ASU
A DEP
PARTM
MENT O
OF ENG
GLISH
400
00- and
d 5000
0-LEVELL
EXT
TENDE
ED COU
URSE D
DESCRIP
PTION
NS
SPRING 20
016
ENG 4
4200: Editing
Dr. Ro
osemary Horrowitz — MW
M 2:00pm – 3:15pm
This co
ourse coverss various con
ncepts and methods
m
of ed
diting, basic editing skillss, comprehen
nsive editingg processes
and prrinciples, and
d manageme
ent and prod
duction techniques. Afterr completingg the class, you will be ab
ble to
describ
be the bread
dth and diverrsity of edito
orial responsibilities, disccuss the vario
ous types of editing and levels of
editingg, exhibit ba
asic and comprehensive editing
e
skills, understand document m
managementt and producction, and use
variou
us desktop an
nd electronicc publishing applicationss.
Coursee requiremen
nts: a projecct in which you assume the role of accquisitions ed
ditor, copy eeditor, or prroduction
editorr in order to develop a se
et of brochu
ures; a project in which yyou work in
n groups to p
publish a new
wsletter or
similarr type of pub
blication; an
n electronic editing
e
researrch project; a number off in-class editting assignments; and tw
wo
oral presentations.
4300: Semin
nar in Professsional Writin
ng
ENG 4
Dr. W
Wendy Winn — TR 9:30a
am – 10:45am
m
4509: Juniorr/Senior Hon
nors Seminarr in World Liiterature
ENG 4
Camellots: The Artthurian Legend in World
d Literature
Dr. Geermán Camp
pos-Muñoz — MW 3:30
0pm – 4:45pm
In its p
paradigmaticc role as tran
nscultural narrrative, the Arthurian
A
Leggend vividlyy exemplifiess the compleex character of
o
what w
we call “Wo
orld Literaturre.” Firstly, itt is worldly because
b
the Narrative off King Arthurr aspires to o
operate as a
full wo
orld in itself—
—with its ow
wn geograph
hy and seaso
ons, its own ssocial divisio
ons and values, its own landscapes an
nd
edificees, and its ow
wn laws and languages. Secondly,
S
it is worldly beecause, in sp
pite of its besst efforts, thee Legend
inevitaably and disttinctly reflects the world in which it is narrated—
—and thus beecomes, at d
different timees and in
differeent places, an
n expression
n of cultural anxieties
a
witth respect to the Greco-R
Roman legaccy, the pseud
dohistorical
foundation of imp
perial projectts, and the ro
omanticized scenario of nostalgic
a industrial and bourgeo
ois style of liife. Thirdly, it is worldlyy
counteerpoints to an
becausse it never re
emains fully localized: from its very first
f
manifesttations, the
Arthurrian Legend crosses cultu
ural, linguisticc, and repressentational b
borders with
h
ease—
—from the La
atin accountss of Medieva
al scholars to
o vernacular folklore in
Welsh
h, Tuscan, He
ebrew, Castilian, and An
nglo-Norman
n, and from 6 th-century
monasstic Scotland
d to 19th-century Victorian
n England, early
e
20th cen
ntury
th
t
modernist Japan, and mid-20 -century USS pop culturee.
ourse will interrogate the
e history of the perennia
al iterations o
of King Arth
hur
Our co
and hiis Round Tab
ble in historiiography, ficction, poetry
y, drama, perrformative
and viisual arts, film
ms and video
ogames, acro
oss multiple linguistic traaditions and
period
ds. It will assess the impo
ortance of th
he Arthurian Legend in th
he formation
n
of Engglish history and identity, but will alsso foregroun
nd its perenn
nial
transggression of sp
pecific cultura
al borders, itts constant reeformulation
ns, and the
irresolvable tensions created among these multiple versions. In addition to weekly reading and audiovisual
assignments, activities will include leading discussions, rhetorical contests, tests and written assignments, and a
collective Arthurian narrative.
ENG 4550: Senior Seminar on Flash Fiction
Abigail DeWitt — MW 2:00pm – 3:15pm
In this course, we will study the art of the very short story. This genre, which goes by many names—short shorts,
flash fiction, and sudden fiction, to name a few—has been endlessly debated; our first task, therefore, will be to
come up with a working definition that will serve us for the semester. We will consider how flash fiction (the term
currently in vogue) resembles and differs from other genres, and discuss the importance (or irrelevance) of these
distinctions. Every week, we will read a selection of published flash fiction and every week, students will compose
four short pieces of their own. We will free-write to generate rough drafts, and then discuss how to compress,
shape and polish those drafts into finished pieces. Out of the four short shorts you write every week, you should
plan on revising and polishing at least one, so that you end up with fifteen at the end of the semester. In addition
to sharing your preliminary revisions in workshops, you will have many opportunities to read first drafts aloud in
class and receive immediate, informal feedback. At the end of the semester, each student will compile his or her
fifteen final revisions into a chapbook.
Readings will be assigned from Flash Fiction: 72 Very Short Stories, The Rose Metal Press Field Guide to Writing
Flash Fiction, and occasional handouts. Students will also be asked to find, copy and distribute their own favorite
short shorts from the many anthologies, collections, and literary journals that publish these works. (Unfortunately,
all copying, whether of published pieces or for workshops, is at students’ own expense. Double-sided copying will
help, and, of course, published pieces that you’re distributing to the class do not need to be double-spaced. I
recommend typing up the published work you’re going to share, both because it will really sharpen your own
writing skills, and because you can cram more onto a single page that way.)
Finally, students participating in a senior writing seminar are expected to be passionate about writing and
committed to the process of revision, both in their own work and in the work of their fellow students. It is a tenet
of this course that a useful workshop must begin and end with a discussion of a story’s strengths, rather than a
catalogue of its imperfections. At the same time, it is understood that you will turn in your best pieces for
discussion, pieces that you have revised and proofread many times. If you are genuinely interested in revision and
willing to engage with your fellow students’ work, you should do well in this class.
ENG 4560: Adolescent Literature
Dr. Mark Vogel — MWF 12:00pm – 12:50pm
Explores the exciting field of literature for and about adolescents. The course will trace the historical
development, noting pivotal books and authors, and investigating themes and issues surrounding adolescent
literature. The student will read at least 14 adolescent novels, and then link the texts to response-based teaching.
Students will explore theories of adolescent development, read widely in adolescent literature, participate in webbased discussion, develop curriculum for teaching adolescent literature, and link adolescent literature with classic
texts. If attempts to register online produce a Restriction, please contact me ([email protected]) and I will
let you in.
ENG 4560: Adolescent Literature
Dr. Elaine J. O’Quinn — MW 2:00pm – 3:15pm
This course is designed to give prospective and practicing English teachers, as well as those involved with the
selection of adolescent texts, a familiarity with the literature adolescents relate to, enjoy and choose. It also
presents the reasons why teenage readers make the choices that they do. In addition, the course reviews the sources
of materials that teenagers will read with pleasure. Most important, it is planned to help the teacher develop a
positiv
ve attitude to
oward this kind
k
of literature and und
derstand thee consequencces of variou
us aspects of Adolescent
Literatture in curriccular choices.
4580/4581 : Studies in African
A
American Literatu
ure
ENG 4
Dr. Grrace McEntee — MW 3:30pm – 4:45
5pm
ourse will lo
ook at a varie
ety of ways that
t
African
This co
American writers have
h
used—or have resissted using—rrace
and/or racism to inform their art. Some off the authorss we’ll
use their literrary talents to examine racial injustices and
read u
their cconsequences; others wriite stories so steeped in black
b
culturee that the inffluence of th
he white world is presentt only
as a diistant backdrrop; still others focus on emotions, place,
p
or thee human condition witho
out regard to
o race. We will
w
study a variety of genres—som
me classics, so
ome newly
nge of appro
oaches and th
hat
written—that illustrate this ran
om deep-seatted anger to joyful
span eemotions fro
celebrration.
o a reading list, but probable workss include Ton
ni Morrison’s Beloved (o
or perhaps Jaazz) and
I’m stiill working on
Playin
ng in the Darrk, David Braadley’s The Chaneysville
C
e Incident, es says by Ta-N
Nehisi Coates, a James Baaldwin story
y
or two
o, and a sele
ection of con
ntemporary poems
p
by Yu
usef Komunttakaa, Natasha Tretheweey, and Toi D
Dericotte.
4590, Topicss in World Liiterature: Virrtual Worlds
ENG 4
Dr. Geermán Camp
pos Muñoz — MW 2:00pm – 3:15pm
m
orld”? When
n does a worrld become v
virtual? We ttypically assu
ume that a virtual world
What do we call a “virtual wo
operattes in such a way that it detracts us from
f
the tang
gible or imm
mediately verrifiable world—that is, th
he “real
world.” Such appa
arent divide between “virtual” and “real,”
“
howeever, often m
mask the inex
xtricable, eveen symbioticc
onship betwe
een these tw
wo categoriess. Indeed, virrtual worlds not only op
perate as critical examinaations of the
relatio
real w
world: they often
o
seek to define it, to
o transform it, and ultimaately to subsstitute it alto
ogether. With
h the arrival of
new m
media and au
udiovisual sy
ystem, the qu
uestion of th
he virtual beccomes particcularly imporrtant, as we are further
presseed to reflect upon
u
the culltural significcance of the technologiess we use eveery day and the way theey absorb us
into th
heir own log
gic, their own
n space and time dynam
mics, and theiir own codes.
ourse addressses the pred
dicaments of the virtual and
a the real across time aand geograp
phies, puttingg immensely
This co
popular videogam
mes (e.g. World of Warcrraft and Gran
nd Theft Autto) widespreead social neetwork platfo
orms (e.g.,
Twitteer, Facebook,, or Vimeo), and celebra
ated fantasy fictions
f
(e.g. Game of Th
hrones or Th
he Matrix) in
nto a
historiical, literary, and philoso
ophical persp
pective. We will
w explore a highly hetterogeneous collection of fictional an
nd
non-fictional cultu
ural artifacts, including litterary, philossophical, and
d scientific teexts; films, v
video-clips, animations,
V shows; compositions, songs, and ly
yrics; sculptu
ures, paintinggs and comic books; boaard games an
nd video
and TV
gamess; public spacces and quottidian objectts, etc. Thesee various item
ms will be drrawn from v
very differentt epochs,
places, and linguisstic traditionss, in order to
o historicize, analyze, ex plain, and co
ompare multiple instantiiations of
parative exerrcises, studen
nts will particcipate in a co
ollective
virtual worlds. In addition to class activitiees and comp
o conduct research on their experiencces of immersion in such
h worlds as p
part of the
virtual world project, and also
coursee.
ENG 4
4591: Theory
y and Practicce in the Tea
aching of Hig
gh School En
nglish
Dr. Elaaine J. O’Qu
uinn — MW 3:30pm – 4:45pm
4
This co
ourse empha
asizes issues of
o teaching secondary
s
En
nglish within
n the contextt of whole laanguage theo
ories of
readin
ng, writing an
nd other forrms of literaccy. Students will engage in many of the practices that are disscussed,
includ
ding the work
k of theoretiical and peda
agogical foundations of teaching Engglish. A culm
minating prod
duct of the
class w
will include sample unit plans,
p
mini-leessons, philo
osophical stattements, tecchnology com
mpetencies, aand various
other artifacts esse
ential to an emerging
e
und
derstanding of who the student is ass a teacher. R
Reflective staatements
about each of thesse pieces will also be req
quired. The in
ntent of the course is to ready students for the sttudent
teaching experiencce and what lies beyond.
4620: Langua
age, Genderr, and Powerr
ENG 4
Dr. Do
onna L. Lillia
an — MWF 12:00pm
1
– 12:50pm







Do me
en and wome
en really speeak differently?
Is there
e such as thin
ng as gayspeak?
What challenges
c
& opportunitiies does lang
guage presen
nt for transgeender peoplee?
Is the English
E
langu
uage sexist?
What is
i the relationship between sexist disccourse and o
other types o
of discriminaatory discourrse?
How do
d people usse language to
t gain and maintain
m
pow
wer over on
ne another?
How can
c we resist others’ attem
mpts to conttrol us throu
ugh languagee?
This T
Topics in Lang
nguage class will
w explore these and otther issues, th
hrough read
dings, class diiscussions, asssignments,
and ex
xams. This co
ourse assume
es no prior study
s
of lingu
uistics, altho
ough one or more coursees in languagge, grammar,,
or lingguistics may be helpful.
4660: Historry of the Eng
glish Languag
ge
ENG 4
Dr. Do
onna L. Lillia
an — MWF 10:00am
1
– 10:50am
4710: Advan
nced Studies in Women and
a Literaturre: “Who's A
Afraid of Virgginia Woolf??” ENG 4
Dr. Krristina Groov
ver — TR 11:00am – 12::15pm
Virg
ginia Woolf (1882
(
- 1941)) was one off the foremo
ost figures of literary mod
dernism. In
this course we will
w study Wo
oolf as writeer, as reader, and as a cultural icon w
who has
n
films, songs, and portraits. W
We will analyzze literary teexts – those
inspired plays, novels,
w
thosee she read, and those shee inspired – n
not only through close rreading, but
she wrote,
also by understa
anding the va
arious biograaphical, histo
orical, and cultural conteexts in which
h
they
y were createed.
b conducted as a semin
nar, with stud
dents taking an active ro
ole in leading
g
The course will be
classs discussion. Students wiill conduct reesearch preseentations an
nd write a serries of short
criticcal essays as well as a fin
nal seminar p
paper. Contact the instru
uctor at
groo
overkk@app
pstate.edu if you have qu
uestions about the class.
ENG 4
4730: The Novel
N
Dr. Allex Pitofsky — TR 12:30pm – 1:45pm
m
4760: Literary Criticism
ENG 4
Dr. Jaames Ivory — TR 12:30p
pm – 1:45pm
m
This co
ourse will ex
xamine, discu
uss, and interrogate litera
ary theoreticcal approach
hes beginningg with Plato and
conclu
uding somew
where in the twenty-first century. Ex
xamples of th
heory include but are no
ot limited to
decon
nstruction, Marxism,
M
feminism, psychoanalysis, neew Historicissm, cultural studies, queeer theory, an
nd postcoloniialism, and post-humanis
p
sm.
w investiga
ate the tools and approacches to literaary studies. W
We will begiin with somee loosely
Literarry criticism will
defineed ideas, such
h as: What do
d we mean
n by “literatu
ure”? Can we ever agreee or know exxactly what w
we mean orr
what someone elsse means by it? And how
w do terms in
n “critical the
heory” and “l
“literary theo
ory” construcct or influencce
meani
ning and thou
ught? We will focus and develop wh
hat and how we think ab
bout the histo
ory of thinkiing about
literarry production. An emph
hasis on strategy of think
king will help
p us read texxts more careefully and criitically. We
will sttrengthen ou
ur foundation
ns by looking at some ea
arlier ideas o
on what the literary craftt has meant morally and
aestheetically. Emp
phasize will be
b more on contempora
ary or progreessive theories from structuralism to poststructu
uralism. Sin
nce labels can
n be confinin
ng, inflexiblee paradigms, problematicc, and burdeensome, we will suggest
many moves beyo
ond or throu
ugh the at tim
mes difficult language of theory. What do those worrisome p
prefixes (posst-,
meta-, neo-) mean
n anyway? Iss there only one way to deploy thes e ideas? And what abou
ut those unn
nerving suffix
xes,
at? The prim
mary goal willl be to help you becomee more comfortable with
h the
like “isms” this and “isms” tha
playfu
ulness (jouisssance) in the language off theory and ideas in crit ical theory. W
While travellling primarily
diachrronically, this course is not organized
d around a specific litera ry period orr theme, but interconneccted by diverrse
literarry and non-liiterary texts where we might
m
investig
gate and app
ply the ideass and approaaches in both
h praxis and
theory
y.
4770: Early American
A
Litterature
ENG 4
Dr. Co
olin Ramsey — TR 11:00
0am – 12:15p
pm
4785: Ameriican Literaturre: 1865-1914
4
ENG 4
Ameriican Realism
m, Regionalism
m, and Natu
uralism
Dr. Caarl Eby — MW
M 3:30pm – 4:45pm
Explore American
A
litterature durring the Gillded Age — the age d
dominated by
literary reealism, regionalism, and naturalism. In addition to a few sho
orter works by
writers su
uch as Stephen Crane, Jaack London, Mary Wilkkins Freeman
n, and Charles
Chesnutt, we’ll read Mark Twain
n’s A Conneecticut Yanke
kee in King A
Arthur’s Cou
urt,
ames’s A Po
ortrait of a Lady, Williaam Dean Ho
owells’s The
he Rise of Siilas
Henry Ja
Lapham, Edith Wharton’s The House of M
Mirth, and Theodore D
Dreiser’s Sistter
Carrie. We’ll
W
try to place these texts againstt a historical background
d of explosive
industrial growth, the emergen
nce of vastt wealth an
nd terrible poverty, the
urbanization of Amerrica, rampan
nt political an
nd corporatee corruption
n, the failure of
uction in thee South, the closing of th
he frontier, and the emeergence of the
Reconstru
U.S. as a global (som
me would saay, imperial)) power. W
We will expllore how such
forces sha
aped nationa
al, racial, claass, and gen
nder identity for Americaans during the
period, and we will consider thee intellectuaal influence on American literature of
t major th
hinkers of th
he period: C
Charles Darw
win, Herbertt Spencer, Ka
arl
some of the
Marx, Friedrich Nietzzsche, and W
William Jamess.
Twain, A Co
onnecticut Y
Yankee in Kiing
Required texts with ISBN numbeers: Mark T
Arthur’s Court (978-052026816
66); Henry James, A P
Portrait of a Lady (97
7803939664
466); Williiam Dean Howells, The Rise of Silas LLapham (97
7804515282
223); Edith Wharton
W
Thhe House off Mirth (045
51527569); aand Theodo
ore
40188288). Please be especially
e
carreful to get the correct editions of A Connecticcut
Dreiseer, Sister Carrrie (978-014
Yankeee and A Porrtrait of a Lad
dy!
ENG 4
4795: Conte
emporary Am
merican Literrature: 1960--Present
Dr. Zaackary Verno
on — MW 2:00pm -3:45
5pm
This co
ourse will ex
xplore significant trends in
i American literature sin
nce 1960. In
particu
ular, we willl study devellopments in postmodern
nism—anti-fo
ormalism,
fragmeentation, pastiche, anarcchism, paradox, deconstrruction, fabu
ulation, selfreflexiivity, rhizom
matic knowledge structurees, anti-narra
ativism, petitte histoire, irrony,
parody, post-humanism, magical realism, multicultural
m
lism—by anaalyzing shortt
storiess and novels from a rang
ge of authorss, including Kurt
K
Vonneggut, Thomas
Pynchon, Ursula K.
K Le Guin, Donald
D
Barth
helme, Don DeLillo,
D
Ton
ni Morrison, Leslie
Marm
mon Silko, Jhu
umpa Lahiri,, and Corma
ac McCarthy. We will alsso read and discuss critical and theorretical works
by writers such as Fredric Jameson, Ihab Hassan,
H
Jean Baudrillard,, Umberto Ecco, Donna H
Haraway, and bell hookss.
ENG 4
4810: Advan
nced Folklore
e
Dr. Ceece Conway — T 6:00pm
m – 9:00pm
m
s Later Playss
4840: Nature and the Unnatural in Shakespeare’
S
ENG 4
Dr. Su
usan C. Staub
b — TR 2:00
0pm – 3:15p
pm
“Unnaatural deeds do breed un
nnatural trou
ubles,” the
doctor says in Ma
acbeth after observing
o
thee obsessively
y
ulsive Lady Macbeth
M
tryiing, futilely, to wash the
compu
blood off her hand
ds. But how
w do we define what is
ural in Shake
espeare’s wo
orld, and eveen more
unnatu
imporrtantly, how did Shakesp
peare and hiss
contem
mporaries in
nterpret nature? What is the
relatio
onship betwe
een the human and the non-human
n
world? What did it
i mean to be
b a part of that
t
world—
—to
o protect it? To violate it?
interacct and coexist with it? To
Is it po
ossible to rea
ad Shakespea
are with an eye
e to
contem
mporary env
vironmental issues, to “g
green” his
plays? This course
e will conside
er a selection
n of
Shakesspeare’s play
ys (among th
hem Hamlet,
t, The Tempeest,
The W
Winter’s Tale,
e, Antony and
nd Cleopatra,, and King
Lear) iin an attemp
pt to answer these questiions.
Millais,, Ophelia: "like aa creature nativee and endued un
nto that element"
ENG 4
4840: Shakespeare: Laterr Works
Dr. Daavid Orvis — TR 12:30p
pm – 1:45pm
m
4850: Renaisssance Litera
ature
ENG 4
Dr. Daavid Orvis — TR 3:30pm
m – 4:45pm
4860: Creditt and Credib
bility in Resto
oration and Eighteenth-C
Century England
ENG 4
Dr. Jennifer Wilso
on — MWF 12:00pm
1
– 12:50pm
Establiished in 1694
4, the Bank of
o England was
w incorporrated by priv
vate investorrs to finance the nation’ss governmen
nt.
Half o
of the sponso
ors’ initial ou
utlay of £1.2
2 m. was dev
voted to reb
building the R
Royal Navy. As England
d used this
investment to accu
umulate merrcantile and imperialistic power in th
he eighteenth
h century, th
he metaphorr of financial
creedit and its ccirculation gaained increassing currency
y in social an
nd
liteerary as welll as economiic circles. Th
hus, in additiion to
speeculating on
n lottery tickeets or joint sstock offeringgs such as
tho
ose of the So
outh Sea Com
mpany, the p
public enjoy
yed speculativ
ve
talles of adventture and intrrigue such ass criminal lives, “strange
bu
ut true” storiees, and traveel accounts. One side efffect of the
pa
arallel circulaation of mon
ney and textss was culturaal anxiety
ab
bout who cou
uld be trusteed in a swiftlly changing w
world.
Eig
ghteenth-cen
ntury narrativ
ves abound with questio
ons of whom
m
an
nd what we ccan credit an
nd where wee should inveest our time
an
nd attention. These are tthe narrativees we will fo
ocus on in the
e
sprring 2016 secction of ENG
G 4860/61. Readings wiill include
Da
aniel Defoe’ss Roxana, Jo
ohn Gay’s Th
he Beggar’s O
Opera, Jane
Au
usten’s North
hanger Abbeey, as well a number of sshorter
selections from the
e Longman Anthology
A
reental text. We
W will writee two paperrs, one a closse reading an
nd the other a
he class will include two tests as welll as lively daaily discussion
n.
longerr research prroject, and th
ENG 4
4880: Literatture of the Victorian
V
Perriod
Dr. Jilll Ehnenn — TR 2:00pm
m – 3:15pm
This co
ourse will ex
xamine the intersectionss of art and life in Victo rian England
d, focusing o
on visual and
d literary tex
xts
associaated (both directly
d
and tangentially) with British Aestheticissm. Througgh our study of texts in various med
dia
and ggenres, we will
w look at the ways architects, pa
ainters, poet s, craftspeop
ple, socialistts, feminists, and novelists
soughtt to combatt the effects of an Industrial Age in a world thaat was becoming increassingly mechaanized, and as
some felt, increasiingly ugly. Our study will
w also add
dress Victoriaan fascinatio
on with the art and cultture of ancie
ent
Greecee and Rome
e and Renaiissance Italy,, as well as late-19th-cen
ntury panic as art for art’s sake and
d pleasure for
f
pleasu
ure’s sake blu
urred the bou
undaries between Victorrian Aestheticcism and fin-de-siècle Deecadence.
Overaall, our goal will be two
ofold: (1) to establish a solid undersstanding of ssome of the literature o
of the mid an
nd
late 19
9th-century; and (2) to explore ho
ow Victorian
n conception
ns of beautyy had profo
ound politicaal, social, an
nd
econo
omic implicattions—creating intersecttions betweeen aestheticss and contem
mporary nottions of gen
nder, sexualitty,
class, rrace and empire.
4895: 20th Century
C
Britissh Literature, 1945 – Pressent
ENG 4
Dr. Jaames Ivory — TR 3:30pm
m – 4:45pm
In thin
nking about events follow
wing the seccond half of the 20th centtury and into
o the 21st, w
we will think critically abo
out
culturaal historicity. This culturral historicity
y might be defined as po
ost-imperial, postmodern
n, postcoloniial, and posthuman
n. Post-imperial explore
es cultural heegemony thrrough writerrs who “talk back” to thee diminishingg powers of
the Brritish Empire. We will in
nvestigate ho
ow writers viiew their relaationship to empire as co
ontentious aand complex
x.
Whilee some although not all of
o these natio
onal writers embrace som
me forms off Englishness,, their writin
ngs often reveal
that to
o write in En
nglish does not
n mean to celebrate Britain’s culturral arrogancee or to collab
borate in its global or local
hegem
monic practicces. Postmod
dernism look
ks into narra
ative strategi es and subjeect matter that interrogatte the
catego
ories and pra
actices of classical or cano
onical texts. Post-coloniialism consid
ders writers w
who investiggate and
interro
ogate Britain
n’s imposed language,
l
ed
ducational, and ideologiccal systems. These writeers emerge frrom a numbe
er
of former colonial sites, like Kenya,
K
Nigeriia, India, and
d the West I ndies, and o
others. Post-h
human raisess difficult
ajectory alon
ng the lines of
o gender, q ueer, techno
ology, and d
dis/abled stud
dies. Engagin
ng
question about the “body’s tra
es found in th
hese writers’ fictions, wee should bettter understan
nd the importance of glo
obal
in the complexitie
comm
munities, econ
nomies, and national div
versity. May
ybe now mo
ore-than-everr in post 9-111, “post Emp
pire”, an
underrstanding of multiculturalism is essenttial to becom
ming a betterr-educated ccitizen.
5100: Compo
osition Theo
ory, Practice, & Pedagogy
y
R_C 5
Dr. Kim Gunter — TR 12:30pm – 1:45pm
R_C 5
5121: Teachin
ng Basic Writting
Dr. Brret Zawilski — M 1:00pm
m – 1:50pm
R_C 5
5121: Teachin
ng Writing Across
A
the Cu
urriculum
Dr. Brret Zawilski — W 1:00pm
m – 1:50pm
5150 — Teaching Litera
ature
ENG 5
Dr. Jennifer Wilso
on — MW 2:00
2
– 3:15
duct a wide--ranging consideration of the
This cllass will cond
goals aand techniqu
ues, philosop
phies and pra
actices of tea
aching
literatu
ure. We willl especially consider
c
the general edu
ucation
literatu
ure class -- whether
w
orga
anized thema
atically or by
y
historiical survey and whether featuring British, Americcan, or Worlld Literaturess. Readings and discussio
on will
includ
de methods of
o constructin
ng a syllabuss, planning class sessions,, facilitating discussion, ccomposing w
writing and
ding to studeent assignmeents. For furrther informaation, pleasee feel free to
o contact me
research prompts, and respond
at [email protected] or during
d
officee hours.
5520: Techn
nical Writing
ENG 5
Dr. W
Wendy Winn — TR 11:00am – 12:15p
pm
5650: Gende
er Studies: Gender
G
and Animals
A
ENG 5
Dr. Kaathryn Kirkpatrick — T 4:00pm – 7:00pm
7
V
Pig
g. Modern cultures havee often consttructed non-h
human anim
mals as abjectt,
Cow. Bitch. Beasst. Savage. Vermin.
nt, and dirty:: these socia
al constructio
ons may have very little to do with tthe actual pigg (who prefeers to be
violen
clean) or chicken (who
(
fiercely
y protects heer young) orr gorilla (who
o is a shy heerbivore). Bu
ut these consstructions are
nely used to degrade
d
wom
men and oth
her human Others
O
in wh
hat eco-femin
nists have ideentified as th
he intersectio
on
routin
of multiple oppresssions. We will
w read eco
ofeminist and
d posthuman
nist theory alongside liteerary works, paying
ular attention to writers of magical realist
r
and sp
peculative ficction. Read
dings will include Virginiaa Woolf’s
particu
Flush, Ursula Le Guin’s
G
Buffalo
o Gals, and Other
O
Animaal Presences, J. M. Coetzzee’s Disgrace
ce, and Margaret Atwood
d’s
Oryx aand Crake. Requiremen
nts include sh
hort essays, a presentatio
on, and a finaal paper.
5710: Advan
nced Folklore
e
ENG 5
Dr. Ceece Conway — T 6:00pm
m – 9:00pm
m
5760: Studie
es in America
an Literature
ENG 5
Dr. Ho
olly E. Martiin — TR 2:0
00pm – 3:15p
pm
ys, to small-ttown routes, to dirt trackks
From interstate super highway
ng rivers and
d mountains,, the image of
o “the road”” figures
crossin
promiinently in a number
n
of works
w
of Ameerican literatture. This co
ourse
will lo
ook at 20th and 21st centu
ury literaturee that utilizess the symbol ic
potential of the ro
oad in a myrriad of times and situatio
ons. Whetheer the
ose is to trave
el in pursuit of a quest or to flee from
m trauma, th
he road
purpo
offers adventure, terror,
t
and much
m
time fo
or inner conttemplation. The
journeeys we will read
r
about are as diversee as the chara
acters and caapture
both tthe lure and the necessity
y of “taking to the road.” Texts include:
As I La
Lay Dying by William Fau
ulkner, The Wayward
W
Bu
us by John
Steinb
beck, Beloved
d by Toni Morrison,
M
On
n the Road byy Jack Kerouuac,
Cerem
mony by Leslie Marmon Silko,
S
The Su
urrendered by
b Chang-Rae Lee, and T
The Road byy Cormac MccCarthy.
Majorr assignmentss include ora
al presentatio
ons, reaction
n papers, and
d an article-length paperr (18-25 pagees).
ENG 5870: Romantic Peeriod
m – 7:00pm
Dr. William D. Brewer — W 4:00pm
In April 10, 11815, the larrgest volcanic explosion in modern
history occu
urred at Mou
unt Tamboraa in Sumbaw
wa (in modernday Indonessia) and volccanic dust spread through
hout the
globe. Durin
ng the resultiing “year without summ
mer” of 1816,
Lord Byron, Byron’s phyysician John Polidori, Peercy Bysshe
Shelley, Shellley’s lover M
Mary Godwiin (later Marry Shelley),
Percy and M
Mary’s son W
William, and Byron’s loveer Claire
Clairmont m
moved into lo
odgings near Lake Genev
va in
Switzerland.. After the in
ncessant rain and cold temperatures
drove them indoors, Byron wrote h
his apocalypttic poem
“Darkness” and re
ecited part off Samuel Tay
ylor Coleridg
ge’s unpublisshed Gothic poem Christ
stabel to the group,
traumatizing Shelle
ey; they read
d horror stories to each other from a collection ttitled Fantassmagoriana; and Byron
propo
osed that that they all wrrite a ghost story.
s
The tw
wo most imp
portant prod
ducts of the gghost story contest were
Polido
ori’s The Vam
mpyre (deriv
ved from an unfinished novel
n
by Byrron) and Maary Shelley’s Frankenstein
n. Later in the
summer, Matthew
w “Monk” Le
ewis visited Geneva
G
and orally translated Goethee’s Faust, wh
hich heavily iinfluenced
Byron
n’s dramatic poem
p
Manfr
fred.
In 20116, Romanticcists will be celebrating
c
the bicentena
ary of the haaunted summ
mer, and in E
English 5780
0, The
Romantic Period, we will pay particular atttention to the
t Geneva-iinspired writtings of Byro
on, Polidori, and the
Shelley
ys, as well ass to Lewis’s classic
c
horror novel The Monk and A
Ann Radcliffee’s reply to T
The Monk, T
The Italian
(both novels featu
ure corrupt monks).
m
In ad
ddition, we will
w read Maary Wollston
necraft’s Thee Wrongs off Woman (an
n
imporrtant literary precursor to
o Frankensteein), a drama
atization of T
The Vampyrre by James R
Robinson Plaanché, and
selecteed works by the major Romantic
R
writers who inffluenced Byrron and the Shelleys.
p
a long
ger paper, tw
wo oral pressentations, cllass participaation, and a final
Coursee requirements: a short paper,
examination.
ENG 5
5930 – Transnational Literature: Liteerature in Flig
ght
Dr. Baaşak Çandar
erature” doe
es not have a set definitio
on or canon,, unlike
“Transsnational lite
the naationally or linguistically described litteratures likee American o
or French
Literatture. Throug
gh a study off literary textts that comp
plicate and trransgress
nation
nal and lingu
uistic bounda
aries, in this course
c
we will
w reflect up
pon and
try to understand the notion of
o “transnational literatu
ure.” When w
we say
“transnational literature,” we introduce th
he possibility
y of writing o
outside
yond nationa
al frameworrks. And who
o better suitss this descripttion than
or bey
the figgure of the trraveler, the wanderer,
w
th
he émigré? Although
A
thiss traveler
appeaars in modern
nist narrative
es as one wh
ho sets out fo
or foreign la nds by
choicee, today the stateless refu
ugee best em
mbodies this in-betweenn
i
ness,
constaantly in motiion through borders, trav
veling not by
y choice butt by
necesssity.
will explore narratives of exiles, stateless peoples, people in-beetween
We w
languaages and culttures, of refu
ugees and miigrants. The class will ap
pproach
transn
national litera
ature as a fie
eld of contra
adictions: a fiield that possits the
possib
bility of resisttance againstt the violencce of nation-states, but a field
that is simultaneou
usly made po
ossible by th
his violence.
ugh the bulk
k of our read
dings will be novels, we will
w supplem
ment these works with th
heoretical reaadings as well.
Althou
Novells might inclu
ude The Brie
ef Wondrouss Life of Osca
car Wao by J unot Diaz; B
Borderlands//La Frontera: The New
Mestizza by Gloria Anzaldúa; The
T God of Small
S
Thingss by Arundhaati Roy; Disggrace by J.M. Coetzee; Se
Senselessness
by Ho
oracio Castellanos Moya;; Americanah
ah by Chimam
manda Ngozzi Adichie, an
nd poems by
y Mahmoud Darwish.
Theorretical works might includ
de texts by Hannah
H
Aren
ndt, Edward Said and otthers.