COURSE DESCRIPTION
BOOKLET
DEPARTMENT
OF
ENGLISH
FALL
2013
Notes:
Former Speaking Intensive courses, except for ENGL400
and ENED450, DO NOT apply to the new oral
communication requirement in the CCC effective
Fall 2012.
All ENGL pedagogy courses have been retitled with ENED as
their prefix.
The new ENED courses count the same as the prior ENGL
courses for English Adolescence Education majors.
EDU419 has been retitled and renumbered to ENED 451.
EDU430 has been retitled and renumbered to ENED 453.
•
•
•
PRE-REQUISITE OR PERMISSION OF INSTRUCTOR:
STUDENTS: You must have the appropriate pre-requisites
for FALL 2013 registration. Check the online listings to see
what the current pre-requisites are -- note that these may be
different from what is listed in the current catalogue.
Before selecting a course, consider the following: You might
find it useful to decide what your purpose is in selecting a
course in English: curiosity? knowledge? involvement with
issues? background for major or career? Have you consulted
your advisor? Have you thought of asking for a conference
with the instructor of the course?
Also consider:
It is strongly advised that you take a 200-level introductory
course in literature before taking a 300-level course.
300-level courses are studies that usually require some
research, perhaps an oral report, probably a major paper.
These courses are intended for the serious student, but not
exclusively for English majors.
400-and 500-level courses are for advanced students who are
ready for specialized study and research.
FOR THE MAJOR OR MINORS IN ENGLISH:
See the catalog, our website and/or handouts for requirements.
ENGL 106 01
THE ENGLISH MAJOR: AN INTRODUCTION
Description:
ENGL 106 will provide students with a full semester overview of
the major areas within and current approaches to literary students. It
is required for all students entering the English major (323) and is
designed to open the many different fields of English studies to new
majors and to help students develop a context for the courses they may
have already have taken and will be taking throughout their career as
English majors at Fredonia. Students will gain insight into literary
history, the process of and critical debates concerning canon formation,
and the multiple functions and genres of literature and writing. This
course will also require a significant literary research paper designed to
introduce students to effective modes of library research, strategies for
integrating secondary sources, and important terms and concepts that
are fundamental to literary analysis.
Readings:
A variety of short fiction, Emily Brontë’s Wuthering Heights,
introductory critical theory, and literary scholarship.
Exams, Papers:
Mandatory attendance; one short analytical essay; annotation of
critical scholarship; and a research portfolio containing a topic
statement and description, a sample source summary, an annotated
bibliography, a Says/Does outline, and a final research essay of 12-15
pages.
Time Class Meets:
MWF
Instructor:
D. Kaplin
9-9:50
ENGL 111 01
ESL: INTEGRATED ACADEMIC SKILLS
Description:
This is a course for ESL students who need to further develop
their English language skills. This multi-skills course focuses on
reading, writing and communication needs essential in academic
settings.
Readings:
TBA
Exams, Papers:
Oral and written mid-term and final, oral
presentation
Time Class Meets:
MWF
Instructor:
L. Wang
9-9:50
ENGL 114 01
ESL: SPOKEN & WRITTEN GRAMMAR
Description:
This course guides English as a second language (ESL) students to
review English grammar through intensive written and oral practices.
The course promotes fluent and accurate as well as appropriate
language use for students who have already studied grammar
extensively, yet still need to refine the ability to produce acceptable
academic English.
Readings:
OR
Conrad, S. & Biber, D. (2009). Real Grammar: A Corpus-based
Approach to English. New York: Pearson Longman.
Blass, L., Iannuzzi, S., Savage, A., & Reppen, R (2012). Grammar
and Beyond 3. New York: Cambridge University Press.
Exams, Papers:
Writing practice, oral and written mid-term and final, oral
presentation
Time Class Meets:
MWF
Instructor:
L. Wang
8-8:50
ENGL 117 01
ESL: ACADEMIC READING/WRITING
Description:
This course helps English as a second language (ESL) students
develop their academic reading and writing skills. The course will focus
on critical thinking, reading, writing, vocabulary, and grammar
through ten theme-based units to enhance students’ academic fluency
and accuracy and to develop their metacognitive awareness of the text
conventions of common academic genres. Students will improve
academic literacy skills and build intercultural awareness.
Readings:
Barton, L., & Sardinas, C. Q. (2009). North star: Reading and
Writing (level three) (3rd ed). New York: Pearson Longman.
Exams, Papers:
Five reading reflection papers, final reading-writing exam, group
presentation
Time Class Meets:
MW
Instructor:
A. Walters
5-6:20
ENGL 160 01, 02, 03
VISITING WRITERS PROGRAM
Writing Minors Only
ENGL 160 01
Co-Req:
ENGL 461-01
ENGL 160 02
Co-Req:
ENGL 362-01
ENGL 160 03
Co-Req:
ENGL 461-02
Description:
Attendance and participation in the activities surrounding the
visiting writers during the semester. These classes are attached to the
intermediate and advanced creative writing courses and are part of the
writing minor requirements for the semester. Students must be enrolled
in the co-req 362 or 461 in conjunction with 160.
Readings:
Books by visiting authors TBA
Exams, Papers;
Two examinations of the visiting writers and their work
Time Class Meets:
R
4 – 4:50 and
Instructor:
01
02
03
D. Parsons
A. Nezhukumatathil
S. Gerkensmeyer
7 - 8:30
ENGL 205 03, 04
EPIC AND ROMANCE
Description:
In this course, we’ll read a number of texts from the ancient
civilizations of Mesopotamia, Greece, and Rome, together with modern
literary works from England, France, and the United States. Emphasis
will be placed on the contextualization of these works within their
respective time periods and places; understanding the literary genres to
which they belong; and drawing connections across time between the
stories they tell. A continuing theme throughout the course will be the
“quarrel” between the Ancients and the Moderns, i.e. how do modern
writers relate to their predecessors of the distant past?
Readings: (subject to change)
David Damrosch (ed.) The Longman Anthology of World Literature
Volume A: The Ancient World (Pearson Longman)
Voltaire. Candide (Penguin)
Mary Shelley. Frankenstein (Signet)
Thomas Pynchon. The Crying of Lot 49 (Harper Perennial)
Exams, Papers:
Students will be evaluated via active participation; weekly
participation on the Angel discussion forum; a research paper; and
possibly a midterm exam.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
B. Vanwesenbeeck
9-9:50
ENGL 205 07
EPIC AND ROMANCE
Description:
Look forward to reading works from a variety of geographical
locations and historical periods. We will consider the works as
individual pieces and also the manner in which they may relate with
regard to theme, characters, values, and structure.
Readings: (subject to change)
Epic of Gilgamesh
The Odyssey
Beowulf
Grendle
Divine Comedy (selections)
The Lais of Marie de France
Romance of Tristan and Iseult
Exams, Papers:
Quizzes, response papers, critical papers,
reading journal, etc.,
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
TR
Instructor:
J. Glovack
12:30-1:50
ENGL 205 08, 09
EPIC & ROMANCE
Description:
The course will examine epics and romances from ancient Greece
to modern times. Our concern will be to see how these works function
as independent pieces of literature, what they have in common, and
what they tell us about how different cultures and different people
approach the difficult task of being human.
Readings:
Homer: Iliad and Odyssey
Beowulf
Death of King Arthur
Austen: Northanger Abbey
Tolstoy: War and Peace
Exams, Papers:
weekly response papers
three major papers
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
TR
Instructor:
T. Steinberg
2-3:20
ENGL 207 01, 02
DRAMA AND FILM
Description:
Through the medium of plays and films we will critically examine
the issues related to the LGBTQ community.
The texts and films will either be written by individuals who
identify with the LGBTQ community or are concerned with the subject.
Readings:
Gross Indecency: The Three Trials of Oscar Wilde; The Children’s
Hour; Cat on a Hot Tin Roof; Angels in America; The Normal
Heart; The Boys in the Band; M. Butterfly; Her Naked Skin;
Edward II. All texts are subject to change.
Exams, Papers:
1 midterm critical analysis essay, 1 final
project, 1 group presentation, discussion
questions; mandatory film viewing and
class attendance
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
9-9:50
W
4-6:29
SCREENING:
Instructor:
A. Fearman
G24 McEwen
ENGL 207 03, 04
DRAMA AND FILM
Description:
Through the medium of plays and films we will critically examine
the effect and implications of secrets, answering the question, “What
can one live with?”
Readings:
Mother Courage and Her Children; A Raisin in the Sun; A Doll’s
House; Angels in America; Death of a Salesman; ‘night, Mother; In
the Blood; Six Characters in Search of an Author; King Lear;
Oedipus the King; and A Streetcar Named Desire.
Exams, Papers:
1 midterm critical analysis essay, 1 final
project, 1 group presentation, discussion
questions; mandatory film viewing and class
attendance
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
10-10:50
W
4:30-7
SCREENING:
Instructor:
A. Fearman
G26 McEwen
ENGL 207 05, 06, 07, 08
DRAMA AND FILM
Description:
We will explore drama from many different cultures and time
periods, from the ancient Greeks to works of a more contemporary
nature. The films we view will also offer the work of a variety of
filmmakers from a diversified selection of countries and time periods.
Readings: TBA
Exams, Papers:
- Discussion oriented class
- Response papers
- A Midterm Exam
- One longer paper of analysis/synthesis
- Student led class discussion
- Reading quizzes
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
05, 06:
07, 08:
SCREENING:
Instructor:
MWF
MWF
12-12:50
2-2:50
W
4-6:30
C. Thomas Craig
ENGL 207 09, 10
DRAMA AND FILM
Description:
This section of Drama and Film will be the theatre of the absurd. We
will read Rhinoceros, Who’s Afraid of Viginia Woolf?, Waiting for Godot,
The Homecoming among others.
Exams, Papers:
Midterm exam, presentation, research paper,
cumulative final.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
11-11:50
M
5-7:30
SCREENING:
Instructor:
I. Vanwesenbeeck
ENGL 208 01
AMST 210
AMERICAN POPULAR AND
MASS CULTURES
Description:
This course will focus on American popular and mass culture
from the early part of the 19th century to the present. We will discuss
popular culture as a convergence of economic forces, technological
developments, and various historical and cultural trends. Specific topics
will include such things as spectacles: circuses, freak shows, dime
museums, stunts and publicity events; technology: photography, film,
television, the Internet; history: Wars and their aftermath, immigration,
race relations, travel and tourism, as well as multiple other topics.
Readings:
Undecided, probably Doctorow, Ragtime, Stowe, Uncle Tom's
Cabin, and Moore, Watchmen
Exams, Papers:
Formal and informal student writing, including probably written
assignments including probably a reading journal in the form of a blog,
a midterm quiz, a final project, attendance and participation in class
discussion, additional exercises as assigned.
CCC Fulfilled:
Category 4 – American History
Time Class Meets:
TR
Instructor:
S. McRae
11-12:20
ENGL 209 01, 02
NOVELS AND TALES
Description:
A study of long and short fiction of several kinds, including myth,
fable, and realistic narrative, from a variety of places and times. The
course will familiarize students with basic approaches to reading,
interpretation, and literary analysis. This section will examine the role
of bodies in these diverse narratives including how language constructs
bodies, the meaning produced by body language and gestures in the
texts, as well as the impact of the body of the author and reader. We will
study the ways literary narratives are filled with bodies in multiple
forms and figures: including bodies that gaze and bodies that are gazed
upon; bodies in motion (working, grasping, pointing, birthing, dancing);
bodies marked by race, class, gender and sexuality; as well as figurative
bodies: bodies of knowledge, social bodies, bodies of evidence, and
national bodies.
Readings:
Zane Grey’s Riders of the Purple Sage, Isabella Allende’s Eva Luna,
Edwidge Danticat’s The Farming of Bones, Ruth Ozeki’s My Year of
Meats, and various short stories available online
Exams, Papers:
Blog posts, discussion leading, mini- presentation, 3 critical response
papers, final research project
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
S. McGee
10-10:50
ENGL 209 03, 04
NOVELS AND TALES
Description:
In the English Department, Novels and Tales courses offer a
study of long and short fiction of several kinds, including myth, fable,
and realistic narrative, from a variety of places and times, and their
relation to their different cultures.
This section will examine literary interpretations of the idea of
“home,” from the literal structure of a house, to broader examples, such
as nation, country, or region.
Readings:
Readings will include, but not be limited to: Chinua Achebe’s
Things Fall Apart; L. Frank Baum’s The Wonderful Wizard of Oz;
Horace Walpole’s The Castle of Otranto; various short stories.
Exams, Papers:
There will be response papers, essays, and
reading quizzes.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
S. Liggins
11-11:50
ENGL 209 05, 06
NOVELS AND TALES
“Personal Journeys”
Description:
These sections of Novels and Tales revolve around dislocated
characters at variance with their surroundings who experience life’s
contending pressures on their quest for self-knowledge. We will follow
them through physical, emotional, psychological, spiritual, and ethical
journeys as they attempt to discover their individuality and personal
truth. Culture, politics, era, and age coalesce to determine and
undermine the construction of an individual. How do these external
influences impress our sense of self? Are there universal truths trickled
down through time that signify our humanity and transcend temporal
society? These compelling issues are a sample of what we will consider
while exploring the complex and often complicated notion of
individualism.
Readings:
TBA but will most likely include Gulliver's Travels, by Jonathan Swift;
Heart of Darkness, by Joseph Conrad; Mrs. Dalloway, by Virginia
Woolf; As I Lay Dying, by William Faulkner; Catcher in the Rye, by JD
Salinger; The Hobbit, by J.R.R. Tolkien, and additional short stories.
Exams, Papers:
Short response papers, two critical essays, reading quizzes, class
discussions and group work.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
K. Hamilton-Kraft
2-2:50
ENGL 209 07, 08
NOVELS AND TALES
Description:
The course of Novels and Tales offers a study of long and short
fiction of several kinds, including myth, fable, and realistic narrative,
from a variety of places and times, and their relation to their different
cultures. This course will familiarize students with basic approaches to
reading, interpretation, and literary analysis. Another goal of this
course is to improve students’ skill at expressing their observations in
writing.
Readings:
Short Novels of the Masters, Edited with an Introduction by
Charles Neider; Cooper Square Press, 2001.
Exams, Papers:
Critical/analytical essays, one final exam, research paper,
additional exercises and papers as assigned.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MW 3-4:20
Instructor:
J. Mineeva-Braun
ENGL 209 09, 10
NOVELS AND TALES
Human Oddities
Description:
Ladies and gentlemen and everyone in-between, step right up to
Novels and Tales! In this section you will find a compendium of
curiosities, a formation of freaks, an agglomeration of abnormalities, all
awaiting your personal perusal, your most careful consideration. While
some call them oddities, monsters, or nature’s mistakes, you may find they
are merely variations on human, like you and I, though it is up to you to
decide. Step right up! This way to the show…
In Novels and Tales we will focus on reading, interpreting, and
writing critically about works of literary fiction. This section will
revolve around the theme of so-called “human oddities” and
representations of bodily abnormalcy. We will read a variety of novels
and short stories from both American and world literature that examine
the role of non-normative human bodies in various historical and
cultural contexts. In particular, we will investigate how notions of
“normal” and “deviant” bodies are constructed and resisted within
fictional narratives on the basis of race, gender, sexual orientation,
class, and dis/ability.
Readings: Possible texts include:
Atwood, Margaret, Alias Grace
Bender, Aimee, Willful Creatures
Butler, Octavia E., Fledgling
Forney, Ellen, Marbles
Ishiguro, Kazuo, Never Let Me Go
Mootoo, Shani, Cereus Blooms at Night
Wilde, Oscar, The Picture of Dorian Gray
Various other short stories that will be available through Angel
Exams, Papers:
Weekly contributions to the course blog, a cultural artifact
presentation, a short analytical paper, and a literary activism project.
CCC Fulfilled:
Time Class Meets:
Instructor:
CCC 7
Core course in English major
MWF
12-12:50
J. Iovannone
ENGL 211 01, 02
WORLD POETRY
Description:
We will read and, in some cases, trace the evolution of poetic verse
forms from around the world and across the centuries. Ancient epics
and literary criticism will foreground our semester examination of
poetry as both cultural artifact and personal expression. Discussion of
traditional forms will include the ode and sonnet, whose migrations
from Ancient Greece and Medieval Italy to England and the Americas
and their eventual transformation into politically charged and global
contemporary practices we will follow. Additionally, study of both
Eastern and Western poetics (through a comparison of figurative-based
verse) will focus on renowned poets Kahlil Gibran and Wislawa
Szymborska. Discussions of contemporary verse from current texts and
periodicals provides the denouement for our trip “around the world and
through the ages… in 15 weeks”.
Readings: (subject to change)
Handouts provided by instructor and/or available via ANGEL.
Hirsch, Edward. How to Read a Poem and Fall in Love with Poetry
Washburn, Katharine and Major, John S Editors. World Poetry:
An Anthology of Verse from Antiquity to Our Time
Oliver, Mary. A Poetry Handbook.
Gibran, Kahlil. The Prophet
*Poetry book of student choice, costing no more than $15.00
Exams, Papers:
Final paper and minor projects require students to read, write,
examine, memorize, recite, theorize and discuss poetry.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
TR
Instructor:
K. Moore
9:30-10:50
ENGL 211 03, 04
WORLD POETRY
Description:
We will read classics of lyric poetry, from different eras,
continents, languages, and cultures. The core energy of our class will be
directed first toward learning how to read poems (i.e., to attend closely
to all the elements that constitute a poem) and then toward learning
how to analyze poems both as literary texts and, to a lesser extent, as
cultural artifacts. The poets and poetry styles we read will employ the
lyric toward many different goals: as a mechanism for conveying
religious awe and instruction, an outlet for personal expression, a mode
appropriate to clarifying thought, a means of speaking truth to power,
and as witness to, as well as protest of, modern-day atrocities. Through
a series of informal and formal assignments, you will enhance your
skills in the textual, contextual, and comparative analysis of poetry.
Readings:
The poets and styles we read will include some but not all of the
following: ancient Biblical and African praise poetry; Sappho; Rumi;
classical and modern renga and haiku; Pablo Neruda and the
contemporary ode; Amiri Baraka; and, possibly, contemporary poets
from Poetry International Web. The majority of the course readings
will be posted to ANGEL or distributed via handouts. Likely required
texts for longer units will be: The Essential Rumi, Somebody Blew Up
America and Other Poems, and one text TBD, plus Writing About World
Literature.
Exams, Papers: daily reading cards; roughly half-a-dozen “short”
assignments, including a research assignment using the library’s
databases and print resources; a 5-page textual analysis of one or two
older poems; a 7-10 page research paper, with Works Cited page, that
offers a contextual analysis of a modern poem.
CCC Fulfilled:
Category 7 – Humanities
Core course in English major
Time Class Meets:
TR
Instructor:
N. Gerber
2-3:20
ENGL 215-01
DETECTIVE AND MYSTERY FICTION
Description:
Until relatively recently, most scholars have pooh-poohed
detective and mystery fiction as “consumable” literature – texts to be
read once and then forgotten. But these stories also enact the
psychological and sociological anxieties of their times. Some of them
reassure their readers that, with a little brain-power, scoundrels can be
found out and the puzzles of life can be solved, but others suggest that
neither logic nor virtue can ensure a safe and stable community. In this
course, we will study classic and contemporary mystery plots, legendary
detectives, and the disquieting social issues that still lurk within these
stories even after the criminals have been caught.
Readings:
Readings include short stories by Edgar Allan Poe, Arthur Conan
Doyle, and Ryunosuke Akutagawa; novels by Agatha Christie, Sue
Grafton, Elizabeth George, and Raymond Chandler; and two or three
films and television mysteries.
Exams, Papers:
Mandatory attendance, short response papers, one 6-8 page
critical essay, your own original mystery or detective short story with
author memorandum, and a final exam.
Time Class Meets:
MWF
Instructor:
D. Kaplin
1-1:50
ENED 250 01
LITERACY/TECH ENGL ADOL
Description:
In this course, you will learn how to find and use various
technologies, as well as how to evaluate the use of these technologies to
meet your teaching objectives. Much of the class will be run under a
workshop model, with more direct teaching around the completion of
two digital video projects. Each student will create one interpretation of
a poem through digital video and one digital video narrative. We will
also read and discuss chapters and articles focused on multimodal and
digital learning. The course will explore the implications of New
Literacies theory for the teaching of English.
Readings:
Hicks, T. (2009). The Digital writing workshop.
Portsmouth: Heinemann.
Kajder, S. (2010). Adolescents and digital literacies: Learning
alongside our students. Urbana, Il: NCTE.
Plus 6-8 works of literature chosen by each student and a variety of
readings posted in Angel.
Exams, Papers:
Each student will complete a semester-long portfolio of their work
in the form of a blog. This blog will include text-based and multimodal
responses to literature, one paper addressing New Literacies Theory, a
multimodal revision of this paper, a digital narrative, and a digital
poetry interpretation.
Time Class Meets:
MWF
1-1:50
Instructor:
H. McEntarfer
Fenton Lab 2162
ENGL 260 01, 02,
INTRO TO CREATIVE WRITING
Description:
This introductory-level course will introduce students to fiction
and poetry writing. Class time will be devoted to: exercises to help
students get words on the page and practice elements of craft;
discussions of professional poetry and fiction; and workshop of
students’ own writing. We will create a supportive environment in
which students can begin to figure out who they are as writers. The
course will prepare students to create and revise their own writing as
well as to respond in new ways to the writing of others.
Readings:
We will read a range of fiction and poetry with the goal of helping
students learn to read both as readers and writers. Specific readings
TBA.
Exams, Papers:
Specific assignments are TBA, but students will write regularly in
a range of ways: they will compose their own fiction and poetry,
complete regular exercises both in and out of class, and respond in
writing to course readings and to their classmates’ workshop
submissions.
CCC Fulfilled:
Category 8 – Arts
Time Class Meets:
MW
Instructor:
H. McEntarfer
3-4:20
ENGL 260 03, 04
INTRO TO CREATIVE WRITING
Description:
This introductory creative writing course will focus on
poetry and fiction (and the fine line that often seems to exist between the
two). Writing can sometimes be an uncomfortable and discouraging
process, even for those who claim to love it and make a living from it.
The goal of this course is to help students get words onto the page and to
introduce them to some of the various stages and processes involved in
writing poetry and short fiction (which will help students learn how to
inspire themselves outside of the classroom setting).
Readings:
The aim of this course is to help students become not only better
writers, but better readers, as well. The more we read and respond to
what we read, the more invested we become in our own writing.
Students will read and respond to poems and stories written by
established authors as well as their fellow classmates. (Specific course
texts TBA.)
Exams, Papers:
Students will complete several writing assignments (about 5
poems and about 5 pieces of short fiction), as well as in-class exercises, a
Reader Response Journal, and written critiques during workshop
periods. At the end of the semester, students will turn in a portfolio of
polished, revised written work from the course.
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
MW 4:30-5:50
Instructor:
S. Gerkensmeyer
ENGL 260 05, 06, 09, 10, 11, 12
INTRO TO CREATIVE WRITING
Description:
In this class, we will form a community in which we learn about
fiction and poetry writing through reading and evaluating published
authors’ work, and through the creation and sharing of our own stories
and poems. We will discuss different forms and genres, drafting and
revision techniques, the far-reaching benefits of creative writing, and
the ways by which we can manage and overcome the obstacles that all
poets and storytellers face. By the semester’s end, you will not only be
comfortable discussing others’ written works, but proud of what you
have written yourself.
Readings:
Imaginative Writing, Third Edition, by Janet Burroway. Longman 2011.
The Oxford Book of American Short Stories, Ed. Joyce Carol Oates.
Oxford University Press 1992.
Two texts by visiting authors as part of the Mary Louise White Visiting
Writers Series (TBA)
Poetry packet (distributed in class)
Our selected published stories and poems will come from a wide range
of sources, from sixteenth century poets to contemporary authors.
Exams, Papers:
Students will complete twelve short homework assignments, both
creative and critical; four original poems and one short story for
workshop; a three to five-page author research paper, written about a
poet or storyteller who inspires you; peer critiques; and an end-ofsemester portfolio showing the evolution of your semester’s written
work.
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
05, 06:
09, 10:
11, 12:
Instructor:
R. Schwab
MW 6-7:20
TR 3:30-4:50
TR 5-6:20
ENGL 260 07, 08
INTRO TO CREATIVE WRITING
Description:
Designed to introduce you to the techniques and principles of
writing poetry and short fiction. You will learn the elements of craft,
style, and form as well as effective invention, drafting and revision
strategies. You will work on creative exercises in and outside of class
that will give you practice using specific techniques and will provide you
with the foundations of poems and stories. In addition, you will have the
opportunity to "workshop" each other’s creative work; that is, you will
critique and discuss poem and story drafts submitted for class review.
You will also read and analyze the poetry and fiction of published
authors as a way of learning how these writers achieve unity of content
and form. The course will be divided into two units, the first devoted to
poetry and the second to fiction. Class sessions will be conducted
primarily as seminars during which you will share your responses to
assigned readings from the text, your creative exercises, and your poem
and story drafts. Be prepared to write AND read more than you ever
have before.
Readings: One poetry craft book
One fiction craft book
Other individual collections or an anthology of poetry and
fiction, TBA
Exams, Papers:
At least 10 poems based on class assignments, several short
stories and vignettes, one final 8-10 pg short story.
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
TR
Instructor:
A. Nezhukumatathil
11-12:20
ENGL 280-01
INTRODUCTION TO FILM
Description:
This course offers a historical survey of film from its origins to the
present. By viewing, analyzing and discussing full-length feature films,
shorter pieces, animation and various ‘experimental’ works from
several countries, students will learn how to interpret the unique
language of film, how to use and apply specific technical terms, and how
to consider film within a specific historical and cultural context.
Readings:
Probably Geiger, Rutsky, Film Analysis: A Norton Reader
Exams, Papers:
Several short essays, possible midterm quiz, final take-home essay
assignment
Time Class Meets:
TR
3:30-4:50
Instructor:
S. McRae
ENGL 296 01
AMST 296
AMERICAN IDENTITIES
Description:
An exploration of the historical construction of American gender,
ethnicity/race, and class; their present status; and their literary and
cultural representations. Focusing on intersections between these
categories of identity, the course will utilize an interdisciplinary
approach, integrating materials from fields such as literary studies,
history, women's studies, ethnic studies, geography, sociology, music,
and art.
This section of AMST/ENGL 296 aims to put recent trends and events
that influence and reveal aspects of changing American identities in a
broad historical, political, legal, social, cultural, and economic context.
We will use a comparative, recursive approach focused on certain
infrastructures of American identities: American Freedoms, American
Transformations, American Competitiveness, American Citizenship,
American Battlefields. While examining how selected novelists,
memoirists, scholars, journalists, and cultural critics represent and
reflect on American identities in major works from the past two
decades, we will consider the traditions they draw on and revise, the
tensions they respond to and play out, and the perspectives they enable
us to gain on recent events and issues, American history, and our own
identities.
For a recent version of the course, please go to:
http://www.fredonia.edu/department/english/simon/ai7/
Readings: TBA, but likely to include many from this list:





Amy Chua, Battle Hymn of the Tiger Mother (Penguin, 2011)
Angela Davis, Abolition Democracy (Seven Stories, 2011)
James Der Derian, Virtuous War: Mapping the Military-IndustrialEntertainment Network (2nd ed., Routledge, 2009)
Cory Doctorow, Little Brother (Tor, 2010)
Eric Foner, The Story of American Freedom (Norton, 1998)





Matthew Frye Jacobson, Whiteness of a Different Color: European
Immigrants and the Alchemy of Race (Harvard, 1999)
Barack Obama, Dreams From My Father: A Story of Race and
Inheritance (Three Rivers Press, 2004)
Eric Rauchway, Blessed Among Nations: How the World Made
America (Hill and Wang, 2007)
Peter Spiro, Beyond Citizenship: American Identity After
Globalization (Oxford, 2008)
Karen Tei Yamashita, Tropic of Orange (Coffee House, 1997)
Exams, Papers: attendance/participation/preparation (10%), online
participation (10%), team work (25%), identification project (25%),
final research project (30%)
CCC Fulfilled:
Category 4 - American History
Category 11 – Speaking Intensive
Time Class Meets:
TR
Instructor:
B. Simon
2-3:20
ENGL 301 01
AMERICAN LITERARY LANDMARKS
Description:
How does a work of American literature become a landmark?
How should our reading, studying, and teaching of a “landmark” work
reflect the recent changes to the literary canon? We will be asking these
important questions throughout our study of works of American
literature that are considered to be “major,” or landmark texts.
Alongside those canonical readings, we will closely examine multiple
critical perspectives about those texts, as well as perspectives in canon
theory to shed light on the process of “landmark” making.
Readings:
TBA, but likely: Harriet Beecher Stowe’s Uncle Tom’s Cabin,
Zora Neale Hurston’s Their Eyes Were Watching God, Willa Cather’s
My Antonia, Toni Morrison’s Beloved, Nathaniel Hawthorne’s The
Scarlet Letter, Mark Twain’s Adventures of Huckleberry Finn, and
more.
Exams, Papers:
Several formal, analytical essays
Research-based essay
Formal classroom presentation
Optional community-based activities and assignments
Time Class Meets:
MWF
10-10:50
Instructor:
E. VanDette
ENGL 303 01
GLOBAL LITERACY LANDMARKS
Description:
ENGL 303 is designed to engage in a comparative and
historical study of the distinctive features of literary texts that gain
canonical status, the wide range of implications resulting from such
status, the unique ways in which literature expresses, reflects, shapes
and challenges cultural values, and the effects of such expression for
understanding the human condition through a non-western/global
perspective.
Texts:
will likely include a range of key foundational texts
from major regions of the world, such as the Upanishads, The Koran,
Tao Te Ching, and traditional stories from Africa, together with modern
texts by writers from India, the Middle East, and Africa such as Aidoo,
Ngugi, Coetzee, Achebe, Roy, Spivak, Mahfouz, El Saadawi, and some
contemporary texts such as Martel’s Life of Pi, short stories by
Egyptian women writers, and more.
Assignments:
likely to include a mix of short critical papers,
research presentation, and a literary genealogy/mapping project.
CCC Fulfilled:
This class satisfies Part 6 of the College Core
Curriculum, “Other World Civilizations”
Time Class Meets:
TR
2-3:20
Instructor:
J. McVicker
ENGL 306 01
MIDDLE EASTERN LIT
Description:
This course is a survey of modern Middle Eastern literatures. In
addition to the twelve books I selected, expect to be immersed in various
visuals, documentaries, films, and other scholarly and creative works
from or about the Middle East.
Readings:
The Museum of Innocence, Orhan Pamuk, Snow, Orhan Pamuk, Cairo
Modern, Naguib Mahfouz, Complete Persepolis, Marjani Satrapi,
Embroideries, Marjani Satrapi, The Stone of Laughter, Hoda Barakat,
Fatma, Raja Alem, The Middle East: A Brief History of 2000 Years,
Bernard Lewis, Pride of Baghdad, Brian Vaughan, Death in Beirut,
Tawfiq Awwad.
Exams, Papers:
Two exams, quizzes, research paper.
CCC Fulfilled:
Category 6 – Other World Civ
Time Class Meets:
MWF
Instructor:
I. Vanwesenbeeck
9-9:50
ENGL 312 01
RENAISSANCE LITERATURE
Period Course
Description:
This course is a survey of popular Renaissance texts.
Readings: will include (but not limited to) Utopia, Lazarillo de Tormes,
A Handbook on Good Manners for Children, selected works of Marlowe
and Shakespeare (Tamburlaine, Julius Caesar).
Exams, Papers:
Two exams, research paper, quizzes.
CCC Fulfilled:
Category 5 - Humanities
Time Class Meets:
W
Instructor:
I. Vanwesenbeeck
5-7:30
ENGL 314 01
WOMEN WRITERS
Desription:
In this course we will read a variety of texts written by women
across diverse geographies and time periods. The class will explore how
social, political, and physical particularities of women's lives shape their
writing. We will analyze and interpret common themes and issues that
arise in women’s writing. Some of the central questions guiding our
readings will include: Why teach or read women’s writing as a distinct
literary tradition? What calls women to write and are there recurrent
purposes and goals? Is there something definably ‘female’ about
women’s writing?
Readings:
DeShazer, Mary K (2001). The Longman Anthology of Women’s
Literature and various materials available online
Exams, Papers:
Blog posts, discussion leading, mini- presentation, 3 critical
response papers, final research project
CCC Fulfilled:
Category 5 - Western Civilization
Time Class Meets:
MWF
Instructor:
S. McGee
11-11:50
ENGL 315 01
GOTHIC NOVEL
Description:
This course will explore the Gothic novel in its various geographic
and temporal contexts, from classic texts to more non-traditional ones.
Beginning with its eighteenth-century origins, we will examine the
different changes that the genre has undergone and the different themes
that the genre has addressed.
Readings:
Readings will include, but not be limited to: Daphne DuMaurier,
Rebecca; Gloria Naylor, Linden Hills; Bram Stoker, Dracula; Horace
Walpole, The Castle of Otranto
Exams, Papers:
Methods and activities for instruction will include, but not be
limited to, lecture and discussion. In-class writing assignments, and
essays, will be completed as well.
CCC Fulfilled:
Upper Level
Time Class Meets:
MWF
Instructor:
S. Liggins
2-2:50
ENGL 326 01
VICTORIAN LIT
Period Course
Description:
We will read Victorian (1832-1901) novels, poems, and essays. The
course will consistently examine the relationship between text and
context: we will ask how an understanding of Victorian cultural history
enriches our understanding the literature we study and how all of this
relates to the formation of “structures of feeling” (to use Raymond
Williams’ term) in the world’s first fully modern capitalist,
industrialized, and imperialistic state.
Reading:
TBA
Exams, Papers:
TBA
Time Class Meets:
TR
Instructor:
J. Kijinski
3:30-4:50
ENGL 333-01
ENVIRONMENTAL LITERATURE
Description:
This course will provide a survey of American environmental
writing. We will begin our survey with Thoreau, examining the works of
many key writers and activists who influenced American environmental
policies, legislation, and attitudes. After an initial exploration of latenineteenth and early twentieth-century writings, we will focus on works
from the latter half of the twentieth century and the contemporary
sustainability movement. In addition to exploring the ways in which
various writers viewed and described the natural world, we will
examine the ethics, politics, and relevant debates that surrounded their
writings. The course will include field trips and various opportunities to
study and to engage our local environments. Weather permitting, we
will occasionally have class outside.
Readings:
Jon Krakauer, Into the Wild
Janisse Ray, Ecology of a Cracker Childhood
Another full-length text TBA (possibly Elizabeth Dodd, Archetypal
Light)
Bill McKibben, ed, American Earth: Environmental Writing Since
Thoreau (We will read selections by Thoreau, Muir, Whitman, Olmsted,
Teddy Roosevelt, Austin, Carson, Jacobs, Leopold, Abbey, Berry,
Dillard, Kingsolver, Hawken, Pollan, Gore, McKibben, Lovins, Silko,
Wilson, Oliver, Gibbs, and many others)
Exams, Papers:
Nature journal, service-learning tree-planting project and reflection,
final project, midterm exam, and lively participation. (If you take this
course, be ready to spend lots of time outside, to get your hands dirty,
and to unplug yourself periodically from your digital world.)
* N.B. This course contains a required service-learning project with Greystone
Nature Preserve. You will be required to help plan and participate in a weekend
tree-planting event in September at Greystone. (Transportation will be provided.)
CCC Fulfilled:
Time Class Meets:
Instructor:
Category 4 - American History
TR 9:30-10:50
C. Jarvis
ENGL 335 01
MODERN AMERICAN POETRY
Period Course
Description:
This course will introduce you to canonical and less familiar texts
and manifestos of modern American poetry, with our emphasis upon
texts written prior to WW II. Our goals are twofold: one, to learn how
to read the poems, essays, and polemical statements from this period;
two, to develop critical skills as readers and writers responding to the
conflicting impulses embedded in these works. Our approach will be to
read two or more roughly contemporaneous texts in tension with each
other and compare the works’ strategies and outcomes. In doing so, we
will discover how social and historical factors enter into seemingly
transparent aesthetic decisions by modernist writers. This approach
may also help illuminate the many “modernisms” that emerged as
responses to “high modernism.”
Readings:
TBD but most likely, the Norton Anthology of Modern Poetry, a
critical edition of The Waste Land, plus essays and related readings
posted to Angel and/or distributed as handouts
Exams, Papers:
Major assignments will include a midterm essay, an annotated
bibliography, and a final research paper; minor assignments will
include discussion questions, a summary of a critical essay, and creative
online interpretations.
Time Class Meets:
TR
9:30-10:50
Instructor:
N. Gerber
ENGL 340 01
WOST
ETHN
BLACK WOMEN WRITERS:
Self, Home, and Nation
Description:
This course will focus upon the literary production of black
women writers from the late 18th through the 21st century in the U.S.,
Caribbean, and the UK. The course will range from slave narratives to
contemporary poetry, drama and fiction, and will focus on how black
women writers articulate the complexities of imagining self, home, and
nation.
Tentative Online Readings:
Online readings from NYPL Digital Schomburg Collection, including:
Phillis Wheatley, Poems on Various Subjects, Religions and Moral
Harriet A. Jacobs’s Incidents in the Life of a Slave Girl, or
Elizabeth Keckley’s Behind the scenes, or, Thirty years a slave, and four
years in the White House
Ida B. Wells Barnett, The Red Record on Project Gutenburg
http://www.gutenberg.org/files/14977/14977-h/14977-h.htm#chap1
Texts for purchase will be chosen from:
Lucille Clifton, The Collected Poems.
Ai, Collected Poems.
Suzan-Lori Parks, The America Play or Red-Letter Plays.
Shara McCallum, This Strange Land.
Elizabeth Alexander, American Sublime.
Jamaica Kincaid, A Small Place.
Zadie Smith, NW.
Morrison, Toni. Home.
Requirements:
Discussion questions, discussion leader days, blog posts, 2 papers.
Time Class Meets:
TR
3:30-4:50
Instructor:
A. McCormick
ENGL 341 01
HY 396
ETHN 389
AMST 399
THE HARLEM RENAISSANCE
Period Course
Description:
This will be a team-taught course with Dr. Saundra Liggins from
the English department, and Dr. Jennifer Hildebrand from the History
department, focusing on the time period in the African-American
community between approximately 1919 to 1930, known as the Harlem
Renaissance. We will be focusing on the historical, political, artistic,
musical, and literary origins of the movement.
Readings:
Readings will include, but not be limited to, background materials
on historical, artistic, and musical developments contributing to this
movement, as well as literary texts reflective of the time.
Exams, Papers:
TBA
Author or Period Course:
English and English Adolescent Education majors enrolled in the
ENGL 341 section will receive credit for the “period course”
requirement for their major.
Time Class Meets:
MWF
10-10:50
Instructor:
S. Liggins and J. Hildebrand
ENGL 345 01
CRITICAL READING
Description:
Focus on helping students develop an awareness of their own acts
of interpretation in reading and an understanding of the strengths of
different approaches to interpretation and criticism. This section is an
introduction to major modes of and issues in literary criticism and
literary theory. We will be relating literature, criticism, and theory, but
our emphasis will be on understanding, analyzing, evaluating, and
working with different modes of reading the world and its texts. We will
consider the strengths and weaknesses of several interpretive strategies,
their stakes and historical contexts, and their relations to social
struggles for dignity, justice, and creativity. This is a core course for
students in the English major.
Readings:
TBD, but will most likely include:
 Julie Rivkin and Michael Ryan, eds., Literary Theory: An
Anthology (2nd ed.) or Donald Keesey, Contexts for Criticism (4th
ed.) or Richard Lane, ed., Global Literary Theory
Exams, Papers: TBD, but most likely a mix of
attendance/participation/preparation, online participation, group
presentation project, and final research project.
CCC Fulfilled:
Category 11 – Speaking Intensive
Time Class Meets:
MW
Instructor:
B. Simon
ENGL 345 02
CRITICAL READING
3-4:20
Description:
The main purpose of this course is to introduce you to twentiethcentury theories that have influenced the ways in which we read literary
texts. Among others, we will explore the following questions: What is it
that makes a text “literary?” Is historical context relevant to the study
of literature? How are class, gender, and race represented in literary
texts? In order to answer these questions, we will examine various
schools of criticism from Russian Formalism and New Criticism to
psychoanalysis and genetic criticism. Several shorter literary texts will
serve as examples and reference points for the explanation of theoretical
issues.
Readings:
David Richter. The Critical Tradition: Classic Texts
and Contemporary Trends
Exams, Papers:
Midterm exam, final exam, and final paper.
Time Class Meets:
MWF
10-10:50
Instructor:
B. Vanwesenbeeck
ENED 352 01
TEACHING WRITING IN THE
PRIMARY GRADES
Description:
This course rests on the belief that children, even very young
children, need to write every day. Future primary grade teachers will
learn how to approach the teaching of writing to our youngest writers.
The course will cover the following elements: establishing a writing
workshop, preparing units of study, planning and conducting minilessons, conferring, and assessing.
Tentative Readings:
About the Authors: Writing Workshop with Our Youngest Writers by
Katie Wood Ray and Lisa B. Cleaveland
Rain by Manya Stojic
Roller Coaster by Marla Frazee
Big, Blue Whale by Nicola Davies
Atlantic by G. Brian Karas
The Relatives Came by Cynthia Rylant
Shortcut by Donald Crews
Exams, Papers:
Mentor Author Study and Presentation
A Memoir + Reflection
Reading Like Writers Project
Reading Like Writers Mini-lesson
Literary Nonfiction Project + Reflection
About the Authors Response Paper
CCC Fulfilled:
IB
Time Class Meets:
MWF
Instructor:
M. Wendell
11-11:50
ENED 355-01
ADOLESCENT LIT
ENGL ADOL ED
Description:
This course will involve the study of and written responses to a
variety of texts written by, for, and about adolescents. We will examine
representations of young people from diverse backgrounds in these
works. Students will read adolescent literature representing a broad
span of genres, experiences, cultures, and identities, and will discuss and
prepare to teach that literature. We will examine this literature
through a series of essential questions, several focused on elements of
identity such as race, class, and gender. Students will also discuss,
experience, and reflect on a wide variety of pedagogical methods
relevant to teaching literature in secondary schools.
Readings:
Although this list is not finalized, the readings will likely include:
The Book Thief (Zusak); The Absolutely True Diary of a Part-Time
Indian (Alexie); Monster (Myers); Chanda’s Secrets (Stratton); The
Hunger Games (Creech); The Penderwicks (Birdsall); Persepolis I
(Satrapi); The Giver (Lowry); and choices from sets of books that will
include Boy Meets Boy ( Levithan); Parrotfish (Wittlinger) From the
Notebooks of Melanin Sun (Jacqueline Woodson); American Born
Chinese (Yang); Friends With Boys (Hicks); The Disreputable History of
Frankie Landau-Banks (Lockhart); Thirteen Reasons Why (Asher); and
selected slam poetry.
Exams, Papers:
Responses to each book; one paper; one podcast based on
interviews (working with a partner); 1 mini-lesson, also taught with a
partner.
Time Class Meets:
MWF
11-11:50
Instructor:
H. McEntarfer
ENED 356 01
TEACHING WRITING IN THE
SECONDARY SCHOOLS
Brief Description:
Study of and practice in strategies for teaching the process of
writing: pre-writing, drafting, revision, editing, and publication.
Includes methods of assessing and writing.
Readings:
Kittle, Write Beside Them
Wilson, Rethinking Rubrics in Writing Assessment
Dunn, Talking, Sketching, Moving
WRITING PORTFOLIO. This portfolio will include
o Your response to seven statements from NCTE guidelines for
content knowledge for effective ELA teachers as they apply to
written discourse,
o A professional article written on a topic and for a journal to be
negotiated,
o A lesson plan on teaching writing, and
o Student Writing Collection/Portfolio
TEACHER FILING CABINET, a collection of materials that you can
use throughout your student teaching and then build on during
your teaching career. A good starting point for collecting lesson
plans, handouts, and other teaching materials will be a lesson on
writing that you will complete for the course. I will also
occasionally suggest resources to you in class. The more lesson
plans, evaluation tools, handouts, and other resources that you
collect for this filing cabinet will help you to be better prepared
for your teaching career. With each lesson, you will need a brief
annotation with ideas for implementation, specifically, what
goals/standards could be met with each lesson and under what
context each could lesson be used.
Time Class Meets:
TR
3:30-4:50
Instructor:
S. Spangler
ENED 357 01, 02, 03, 04
LITERACY, LANGUAGE,
LEARNING THEORY
Description:
Students will examine human language acquisition
(psycholinguistics) and cognitive learning theory; how these theoretical
bases help us to understand how it is people learn to read and write.
Students will explore what is involved in the initial stages of learning to
read and write and move toward an exploration of mature (critical?)
literacy, approaches to teaching reading and writing grades K-12,
cultural literacy, and Whole Language approaches to teaching and
understanding literacy.
Readings:
Courts. Multicultural Literacy: Dialect, Discourse, and Diversity.
Moustafa. Beyond Traditional Phonics
Either
or
1) Goodman. On Reading
2) Routman. Literacy at the Crossroads
A broad range of periodical articles and handouts.
Exams, Papers:
At least one personal essay, 10 annotated bibliographies, reader
response log, class presentation, 3 essay examinations, final research
paper.
Time Class Meets:
01, 02
03, 04
Instructor:
S. Johnston
TR
TR
9:30-10:50
12:30-1:50
ENED 358 01, 02
TEACHING WRITING IN THE
INTERMEDIATE GRADES
Description:
This course rests on the premise that to be an effective teacher of
writing, one must be a writer. Thus, students will spend time
developing their own writing skills as they learn how to teach writing.
In addition, students will learn how to get a writing workshop up and
running in their future classrooms.
Tentative Readings:
Living and Teaching the Writing Workshop by Kristen Painter
A Fresh Approach to Teaching Punctuation by Janet Angelillo
10 Things Every Writer Needs to Know by Jeff Anderson
Grammatically Correct by Anne Stillman
Exams, Papers:
Writer’s Notebook
“When I Was Your Age” Project, Part One
Punctuation Notebook
Punctuation Unit of Study + Presentation
“When I Was Your Age” Project, Part Two
Editing Checksheets & Personal Proofreading List
CCC Fulfilled:
IB
Time Class Meets:
01
02
Instructor:
M. Wendell
MWF
MWF
9-9:50
10-10:50
ENGL 362-01
INTERMEDIATE POETRY WRITING
**Prerequisite: portfolio review/permission of instructor
**PLS. NOTE: instructor permission and writing sample required
for enrollment into this course. Please submit 5 poems with
coversheet (available in the English department office) to Prof.
Nezhukumatathil’s mailbox.
* Portfolios due: MARCH 22, 2013
Description:
ENGL 362 is the continued study of forms, techniques, genres,
and theories of poetry. Emphasis on further development of students’
skills in writing and self-criticism through intensive workshop
experience. Classes will be conducted with a craft exercise/lecture for
the first half of the period, followed by a workshop format.
Readings:
Contemporary American Poetry, ed. Poulin, a poetry craft book (TBA),
and 2-3 individual collections of poetry (TBA)
Exams, Papers: a midterm historical (research) poetry project, several
reading response assignments, and, to be turned in almost every week, a
new poem due. At semester’s end, a portfolio of revised critical and
creative work will be collected and as part of your final, a poetics essay
(7-9 pages).
Time Class Meets:
TR
3:30-4:50
Instructor:
A. Nezhukumatathil
ENGL 365 01
FORM AND THEORY OF WRITING
Description:
As writers, it is imperative that we learn how to perform “close
readings” of various texts in various genres. And we must understand
the issues of form and theory that inform those works, in turn better
understanding our own writing and the decisions that we make when we
create art. This course will consider numerous forms of both poetry
and fiction—from traditional to contemporary and even experimental,
from haiku to spoken word, flash fiction to the novel. Whether or not a
student ultimately ends up identifying him or herself as a writer of a
specific form or genre, it is important to take into consideration how
various forms have shaped literary movements and how they can shape
our own work. This course is designed for writing minors with an
explicit aim to expose students to the various issues of diverse forms in
order to help them discover, hone, and understand their own voices and
aesthetics. This course will also closely scrutinize a few poetry and
fiction collections in their entirety. Not only will we think about how
various issues of form and theory inform these collections, but we will
also consider what kinds of narratives are constructed within each of
these collections as a whole.
Readings:
Will include visiting writers: (a fiction writer and a poet, TBA). Other
texts include: Madison Smartt Bell’s Narrative Design, Charles Baxter’s
Burning Down the House, Annie Ridley Crane French and Kathrine
Lore Varnes’ An Exaltation of Forms, and James Longenbach’s The Art
of the Poetic Line.
Exams, Papers:
Will include several informal response papers and blog posts as two
formal projects and a class presentation.
Time Class Meets:
MW
3-4:20
Instructor:
S. Gerkensmeyer
ENGL 369 01
ARGUMENTATIVE WRITING
Description:
All of us employ argumentation skills every day, weighing the
persuasiveness of advertisements, assessing news reports, pondering
social and moral issues, and even conversing with friends. This course
focuses on rhetorical analysis and composition of persuasive writing,
preparing students across disciplines to better engage with the
scholarship in their fields and to more forcefully articulate their
academic, professional, and personal positions. As a class, we will
analyze contemporary controversies (like immigration policies,
sustainability initiatives, a public option for health care, and
reconsiderations of gender resulting from the discovery of the 47-XY
chromosome) and some of the public arguments connected with them.
Some essay topics, however, will remain broadly defined, leaving
students free to address the scholarly, political, professional, or social
issues most relevant to them. This course satisfies the upper-level
writing requirement for English Adolescent-Education majors, and
counts toward the English Department’s Writing Minor, adding to
students’ exposure to and experience with the forms, theories, and
audiences of academic and personal written expression.
Readings:
A variety of contemporary editorials, legal cases, argumentative
essays, and opinion pieces, in addition to our textbook which explores
and models modes of argument construction
Exams, Papers:
Five formal essays with drafts, four one-page microthemes
focusing on specific rhetorical devices, peer review of colleagues’ work,
mandatory attendance, and lots of classroom discussion and debate.
Time Class Meets:
MWF
Instructor:
D. Kaplin
2-2:50
ENGL 373 01
ENGL GRAMMAR FOR EVERYONE
Description:
In Grammar for Everyone, we will investigate several ways that
form and function come together to make meaning in Standard
American English. Students will learn to read and interpret texts that
describe and explain grammatical terms, will research ideas like
accuracy, appropriateness and context from the perspective of linguists
and the general public, and will write short papers that describe their
own understanding of and experience with grammatical ideas and
tools. Students will become familiar with the language of grammatical
description as well as English phrase and sentence syntax. In this
course, we will see grammar as a set of descriptive tools and terms, and
style as a set of optional, variable, and conventional preferences, closely
linked with specific genres and uses.
Readings:
The likely textbook for this course will be Conrad, Biber and Leech
Student Grammar of Spoken and Written English although that is still
pending.
Exams, Papers:
Possible written inquiries for this class will include a personal
grammar history; a historical investigation of a grammatical “rule;” the
development and use of a personal editing checklist; a mini-lesson on
one of them items on the personal editing checklist. In addition to these
comprehensive projects, there will be regular exercises and homework
to practice describing and using the structures and forms we study in
class.
Time Class Meets:
TR
2-3:20
Instructor:
K. Cole
ENGL 375 01
WRITING FOR THE PROFESSIONS
Description:
Clear, effective communication skills are the bedrock of any
profession. Whether you are a computer programmer, a technical
writer, a manager, or an entry-level worker in any field, you will need to
use writing to solve problems and to negotiate personal, social, and
political factors in the workplace. In this course, you will learn the
basics of how to write for professional audiences and purposes. You will
gain experience researching, writing, and revising written work in a
variety of rhetorical formats (e.g., emails, memos, letters, reports, selfevaluations). You will also hone your basic written proficiency by
developing awareness of your emerging skills in areas such as grammar,
syntax, and punctuation. Finally, you will enhance your appreciation of
how contextual factors, such as financial and time constraints, layout,
and cross-cultural communication, enter into effective decisions about
how to shape professional documents for different audiences and
different print- or Web-based formats. Since this is a writing-intensive
course, you should be prepared to turn in 20-25 pages of written work
and to write and revise on a weekly basis.
Readings/Viewings:
TBD but likely Writing That Works: Communicating Effectively on
the Job (11th ed.); any grammar book published in the past ten years;
required course readings posted to ANGEL; and, possibly, short videos
from professionals in different fields posted to a course iTunes site.
Assignments:
Informational interview and reflection paper; critical inventory of
emerging writing skills, with referenced solutions; correspondence
portfolio; a formal face-to-face or e-presentation and proposal; and a
career documents portfolio.
Time Class Meets:
TR
12:30-1:50
Instructor:
N. Gerber
ENGL 389 01
GREEK & ROMAN LITERATURE
Period Course
Description:
This course will offer an overview of the literature of ancient Greece
and ancient Rome. Particular focus will be paid to the genres of tragedy and
epic and how they relate to the cultural-political climates of their time.
Readings: (subject to change)
Required (please make sure to purchase only these translations)
Homer. The Iliad (Lattimore translation)
Homer. The Odyssey
Sophocles. The Theban Plays
Euripides. The Trojan Women
Virgil. The Aeneid.(Fitzgerald translation)
Ovid. Metamorphoses
Additional, smaller readings (by Sappho, Horace, Cicero, Aristotle, and
others) will be made available to the students via Angel.
Exams, Papers:
Students will be evaluated through weekly reading reports; student
presentations; and one research paper.
CCC Fulfilled:
Category 5 – Western Civ
Time Class Meets:
M
Instructor:
B. Vanwesenbeeck
4:30-7
ENGL 396 01
RUSSIAN LIT
Description:
This course is intended for the students with interest in world
literature, history, and cultures. No knowledge of other Russian authors
is required but encouraged. Throughout the course students will be
exposed to the wealth of Russian realia of the XXth century. The major
focus will be made on the events and personalia of the beginning and the
end of the XXth century.
Russia and the Russian people underwent two turbulent turns of
history: the Russian Revolution of 1917 and, what some Russians call it,
“Boisterous 90s”. The books used and discussed in the course present
the tragedy that the Revolutions and changes brought to the people of
Russia and the greatness of human spirit surviving the deepest falls.
Although those books do not contain any biographical data, the course
will attempt to view the events through the eyes of the authors who
witnessed them. An additional emphasis will be made on the role of the
Soviet Union and Russia in the world during XXth century. Readings
will be complemented with historical background, and other shorter
readings/information to give context and background. For further
discussion, an attempt to draw parallels with American history and
culture of the same time periods will be made.
The first book used for the course, “Doctor Zhivago”, describes
the lives of several Russian families living and surviving the Revolutions
of 1917 and the civil war. The second book, “Master and Margarita”,
gives and interesting insight of the life in 1930s Russia, when through
mysticism of the main characters and the events, the reader may take a
better look at the clash between past and future in Russia of the time.
The third book, “Buddha’s Little Finger”, takes the readers to two time
periods – the beginning of the XXth century and the end, - and through
continuous time travel the readers are given chance to learn more about
how the country and the people were changing.
Readings:
Doctor Zhivago by Boris Pasternak
Master and Margarita by Mikhail Bulgakov
Buddha’s Little Finger by Victor Pelevin
Exams, Papers:
Reading Quizzes
Class Discussions
Final Paper
CCC Fulfilled:
Yes
Time Class Meets:
TR
Instructor:
A. Agafonov
5-6:20
ENGL 399 01
SPECIAL TOPICS:
Case Studies in Pop Culture:
Pastimes and Anxieties
Description:
This course will explore several different intersections of
American popular culture, perhaps including baseball and cold war
anxiety, environmentalism and cyberpunk science fiction, music
appropriation and race, and 9/11 and trauma. We will be viewing these
intersections through the lens of popular cultural theory and analysis,
determining the ways that media, social constraint and capitalism affect
the outcome of mass consumption of culture.
Readings:
Some of the following: The Natural, Underworld, Count Zero,
Neuromancer, Silent Spring, The Holy or the Broken, The Graphic
Adaptation of the 9/11 Commission Report, In the Shadow of No Towers,
A Disorder Peculiar to the Country, Race Music: Race Cultures from
Bebop to Hip-Hop, Parable of the Sower, Mix it Up: Popular Culture,
Mass Media, and Society.
Exams, Papers:
Mid-term, final, several short responses.
Time Class Meets:
MWF
Instructor:
D. Parsons
1-1:50
ENGL 399 02
WGST 377
SPECIAL TOPICS:
Trans/national Queer Identities
Description:
In 1987 Chicana cultural theorist Gloria Anzaldúa published
Borderlands/La Frontera, a radical multi-genred literary and theoretical
text in which she related the experience of being queer as inextricable to
the experience of being a woman of color. Despite Anzaldúa’s
provocative use of the term “queer” in her writing, when feminist
theorist Theresa de Lauretis edited a special edition of the journal
differences and coined the term “queer theory” in 1991 she alleged that
queers of color had not produced much theory. Indeed, when queer
theory is discussed and taught it is often the texts of white poststructural theorists such as Michel Foucault, Eve Kosofsky Sedgwick,
and Judith Butler that are foregrounded and regarded as the
foundational texts of the field.
This course seeks to challenge traditional understandings of queer
theory and queer studies by tracing the genealogy of these fields not
through the white post-structural theorists mentioned above, but
through the writings of queers of color and women of color feminists
beginning in the 1960s through current queer of color critiques. We
will examine not only how sexuality functions as a socio-historical
construction in both national and transnational contexts in a variety of
literary, theoretical, and visual texts, but also how sexuality as a
category of human experience is fundamentally connected to other
systems of domination such as ethnicity, race, nation, class, and
dis/ability status. We will consider topics including, but not limited to:
historical and contemporary intersections between multiple identitybased oppressions, connections between normative sexuality and
citizenship, queer identities in diasporic communities, transnational
transgendered identities, and queer of color critiques of marriage
equality.
No prior experience with critical theory is necessary.
Readings: Possible texts include:
Anzaldúa, Gloria, Borderlands/La Frontera
Baldwin, James, Another Country
Gaspar De Alba, Alicia, Desert Blood: The Juárez Murders
Linmark, R. Zamora, Leche
Lorde, Audre, Zami: A New Spelling of My Name
Mootoo, Shani, Cereus Blooms at Night
Various other literary and theoretical texts that will be available
through Angel
Exams, Papers:
Weekly contributions to the course blog, a cultural artifact
presentation, a short analytical paper, a “queer of color profile,” and a
research-based activism project.
Time Class Meets:
TR
12:30-1:50
Instructor:
J. Iovannone
ENGL 399 03
SPECIAL TOPICS:
Writing in the Digital World
Description:
In the 21st Century, more and more reading and writing are
taking place in digital formats and platforms. You may be an active
blogger, Tweeter or user of the next big thing. In this writing-intensive
course, we will explore how digital interfaces expands our notions of
literacy, community, audience and purpose as writers and
communicators. We will also investigate and critique the digital worlds
we inhabit and their potential consequences. Through a series of
readings, conversations, and practice with the forms we study, students
will come to both a theoretical understanding of digital literacies and
become more fluent digital writers.
Possible Readings:
Will include the following as well as other paper and digital readings.
Understanding Digital Literacies: A Practical Introduction by Rodney H.
Jones and Christoph A. Hafner
Alone Together: Why We Expect More from Technology and Less from
Each Other by Sherry Turkle
Exams, Papers:
This course will include a range of possible assignments, including
but not limited to a digital literacy inventory; a book/blog review; a
comparative reading/writing event; a digitally enhanced narrative and
will culminate in a digital project portfolio;
Time Class Meets:
TR
12:30-1:50
Instructor:
K. Cole
ENGL 400-01
SENIOR SEMINAR:
Crisis, Literature, Writing and Action
CO-REQ: 401-0
PRE-REQ: 345
Description:
This capstone course will provide students with an opportunity to
reflect on their learning experiences in the major and to explore the
roles of literature and writing in the world today. As a starting point, we
will examine some of the conversations about the humanities and
literary studies “in crisis” as well as the thorny question your friends
and relatives are probably asking you: “So what are you going to do
with that English degree?” This seminar will balance intellectual
inquiry and pragmatism; it will offer a learning community where you
can develop your research interests and enhance your writing and
community engagement skills. We will explore past literary responses to
historical moments of crisis and conflict such as the Vietnam War and
the September 11th attacks. However, our primary focus will be
examining the ways scholars, activists, and authors are using writing to
respond to contemporary issues.
Tentative Reading List:
Don DeLillo, Falling Man, ISBN 1416546065
Chuck Palahniuk, Survivor, ISBN 0385498721
Another text TBA
Several Xeroxed stories and essays on E-Reserve via ANGEL
Exams, Papers:
Job or graduate school application package, group engagement/poster
project for the Big Read (most likely with a service-learning
component), “Making Literature Matter” public writing assignment,
discussion leading, and a 15-page research project with a formal
proposal and a public presentation.
CCC Fulfilled:
Speaking Intensive/Basic Oral Communication
Time Class Meets:
TR
Instructor:
C. Jarvis
12:30-1:50
ENGL 407 01
TRAGEDY
Description:
So what is tragedy anyhow? Is it just a genre that ends with dead
bodies lying around? Obviously not. But what is it then? This class
will try to figure out the answer (and along the way we’ll try to
understand why Aristotle got it wrong).
Readings:
We’ll be looking at tragedies from a number of different areas:
drama, fiction, opera. Before the semester starts, I’ll send out a list of
readings.
Exams, Papers:
weekly response papers, three major papers
Time Class Meets:
MW 4:30-5:50
Instructor:
T. Steinberg
ENED 413 01
TEACHING SHAKESPEARE
Description:
English Adolescence Education students know that when they
have their own secondary classrooms, they will probably be teaching a
Shakespeare play. The following question then arises: “How do I get
my students interested in Shakespeare?” This class will focus on
Shakespeare plays commonly found in the high school curriculum. As
we work closely with the texts, we will be exploring a range of
pedagogical strategies for engaging students in the plays. Drama in the
classroom is one effective approach, so we will be learning various
strategies that get students up on their feet. Because of the pedagogical
focus, we will be concentrating on a few plays and then working with
them in depth.
Tentative Readings:
Romeo and Juliet, Hamlet, Macbeth, A Midsummer Night’s Dream
Exams, Papers:
Response papers, annotated bibliography, unit project, lesson plans,
active participation
Time Class Meets:
TR
11-12:20
Instructor:
A. Siegle Drege
ENGL 425 01
YEATS AND COMPANY
W.B. Yeats and Flann O'Brien
Description:
This course explores the work of two important Irish authors:
William Butler Yeats and Brian O'Nolan, aka Flann O'Brien. Yeats,
one of the primary figures of the late 19th-century Irish Literary
Revival, and O'Brien, next-generation novelist and satirist, are worthy
of comparison. Each mined a rich vein of Irish mythology and folklore
for source material, each concerned himself with forging a distinctly
Irish voice against the forces of cultural obliteration, and each had a
vexed but instrumental role in the issues of Irish nationalism. The
profound differences between the two authors, in terms of language,
background, culture, interactions with other artists and with their
audiences, speak to the complexity of Irish identity, and the issues
inherent in the work of attempting to claim or invent one. We will
explore Yeats's work--poems, stories, possibly a play or two, from his
early romantic 19th-century "Celtic Twilight" poems and folktales, to
his emergence as a major figure in European literary modernism and a
force in Irish culture and politics. We will consider his work within
various contexts: historical and political tensions, his occult interests,
the larger forces of modernism, and critical reception. Next, we will
turn to O'Brien and discuss what it meant for him to have inherited the
legacies of Yeats and James Joyce, and to have, unlike them, a nativespeaker's grasp of the Irish mythological and traditional literary
materials his literary forefathers appropriated for their work, his own
very different mode of modernism and his postmodern legacy.
Course work will include short critical papers and a final research
project. Texts will include The Collected Poems of WB Yeats, several
Irish folktales he collected, and some he composed, maybe a play, and
some of his critical essays; At Swim Two Birds, The Third Policeman, a
selection of O'Brien's journalistic essays, and some of his mythological
sources.
Time Class Meets:
TR
2-3:20
Instructor:
S. McRae
ENGL 427 01
MAJOR WRITERS:
Dante
Description:
This course will examine some of the major works of one of the
world’s greatest writers, Dante. We will focus on The Vita Nuova (The
New Life) and The Divine Comedy, but we will also glance at some of his
other works and at the works of his contemporaries. Dante not only
represents the culmination of the Middle Ages, but his work, like the
work of Shakespeare, has continued to speak to audiences for hundreds
of years.
Readings:
La Vita Nuova, The Divine Comedy
Exams, Papers:
Three major papers and weekly response
papers
Time Class Meets:
TR
11-12:20
Instructor:
T. Steinberg
ENED 450-01
SEMINAR: TEACHERS OF ENGL ADOL ED
CO-REQ ENED 451-01, ENGL 401-01
Description:
In this course, students will refine their philosophies of English
Education by examining these central questions: What is the discipline
of English? What subjects and processes does it include? Why do we
require students to take twelve or more years of it? What does it mean
to teach and to learn in general and in English? How do my experiences
as an Adolescence English Education major at Fredonia and my
completed portfolio underlie the ways I answer these questions?
This course will also involve guided practice in the teaching of
literature, poetry, drama, and writing. This work will be tied
directly to students’ concurrent work in ENED 451, Methods in
Adolescence English Education, and to their past work in other English
Education and Education courses.
Readings:
Cris Tovani I Read it but I Don't Get it
Audrey Friedman and Luke Reynolds Burned In: Fueling the Fire to
Teach
Liz Rosenberg Light Gathering Poems
Jeffrey Wilhelm and Bruce Novak Teaching Literacy for Love and
Wisdom
Jack London Call of the Wild
Harper Lee To Kill a Mockingbird
Exams, Papers:
Unit and Lesson Plans, Classroom Presentations
Teaching Philosophy, Mock Interview, Microteaching
One or two Literature Units, required jointly with ENED 451
CCC Fulfilled:
Speaking Intensive/Basic Oral Communication
Time Class Meets:
R
3:30-6
Instructor:
K. Cole
ENED 451 01
METHODS FOR ENGL ADOL
CO-REQ ENED 450-02, ENGL 401-02
Description:
In the Fall semester of your professional year, Methods and
Seminar provide a place for you to draw on what you have learned in
your pedagogy courses up to this point and build on that learning as you
prepare for student teaching in the spring. The two courses are
designed in tandem to reinforce your learning. Areas of exploration will
include: designing a secondary English class within the context of
standards, planning instructional units that build toward course goals,
planning individual lessons that build toward unit and course goals,
learning how to implement effective lessons, integrating assessment of
student learning into effective teaching, and reflecting on your teaching
in order to improve student learning. We’ll explore issues in teaching
through discussion and role play. Guest speakers from area schools will
bring a range of professional perspectives to our classroom. Weekly
visits to your student teaching classrooms will help you become familiar
with your cooperating teachers, students, and the schools before
walking in to student teaching. Methods is a field experience course for
meeting certification state requirements.
Texts:
TBA
Exams, Papers:
Types of work we’ll be doing: Teaching units, field experience
observations, four-day unit in the schools
There will be a required meeting this spring for students enrolled in
ENED 450 and 451 in the fall. Keep an eye on the ENGL Ed listserv for
upcoming details.
Time Class Meets:
T
3:30-6
Instructor:
A. Siegle Drege
ENGL 461 01
ADVANCED FICTION WRITING
Description:
Intensive critical discussion of student fiction. Readings in
contemporary fiction. The orientation of the course is professional, and
students are expected to submit their work to periodicals for
publication.
Readings:
A few of the following: Visiting Fiction Writer texts fall and
spring; Cathedral, Raymond Carver; A Good Man is Hard to Find,
Flannery O’Connor; Drown, Junot Diaz; The Thing Around Your Neck,
Chimamanda Ngozi Adichie; Interpreter of Maladies, Jhumpa Lahiri;
Volt, Alan Heathcock; Last Evenings on Earth, Roberto Bolano; others.
Exams, Papers, etc.:
Final portfolio for the semester, short “craft” essays, two
technical studies of contemporary literature, one of which is a book
review for publication.
Time Class Meets:
MW
Instructor:
D. Parsons
4:30-5:50
ENGL 461 02
ADVANCED FICTION WRITING
Description:
This workshop course will focus more intensely on the concepts
that students began to learn about in Engl. 260 and then explored much
more closely in Engl. 361. We will focus on the short story in particular
and specific issues of craft, criticism, and form that affect how we read
and write short fiction. At this level, I expect students to be well aware
of these issues coming into the course, allowing us to have a
sophisticated and multi-layered discussion of contemporary short
fiction and our own place in it as fiction writers.
This course will also explore the various ways that writing can take
place outside of the classroom setting and the many options that
students have in terms of pursuing their fiction careers on a
professional level.
Readings:
Will include a text by a visiting fiction writer (TBA) as well as a
few other short story collections.
Exams, Papers:
During the course of the semester, students will complete several
writing assignments (both in and out of class), Reading Journal entries,
and written critiques during workshop periods. At the end of the
semester, students will turn in a portfolio of both revised and new work.
Time Class Meets:
T
5-7:30
Instructor:
S. Gerkensmeyer
ENGL 500 01
INTRODUCTION TO GRADUATE STUDIES
IN ENGLISH
Description:
ENGL 500 introduces new graduate students to contemporary
issues, designs and methods in the field of English studies. Emphasis will
be on scholarly methods and aims of research in literature, rhetoric,
and pedagogy, showing points of intersection and connection across
various aspects of the discipline. By the end of the course, students will
develop preliminary plans for pursuing their own research interests,
providing them with a strong foundation for their individual program
of advanced study.
Texts: will likely include but not limited to:
Critical Terms for Literary Study, 2nd ed., eds. Frank Lentricchia &
Thomas McLoughlin (University of Chicago Press, 1995)
From Codex to Hypertext: Reading at the Turn of the 21st Century, ed.
Anouk Lang (University of Massachusetts Press, 2012)
Text(s) to be announced by Convocation keynote speaker Dr. Michael
Eric Dyson
All grad students should have a copy of the MLA Handbook for Writers
of Research Papers (7th ed), ed. Joseph Gibaldi
Assignments:
Students will work in a variety of forms to gain practical
experiences for work in the graduate program, including short critical
analysis, a research teaching presentation utilizing technology,
discussion of IRB training for doing research with human subjects,
annotated bibliographies, etc.
Time Class Meets:
R
5-7:30
Instructor:
J. McVicker + faculty team TBA
ENGL 512 01
HISTORICAL PERSPECTIVE:
American Identities
Description:
An exploration of the historical construction of American gender,
ethnicity/race, and class; their present status; and their literary and
cultural representations. Focusing on intersections between these
categories of identity, the course will utilize an interdisciplinary
approach, integrating materials from fields such as literary studies,
history, women's studies, ethnic studies, geography, sociology, music,
and art.
This course aims to put recent trends and events that influence
and reveal aspects of changing American identities in a broad historical,
political, legal, social, cultural, and economic context. We will use a
comparative, recursive approach focused on certain infrastructures of
American identities: American Freedoms, American Transformations,
American Competitiveness, American Citizenship, American
Battlefields. While examining how selected novelists, memoirists,
scholars, journalists, and cultural critics represent and reflect on
American identities in major works from the past two decades, we will
consider the traditions they draw on and revise, the tensions they
respond to and play out, and the perspectives they enable us to gain on
recent events and issues, American history, and our own identities.
For a recent undergraduate version of the course, please go to:
http://www.fredonia.edu/department/english/simon/ai7/
Readings: TBA, but likely to include many from this list:





Amy Chua, Battle Hymn of the Tiger Mother (Penguin, 2011)
Angela Davis, Abolition Democracy (Seven Stories, 2011)
James Der Derian, Virtuous War: Mapping the Military-IndustrialEntertainment Network (2nd ed., Routledge, 2009)
Cory Doctorow, Little Brother (Tor, 2010)
Eric Foner, The Story of American Freedom (Norton, 1998)





Matthew Frye Jacobson, Whiteness of a Different Color: European
Immigrants and the Alchemy of Race (Harvard, 1999)
Barack Obama, Dreams From My Father: A Story of Race and
Inheritance (Three Rivers Press, 2004)
Eric Rauchway, Blessed Among Nations: How the World Made
America (Hill and Wang, 2007)
Peter Spiro, Beyond Citizenship: American Identity After
Globalization (Oxford, 2008)
Karen Tei Yamashita, Tropic of Orange (Coffee House, 1997)
Exams, Papers: attendance/participation/preparation (15%), online
participation (15%), critical essay (20%), identification project (20%),
final research project (30%)
Time Class Meets:
T
5-7:30
Instructor:
B. Simon
ENED 554 01
TEACHING WRITING IN THE
SECONDARY SCHOOL
Description:
Study of and practice in approaches to teaching writing, with
emphasis on whole language instruction. Survey of recent research in
written composition and its application in the secondary classroom.
Readings:
English Journal
Other texts to be announced
Exams, Papers;
CLASS PORTFOLIO. Your grade for the class will be based on
the completion of a class portfolio. Many of these items will be
appropriate additions for your professional teaching portfolio. We’ll
discuss these items as well as appropriate assessment of them
throughout the semester. Here are things that will go in it:
 Lesson plans for teaching demonstrations, reflections and
analyses of them
 An ideal composition curriculum for your classroom
 Structured Field Experience paper
 Writing portfolio
 Teacher Filing Cabinet
Time Class Meets:
W
5-7:30
Instructor:
S. Spangler
Fenton Lab 2162
ENED 690 01
ENGL 690 01
ADVANCED RESEARCH SEMINAR
Description:
In this required research seminar, you will finalize your reading
lists for culminating degree projects, engage in that reading, conduct
additional necessary independent research and commence their your
final project. The seminar is intended to provide both faculty
direction and peer work shopping for developing and testing
hypotheses, gaining confidence in articulating your ideas in depth and
with a specific focus, and drafting material for final projects.
Students conducting independent classroom research will also obtain
necessary permissions from the Institutional Review Board and school
authorities and carry out their research in preparation for writing
their final reports.
Required Readings and Materials:
Student selected texts to be shared with one another for discussion
and commentary
Either MLA or APA Publication Manual
Student membership in MLA, NCTE or other relevant professional
organization
Assignments:
Students will finalize their culminating activity for the degree and
begin work on it.
Voice and Style Review
Personal Editing Checklist
Research Log
Draft of the first chapter of thesis, first draft of publishable
article; annotated bibliography of reading list for exams.
Time Class Meets:
M
5-7:30
Instructor:
E. VanDette
Fenton Lab 2162