COURSES OFFERED SPRING 2016:
UNDERGRAD
ENG
CATALOG NAME
CREDITS/ FULFILLS
GRADE
PRE-REQUISITES
INSTRUCTOR
COURSE #----HELD
100
English Composition: Writing
Center
Critical Reading And Writing In
The University Community
1 credit
Pass/Fail
n/a
n/a
Available each semester- contact the Composition
Office for more details
4 credits
Letter grade
Foundation Requirement
Available each semester- contact the Composition
Office for more details
107
Intensive Writing Lab
1 credit
Pass/Fail
n/a
((English Placement Test Results (ACT 17+;
Accuplacer WR 4-7; IELTS 6+; PLACE 30+;
SATI 340+, TOEFL PB 525+/CB 193+/IB 70+))
or (Test Results (ACT < 7; AccuplacerWR < 4;
PLACE 10; SATI < 340) and Corequisite: ENG
107))
ACT < 17; AccuplacerWR < 4; PLACE 10; SATI
< 340 Corequisite: ENG 105
110
Rhetoric In The Media
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Cultural Understanding
n/a
ENG 105 or HON 190 or HON 191 or English
Placement Test Results (Accuplacer WR 8;
PLACE 40+) or International Exchange
Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
105
Available each semester- contact the Composition
Office for more details
n/a
3 credits
Letter grade
Freshman or Sophomore status
3 credits
Tim Yamamura
130-001
Exploring Literature
Aesthetic and Humanistic
Letter grade
(#5025) MW 2:20-3:35pm
Inquiry
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.
n/a
1-3 credits
199
Special Topics
n/a
Letter grade
121
The Story Of English
205
The Academic Writer's
Workshop
2 credits
Letter grade
n/a
210-001
Principles In Rhetoric
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Available each semester- contact the Composition
Office for more details
Chase Edwards
(#4193) TTh 2:20-3:35pm
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.
211-001
Principles Of Written
Argumentation
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Greg Glau
(#4823) TTH 9:35-10:50am
COURSES OFFERED SPRING 2016:
UNDERGRAD
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)
ENG 105 or HON 190 or English Placement
3 credits
Okim Kang
English Grammar And Usage
Cultural Understanding
Test Results (Accuplacer WR 8; PLACE 50+)
Letter grade
(#1161) MW 9:10-10:00am and F 9:00-10:00am
220-001
or International Exchange Student Group
(#3383) MW 9:10-10:00am and F 10:20-11:10am
220-002
(#3384) MW 9:10-10:00am and F 11:30-12:20pm
220-003
Current views on American English usages. Surveys prescriptive-descriptive grammar debate in relation to norms, dialects, and cultural values. Letter grade only.
3 credits
Letter grade
Cultural Understanding
230
Language In The United
States
Introduction To Literature
3 credits
Letter grade
231-001
British Literature To 1750
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Aesthetic and Humanistic
Inquiry
223
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Ryan Farrar
(#1150) TTh 12:45-2:00pm
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.
ENG 105 or HON 190 or English Placement
3 credits
232
British Literature After 1750
Aesthetic and Humanistic
Test Results (Accuplacer WR 8; PLACE 50+)
Letter grade Inquiry
or International Exchange Student Group
COURSES OFFERED SPRING 2016:
242-001
American Literature From
Colonial Times To 1865
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
UNDERGRAD
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Karen Renner
(#3127) MW 12:45-2:00pm
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.
243
American Literature From
1865 To Present
245
U.S. Multi-ethnic Literature
Survey
247-001 Introduction To African
American Literature
3 credits
Letter grade
3 credits
Letter grade
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Aesthetic and Humanistic
Inquiry and Ethnic
Aesthetic and Humanistic
Inquiry and Ethnic
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+)
Monica Brown
(#7689) Online Asynchronous
This course will survey works of African-American Literature.
3 credits
Letter grade
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Tim Yamamura
(#5246) TTh 11:10-12:25pm
(#7690) TTh 9:35-10:50am
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.
ENG 105 or HON 190 or English Placement
3 credits
Mara Reisman
261-001 Introduction To Women
Aesthetic and Humanistic
Test Results (Accuplacer WR 8; PLACE 50+)
Letter grade Inquiry
(#3015) TTh 2:20-3:35pm
Writers
or International Exchange Student Group
253-001 World Literature
253-002
Aesthetic and Humanistic
Inquiry
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.
ENG 105 or HON 190 or instructor's consent
3 credits
Rebecca Gordon
World Cinema: An
Cultural Understanding
Letter grade
(#3493) W 4:00-6:30pm
266-001 Introduction
(#4318) W 4:00-6:30pm
266-002
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.
ENG 105 or HON 190 or English Placement
3 credits
STAFF
270-001 Introduction To Creative
n/a
Test Results (Accuplacer WR 8; PLACE 50+)
Letter
grade
(#3497) T 4:00-6:30pm
Writing: Fiction
or International Exchange Student Group
Beginning course in short-story writing that emphasizes the composition and revision of student stories. Letter grade only.
Introduction To Creative
270-002 Writing: Fiction
3 credits
Letter grade
n/a
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Lawrence Lenhart
(#3498) W 4:00-6:30pm
COURSES OFFERED SPRING 2016:
UNDERGRAD
(#7559) F 12:45-3:15pm
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.
ENG 105 or HON 190 or English Placement
3 credits
Justin Bigos
Introduction To Creative
n/a
Test Results (Accuplacer WR 8; PLACE 50+)
Letter grade
(#4054) T 4:00-6:30pm
271-001 Writing: Poetry
or International Exchange Student Group
(#4630) Th 4:00-6:30pm
271-002
270-003
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-text-message, 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).
Introduction To Creative
Writing: Creative Nonfiction
3 credits
Letter grade
272-001
n/a
ENG 105 or HON 190
Nicole Walker
(#3381) TTh 11:10-12:25pm
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 130character “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.
272-002 Introduction To Creative
Writing: Creative Nonfiction
3 credits
Letter grade
n/a
ENG 105 or HON 190
Lawrence Lenhart
(#7560) M 4:00-6:30pm
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.
n/a
1-3 credits
299 Special Topics
n/a
COURSES OFFERED SPRING 2016:
300-001
Current Trends and
Theories in the
Teaching of English
3 credits
Letter grade
n/a
UNDERGRAD
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
Sandra Raymond
(#7570) MW 12:45-2:00pm
Current pedagogical, technological, and professional issues facing public school English teachers. Letter grade only. Course fee required.
301W-001
Language and Literacy
3 credits
Letter grade
Junior Writing
Requirement
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Lisa Ashley
(#1411) MW 4:00-5:15pm
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.
ENG 105 or HON 190 or English Placement
Mark Gula
Technical Writing
3 credits
Junior Writing
Test Results (Accuplacer WR 8; PLACE 50+)
(#1162) MWF 8:00- 8:50 am
302W-001
Letter grade
Requirement
or International Exchange Student Group
(#5202) MWF 9:10-10:00 am
302W-002
(#5203) MWF 10:20-11:10 am
302W-003
(#5204) MWF 11:30-12:20 pm
302W-004
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.
Technical Writing
3 credits
Letter grade
Junior Writing
Requirement
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Sharon Crawford
(#5205) TTh 9:35-10:50 am
(#5208) TTh 9:35-10:50 am
(#7576) TTh 11:10-12:25 pm
(#7578) TTh 12:45-2:00 pm
Writing in Disciplinary
Communities
3 credits
Letter grade
Junior Writing
Requirement
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Alana Kuhlman
(#1476) MW 12:45-2:00pm
(#4221) MW 2:20-3:35pm
(#5195) TTh 9:35-10:50am
(#7580) TTh 11:10-12:25pm
302W-005
302W-006
302W-007
302W-008
305W-001
305W-002
305W-003
305W-004
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.
COURSES OFFERED SPRING 2016:
308
Introduction to
Linguistics
3 credits
Letter grade
310W
Advances Writing for
Different Communities
3 credits
Letter grade
Cultural Understanding
Liberal Studies Essential
Skills: Scientific Inquiry
Junior Writing Requirement
and Ethnic Studies
313W-001
Literacy, Language, and
Bias
3 credits
Letter grade
Junior Writing
Requirement
UNDERGRAD
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
Nicole Pfannenstiel
(#4946) TTh 12:45-2:00pm
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.
William Crawford
(#1163) MW 10:20-11:10 am and F 9:1010:00am
321-001
(#3298) MW 10:20-11:10 am and F 10:20 321-002
11:10am
321-003
(#3299) MW 10:20-11:10 am and F 11:3012:20pm
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.
English Grammars
3 credits
Letter grade
Cultural Understanding
Liberal Studies Essential
Skills: Scientific Inquiry
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
327
British Fiction
3 credits
Letter grade
n/a
333
Chaucer
3 credits
Letter grade
n/a
Shakespeare
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Liberal Studies Essential
Skills: Critical Thinking
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and ENG 231 or
ENG 231H or ENG 232 or ENG 232H or
International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
335-001
Ryan Farrar
(#1164) MW 2:20-3:35pm
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.
335-002
Shakespeare
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Jay Farness
(#1165) TTh 11:10-12:25pm
COURSES OFFERED SPRING 2016:
UNDERGRAD
Liberal Studies Essential
Skills: Critical Thinking
“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.
337-001
Studies in Poetry
3 credits
Letter grade
n/a
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
Donelle Ruwe
(#4809) MW 12:45-2:00pm
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.
340
Studies in Children’s
Literature
3 credits
Letter grade
n/a
341
American Fiction
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
345
Topics in U.S. Multiethnic Literature
Post-Colonial Literary
Traditions
3 credits
Letter grade
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Global Diversity
351-001
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
Tim Yamamura
(#5247) MW 12:45-2:00pm
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.
358
Ancient Literature
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
360W-001
Literary Criticism
3 credits
Letter grade
Junior Writing
Requirement
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
Jay Farness
(#7700) TTh 2:25-3:35pm
COURSES OFFERED SPRING 2016:
UNDERGRAD
ENG-English coursework or International
Exchange Student Group
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 two-dozen-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.
ENG 105 or HON 190 or English Placement
Mara Reisman
361-001
Special Topics in
3 credits
Aesthetic and Humanistic
Test Results (PLACE 60+) and 3 hours of
(#1437) TTh 12:45-2:00pm
Women Writers
Letter grade
Inquiry
ENG-English coursework or International
Exchange Student Group
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.
362
Drama
364
Popular Literature
365-001
365-002
Contemporary
Literature
3 credits
Letter grade
3 credits
Letter grade
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Liberal Studies Essential
Skills: Critical Thinking
Cultural Understanding
Liberal Studies Essential
Skills: Effective Writing
Aesthetic and Humanistic
Inquiry
Liberal Studies Essential
Skills: Effective Writing
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
Jeff Berglund
(#7692) TTh 9:35-10:50am
(#7693) TTh 2:20-3:35pm
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.
366
370W-001
Film as Literature
3 credits
Letter grade
Intermediate Fiction
Writing
3 credits
Letter grade
Aesthetic and Humanistic
Inquiry
Liberal Studies Essential
Skills: Critical Thinking
Junior Writing
Requirement
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework or International
Exchange Student Group
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and ENG 270
Lawrence Lenhart
(#4636) T 4:00-6:30pm
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
COURSES OFFERED SPRING 2016:
UNDERGRAD
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.
ENG 105 or HON 190 or English Placement
Justin Bigos
371-001
Intermediate Poetry
3 credits
n/a
Test Results (PLACE 60+) and WNG 271
(#1452) M 4:00-6:30pm
Writing
Letter grade
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.
380
American Folklore
3 credits
Letter grade
381
Cross-cultural
Approaches to Folklore
3 credits
Letter grade
389
Cooperative Education
399
Special Topics
1-12 credits
P/F
1-6 credits
Letter grade
400-001
Methods of Teaching
Literature in the
Secondary Classroom
3 credits
Letter grade
Cultural Understanding
Liberal Studies Essential
Skills: Critical Thinking
Aesthetic and Humanistic
Inquiry
Liberal Studies Essential
Skills: Critical Thinking
n/a
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
n/a
n/a
n/a
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 9 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
or International Exchange Student Group
n/a
Angela Hansen
(#1166) W 4:00-6:30pm
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).
ENG 105 or HON 190 or English Placement
Lisa Ashley
401-001
English Education
1 credit
n/a
Test Results (PLACE 60+) and 9 hours of
(#1167) W 6:00-6:50pm
Practicum
P/F
ENG-English coursework
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.
ENG 105 or HON 190 or English Placement
Sandra Raymond
403-001
Approaches to Teaching
3 credits
n/a
Test Results (PLACE 60+) and 9 hours of
(#1168) MW 2:20-3:35pm
Writing in the
Letter grade
Secondary Classroom
ENG-English coursework
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.
COURSES OFFERED SPRING 2016:
404
406-001
Seminar in the Teaching
of English
ESL Methods and
Materials for Secondary
Teachers
3 credits
Letter grade
3 credits
Letter grade
n/a
n/a
UNDERGRAD
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 6 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and ENG 301W
Staff
(#4700) TTh 9:35-10:50am
English as a second language useful for middle- and secondary-level English teachers. Letter grade only.
408
Field Work Experience:
Cooperative Education
1-12 credits
P/F
n/a
n/a
Nancy Barron
Individualized supervised field experience in an appropriate agency or organization. Department consent required. Pass-fail only. No repeat limit.
410C-001
Seminar in Rhetoric
3 credits
Letter grade
Senior Capstone
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 9 hours of
ENG-English coursework
Nicole Pfannenstiel
(#4947) TTh 2:20-3:35pm
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.
411C
Diversity and Culture
420C-001
Seminar in Language
3 credits
Letter grade
3 credits
Letter grade
Senior Capstone
Senior Capstone
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 9 hours of ENGEnglish coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 9 hours of
ENG-English coursework
Staff
(#4182) TTh 12:45-2:00pm
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.
421C
422C
431C-001
Seminar in The History
of the English Language
Seminar in Stylistics
Seminar in British
Literature
3 credits
Letter grade
3 credits
Letter grade
3 credits
Letter grade
Senior Capstone
Senior Capstone
Senior Capstone
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 9 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 9 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 12 hours of
ENG-English coursework
Ryan Farrar
(#7691) MW 4:00-5:15pm
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 sociocultural 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.
435
Topics in Shakespeare
441C
Seminar in American
Literature
Seminar in U.S. Multiethnic Literature
445C-001
3 credits
Letter grade
3 credits
Letter grade
3 credits
Letter grade
n/a
Senior Capstone
Senior Capstone
Ethnic Studies
ENG 105 or HON 190 or English Placement
Test Results (Accuplacer WR 8; PLACE 50+)
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 12 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 12 hours of
ENG-English coursework
Jeff Berglund
(#3495) TTh 11:10-12:25pm
COURSES OFFERED SPRING 2016:
UNDERGRAD
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.
451C
460C-001
Seminar in Comparative
Literature
3 credits
Letter grade
Senior Capstone
Seminar in Literary
History
3 credits
Letter grade
Senior Capstone
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 12 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 12 hours of
ENG-English coursework
Karen Renner
(#3161) T 4:00-6:30pm
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.
ENG 105 or HON 190 or English Placement
Mara Reisman
461C-001
Seminar in Literary
3 credits
Senior Capstone
Test Results (PLACE 60+) and 12 hours of
(#4635) TTh 4:00-5:15pm
Genres
Letter grade
ENG-English coursework
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.
464
466
Literature of the
Southwest
Legislative Internship
467C
Seminar in Film Studies
470C-001
Seminar in Creative
Writing: Fiction
3 credits
Letter grade
1-12 credits
P/F
3 credits
Letter grade
3 credits
Letter grade
n/a
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 3 hours of
ENG-English coursework
n/a
n/a
Senior Capstone
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and 12 hours of
ENG-English coursework
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and ENG 370W
Senior Capstone
Allen Woodman
(#3162) F 12:45-3:15pm
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.
ENG 105 or HON 190 or English Placement
Justin Bigos
471C-001
Seminar in Creative
3 credits
Senior Capstone
Test Results (PLACE 60+) and ENG 371
(#4183) W 4:00-6:30pm
Writing: Poetry
Letter grade
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.
COURSES OFFERED SPRING 2016:
472C
485
Seminar in Creative
Writing: Creative
Nonfiction
Undergraduate
Research
UNDERGRAD
3 credits
Letter grade
Senior Capstone
ENG 105 or HON 190 or English Placement
Test Results (PLACE 60+) and ENG 270 or
272
1-6 credits
Letter grade
or P/F
n/a
n/a
1-6 credits
Letter grade
or P/F
n/a
n/a
TBA
497
Independent Study
Individualized approach to selected topics by guided reading and critical evaluation. Instructor consent required. Letter grade or pass-fail. No repeat limit.
494C
Supervised Teaching:
Secondary
1-12
P/F
Senior Capstone
Student Teaching Milestone
and Secondary Education
Milestone or ISTEP Student
Group or SITE Student Group
Contemporary
Developments
1-3
Letter grade
n/a
n/a
TBA
499-002
John Rothfork
(#9122) TTh 11:10-12:25pm
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