ed. Virgil: The Eclogues. London: Penguin, 1984.
Marvell, Andrew. Complete Poems. Ed. Elizabeth Story Donno. London: Penguin, 2005.
McCarthy, Cormac. The Crossing. New York: Vintage, 1995.
Proulx, Annie. Brokeback Mountain. New York: Scribner, 2005.
Spenser, Edmund. The Shorter Poems. Ed. Richard McCabe. London: Penguin, 2000.
Wordsworth, William. Selected Poetry. Ed. Mark Van Doren. New York: Modern
Library, 2002.
Other materials on TRACS and websites
Format: Discussion, lecture, reports
Evaluation:
Close-reading paper (7-8 pages)
20%
Report: theoretical/critical article or chapter
15%
Annotated bibliography
20%
Documented paper (12 pages)
30%
Final Examination
Ph: 512-245-2163 Email: Lochman@txstate.edu
Office: FH 354 Office hours: T&Th 2-3pm and by appointment
15%
ENG 5325.251 Southwestern Literature
Topic: Plays and Films
W 6:30-9:20pm; FH 253
#32606
Instructor: Dr. Dick Heaberlin
Textbooks: William Martin's Texas Plays, Preston Jones' Texas Trilogy, and online
resources.
Description: We will watch, study, discuss, and write about some of the more important
plays and films of the Southwest with an emphasis on Texas.
Format: Lecture, group work, discussion, and viewing of DVDs.
Evaluation: Class work, three themes of about 1200 words, and a final exam.
Office: FH 244. Office Hours: Th 10:30-11am and 1:30-2pm
Ph: 245-3710 Email: Heaberlin@txstate.edu
See also information about Dick Heaberlin at dickheaberlinwrites.com
ENG 5326.251 and ENG 7326.251 Composition Theory
M 3:30-6:20pm; ASBN 450A
#32607 and #39711
Instructor: Dr. Rebecca Jackson
Description: This course takes as its focus several important yet maddeningly complex
questions: How do people write? In what ways are people "written”? What does it mean
“to write”? What theories attempt to address these questions? And what do theories of
writing suggest about what it means to teach writing and how writing should be taught in
educational or workplace contexts?
To address these questions (although not to answer them in any definitive way), we will
survey research on and theories about writing that have characterized conversation in
composition studies over the last 30 years or so. We won’t start at the “beginning” of the
conversation (if a traceable beginning even exists). Instead, we will enter the
conversation at what might be called the “middle” with Victor Villanueva’s Bootstraps
(1993) and move outward from there. We’ll decide on a specific course trajectory once
we have finished Villanueva’s book and identified key issues. Whatever path we decide
to take, one of our primary goals will be to examine the tensions among various theories
of writing: Can a cognitive theory of writing, for example, coexist with a social theory of
writing? How have social theories of writing been complicated by theories of race,
gender, sexuality, place, and class?
A related goal, of course, will be to interrogate our own suppositions and implicit theories
about writing and learning to write—to get them out in the open so that we can reflect on
and reshape them.
Books: Required texts will include (among others)

Ede, Lisa. Situating Composition: Composition Studies and the Politics of
Location; Susan Miller. Carbondale: Southern Illinois UP, 2003.
 Miller, Susan. The Norton Book of Composition Studies New York: Norton, 2009.
Goals: Students will leave the course with the ability to discuss the history and
development of the field of rhetoric and composition studies; map, place into
conversation, interrogate, and, perhaps, extend major theories of writing over the last 30
years; discuss the role of theory and theorizing in composition studies; begin to connect
writing theories with particular writing pedagogies; discuss in some depth and breadth a
particular area of interest in composition theory; contribute to conversations in the field
about your particular area of interest
Format: small and large group discussion, student-led facilitation
Evaluation: reading responses, discussion facilitation, creative synthesis projects,
annotated bibliography, academic paper suitable for conference presentation
Ph: 245-8975 Email: rj10@txstate.edu
ENG 5332.251 The Novels of Saul Bellow
M 6:30-9:20pm; FH 376
#32608
Instructor: Dr. Allan Chavkin
Description: In this course we will discuss the major novels and novellas of Saul Bellow.
We will examine some unpublished early draft material to aid in our understanding of the
published work. Although we will examine a variety of topics, one of the goals of the
course will be to use an interdisciplinary approach to explore the portrayal of families in
Bellow’s novels. Such an exploration should result not only in appreciating the literary
art of one of the most exciting writers of the modern age but also in enhancing our
understanding of our own lives and how the family shapes lives in complex ways.
Bellow’s novels provide a superb laboratory for exploring family dynamics.
Goals:
1. To become proficient in analyzing intellectual problems and expressing one's ideas in
both written and oral communication.
2. To understand the development of one of the most important writers of the twentieth
century by examining some of the major works in his canon.
3. To become aware of some of the new approaches and the controversial issues in the
profession.
4. To use an interdisciplinary approach to explore the portrayal of families in Saul
Bellow’s novels.
Texts:
Bellow, Saul. Collected Stories (Penguin)
Bellow, Saul. Novels 1970-1982: Mr. Sammler's Planet, Humboldt's Gift, The Dean's
December (Library of America)
Bellow, Saul. Novels 1956-1964: Seize the Day, Henderson the Rain King, Herzog
(Library of America)
Format: primarily discussion, with some presentations by the professor and the students
Evaluation:
1. Midterm take-home essay exam—(Counts 25% of your grade).
2. Final exam—(Counts 25% of your grade)
3. Oral presentation assignment (includes leading class discussion, posing discussion
questions, and submitting a short paper)—(Counts 25% of your grade)
4. Class participation—(Counts 25% of your grade)
Because this is a seminar, not a lecture course, and because your participation in class
discussion is essential for its success, participation will count as part of your grade. Your
participation grade will be based on your informal comments in class.
The above information should be regarded as a tentative plan.
Ph: 245-3780 (leave messages) Email: chavkin@txstate.edu
Office hours: M&W 10-11am.
ENG 5332.252 STUDIES IN AMERICAN PROSE
Topic: Ernest Hemingway
T 6:30-9:20pm; FH G12
#37821
Instructor: Dr. Mark B. Busby
Description: Ernest Hemingway is clearly one of the most important American writers of
the twentieth century, and he continues to be a major influence on writers of the twentyfirst century such as Cormac McCarthy. This course will explore the works of this often
praised, often maligned writer. Students will read works from throughout Hemingway’s
career including selected stories, nonfiction, and such novels as The Sun Also Rises, A
Farewell to Arms, and For Whom the Bell Tolls. Students will write a semester paper,
lead class discussions on other Hemingway works, and report on scholarly material about
Hemingway.
Format: Lectures and discussions.
Evaluation: A mid-semester exam (100points), a final exam (200 points), and a 15-25
page seminar paper (300 points).
Ph: 245-3712 Email: mb13@txstate.edu.
Office: FH 213
ENG 5332.253 Nineteenth-Century American Narrative Forms
M 6:30-9:20pm; FH 253
#38651
Instructor: Dr. Robert T. Tally Jr.
Description: This course will focus on the development and proliferation of narrative
forms in the literary history of the United States from roughly 1820 to the period
subsequent to the American Civil War. The narrative fiction and nonfiction of this era
helped to establish the institution of American literature, but they did so not in a smoothly
linear development, but as part of discontinuous, often competing and contentious
historical process. In both the form and the content of nineteenth-century narrative, the
disparate spaces of the United States were represented. We will explore these various
narrative forms and cultural spaces in this course.
Goals: (1) To become familiar with important works of nineteenth-century American
literature; (2) To understand the literary, social, and historical background of these works;
and (3) To analyze the works.
Texts: Likely texts include Jonathan Arac, The Emergence of American Literary
Narrative, 1820–1860; Washington Irving, The Legend of Sleepy Hollow and Other
Writings; James Fenimore Cooper, The Pioneers; Augustus Baldwin Longstreet, Georgia
Scenes; Edgar Allan Poe, The Fall of the House of Usher and Other Writings; Herman
Melville, Typee; Nathaniel Hawthorne, The Scarlet Letter; Harriet Beecher Stowe, Uncle
Tom’s Cabin; and Mark Twain, Adventures of Huckleberry Finn.
Format: Seminar (discussion; student presentations; background material provided by
instructor).
Evaluation: Based on overall contributions, but roughly distributed as follows:
Abstracts
20% (or 10% each)
Papers
60% (or 30% each)
Class Participation
20%
Email: robert.tally@txstate.edu
Office hours: T-Th 2:00-3:00pm and by appointment.
ENG 5346.251 Southwestern Studies II
Topic: Consequences of the Region
T&Th 12:30-1:50pm; FH 113
#32610
Instructor: David R. Norman
Description: This course examines the richness and diversity of the Southwestern United
States and northern Mexico and focuses on multicultural studies by exploring the region’s
people, institutions, history, art, and physical and cultural ecology. An interdisciplinary
approach increases awareness of and sensitivity to the diversity of ethnic and cultural
traditions in the area. Students will discover what distinguishes the Southwest from other
regions of the United States, as well as its similarities, physically and culturally. The
images, myths, and perceptions of the region will be examined in light of historic records
and literary texts.
Goals: Students should be able to understand and analyze a variety of texts; quote,
paraphrase, and summarize print and/or online sources to support ideas; use standard
procedures of citation and documentation; discuss in detail various definitions of the
American Southwest, including northern Mexico, as a specific, unique region; address the
themes and qualities of the region as expressed in cultural documents; explain how an
interdisciplinary understanding is necessary in examining regional issues. Additionally,
students will demonstrate the ability to produce a graduate-level paper of 15-25 pages
that uses research to demonstrate mastery of regional issues. MFA students may select a
creative option with instructor approval.
Required Books:
Graves, John. Goodbye to a River (Vintage)
McCarthy, Cormac. Blood Meridian (Picador)
Montejano, David. Anglos and Mexicans in the Making of Texas: 1836-1986 (UT Press)
Porter, Katherine Anne . The Collected Stories of Katherine Anne Porter (Harvest)
Rulfo, Juan . Pedro Páramo. Trans. by Margaret Sayers Peden, fwd. by Susan Sontag
(Grove)
Vulliamy, Ed. Amexica: War Along the Borderline (Picador)
Format: Lectures and discussions.
Evaluation: Graduate students will take two regular exams and a final exam, totaling
50% of the overall course grade; write a major paper (40%); and meet in
seminar/conference with instructors for discussions (10% participation).
Ph: 245-0351 Email: davidnorman@txstate.edu
Office: Brazos 220 Office Hours: T/Th 1:30-3:30pm and by appointment.
ENG 5353.251 Pilgrimage Poetics
T 6:30-9:20pm; FH 376
#32611
Instructor: Dr. Susan S. Morrison
Description: In this course we will explore a highly popular genre of the Middle Ages:
pilgrimage literature. While we’ll focus on poetic masterpieces, prose will also be
studied. We start with Dante’s Commédia. In the Pilgrimage of Human Life, a French
work, Deguileville follows the travails of a pilgrim protagonist. William Langland’s
Piers Plowman is a gloriously complex allegory of late fourteenth-century England.
Selections from Chaucer's Canterbury Tales allow us to see his use of pilgrimage for the
frame tale of his poem. And we conclude with Margery Kempe, whose early 15th century
visionary text is conventionally viewed as the first autobiography in English by a man or
woman.
Pilgrimage both reflected and shaped medieval culture. Pilgrimage, a ritual wedded to
amendment and change, endorses the process of spiritual metamorphosis. These authors
writing in their individual vernaculars suggest how language itself reflects and enacts
change. Students will be reading great works of literature that will take a lot of time. Be
prepared to read, think and work a lot.
Required Texts:
Alighieri, Dante. Inferno. Trans. Allen Mandelbaum. NY: Bantam, 1984. ISBN: 0808509578
Alighieri, Dante. Purgatorio. Trans. Allen Mandelbaum. NY: Bantam, 1984. ISBN:
055321344x
Alighieri, Dante. Paradiso. Trans. Allen Mandelbaum. NY: Bantam, 1984. ISBN:
0520045173
Chaucer, Geoffrey. The Canterbury Tales. Penguin Classics. 2005. ISBN-10: 014042234X;
ISBN-13: 978-0140422344
Kempe, Margery. The Book of Margery Kempe. Trans. Lynn Staley. Norton, 2000: ISBN-10:
0393976394; ISBN-13: 978-0393976397
William Langland. Piers Plowman Norton Critical Edition. Elizabeth Robertson and
Stephen H.A. Shepherd, trans./editors. 2006 Norton. ISBN-10: 0393975592; ISBN-13:
978-0393975598
The Pilgrimage of Human Life. Guillaume de Deguileville. On TRACS.
Goals: To read the great pilgrimage poems of the fourteenth century and early fifteenth
century. To learn how to read in terms of historical context and theoretical sophistication.
Format: Discussion, mini-lectures lecture, students’ oral reports.
Evaluation:
25% (50% altogether) two in-class presentations, based on two critical
papers
15% one annotated bibliography with handout
25% research paper
10% class participation
Office: FH M12 Office hours: T/Th 11:00-11:30am; Th 1:30-2:30pm and by
appointment.
Ph: 245-7669 Email: morrison@txstate.edu.
ENG 5354.251 Studies in Renaissance Literature: Shakespeare and Performance
Th 6:30-9:20pm; FH 113
#32613
Instructor: Dr. Joe Falocco
Description: This is a performance class based on James Loehlin’s pioneering work at
UT Austin and the Winedale Program. In addition to doing some of the same close
reading and critical writing typical of English Department seminars, students will also be
required to memorize Shakespearean text and perform it “off-book.” This work will
culminate in a workshop performance of a complete Shakespeare play at the end of the
semester.
Goals: 1) To understand the literal significance and poetic qualities of early modern
language. 2) To understand the relationship between written text and performance. 3) To
research and write about theatrical history and performance.
Books: Complete Works of Shakespeare. Ed. David Bevington. Sixth Edition. New York:
Pearson Longman, 2008. ISBN: 9780205606283
Format: Seminar (most class meetings will take the form of theatrical rehearsals).
Evaluations: This course is graded on a “cost” basis. In other words, everyone starts with
an “A.” Two five-page papers will be graded pass/fail. The first is a descriptive paper that
will analyze the changes made to the received text for the Theatre Department’s
production of Richard III and the impact of these changes in performance (students will
therefore need to see this production Feb. 12-16th at 7:30pm or Feb. 17th at 2pm). The
second paper will be an informal response to the students’ work in performance over the
semester. If students fail or do not write either of these papers they will lose a full lettergrade for the semester. Students will also lose a full-letter grade if they miss class or
come to class unprepared. “Unprepared” will include inadequate memorization of
assigned material.
Absences after the fact will only be excused with documentation of hospitalization or
incarceration. Absences before the fact will only be excused at the request of University
officials for official University business.
Office: FH 211 Office hours: Tuesday 1-5 pm or by appointment.
For More Information: Email jf48@txstate.edu
ENG 5364.251 Studies in Romantic Movement
Topic: Byron, Keats, and the Shelleys
Th 6:30-9:20pm; FH 257
#32614
Instructor: Dr. Nancy Grayson
Description: A study of the major works of George Gordon and Lord Byron; Percy
Bysshe Shelley; Mary Wollstonecraft Shelley and John Keats, with attention to social
context and to literary scholarship.
Goals: To acquire in-depth knowledge of the art of the later Romantics and broad
knowledge of recent (as well as nineteenth- and twentieth-century) scholarship devoted to
their works, lives, and era.
Books: McGann, ed., Lord Byron: The Major Works, Oxford UP, 2008; Reiman and
Fraistat, eds., Shelley's Poetry and Prose, 2nd ed., Norton Critical Edition, 2001; Bennett
and Robinson, eds., The Mary Shelley Reader, Oxford UP, 1990; Jack Stillinger, ed.,
Complete Poems of John Keats, Harvard UP, 1982; Scott, ed., Selected Letters of John
Keats, Harvard UP, 2002.
Format: Discussion and interruptible lectures.
Evaluation:
Written report on two recent scholarly articles or book chapters—
4-6 pages
First Research Paper—5-7 pages
Second Research Paper—8-10 pages
Final Exam—Four essay questions—2-3 pages each (take-home)
Ph: 245-2317 Email: ng01@txstate.edu
Office: FH 313 Office hours: By appointment
ENG 5383.251/7383.251 Chican@ Rhetorics
W 6:30-9:20pm; FH 302
#40425 and #40426
Instructor: Dr. Jaime Mejía
Course Description: All peoples develop their own culturally specific means of
persuasion, and Chican@s are no exception. Studying the rhetorical strategies of
Chican@s could not be more timely as Mexican Americans are now constituting
demographic majorities in broad areas of the US, including Texas and the American
Southwest where EuroAmericans now constitute a minority. In order to help facilitate a
broader and deeper understanding of the rhetorical strategies of this diverse ethnic group,
which politically has survived as a political minority, this course seeks to give students an
understanding of the rhetorical situations which have caused Chican@s to respond in
culturally unique ways, through rhetorically unique means. This course will therefore
pose the following central questions as part of its mission which seeks to expose students
to the variety of rhetorics which Chican@s have used in the US: What rhetorical means
have Chican@s historically and traditionally used to fulfill their persuasive ends in their
unique, culturally specific rhetorical situations? Historically, how have the rhetorical
strategies changed, developed, and evolved over time? In which ways do the rhetorical
strategies differ from those of the American mainstream? To answer these questions, this
course will cover a variety of texts in order to examine the rhetorical strategies Chican@s
have developed and used over the last five decades, with primary texts covering
representative geographical areas as well as chronological periods. To this end, students
will explore and analyze the effectiveness of the use of figurative language and of
rhetorical tropes found in personal and critical essays as well as in memoirs by eminent
Chican@ writers and artists. These authors will include Tomás Rivera, Rudolfo Anaya,
Gloria Anzaldúa, Cherrie Moraga, Ana Castillo, Sergio Troncoso, Rolando Hinojosa,
Alicia Gaspar de Alba, Alma López, and Arturo Madrid, among others.
Evaluation: There will be one major research paper examining the development of
rhetorical strategies as found in the assigned readings and as practiced in art and films
where Chican@s are featured as central subjects. Students will be given ample time to
fulfill this research project. The course will be conducted primarily through class
discussions of the assigned readings. A few lectures will be given to help provide
contextual information.
Email: jm31@txstate.edu
ENG 5389.251 History of Children’s Literature
Topic: The Golden Age 1850-1940
M 6:30-9:20pm; FH G12
#38679
Instructor: Dr. Graeme Wend-Walker
Description: The period extending from the second half of the nineteenth century into
the first decades of the twentieth is broadly recognized as the most exciting period in the
history of publishing for children. An extraordinary flourishing of talent, and a radically
altered view of childhood, combined to leave an indelible mark on writing for children.
Many of the books produced during this period are now considered part of the great
“canon” of children’s literature, and remain popular with readers to this day. This course
will exam key works from the “Golden Age,” alongside a variety of critical responses to
them, to consider why it is that these books have had so much impact, what it is that
makes them different from what came before, and why they have endured. We will
consider issues of historical and cultural context, and will pay particular attention to the
development of a new kind of narrative voice that is more inclined to address the child
reader as an engaged participant in the storytelling process. Students are expected to
conduct independent research beyond the required reading list and are expected to come
to class prepared to actively participate in group discussion. Readings will be set for the
first class prior to the semester’s commencement.
Required Books (the specified editions are required):
Carroll, Lewis. Alice’s Adventures in Wonderland. 2nd ed. Peterborough: Broadview,
2011.
Twain, Mark. Adventures of Huckleberry Finn. Ed. Gerald Graff and James Phelan. 2nd
ed. Boston: Bedford-St. Martins, 2003. Case Studies in Critical Controversy
(Series).
Kipling, Rudyard. The Jungle Books. Harmondsworth: Penguin, 1987.
Baum L. Frank, The Wonderful Wizard of Oz: The Wizard of Oz, The Emerald City of Oz,
Glinda of Oz. Harmondsworth: Penguin, 1998.
Barrie, J. M. Peter Pan: Peter and Wendy, and Peter Pan in Kensington Gardens.
Harmondsworth: Penguin, 2004.
Burnett, Frances Hodgson. A Little Princess. Harmondsworth: Penguin, 2002.
Grahame, Kenneth. The Wind in the Willows. New York: Signet-Penguin, 2006.
Montgomery, L. M. Anne of Green Gables. New York: Modern Library-Random, 2008.
Burroughs, Edgar Rice. Tarzan of the Apes. New York: Barnes and Noble, 2006.
Lofting, Hugh. The Voyages of Doctor Dolittle. Mineola: Dover, 2004.
Milne, A. A. The House at Pooh Corner. Harmondsworth: Puffin-Penguin, 1992.
Additional primary and critical texts will be provided.
Goals: To introduce students to key works from the period and to the critical methods
used to analyze and evaluate them, and to develop independent research skills.
Format: Primarily group discussion, with presentations from students on both primary
and secondary texts, and mini-lectures on background material by the instructor.
Evaluation:
Attendance and Participation
10%
Class Presentation – Primary Text
10%
Short Paper – Presentation Write-up
15%
Class Presentation – Critical Text
10%
Annotated Bibliography
20%
Final Research Paper
35%
Ph: 245.7883 Email: gw15@txstate.edu
Office: FH 240 Office hours: MWF 9-10am or by appointment.
ENG 5395.251 Problems in Language and Literature
Topic: William Carlos Williams and Wallace Stevens
W 6:30-9:20pm; FH 257
#32753
Instructor: Kathleen Peirce
Description: This course provides an intensive study of the poetry written by William
Carlos Williams and Wallace Stevens, two very different American Modern poets.
The course will utilize student presentation, discussion, and lecture as we move
chronologically through the books, paying particular attention to each poet’s use of
received and invented forms. Essays by and about these poets will frame our reading and
discussion of the poems.
Texts: William Carlos Williams
The Collected Poems Vol. 1
(New Directions)
The Collected Poems Vol. 2
Paterson
The Selected Essays
Wallace Stevens
The Collected Poems
(Vintage)
The Necessary Angel
Format: Discussion, lecture, student presentations
Evaluation: 40% Discussion
10% Presentation
40% Two Papers (12-15 pages each) (a creative project may be
substituted for one paper)
10% Final Exam
Email: KP03@txstate.edu.
Office hours: T&Th 4-6pm and W 5-8pm
ENG 5395.252 Problems in Language and Literature
Modernism, Melodrama, and Mayhem
W 6:30-9:20pm; FH 376
#32759
Instructor: Dr. Victoria Smith
Description:
Amid burgeoning new urban spaces, industrialization of labor and radical redefinitions of
political, racial, economic, and gender relations, the early twentieth century was also
marked by an explosion of new and complex literary forms, as well as profound changes
in the plastic arts—from the post-impressionists to the invention of cinema. A period rife
with tensions and contradictions, modernism (roughly, 1880-1945) has often been
associated with “high art” as opposed to art meant for the masses; however, the same
time period also witnessed a flourishing of film or what one critic has called “vernacular
modernism.” This course explores these seeming paradoxes in three ways. First, we take
up the concept of modernity. What are its characteristics? Is it a useful category for
analysis? With these opening questions/ideas in mind, we will turn next to the idea of
melodrama (filmic and otherwise), a historically denigrated mode of representation, long
associated with excess and the feminine. Are there ways in which modernism is
inherently melodramatic? How does modernism affect concepts of melodrama? Finally,
we will examine a concept I am loosely calling “mayhem”—particularly as it is
embodied in a genre of films known as film noir. These dark and brooding films, with
their themes of alienation and despair, have been frequently associated with hard-boiled
masculinity. How does film noir intersect with melodrama and modernity? The course
looks at how these three competing and contradictory ideas inform, produce, and
transform each other. Key areas of study will include the dislocation of domestic
arrangements; the breakdown of stable gender categories; the ambiguous place of the
city; and the disturbance of racial boundaries. We will read examples of canonical
authors such as Woolf and Faulkner; view classic melodramatic films and film noir,
while reading widely in the literature on modernity, melodrama, and film noir.
Tentative Texts:
Virginia Woolf, Mrs. Dalloway, William Faulkner, Absalom! Absalom!, Linda Williams,
Playing the Race Card, Nella Larsen, Passing, Stephen Kern, The Culture of Time and
Space
Excerpts from the following: Peter Brooks, The Melodramatic Imagination, Lauren
Berlant, The Female Complaint, Ben Singer, Melodrama and Modernity, Edward
Dimenberg, Film Noir and the Spaces of Modernity, Wheeler Dixon, Film Noir and the
Cinema of Paranoia, Christine Gledhill, Home Is Where the Heart Is.
Films: Blonde Venus, Stella Dallas, Mildred Pierce, Imitation of Life, Double Indemnity,
Out of the Past, The Big Heat, The Blue Dahlia
Goals:
Students will learn to read and to question various contemporary understandings about
modernism, melodrama, and film noir. Using this knowledge, students will develop and
practice their abilities to analyze and to write thoughtfully about modernist texts and
films, as well as critical theory.
Format: Engaged discussion, student presentations, mini-lectures.
Evaluation: Weekly reading responses, an oral presentation, and a final paper.
Email: vs13@txstate.edu.
Office: FH M11 Office Hours: T/Th 3:30-4:30pm and by appointment.
ENG 5395.253 Problems in Language and Literature
Topic: Graphic Narrative
Th 6:30-9:20pm; FH G12
#38680
Instructor: Nelly Rosario
Description: This course examines the graphic narrative in terms of how each
author/illustrator employs narrative elements—plotting and structure, characterization,
dialogue mechanics, setting, tone, theme—as well as the values and visions
expressed. We will consider various genres of “picture writings” from which to
appropriate storytelling techniques for our own literary work. At the semester’s end,
students create a graphic narrative of their own.
Ph: 245-3653 Email: nr12@txstate.edu
Office: FH M21