1. “The Little Foxes” – Lillian Hellman
2. “The Joy of Teaching” – Peter Filene
3. “English Grammar” - E. Altenberg & R. Vago
4. “The Sun Also Rises” – Ernest Hemingway
5. “How to Interpret Literature” – Robert Parker
6. “Pride & Prejudice” – Jane Austen
7. “Practical English…” – David Nunan
8. “Writing Fiction” - J. Burroway
9. “Classical Tragedy” – Robert Corrigan
10. “Mansfield Park” – Jane Austen
11. “Critical Theory” – Robert Parker
12. “Word on Film” - Martha Nochimson
13. “Othello”- William Shakespeare
14. “Teaching Pronunciation” – Celce-Murica
15. “The Art of Fiction” – John Gardner
16. “Because Writing Matters” – Carl Nagin
17. “Teaching Composition” – T.R. Johnson
18. “Tales of Terror and Detection” – E.A. Poe
19. “World War Z” – Max Brooks
20. “The Century of Travel” – Tim Kahl
21. “Sherlock Holmes” – J.J. Adams
22. “An Introduction to Language” – V. Fromkin
23. “Releveant Linguistics” – Paul Justice
24. “The Third Body” – Jeff Knorr
1
D
Department of English
Fall 2015 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
UT
NOTE: English 1, 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
U
1X: College Composition Tutorial
- Staff
understandings of their reading, writing, and thinking processes; and
Composition Tutorial. Offers supplemental instruction in elements of
understand that everyone develops and uses multiple discourses.
special emphasis on planning and revising essays. Instruction takes place
GE:
composition and assists students in mastering the writing process with
Requirements:
both in traditional classroom setting and in small group and individual
Must write minimum of 5000 words.
Fulfills area A2 of the GE Requirements.
tutorials. Students enrolled in this tutorial must also be coenrolled in a
10: Academic Literacies I
first-year composition course as the focus will be drafting and revising
Year-long course (combined with ENGL 11) to help students use reading,
the work done for the primary writing course.
Corequisite:
Graded:
Units:
Note:
writing, discussion, and research for discovery, intellectual curiosity, 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.
personal academic growth - students will work in collaborative groups to
share, critique, and revise their reading and writing. Students will engage
in reading and writing as communal and diverse processes; read and
write effectively in and beyond the university; develop a metacognitive
understanding of their reading, writing, and thinking processes; and
understand that everyone develops and uses multiple discourses.
Requirements:
5: Accelerated Academic Literacies
- Staff
English 5 replaces English 1A as the onesemester, first-year writing requirement.
Intensive, semester-long course to help students use reading, writing,
GE:
discussion, and research for discovery, intellectual curiosity, and personal
Staff
Year-long course (combined with ENGL 11M) to help multilingual
critique, and revise their reading and writing. Students will engage in
students use reading, writing, discussion, and research for discovery,
reading and writing as communal and diverse processes; read and write
intellectual curiosity, and personal academic growth-students will work
effectively in and beyond the university; develop metacognitive
in collaborative groups to share, critique, and revise their reading and
understandings of their reading, writing, and thinking processes; and
writing. Students will engage in reading and writing as communal and
understand that everyone develops and uses multiple discourses.
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)
academic growth - students will work in collaborative groups to share,
Requirements:
- Staff
diverse processes; read and write effectively in and beyond the university;
Must write a minimum of 5000 words.
Fulfills area A2 of the GE requirements.
develop a metacognitive understanding of their reading, writing, and
thinking processes; and understand that everyone develops and uses
multiple discourses.
Requirements:
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,
GE:
writing, discussion, and research for discovery, intellectual curiosity, and
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.
16: Structure of English
personal academic growth - students will work in collaborative groups to
- Seo
T/R 3 – 4:15 PM
share, critique, and revise their reading and writing. Students will engage
This course will introduce important terms, concepts, rules, and usages of
in reading and writing as communal and diverse processes; read and
traditional grammar and help students build foundational knowledge in
write effectively in and beyond the university; develop metacognitive
1
understanding traditional grammar. Students will practice applying the
30A. Introduction to Creative Writing
knowledge at both the sentence level and discourse level.
Presentation:
Requirements:
Text:
T/R 10:30-11:45 AM
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
- Buchanan
This course introduces students to the fundamental principles of writing
poetry and fiction, and invites them to explore each other’s work through
group discussions and peer reviews.
Workshop, discussion, oral presentation
and peer review.
Students will keep journals and write poems
and stories. Regular attendance and active,
useful participation in class discussions and
peer review sessions are also required.
Will include Janet Burroway’s Writing
Fiction, Stephen Adams’s Poetic Designs,
and John Gardner’s The Art of Fiction.
Presentation:
Requirements:
- Staff
An advanced writing course that builds upon the critical thinking,
reading, and writing processes introduced in English 1A, 2, 5, or 10/11.
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
genres, purposes, and audiences with the goals of understanding how to
30B: Introduction to Writing Fiction
this understanding through various written products.
Workshop for students who have had little or no experience writing
appropriately shape their writing for different readers and demonstrating
Prerequisite:
Requirement:
GE:
M/W 4:30-5:45 PM
30 units and a grade of C- or better in ENGL 1A, 5, or
equivalent.
A minimum of 5,000 words.
Fulfills the second semester composition requirement.
(English majors are exempt from the GE
requirement.)
20M: College Composition II (Multilingual)
- Staff
fiction. Students write and polish several short stories which they present
for critique and commentary. In addition, they study the basic elements
of plot, character, description, and dialogue and learn how to use these
effectively in their own fiction.
Presentation:
Texts:
Lecture-Discussion. Workshop.
TBA
- Staff
An advanced writing course for multilingual students that builds upon
30C Introduction to Poetry Writing
English 1A, 2, 5, 5M, 10/11, or 10M/11M. This class emphasizes
English 30C is a course designed for students who are serious about
academic contexts with a focus on the situational nature of the standards,
30C is a beginning to what I hope will be—for some of you—a lifelong
research and analyze different disciplinary genres, purposes, and
the fundamentals of poetry writing/reading (these two are inseparable) to
their writing for different readers and demonstrating this understanding
130B, 130C 130D, & 130G). During the semester you will have the
the critical thinking, reading, and writing processes introduced in
M/W/F 9-9:50 AM
rhetorical awareness by exploring reading and writing within diverse
developing both their poetic craft and their poetic sensibility. English
values, habits, conventions, and products of composition. Students will
interest in writing and reading poetry. For sixteen weeks we will cover
audiences with the goals of understanding how to appropriately shape
lay the foundation for more advanced study in this disciple (English
through various written products.
Prerequisite:
Requirement:
GE:
opportunity to try your hand at a variety of poetic forms. This course
30 units and a grade of C- or better in ENGL 1A, 5, or
equivalent.
A minimum of 5,000 words.
Fulfills the second semester composition requirement.
(English majors are exempt from the GE)
21: Freshman Seminar
T/R 12–1:15 PM
- McKinney
also includes basic training in peer critique or “workshopping” as it is
known in the field.
Required Texts: Toward the Open Field, Melissa Kwasny, Ed.
40A: Introduction to British Literature I
- Gieger
MW 3-4:15 PM
- Staff
A survey of British Literature from the Middle Ages to the late eighteenth
century. We will focus on the theme “History, Morality, Heroes, and
Introduction to the nature and possible meanings of higher education,
Heroines” and read works by Marie de France, Geoffrey Chaucer, Sir
students develop and exercise fundamental academic success strategies
Herrick, John Milton, Aphra Behn, Jonathan Swift, Alexander Pope,
opportunity to interact with fellow students and the seminar leader and
within 500+ years of English history and explore their engagements with
and the functions and resources of the University. Designed to help
Philip Sidney, Christopher Marlowe, William Shakespeare, Robert
and to improve their basic learning skills. Provides students with the
Thomas Gray, Samuel Johnson, and Jane Austen. We will locate our texts
to build a community of academic and personal support.
a variety of literary genres (narrative, drama, the sonnet, the pastoral,
satire, the essay, the novel).
2
Presentation:
Requirements:
Texts:
G.E.:
Lecture/Discussion
Three Exams, Reading “Pop” Quizzes, Short Writing
Assignments, Attendance & Participation
The Norton Anthology of English Literature, Package
1, Vols. A, B, & C [9th Edition] (Norton ISBN:
9780393913002); Chaucer, The Canterbury Tales
(Oxford ISBN: 9780199599028); Austen, Northanger
Abbey, Lady Susan, The Watsons, Sanditon (Oxford
ISBN: 9780199535545)
Fulfills Area C2 Requirement
50A: Introduction to American Literature I
65: Introduction to World Literature
M/W 1:30-2:45 PM
An introduction to world literature written in English that places writers
and their works within colonial, post-colonial and literary contexts. Texts
may come from Africa, India, Southeast Asia, the Middle East, the
Caribbean, Canada, and non-English Britain.
Requirements:
Presentation:
Texts:
- Sweet
M/W 4:30-5:45 PM
Writers have long represented America as an exceptional place—a city
G.E.:
on a hill, a nation promising liberty and justice for all comers, and a land
where
anyone
can achieve
success through hard
work
- Buchanan
2 formal papers, regular journal responses, and a
final exam.
Lecture/Discussion.
Chinua Achebe, Things Fall Apart; V.S. Naipaul, The
Mystic Masseur; Victor Ramraj, Concert of Voices
(2nd Ed); Mordecai Richler, The Apprenticeship of
Duddy Kravitz
Fulfills Area C2 Requirement
and
determination. Our study of literature from the fifteenth century to the
87: Basic Writing Skills for Multilingual Students
against the realities of American life in times of colonization, war,
and essay writing, from idea generation to revision and editing.
Civil War will explore how these idealistic visions of America stand up
- Staff
Emphasizes writing and language development. Instruction in reading
slavery, economic and geographic expansion, and changing attitudes
Presentation:
toward religion and the role of women in society. Our readings will
include chronicles of European exploration; the poetry of Anne
Lecture and in-class pair/group work & discussion.
Bradstreet, Emily Dickinson, and Walt Whitman; the essays of Benjamin
97: Introduction to Film Studies
Franklin, Ralph Waldo Emerson, Frederick Douglass, and Henry David
W 6:30-9:20 PM
Rebecca Harding Davis.
Introduces different ways of writing about films and for working with a
Presentation:
examining specific scenes in films from different genres, nations, and
Thoreau; and fiction by Edgar Allan Poe, Nathaniel Hawthorne, and
Requirements:
Texts:
G.E.:
Examines cinematic techniques, styles, vocabulary, and discourses.
Quizzes, short critical papers, midterm, and final.
Lecture-Discussion
Norton Anthology of American Literature, 8th Ed.,
variety of cinematic terms.
different historical periods.
Fulfills Area C2 Requirement
T 8 - 8:50 AM
Film form and style will be studies by
directors. Films used throughout the course will be selected from
Vols. A & B. ISBN: 978-0-393-91309-5.
60: Reading for Speed & Efficiency
- Staff
Presentation:
- Staff
Screening of films and of scenes of films, discussions,
lectures, writing workshops.
99: MLA and APA Style Guides
- Toise
English 99 is our one-unit on-line course about the formatting and
W 12 - 12:50 PM
style guidelines of the Modern Language Association and the American
Strategies and techniques to promote greater reading efficiency and
for the final exam which must be taken in person during one of the
comprehension as well as supplementary practice in the English reading
most important (and most commonly used) formats in your fields of
R 12 - 12:50 PM
Psychological Association. This course will be conducted on-line except
flexibility and increase reading speed. Drills to develop rate and
lab.
Note:
proctored exam sessions. For English majors, MLA and APA are the two
study.
Utilizes computers; may be repeated for credit.
60M: Reading for Speed & Efficiency (Multilingual)
T 12 - 12:50 AM
The ideas and theories you put forward in your essays and assignments
are part of a dialogue that has, in some sense, gone on for centuries
- Staff
before you; it goes on now, in classes right here and elsewhere, globally.
Like classroom discussions, scholarship is a conversation—just one that
Strategies and techniques to promote greater reading efficiency and
includes many more people, very few of whom are physically present. In
flexibility as well as to increase reading speed for college-level
research and reading, your ideas come into contact with those experts
and comprehension as well as supplementary practice in the English
working with you right now in other parts of the country and the world.
multilingual readers. Classroom instruction includes drills to develop rate
reading lab.
Note:
(or, at least, published authors) who have come before you and who are
We show the importance of this dialogue by having careful guidelines
Utilizes computers; may be repeated for credit.
about how this dialogue is embedded in your work.
It’s not about making your life more difficult (although I know it might
feel that way sometimes); it’s about according respect to the writers with
3
whom you work—and more importantly—about according respect to the
110A: Linguistics and the English Language
process and tradition in which you are engaged.
- Clark
T/R 12-1:15 PM
In the largest terms, then, this course is meant to help you to become a
English 110A is a survey course in modern linguistics. Topics include the
respected and respectful member of this conversation.
description of English sounds (phonetics), sound patterns (phonology),
Presentation:
Hybrid: on-line (no class meetings) with one in-
the structure of words (morphology), meaning (pragmatics), sentence
Requirements:
Primarily, on-line quizzes and the final exam.
(sociolinguistics)
Handbook for Writers of Research Papers. 7th Ed.
Prerequisites:
Texts:
person final exam.
structure
Modern Language Association of America. MLA
(syntax) with an
Presentation:
New York: Modern Language Society of America.
Requirements:
2009; American Psychological Association.
Texts:
Publication Manual of the American Psychological
Association. 6th Ed. New York: American
Psychological Association. 2009.
109M: Writing for GWAR Placement (Multilingual)
- Staff
M/W 12-1:15 PM
revising, and editing academic writing for multilingual writers. Students
society
- Komiyama
English 110A is an introductory course for students who have no
research, analyze, reflect on, and write about the kinds of writing
previous formal studies in modern linguistics. This course is designed to
produced in academic disciplines. Students produce a considerable
acquaint students—especially those who wish to teach English—with the
amount of writing such as informal reading responses, rhetorical
ways language operates, focusing on the subareas of linguistics that are
analyses, and an extended academic research project. Students will
most relevant for classroom teachers. Major topics covered in the course
submit their writing late in the semester in a GWAR Portfolio, from
include phonetics, phonology, morphology, morphophonology, and
which they will receive a GWAR Placement.
syntax. Whenever relevant, language acquisition and social patterns of
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
in
Lecture-discussion.
None.
Tests, informal homework, semester project.
Fromkin, V. Rodman, R. and Hyams, N. An
Introduction to Language (any edition—most recent
is 9th.). Lippi-Green, Rosina English with an Accent
2nd edition
110A: Linguistics and the English Language
English 109M provides intensive practice in prewriting, drafting,
Prerequisites:
emphasis on language
language use will also be discussed. English 110A is required for the
English Subject Matter Program, TESOL Minor, and TESOL Certificates. It
is a prerequisite for the TESOL MA Program. This course has no prerequisites but English 16 or 110J is recommended.
Presentation:
Lecture-discussion.
Midterms and final; graded homework.
Justice, P. W. (2004). Relevant
Linguistics (2nd ed.).Stanford, CA:
CSLI Publications.
Requirements:
- Staff
Text:
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
disciplines. Students produce a considerable amount of writing such as
informal reading responses, rhetorical analyses, and an extended
110B. History of the English Language
semester in a GWAR Portfolio, from which they will receive a GWAR
A survey of the linguistic and social history of the English language,
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.
on the British Isles (Old English), its absorption of Old French-speaking
T/R 10:30-11:45 AM
academic research project. Students will submit their writing late in the
Placement.
Prerequisite:
109X: Writing-Intensive Workshop
- Clark
tracing it from its misty Proto-IndoEuropean origins, through its arrival
vikings (Middle English), to its becoming the most widely spoken
language of the world. Costumes optional.
Presentation:
Requirements:
- Staff
Texts:
Student-centered group tutorial which will offer supplemental
instruction in elements of academic writing taught in writing-intensive
upper-division courses; it will provide support to students concurrently
enrolled in writing-intensive upper-division courses throughout the
writing process, including drafting, revising, and editing, for a variety of
Lecture-discussion.
assignments, examinations.
Fennell, Barbara. A History of English; Algeo, John
and Carmen Acevedo Butcher. Workbook: Problems
for The Origins and Development of the English
Language 7th edition (earlier editions will also work)
110J: Traditional Grammar and Standard Usage
papers
- Seo
Prerequisite:
Writing Placement for Juniors: students who receive a
T/R 10:30-11:45 AM
Co-requisite:
Writing-Intensive upper-division course.
this course will cover basic concepts in traditional grammar and usage:
Using a combination of lecture, exercises in and out of class, and quizzes,
4-unit placement in 109W/M or a 70/71 on the WPJ.
4
the parts of speech, the types of phrases, clauses, and sentences, their
116A: Studies in Applied Linguistics
this course will include a unit on how to respond to errors in student
T/R 9:00 – 10:15 AM
provide future teachers with a foundational knowledge of those formal
morphology. Takes an integrated approach synthesizing the issues of
including grammar, punctuation, and writing.
reading and writing to young learners. Students will also learn the
Requirements:
school students. Evaluation will include classroom examinations, and
various functions, and the conventions of standard written English. While
writing, its focus is not "how to teach" grammar; instead, the goal is to
Students learn the basics of the English system of phonology and
aspects of the English language that are important in English classes,
Presentation:
Texts:
phonics, schemata-building, and whole language strategies in teaching
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.
importance of first and second language acquisition for elementary
students will also undertake a detailed case study of one child learning to
read and write.
Prerequisites:
110P: Second Language Learning and Teaching
- Komiyama
This course is designed to equip elementary school teachers with
This course will introduce students to the major theories and issues in
necessary knowledge regarding the development of oral language and
second language acquisition, as well as the theories and assumptions
literacy skills in young children. We will cover four general topic areas:
underlying historical and current trends in second language pedagogy.
language acquisition, the teaching of reading, language variation
The materials and activities introduced in class will focus on the
(dialects), and specific issues and literary acquisition and the second
acquisition and teaching of English as a second/foreign language, in
language learner.
particular. Because the content of this course assumes some prior
Prerequisites:
knowledge of linguistics, students are encouraged to have completed or
Presentation:
be currently enrolled in English 110A: Linguistics and the English
Requirements:
Language (or equivalent).
Texts:
- Clark
T/R 3-4:15 PM
T/R 3:00 - 4:15 PM
Requirements:
A passing score on the WPJ
116A. Studies in Applied Linguistics
M/W 4:30 - 5:45 PM
Presentation:
- Staff
M/W 12:00-1:15 PM
Lecture-discussion.
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.
Texts:
A passing score on the WPJ
Lecture-discussion.
Three examinations, three minor assignments, three
major assignments.
Moustafa, Beyond Traditional Phonics; Course
Reading Packet.
116B: Children’s Literary Classics
T/R 12-1:15 PM
- Staff
T/R 3-4:15 PM
Introduction to the rich profusion of children's literature from a variety
of cultures and countries and provides the opportunity to respond to this
110Q: English Grammar for ESL Teachers
literature creatively and personally. Students will become familiar with
- Heather
the basic terminology of literary analysis -- themes, irony, point-of-view,
T/R 1:30 – 2:45 PM
etc.-- in order to deepen and enrich their experiences with the fiction,
This course provides a survey of the issues in English grammar that are
drama, and poetry available to young people. The readings are balanced
relevant to the teaching of English as a Second Language. The focus will
for gender, culture, and ethnic concerns.
be on simple and complex clauses, with particular emphasis on the
Prerequisites:
structure of noun phrases and the verb phrase system. Students who
successfully complete this course will be able to recognize, name and use
116B: Children’s Literary Classics
all the grammatical structures covered in the course text.
Presentation:
Prerequisites:
Requirements:
Texts:
A passing score on the WPJ
- Wanlass
M/W 3-4:15 PM
Lecture-discussion.
None; however, previous or concurrent enrollment in
110A is recommended.
Mid-term & Final; Projects.
Cowan, R. (2008).The Teacher's Grammar of English.
ISBN: 978-0521809733; Biber, Conrad, & Leech.
(2002). Longman Student Grammar of Spoken and
Written English. ISBN: 978-0582237261
T/R 10:30-11:45 AM
English 116B will introduce students to the rich profusion and variety of
children’s literature and will provide the opportunity for students to
respond to the literature analytically and creatively. In order to deepen
and enrich their experience with children’s literature, students will also
become familiar with literary terminology and analytical techniques, as
well as ideas and issues involved in teaching this literature to children. –
Presentation:
Requirements:
Texts:
5
Discussion, workshop
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.
120A: Advanced Composition
M/W 12-1:15 PM
Death of a Salesman, by Arthur Miller; The Hunger
Games, by Suzanne Collins; The Road, by Cormac
McCarthy; Incidents in the Life of a Slave Girl, by
Harriet Jacobs; Maus (Parts I and II), by Art
Spiegelman; The Absolutely True Diary of a Part-Time
Indian, by Sherman Alexie; The Perks of Being a
Wallflower, by Stephen Chbosky; and The Chocolate
War, by Robert Cormier. Our textbook will be
Teaching Young Adult Literature Today, Judith A.
Hayn and Jeffrey S. Kaplan, eds.
- Staff
M/W 3-4:15 PM
125B: Writing and the Young Writer
T/R 12-1:15 PM
Starting from the premise that masterful communication is the
Students will engage in a writing process that will include feedback from
discuss the ways and means of teaching writing to students at the critical
may occur in a variety of rhetorical situations and genres. Through
understand our own writing processes and we will read theoretical and
awareness of themselves as writers. By the end of the course students will
to become clear, interesting, critical writers, thinkers, and members of
M/W 6-7:15 PM
M/W 1:30 – 2:45 PM
An intensive writing workshop in which student writing is the focus.
cornerstone skill for all areas of scholarship and citizenship, we will
peers and the instructor throughout the process. This writing process
middle and secondary levels. We will engage in activities to help us
reflection on their writing products and processes, students will gain an
practical texts as we think about best practices for encouraging students
complete an extensive research project focused on academic inquiry.
Prerequisites:
community.
A passing score on the WPJ
Presentation:
Prerequisites:
Requirements:
121: Writing Center Tutoring
- Staff
One-on-one tutoring in reading and writing at the University Writing
Center. Student writers will meet with assigned tutor an hour a week.
Texts:
Topics could include understanding assignments, prewriting, revising,
reading strategies, editing strategies, integrating research, etc. Students
must sign up for a regular tutoring session time during week two of the
semester at the University Writing Center.
125A: Literature and Film for Adolescents
– Fanetti
- Fanetti
Discussion, light lecture, and group activities.
Eng 110J or equivalent, Eng 20 or 120A
Participation, regular reading and writing events,
classroom observation, and a final project. Ready
access to SacCT required.
Teaching Composition: Background Readings, 3rd ed.,
ed. T.R. Johnson; Because Writing Matters, by The
National Writing Project and Carl Nagin; Teaching
Adolescent Writers, by Kelly Gallagher; Bird by Bird:
Some Instructions on Writing and Life, by Anne
Lamott.
125E: Academic Reading & Writing in a Second Language
- Komiyama
M/W 12 – 1:15 PM
T/R 1:30 – 2:45 PM
case, the “why” of teaching literature and film to adolescents. The “what”
needs of second language students. The course will cover second
of course. So, we’ll be reading a lot, writing a lot, talking a lot, and
emphasis on the teaching of reading and writing for academic purposes.
All this talking, reading, writing, and viewing (not to mention thinking!)
language readers and writers, for instance, how to help them to read
be analyzing the texts we encounter together, we’ll be doing so in ways
fluently and accurately in ways that meet the needs and expectations of
film.
Presentation:
The main focus of this course is pedagogy: the “why” of teaching—in this
This course helps prospective teachers to better understand the unique
and “how” of teaching are important factors in understanding the “why,”
language pedagogy and its theoretical underpinnings, with particular
engaging other media. We’ll cover a range of genres and movements.
Practical skills covered will focus on the particular needs of second
will be supported by and focused on teaching—while we will of course
more efficiently and with greater comprehension, and how to write more
that help us understand how to help students engage with literature and
Presentation:
Prerequisites:
Requirements:
Texts:
the academic discourse community.
Discussion, light lecture, and group activities.
Engl. 20 or 120A
Participation, regular reading and writing events, and
a final project. Ready access to SacCT required.
The reading list for the course is not yet finalized, but
likely titles include: Othello, by William Shakespeare
Requirements:
Texts:
6
Lecture/discussion.
Graded exercises; three projects (including lesson planning);
lesson demonstration
(1) Nation, I. S. P. (2009) “Teaching ESL/EFL Reading and
Writing” (2) Freeman, R. & Freeman, Y. (2009) “Academic
Language for English Language Learners and Struggling
Readers”
130C: Special Topics in Poetry Writing: “Poets of Sacramento” - McKinney
“fallen” woman; mystery & crime (and parody); comedy: wit and
Sacramento is fortunate to have a large number of fine poets, and in this
give us a wide exposure (or re-exposure) to British drama and its
Munger, Tim Kahl, Indigo Moor, Albert Garcia, Jeff Knorr, Susan Kelly-
from film or television productions of our plays.
style, aesthetic, and personal background. Each of them will visit the class
Requirements:
M/W/F 11-11:50 AM
absurdity; the teacher and the teaching; etc. We will read a lot of plays to
course students will be introduced to the work of seven of the best: Kel
playwrights these last 125 years. When possible, we will also watch clips
Presentation:
DeWitt, and Douglas Blazek. These poets represent a wide spectrum of
for a question and answer session. Students will analyze and discuss
poems by the visiting authors with an eye toward technique, and poetry
assignments will ask students to emulate the various styles studied.
Students will also workshop the poems of their peers.
Prerequisites:
Required Texts:
Texts:
English 30A or 30C
The Fragile Peace You Keep, Kel Munger
The Century of Travel, Tim Kahl
The Stonecutter’s Window, Indigo Moor
Skunk Talk, Albert Garcia
The Third Body, Jeff Knorr
The Fortunate Islands, Susan Kelly-DeWitt
Gutting Cats in Search of Fiddles, Douglas Blazek
130D: Meter & Rhythm: The Poem’s Heartbeat
M/W/F 10-10:50 AM
- McKinney
This course is not exclusively a course in poetry writing; rather, it is
designed for poets and students of poetry alike. Specifically, this course is
a much-needed bridge between the creative writing and the literature
“tracks” in the CSUS English department, and as such its goal is to
(Grove Atlantic ISBN: 9780802132154); Stoppard,
The Real Inspector Hound (Samuel French ISBN:
9780573614675) and Arcadia (Faber & Faber
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 write, read, and appreciate poetry. To this end, the course
/Macmillan ISBN: 9780571169344); Ayckbourn,
Absurd Person Singular (Samuel French ISBN:
9780573605611); Pinter, Betrayal (Grove Atlantic
ISBN: 9780802130808); Churchill, Love and
Information (Theatre Communications Group ISBN:
will undertake a prosodic examination of works by poets covered in
courses central to our major: Shakespeare, Milton, Pope, Keats, Dickinson,
Donne, et al., as well as contemporary poets writing in traditional,
metered forms. The project in this course is to introduce traditional
English-language prosodic practice and then to progress to fairly
advanced levels of competence. The goal is to provide answers to
G.E.:
questions most often asked about prosody, not only from the reader
uncertain how to hear or perform poems written in meter, but also for
T/R 1:30-2:45 PM
Fulfills Writing Intensive Requirement and Area C1
M/W 3-4:15 PM
This course includes history, theory, and practice.
- Fanetti
In this course, we will consider some of William Shakespeare’s best-
Poetic Designs: an Introduction to Meter, Verse Forms
& Figures of Speech, Stephen Adams
All the Fun’s in How You Say a Thing, Timothy Steele
Poetic Meter & Poetic Form, Paul Fussell
140M: Modern British Drama, 1889 – Present
9781559364409).
141A: The Essential Shakespeare
the poet attempting to use meter and rhythm as compositional resources.
Required Texts:
Lecture/Discussion
Midterm and final exam, weekly response papers,
reading quizzes, creative “recasting”/“restaging”
project, longer essay that incorporates/quotes
scholarly research
Pinero, The Second Mrs. Tanqueray (Broadview ISBN:
9781551116877); Wilde, Lady Windermere’s Fan
(Dover ISBN: 9780486400785) and The Importance
of Being Earnest (Dover ISBN: 9780486264783);
Shaw, Pygmalion (Simon & Schuster/Pocket: Enriched
Classics ISBN: 9781416500407); Maugham, The
Circle (Players Press ISBN: 9780887345951);
Coward, Private Lives (Samuel French ISBN:
9780573619250); Christie, And Then There Were
None (Samuel French ISBN: 9780573702310);
Priestley, An Inspector Calls (Dramatist’s Play Service
ISBN: 9780822205722); Osborne, Look Back in
Anger (Penguin ISBN: 9780140481754); Delaney, A
Taste of Honey (A & C Black: Methuen Student Edition
ISBN: 9781408106013); Orton, The Complete Plays
known and most often staged and adapted works.
Requirements:
Reading List:
- Gieger
Grades will be based on participation, shorter writing
assignments, a midterm, and a final exam.
(all texts should be Folger Editions): Shakespeare’s
Sonnets, Hamlet, Macbeth, King Lear, Othello, The
Taming of the Shrew, Much Ado about Nothing, A
Midsummer Night’s Dream
Fulfills Writing Intensive Requirement and Area C1
We will read, discuss, analyze, and write about British plays (some one-
G.E.:
twenty-first century, locating the works in their historical, cultural, and
145C: Shakespeare –– Later Plays
acts and many full-length) from the late Victorian period into the
theatrical contexts. We will also keep some topics and themes before us
- Gieger
M/W 6-7:15 PM
throughout the semester: home, family, and the individual; love, divorce,
Readings and discussions of a selection of Shakespeare’s later plays, their
sex, & marriage (not necessarily in that order); the lessons, uses, and
early 17th-century moment in British history, and their continuing
abuses of time/history; class divisions and social responsibility; the
presence in literary criticism and the literature classroom to this day. We
7
will read three tragedies (Macbeth, Othello, and Antony & Cleopatra),
one of the so-called “problem” comedies (Measure for Measure), a late
Letter (Penguin) ISBN: 978-0142437261; Harriet
Wilson: Our Nig (Penguin) ISBN: 978-0143105763.
Fulfills the G.E. Writing Intensive requirement.
romance (Cymbeline) that combines elements of tragedy and the
G.E:
Shakespeare’s “last” drama (Henry VIII---a production of which
150C: American Realism
1613). In addition to these six plays, we will read entries from The
The post-Reconstruction period up through the early years of the
“problem” comedy, and, finally, a history play often considered
accidentally burned down the original Globe playhouse in London in
T/R 12-1:15 PM
Bedford Companion to Shakespeare to help us understand the cultural,
- Lee
twentieth century saw the rise of Realism as the terrain of experimenting,
literary, and political contexts of Jacobean England. We might read as
exploring, and contesting understandings of new social formations in
develop, frame, and challenge our readings of the plays. We will also
middle class, expanding roles of women in civic life, and immigration
editions can shape our experience of reading and interpreting
representations of the social legacy of the past, the expansion of the
well another few critical, theoretical, and/or historical pieces to help us
relation to sectional divisions, rapid industrialization, the rise of the new
have an assignment that invites you to think about how different play
from various places in the world. This class will explore a variety of
Shakespeare’s work.
Presentation:
Lecture/Discussion.
Requirements:
Reading Quizzes; Response Papers;
Performance/Staging Project; Midterm; Final Exam;
and a researched Annotated Bibliography assignment.
Russ McDonald, The Bedford Companion to
Shakespeare (2nd Edition, Bedford/St. Martin’s ISBN:
9780312248802); Macbeth (Folger/Simon &
Schuster ISBN: 9780743477109); Othello (Penguin
ISBN: 9780140714630); Antony and Cleopatra
(Modern Library/Random House ISBN:
9780812969184); Measure for Measure (Bedford/St.
Martin’s ISBN: 9780312395063); Cymbeline (Oxford
ISBN: 9780199536504); King John/Henry VIII
(Signet ISBN: 9780451529237).
Texts:
150B: American Romanticism
M/W 12-1:15 PM
dominant social order, and the emergence of alternate cultural
expressions.
Presentation:
Requirements:
Texts:
150G: Contemporary American Poetry
M/W 12-1:15 PM
interested person for that matter) who has taken American Literature
surveys (like 50B) but who cannot name ten American poets (five?) born
after 1930. This is a class designed for the student who is perhaps
- Sweet
familiar with the big names (Eliot, Williams, Stevens, Plath) but
unfamiliar with contemporary giants such as Kizer, Kinnell, or
Komunyakaa. This course will focus on the innovations and tendencies in
madness of Poe’s fiction, and the “Vesuvian” emotions of the poetry of
American poetries during the second half of the twentieth century and
Dickinson all share a Romantic fascination with the extremes of the
beyond. We will attempt to strike a balance between the breadth and
human experience. In this class, we will explore works of mid
depth of our coverage, and although we will ignore many worthy poets,
nineteenth-century American literature that reflect upon the intensities
you will have the opportunity to investigate, in detail, a contemporary
and mysteries of life and that represent searching quests for knowledge
American poet of your choosing. Poetry does not occur in a vacuum, and
of Nature, God, and the self. We will also inquire into the ways in which
American poetry did not undergo an amazing transformation on New
writers of the Romantic era both adhere to and resist Enlightenment-era
Year’s Eve 1949. Indeed, innovations from quite early in the twentieth
perceptions of the world as knowable and governed by rational order.
century are still commonplace today, and our discussions and analyses
Our study will begin with a Charles Brockden Brown novel that spans
will frequently refer to the major figures and isms of the first half of the
the Enlightenment and Romantic eras and then turn to poetry, essays, and
Presentation:
Requirements:
Texts:
- McKinney
English 150G is designed for the English major and/or poet (or any other
The “wild delight” of Emerson’s transcendentalism, the horror and
works of fiction.
Discussion, extensive student participation.
Two one-page response papers; one one-page paper
proposal; one 7- to 9-page final paper; reading
quizzes; and oral presentations.
Nagel and Quirk, The Portable American Realism
Reader; Wharton, Age of Innocence; Dreiser, Sister
Carrie; Chesnutt, The Marrow of Tradition; Cather, O
Pioneers!; and course reader.
twentieth century. Nevertheless, the vast majority of our time will be
spent pondering the trends, tendencies, and “schools” associated with
Lecture-discussion.
Multiple analytical essays, in-class writing, and a
creative project.
Charles Brockden Brown: Wieland (Penguin 9780140390797); Ralph Waldo Emerson: Nature
(Penguin 978-0142437629); Melville: Benito Cereno
(Bedford 978-0312452421); Edgar Allan Poe: The
Gold Bug and Other Stories (Dover) ISBN: 9780486268750; Nathaniel Hawthorne: The Scarlet
poets who are still alive, many at the zenith of their careers.
155E: Hemingway and Fitzgerald
- Wanlass
T/R 1:30-2:45
Spurring each other on through their sometimes friendly, sometimes notso-friendly competition, Hemingway and Fitzgerald produced some of
the most remarkable writing in modern American literature. As Scott
Donaldson says in his new study, Hemingway and Fitzgerald: The Rise
and Fall of a Literary Friendship, “They may have thought themselves in
8
competition, but the race is over and both tortoise and hare have won.”
[ISBN 0-15-662870-8]; coursepack (to be
This course will examine the exceptional talents of these two closely
purchased at University Copy and Print).
related and yet very distinctive writers, as seen in a range of their novels
and short stories.
Presentation:
Requirements:
Texts:
Lecture-discussion (with an emphasis on discussion).
Two papers and an exam.
(Subject to minor change) Hemingway: The Sun Also
Rises, A Farewell to Arms, The Old Man and the Sea,
Short Stories of Ernest Hemingway. Fitzgerald: This
Side of Paradise, The Great Gatsby, Tender is the
Night, The Short Stories of F. Scott Fitzgerald.
185C. British Women Novelists
190D: Detective Fiction
M/W 6:30 – 9:20 PM
- Gieger
Detective fiction continually asks us what do we know about people and
events and how do we know it. In this course we will read a selection of
texts that address this desire to know and its connections to the
mysterious and the criminal. We will meet “genius” detectives, “hardboiled” private eyes, “amateur” sleuths, and the occasional couple that
banters amidst the dead bodies as they all work to figure out
“whodunnit.” We will read “classics” of the 19th (Poe and Doyle) and
- Cope
early 20th centuries (Christie, Hammett, Chandler
T/R
among
3:00-4:15
others) as well
T/R 3:00-4:15
as adaptations and revisions of the genre from the 1950s forward that
literary production by British women between 1813 and 1925. We will
power, etc. (Spillane, MacDonald, Mosley, James, Lanyon, et al.).
respective influence on one another (as well as analyze the stability of
an interest in crime and punishment manifests itself across various
the Gothic novel (Frankenstein and Wuthering Heights), the Condition-
feature profanity, graphic violence, and/or explicit sexuality—straight
This course examines six novels seen as foundational in the rise of
touch on issues of family, race, feminism, hetero/homosexuality, abuse of
study examples from multiple sub-genres of the novel and their
Discussions of this popular literary form will address the ways in which
these sub-generic categories): the novel of manners (Pride and Prejudice),
British and American cultural moments. Some of the texts we will study
of-England novel (North and South), the “pastoral” novel (Silas Marner)
and gay!
and the modernist novel (Mrs. Dalloway). Throughout the course we will
Presentation:
also read a substantial body of criticism to help guide reading and
Requirements:
discussion, either excerpted in the Norton and Broadview editions or
available in the coursepack. Course themes include the theory and
development of the novel (as discussed by both contemporary and
Texts:
modern writers); the individual as determining or determined by her
character, environment and adaptability; changing definitions of gender
roles in the private and public spheres; female desire and sexuality; and
modes for presenting character and consciousness in narrative fiction.
Presentation:
Lecture-Discussion
Requirements:
Weekly reading quizzes (consisting mostly
Required texts:
of identifications), two class-leading
exercises and at least two essays.
Pride and Prejudice, third Norton Critical
Lecture/Discussion
Midterm, Final Exam, Quizzes, Weekly Thought
Papers/Discussion Starters, Oral
Presentation, a Research Paper, and a Creative Project
Classic Mystery Stories (Dover ISBN:
9780486408811); Edgar Allan Poe, Tales of Terror
and Deduction (Dover ISBN: 9780486287447); Sir
Arthur Conan Doyle, Six Great Sherlock Holmes
Stories (Dover ISBN: 9780486270555); Agatha
Christie, Murder on the Orient Express (Harper ISBN:
9780062073501); Dashiell Hammett, The Maltese
Falcon (Vintage ISBN: 9780679722649) and The
Thin Man (Vintage ISBN: 9780679722632);
Raymond Chandler, Farewell, My Lovely (Vintage
ISBN: 9780394758275); Mickey Spillane, Vengeance
is Mine! [in The Mike Hammer Collection, Vol. 1]
(NAL/Penguin ISBN: 9780451203526); Ross
MacDonald, The Drowning Pool (Vintage ISBN:
9780679768067); Walter Mosley, Devil in a Blue
Dress (Washington Square ISBN: 9780743451796);
P. D. James, An Unsuitable Job for a Woman (Simon &
Schuster ISBN: 9780743219556); Josh Lanyon,
Somebody Killed His Editor (Samhain ISBN:
9781605046075); Temple, Johnny, ed., U.S.A. Noir
(Akashic ISBN: 9781617751844); John Joseph
Adams, ed., The Improbable Adventures of Sherlock
Holmes (Night Shade ISBN: 9781597801607); the
film of The Thin Man (1934–William Powell, Myrna
Loy, & Asta!); and T.V. episodes of Columbo,
Remington Steele, and The X-Files.
ed., ed. Donald J. Gray (New York: Norton,
2001) [ISBN 0-393-97604-1]; Mary
Shelley, Frankenstein, ed. D. J. Macdonald
and Kathleen Scherf, third ed.
(Peterborough: Broadview, 2012) [ISBN
978-1-55481-103-8]; Emily Brontë,
Wuthering Heights, ed. Beth Newman
(Peterborough: Broadview, 2007) [ISBN:
978-1-55111-532-0]; Elizabeth Gaskell,
North and South, ed. Angus Easson (New
York: Oxford University Press, 2008) [ISBN
978-0-19-953700-6]; George Eliot, Silas
Mariner, ed. Terence Cave (New York:
Oxford University Press, 2008) [ISBN 9780-19-953677-1]; Virginia Woolf, Mrs.
Dalloway (San Diego: Harcourt, 1981)
9
191A: Masterpieces of Cinema
- Rice
T 6:30-9:20 PM
[email protected] as early as possible before the semester begins about
internship opportunities.
This course will work on defining the nature of the masterpiece and how
Presentation:
a work of cinema becomes a masterpiece. We will study cinematic
Prerequisites:
techniques and styles as well as the traditional forms of narrative and
thematic structures. We will carefully work on the specific aspects of
Requirements:
film studies as a way for creating new philosophical ways for thinking of
and viewing the world. For the most part, we will look at films that
transform the “idea” of what a film can do; that is, those films that break
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.
rules and commonly held assumptions. A final list of films we will screen
will be announced at the beginning of the semester.
This list may
195W: Writing Programs – Internships
include, M, Persona, Breathless, 8 ½, Wings of Desire, and others. We
TBA
- Heckathorn
will view entire films but we will also work with excerpts from films in
Writing Programs Internship Students will work with a Composition
Lecture, discussion.
A midterm and a final exam. Short in class response
papers
World on Film by Martha P. Nochimson
Fulfills Area C1 Requirement
The internship may involve the composition program, the University
order to study specific cinematic strategies.
Presentation:
Requirements:
Texts:
G.E.:
195A: Writing Center Theory and Practice: Internships
T/R 4:30-5:45 PM
faculty member to complete a project for the campus writing programs.
Reading and Writing Center, the Graduation Writing Assessment
Requirement, or the Writing Across the Curriculum Program. Students
should contact the appropriate program coordinator to register for the
course and design a project.
Requirements:
-Proctor
Sign up for this course and become a University Reading and Writing
Any student interested in doing a writing internship
needs to meet with Professor Heckathorn to develop
an internship project and agree upon expected
deliverables.
Center tutor. The course will provide you with strategies for conducting
one-to-one tutorials with CSUS students on their writing.
We will
198T: Senior Seminar: Trans/Post/Human/Ism: Visions of a New World
examine writing center theory and research in light of your experiences
Order
- Fanetti
as a tutor. Students will tutor five hours a week in the University Reading
M/W 4:30-5:45
evening hours are available). On-going guidance and support for your
fiction, “literary” fiction, and popular culture and consider questions
experienced tutors and the instructor. After completing the course
Increasingly, popular, literary, and science culture is asking how far
Mandy Proctor: [email protected].
the moral, ethical, cultural implications of the advances that science and
Prerequisites:
The Walking Dead to Ex Machina, writers are offering us visions of a
and Writing Center, and will be able to choose their hours (day or
This course will blend readings in literary and culture theory, “genre”
work in the University Reading and Writing Center are provided by
posed therein about the future state of humans and humanity.
students are eligible to become paid tutors. For more information, contact
Presentation:
Requirements:
Texts:
technology will take us, and where we’ll be when we get there. What are
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
technology make possible? How might that change who we are? From
transformed humanity that exists beyond the condition we now call
“human.” Let’s really engage the questions those visions implicitly and
explicitly ask. This course will include requirements for viewing as well
as reading and writing. Some of the required content will be graphically
violent and/or sexual.
Prerequisites:
Requirements:
- Yen
Texts:
T/R 9-10:15 AM
F 6:30-9:20 PM
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
Viewings:
options. Earn 3 units (CR/NC) for 150 hours of work. Internships may be
paid or unpaid. For more information, contact Prof. Yen at
10
English major; senior status; ENGL 120A
Reading and viewing events; class attendance and
participation; quizzes; sequenced seminar paper
project.
The Windup Girl, by Paolo Bacigalupi; World War Z,
by Max Brooks; The Walking Dead: Compendium I,
by Robert Kirkman; He, She, and It, by Marge Piercy;
additional short stories (will be provided); critical
readings (will be provided)
The Walking Dead, Season One; Orphan Black,
Season One; The Matrix; Her; World War Z
198T: Senior Seminar: Digital Culture, New Media, and Civic Agency
For the seminar research project, students will craft a research question
M/W 12-1:15 PM
analyze primary data, and write up a 12-15 page manuscript that meets
media both expand and limit opportunities for civic agency.
choice.
-Angela Clark-Oates
drawn from recent disciplinary literature, design a study, collect and
In this senior seminar, we will explore how digital culture and new
the submission specifications for a comp/rhet journal of the student's
In the first half of the semester, we will critically examine the impact
English major; senior status; ENGL 120A
Prerequisites:
of digital culture and new media on major civic movements (digital and
traditional) worldwide using a rhetorical framework influenced by
performance theory and literacy studies.
200A: Methods & Materials Lit. Research
In the second half of the semester, you will design a research project
focused on civic agency in your community or profession related to one
This seminar is centered in a survey of the main trends in twentieth-
of the five categories of civic participation defined by the Corporation for
century literary theory. In the first three weeks we will read William
National and Community Service: service, social connectedness,
Shakespeare’s 1 Henry IV and Jane Austen’s Persuasion as anchor texts,
participating in a group, connecting to information and events, and
as well as backgrounds and criticism from the Norton editions. Each
political action. You will present your findings both by crafting a
subsequent week of the course will be devoted to a single theoretical
traditional text-based essay and designing new media. To that end, you
will
participate
in
writer/designer
workshops,
discourse, introduced in the relevant chapter of How to Interpret
one-on-one
Literature and exemplified in at least two assigned texts from Critical
Theory: A Reader (occasionally supplemented with critical excerpts from
teacher/student conferencing and student/student peer conferencing
Prerequisites:
English major; senior status; ENGL 120A
the Norton editions and selections from the coursepack). The theories
covered (in order) are New Criticism, Structuralism, Deconstruction,
Psychoanalysis, Feminism, Queer Studies, Marxism, Historicism and
198T: Senior Seminar: Writing Skills at Work Beyond the Composition
Classroom
T/R 12-1:15 PM
- Cope
M 6:30 – 9:20 PM
Cultural Studies, Postcolonial and Race Studies, Reader Response, and
- Hogan Hayes
Ecocriticism and Disability Studies. Two short written responses will
evaluate a theoretical approach respectively to 1 Henry IV and
In this class, we’ll explore questions about writing, pedagogy, and the
Persuasion. The class-leading exercise and research presentation are part
college classroom. Drawing on theories of composition and rhetoric,
of the final project: a seminar paper on either the play or the novel with a
students will design and perform their own studies related to the
strong theoretical foundation. We will read both primary and secondary
following question:
texts in a coherent overall context that incorporates philosophical and
social perspectives on the recurrent questions: what is literature, how is it
How does taking a writing class help a person develop the skills they
produced, how can it be understood and what is its purpose? Note: the
need to write later in school or in the professional world?
specific editions of all required texts, as detailed below, are mandatory.
For decades that question has fueled an invigorating debate in
For expectations as to student writing, see the “Papers: General Criteria”
composition studies. Theoretical developments have led many to consider
handout available at
how (or if) the skills learned in writing classrooms transfer into other
http://reassessingromanticism.com/category/handouts.
settings. The concerns raised by the debate have profound implications
Presentation:
for anyone interested in the teaching of writing.
Requirements:
Researchers addressing these questions have drawn ideas from a broad
range of scholarship: writing across the curriculum, writing in the
Texts:
disciplines, process theory and post-process theory, education research,
writing assessment theory, activity theory, genre theory, cognitive
Lecture-Discussion
Two short responses, a class-leading
exercise, a research presentation and a
seminar paper.
Jane Austen, Persuasion, second Norton Critical ed.,
ed. Patricia Meyer Spacks (New York: Norton, 2013)
[ISBN 978-0-393-91154-4]; William Shakespeare, 1
psychology, and others.
Henry IV, third Norton Critical ed., ed. Gordon
In this seminar, we will spend the first four weeks exploring the roots of
McMullan (New York: Norton, 2003) [ISBN 978-0-
questions concerning writing skill transfer. We will spend another four
393-97931-2]; Robert Dale Parker, How to Interpret
weeks critiquing the theories and pedagogical approaches that have
Literature: Critical Theory for Literary and Cultural
Studies, third ed. (New York: Oxford University Press,
emerged from the last decade of research into that question. During the
second half of the semester we will examine research methods that have
2015) [ISBN 978-0-19-933116-1]; Robert Dale
been used to investigate writing skill transfer. The examination of those
Parker, Critical Theory: A Reader for Literary and
methods will inform the planning and execution of independent research
Cultural Studies (New York: Oxford University Press,
projects.
2012) [ISBN 978-0-19-979777-6]; coursepack (to
Research projects will be supported by frequent workshops and peer
be purchased at University Copy and Print).
review sessions held throughout the semester.
200D: TESOL Research Methods
11
- Heather
M/W 4:30-5:45
Teaching and Composition Research examines the history and current
research in second language acquisition (SLA), develop the ability to read
explores both producing and consuming research -- studying how and
research perspectives in current SLA research.
put to practical use by readers of composition research.
Students will explore research design for quantitative and qualitative
status of research methods and methodologies in Composition Studies. It
second language acquisition research critically, and survey a variety of
Presentation:
Requirements:
Texts:
why research has been conducted and how it has been understood and
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
215C.: Pedagogical Grammar for TESOL
230D: Meter and Rhythm
- McKinney
M/W/F 10-10:50 AM
This course is not exclusively a course in poetry writing; rather, it is
designed for poets and students of poetry alike. Specifically, this course is
a much-needed bridge between the creative writing and the literature
“tracks” in the CSUS English department, and as such its goal is 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 write, read, and appreciate poetry. To this end, the course
- Seo
will undertake a prosodic examination of works by poets covered in
This course will focus on English sentence grammar with an emphasis on
Donne, et al., as well as contemporary poets writing in traditional,
theory and practice of teaching/learning grammar; review of the
English-language prosodic practice and then to progress to fairly
grammar; and textbook evaluation with respect to grammar teaching.
questions most often asked about prosody, not only from the reader
TESOL Certificate (Option B).
the poet attempting to use meter and rhythm as compositional resources.
Prerequisites:
Required Texts:
T/R 4:30-5:45 PM
courses central to our major: Shakespeare, Milton, Pope, Keats, Dickinson,
points that are problematic for ESL students. Topics will include the
metered forms. The project in this course is to introduce traditional
syntactic structures of English; discourse constraints on sentence-level
advanced levels of competence. The goal is to provide answers to
The course is required for the TESOL M.A. and recommended for the
Presentation:
Requirements:
Texts:
uncertain how to hear or perform poems written in meter, but also for
Lecture-discussion and workshop.
See MA TESOL prerequisites. Students should have
taken ENGL 110Q.
Lesson plans, presentations, textbook review, tutoring,
final project.
To be selected.
215D: Pedagogy of Spoken English
T/R 6-7:15 PM
This course includes history, theory, and practice.
230X: Master Class in Writing Fiction
- Clark
This course is designed to help you shape your own writing project: the
beginning of a novel or novella, a hybrid work of text and image or
in the study of English phonology. This English phonology section
sound and so on, a memoir, a series of short fictions or short memoir
comprises the first one-third of the semester. Second, it is a very practical
pieces, or a series of creative nonfiction essays. Students will meet
seminar on the whys and hows of promoting second language oral
individually with the instructor to discuss their work and will receive
proficiency with its emphasis on listening and speaking activities (not
close, personal supervision. This course is specifically designed for
pronunciation activities) in accordance with Stephen Krashen’s Natural
Presentation:
Requirements:
Texts:
students with an abundance of passion for writing. Deep passion. For
students who want to revitalize language. Students who want to make art
Seminar.
Part 1: Phonology assignment, Major Midterm. Part
Two: Final Lesson Plan and practice assignment that
built toward that Final Lesson Plan.
Teaching Pronunciation Marianne Celce-Murcia,
Donna M. Brinto, Janet M. Goodwin. Cambridge
University Press. Most recent edition ISBN 0-52140694-3
220D: Teaching and Composition Research
- Rice
M 6:30-9:20 PM
This course consists of two distinct sections. It is, first, a graduate course
Approach.
Poetic Designs: an Introduction to Meter, Verse Forms
& Figures of Speech, Stephen Adams
All the Fun’s in How You Say a Thing, Timothy Steele
Poetic Meter & Poetic Form, Paul Fussell
instead of consume junk. This course gives you permission to write deep
into the surrealist night of bliss. This course allows you to become
immortal by writing a sentence that trembles. Quit reading this, go write.
It is strongly recommended that students have had one of the following
courses: English 130A, 230A or their equivalents.
Presentation:
Class meets the first day of class and once at the end
of the semester. Student and professor meet at hours
convenient to both to discuss their work as writers
and as readers.
-Clark-Oates
M/W 4:30-5:45
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Requirements:
Texts:
between 20 and 25 pages of original prose: memoir,
creative nonfiction, fiction, hybrid. An essay on the
craft of imaginative prose.
Arranged individually with each student. Students
should refer to the Graduate Reading List for the 500
Exam. In Creative Writing and be familiar with those
books. They should own those books and have them
read prior to this class. Books which will be used
throughout the semester as a foundation: John
Gardner The Art of Fiction, Gail Scott and Robert
Gluck, Biting the Error, Carole Maso, Break Every
Rule, The Norton Anthology of Short Fiction, 8th ed.
Edited by Richard Bausch and R.V. Cassill, and other
books as adjusted to your particular project.
240I: Jane Austen
240Z: Special Topics in Shakespeare
- Yen
M/W 4:30-5:45 PM
In this course, we will study Shakespeare’s sonnets and plays written
during both the earlier and later periods of his career. We will read
selections from the romantic comedies, history plays, problem plays,
tragedies, and late romances, along with texts from the rich tradition of
Shakespeare criticism. In short, we will take a semester to immerse
ourselves in Shakespeare’s world and consider how the ideas that he
explored in his works are still relevant in our world today.
Presentation:
Requirements:
Texts:
- Cope
W 6:30 – 9:20
This seminar will consider all things Jane Austen—perhaps England’s
greatest novelist. The primary texts will be limited mainly to the six
Lecture-discussion
Short papers/writing assignments, class presentations,
quizzes, 12-page research paper
The Taming of the Shrew, A Midsummer Night’s
Dream, The Merchant of Venice, Richard II, Henry IV
Part One, Hamlet, Othello, The Winter’s Tale,
Measure for Measure, Macbeth, King Lear, and The
Tempest
published novels (with excerpts from Austen’s juvenilia and letters made
250A.: Wharton and Cather
available in the Norton editions). Throughout the course we will also
T/R 4:30-5:45 PM
and discussion. Some of these critical texts are excerpted in the Norton
the threshold of the twentieth century—and pulled simultaneously
examine a substantial body of up-to-date criticism to help guide reading
- Wanlass
This course will show how these two major American writers, poised on
editions. Full scholarly texts not in the Norton editions will be organized
forward and back—explore similar themes, such as the conflict between
Johnson, Franco Moretti and Tony Tanner. The coursepack will explore
attendant problems, of women’s roles during this liminal period. This
shopping and adaptations; narrative modes for presenting consciousness
works explore the concept of space (as evoked in Virginia Woolf’s A
and Regency culture; and the distinct position of Austen within the “rise”
think and create)—Wharton with her eye on the interior space of rooms,
in a coursepack, featuring such authors as Deidre Lynch, Claudia
the new and the old social order, and especially the new freedoms, and
topics like the wild world of Austen fandom, including Austen tourism,
course will also focus on the ways in which Wharton’s and Cather’s
Room of One’s Own: the idea that women need a place of their own to
in fiction; mapping the novels’ plots within the British Empire; crowds
of the novel in the eighteenth century and beyond, based on
and Cather with her eye on the exterior space of landscapes. In
contemporary reviews of her work, as well as the works of her
examining the ways in which these writers’ works both intersect and
predecessors and successors.
Presentation:
Requirements:
Texts:
diverge in theme and technique, students will gain appreciation for the
Lecture-Discussion
Two short responses, a class-leading exercise, a
research presentation and a seminar paper.
Pride and Prejudice, third Norton Critical ed., ed.
richness of early American literature.
Presentation:
Requirements:
Texts:
Donald J. Gray (New York: Norton, 2001) [ISBN 0393-97604-1]; Sense and Sensibility, first Norton
Critical ed., ed. Claudia Johnson (New York: Norton,
Seminar
Two papers, oral presentation
Wharton’s The House of Mirth, The Reef, Summer,
The Age of Innocence; Cather’s My Antonia, The
Song of the Lark, A Lost Lady, The Professor’s House
2001) [ISBN 978-0-393-97751-6]; Northanger
250H: Major American Realists
(New York: Norton, 2004) [ISBN 978-0-393-97850-
The period between the end of Reconstruction and the outbreak of World
Abbey, first Norton Critical ed., ed. Susan Fraiman
- Lee
T/R 6-7:15 PM
6]; Mansfield Park (first Norton Critical ed., ed.
War I was a time of unprecedented and transformative changes in US-
Claudia Johnson (New York: Norton, 1998) [ISBN
American life and literature. In response to these new social and
978-0-393-96791-3]; Emma, fourth Norton critical
economic conditions came "the rise of realism," which radically changed
ed., ed. George Justice (New York: Norton, 2012)
US-American ideas about the nature of fiction, the reality it represented,
Critical ed., ed. Patricia Meyer Spacks (New York:
authors became regularly studied or understudied in U.S. literature
coursepack (to be purchased at University Copy and
development. This course is designed to be a workshop on research and
Austen: A Life (New York: Vintage Books, 1999).
realism as influenced by cultural studies, critical race, new historicist,
[978-0-393-92764-1]; Persuasion, second Norton
and its effects on readers. In this course, we will examine how a few
Norton, 2013) [ISBN 978-0-393-91154-4);
courses by reviewing multiple theories of realism and their historical
Print). Recommended Texts: Claire Tomalin, Jane
scholarship. Emphasis will be on current status of literary theories of
13
cultural materialist, and feminist literary theories. Students will read
Internship in Teaching Writing Students considering a teaching career
research primary and additional secondary texts for their final papers. –
with a mentor teacher on site and meet periodically at CSUS.
Prerequisites:
to-day life of a composition class and a hands-on opportunity to design
varying approaches to studying U.S. realism and will individually
Presentation:
Requirements:
Texts:
intern in a composition class at an area community college. They work
Seminar.
Must be graduate standing. Advanced undergraduate
English majors may enroll at the discretion of the
instructor.
Three one-page weekly response papers, one in-class
presentation, one paper proposal, and one 13- to 15page final paper.
assignments, respond to student writing, conduct class discussions, etc.
Students read composition and rhetorical theory with an eye toward dayto-day application in the classroom.
Prerequisites:
TBA
English 220A.
410F: Teaching Literature - Internship
- Sweet
M/W 3-4:15 PM
410A: Writing Center Theory and Practice: Internships.
- Proctor
T/R 4:30-5:45
The
internship provides students with an opportunity to experience the day-
This internship provides graduate students with hands-on experience in
teaching literature at the college level. For Fall 2015, interns will assist
Sign up for this course and become a University Reading and Writing
Dr. Nancy Sweet in English 50A (M/W 4:30-5:45)—“Introduction to
one-to-one tutorials with CSUS students on their writing.
undergraduates. The 410F Interns will preside over small discussion
Center tutor. The course will provide you with strategies for conducting
American Literature, I,” which is expected to enroll approximately 120
We will
examine writing center theory and research in light of your experiences
sections, assist in writing quizzes and exams, provide feedback on student
as a tutor. Students will tutor five hours a week in the University Reading
writing, and proctor exams. There will also be opportunity to deliver a
evening hours are available). On-going guidance and support for your
internship class time (M/W 3-4:15), interns will meet together with Dr.
experienced tutors and the instructor. After completing the course
discussion sections. Students interested in the internship should contact
and Writing Center, and will be able to choose their hours (day or
guest lecture to the entire Engl 50A class. During the scheduled
work in the University Reading and Writing Center are provided by
Sweet to discuss pedagogical readings and strategies and to prepare for
students are eligible to become paid tutors. For more information, contact
Dr. Sweet ([email protected]) for additional information.
Mandy Proctor: [email protected].
Presentation:
Prerequisites:
Requirements:
Texts:
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
410C: Careers in English – Internships
T/R 9-10:15 AM
Peter Filene: The Joy of Teaching (UNC Press) ISBN:
Texts:
978-0807856031. Elaine Showalter: Teaching
Literature (Blackwell) ISBN: 978-0631226246
410W: Writing Programs - Internships
- Heckathorn
TBA
Writing Programs Internship Students will work with a Composition
faculty member to complete a project for the campus writing programs.
The internship may involve the composition program, the University
Reading and Writing Center, the Graduation Writing Assessment
Requirement, or the Writing Across the Curriculum Program. Students
- Yen
should contact the appropriate program coordinator to register for the
course and design a project.
Internships are a valuable way to get a handle on your future before
graduation. They boost your resume and help you explore career options.
500: Culminating Experience
They also teach you to form your own contacts and search for work
T 6:30-9:20 PM
paid or unpaid. For more information, contact Prof. Yen at
comprehensive exam, creative writing comprehensive exam, and thesis)
internship opportunities.
(English
Prerequisites:
Exam and Project Signoff Forms.” This form can be turned as soon as your
options. Earn 3 units (CR/NC) for 150 hours of work. Internships may be
All English MA students signing up for English 500 (project, literature
[email protected] as early as possible before the semester begins about
Presentation:
should fill out the sign-off sheets for the Culminating Experience
Internship—supervised experiential learning.
B or better in English 120A or writing samples and
found
on
the
English
Department
website,
registration period for Fall 2015 is open and you have collected the
A letter of interest, group meetings, regular internship
appropriate signatures and required material; the form must be
update reports, and final report evaluating your
submitted no later than the second week of the Fall 2015 semester. For
internship (8 pages). See syllabus each semester.
410E: Internship in Teaching Writing
500)
www.csus.edu/engl: please go to “Graduate Programs” and then “Thesis,
permission of the instructor.
Requirements:
- Toise
students preparing to take the Comprehensive Examination in Literature:
this class will meet approximately 9 times before the exam in November;
- Heckathorn
meetings are directed solely towards 500 students who are studying for
TBA
the comprehensive exam in literature. Students studying for the
14
Comprehensive Examination in Creative Writing should contact the
creative writing faculty. Other students working on theses and projects
should register for 500 but need not attend any class meetings. Shortly
before the start of the semester, Professor Toise will e-mail registered 500
students with a list of meeting times and topics for the exam class. The
purpose of the meetings is not to teach texts on the exam list; rather, we
will discuss strategies for studying and practicing for the exam. The focus
will be on general literary knowledge and themes, skills for timed
writing, understanding the exam format, what readers look for, and
managing anxiety productively.
Texts:
TBA
500C: Culminating Experience - Composition
TBA
Composition
Culminating
Experience
Students
- Heckathorn
will
work
with
Composition faculty to complete their Masters Research Portfolio.
Requirements:
Prospectus approved by Committee no later than the
second week of the semester.
598T: TESOL Culminating Experience
M/W 6-7:15 PM
- Heather
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:
Requirements:
Text:
Seminar.
Discussion leading, comprehensive examination.
No book required.
15