COURSE DESCRIPTION
BOOKLET
DEPARTMENT
OF
ENGLISH
SPRING
2015
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.
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PRE-REQUISITE OR PERMISSION OF INSTRUCTOR:
STUDENTS: You must have the appropriate pre-requisites for Spring
2015 registration. Check the online listings to see what the current prerequisites are -- note that these may be different from what is listed in the
current catalogue.
TO THE STUDENT:
Before selecting a course, consider the following: You might find it
useful to decide what your purpose is in selecting a course in English:
curiosity? knowledge? involvement with issues? background for
major or career? Have you consulted your advisor? Have you thought
of asking for a conference with the instructor of the course?
Also consider:
It is strongly advised that you take a 200-level introductory course in
literature before taking a 300-level course.
300-level courses are studies that usually require some research,
perhaps an oral report, probably a major paper. These courses are
intended for the serious student, but not exclusively for English majors.
400-and 500-level courses are for advanced students who are ready for
specialized study and research.
FOR THE MAJOR OR MINORS IN ENGLISH:
See the catalog and/or handouts for requirements.
ENED 101 01
INTRO TO ENGLISH ADOLESCENCE
EDUCATION
1.5 credit course
Description:
In this course, English Adolescence Education majors are introduced to
both their major and their future profession. Between the Fall 2012 and Spring
2013 semesters, students must complete 25 hours of observation, divided between
high school and middle school English classrooms. We will discuss these
observations, and we will also explore the questions: Why teach English? And,
what would it mean to teach English for social justice?
Readings:
Atwell, Nancie. In the Middle: New Understandings about Writing, Reading,
and Learning
Exams, Papers:
A journal kept during the field observations, signed forms documenting the
observations, a reflection paper, and a letter to the editor.
Students registering for ENED 101 must attend a meeting on Monday,
November 10th in the English Reading Room, 127 Fenton Hall,
from 5-5:30.
Time Class Meets:
MW 4:30-5:50
Instructor:
H. McEntarfer
1/21-3/11/15
Everyone enrolled in the course must attend.
ENED 103 01
READINGS & OBSERVATIONS IN
ENGLISH ADOLESCENCE EDUCATION
1.5 credit course
Description:
This junior-level course fulfills part of the field-observation requirements
for the English Adolescence Education major and is open to those students who
have successfully completed ENED 101. Between the Fall 2012 and Spring 2013
semesters, students will arrange to observe a minimum of 25 hours in both a
middle school and a high school classroom. Class time will then draw on
students’ observation experiences, course readings, and other English pedagogy
courses as together we explore advanced issues in pedagogy. Students will
continue to develop their own sense of the kind of teacher they will be.
Readings:
Keizer, Garrett. No Place But Here: A Teacher’s Vocation in a Rural
Community
Exams, Papers:
Documentation of field experiences; reflection paper based on field
experiences; a “This I Believe” essay; one experience leading class discussion of
Keizer’s book.
Students registering for ENED 103 must attend a meeting on Monday,
November 10th in the English Reading Room, 127 Fenton Hall, from
5:30-6:00.
Time Class Meets:
MW 4:30-5:50
Instructor:
H. McEntarfer
3/23-5/8/15
*Everyone enrolled in the course must attend.
ENGL 106 01
THE ENGLISH MAJOR:
INTRODUCTION TO LITERARY STUDIES
Description:
ENGL 106 will provide students with a full semester overview of the major
areas within and current approaches to literary students. It is required for all
students entering the English major (323) and is designed to open the many
different fields of English studies to new majors and to help students develop a
context for the courses they may have already have taken and will be taking
throughout their career as English majors at Fredonia. Students will gain insight
into literary history, the process of and critical debates concerning canon
formation, and the multiple functions and genres of literature and writing. This
course will also require a significant literary research paper designed to introduce
students to effective modes of library research, strategies for integrating
secondary sources, and important terms and concepts that are fundamental to
literary analysis.
Readings:
A variety of short fiction, Bram Stoker’s Dracula, introductory critical
theory, and literary scholarship.
Exams, Papers:
Mandatory attendance; two short analytical essays; annotation of critical
scholarship; and a research portfolio containing a topic statement and
description, a sample source summary, an annotated bibliography, a Says/Does
outline, and a final research essay of 8-10 pages.
Time Class Meets:
MWF
Instructor:
D. Kaplin
1-1:50
ENGL 114 01
ESL: SPOKEN & WRITTEN GRAMMAR
Description:
This course guides 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.
The course will focus on authentic grammar usage via corpus-based texts to
motivate students to learn how to use the English language appropriately in
speaking and in academic writing. It will guide students to identify and avoid
typical errors appeared in speaking and writing and gradually to improve their
speaking and writing skills.
Readings:
 Conrad, S., & Biber, D. (2009). Real grammar: A corpus-based approach to
English. New York: Pearson Longman. (ISBN: 978-0-13-515587-5)
 Additional materials (provided by the instructor)
Exams, Papers:
In-Class and After-Class Assignments,
Three Writing for Grammatical Structure Usage
Midterm and Final Exams
Group Presentation
Time Class Meets:
MWF
Instructor:
L. Wang
10-10:50
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 various 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.
(ISBN: 978-0-13-613368-1)
Exams, Papers:
In-class and after-class assignments
Four Reading Reflection
One Cultural Squib
Group Presentation
Final Exam
Time Class Meets:
MW
Instructor:
L. Wang
4:30-5:50
ENGL 160 02
VISITING WRITERS PROGRAM
Writing Minors Only
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 361 in
conjunction with 160.
Readings:
The Peripatetic Coffin Ethan Rutherford
New Testament Jerico Brown
Exams, Papers:
Two examinations of the visiting writers and their
work
Time Class Meets:
R
Instructor:
D. Parsons
4-5 and 7-8:30
ENGL 200 01
CL: AMST
INTRO TO AMERICAN STUDIES
Description:
The aim of this course is to introduce you to various interdisciplinary
approaches and perspectives appropriate for American Studies. This is a course
about perspectives and perceptions: about the continuing process of intercultural
encounter, about how individual, ethnic and national identities come to be
constructed and reconstructed as a result of that process, about how various
disciplinary and critical approaches can inform each other and expand awareness
and finally, how you as a student learn to refine your own perceptions as a result
of expanding your perspective. Historically, we begin before European settlement,
move to the establishment of the colonies; discuss such issues as slavery and
abolition; Indians, including relocation policies, contact accounts from both sides,
and captivity narratives; the Civil War and its aftermath; industrialization and
reconstruction; modernism, and finally the present. Methodologically, our
approaches will include sources from history, literature, anthropology, and
probably various art and media.
Texts and assignments are still to be determined, but your work will most likely
consist of various short projects and a final exam.
CCC Fulfilled:
Category 4 – American History
Time Class Meets:
TR
Instructor:
S. McRae
12:30-1:50
ENGL 204 01
SURVEY OF ENGLISH LIT
Description:
This course offers tastes of English literature from its origins to the
twentieth century, using important works to exemplify the defining periods and
writers in the English tradition. These are some of the “Greatest Hits” of English
literature, and through them we examine the development of genres, the changing
relationships between literature and national identity, the concept and functions
of a literary canon, the role of the author, and issues of gender. A central goal of
the course is to offer students a fundamental understanding of the principal
periods of English literature and how each one follows from and reacts to those
that came before it. Note that, because we have centuries to cover in 15 weeks, the
substantial reading load for this course is substantial: it is all amazing material,
but it is a lot to read!
Readings: The Norton Anthology of English Literature (one volume).
Exams, Papers:
Mandatory attendance, weekly short papers about specific readings,
mandatory attendance, one in-class midterm exam, mandatory attendance, one
take-home final exam, mandatory attendance. Did I mention mandatory
attendance?
CCC Fulfilled:
Humanities (5)
Time Class Meets:
MW 3-4:20
Instructor:
D. Kaplin
ENGL 205 01
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
10-10:50
ENGL 205 02
EPIC AND ROMANCE
Description:
In this course, we will read epics and romances from various time periods
and geographical locations. Our discussions will particularly focus on the
concepts of desire, heroism, and social class.
Readings:
The Epic of Gilgamesh
The Aeneid
Memed, My Hawk
Tristan and Iseult
The Sorrows of Young Werther
Exams, Papers:
Five one-page response papers, one 1000-word book review,
midterm (take-home essay), presentation.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
I. Vanwesenbeeck
11-11:50
ENGL 207 01, 02
DRAMA AND FILM
Description:
This course will explore drama and film as visual texts in works ranging
from ancient Greece to the present. Through a thematic lens of the journey,
whether physical or metaphorical, and in some cases with an eye to adaptation,
we will critically examine texts, including theatrical elements. What choices can
be made and have been made in the visual (re)presentation? These questions will
inform our discussion of the drama and the film. Our study will consider the
relationship of the texts to the historical times and places in which they are
situated, tracing ways the texts reflect their cultures.
Readings:
A range from Sophocles to Kushner
Exams, Papers:
Response papers, research paper, final project, and active
participation
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
01:
02:
Instructor:
A. Siegle Drege
TR
TR
T
11-12:20
12:30-1:50
5-7:30
SCREENING
ENGL 207 03
DRAMA AND FILM
Description:
We will explore drama from many different cultures and time periods, from
the ancient Greeks to works of a more contemporary nature. The films we view
will also offer the work of a variety of filmmakers from a diversified selection of
countries and time periods.
Readings:
The Bedford Introduction to Drama 5th Edition
Edited by: Lee A. Jacobus
Exams, Papers:
- Participation in Class Discussions
- Response papers
- A Midterm Exam
- One longer paper of analysis/synthesis
- Student led class discussion
- Reading quizzes
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
1-1:50
W
5-7:30
Instructor:
C. Thomas Craig
SCREENING
ENGL 209 01
NOVELS AND TALES
Description:
Readings:
Exams, Papers:
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
Staff
9-9:50
ENGL 209 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:
TBA
Exams, Papers:
Online discussion board entries/comments, Discussion
leading, 2 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 04
NOVELS AND TALES
Description:
This section of Novels & Tales will deal with ideas of immortality. Our texts
and discussions will involve characters questing for immortality, fears of death
and the unknown, and the consequences one would face if we lived forever.
Readings:
The Picture of Dorian Gray by Oscar Wilde, Jitterbug Perfume by Tom
Robbins, The Epic of Gilgamesh, as well as various short
stories, myths,
poems, fairy tales, and current research into
prolonging human life
indefinitely.
Exams, Papers:
Multiple response papers, reading quizzes, and a final
essay assignments
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
D. Laurie
12-12:50
ENGL 209 05
NOVELS AND TALES
Description:
Readings in world literature from ancient to contemporary. The course teaches
analysis of varying narrative styles and approaches and the relationship of narrative to
culture. These sections of ENGL 209 focus on the traditions, transformations, and re­visions
of fairy tales, some of the earliest narrative forms to have wended their way from oral to
written to print to screen to online media over the course of millennia of human storytelling.
Attending to the meanings, purposes, and effects of the act—and art—of storytelling, we will
consider how fairy tales and related narrative forms, genres, and media represent and affect
our understandings of and responses to social reality, the self and others, and ethico­political
issues.
For earlier versions of the course, please see:
http://www.fredonia.edu/department/english/simon/ft1/
http://www.fredonia.edu/department/english/simon/ft2/
https://docs.google.com/document/d/1wcitO0O6MsFp0pPy8Ya9XS1iUdvUfSZcU­fm9p_Yc­A/
edi t?usp=sharing
Readings: To be chosen from among:
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Aleksandr Afanasev, ed., Russian Fairy Tales
The Arabian Nights, trans. Husain Haddawy, ed. Daniel Heller­Roazen (2nd ed.)
Margaret Atwood, Bluebeard’s Egg
­­, The Robber Bride
John Barth, Chimera
Donald Barthelme, Snow White
Peter Beagle, The Last Unicorn
Kate Bernheimer, ed., My Mother She Killed Me, My Father He Ate Me
Steven Brust, The Sun, The Moon, & the Stars
A.S. Byatt, The Djinn in the Nightingale’s Eye
Italo Calvino, Italian Folk Tales
Angela Carter, The Bloody Chamber
Andrei Codrescu, Whatever Gets You Through the Night
Robert Coover, Briar Rose
Michael Ende, The Neverending Story
Neil Gaiman, Stardust
William Goldman, The Princess Bride
Martin Hallett and Barbara Karasek, eds., Folk and Fairy Tales (4th ed.)
Hermann Hesse, The Fairy Tales of Hermann Hesse
Maxine Hong Kingston, The Woman Warrior
Patricia Grace, Potiki
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Gail Carson Levine, Ella Enchanted
Naguib Mahfouz, Arabian Nights and Days
Gregory Maguire, Confessions of an Ugly Stepsister
­­, Mirror, Mirror
Philip Pullman, I Was a Rat!
Salman Rushdie, Haroun and the Sea of Stories
Pinhas Sader, ed., Jewish Folk Tales
Rob Spillman, ed., Fantastic Women
Maria Tatar, ed., The Classic Fairy Tales
Sheri Tepper, Beauty
Bill Willingham, Fables
Jane Yolen, Briar Rose
­­, ed., Favorite Folktales from Around the World
Jack Zipes, The Great Fairy Tale Tradition
Exams, Papers:
To be determined, but most likely a mix of attendance/participation/preparation,
online participation, critical essays, and final research project.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
TR
Instructor:
B. Simon
8-9:20
ENGL 211 01
WORLD POETRY
Description:
Our focus will be on using poetry to honor the dead. We will
critically examine poems from a variety of nationalities, ethnicities, and
time periods. We will begin the semester with close readings, learning
how to critically examine poetry. We will then engage literary criticism
to further our understanding of poetry.
Readings:
Inventions of Farewell: A Book of Elegies, edited by
Sandra M. Gilbert; handouts and readings on Angel.
Exams, Papers:
1 midterm critical analysis, 1 short literary analysis, 1 final
project on a poet of one's choice, 1 group presentation, original poem(s),
and discussion questions; mandatory class attendance.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
MWF
Instructor:
A. Fearman
9-9:50
ENGL 211 02, 03
WORLD POETRY
Description:
We will read, recite, and write poetry. In some cases, we will
trace the evolution of poetic verse forms from around the world and
across the centuries. Ancient poetry and literary criticism will
foreground our semester examination of poetry as both cultural artifact
and personal expression. Discussion of traditional forms will include
the ode and sonnet, whose migrations from Ancient Greece and
Medieval Italy throughout the world, and their eventual transformation
into politically charged and global contemporary practices we will
follow. Additionally, study of both Eastern and Western poetics
(through a comparison of figurative-based verse) will focus on
renowned poets Kahlil Gibran and Wislawa Szymborska. Discussions of
contemporary verse from current texts and periodicals provides the
denouement for our trip “around the world and through the ages… in
15 weeks”.
Readings: (subject to change)
Handouts provided by instructor and/or available via ANGEL.
Hirsch, Edward. How to Read a Poem and Fall in Love with Poetry
Washburn, Katharine and Major, John S Editors. World Poetry:
An Anthology of Verse from Antiquity to Our Time
Oliver, Mary. A Poetry Handbook.
Gibran, Kahlil. The Prophet
*Poetry book of student choice, costing no more than $15.00
Exams, Papers:
Final paper and minor projects require students to read, write,
examine, memorize, recite, theorize and discuss poetry.
CCC Fulfilled:
Category 7 - Humanities
Core course in English major
Time Class Meets:
02:
03:
Instructor:
K. Moore
TR
TR
11-12:20
9:30-10:50
ENGL 240-01
CL: ETHN
INTRO TO AFRICAN-AMERICAN
LITERATURE & CULTURE
Description:
What ties together the African-American literary societies of the
nineteenth century, Harlem Renaissance jazz, Alice Walker’s The Color
Purple and Scandal? More than you might think. This course will
examine the evolution of African-American popular culture past and
present, as reflected in various modes of mass media. Examples will be
drawn from film, music, television, literature, and other genres to
demonstrate the historical continuity of images of African-Americans
across diverse domains.
Readings:
Readings will include, but not be limited to: Jay-Z, Decoded;
Henry Brown, Narrative of the Life of Henry “Box” Brown, Written by
Himself ; Alice Walker, The Color Purple
Exams, Papers:
Coursework will consist of short papers and
other activities.
CCC Fulfilled:
8B
Time Class Meets:
MWF
Instructor:
S. Liggins
(American History B)
2-2:50
ENGL 260 01, 04, 05
INTRO CREATIVE WRITING
Description:
In this class, students will form a community in which they learn about
fiction and poetry writing through reading and discussion of published
authors’ work, and through the creation and sharing of the students’
own stories and poems. The class will study different forms and genres,
drafting and revision techniques, and more. Student workshops will be
conducted, and attendance is mandatory.
Readings:
Imaginative Writing: The Elements of Craft (Third Edition), by Janet
Burroway; The Oxford Book of American Short Stories, edited by Joyce
Carol Oates, (1992); MLW Visiting Writers Series authors’ books (two
per semester); and poetry and story handouts (distributed in class).
Exams, Papers:
Short writing assignments, midterm project (creative), final revision
project (takes the place of final exam), workshop material and letters to
classmates, in-class writing, and reading quizzes.
CCC Fulfilled:
Category 8 – Arts
Time Class Meets:
01:
04:
05:
Instructor:
R. Schwab Cuthbert
MW 3-4:20
TR 3:30-4:50
TR 5-6:20
ENGL 260 02, 03
INTRO TO CREATIVE WRITING
Description:
Introduction to Creative Writing is the first in a sequence of
Creative Writing courses offered at Fredonia. Through close reading of
poetry and short fiction, we will study concepts of form and content in
contemporary literature. We will practice our craft via in-class writing
exercises, workshops, recitations, and discussions. This class attracts
students from a wide range of disciplines, and is therefore designed to
relate to both beginning writers and writers further along in their
practice. One of the major goals of the course is to create a community
of writers that can help each participant grow, no matter how new or
accustomed to the concerns of creative writing.
Readings:
 Ordinary Genius: A Guide for the Poet Within. Addonizio, Kim.
New York: W.W. Norton & Co. 2009.
 Writing Fiction: A Guide to Narrative Craft. Burroway and
Stuckey-French Ed. 9th Edition. New York: Pearson, Longman,
2014.
 The Peripatetic Coffin Ethan Rutherford
 New Testament Jerico Brown
Exams, Papers:
 Midterm Short Stories Analysis
 Illuminated Poem Assignment
 Final Reflective Portfolio
CCC Fulfilled:
Category 8 - Arts
Time Class Meets:
02:
03:
Instructor:
J. Daly
MW 4:30-5:50
MW 6-7:20
ENGL 261 01
LITERARY PUBLISHING
Description:
Introduction to Literary Publishing is a workshop course where
much of class time is dedicated to working on the projects that will
ultimately be presented to the campus and community. There will, of
course, also be lessons in proofreading and design, avenues for
creativity, and time to work as a group to produce the best possible
product. During the semester, the class will produce The Trident in print
form and the production of independent individual work. There will
also be papers that will ask students to reflect critically on the choices
each student made.
Readings:
The Peripatetic Coffin Ethan Rutherford
New Testament Jerico Brown
Exams, Papers:
Mid-term and Final portfolio.
Time Class Meets:
MWF
Instructor:
D. Parsons
1-1:50
ENGL 296 01
CL: AMST
AMERICAN IDENTITIES
Description:
The catalog description of this course is as follows: 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 American Identities will be heavily focused on
historical constructions of American identities. The course will bring
together contemporary examples (from literature, film, music, and
journalism) with literary and cultural sources from the 19th century, in
order to appreciate the historical trajectory of American identity
representation.
This course is required for AMST majors and elective for ENGL
majors.
Readings:
TBA, but please expect a rigorous reading load that includes
literature, criticism, and journalism.
Exams, Papers:
TBA, but will likely include critical essays, a web-based project,
and research-based final paper, and a class presentation.
CCC Fulfilled:
Category 4 - American History
Category 11 – Speaking Intensive
Time Class Meets:
MW
Instructor:
E. VanDette
3-4:20
ENGL 299 01
CL: ETHN206
INTRO TO AFRICAN-AMERICAN STUDIES
Description:
This course is an interdisciplinary examination of the history and
lives of African Americans that embraces history and literature, the arts
and material culture, as well as sociological, political, economic, public
policy, and philosophical perspectives on the experience of people of
African descent in the United States. We will be examining, among
other topics, the relationship between African Americans and the
medical community, African-American participation in the
environmental movement. Students will also encounter Hip-Hop,
African-American film and television, and contemporary identity
politics.
Readings:
Readings will include, but not be limited to: Jay-Z, Decoded;
Rebecca Skloot, The Immortal Life of Henrietta Lacks; Carolyn Finney,
Black Faces, White Spaces: Reimagining the Relationship of African
Americans to the Great Outdoors
Exams, Papers:
Coursework will consist of short papers and
other activities.
CCC Fulfilled:
CCC Humanities
Time Class Meets:
MWF
Instructor:
S. Liggins
11-11:50
ENGL 304 01
CL: ETHN
LATINA LIT & CULTURE STUDIES
Description:
The study of the literary and artistic production of Latin@ s in
the U.S. We will examine their writing and their work within a feminist
and ethno-poetic theoretical framework. The readings will shed light
into what it means to be “latina,” woman, lesbian, artist, in
contemporary U.S. We will examine the contributions of a group of
writers and artists who is constantly pushing the margins of literary and
aesthetic canons and genres as traditionally understood.
Readings:
In The Time of the Butterflies by Julia Alvarez; Dreaming in Cuban by
Cristina García; Loving in the War Years. Lo que nunca pasó por mis
labios by Cherrie Moraga; Borderlands. La Frontera. The New Mestiza
by Gloria Anzaldúa; The Latin Deli by Judith Ortiz Cofer; Shattering
the Myth: Plays by Hispanic Women by Denise Chávez and Linda
Feyder; Woman Hollering Creek and Other Stories by Sandra Cisneros;
I’m Still Standing. Thirty Years of Poetry by Luz Maria UmpierreHerrera; Secrets in the Sand. The Young Women of Juarez by Marjorie
Agosin. Other readings on ANGEL and reserve.
Exams, Papers:
Weekly Journals, Oral Presentation,
Social Activism Project.
Time Class Meets:
MW
Instructor:
C. Rivera
4:30-5:50
ENGL 312 01
RENAISSANCE LIT
Period Course
Description:
This course will offer a survey of Renaissance literature from a
global perspective. We will read several classical Renaissance texts such
as Montaigne’s Essays, Shakespeare’s The Tempest, Marlowe’s
Tamburlaine, Rabelais’s Gargantua and Pantagruel (selections), Thomas
More’s Utopia, Francis Bacon’s New Atlantis, Erasmus’s A Handbook on
Good Manners for Children, Lazarillo de Tormes, and some other shorter
excerpts from the era.
Readings:
Montaigne’s Essays, Shakespeare’s The Tempest, Marlowe’s
Tamburlaine, Rabelais’s Gargantua and Pantagruel (selections), Thomas
More’s Utopia, Erasmus’s A Handbook on Good Manners for Children,
Lazarillo de Tormes and others.
Exams, Papers:
Weekly ANGEL postings, midterm (objective exam),
research paper.
CCC Fulfilled:
Humanities
Time Class Meets:
MWF
Instructor:
I. Vanwesenbeeck
1-1:50
ENGL 314 01
CL: WGST
WOMEN WRITERS
Description:
An in-depth study of literature by women. The course explores
questions regarding gender, language, perception, and experience
through various genres. This iteration of Women Writers will consider
literary works by women who occupy a broad range of identity
positions including race, national affiliation, sexual orientation, and
ability, in addition to the works of both cisgender (non-transgender)
and transgender women.
This course is also cross-listed with Women’s and Gender
Studies (WGST 314).
Readings:
Will be selected from the following:
Americanah, Chimamanda Ngozi Adichie
Cat’s Eye, Margaret Atwood
Northanger Abbey, Jane Austen
Jane Eyre, Charlotte Brontë
Not That Kind of Girl, Lena Dunham
Interpreter of Maladies, Jhumpa Lahiri
Redefining Realness, Janet Mock
The Bell Jar, Sylvia Plath
Ru, Kim Thúy
Various additional poems, short stories, and essays, which will be
available via Angel.
Exams, Papers:
Assignments will include: reading discussion questions, a video essay,
and a research-based literary activism project.
CCC Fulfilled:
Western Civilization
Time Class Meets:
TR
Instructor:
J. Iovannone
3:30-4:50
ENGL 333 01
ENVIRONMENTAL LITERATURE
Brief Description:
“The more we can focus our attention on the works and realities
of the universe about us, the less taste we shall have for destruction.”—
Rachel Carson. Building upon this theme, this course will trace the
development of American environmental ethics: beliefs about right and
wrong uses of, and attitudes toward, the natural world. Never before
have our encounters with the natural world been imbued with so much
peril and so much possibility. From Camille Dungy exploring African
American nature poetry, to John Muir’s riding out a mountain storm in
the branches of a lofty Douglas spruce, we will focus on a survey of
American nature writing and actual first-hand explorations of nature
through various field trips.
Readings: (subject to change)
Annie Dillard, A Pilgrim at Tinker Creek
Edward Abbey, Desert Solitaire
other writers we’ll read selections include: Nabovkov,
Sue Hubell, Terry Tempest
Williams, Mary Oliver, Jamaica Kincaid, and even
Meriwether Lewis (of ‘and Clark’ fame)
Exams, Papers:
2 papers about 5-7 pages each, reading
responses, quizzes, and a final project/paper
CCC Fulfilled:
Category 4 – American History
Time Class Meets:
TR
2-3:20
Extra Hours:
Instructor:
5-6:20 on: 2/12, 2/19, 2/26, 3/5, 3/12
A. Nezhukumatathil
ENGL 345 01
CRITICAL READING
Description:
The main purpose of this course is to introduce you to twentiethcentury theories that have influenced the ways in which we read literary
texts. Among others, we will explore the following questions: What is it
that makes a text “literary?” Is historical context relevant to the study
of literature? How are class, gender, and race represented in literary
texts? In order to answer these questions, we will examine various
schools of criticism from Russian Formalism and New Criticism to
psychoanalysis and genetic criticism. Several shorter literary texts will
serve as examples and reference points for the explanation of theoretical
issues.
Readings:
David Richter. The Critical Tradition: Classic
Texts and Contemporary Trends
Exams, Papers:
Midterm exam, final exam, and final paper.
CCC Fulfilled:
Category 11 – Speaking Intensive
Time Class Meets:
MWF
Instructor:
B. Vanwesenbeeck
9-9:50
ENGL 349 01
CL: WGST
THEORIES OF GENDER
Description:
This course seeks to introduce students to many of the key theoretical
frameworks that inform the study of gender and sexuality, such as feminist, queer,
intersectional, transnational, historical and multicultural theories. We will spend
about a third of the semester looking at several classic texts so that students have a
common foundation for understanding contemporary directions and debates,
primarily those focusing on epistemology (how knowledge is created), and the way
discourses of power intersect with the body. Readings will address contemporary
gender issues from the perspective of transnational feminist studies, as well as
race/ethnicity studies, masculinity studies, queer studies, and disability studies.
There will be an emphasis on “critical activism” in this course: an effort to help
students gain confidence in drawing on scholarship to intervene in the issues of
everyday life, with a strong public component. Students will attend and respond to
events on campus and in the community through programming for Women’s
History Month, the annual gender conference, convocation events and more.
Students will also have the option of taking on a 4th credit for extending the final
project into a true service learning project if they wish.
Readings: This course comes with substantial reading and writing. Specific texts
will be announced at a later date, but there will be an anthology, plus required
reading through websites and essays on ANGEL. We are likely to read all or much
of Carine Mardorossian’s new book, Framing the Rape Victim; a subscription to a
contemporary feminist journal as well as the New York Times will also be likely
requirements. Students may want to pick up Georgia Warnke’s introductory book
Debating Sex and Gender (Oxford University Press, 2011) prior to the start of the
course.
Assignments: tentative
Two response papers/blog posts responding to key issues of the reading; a midterm
annotated bibliography surveying contemporary theoretical work in major
women’s/gender studies journals and other disciplines; a research presentation or
paper drawing on the annotated bibliographies and exploring contemporary
transnational feminist/gender issues with a required abstract; a short media review
of a contemporary or landmark work, event, or text incorporating a theoretical
lens; a final scholarly activism project with a public outreach component (this may
be channeled into a 4th credit involving service learning).
CCC Fulfilled:
Time Class Meets:
Instructor:
Category 11 – Speaking Intensive
TR 2-3:20
J. McVicker
ENED 354 02
LIT FOR THE INTERMEDIATE GRADES*
*Childhood Education, Dual Concentrators, and Middle School Ext. only
Description:
This course focuses on literature for students in the intermediate
grades. Future elementary school teachers will learn strategies for
helping these young readers become confident, capable, lifelong readers.
In the process, they will become more active, responsive, critical readers
themselves.
**Tentative** Readings:
Serafini, The Reading Workshop
MacLachlan, Journey
Curtis, The Watsons Go to Birmingham – 1963
Codell, Sahara Special
Lin, Where the Mountain Meets the Moon
Stead, When You Reach Me
Creech, Heartbeat
Ryan, Esperanza Rising
Choldenko, Al Capone Does My Shirts
Ryan, Becoming Naomi Leon
Palacio, Wonder
PLUS:
One informal book club book (titles TBD) and three novels
for portfolio project
**Tentative** Exams, Papers:
Informal In- and Out-of-Class Reading/Writing Activities
Literature Response Logs
“Reading Like Writers” Notebook
Book Group Leader Project
Book Group Evaluations
Novel Portfolio
Teaching Philosophy (based on Serafini’s The Reading Workshop
Time Class Meets:
MWF
Instructor:
M. Wendell
11-11:50
ENED 355 01
ADOLESCENT LITERATURE
Description:
This course has three main goals. First, of course, students will
read and discuss a wide variety of adolescent literature. Second, they
will learn about ways to teach literature in the secondary classroom.
Students will actually engage in many of these approaches—Socratic
Circles, Literature Circles, drama- and arts-based activities—both in
and out of the classroom, and as a class we will evaluate their usefulness
for teaching. This is an active class, with a combination of discussion
and hands-on experiences. And finally, this course uses literature
representing a wide range of identities and experiences to launch
discussions about diversity, equity, and social justice education. We will
discuss issues related to race, class, gender, and sexuality, and we will
talk about how to address these issues in secondary classrooms as well.
Readings:
Although this list is not finalized, the readings will likely include
books from the following: The Fault in Our Stars (Green); Eleanor and
Park (Rowell); The Book Thief (Zusak); The Absolutely True Diary of a
Part-Time Indian (Alexie); Pinned (Flake); Chanda’s Secrets (Stratton);
The Hunger Games (Collins); Persepolis I (Satrapi); The Giver (Lowry);
and choices from sets of books that will include Boy Meets Boy (
Levithan); Luna (Peters); 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 (completed with a partner);
1 mini-lesson.
Time Class Meets:
MW
Instructor:
H. McEntarfer
3-4:20
ENED 357 01
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
1) Goodman. On Reading
or
2) Routman. Literacy at the Crossroads
Plus 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:
TR
3:30-4:50
Instructor:
S. Johnston
ENED 359 01, 02
TEACHING POETRY IN ELEMENTARY
AND MIDDLE SCHOOL*
*CH/EC English Concentrators & Middle School Ext. only
Description:
In this course future educators will develop competence and
confidence as readers, writers, and teachers of poetry. They will use the
knowledge they gain from class discussions, readings, activities and
projects to develop their own philosophies and strategies for
approaching poetry with elementary and middle school students.
Tentative Readings:
Creech, Love That Dog
Fletcher, Poetry Matters: Writing a Poem from the Inside Out
Heard, For the Good of the Earth and Sun: Teaching Poetry
Heard, Awakening the Heart: Exploring Poetry in Elementary and Middle
School
Creech, Hate That Cat
Exams, Papers:
Informal In- and Out-of-Class Reading/Writing Activities
Poet’s Journal
Original Poetry
Poetry Binder (collected poems)
Poetry Readings/Recitations
Heart Map
Poetry Anthology
Poet Study
Presentation of Poetry Anthology or Poet Study
CCC Fulfilled:
Category 11 – Speaking Intensive
Time Class Meets:
01
02
Instructor:
ENGL 361 01
MWF
MWF
9-9:50
10-10:50
M. Wendell
INTERMEDIATE FICTION WRITING
Note: a writing sample is required for enrollment into this course.
Submit 5-7 pgs. of fiction with coversheet (available in the English
department office – 277 Fenton Hall).
*Portfolios Submission Due: Friday, October 24, 2014
Brief Description:
This course is for those who are already comfortable with the
workshop model, the concept of revision, and who are ready for honest,
constructive feedback. This is a studio/workshop class with writing done
both in and out of the classroom. The aim is to support you as a writer-both your process and your need to grow and develop through reading,
writing, and the study of craft. More in-depth reading and writing
fiction is expected in order to further sharpen your editorial and
revision skills.
Readings:
 at least 2 short story collections, TBD
 The Periapetic Coffin, by Ethan Rutherford
* a short story anthology and/or craft book, TBD
Exams, Papers: weekly writing assignments, workshop and reading
responses, historical research project, and portfolio of creative work
due at semester’s end
Time Class Meets:
TR
Extra Hours:
Instructor:
12:30-1:50
6:30-7:50 on 2/12, 2/19, 2/26, 3/5, 3/12
A. Nezhukumatathil
ENGL 361 02
INTERMEDIATE FICTION WRITING
Note: a writing sample is required for enrollment into this course.
Submit 5-7 pgs. of fiction with coversheet (available in the English
department office – 277 Fenton Hall).
*Portfolios Submission Due: Friday, October 24, 2014
Description:
The class focuses on the creation and evaluation of original
fiction. This is a workshop class, so students will be showcasing their
own work created during this semester. The class will also build on the
knowledge of introductory creative writing and focus in more depth on
form, techniques and problems evident in contemporary creative
writing. Students will do exercises in class and outside of class for
discussion as well as a great deal of reading.
Readings:
Deepening Fiction, Sarah Stone and Ron Nyren (eds)
Flash Fiction Forward. Thomas, James and Robert Shapard (eds)
The Peripatetic Coffin Ethan Rutherford
Exams, Papers:
Regular reflections on revision of 2 stories over the course of the
semester.
Written project on contemporary fiction writer
Time Class Meets:
MW
Instructor:
D. Parsons
4:30-5:50
ENGL 365 01
FORM & THEORY OF WRITING
Description:
There are a great many workshops in academia where students
learn the hard truths about fiction and poetry. But much can come from
looking at the writing that exists in contemporary creative writing, as
well as the criticism surrounding it. Francine Prose and others have
termed this “Reading like a writer” and it points to a problem in many
young writers’ educations: do we spend enough time understanding
how an author has created an effect? Instead of looking for parallel
themes as we might do in a literature class, couldn’t we also examine
what Isabelle Allende calls “the duende” or the spirit and soul of a
work? Is it possible to understand how contemporary writers do what
they do? This class endeavors to do so.
Readings:
Exhaltation of Forms, Ed. Finch &Varnes
The Peripatetic Coffin Ethan Rutherford
New Testament Jerico Brown
Exams, Papers:
Mid-term, final, several short responses.
Time Class Meets:
MWF
Instructor:
D. Parsons
2-2:50
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. In this course, we will isolate and study strategies for
identifying issues, determining positions, assessing claims and
reasons, locating and evaluating supporting evidence, and writing
essays that represent clear and convincing arguments in
themselves. This course focuses on rhetorical analysis and
composition of persuasive writing, preparing students across
disciplines to better engage with the scholarship in their fields and
to more forcefully articulate their academic, professional, and
personal positions. As a class, we will analyze contemporary
controversies (like sustainability initiatives, high school curricular
changes, and NSA surveillance of private telephone and e-mail
communications) 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. Argumentative
Writing satisfies the 300-level writing component of the English
Adolescent-Education major and is part of 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.
Texts:
Ramage, Bean & Johnson, eds., Writing Arguments (concise
edition); MLA Handbook for Writers of Research Papers; various
columns and essays posted on our Angel page.
Assignments:
Mandatory attendance; five formal essays with drafts, peer
reviews, and possible re-writes; in-class mock trial debates.
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:
MWF
Instructor:
K. Cole
2-2:50
ENGL 375 01
WRITING FOR THE PROFESSIONS
Description:
Clear, effective oral and written communication skills are the
bedrock of any profession. Whether you are an editor, computer
programmer, technical writer, manager, or entry-level worker in any
field, you will need to use writing to solve problems and to negotiate
personal, social, and political factors in the workplace. In this course,
you will learn the basics of how to write for professional audiences and
purposes. You will gain experience researching, writing, and revising
written work in a variety of professional mediums (e.g., emails, letters,
memos, proposals). You will also enhance your appreciation of how
ethical concerns as well as contextual factors, such as financial and time
constraints, layout, and cross-cultural communication, enter into
effective decisions about how to shape professional documents for
different audiences and for different print-based or electronic mediums.
Since this is a writing-intensive course, you should be prepared to turn
in 20-25 pages of written work and to write, critique others' writing,
and revise on a weekly basis.
Readings/Viewings:
Writing That Works: Communicating Effectively on the Job (11th
ed.); required course readings posted to ANGEL, including your peers'
work-in-progress; career-search materials on the Career Development
Office's site; possibly, Difficult Conversations: How to Discuss What
Matters Most
Assignments:
Correspondence portfolio; company report and career documents
portfolio; possibly, an e-portfolio; proposal and oral presentation
Time Class Meets:
TR
12:30-1:50
Instructor:
N. Gerber
ENGL 387 01
AMERICAN FILM: HITCHCOCK
Author Course
* 4 cr. hr. course
Description:
This course is an in-depth study of Alfred Hitchcock and David
Lynch, as innovators and auteurs. Working within the
Hollywood studio system and its established formal and
narrative norms, both directors redefined conventions of
American filmmaking. We'll be watching and discussing their
films in class, with an eye toward signature styles, definitive
themes, and characteristic artistic concerns.
Some of the concepts we will cover include auteur theory,
historical, cultural, aesthetic and psychoanalytic modes of
analysis, and terms such as modernism and postmodernism.
This course counts as an Authors class toward English
Department core requirements, and as an elective for both
American Studies and Film Studies.
Exams, Papers:
Assignments include short analytical essays and a longer final
research project.
Time Class Meets:
T
R
3:30-6:30
3:30-4:30
Instructor:
S. McRae
Screening
ENGL 389 01
GREEK & ROMAN LIT
Description:
Ancient Greek and Roman literature represents the foundations
of Western thought. Nonetheless, what Greeks and Romans valued and
the ways they saw the world were very different--from each other but
also from us. Although many of the situations, attitudes and emotions
expressed in the literary works of these cultures remain highly resonant
today, contemporary norms and values have diverged significantly from
those of the ancients. Many of the ideas we explore in this class, which
covers a selection of Greek and Roman comedies, tragedies, epics and
poems, you will find familiar, and the gap between ancient and
contemporary thought to be entirely negotiable. But this class also
requires that you move away from the comfort of familiar ideas and
explore differences--ancient ideas that remain unfamiliar and possibly
even uncomfortable. When you are able to regard unfamiliar ideas on
their own terms, your learning begins.
Readings:
We will explore the ideas expressed in this literature within the
original context of Greek and Roman history and culture, familiarize
yourselves with characteristic literary forms; learn how to assess
narratives with multiple sources and multiple versions, and examine the
philosophical ideas that motivated these stories. We will also examine
these narratives through various interpretive lenses such as gender,
sexuality and religious beliefs.
Exams, Papers:
Assignments will include short essays, response
papers, and a final project.
Time Class Meets:
TR
11-12:20
Instructor:
S. McRae
ENGL 395 01
CL: ETHN
NON-WESTERN LIT
Description:
Study of texts from a variety of world cultures that
challenge, revise, or pose alternatives to traditional conceptions of
the world literature canon and dominant modes of Western
philosophy, history, literature, and art.
For an earlier version of this course, please see
http://www.fredonia.edu/department/english/simon/nwl/
Readings: TBD.
Exams, Papers:
Attendance/Preparation/Participation (15%), Online
Participation (15%), Team Work (20%), Critical Essay (20%), Final
Research Project (30%).
Time Class Meets:
TR
11-12:20
Instructor:
B. Simon
ENED 399 01
TEACH LIT FOR PRIMARY GRADE
Description:
This course offers a literature-based, child-centered approach for
helping students in the primary grades learn to read with meaning, with
purpose, with enthusiasm and with joy.
Tentative Readings:
Miller, Reading With Meaning, 2nd edition
Williams, A Chair for My Mother
Ackerman, Song and Dance Man
Stuve-Bodeen, Elizabeti’s Doll
Aliki, The Two of Them
Bunting, Going Home
Kilborne, Peach and Blue
Houston, My Great-Aunt Arizona
Cooney, Miss Rumphius
Brinkloe, Fireflies
Rathman, Roby the Copycat
French, Yucky Worms
Jenkins, Biggest, Strongest, Fastest
Exams, Papers:
Informal In- and Out-of-Class Reading/Writing Activities
Think Alouds
Book Clubs
Wonder Box Card & Follow-up Projects
Book Logs
Book Recommendations
Teaching Philosophy (based on Miller text)
Time Class Meets:
Instructor:
MWF
12-12:50
M. Wendell
ENGL 400 01
SENIOR SEMINAR
CO-REQ: 401-01
Description:
This section of ENGL 400 will explore topics of canonicity and
literary reception, with a focus on bringing literary reading to the
public sphere. Students will contribute literary programming to the
local Big Read, a community-wide exploration of F. Scott Fitzgerald’s
The Great Gatsby, which will take place throughout April.
In addition to studying the novel’s legacy and designing engaging
literary programming for the local community, students will explore
issues that are central to the field of literary studies, such as the history
of literary canon formation, questions of authority and expertise in
literary reading, the role of readers in shaping literary reception, and
questions about the selection of “great works” for reading lists, whether
for use in classrooms or for such public initiatives as the Big Read.
Readings:
TBA, but will certainly include The Great Gatsby, as well as a
range of critical treatment of the novel; web-based materials related to
the Big Read initiative; student-designed reading list for programming
project and final essay; theoretical readings related to canonicity and
reception.
Exams, Papers:
The course includes several requirements associated with the Big Read
project:
 student-designed community based program based on student
research of the novel and its legacy;
 professional communication with community partners;
 professional proposal to describe program plans and resources
needed;
 a p.r. plan for promoting the community program;
 class presentation related to the outcomes of community project
and relevant theoretical reflections about literary reception;
 public writing piece (likely a web-based essay connected to the Big
Read, but possibly a newspaper editorial will be an option);
 poster presentation at OSCAR student expo; and
 final, research-based essay related to either the Big Read
programming project OR another reception-related literary
subject of the student’s choosing.
In addition to the requirements for ENGL 400, students must be
enrolled in ENGL 401 and submit an exit paper to fulfill that
requirement for the degree.
CCC Fulfilled:
Speaking Intensive/Basic Oral Communication
Time Class Meets:
MWF
Instructor:
E. VanDette
ENGL 427 01
MAJOR WRITERS:
10-10:50
Gaiman/Moore
Description: Study of the works of up to three major writers.
http://www.fredonia.edu/department/english/simon/amlit/
Readings:
TBD, but likely to include graphic literature like Moore’s Saga of
the Swamp Thing, V for Vendetta, Watchmen, Promethea, and League
of Extraordinary Gentlemen and Gaiman’s Black Orchid and Sandman,
as well as novels like Moore’s Voice of the Fire and Gaiman’s
Neverwhere, American Gods, and The Ocean at the End of the Lane.
Exams, Papers:
Attendance/participation/preparation (15%), online
participation (15%), team work (20%), critical essay (20%), final
research project (30%)
Time Class Meets;
TR
9:30-10:50
Instructor:
B. Simon
ENED 452 01
INQUIRIES IN STUDENT TEACHING
Description:
This course serves as a complement to student teaching
experiences in English Adolescence Education and examines
professional issues that arise in classrooms with emphasis on learnerinitiated and shaped professional development.
Readings:
Student-determined readings from current professional journals
Exams, Papers:
Teaching journal entries posted throughout the semester
Completion of the EdTPA
Presentation of a teaching inquiry along with supporting artifact(s)
A reflection on your presentation and action plan/research proposal
An appropriate “report” of your teaching inquiry.
Some possibilities include a conference paper, professional development
seminar materials, a newsletter or a film.
Time Class Meets:
W
4:30-7
Instructor:
S. Johnston
ENGL 455 01
WRITING TUTORS
CO-REQ: ENGL 456
ENGL 456 01
ESL TUTORING
CO-REQ: ENGL 455
*Enrollment requires permission of the instructor,
Dr. KimMarie Cole
Description:
In these two courses, we will examine the theories and practices of
tutoring individual writers on their work. We will consider both the
needs of native English speakers and English Language Learners. The
focus will be on writing in a number of disciplines. In addition you will
experience all the roles in the tutoring process: observer, co-tutor, a
tutee and a tutor.
Readings:
Articles and papers that will distributed during the semester.
A tutoring handbook
Assessment:
Reader’s notes, annotated bibliography, formal essays, reflective
pieces on tutoring practice
Time Class Meets:
TR
5-6:20
Instructor:
K. Cole
ENGL 460 01
ADVANCED POETRY WRITING
Description:
This advanced workshop will provide students with an intense,
critical discussion of student work and readings in contemporary
poetry. The orientation of the course will push students past their
creative norms, and by semester’s end, students will have created and
arranged a polished body of work (10pgs.) known as a chapbook.
Readings:
Jericho Brown, The New Testament, a poetics/craft
anthology, and other individual collections of poetry,
TBA
Exams, Papers:
In addition to the poetry chapbook, students will
write one review of a contemporary individual
collection of poetry, and write one critical essay of
poetics involving outside research.
Time Class Meets:
EXTRA HOURS:
Instructor:
T
5-7:30
5-7:30
4/23, 4/30
A. Nezhukumatathil
ENGL 590 01
SPECIAL TOPICS:
Foundations of Editing
Description:
This skills-based course intended for multiple audiences (e.g.,
students across disciplines; community members; and/or faculty and
staff taking on editorial projects) provides a practical introduction to
editorial practices. The primary emphasis will be upon learning the
principles and tasks of copyediting (e.g., marking manuscripts,
developing style sheets, writing query letters, and communicating with
authors) and putting these into practice via an independent project. At
the same time, the course will develop some contexts for its discussions
by surveying changing historical conceptions of the role of the "author"
and "editor" and by considering the range of editorial functions, offices
(e.g., copyeditors, developmental editors, production editors, acquisition
editors), and challenges today.
Note: While it is impossible in one semester to offer thorough
coverage of the range of settings for editorial work, the course will strive
to provide some attention to editing in various professional and
community contexts as well as in traditional and academic publishing
settings. In other words, this course is not just for people who want to
enter publishing but for anyone who might have cause to edit a variety
of documents for community, educational, corporate, or nonprofit
partners, as well as for personal benefit.
Readings/Viewings:
TBD but required texts are most likely Chicago Manual of Style
(16th ed.) and Amy Einsohn, The Copyeditor's Handbook (3rd ed.);
possibly, Scott Norton, Developmental Editing
Assignments:
Quizzes and assignments keyed to various editorial tasks (e.g.,
writing the query letter) and concerns (e.g., distinctive treatment of
terms); a book or blog review; an independent project, preferably with
a community partner; a final exam
Time Class Meets:
T
5-7:30
Instructor:
N. Gerber
ENED 665 01
SPECIAL TOPICS:
Great Writers in Adolescent Literature
Description:
This course will focus on two (perhaps three) three major authors
of adolescent literature. We will examine the authors’ key works in
terms of distinctive stylistic elements such as prevalent themes,
character types, and settings. We will also explore ways to integrate
these authors’ novels into a middle or high-school language arts
curriculum.
Authors will be chosen from this list: Walter Dean Myers, Lois
Lowry, Jerry Spinelli, Gary Paulson, John Green, Norma Fox Mazer,
M.E. Kerr, Laurie Halse Anderson, Gary Soto, and Francesca Lia
Block, and Rick Riordan.
Readings:
Readings will include the foremost works of the
two (or three) three authors.
Exams, Papers:
Response papers, essays, literature units, and a
presentation.
Time Class Meets:
W
5-7:30
Instructor:
S. Johnston
ENGL 695 01
CAPSTONE IN ENGL STUDIES
Description:
The department adopted this course as a formal capstone to our
graduate programs, bringing students together from all major tracks to
participate in assignments and discussions that will help them transition
to the professional world as they look back to review their
accomplishments in the program. The course is structured to meet the
final obligations for candidates for professional certification, while
providing multiple opportunities for all degree candidates to evaluate
their own learning in the program, gain additional practice with
technology, and contemplate the current state of the profession as it
continues to evolve and change.
Readings:
2014 MLA Profession, NCTE post-convention and
additional readings TBA
Assignments: tentative
Several assignments that will allow graduating M.A. students to
look back over their career and engage in reflection while preparing to
enter the professional world as teacher-scholars. Department portfolios
will be completed in this course; all students will be required to develop
projects for the OSCAR research day and to prepare a presentation for
use in a professional conference. Teacher-education candidates will also
be engaged in work that allows them to complete InTASC standards
and engage in discussion about their preparation for the adolescent
classroom.
Time Class Meets:
R
5-7:30
Instructor:
J. McVicker