Courses offered Spring 2016:
Undergraduate Level
ENG 100 ENGLISH COMPOSITION: WRITING CENTER (1-3 credits) (#)
One-to-one, individualized teaching to improve your writing. Pass-fail only. May be repeated for up to 3 units of credit.
ENG 107 ENGLISH COMPOSITION: WRITING CENTER (1-3 credits) (#)
Rachel Koch
One-to-one, individualized teaching to improve your writing. Pass-fail only. May be repeated for up to 3 units of credit.
ENG 105 CRITICAL READING AND WRITING IN THE UNIVERSITY COMMUNITY (4 credits)
English 105 is a four-credit-hour survey course that introduces you to critical reading and writing in the academic community. Through the semester,
we practice the reading process: generating questions or deriving answers from texts; summarizing texts, identifying examples, drawing inferences,
and making logical or comparative connections; organizing information in a variety of ways; seeing and learning rhetorical skills used by effective
writers; and evaluating the merits of what we read. At the same time, we practice the writing process; identifying audience and purpose; gathering or
finding ideas; organizing and interrelating those ideas for readers; drafting in order to develop, support, and illustrate ideas; revising from trial-anderror and in light of peer input; editing for clarity and accuracy. Course fee required.
ENG 130: The World of Literature
(#5025) MW 2:20-3:35pm
Tim Yamamura
In this class we will explore the world of literary study. This introductory-level course is designed for students with an interest in pursuing an
education in English Literature, as well as students hoping to fulfill their general education requirements (Aesthetic and Humanistic Inquiry). In this
course, we will familiarize ourselves with the poetics of various literary forms, including short fiction, poetry, non-fiction, dramas, novels, and the
graphic novel. Topics to be covered will include language, imagery, narrative, theme, character, and setting in literary representation. Authors to be
read include Octavia Butler, Franz Kafka, David Foster Wallace, Jamaica Kincaid, Tobias Woolf, August Wilson, Mary Shelley, Arthur Miller, Ursula
K. Le Guin, Claudia Rankine, Allison Bechdel, and James Joyce.
Area: Literature
Fulfills: LS Requirements for: Aesthetic & Humanistic Inquiry
Prerequisite: Freshman or Sophomore status or Honors Student Group.
ENG 205 THE ACADEMIC WRITER'S WORKSHOP (2 credits)
Reading and writing skills in response to academic texts. Letter grade only.
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 40+) or International Exchange Student Group
ENG 210 PRINCIPLES IN RHETORIC (3 credits)
(#4193) TTh 2:20-3:35pm
Chase Edwards
English 210 introduces students to a western approach to rhetorical principles beginning with Classical Rhetoricians (the Sophists, Plato), and
concluding with more modern approaches to communicative acts. The end goal is for you to become more aware, more explicit, and more conscious
on language, visual, audio, and video choice choices for communicating ideas. You will practice analyzing, researching, and presenting on theories
as well as other people’s use of rhetoric. You will also practice creating and developing your own end products with rhetorical frameworks to guide
your conscious decisions. The western sense of rhetoric has heavily influenced how U.S. universities perceive proper language use. Intellect,
according to Aristotle, is fine but without an understanding of how to deliver that intellect for a given situation that intellect remains with the individual.
The course readings, exercises, and research opportunities are meant for understanding how rhetoric has developed and how our understanding of
rhetoric has influenced societal perspectives of truths.
Area: Rhetoric, Writing and Digital Media Studies
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 211 PRINCIPLES OF WRITTEN ARGUMENTATION (3 credits)
(#4823) TTH 9:35-10:50am
Greg Glau
During the semester, we will discuss what argument means in our society. We will read many examples of arguments, and you will be able to
differentiate the types, methods, and conventions of argumentation in articles you read and write. We will look at various ways of delivering
argument, and thoroughly cover audience analysis. Your goal is to improve your argumentative writing skill for use in any discipline or situation. The
central question for the semester will be, “Is everything an argument?” By evaluating your own habits, beliefs and interactions, along with current
issues and events, we hope to definitively answer the preceding question.
The subjects covered in class will most likely spur emotional and logical debate, and should be quite fun. Keep in mind that all opinions are to be
valued and respected. You don’t have to agree with anyone else. You do have to respect everyone else and keep anything you say respectful. I
don’t want to coddle people who are “offended” if anybody says anything they don’t happen to agree with. On the other hand, I don’t want to allow
anybody to say hurtful, obscene, or derogatory things. Sometimes, this is a hard balance to find. As we grow as a class, your opinions may change
or may become stronger, so it is important that we provide an atmosphere where everyone feels comfortable sharing their views and ideas.
This is a Liberal Studies course in the Aesthetic and Humanistic Inquiry distribution block. Courses in this block involve students in the study of
the human condition through philosophical inquiry and analysis of the various forms of creative expression. These courses help students develop an
understanding of the relationship between context and human creative expression, major conceptual frameworks utilized to make sense of the
creative arts, and how human experience and values are expressed through creative endeavors. Students will also develop their capacities for
analysis and ethical reasoning along with an understanding of the multiple facets of the human condition. The mission of the Liberal Studies
Program at Northern Arizona University is to prepare students to live responsible, productive, and creative lives as citizens of a dramatically
changing world. To accomplish the mission of Liberal Studies, Northern Arizona University provides a program that challenges students to gain a
deeper understanding of the natural environment and the world’s peoples, to explore the traditions and legacies that have created the dynamics and
tensions that shape the world, to examine their potential contributions to society, and thus to better determine their own places in that world.
Through the program students acquire a broad range of knowledge and develop essential skills for professional success and life beyond graduation.
Through the program students acquire a broad range of knowledge and develop essential skills for professional success and life beyond graduation.
In addition to discipline specific skills, this course will emphasize effective writing, an essential skill defined in the University’s Liberal Studies
Program.
Course Goals and Student Learning Expectations/Outcomes for this Course
To successfully complete this course, students must do the following in written and oral forms:
1.
2.
Identify and discuss strategies of argumentation (an outcome linked to the aesthetic & humanistic inquiry distribution block)
Demonstrate developed critical thinking and writing skills through interpretation and analyses of the readings in the text, as well as other
readings supplied throughout the semester (effective writing is the essential skill that will be assessed for the Liberal Studies
program)
3. Strengthen writing skills by engaging in varied forms of writing assignments (effective writing is the essential skill that will be assessed
for the Liberal Studies program)
Fulfills LS Requirements for: Aesthetic & Humanistic Inquiry
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 220 ENGLISH GRAMMAR AND USAGE (3 credits)
(#1161) MW 9:10-10:00am and F 9:00-10:00am
(#3383) MW 9:10-10:00am and F 10:20-11:10am
(#3384) MW 9:10-10:00am and F 11:30-12:20pm
Okim Kang
Current views on American English usages. Surveys prescriptive-descriptive grammar debate in relation to norms, dialects, and cultural
values. Letter grade only.
Area: Applied Linguistics
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 231 BRITISH LITERATURE TO 1750 (3 credits)
(#1150) TTh 12:45-2:00pm
Ryan Farrar
This course will familiarize students with the developments of British literature from its early beginnings to 1750. We will overview a variety of
literature, such as the epic poem, sonnets, plays, and the novel while overviewing their respective historical contexts. Readings may include works
from Geoffrey Chaucer, Thomas More, Edmund Spenser, Philip Sidney, John Webster, John Milton, Aphra Behn and more. Students will be
evaluated based on class participation, journals, short formal papers, a creative group presentation, and exams.
Area: Literature
Prerequisites:
ENG 242 AMERICAN LITERATURE FROM COLONIAL TIMES TO 1865 (3 credits)
(#3127) MW 12:45-2:00pm
Karen Renner
This course is designed to familiarize you with the themes, stylistic features, and historical/cultural contexts of major works of American literature
before 1865. Readings will include works by Anne Bradstreet, Benjamin Franklin, Hannah Webster Foster, Edgar Allan Poe, Ralph Waldo Emerson,
Nathaniel Hawthorne, and Frederick Douglass. Instruction is discussion based, and assignments will include in-class and take-home quizzes, formal
essays, and class participation.
Area: Literature
Fulfills LS Requirements for: Aesthetic & Humanistic Inquiry
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 247 INTRODUCTION TO AFRICAN AMERICAN LITERATURE (3 credits)
(#7689) Online Asynchronous
Monica Brown
This course will survey works of African-American Literature.
Area: Literature
Fulfills: LS Requirements for: Aesthetic & Humanistic Inquiry.
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 253 WORLD LITERATURE: Transnational Science Fiction (3 credits)
(#5246) TTh 11:10-12:25pm
(#7690) TTh 9:35-10:50am
Tim Yamamura
This class will examine the global genre of science fiction from countries and communities throughout the world. Over the course of the semester, we
will examine the global emergence of science fiction across national, cultural, and linguistic borders, exploring how the circulation of science fiction
narratives, tropes, and forms across the world can help us consider the problems, and possibilities, of world literature in our present context of
globalization. Topics to be covered include science and techno-culture, nationalism, diaspora, globalization, as well as the representation of futurity
in literature. Authors to be read in the course include Jules Verne, Edgar Allen Poe, Percival Lowell, Lafcadio Hearn, Ursula K. Le Guin, Abe Kobo,
Liu Cixin, William Gibson, Stanislav Lem, Ken Liu, and Octavia Butler.
Area: Literature
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 261 INTRODUCTION TO WOMEN WRITERS (3 credits)
(#3015) TTh 2:20-3:35pm
Mara Reisman
The goal of this course is to introduce you to a wide range of women writers. We will pay particular attention to the historical and cultural issues
surrounding each text and each period. Among the major issues we will address are the following: humor, subversion, revision, social criticism,
domestic space, politics, motherhood, and identity. We will also discuss the sometimes fraught issue of authority for women writers. In short, we will
cover personal, public, and professional issues. One of the big topics we will consider is the relationship between expectations for women and the
realities of their lives, and we will address what Angela Carter calls the “social fiction of femininity”—the cultural construction of gender roles—and
how the authors under consideration deal with this subject. In other words, how do these women writers adhere to social fictions, defy them, or
redefine them? Requirements: quizzes, response papers, exams, presentations, and an active participation in class discussions.
Area: Literature
Fulfills: LS Requirements for Aesthetic & Humanistic Inquiry
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 266 WORLD CINEMA: AN INTRODUCTION (3 credits)
(#3493) W 4:00-6:30pm
(#4318) W 4:00-6:30pm
Rebecca Gordon
An introductory survey of the first one hundred years of cinema, including histories and texts from traditionally underrepresented areas such as
Africa, the Middle East, Australasia, Asia, and Latin America. Letter grade only.
Area: Literature
Prerequisite: ENG 105 or HON 190 or instructor's consent CU
ENG 270 INTRODUCTION TO CREATIVE WRITING: FICTION (3 credits)
(#3497) T 4:00-6:30pm
STAFF
Beginning course in short-story writing that emphasizes the composition and revision of student stories. Letter grade only.
Area: Creative Writing
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 270 INTRODUCTION TO CREATIVE WRITING: FICTION (3 credits)
(#3498) W 4:00-6:30pm
(#7559) F 12:45-3:15pm
Lawrence Lenhart
In How Fiction Works, preeminent literary critic James Wood insists fiction is “both artifice and verisimilitude.” In this course, students will study these
terms (and many others) as they become conversant in the genre. If fictions are, as Wood suggests, plausible inventions, which do we value more:
The plausibility? The inventiveness? Students will strive to understand the genre on a conceptual level—its origins, usages, potentials, permutations,
and (perchance) limitations. They will examine and emulate core craft through readings and writing exercises, respectively.
Area: Creative Writing
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 271 INTRODUCTION TO CREATIVE WRITING: POETRY (3 credits)
(#4054) T 4:00-6:30pm
(#4630) Th 4:00-6:30pm
Justin Bigos
This course will introduce students to the genre of poetry – not some rarified, dusty old thing, but an ancient art form that is continually being
reinvigorated with each new generation of poets. We’ll read a culturally and aesthetically diverse array of contemporary American poets, as well as a
hands-on primer, and respond to these works both in class and in reading responses. We will focus on how use of syntax and line, rhythm and
meter, imagery, diction, structure, and tone contribute toward the making of poems. Students will have their poems workshopped by their peers and
teacher – verbal participation is crucial. While some class time will be devoted to in-class writing exercises (such as the “textu,” or poem-as-textmessage, coined by poet Fady Joudah), students should expect to spend a few hours per week writing and revising poems outside of class. The
final portfolio will consist of five poems (two substantially revised).
Area: Creative Writing
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 272 INTRODUCTION TO CREATIVE WRITING: CREATIVE NONFICTION (3 credits)
(#3381) TTh 11:10-12:25pm
Nicole Walker
This course will introduce students to the genre of creative nonfiction. We will focus on how style, technique, voice, and narrative development help
form successful essays. We’ll read an anthology of contemporary essayists, as well as a full-length memoir, and respond to these works both in
class and in written reading responses. Students will have their essays workshopped by their peers and teacher – verbal participation is crucial.
While some class time will be devoted to in-class writing exercises (such as the “Tiny Truths Contest,” sponsored by Creative Nonfiction magazine,
in which people tweet 130-character “true stories”), students should expect to spend a few hours a week writing and revising essays outside of class.
The final portfolio will consist of two essays (one substantially revised), as well as a short, reflective essay on the craft of creative nonfiction.
Area: Creative Writing
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 272 INTRODUCTION TO CREATIVE WRITING: CREATIVE NONFICTION (3 credits)
(#7560) M 4:00-6:30pm
Lawrence Lenhart
Since Michel de Montaigne’s Essais (1580), the prose writer has transitioned from a position of expertise to one of inquiry: Que sais-je? (“What do I
know?”). The essai, or essay, comes from the French word for “trial” or “attempt.” In this course devoted to creative nonfiction, students will attempt
to honor the self (memoir), others (biography), and the zeitgeists of the moment (long-form journalism) via the myriad styles associated with the
genre. We will debate the merits of fact, consider the meaning of non-fictio (non-fashioning), and be trained to read the essay equally for polygraphy
and pleasure. By examining and emulating core craft elements through readings and writing exercises, respectively, students will become
conversant in the genre. This course is, first and foremost, a workshop. This means that students will generate the primary body of text that will be
read, analyzed, and discussed. Students will write two essays, each 12-20 pages in length, and the essays will be “workshopped” during class time.
Students will be required to read peers’ essays thoughtfully and critically, offering constructive feedback in the form of critique letters AND
discussion.
Area: Creative Writing
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 300 CURRENT TRENDS AND THEORIES IN THE TEACHING OF ENGLISH (3 credits)
(#7570) MW 12:45-2:00pm
Sandra Raymond
Current pedagogical, technological, and professional issues facing public school English teachers. Letter grade only. Course fee required.
Area: English Education
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+)
ENG 301W LANGUAGE AND LITERACY (3 credits)
(#1411) MW 4:00-5:15pm
Lisa Ashley
This course will explore the complex relationship between language, literacy, and learning in today’s secondary English/Language Arts (ELA)
classroom. Special consideration will be given to reading strategies, issues of diversity and culture, English Language Learner challenges, and
Common Core literacy practices. Students in this course will gain a solid understanding of the theoretical issues and the practical applications in the
teaching of language and literacy in the secondary ELA classroom. This class is most relevant for English Education students who wish to become
secondary ELA teachers.
Area: English Education
Fulfills: Junior Level Writing Requirement for BSED English Education students
Prerequisite: ENG 105 or HON 190 or HON 191 and 9 hours of ENG; or consent of instructor
ENG 302W TECHNICAL WRITING (3 credits)
(#1162) MWF 8:00- 8:50 am
(#5202) MWF 9:10-10:00 am
(#5203) MWF 10:20-11:10 am
(#5204) MWF 11:30-12:20 pm
Mark Gula
This course provides instruction in the characteristics of technical communication, and the qualities that comprise excellence in technical
communication. Students will receive instruction and experience in writing different types of technical communications, including proposals, technical
descriptions and instructions, analyses, evaluation and recommendation reports, abstracts, progress reports, business letters, technical articles,
resumes, and correspondence.
Area: Professional Writing
Fulfills: NAU's junior-level writing requirement
Prerequisite: ENG 105 or HON 190 or HON 191
ENG 302W TECHNICAL WRITING (3 credits)
(#5205) TTh 9:35-10:50am
(#5208) TTh 9:35-10:50am
(#7576) TTh 11:10-12:25pm
(#7578) TTh 12:45-2:00pm
Sharon Crawford
This course provides instruction in the characteristics of technical communication, and the qualities that comprise excellence in technical
communication. Students will receive instruction and experience in writing different types of technical communications, including proposals, technical
descriptions and instructions, analyses, evaluation and recommendation reports, abstracts, progress reports, business letters, technical articles,
resumés, and correspondence.
Area: Professional Writing
Fulfills: NAU's junior-level writing requirement
ENG 305W WRITING IN DISCIPLINARY COMMUNITIES (3 credits)
(#1476) MW 12:45-2:00pm
(#4221) MW 2:20-3:35pm
(#5195) TTh 9:35-10:50am
(#7580) TTh 11:10-12:25pm
Alana Kuhlman
English 305w: Writing in Disciplinary Communities is a survey course which assists with writing expectations and performances required in specific
majors and with writing in professional settings. Assignments, strategies, and theories are geared towards genres and conventions of academic
disciplines and departments.
305w emphasizes critical reading, analytical writing, research, presentation, and rhetorical strategies in conjunction with these six writing principles:
 Purpose
 Audience
 Document design
 Sentence control
 Disciplinary writing strategies
 Workplace writing
Students in English 305w are encouraged to explore and to engage with material inside and outside of their disciplinary areas of study. This will
encourage you to engage multiple audiences with the topics that you will explore in this course.
Area: Rhetoric, Teaching and Digital Media Studies & the Teaching of Writing
Fulfills: NAU's Junior-level writing requirement
Prerequisite: ENG 105 or HON 190n or HON 191
ENG 313W LITERACY, LANGUAGE, AND BIAS
(#4946) TTh 12:45-2:00pm
Nicole Pfannenstiel
English 313W focuses on theories and practices of text and digital literacies as influenced by political, social, cultural, and historical situations. This
course fulfills NAU’s junior-level writing requirement. This particular course explores theories and practices of text and digital literacies through
Videogames, specifically focusing on ideas of learning, language, and play.
Area: Rhetoric, Teaching and Digital Media Studies & the Teaching of Writing
Prerequisite: ENG 105 or HON 190n or HON 191
ENG 321 ENGLISH GRAMMARS (3 credits)
(#1163) MW 10:20-11:10 am and F 9:10-10:00am
(#3298) MW 10:20-11:10 am and F 10:20 -11:10am
(#3299) MW 10:20-11:10 am and F 11:30-12:20pm
William Crawford
What do we mean by "grammar"? Is the grammar one uses in conversation different from the grammar used in writing? Is there one correct
grammar that is suitable for all purposes and contexts? Do professors have better grammar than a New York City stock broker? English 321
answers these questions by describing the systematic nature of English grammar as it relates to the contexts in which it is used and the
speaker/writers who use it. Overview of significant grammatical approaches to the English language. Letter grade only.
Area: Applied Linguistics
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student
ENG 335 SHAKESPEARE (3 credits)
(#1164) MW 2:20-3:35pm
Ryan Farrar
Hardly anyone involved with literature can mutter the words “William Shakespeare” without the impression of a great English writer coming to mind.
But was he so great? Why is there so much recognition paid to one author? In this class, we will tear past mere impressions and try to explore what
made the work of this particular playwright notable for 400 centuries following his death. We will read seven or eight plays, which may include
Hamlet, Macbeth, The Merchant of Venice, Twelfth Night, and The Tempest among others. Students will be evaluated based on class participation,
formal papers, creative presentations, and exams.
Area: Literature
Prerequisite: ENG 105 or HON 190 or HON 191 or International Exchange Student Group
ENG 335 SHAKESPEARE (3 credits)
(#4809) TTh 11:10-12:25pm
Jay Farness
“Reading and discussion of selected works of Shakespeare,” says the NAU Catalog, but there’s more. This class studies the best examples of
Shakespeare's comic and tragic playwriting and explores those persistent themes and insights that have won Shakespeare a reputation as the
master pessimist of English literature. Probable readings include Much Ado about Nothing, Julius Caesar, The Merchant of Venice, Othello, one
more tragedy, and one more comedy. Study of Shakespeare's backgrounds will focus on remarkable developments in Elizabethan attitudes about
theater, about the family, and about the human person in society--developments that helped make possible the dazzling power and success of
Shakespeare's plays. Class format emphasizes close reading and discussion. Assignments include two essays, three essay-tests, and a short
objective test.
Area: Literature
Fulfills: Liberal Studies requirements for Aesthetic and Humanistic Inquiry
Prerequisite: ENG 105 or HON 190 or HON 191 or International Exchange Student Group
ENG 337 STUDIES IN POETRY (3 credits)
(#4809) MW 12:45-2:00pm
Donelle Ruwe
Nineteenth- and early twentieth-century students were expected to memorize and recite poems as part of a standard grade-school and upper-grade
curriculum. Each school year would end with a recitation of verse extracts by major poets or by the “schoolroom poets,” those writers who
specialized in heartfelt or funny verse that appealed to popular tastes. Pieces such as “Casey at the Bat,” Tennyson’s “Charge of the Light Brigade,”
Henley’s “Invictus,” Longfellow’s “Hiawatha,” Hemans’s “Casabianca,” and Barrett Browning’s “How do I Love Thee, Let me Count the Ways” were
learned by heart and became a treasured memory for later years. Indeed, I can remember my grandfather proudly reciting from memory whole
extracts of his favorite poems, including a piece that listed all of the presidents up to F.D.R.: “First on the list is Washington, Virginia’s proudest
name! / John Adams next, a Federalist, into the White House came . . .“ These shared verses once represented a powerful cultural legacy that many
felt was part of the lifeblood of the nation. Sadly, we have lost the noble practice of poetry recitation and no longer see verse as a civic duty and a
public institution. Our class will reverse this trend. We will examine the best loved poems of the nineteenth and early twentieth century and, like
students of old, we will conclude our class with a formal recitation of verse to which an audience will be invited. Students will prepare a spoken
presentation, a short essay, and short poetry-reading activities. The focus of this class is to help students learn the ins and outs of reading verse and
learning how to appreciate its sounds and its forms.
Area: Literature
Fulfills: Liberal Studies requirements for Aesthetic and Humanistic Inquiry
Prerequisite: ENG 105 (or HON 190 or equivalent)
ENG 351 Post-Colonial Literary Traditions: Literatures of the Asian Diaspora
(#5247) MW 12:45-2:00pm
Tim Yamamura
This class will explore the literary traditions of the Asian diaspora, including, but not limited to, Chinese, Japanese, Indian, Korean, Vietnamese, Thai,
and Filipino/a communities outside of Asia. Over the course of the semester, we will examine how writers of Asian descent have experimented
across literary forms, conventions, and genres in the representation of the historical experiences of Asian diasporic communities discrepantly
impacted by colonialism, war, and migration in the modern period. Topics to be considered include ethnic and diasporic identity, the Asian American
movement, transnationalism in literature, post-colonialism in Asia, and globalization. Authors to be read include Karen Tei Yamashita, Maxine Hong
Kingston, Jessica Hagedorn, Carlos Bulosan, E. Lily Yu, Chang Rae Lee, Lily Hayslip, S.P. Somtow, Amitav Ghosh, Ruth Ozeki, Monique Truong,
Teresa Cha, and Bharati Mukherjee.
Area: Literature
Fulfills: Aesthetic and Humanistic Inquiry and Ethnic
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 360w LITERARY CRITICISM
(#7700) TTh 12:45-2:00pm
Jay Farness
Think of ENG 360W as an "introduction to literature, criticism, and theory" since that's the title of a textbook we'll depend on. In this book are twodozen-plus chapters, each an essay on a topic in literature, criticism, or theory, each providing a distinctive cross-section of the state of literary study
early in the twenty-first century. These essays are introductory, contemporary, sophisticated, stylishly written, and relatively short. They focus on
concepts both familiar—"the author," "character," "the tragic"—and less familiar—"the uncanny," "queer," "the performative." They employ many
examples and illustrations, and they deliberately drop lots of names to encourage further reading and study, both yours and mine. I will match
chapters and topics to selected poems and stories so that we can experiment with the insights and perspectives we’re reading about. No matter what
level of literary literacy you bring to this course, by the end of the term you will know more about what writers do and, especially, about what
professional readers do—readers who are teachers, professors, critics, or theorists.
Because this course satisfies NAU’s junior-level writing requirement, plan to write and to revise. I will assign several page-and-a-half informal
response papers (500 words or so each), at least two short formal papers (1500 words each), and one longer paper (2000-plus words) that includes
revision of earlier work. And there’s one test.
Area: Literature
Fulfills: Aesthetic and Humanistic Inquiry and Ethnic
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group
ENG 361 SPECIAL TOPICS IN WOMEN WRITERS
(#1437) TTh 12:45-2:00pm
Mara Reisman
This course will focus on 20th- and 21st-century British women writers. In particular, we will look at literature from 1950-present. We will discuss these
works in relation to their cultural context and in relationship to contemporary feminism. Among other issues, we will address the ways in which these
authors engage with and revise familiar stories and histories, are stylistically innovative, and subvert cultural and literary expectations. Required work
includes quizzes, in-class writings, response papers, an oral presentation, an annotated bibliography, a research paper, and active participation in
class discussions.
Area: Literature
Prerequisites: ENG 105 or HON 190 or HON 191
ENG 365 CONTEMPORARY LITERATURE
(#7692) TTh 9:35-10:50am
(#7693) TTh 2:20-3:35pm
Jeff Berglund
This course provides an introduction to a variety of contemporary literary texts and an introduction to some of the critical issues involved in studying
them. The course will provide an overview of trends in contemporary writing, not only through close reading and aesthetic inquiry, but also through a
study of the historical, social contexts that inform contemporary texts. This dual focus (on aesthetics and social contexts) is necessary because, as in
other periods, contemporary American texts take up a diverse range of human experience, often examining American institutions and ideologies (the
family, war and nationalism, democratic process, gender, racial identities, religious experience, and more) through interesting developments in both
form and subject matter.
Area: Literature
Prerequisites: ENG 105 or HON 190 or HON 191 or English Placement Test and 3 hours of ENG-English coursework or International Exchange
ENG 370W INTERMEDIATE FICTION WRITING (3 credits)
(#4636) T 4:00-6:30pm
Lawrence Lenhart
In this course, students will continue thinking about the concepts introduced in ENG 270 while striving to evoke deeper levels of pathos and a certain
level of finesse (a lighter hand) as they draft and craft two smart and heartfelt stories. Students will experiment with revision techniques as they
polish both stories for a final portfolio. This course is, first and foremost, a workshop. This means that students will generate the primary body of text
that will be read, analyzed, and discussed. Students will write two short stories, each 12-20 pages in length, and the stories will be “workshopped”
during class time. Students will be required to read peers’ stories thoughtfully and critically, offering constructive feedback in the form of critique
letters AND discussion.
Area: Creative Writing
Fulfills: This course fulfills NAU's junior-level writing requirement. Letter grade only.
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 270
ENG 371 INTERMEDIATE POETRY WRITING (3 credits)
(#1451) M 4:00-6:30pm
Justin Bigos
This course will build upon what student learned in ENG 371, in order to strengthen their abilities to analyze and describe poetry from a poet’s
perspective. Students will read an anthology that includes brief essays on poetic craft alongside the poems, as the anthology’s poets examine
particular issues in their own work, e.g., landscape, persona, humor, elegy, and poetic sequence. Students will workshop five poems, including a
poetic sequence and a catalog of praise.
Area: Creative Writing
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 271
ENG 400 METHODS OF TEACHING LITERATURE IN THE SECONDARY CLASSROOM (3 credits)
(#1166) W 4:00-6:30pm
Angela Hansen
This course will focus on a balance between the theoretical and practical approaches necessary to teaching literature at the secondary level. In
addition, much of the course will focus on the professional and pedagogical approaches to teaching all aspects of the English language arts at the
secondary level. Students are required to write an extensive unit plan upon which successful completion is part of the evaluation process for
admittance into student teaching. In order to maximize success in the class, students should not enroll in ENG 400 until they have fulfilled the
majority of their English education requirements (such as ENG 300, ENG 301W, and ENG 403 and appropriate English content courses).
Area: English Education
Prerequisite: ENG 105 or HON 190 or HON 191 and 9 hours of ENG; or consent of instructor
ENG 401 ENGLISH EDUCATION PRACTICUM (1 credit)
(#1167) W 6:00-6:50pm
Lisa Ashley
This practicum provides English Education students with field experience in middle and high school English language arts classrooms. Students
spend 45 contact hours in ELA classrooms, approximately 22-23 hours at each level, observing teacher practices, classroom routines, management
styles, and working with students under the direction of the “host” teacher. In order to participate in the practicum, students must have a Fingerprint
Clearance Card and be accepted to the Teacher Education Program (TEP). This course is a one (1) credit, pass/fail course.
Area: English Education
Prerequisite: ENG 105 or HON 190 or HON 191 and 9 hours of ENG; or consent of instructor
ENG 403 APPROACHES TO TEACHING WRITING IN THE SECONDARY CLASSROOM (3 credits)
(#1168) MW 2:20-3:35pm
Sandra Raymond
This course is designed to prepare secondary and elementary education majors to teach writing in their future classrooms. Current teachers and
those planning to teach at a university or community college may also find this course useful. This course requires and expects participants to look at
writing from a pedagogical viewpoint. Students will examine and discuss theories, methods, trends and practices in the areas of composition,
rhetoric, and creative writing; the rhetorical tradition as a historical framework for current issues in writing instruction; and the issues and concerns
facing writing teachers today. This is a very intensive course attempting to cover a large amount of information in a short period of time. Expect to do
a great deal of reading and writing.
Area: English Education
Prerequisite: ENG 105 and 9 hours ENG; or consent of instructor
ENG 406 ESL METHODS AND MATERIALS FOR SECONDARY TEACHERS (3 credits)
(#4700) TTh 9:35-10:50am
Staff
English as a second language useful for middle- and secondary-level English teachers. Letter grade only.
Prerequisite: (ENG 105 or HON 190 or English Placement Test Results (PLACE 60+)) and ENG 301W
ENG 408 FIELDWORK EXPERIENCE: COOPERATIVE EDUCATION (1-12 credits)
Nancy Barron
Individualized supervised field experience in an appropriate agency or organization. Department consent required. Pass-fail only. No repeat limit.
ENG 410C SEMINAR IN RHETORIC: Participatory, Culture, Social (3 credits)
(#4947) TTh 2:20-3:35pm
Nicole Pfannenstiel
Students apply theories and research skills surrounding rhetoric and digital media to create capstone projects and texts that show their knowledge of
the social and cultural dimensions of print and digital culture. This course develops ideas, practices and discussion about digital rhetorics through
blog posts, theories of digital rhetorics, and creative making.
Area: Rhetoric, Teaching and Digital Media Studies & the Teaching of Writing
Prerequisite: ENG 105 or HON 190n or HON 191
ENG 420C SEMINAR IN LANGUAGE: (3 credits)
(#4182) TTh 12:45-2:00pm
STAFF
Intensive study of selected topics in language and linguistics. Letter grade only. May be repeated for up to 9 units of credit with different content.
Area: Applied Linguistics
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 9 hours of ENG-English coursework
ENG 431C SEMINAR IN BRITISH LITERATURE (3 credits)
(#7691) MW 4:00-5:15pm
Ryan Farrar
During the era of the English Renaissance, the stage thrived with the work of playwrights besides Shakespeare. The plays of these writers, too,
featured various treatments of social hierarchy, revenge, villainy, incest, carnival, comedy, and tragedy. In this class, we will take a close look at
Shakespeare’s predecessors, contemporaries, and successors while also exploring how the socio-cultural climate of Elizabethan and Jacobean
England informed the content of their work. We will revisit authors such as Thomas Kyd, Christopher Marlowe, Thomas Dekker, Ben Jonson,
Thomas Middleton, and John Webster. Students will be evaluated based on class participation, a short paper, a research paper, and exams.
Area: Literature
Prerequisite: ENG 105 or HON 190n or HON 191
ENG 445C SEMINAR IN U.S. MULTI-ETHNIC LITERATURE (3 credits)
(#3495) TTh 11:10-12:25pm
Jeff Berglund
This seminar will examine Indigenous film and narrative from the Anglophone world. We will look briefly at the history of American Indian
representation in movies, but will spend the bulk of the semester analyzing Native-and Indigenous productions from U.S.-, Canadian-, Australian-,
and New Zealand-based filmmakers. We may also consider original source material--novels, memoirs, and short stories--and the adaptation
process. An insistence on cultural specificity, historical accuracy, and context will ensure that students will develop a well-rounded look at a variety
of traditions from specific tribal and/or cultural contexts. Particular emphasis will be placed on the necessary historical and cultural context required
for a thorough understanding of Indigenous filmmaking.
Area: Literature
Prerequisite: ENG 105 or HON 190n or HON 191
ENG 460C SEMINAR IN LITERARY HISTORY (3 credits)
(#3161) T 4:00-6:30pm
Karen Renner
Since the middle of the twentieth century, depictions of “evil” children in literature, film, television, and even video games have been on the rise.
What is the appeal of the evil child? What sort of cultural work does it perform? These are the questions that we will seek to answer in this course.
Rather than approach the “evil child” as a singular convention, we will consider the historical contexts and ideological implications of several
subtypes of evil children, which may include the possessed child, the feral child, and the serial killer-as-child. Texts studied will include The Bad
Seed, Lord of the Flies, and short stories by Ray Bradbury, Jerome Bixby, and Peter Straub; clips from video games; and several films. Instruction is
discussion based, and assignments will include weekly response papers and a 12-15-page research paper on a text of your choice that focuses on a
child figure.
Area: Literature
Fulfills: Senior Capstone
Prerequisite: ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 12 hours of ENG-English coursework
ENG 461C SEMINAR IN LITERARY GENRES (3 credits)
(#4635) TTh 4:00-5:15pm
Mara Reisman
This seminar will look at British gothic novels from the 18th-century to the present. We will look at various definitions of the gothic novel and consider
how and why the definition shifts in each period. We will also address what is culturally at stake in these novels. We will begin the course by reading
Horace Walpole’s The Mystery of Otranto (1764) and end with a contemporary gothic novel. Other authors we will be reading include Matthew
Gregory Lewis, Ann Radcliffe, Jane Austen, Wilkie Collins, Bram Stoker, and Patrick McGrath. Required work includes quizzes, in-class writings,
response papers, an oral presentation, an annotated bibliography, a research paper, and active participation in class discussions.
Area: Literature
Prerequisite: ENG 105 or HON 190 or HON 191 and 12 hours of English coursework
ENG 470C SEMINAR IN CREATIVE WRITING: Fiction (3 credits)
(#3162) Fr 12:45-3:15
Allen Woodman
This special section of ENG 470 is designed for creative writing students interested in structuring and writing parts of a novel. Students will do an
intensive study and application of Blake Snyder’s fifteen storytelling beats (Save the Cat!) and create an original logline, beat sheet, and three
chapters of a novel. If you have already taken a 470C course, you will be expected to work on a new project. The heart of the course is the
workshopping of original novel plans and chapters.
Area: Creative Writing
Partially fulfills English BA capstone requirement; this course counts as a seminar ("C") for English majors
Prerequisite: ENG 370W
ENG 471C SEMINAR IN CREATIVE WRITING: Poetry (3 credits)
(#4183) W 4:00-6:30pm
Justin Bigos
This course will focus on the “persona” poem, which creates a voice other then the author’s, whether the voice is Flavor Flav, John F. Kennedy, a
buffalo, or some anonymous farmer in Nebraska. Students will read an anthology of persona poems, as well as two collections of poetry using
persona, including Letters to Wendy’s, a collection in which a regular customer at Wendy’s obsessively writes letters to the fast-food restaurant. This
course will also spend time workshopping student work, and the final portfolio will include nine poems.
Area: Creative Writing
Partially fulfills English BA capstone requirement; this course counts as a seminar ("C") for English majors
Prerequisite: ENG 105 (or HON 190 and HON 191) and ENG 370W
ENG 485 UNDERGRADUATE RESEARCH
TBA
ENG 497 INDEPENDENT STUDY (1-6 credits)
Individualized approach to selected topics by guided reading and critical evaluation. Instructor consent required. Letter grade or pass-fail. No
repeat limit.
ENG 494C SUPERVISED TEACHING
TBA
Area: English Education
ENG 499: CONTEMPORARY DEVELOPMENTS: Asian Literature
(#5252) TTh 11:10-12:25pm
John Rothfork
This course will examine 3 Asian cultures through a study of literature written by contemporary Asian authors in English. The cultures are those of
contemporary China, Japan, & India. The novels were written in English, but express cultural values defined by Confucian, Buddhist, & Hindu
cultures. The literature includes works by Timothy Mo (China), Lisa See (China), Yiyun Li (China), Kazuo Ishiguro (Japan), R.K. Narayan (India), &
Ruth Prawer Jhabvala (India). A secondary work by Ruth Benedict will explain Confucian ethics in Japan. Other secondary works are suggested,
but not required. Work for the course will include an out-of-class reaction or analytic paper on each of the 3 cultures. Reaction papers assume that
you are familiar with the culture from living in it. (I’m thinking of Chinese students who, of course, are familiar with Chinese culture.)
For a list of books see: https://oak.ucc.nau.edu/jgr6/499_syllabus.htm
Area:
Prerequisites: