D
Department of English
Fall 2014 Course Descriptions
The courses outlined in this booklet are subject to change.
For the most up-to-date list of classes, days, times, sections and rooms, please refer to the class schedule online at http://www.csus.edu/schedule .
TU
U
UT
NOTE: English 1A, 1C, 2, 5, 5M, 10, 10M, 11, 11M, 15, 20, 20M, 60, 60M, 85, 86, 87, 109M, and 109W cannot be counted toward the English Major,
English Minor, or the English Single Subject Waiver.
U
1X: College Composition Tutorial
- Staff
10: Academic Literacies I
Composition Tutorial. Offers supplemental instruction in elements of
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Year-long course (combined with ENGL 11) to help students use reading,
composition and assists students in mastering the writing process with
writing, discussion, and research for discovery, intellectual curiosity, and
both in traditional classroom setting and in small group and individual
share, critique, and revise their reading and writing. Students will engage
first-year composition course as the focus will be drafting and revising
write effectively in and beyond the university; develop a metacognitive
special emphasis on planning and revising essays. Instruction takes place
personal academic growth - students will work in collaborative groups to
tutorials. Students enrolled in this tutorial must also be coenrolled in a
in reading and writing as communal and diverse processes; read and
the work done for the primary writing course.
Corequisite:
Graded:
Units:
Note:
understanding of their reading, writing, and thinking processes; and
ENGL 5 or ENGL 5M or ENGL10 or ENGL 10M or ENGL
11 or ENGL 11M
Credit / No Credit.
1.0
May be taken for workload credit toward establishing fulltime enrollment status, but is not applicable to the
baccalaureate degree.
understand that everyone develops and uses multiple discourses.
Requirements:
GE:
A minimum of 5,000 words to be completed in ENGL
10 and ENGL 11.
Completion of ENGL 10 & ENGL 11 will fulfill area
A2 of the GE Requirements.
10M: Academic Literacies I (Multilingual)
5: Accelerated Academic Literacies
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English 5 replaces English 1A as the onesemester, first-year writing requirement.
Intensive, semester-long course to help students use reading, writing,
Staff
Year-long course (combined with ENGL 11M) to help multilingual
students use reading, writing, discussion, and research for discovery,
intellectual curiosity, and personal academic growth-students will work
discussion, and research for discovery, intellectual curiosity, and personal
in collaborative groups to share, critique, and revise their reading and
critique, and revise their reading and writing. Students will engage in
diverse processes; read and write effectively in and beyond the university;
academic growth - students will work in collaborative groups to share,
writing. Students will engage in reading and writing as communal and
reading and writing as communal and diverse processes; read and write
develop a metacognitive understanding of their reading, writing, and
understandings of their reading, writing, and thinking processes; and
multiple discourses.
thinking processes; and understand that everyone develops and uses
effectively in and beyond the university; develop metacognitive
Requirements:
understand that everyone develops and uses multiple discourses.
Requirements:
GE:
Must write a minimum of 5000 words.
Fulfills area A2 of the GE requirements.
GE:
5M: Accelerated Academic Literacies for Multilingual Writers
- Staff
English 5M replaces English 2 as the onesemester, first-year writing requirement
for multilingual students.
Intensive, semester-long course to help multilingual students use reading,
16: Structure of English
T/R
traditional grammar and help students build foundational knowledge in
understanding traditional grammar. Students will practice applying the
personal academic growth - students will work in collaborative groups to
knowledge at both the sentence level and discourse level.
share, critique, and revise their reading and writing. Students will engage
Presentation:
in reading and writing as communal and diverse processes; read and
Requirements:
write effectively in and beyond the university; develop metacognitive
Text:
understandings of their reading, writing, and thinking processes; and
understand that everyone develops and uses multiple discourses.
GE:
Must write minimum of 5000 words.
Fulfills area A2 of the GE Requirements.
- Seo
12:00 – 1:15 PM
This course will introduce important terms, concepts, rules, and usages of
writing, discussion, and research for discovery, intellectual curiosity, and
Requirements:
A minimum of 5,000 words to be completed in ENGL
10 and ENGL 11
Completion of ENGL 10M & ENGL 11M will fulfill
area A2 of the GE Requirements.
2
Lecture-discussion
Quizzes, two midterm exams, final exam, projects
Altenberg, E. P. & Vago, R. M. (2010). English
Grammar: Understanding the Basics. Cambridge
University Press.
20: College Composition II
useful participation in class discussions and
peer review sessions are also required.
Will include Janet Burroway’s, Writing
Fiction; Mary Oliver’s, Rules for the Dance;
and John Gardner’s, The Art of Fiction.
- Staff
An advanced writing course that builds upon the critical thinking,
reading, and writing processes introduced in English 1A, 2, 10 or 11.
Texts:
This class emphasizes rhetorical awareness by exploring reading and
writing within diverse academic contexts with a focus on the situational
nature of the standards, values, habits, conventions, and products of
composition. Students will research and analyze different disciplinary
30C. Introduction to Writing Poetry
appropriately shape their writing for different readers and demonstrating
This course is designed for students interested in learning to write poetry.
30 units and a grade of C- or better in ENGL 1A or
equivalent.
A minimum of 5,000 words.
Fulfills the second semester composition requirement.
(English majors are exempt from the GE
requirement.)
instructor assumes that some students may even feel intimidated at the
genres, purposes, and audiences with the goals of understanding how to
M/W/F
this understanding through various written products.
Prerequisite:
Requirement:
GE:
20M: College Composition II (Multilingual)
- McKinney
10:00 – 10:50 AM
No previous creative writing experience is necessary; in fact, the
prospect of writing verse. If you are a beginner and/or feel you know
nothing about writing poetry, then this course is for you. English 30C is
also appropriate for students who may write poetry but who have had no
formal poetry writing instruction. This course will cover the basics of
writing poetry from invention exercises through peer critique to revision
and editing. Students will examine the genre of poetry from a variety of
- Staff
angles (historical, theoretical, technical), and they will gain a familiarity
An advanced writing course for multilingual students that builds upon
with a variety of poetic styles, forms, and practices.
English 1A, 2, 10 or 11. This class emphasizes rhetorical awareness by
Requirements:
the critical thinking, reading, and writing processes introduced in
Presentations:
exploring reading and writing within diverse academic contexts with a
focus on the situational nature of the standards, values, habits,
conventions, and products of composition. Students will research and
analyze different disciplinary genres, purposes, and audiences with the
Toward the Open Field, Kwasny; The Evolutionary
Purpose of Heartbreak,, Allred
Text:
goals of understanding how to appropriately shape their writing for
different readers and demonstrating this understanding through various
written products.
Prerequisite:
Requirement:
GE:
M/W
40A: Introduction to British Literature I
30 units and a grade of C- or better in ENGL 1A or
equivalent.
A minimum of 5,000 words.
Fulfills the second semester composition requirement.
(English majors are exempt from the GE
requirement.)
21: First Year Seminar – Becoming an Educated Person
12:00 – 1:15 PM
T/R
their origins around 660 up to the year 1660. We will read a variety of
texts from each period, which will include Beowulf, The Lais of Marie de
France, The Canterbury Tales, The Faerie Queene, Doctor Faustus, and
Paradise Lost. We will gain exposure to the different genres, styles, and
languages that make up what we call English Literature and approach
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the selected literary works by looking closely at their content, form, and
historical situation.
Presentation:
and the functions and resources of the University. Designed to help
Requirements:
students develop and exercise fundamental academic success strategies
and to improve their basic learning skills. Provides students with the
Texts:
opportunity to interact with fellow students and the seminar leader and
to build a community of academic and personal support.
M/W
1:30 – 2:45 PM
- Zarins
3:00 – 4:15 PM
This course will provide an overview of English literary traditions from
Introduction to the nature and possible meanings of higher education,
30A. Introduction to Creative Writing
Lecture-discussion, guided practice.
10 new poems (some in assigned forms), quizzes and
exams on identification and application of poetic
technique, peer critique (both written and oral).
- Buchanan
Lecture-discussion
Short papers/writing assignments, quizzes, midterm,
final
Norton Anthology, 8th edition, volumes A and B (I will
order the ABC package, but you only need A and B—
get whichever is less expensive)
50A: Introduction to American Literature I
M/W
- Gieger
3:00 – 4:15 PM
This course introduces students to the fundamental principles of writing
In this survey of American literature from the Colonial Era to the period
group discussions and peer reviews.
John
poetry and fiction, and invites them to explore each other’s work through
Presentation:
Requirements:
just after the American Civil War, we will read works by John Smith,
Workshop, discussion, oral presentation
and peer review.
Students will keep journals and write poems
and stories. Regular attendance and active,
Winthrop,
William
Bradford,
Anne
Bradstreet,
Michael
Wigglesworth, Jonathan Edwards, Benjamin Franklin, Philip Freneau,
Phillis Wheatley, Royall Tyler, Washington Irving, Edgar Allan Poe, Ralph
Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, Herman
Melville, Henry Wadsworth Longfellow, Anna Cora Mowatt, Dion
3
Boucicault, Harriet Jacobs, Frederick Douglass, Ambrose Bierce, Louisa
109M: Writing for GWAR Placement (Multilingual)
others. We will locate our texts within 300 or so years of American
revising, and editing academic writing for multilingual writers. Students
and his/her ties to or breaks with the past.
produced in academic disciplines. Students produce a considerable
Prerequisites:
analyses, and an extended academic research project. Students will
May Alcott, Walt Whitman, Emily Dickinson, Mark Twain and many
history and explore the American writer’s fascination with the individual
Presentation:
Requirements:
Texts:
GE:
research, analyze, reflect on, and write about the kinds of writing
Lecture/Discussion
None
Three Exams, Reading Quizzes, Attendance and
Participation
Baym et al, eds., The Norton Anthology of American
Literature, 8th Edition, Volumes A & B (Norton: 9780-393-91309-5); Richards, ed., Early American
Drama (Penguin: 978-0140435887); Alcott, Short
Stories (Dover: 978-0486290638); Bierce, An
Occurrence at Owl Creek Bridge and Other Stories
(Dover: 978-0486466576); Twain, Tales, Speeches,
Essays, and Sketches (Penguin: 978-0140434170)
C2
60: Reading for Speed & Efficiency
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English 109M provides intensive practice in prewriting, drafting,
amount of writing such as informal reading responses, rhetorical
submit their writing late in the semester in a GWAR Portfolio, from
which they will receive a GWAR Placement.
Prerequisites:
Must have passed ENGL20 (or a comparable course)
with a C- or higher, have completed at least 60
semester units, and have English Diagnostic Test score
of 4 or 5, credit in LS86 or WPJ placement number of
50.
109W: Writing for GWAR Placement
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English 109W provides intensive practice in prewriting, drafting,
revising, and editing academic writing. Students research, analyze,
reflect on, and write about the kinds of writing produced in academic
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disciplines. Students produce a considerable amount of writing such as
Strategies and techniques to promote greater reading efficiency and
informal reading responses, rhetorical analyses, and an extended
comprehension as well as supplementary practice in the English reading
semester in a GWAR Portfolio, from which they will receive a GWAR
flexibility and increase reading speed. Drills to develop rate and
lab.
academic research project. Students will submit their writing late in the
Placement.
Utilizes computers; may be repeated for credit.
Note:
60M: Reading for Speed & Efficiency (Multilingual)
Prerequisite:
- Staff
Strategies and techniques to promote greater reading efficiency and
Must have passed ENGL20 (or a comparable course)
with a C- or higher, have completed at least 60
semester units or a WPJ placement number of 60.
- Staff
flexibility as well as to increase reading speed for college-level
109X: Writing-Intensive Workshop
multilingual readers. Classroom instruction includes drills to develop rate
Student-centered group tutorial which will offer supplemental
reading lab.
upper-division courses; it will provide support to students concurrently
and comprehension as well as supplementary practice in the English
Note:
Utilizes computers; may be repeated for credit.
65: Introduction to World Literature
M/W/F
instruction in elements of academic writing taught in writing-intensive
enrolled in writing-intensive upper-division courses throughout the
writing process, including drafting, revising, and editing, for a variety of
- Buchanan
papers
11:00 – 11:50 AM
Prerequisite:
Writing Placement for Juniors: students who receive a
and their works within colonial, post-colonial and literary contexts. Texts
Co-requisite:
Writing-Intensive upper-division course.
Caribbean, Canada, and non-English Britain.
110A: Linguistics and the English Language
An introduction to world literature written in English that places writers
may come from Africa, India, Southeast Asia, the Middle East, the
Requirements:
Presentation:
Texts:
GE:
Formal paper, regular journal responses, and a final
exam.
Lecture/Discussion.
Will include Chinua Achebe, Things Fall Apart; V.S.
Naipaul, The Mystic Masseur; Margaret Atwood,
Surfacing; course handbook/textbook to be purchased
as well.
C2
4-unit placement in 109W/M or a 70/71 on the WPJ.
M/W
4:30 – 5:45 PM
T/R
1:30 – 2:45 PM
- Heather
English 110A is a survey course in modern linguistics for students who
have had no previous formal studies in linguistics. Topics include
description of English sounds (phonetics) and sound
patterns
(phonology), the structure of words (morphology), sentence structure
(syntax), meaning (semantics and pragmatics), language acquisition, and
social patterns of language use.
Presentation:
Prerequisites:
Requirements:
Text:
4
Lecture-discussion.
None, but English 110J, 110Q, or 16 highly
recommended.
Quizzes, homework, summary-response assignments.
Justice, P. (2004). Relevant Linguistics (2nd ed.). CSLI.
ISBN-13: 978-1-57586-218-7 Culpeper, J.,
Katamba, F., Kerwill, P., Wodak, R., & McEnery, T.
(2009). English language: Description, variation, and
context. ISBN-13: 978-1-4039-4590-7
110J: Traditional Grammar and Standard Usage
M/W
116A: Studies in Applied Linguistics
T/R
10:30 – 11:45 AM
T/R
12:00 – 1:15 PM
T/R
- Clark
4:30 – 5:45 PM
This course is designed to equip elementary school teachers with
- Seo
necessary knowledge regarding the development of oral language and
12:00 – 1:15 PM
literacy skills in young children. We will cover four general topic areas:
Using a combination of lecture, exercises in and out of class, and quizzes,
language acquisition, the teaching of reading, language variation
this course will cover basic concepts in traditional grammar and usage:
(dialects), and specific issues and literary acquisition and the second
various functions, and the conventions of standard written English. While
Presentation:
the parts of speech, the types of phrases, clauses, and sentences, their
language learner.
this course will include a unit on how to respond to errors in student
Prerequisites:
writing, its focus is not "how to teach" grammar; instead, the goal is to
Lecture-discussion.
A passing score on the WPJ
provide future teachers with a foundational knowledge of those formal
116B: Children’s Literary Classics
aspects of the English language that are important in English classes,
M/W
including grammar, punctuation, and writing.
Presentation:
Requirements:
Texts:
T/R
Lecture and in-class pair/group work & discussion.
2 midterms, 1 project, 1 final exam.
Barry, A. K. (2002). English Grammar (2nd ed.).
Upper Saddle River: Prentice Hall.
110P: Second Language Learning and Teaching
M/W
3:00 – 4:15 PM
T/R
1:30 – 2:45 PM
- Staff
12:00 – 1:15 PM
10:30 – 11:45 AM
Introduction to the rich profusion of children's literature from a variety
of cultures and countries and provides the opportunity to respond to this
literature creatively and personally. Students will become familiar with
the basic terminology of literary analysis -- themes, irony, point-of-view,
etc.-- in order to deepen and enrich their experiences with the fiction,
- Komiyama
drama, and poetry available to young people. The readings are balanced
for gender, culture, and ethnic concerns.
Prerequisites:
This course will introduce students to the major theories and issues in
A passing score on the WPJ
- Wanlass
second language acquisition, as well as the theories and assumptions
116B: Children’s Literary Classics
The materials and activities introduced in class will focus on the
English 116B will introduce students to the rich profusion and variety of
particular. Because the content of this course assumes some prior
respond to the literature analytically and creatively. In order to deepen
enrolled in English 110A: Linguistics and the English Language (or
become familiar with literary terminology and analytical techniques, as
underlying historical and current trends in second language pedagogy.
T/R
acquisition and teaching of English as a second/foreign language, in
children’s literature and will provide the opportunity for students to
knowledge of linguistics, students should have completed or be currently
equivalent).
Presentation:
Prerequisites:
Requirements:
Texts:
T/R
and enrich their experience with children’s literature, students will also
well as ideas and issues involved in teaching this literature to children.
Lecture-discussion.
English 110A (completed or concurrently enrolled).
Two projects; two mid-terms; teaching
demonstration.
(1) Lightbown, P. M. & Spada, N. (2013). How
Languages Are Learned (4th Ed.). Oxford University
Press; (2) Nunan, D. (2003). Practical English
Language Teaching. Oxford University Press.
110Q: English Grammar for ESL Teachers
12:00 – 1:15 PM
Presentation:
Prerequisites:
Requirements:
Texts:
- Clark
3:00 – 4:15 PM
A survey of those aspects of English grammar that are relevant to
teaching second language learners of English. The emphasis is on
elements of simple and complex sentences, particularly the structure of
Discussion, workshop
A passing score on the WPJ
Papers, Midterm Essay Exam, Presentation, Final
Project
(Subject to some possible change): Sharon Creech,
Love That Dog: A Novel; Roald Dahl, Matilda; Martin
Hallett & Barbara Karasek, eds., Folk and Fairy Tales,
Concise Edition; Rafe Martin, The Rough Face Girl;
L.M. Montgomery, Anne of Green Gables; Katherine
Paterson, Bridge to Terabithia; J.K. Rowling, Harry
Potter and the Sorcerer’s Stone; Pam Munoz Ryan,
Esperanza Rising; Louis Sachar, Holes; Jerry Spinelli,
Maniac Magee; E.B. White, Charlotte’s Web.
noun phrases, the meanings of verb forms, and the expression of
120A: Advanced Composition
adverbial meanings.
T/R
Presentation:
Lecture-discussion.
- Sweet
6:00 – 7:15 PM
Students will develop skills in close reading and in analytical and
expository writing in this class. Through a series of in-class and takehome writing exercises, we will consider the logical and rhetorical
strategies writers put to use in academic discourse. A library-information
5
session will introduce students to research skills such as the use of
125B: Writing and the Young Writer
review exercises in which students will share their writing with
Provides an introduction to teaching writing in high school and operates
research project culminating in a polished essay.
for students is interdisciplinary and pervasive. The class has a workshop
bibliographical indexes. Some class sessions will be devoted to peer-
T/R
classmates. In the final part of the semester, students will undertake a
Requirements:
format, and students will practice many of the strategies studied. The
A passing score on the WPJ
Texts:
Are likely to include: A selection of poetry, short
T/R
texts will cover theoretical issues in teaching composition and practical
Lecture-discussion and workshop
methods of implementing theory in public school classrooms.
Prerequisites:
fiction, and non-fiction.
120A: Advanced Composition
- Dunstan
on the assumption that the need for and impact of writing competence
Analytical essays and peer-review exercises
Prerequisites:
Presentation:
4:30 – 5:45 PM
- Dunstan
ENGL 20 or ENGL 120A; and ENGL 110J or ENGL
110Q or ENGL 16
130D: Meter and Rhythm
10:30 – 11:45 AM
M/W/F
An intensive writing workshop in which student writing is the focus.
- McKinney
9:00 – 9:50 AM
Prosody is the general term that encompasses all aspects of poetic meter
Students will engage in a writing process that will include feedback from
and form. Meter (from Latin metrum, “measure”) is simply a controlled
may occur in a variety of rhetorical situations and genres. Through
to the actual sound and inflection of words, the free give-and-take of
awareness of themselves as writers. By the end of the course students will
exclusively a poetry writing course. Rather, it is designed for poets and
peers and the instructor throughout the process. This writing process
pattern of auditory stimuli established in a line of poetry. Rhythm refers
reflection on their writing products and processes, students will gain an
accents, inflections, and pauses within a line of poetry. This course is not
complete an extensive research project focused on academic inquiry
Prerequisites:
A passing score on the WPJ
course is designed to serve as a bridge between the creative writing and
120A: Advanced Composition
M/W
students of poetry alike (English majors, this means you). Specifically, this
the literature “tracks” in the CSUS English department, to highlight the
- Staff
symbiosis between the study and production of verse, and to demonstrate
3:00 – 4:15 PM
that knowledge of prosodic principles can greatly enhance one’s ability to
An intensive writing workshop in which student writing is the focus.
read and appreciate poetry. To this end, the course will undertake a
Students will engage in a writing process that will include feedback from
prosodic examination of work by poets covered in courses central to our
may occur in a variety of rhetorical situations and genres. Through
contemporary poets writing in traditional, metered forms: Gioia, Hadas,
awareness of themselves as writers. By the end of the course students will
English-language prosodic practice and then to progress to fairly
peers and the instructor throughout the process. This writing process
major: Shakespeare, Pope, Keats, Bradstreet, et al., as well as
reflection on their writing products and processes, students will gain an
Steele, Turco, et al. The project in this course is to introduce traditional
complete an extensive research project focused on academic inquiry
Prerequisites:
advanced levels of competence in it. The goal is to provide answers to
A passing score on the WPJ
questions most often asked about prosody, not only for the reader
uncertain how to hear or perform poems written in meter, but also for
121: Writing Center Tutoring
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the poet attempting to use meter and rhyme as compositional resources.
One-on-one tutoring in reading and writing at the University Writing
The course will include history, theory and practice. Students will be
Center. Student writers will meet with assigned tutor an hour a week.
required to write poems in metered forms, but the evaluation of those
reading strategies, editing strategies, integrating research, etc. Students
not on poetic “quality.” Therefore, non-poets need have no fear of failure
semester at the University Writing Center.
Presentation:
Topics could include understanding assignments, prewriting, revising,
poems will be based solely on the technical aspects of meter and form,
must sign up for a regular tutoring session time during week two of the
125A: Literature and Film for Adolescents
T/R
3:00 – 4:15 PM
based on the quality of their verse.
Requirements:
- Dunstan
Provides prospective secondary school English teachers with an
opportunity to think through important issues related to the planning
and implementation of literature programs for adolescents. Equal
Texts:
emphasis will be given to the study of poetry, fiction, non-fiction, drama,
and film. The focus will embrace literature from a variety of cultures and
periods.
Prerequisites:
ENGL 20 or 120A
6
Lecture/Discussion
Quizzes on prosody (definition of terms, identification
and application of techniques), completion 3 poems,
3 short analysis papers, 1 longer metrical analytical
paper, midterm, and final. Class participation and
attendance.
All the Fun’s in How You Say a Thing, Steele
Poetic Meter & Poetic Form, Fussell
Poetic Designs: An Introduction to Meter, Verse
Forms, and Figures of Speech, Adams
130G: Between Genres: Prose Poetry/Flash Fiction
M/W/F
12:00 – 12:50 PM
Memoriam; Matthew Arnold’s Culture and
Anarchy; D. G. Rossetti’s House of Life;
poems by Robert Browning, Christina
Rossetti, William Morris and A. C.
Swinburne; and Eliot’s Middlemarch.
Historical context will be made (digestibly)
available via selections from such texts as
The Portable Victorian Reader (Haight
1972),Victorian Life and Victorian Fiction:
A Companion for the American Reader
(McMurtry 1979) and others.
- McKinney
“It is even in /prose, I am a real poet”—Frank O’Hara
Are you interested in the hottest work of the contemporary literary
scene? Are you tired of arbitrary genre distinctions that limit a writer’s
creativity? Welcome to the post-genre world. Post-genre recognizes
that when you strip away the tell-tale line breaks from poetry, when you
shorten the length of fiction, what’s left is often difficult to differentiate.
Indeed, such distinctions may be of interest only to academics so they can
design courses that meet convenient but arbitrary criteria and publishers
so they can fit art into a marketing box. This course will explore writing
that resists definition, writing that challenges reader’s assumptions about
genre, form, style and content. In other words, this course is for writers
140K. Modern British Literature: 1900-Present
work the fertile terrain between poetry and prose, giving fiction writers
Virginia Woolf claimed that around December 1910 human nature
providing poets with an understanding of sentence-based structures,
that they were so different from previous generations? This course will
preconceived notions about literature, and to join in the hippest
the writers of twentieth-century Britain and Ireland and show how a
who want to make their own rules. Throughout this semester we will
T/R
an enhanced awareness of rhythm, imagery, and phonic techniques and
changed. What made her (and other modernist writers like her) believe
character, and narrative control. Come prepared to write, to break your
try to explain the rebellion against patriotism and religious faith among
movement of the current world literary scene.
Presentation:
Prerequisites:
Requirements:
Required Texts:
revolutionary experimental literature emerged from the disasters of
Workshop, Lecture, Discussion
ENGL 30A, ENGL 30B, or ENGL 30C
Focus Papers, 10 pages of Creative Work, Writing
World War I and the death throes of the British Empire. We shall also see
that the stylistic innovations of Modernism and the political radicalism of
the 1930s provoked strong reactions from later British writers. Since
Exercises
World War II there has been a return to more traditional narrative and
Domestic Disturbances, Peter Grandbois
I Carry a Hammer in My Pocket for Occasions Such
as These, Anthony Tognazzini
The Party Train: A Collection of North American Prose
Poetry by Robert Alexander, C. W. Truesdale and
poetic forms as well as a renewed search for meaning in Britain’s rich
cultural past. Students will write short responses to the individual
readings as well as two formal essays that will deal with a number of
different texts.
Presentation:
Mark Vinz
140J: The Victorian Imagination
T/R
4:30 – 5:45 PM
12:00 – 1:15 PM
- Buchanan
Requirements:
Texts:
- Cope
This course will examine representative works by major figures of the
Victorian Era, many of whom struggle with the implications of
evolutionary science, the rise of democracy and industrial capitalism.
Lectures and discussion.
Oral presentations, journals and two formal essays.
Will include Kingsley Amis, Lucky Jim; Joseph
Conrad, Heart of Darkness; E. M. Forster, A Passage to
India; James Joyce, Dubliners; Aldous Huxley, Brave
New World; G.B. Shaw, Pygmalion; H. G. Wells, The
Time Machine; Virginia Woolf, To The Lighthouse.
Reponses to these drastic changes may take the form of intimate personal
145C. Shakespeare – Later Plays
crises, idealized images of the remote past (in the form of quest motifs
M/W
language and art for its own sake. In particular, the course will focus the
their cultural and historical contexts. We will consider how tragic
specialized space of high culture and aestheticism. We will conclude
portrayals illuminate significant themes in the plays-- themes such as
and Arthurian Romances) and retreats into the sensual beauties of
In this elective course, we will read six of Shakespeare's later plays within
loss of religious faith and the gradual withdrawal of literature into a
heroes, women, and moral problems are portrayed; and how the
with at least three weeks dedicated to George Eliot’s magisterial novel
revenge, ambition, justice, mercy, honor, love, and jealousy.
Middlemarch—a verbal panorama of the nineteenth century in its
concern with the status of women, idealism, vocation, marriage, self-
Apart from short lectures, we will also see some film clips to supplement
interest, political reform and religion.
Presentation:
Requirements:
Texts:
- Yen
1:30 – 2:45 PM
our readings. There will be plenty of opportunities for class discussions,
Lecture-discussion.
A midterm and a final exam, short reading
responses and reading quizzes.
Texts for this course will include (some
excerpted and some in totum) Charles
Darwin’s On the Origin of Species; Alfred,
Lord Tennyson’s Idylls of the King and In
and I expect you to come to class prepared to contribute your responses
to the plays. And finally, the course includes a group project to help you
better understand the plays through personal performance of the plays.
Presentation:
Requirements:
7
Lecture and Group Discussion
reading quizzes, 2 papers, final performance group
project
Folger editions of Hamlet, Othello, King Lear,
Macbeth, Measure for Measure and The Tempest.
Texts:
150B. American Romanticism
T/R
appreciation. Among the poets studied will be Whitman, Dickinson, Frost,
Stevens, Williams, Eliot, Pound, Hughes, Moore, Bishop, Cummings, Rich,
Brooks, and Song.
- Sweet
Presentation:
10:30 – 11:45 AM
Requirements:
The “wild delight” of Emerson’s transcendentalism, the “fantastic terrors”
Text:
of Poe’s fiction, and the “Vesuvian” emotions of the poetry of Dickinson
all share a Romantic fascination with the extremes of the human
Lecture-discussion (with an emphasis on discussion).
Two papers and an exam
The Norton Anthology of Modern and Contemporary
Poetry; Volume 1—Modern Poetry
experience. In this class, we will explore works of mid nineteenth-
150F: Contemporary American Fiction: 1950-Present
mysteries of life and that represent searching quests for knowledge of
In 1967 John Barth wrote that "in an age of ultimacies and final solutions
writers of the Romantic era both adhere to and resist Enlightenment-era
celebrated dehumanization of society, and the history of the novel--
Our study will begin with a Charles Brockden Brown novel that spans
technically and thematically." Although Barth's remark is in no way
other works of fiction.
novelists after World War II find themselves.
Prerequisites:
established reputation which demonstrate this condition of exhausted
century American literature that reflect upon the intensities and
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Nature, God, and the self. We will also inquire into the ways in which
-- at least felt ultimacies, in everything from weaponry to theology, the
perceptions of the world as knowable and governed by rational order.
(novelists') work in several ways reflects and deals with ultimacy, both
the Enlightenment and Romantic eras and then turn to poetry, essays, and
Presentation:
Requirements:
Texts:
GE:
T/R
prescriptive, it does succinctly define the dilemma in which many
Lecture-discussion.
A passing score on the WPJ
Multiple analytical essays, the first to be due the third
week of class. Also a midterm and a final exam that
require in-class essay-writing.
Likely to include: Brown: Ormond; Poe: Short Fiction;
Hawthorne: The Scarlet Letter; Dickinson: Selected
Poems; Emerson: Selected Essays; Thoreau: “Walking”;
Fuller: Summer on the Lakes in 1843; Wilson: Our
Nig; Whitman: “Song of Myself”
Fulfills Writing Intensive Requirement
150D: Early American Modern Fiction 1910 – 1950
10:30 – 11:45 AM
3:30 – 4:15 PM
- Madden
This course will examine representative works by writers with an
possibilities and the diversity of vision and method that result in the
contemporary American novel.
Presentation:
Requirements:
Texts:
Lecture-discussion.
Midterm, final, paper and occasional quizzes.
Barth, The End of the Road; Roth, The Ghost Writer;
Didion, Play It As It Lays; Berger, Neighbors;
Robinson, Housekeeping; Ellison, Invisible Man;
Pynchon, The Crying of Lot 49.
150G: Contemporary American Poetry 1950-Present
- Wanlass
M/W
- McKinney
1:30 – 2:45 PM
This course will examine what might be called the “second great
The period designated as Early Modern American, stretching roughly
flowering” of American poetry, that which occurred after World War II.
history, including both World War I and World War II, as well as the
American poetry “tree,” and students will study the work of poets
exciting times in American literature. This course will trace such themes
orientation, poetic practice, etc.
cultural values in modern America by examining some of the best works
Requirements:
from 1910-1950, was clearly one of the most troubled times in American
We will familiarize ourselves with the various branches of the post-war
Great Depression; but it was just as clearly one of the richest, most
representing a wide spectrum of ethnic backgrounds, aesthetic
as the loss of innocence and the search for identity, meaning, and
Presentation:
of fiction written during this period.
Presentation:
Requirements:
Texts:
Lecture-discussion (with emphasis on discussion).
Midterm, two papers
(Subject to some possible change) James, Daisy Miller;
Wharton, The Reef; Cather, My Antonia; Fitzgerald,
The Great Gatsby; Hemingway, The Sun Also Rises;
Hurston, Their Eyes Were Watching God; Steinbeck,
The Grapes of Wrath; Salinger, The Catcher in the
Rye
150E. Modern American Poetry, 1910-1950
T/R
1:30 – 2:45 PM
Texts:
Lecture-discussion.
Quizzes, exams, response log on assigned readings,
and participation in class discussion.
To be determined.
165A: Survey of Irish Literature
M/W
12:00 – 1:15 PM
- Madden
What country has the oldest vernacular literature in all of Europe, which
has one of the richest mythical cycles (four in all) of any culture, which is
home to three Nobel Laureates in Literature, and which do 35 million
Americans (not to mention Australians, Caribbeans, and Canadians) list
as the source of their ancestry (12% of the total American population)?
- Wanlass
Answer—Ireland, a nation of less than 5 million people (for comparison
sake, California has a population of nearly 37 million). The literary
This course will explore the wonderfully rich, exciting period of modern
accomplishments of such a small country are simply staggering and
American poetry from 1910-1950. The main objective of the course will
virtually unmatched by any other Western culture.
be to help students read modern American poetry with insight and
8
In the preface to A Short History of Irish Literature, Seamus Deane writes
Presentation:
undergone a series of revivals and collapses, all of them centered upon an
Requirements:
that the story of Irish literature is one of a “literary tradition which has
idea of Ireland.
Prerequisites:
Sometimes the Ireland we speak of is an Edenic,
Texts:
sometimes it is a Utopian place. On other occasions, it is a rebuke to
both. There is a constant fascination with the discrepancy between the
Irish world as imagined and the Irish world as it is, and this eventuates,
G.E.:
time and again . . . in a critique of the idea of authority.” This course will
explore these ideas of an Eden before and after the fall and the critique of
Lecture-discussion
A passing score on the WPJ
Reading quizzes, papers, oral presentation
The Joy Luck Club; Typical American; M. Butterfly;
The Lowland; One Amazing Thing; No-No Boy,
America Is in the Heart, and others.
Fulfills the Race and Ethnicity graduation
requirement; Writing Intensive (C2)
authority by reading a collection of Irish works, with representative
185D. American Women Writers
figures including W.B. Yeats, James Joyce, Patrick Kavanagh, William
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of British literature; it is its own distinct entity, and the class will
more for being seen than heard, for putting the needs of others before
and the ways in which they represent the expressions of a colonized
upholding traditional values of religion, home and family. In this course,
Trevor, J.M. Synge, Brian Friel, and others. Irish literature is not a subset
- Sweet
1:30 – 2:45 PM
American women reside in a culture that has historically valued them
emphasize how these works are expressions of a unique ethnic literature
their own, for finding complete fulfillment in motherhood, and for
people searching for an identity.
we will explore how women of diverse backgrounds in America have
negotiated that value system in their poetry, essays, and fiction. Our
The course will also introduce students to ideas about post-colonialism
primary concentration will be the sea-change that takes place for
and will take a post-colonial approach in discussion and papers. The
American women in the nineteenth century, an era in which many
from the professor’s recent research trip to Ireland.
through writing. As we examine the literary dimensions of women’s
Prerequisites:
represented, resisted, and modified the idea of femininity itself. We will
course will also be supplemented by visual presentations which derive
Presentation:
Requirements:
Texts:
Lecture-discussion.
It is strongly recommended that students have taken
English 40B.
Paper, midterm, final
Kennelly, The Penguin Book of Irish Verse; Joyce,
Dubliners; William Trevor, Fools of Fortune; Yeats,
Selected Poems; Synge, Complete Plays; Brian Friel,
Translations; Seamus Heaney, Selected Poems (NB:
most of the poems will be available on my website
http://www.csus.edu/indiv/m/maddendw)
165D: Post-Colonial Literature
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women sought to influence the culture and politics of their nation
experience in early America, we will also ask how women writers have
read novels, essays, and short fiction of nineteenth-century American
women writers alongside feminist theorists, including Simone de
Beauvoir, Gayle Rubin, Hélène Cixous, and Judith Butler.
Requirements:
Presentation:
Texts:
- Dunstan
12:00 – 1:15 PM
Deals with the considerable body of Postcolonial literature written in
English. Many of the writers come from countries of the former British
Commonwealth, including Achebe, Desai, Emecheta, Naipaul, and
Rushdie. It focuses on the literary, cultural and political environments in
Class participation, an analytical essay and a final
exam.
Lecture-Discussion
Likely to include: Catharine Maria Sedgwick: Hope
Leslie; Harriet Beecher Stowe: Uncle Tom’s Cabin;
Harriet Jacobs: Incidents in the Life of a Slave Girl;
Dickinson: Selected Poems; Zitkala Sa: American
Indian Stories; Louisa May Alcott: A Long Fatal Love
Chase, and short fiction by Rebecca Harding Davis,
Mary Wilkins Freeman, Alice Dunbar Nelson, and
Edith Wharton
- Zarins
which the texts are situated and on their relationship to the wider
190J: Tolkien: Lord of the Rings
tradition of literature in English.
T/R
GE:
and imaginative worldviews as a medievalist and fantasy author. The
Prerequisites:
A passing score on the WPJ
C2 Writing Intensive
180M. Asian-American Literature
M/W
12:00 – 1:15 PM
12:00 – 1:15 PM
This course is designed to acquaint students with J.R.R. Tolkien's critical
class should satisfy students' need to discuss Tolkien's works, but we will
- Yen
also deepen our knowledge of Tolkien’s work through understanding his
investment in language and medieval literature and culture. Tolkien was
English 180M is a writing intensive course designed as an introduction to
an esteemed medievalist, and it is that background that helped him create
the diversity and richness of Asian American texts. In our class
Middle Earth; therefore you should expect some medieval content (both
texts by considering topics such as immigration, family relationships,
appeal to fans, and I hope fans enroll, but we will also endeavor to
and other themes that you discover in the readings. The authors that we
We may supplement our literary studies with more visual interpretations,
Chitra Divakaruni, Carlos Bulosan, John Okada, and others.
Presentation:
discussions, we will attempt to make connections between the various
primary texts and Tolkien’s essays) on the syllabus. This course should
personal identity, racial stereotypes, cultural differences, gender politics,
analyze Tolkien’s works through varied critical and theoretical methods.
will be reading include Amy Tan, David Henry Hwang, Jhumpa Lahiri,
including film and artwork.
9
Lecture-Discussion.
Requirements:
Texts:
Reading, quizzes, midterm, term paper, and seminar
report.
J.R.R. Tolkien’s The Hobbit, The Fellowship of the
Ring, The Two Towers, The Return of the King, The
Silmarillion, plus more readings TBA. Please note: I
will make the whole class purchase the same editions
(reasonably priced) of Tolkien’s works. This is to keep
everyone on the same page and not waste time
finding passages. No exceptions.
genres (musical, family drama/melodrama, western, horror, crime
drama/film noir, romantic comedy) and American cultural history. Films
to be screened will likely include: All About Eve; 42nd Street; All That Jazz;
Center tutor. The course will provide you with strategies for conducting
Murder, My Sweet; Kiss Me Deadly; Bonnie and Clyde; Ride the High
Country; The Ballad of Little Jo; The Leopard Man; Near Dark; Written on
the Wind; Eve’s Bayou; His Girl Friday; and Network. Warning: Some of
the films we study will feature moments of graphic violence, profanity,
and/or nudity/explicit sexuality.
Presentation:
Lecture/Discussion
Requirements:
Midterm and Final Exam, Research Project/Paper,
Film/Creative Project, Quizzes, Response Papers
Texts:
John Belton, American Cinema/American Culture, 4th
Edition (McGraw Hill: 978-0073535098)
examine writing center theory and research in light of your experiences
198T: Senior Seminar: Caribbean Creole
and Writing Center, and will be able to choose their hours (day or
What does it mean to be Creole? Depending upon specific historical,
work in the University Reading and Writing Center are provided by
language, an ethnicity, a racial category, a marker of birth, and/or a
students are eligible to become paid tutors. For more information, contact
centuries from a simple definition of a person of mixed-heritage born in
195A: Writing Center Theory and Practice: Internships
-Staff
Sign up for this course and become a University Reading and Writing
one-to-one tutorials with CSUS students on their writing.
We will
M/W
as a tutor. Students will tutor five hours a week in the University Reading
- Lee
1:30 – 2:45 PM
linguistic, social, national and political contexts, Creole can refer to a
evening hours are available). On-going guidance and support for your
culture. In other words, the meaning of Creole has changed over the
experienced tutors and the instructor. After completing the course
Dan Melzer: [email protected].
the colonies to a radical political philosophy endorsing pan-African
Prerequisites:
different analytical approaches, students will refine advanced-level
Presentation:
Requirements:
Texts:
alliance. By examining various aspects of Caribbean literature from
Discussion
A “B” or better in ENGL20 or ENGL120 or a Writing
Intensive course
Two short papers; informal writing; intern
tutoring in the University Reading and Writing
Center
Tutoring Writing, McAndrew and Reigstad; The St
Martin's Sourcebook for Writing Tutors, Murphy and
Sherwood, 4th edition
195C: Careers in English – Internships
critical reading, thinking, and writing skills. Students will engage in
extensive research projects focused on academic inquiry: they will
evaluate, analyze, and interpret a variety of primary and secondary
sources in order to enter into scholarly conversations; and integrate
primary and secondary sources into their analysis. The final paper will go
through multiple revisions and peer reviews.
Presentation:
Prerequisites:
- Zarins
Requirements:
Internships are a valuable way to get a handle on your future before
graduation. They boost your resume and help you explore career
options. They also teach you to form your own contacts and search for
work options. Earn 3 units (CR/NC) for 150 hours of work. Internships
Texts:
may be paid or unpaid. For more information contact Prof. Zarins at
[email protected] or CLV 159 as early as possible before the semester
begins about internship opportunities. Please note, registered students
for English 195C must turn in a signed Agreement Form.
Presentation:
Prerequisites:
Requirements:
Internship—supervised, experiential, learning.
B or better in English 120A or writing samples and
permission of the instructor.
A letter of interest, group meetings, regular internship
update reports, and final report evaluating your
internship (8 pages). See syllabus each semester.
197L: The American Film
W
6:30 – 9:20 PM
Seminar/workshop
Satisfactory completion of 120A and a minimum of
90 units.
Two (2) one-page reading responses; a paper
proposal; directed peer reviews; and a final 12- to
15-page research paper on topic of student’s choice
(selected in consultation with professor).
C.L.R. James, The Black Jacobins; Alejo Carpentier, The
Kingdom of This World; Marie Vieux-Chauvet,
Amour; Patricia Powell, The Pagoda; Lee-Keller,
Guidelines for Critical Reading, Thinking, and
Writing; Frank Lentricchia and Thomas McGlaughlin,
Critical Terms for Literary Study; MLA Handbook;
and an online course reader.
198T: Senior Seminar: Romantic Era
T/R
1:30 – 2:45 PM
- Cope
The idea of childhood—as a distinct period of life generally characterized
by innocence and imagination—reaches its fullest expression in the
- Gieger
Romantic Era (ca. the 1780s through the 1830s) and is still responsible
Paired screenings of films from the Golden Age of Hollywood and the
for how we think about children and their education today. This senior
through the contemporary moment, leading to discussions of cinematic
childhood (or, more accurately, ideas of childhood), and hotly debated
seminar will examine how Romantic-era writers invented the idea of
Studio System (1930s-early 1960s) alongside films from the late 1960s
10
Tom Stoppard: Plays 5 (Faber & Faber: 9780571197514); Gibaldi, ed., MLA Handbook for
Writers of Research Papers, 7th Edition (Modern
Language Association: 978-1603290241)
what and how children should learn about themselves and their world.
Whether children were understood as unruly sinners, blank slates,
innocent victims, true philosophers, savages, symbols of a democratized
world, little gods or even “antiquities” in the memories of adults,
childhood and education were two of the most interesting, fiercely
contested and frequently discussed topics in Romantic-era literature. We
200A.: Methods and Materials of Literary Research
will begin with a few central theories on education (Locke, Rousseau,
T
genres (including poems, familiar essays and a novel) that grapple with
of literary research. It is also designed to introduce students to
Wollstonecraft and others) and then move into a wide variety of literary
Requirements:
Texts:
T
contemporary critical approaches to literature. The course will have
Lecture-discussion.
A seminar paper (12-15 pages) and its drafts, an
annotated bibliography, response papers and reading
quizzes.
Texts for this course will include William Blake’s
Songs of Innocence and Experience, William
Wordsworth’s The Prelude, Jane Austen’s Mansfield
Park (with a screening) and a variety of additional
works by Anna Barbauld, S. T. Coleridge, and others.
198T: Manners, Morals, Comedy, 1892-1993
6:30 – 9:20 PM
6:30 – 9:20 PM
This course acquaints students with the principal sources and techniques
notions of childhood, education and psychological development.
Presentation:
- Cope
three components designed to introduce graduate students to literary
studies: theory, research and writing/revising. In the first component, we
will read The Great Gatsby alongside an introduction to poststructuralism
(Poststructuralism: A Very Short Introduction) and an introduction
literary theory (Critical Theory Today), the latter examining the major
schools of theory each with an applied reading of The Great Gatsby. We
will also read Jane Austen’s Mansfield Park and a series of critical articles
on it that showcase these theoretical approaches and serve as models for
student writing. In the second and third components of the course,
students will engage in independent research and in-class writing
- Gieger
workshops to produce an essay that examines the merits of a particular
theoretical approach in understanding a chosen literary period (e.g.,
This 198T will focus on ten British theatrical comedies by five
psychoanalytic approaches to the nineteenth-century novel).
playwrights (Oscar Wilde, George Bernard Shaw, Noël Coward, Joe
Presentation:
Orton, and Tom Stoppard) written in the period between Wilde’s
Requirements:
triumphs of the 1890s and Stoppard’s Arcadia in the 1990s, analyzing
the ways in which comedy laughs at the cultural, social, political, and
moral norms of its moment. Or is comedy ever really that revolutionary?
Texts:
Does it instead merely provide entertainment without provocation,
allowing the audience to embrace happy endings without fear of being
ruffled or challenged? How and why do our playwrights use (rewrite?)
the age-old conventions of romantic comedy to comment on the manners
and morals of their eras (class, gender, sexuality, marriage, divorce,
desire, etc.)? We will read scholarly critical and historical pieces
alongside our plays to better inform our analyses and conversations.
Plays to be read, discussed, and written about: Wilde, Lady Windermere’s
Fan and The Importance of Being Earnest; Shaw, Man and Superman and
Pygmalion; Coward, Private Lives and Design for Living; Orton, Loot and
What the Butler Saw; Stoppard, The Real Thing and Arcadia. Warning:
Some of the texts we study may feature moments of graphic violence,
profanity, and/or explicit sexuality.
Presentation:
Lecture/Discussion
Requirements:
A Seminar Paper (12-15 pages) and its various
Drafts, an Annotated Bibliography& Paper Proposal,
Response Papers, Oral Presentations
Texts:
Wilde, Lady Windermere’s Fan (Dover: 9780486400785) and The Importance of Being Earnest
(Norton Critical Edition: 978-0-393-92753-5);
Shaw, George Bernard Shaw’s Plays (Norton Critical
Edition: 978-0-393-97753-0); Coward, Private Lives
(Samuel French: 978-0573619250) and Design for
Living (Methuen: 978-1408140079); Orton, The
Complete Plays (Grove: 978-0802132154); Stoppard,
G.E.:
Discussion-workshop.
Short synthesis papers, an annotated bibliography, a
presentation and a longer essay that makes use of
contemporary criticism.
Texts for this course will include Fitzgerald’s The
Great Gatsby, Austen’s Mansfield Park, Nietzsche’s
“Of Truth and Lie in a Nonmoral Sense” and Twilight
of the Idols, Tyson’s Critical Theory Today, Belsey’s
Poststructuralism: A Very Short Introduction, Cook’s
Line by Line: How to Edit Your Own Writing and
Harris’s Rewriting: How to Do Things with Texts.
Bonneycastle’s In Search of Authority: An
Introductory Guide to Literary Theory.
Fulfills the Graduate-Level Graduation Writing
Assessment Requirement
200D: TESOL Research Methods
T/R
6:00 – 7:15 PM
- Heather
Students will explore research design for quantitative and qualitative
research in second language acquisition (SLA), develop the ability to read
second language acquisition research critically, and survey a variety of
research perspectives in current SLA research.
Presentation:
Requirements:
Texts:
11
Lecture-discussion
Course project, weekly journal assignments, group
presentation, take-home final.
Mackey, A. & Gass, S.M. (2005). Second Language
Research. Mahwah, NJ: Erlbaum. ISBN: 0-80584249-7, McKay, S.L. (2006). Researching Second
Language Classrooms. Mahwah, NJ: Erlbaum. ISBN:
0-8058-5340-5, Galvan, J.L. (2013). Writing
Literature Reviews, 5th ed. Glendale, CA: Pyrczak.
ISBN: 978-1-936523-03-0
Fulfills the Graduate-Level Graduation Writing
Assessment Requirement
G.E.:
210B. Sociolinguistics and TESOL
M/W
Sourcebook (2000 Oxford UP) by Edward Corbett,
Nancy Myers, and Gary Tate, ISBN
0195123778
Fulfills the Graduate-Level Graduation Writing
Assessment Requirement
G.E.:
- Seo
3:00 – 4:15 PM
230D: Meter and Rhythm
This course focuses on the study of language, culture, and society in
M/W/F
9:00 – 9:50 AM
- McKinney
general as well as investigates the pedagogical issues in teaching
Prosody is the general term that encompasses all aspects of poetic meter
pragmatics of interaction. Topics investigated include anthropological
pattern of auditory stimuli established in a line of poetry. Rhythm refers
World Englishes, interlanguage pragmatics, and culture in second
accents, inflections, and pauses within a line of poetry. This course is not
and an option for students getting a TESOL Certificate
students of poetry alike (English majors, this means you). Specifically, this
language beyond sentence-level grammar and the socially-embedded
and form. Meter (from Latin metrum, “measure”) is simply a controlled
linguistics, language variation, discourse analysis, conversation analysis,
to the actual sound and inflection of words, the free give-and-take of
language teaching/learning. The course is required for the MA TESOL,
Presentation:
Prerequisites:
Requirements:
Texts:
Seminar/workshop
ENGL 110A, ENGL 110P, ENGL 110Q, ENGL
120A/120S.
Midterm, final exam, project, irregular assignments
To be selected. Possible text: Cutting, Joan. Pragmatics
& Discourse: A resource book for students.
210G: Second Language Acquisition
M/W
exclusively a poetry writing course. Rather, it is designed for poets and
course is designed to serve as a bridge between the creative writing and
the literature “tracks” in the CSUS English department, to highlight the
symbiosis between the study and production of verse, and to demonstrate
that knowledge of prosodic principles can greatly enhance one’s ability to
read and appreciate poetry. To this end, the course will undertake a
prosodic examination of work by poets covered in courses central to our
major: Shakespeare, Pope, Keats, Bradstreet, et al., as well as
- Komiyama
contemporary poets writing in traditional, metered forms: Gioia, Hadas,
4:30 – 5:45 PM
Steele, Turco, et al. The project in this course is to introduce traditional
Students in this course will explore theories and research findings in the
English-language prosodic practice and then to progress to fairly
field of second language acquisition. Topics include the critical period
advanced levels of competence in it. The goal is to provide answers to
the role of input, interaction, and output, and the effects of formal
uncertain how to hear or perform poems written in meter, but also for
hypothesis, similarities/dissimilarities of L1/L2 acquisition, L1 transfer,
questions most often asked about prosody, not only for the reader
instruction (including error correction).
Presentation:
Prerequisites:
Requirements:
Texts:
the poet attempting to use meter and rhyme as compositional resources.
Seminar
TESOL program pre-requisites
Research project; a reading log; a mid-term exam;
discussion leading (subject to change)
(1) Mitchell, R., Myles, F., & Marsden, E. (2013).
Second language learning theories (3rd ed.). New
York: Routledge. (2) Ellis, R. & Shintani, N.(2014).
Exploring language pedagogy through second
language acquisition research. New York: Routledge.
The course will include history, theory and practice. Students will be
required to write poems in metered forms, but the evaluation of those
poems will be based solely on the technical aspects of meter and form,
not on poetic “quality.” Therefore, non-poets need have no fear of failure
based on the quality of their verse.
Presentation:
Requirements:
(3) Articles and book chapters provided on SacCT
220A. Teaching Composition in College
M/W
- Heckathorn
Texts:
4:30 – 5:45 PM
Designed to help you prepare to teach college composition, this course
will focus on both theory and praxis, including study of pedagogies.
In addition to a range of readings in the history and theory of
Lecture/Discussion
Quizzes on prosody (definition of terms, identification
and application of techniques), completion 3 poems,
3 short analysis papers, 1 longer metrical analytical
paper, midterm, and final. Class participation and
attendance.
All the Fun’s in How You Say a Thing, Steele
Poetic Meter & Poetic Form, Fussell
Poetic Designs: An Introduction to Meter, Verse
Forms, and Figures of Speech, Adams
Composition Studies, as part of a teaching portfolio you will prepare a
230G: Between Genres: Prose Poetry/Flash Fiction
syllabus, a writing assignment sequence, and a statement of your
M/W/F
Presentation:
Discussion, Workshops, Presentations
Are you interested in the hottest work of the contemporary literary
Portfolio Project
creativity? Welcome to the post-genre world. Post-genre recognizes
teaching philosophy.
Requirements:
Teaching Observations, Weekly Journals, Teaching
Texts:
A Guide to Composition Pedagogies, 2nd Edition
(2014) ISBN: 0199377960, The Writing Teachers'
- McKinney
12:00 – 12:50 PM
“It is even in /prose, I am a real poet”—Frank O’Hara
scene? Are you tired of arbitrary genre distinctions that limit a writer’s
that when you strip away the tell-tale line breaks from poetry, when you
shorten the length of fiction, what’s left is often difficult to differentiate.
12
Indeed, such distinctions may be of interest only to academics so they can
240X. Contemporary British Fiction
so they can fit art into a marketing box. This course will explore writing
In recent years, British writers have reasserted their traditional concern
genre, form, style and content. In other words, this course is for writers
as they grapple with current issues such as racial, class and religious
work the fertile terrain between poetry and prose, giving fiction writers
by American influence. This class will examine the work of controversial
providing poets with an understanding of sentence-based structures,
well as some lesser known but equally ingenious fabulists such as
preconceived notions about literature, and to join in the hippest
Presentation:
design courses that meet convenient but arbitrary criteria and publishers
T/R
that resists definition, writing that challenges reader’s assumptions about
tensions in Britain as well as British culture’s increasing marginalization
an enhanced awareness of rhythm, imagery, and phonic techniques and
figures such as Salman Rushdie, Martin Amis and Jeanette Winterson, as
character, and narrative control. Come prepared to write, to break your
Alasdair Gray and Angela Carter.
movement of the current world literary scene.
Requirements:
Required Texts:
Requirements:
Workshop, Lecture, Discussion
Focus Papers, 10 pages of Creative Work, Writing
Texts:
Exercises
Domestic Disturbances, Peter Grandbois
I Carry a Hammer in My Pocket for Occasions Such
as These, Anthony Tognazzini
The Party Train: A Collection of North American Prose
Poetry by Robert Alexander, C. W. Truesdale and
Mark Vinz
240S: Modern Irish Fiction
M
- Buchanan
with sexual deviancy, social dysfunction and supernatural doings, even
who want to make their own rules. Throughout this semester we will
Presentation:
3:00 – 4:15 PM
Seminar-discussion
Two response papers, one oral presentation and a
final paper
Will include Martin Amis, Time’s Arrow; Julian
Barnes, Flaubert’s Parrot; A.S. Byatt, Possession;
Angela Carter, The Bloody Chamber; David Lodge,
Nice Work; Ian McEwan, Atonement; Salman
Rushdie, The Satanic Verses; Will Self, The Sweet
Smell of Psychosis; Jeanette Winterson, Written on the
Body.
250F: Whitman and Dickinson
- Madden
M/W
6:30 – 9:20 PM
4:30 – 5:45 PM
- Sweet
Once when asked to define poetry, Emily Dickinson responded, “If I read
The Irish Renaissance (a period running approximately between 1880
a book and it makes my whole body so cold no fire can warm me I know
and 1940) saw a tremendous artistic flowering in Ireland, and in his
that is poetry. If I feel physically as if the top of my head were taken off, I
a ‘map’ of Irish fiction in this period, it would depict a very complex
contemporary Walt Whitman often strike receptive readers in just such a
Joyce’s Finnegan’s Wake to the exacting realism of the best of Frank
broke all the literary rules of their age as they composed works that
study of modern Irish literature, Richard Fallis writes, “If we could make
know that is poetry.” The works of both Dickinson and her
creative geography, stretching from the mythic phantasmagoria of
powerful way. These two innovative, nineteenth-century U.S. poets
O’Connor’s stories.” This course will examine in detail that one aspect of
challenge the very notion of what poetry is and what it can do. While
the artistic resurgence--Ireland's contribution to fiction in the twentieth
Whitman set out to construct a poetic voice grand enough to speak for
but the development of the genres of the novel and short story and
elusive and intensely private Dickinson would liken her own poetic voice
his nation in the self-described “barbaric yawp” of Leaves of Grass, the
century. The course will examine not only individual writers and works
movements such as realism, naturalism, modernism, and postmodernism.
NB:
Presentation:
Requirements:
Texts:
to a “loaded gun,” whose report would sound from surrounding
mountains. In common, the two writers would harness the power of
In the past availability of some titles has been erratic.
I recommend searching for titles through Bibliofind,
which specializes in out-of-print and difficult to
locate titles. Point your web browser to
http://www.bibliofind.com.
Seminar-discussion.
Two seminar papers, final essay exam, short precise
of a critical study, and acting as respondent for two
class sessions.
Joyce, A Portrait of the Artist as a Young Man;
O'Brien, At Swim-Two-Birds; O'Flaherty, The
Informer; Bowen, The Last September; O'Brien, Night;
McGahern, Amongst Women; Banville, The Newton
Letter; Deane, Reading in the Dark; Trevor, Fools of
Forture; O’Connor, Collected Stories.
poetic expression to explore such vital, subversive, and urgent themes as
sex and the body, death, desire, loneliness, transcendence and despair. In
this course, we will read the poetry of both authors alongside
contemporary writings and a selection of critical works.
Requirements:
Presentation:
Texts:
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2 5-6 page paper, an oral presentation; a longer 1012 page research paper.
Seminar, discussion
Michael Moon, ed.: Leaves of Grass and Other
Writings (Norton ISBN: 978-0393974966);. R.W.
Franklin, ed.: The Poems of Emily Dickinson: Reading
Edition (Belknap ISBN: 978-0674018242); Ralph
Waldo Emerson: Nature and Selected Essays (Penguin
ISBN: 978-0142437629)
250K: Contemporary American Fiction
W
6:30 – 9:20 PM
- Madden
Requirements:
At the conclusion of "Is America Falling Apart?," Anthony Burgess writes,
Texts:
"The guides, as always, lie among the writers and artists....they can at least
clarify (the nature of contemporary America) and show how it relates to
the human condition in general. Literature, that most directly human of
Two short papers; informal writings; intern tutoring
in the CSUS Writing Center
Tutoring Writing, McAndrew and Reigstad; The St
Martin's Sourcebook for Writing Tutors, Murphy and
Sherwood, 4th edition
the arts, often reacts magnificently to an ambiance of unease of apparent
410C: Careers in English – Internships
American novelists today with the aim of charting some of the diverse
graduation. They boost your resume and help you explore career
examine pertinent secondary sources that deal with this period.
work options. Earn 3 units (CR/NC) for 150 hours of work. Internships
Requirements:
[email protected] or CLV 159 as early as possible before the semester
breakdown." This course will present some of the most prominent
fictional responses to a culture in a state of transition. Students will also
Presentation:
Texts:
T/R
options. They also teach you to form your own contacts and search for
Seminar
Two seminar papers; critical presentation; final exam.
Percy, The Moviegoer; Gloss, Wild Life; West, The
Very Rich Hours of Count von Stauffenberg;
Nabokov, Lolita; Roth, The Counter Life; DeLillo,
White Noise; Robinson, Housekeeping; Everett,
Erasure.
250L: Major American Women Writers
- Zarins
Internships are a valuable way to get a handle on your future before
may be paid or unpaid. For more information contact Prof. Zarins at
begins about internship opportunities. Please note, registered students
for English 410C must turn in a signed Agreement Form.
Presentation:
Prerequisites:
Requirements:
- Wanlass
4:30 – 5:45 PM
English 250L focuses on the vital literary contributions of some of our
Internship—supervised, experiential, learning.
B or better in English 120A or writing samples and
permission of the instructor.
A letter of interest, group meetings, regular internship
update reports, and final report evaluating your
internship (8 pages). See syllabus each semester.
- Toise
most gifted American women writers. We will especially focus on the
500. Culminating Experience
way the works show women searching for voice, identity, and
All English MA students signing up for English 500 (project, literature
Writers will include the following: Dickinson, Wharton, Chopin, Cather,
should fill out the sign-off sheets for the Culminating Experience
especially feminist theory, in conjunction with the texts.
www.csus.edu/engl: please go to “forms.” This form can be turned as
Presentation:
collected the appropriate signatures and required material; the form
independence as they struggle with society’s rigid expectations for them.
comprehensive exam, creative writing comprehensive exam, and thesis)
Hurston, Walker, Morrison. We will also read some critical theory,
Requirements:
Texts:
(English
Two critical papers, one oral presentation
Seminar; Discussion
(Subject to change) Dickinson, selected poems;
Wharton, The House of Mirth; Chopin, The
Awakening; Cather, A Lost Lady; Hurston, Their Eyes
Were Watching God; Walker, The Color Purple;
Morrison, A Mercy
410A: Writing Center Theory & Practice: Internship
500)
found
on
the
English
Department
website,
soon as your registration period for Fall 2014 is open and you have
must be submitted no later than the second week of the Fall 2014
semester. For students preparing to take the Comprehensive Examination
in Literature: this class will meet approximately 9 times before the exam
in November; meetings are directed solely towards 500 students who are
studying for the comprehensive exam in literature. Students studying for
the Comprehensive Examination in Creative Writing should contact the
- Staff
creative writing faculty. Other students working on theses and projects
Sign up for this course and become a University Reading and Writing
should register for 500 but need not attend any class meetings. Shortly
one-to-one tutorials with CSUS students on their writing.
We will
students with a list of meeting times and topics for the exam class. The
On-going guidance and support for your work in the
will discuss strategies for studying and practicing for the exam. The focus
tutors and the instructor. Beginning week three you will tutor five hours
writing, understanding the exam format, what readers look for, and
course is especially valuable for graduate students who plan to become
Texts:
Center tutor. The course will provide you with strategies for conducting
before the start of the semester, Professor Toise will e-mail registered 500
examine writing center theory and research in light of your experiences
as a tutor.
purpose of the meetings is not to teach texts on the exam list; rather, we
University Reading and Writing Center are provided by experienced
will be on general literary knowledge and themes, skills for timed
a week in the Center and you will be able to set your own schedule. The
managing anxiety productively.
teachers. Students who complete the course will be eligible to work as
paid tutors in the Center. For more information, contact Professor Dan
Melzer: [email protected].
Presentation:
Prerequisites:
Discussion
A “B” or better in ENGL20 or ENGL120 or a Writing
Intensive course
14
For students preparing to take the comprehensive
exam, the suggested books are: Barry, Peter.
Beginning Theory: An Introduction to Literary and
Cultural Theory. New York: Manchester University
Press, 2009. Isbn: 978-0719079276 ; Gray, Richard.
A History of American Literature. Malden, MA:
Blackwell Publishing, 2004. Isbn: 9781405192286 ;
Parker, Robert Dale. How to Interpret Literature:
Critical Theory for Literary and Cultural Studies.
New York: Oxford University Press; 2011.
Poplawski, Paul. English Literature in Context. New
York: Cambridge University Press, 2008. Isbn:
9780521549288; Tyson, Lois. Critical Theory Today:
A User Friendly Guide. 2nd ed. New York: Routledge,
2006. Isbn: 0415974100
598T: TESOL Culminating Experience
- Komiyama
Review of the field of TESOL in preparation for the M.A. Comprehensive
Examination. TESOL students who choose the thesis or project options for
the culminating experience should also register for this course.
Presentation:
Prerequisites:
Requirements:
Text:
Seminar
TESOL program required courses and linguistics
electives
Discussion leading, comprehensive examination
No book required
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