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COURSE DESCRIPTION

BOOKLET

DEPARTMENT

OF

ENGLISH

State University of New York at Fredonia

SPRING

2016

Notes:

Former Speaking Intensive courses, except for ENGL 400 and ENED 450, DO NOT apply to the new oral communication requirement in the CCC effective Fall 2012.

All ENGL pedagogy courses have been retitled with ENED as

their prefix.

The new ENED courses count the same as the prior ENGL

courses for English Adolescence Education majors.

EDU 419 has been retitled and renumbered to ENED 451.

EDU 430 has been retitled and renumbered to ENED 453.

The Writing Minor has been retitled Creative Writing and

ENGL 160 is no longer required.

There is a new Writing and Rhetoric Minor, as well.

• • •

PRE-REQUISITE OR PERMISSION OF INSTRUCTOR:

STUDENTS: You must have the appropriate pre-requisites

for Spring 2016 registration. Check the online Banner listings

to see what the current pre-requisites are -- note that these may

be different from what is listed in the current catalogue.

TO THE STUDENT:

Before selecting a course, consider the following: You might

find it useful to decide what your purpose is in selecting a

course in English: curiosity? knowledge? Involvement with

issues? background for major or career? Have you consulted

your advisor? Have you thought of asking for a conference

with the instructor of the course?

Also consider:

It is strongly advised that you take a 200-level introductory

course in literature before taking a 300-level course.

300-level courses are studies that usually require some

research, perhaps an oral report, probably a major paper.

These courses are intended for the serious student, but not

exclusively for English majors.

400-and 500-level courses are for advanced students who are

ready for specialized study and research.

FOR THE MAJOR OR MINORS IN ENGLISH:

See the catalog and/or handouts for requirements.

ENED 101 01 INTRO TO ENGLISH ADOLESCENCE

EDUCATION

1.5 credit course

Description:

In this course, English Adolescence Education majors are

introduced to both their major and their future profession. Between the

Fall 2015 and Spring 2016 semesters, students must complete 25 hours

of observation, divided between a high-school and middle-school

English classroom. Through journals, a paper, readings, and class

presentations, students will explore topics including teaching literature,

teaching writing, and teaching students from diverse backgrounds, and

meeting different learners’ needs.

Readings:

Nancie Atwell, In the Middle: New Understandings about Writing,

Reading, and Learning

Exams, Papers:

A journal kept during the field observations, signed forms

documenting the observations, a reflection paper, and a letter to the

editor.

Students registering for ENED 101 must attend a meeting on

Tuesday, November 10th from 5-5:45 in the English Reading

Room, 127 Fenton Hall.

Time Class Meets: W 4:30 – 6:50 1/20-3/2/16

Instructor: H. McEntarfer

ENED 103 01 READINGS & OBSERVATIONS IN

ENGLISH ADOLESCENCE EDUCATION

1.5 credit course

Description:

This junior-level course fulfills part of the field-observation

requirements for the English Adolescence Education major and is open

to those students who have successfully completed ENED 101. Between

the Fall 2015 and Spring 2016 semesters, students will arrange to

observe a minimum of 25 hours in both a middle school and a high

school classroom. Class time will then draw on students’ observation

experiences, course readings, and other English pedagogy courses as

together we explore advanced issues in pedagogy. Students will continue

to develop their own sense of the kind of teacher they will be.

Readings:

Keizer, Garrett. No Place But Here: A Teacher’s Vocation in a

Rural Community

Exams, Papers:

Documentation of field experiences; reflection paper based on

field experiences; a micro-teaching session based on No Place But Here;

large- and small-group discussion; final narrative paper

Students registering for ENED 103 must attend a meeting on

Tuesday, November 10th from 5:45- 6:30 in the English

Reading Room, 127 Fenton Hall.

Time Class Meets: M 4:30-5:50 3/7-5//6/16


ENGL 106 01 THE ENGLISH MAJOR:

INTRODUCTION TO LITERARY STUDIES

Description:

ENGL 106 will provide students with a full semester overview of

the major areas within and current approaches to literary students. It

is required for all students entering the English major (323) and is

designed to open the many different fields of English studies to new

majors and to help students develop a context for the courses they may

have already have taken and will be taking throughout their career as

English majors at Fredonia. Students will gain insight into literary

history, the process of and critical debates concerning canon formation,

and the multiple functions and genres of literature and writing. This

course will also require a significant literary research paper designed to

introduce students to effective modes of library research, strategies for

integrating secondary sources, and important terms and concepts that

are fundamental to literary analysis.

Readings:

A variety of short fiction, Bram Stoker’s Dracula, introductory

critical theory, and literary scholarship.

Exams, Papers:

Mandatory attendance; two short analytical essays; annotation of

critical scholarship; and a research portfolio containing a topic

statement and description, a sample source summary, an annotated

bibliography, a Says/Does outline, and a final research essay of 8-10

pages.

Time Class Meets: MWF 2-2:50

Instructor: D. Kaplin

ENGL 200 01 INTRO TO AMERICAN STUDIES

CL: AMST 202

Description:

The aim of this course is to introduce you to various

interdisciplinary approaches and perspectives appropriate for

American Studies. This is a course about perspectives and perceptions:

about the continuing process of intercultural encounter, about how

individual, ethnic and national identities come to be constructed and

reconstructed as a result of that process, about how various disciplinary

and critical approaches can inform each other and expand awareness

and finally, how you as a student learn to refine your own perceptions

as a result of expanding your perspective. Historically, we begin before

European settlement, move to the establishment of the colonies; discuss

such issues as slavery and abolition; Indians, including relocation

policies, contact accounts from both sides, and captivity narratives; the

Civil War and its aftermath; industrialization and reconstruction;

modernism, and finally the present. Methodologically, our approaches

will include sources from history, literature, anthropology, and

probably various art and media.

Texts and assignments are still to be determined, but your work will

most likely consist of various short projects and a final exam.

CCC Fulfilled: Category 4B – American History

Time Class Meets: TR 12:30-1:50

Instructor: S. McRae

ENGL 204 01 SURVEY OF ENGLISH LITERATURE

Description:

We will study representative English literary works drawn from a

wide range of historical periods. The main goal of the course will be to

give students strategies for reading, writing, and talking about literary

text while understanding how they reflect and help to shape the

historical period in which they were written.

Readings:

One text is required for the course: The Norton Anthology of

English Literature, the Major Authors edition. From this anthology,

we’ll select representative texts from the Middle Ages to fairly close to

the present.

Exams, Papers:

Midterm and final

Three interpretive/historical papers (no more than 5 pages each)

CCC Fulfilled: Category 7 -Humanities


Instructor: J. Kijinski

ENGL 205 01, 02 EPIC AND ROMANCE

Description:

In the genres of epic and romance, everyone already knows the

legendary hero: smiled upon by the gods, he has his fill of muscles,

battles great deeds, beautiful princesses, and, once in awhile, he gets to

be smart too! But to have a great hero, you must also have a great villain.

That is where we will focus this semester – on those infamous monsters

and terrible men, frequently remembered for imprisoning fair maidens,

hoarding long forgotten gold, and terrorizing the countryside. Where

did these creatures come from? What made them so evil? Why do we

root for the hero? And most importantly, what really makes the bad guy

so scary?

Readings:

Most likely: The Odyssey, Beowulf, Grendel, Sir Gawain and the

Green Knight, Blood Meridian, plus several shorter myths & stories.

Exams, Papers:

- Multiple response papers

- Reading quizzes

- Final Essay assignments

CCC Fulfilled: Category 7 – Humanities, Core Course in English

Major

Time Class Meets: 01: MWF 9-9:50

02: MWF 10-10:50

Instructor: D. Laurie

ENGL 207 01, 02 DRAMA AND FILM

Description:

We will explore drama from many different cultures and time

periods, from the ancient Greeks to works of a more contemporary

nature. The films we view will also offer the work of a variety of

filmmakers from a diversified selection of countries and time periods.

Readings:

The Bedford Introduction to Drama 5th Edition

Edited by: Lee A. Jacobus

Exams, Papers:

- Participation in Class Discussions

- Response papers

- A Midterm Exam

- One longer paper of analysis/synthesis

- Student led class discussion

- Reading quizzes

CCC Fulfilled: Category 7 - Humanities

Core course in English major


02: MWF 2-2:50

SCREENING: W 5-7:20

Instructor: C. Thomas Craig

ENGL 209 01 NOVELS AND TALES

Monsters on the Global Stage

Description: Like a reanimated corpse back from the dead, this version

of Novels and Tales will return in the spring to cause mischief, mayhem

and, hopefully some delightful learning. In this section we will read a

variety of fictional works from different historical periods and cultures,

examining the roles that “monsters” play in these texts. In addition to

analyzing formal elements of each work, we will explore how

characterizations of the monstrous, evil, strange, grotesque, and “other”

reflect the cultures in which they were created. What do these figures

symbolize? How do they represent specific social concerns of their time?

How do notions of the “monstrous” highlight what counts as “normal”

in a given time and place? As we investigate these and other questions,

students will also develop their critical reading, thinking, and writing

skills.

Tentative Reading List

Chimamanda Ngozi Adichie, Purple Hibiscus

Brooks, World War Z: An Oral History of the Zombie War

Nathaniel Hawthorne, Young Goodman Brown and Other Stories

Franz Kafka, “The Metamorphosis”

Joyce Carol Oates, Zombie

Mary Shelley, Frankenstein (Norton Critical Ed.)

Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde

Writings by Marquez, Le Guinn, de Maupassant, Jackson, O’Connor,

Vonnegut, Homer, Beowulf author, and others (as well as study of

Godzilla texts)

Exams, Papers: Two exams (midterm and final), contemporary monster

text cultural analysis paper and presentation, final project (different

options), discussion questions, and spirited participation.

CCC Fulfilled: Humanities


Instructor: C. Jarvis

ENGL 209 02, 03 NOVELS AND TALES

Description:

We will study a wide range of works of shorter fiction and two

novels, moving consistently between two interpretive frames: text and

context. That is, we’ll study strategies for reading and interpreting

narrative fiction while at the same time placing these works within the

cultural and historical contexts in which they were written.

Readings: Shorter works of fiction from a variety of periods and

cultures will be drawn from the Norton Anthology of Short Fiction,

Shorter Edition. We’ll study two novels, Charlotte Bronte’s Jane Eyre

and Chinua Achebe’s Things Fall Apart.

Exams, Papers:

Midterm and final

Three interpretive papers (no more than five pages each)

CCC Fulfilled: 7, Humanities


03: MWF 11-11:50

Instructor: J. Kijinski

ENGL 209 04 NOVELS AND TALES

Description:

A study of long and short fiction of several kinds, including myth,

fable, and realistic narrative, from a variety of places and times. The

course will familiarize students with basic approaches to reading,

interpretation, and literary analysis. This section will examine the role

of bodies in these diverse narratives including how language constructs

bodies, the meaning produced by body language and gestures in the

texts, as well as the impact of the body of the author and reader. We will

study the ways literary narratives are filled with bodies in multiple

forms and figures: including bodies that gaze and bodies that are gazed

upon; bodies in motion (working, grasping, pointing, birthing, dancing);

bodies marked by race, class, gender and sexuality; as well as figurative

bodies: bodies of knowledge, social bodies, bodies of evidence, and

national bodies.

Readings:

Allende, Isabel Eva Luna

Danticat, Edwidge The Farming of Bones

Gaiman, Neil Hansel and Gretel

Ozeki, Ruth My Year of Meats

There will also be additional readings posted on ANGEL

Exams, Papers: 3 response papers, discussion leading, blog

posts, contemporary connections presentation,

Final Project




Instructor: S. McGee

http://en.wikipedia.org/wiki/My_Year_of_Meats

ENGL 211 01 WORLD POETRY

Description:

Our focus will be on using poetry to honor the dead. We will

critically examine poems from a variety of nationalities, ethnicities, and

time periods. We will begin the semester with close readings, learning

how to critically examine poetry. We will then engage literary criticism

to further our understanding of poetry.

Readings:

Inventions of Farewell: A Book of Elegies, edited by

Sandra M. Gilbert; handouts and readings on Angel.

Exams, Papers:

1 midterm critical analysis, 1 short literary analysis, 1 final

project on a poet of one's choice, 1 group presentation, original poem(s),

and discussion questions; mandatory class attendance, and one evening

class at the cemetery.




Instructor: A. Fearman

ENGL 211 02, 03 WORLD POETRY

Description:

We will read, recite, and write poetry. In some cases, we will

trace the evolution of poetic verse forms from around the world and

across the centuries. Ancient poetry and literary criticism will

foreground our semester examination of poetry as both cultural artifact

and personal expression. Discussion of traditional forms will include

the ode and sonnet, whose migrations from Ancient Greece and

Medieval Italy throughout the world, and their eventual transformation

into politically charged and global contemporary practices we will

follow. Additionally, study of both Eastern and Western poetics

(through a comparison of figurative-based verse) will focus on

renowned poets Kahlil Gibran and Wislawa Szymborska. Discussions of

contemporary verse from current texts and periodicals provides the

denouement for our trip “around the world and through the ages… in

15 weeks”.

Readings: (subject to change)

Handouts provided by instructor and/or available via ANGEL.

Hirsch, Edward. How to Read a Poem and Fall in Love with Poetry

Washburn, Katharine and Major, John S Editors. World Poetry:

An Anthology of Verse from Antiquity to Our Time

Oliver, Mary. A Poetry Handbook.

Gibran, Kahlil. The Prophet

*Poetry book of student choice, costing no more than $15.00

Exams, Papers:

Final paper and minor projects require students to read, write,

examine, memorize, recite, theorize and discuss poetry.



Time Class Meets: 02: TR 11-12:20

03: TR 9:30-10:50

Instructor: K. Moore

ENGL 215 01 DETECTIVE AND MYSTERY FICTION

Description:

Until relatively recently, most scholars have pooh-poohed

detective and mystery fiction as “consumable” literature – texts to be

read once and then forgotten. But these stories also enact the

psychological and sociological anxieties of their times. Some of them

reassure their readers that, with a little brain-power, scoundrels can be

found out and the puzzles of life can be solved, but others suggest that

neither logic nor virtue can ensure a safe and stable community. In this

course, we will study classic and contemporary mystery plots, legendary

detectives, and the disquieting social issues that still lurk within these

stories even after the criminals have been caught.

Readings:

Stories and novels by Edgar Allan Poe, Arthur Conan Doyle,

Agatha Christie, Raymond Chandler, Ryunosuke Akutagawa, Michael

Chabon, Sue Grafton, and Elizabeth George. Screenings of Hammett’s

The Maltese Falcon and an episode of CSI: Crime Scene Investigation.

Criticism by S.S. Van Dine and W.H. Auden.

Exams, Papers:

Mandatory attendance; scheduled reading quizzes; two 5-7 page

analytical essays; final project (analytical research paper or original

work of mystery or detective fiction accompanied by an author

memorandum).



ENGL 240 01 INTRO TO AFRICAN-AMER LIT CULTURE

CL ETHN

Description:

An examination of major works by African American novelists,

poets, dramatists, and essayists (along with selected filmmakers and

musicians) in terms of the aesthetic, intellectual, and political concerns

of their periods and locations. The course is organized into four

geographical (rather than historical) units: country, city, nation, world.

We will pay careful attention to relationships between works from the

various genres, media, and locations. We will repeatedly ask: in what

ways do these artists speak to each other? where do their

representations consistently come into tension? how do they interact

with the concerns of the dominant society around them, and when do

they refuse to do so? For an older version of the course, please see

http://www.fredonia.edu/department/english/simon/itaalc6/

Readings:

To be determined, but will most likely include The Norton

Anthology of African American Literature (2nd ed.), and may include

Ralph Ellison's Invisible Man, Gayl Jones's Corregidora, Toni

Morrison's Song of Solomon, Alice Walker's Meridian, Richard

Wright's Black Boy, Barack Obama's Dreams from My Father, or Ta-

Nehisi Coates's Between the World and Me.

Exams, Papers:

To be determined, but will likely include

attendance/preparation/participation (15%), online participation

(15%), critical essays (40%), and final research project (30%).

CCC Fulfilled: Category 4B - American History


Instructor: B. Simon

http://www.fredonia.edu/department/english/simon/itaalc6/

ENGL 242 01 AMERICAN INDIAN LIT

CL ETHN 242 01

CL AMST 399 03

Description:

Study of a variety of works produced by Native North Americans

from historical beginnings to the present. Readings will include

traditional, oral literature, such as myths and songs, 19th century

autobiographies and narratives, and contemporary genres of poetry,

drama, fictional narrative, and multi-media story-telling. We will look

at issues relevant to the study of Native American literature, issues such

as authenticity, orality vs. literacy, tribal sovereignty, land rights,

indigenous epistemologies, gender constructions, and tribal community.

Readings:

selections from: William Apes, Luther Standing Bear, Zitkala-Ša,

Ella Cara Deloria, Elizabeth Cook-Lynn, N. Scott Momaday, Linda

Hogan, Sherman Alexie, Louise Erdrich, Simon Ortiz, Joy Harjo, Leslie

Marmon-Silko as well as traditional oral stories and contemporary

multi-authored media projects.

Exams, Papers:

Critical Responses, Group research project & presentation,

reading quizzes, blog entries, and Final Project




ENGL 260 01 INTRO TO CREATIVE WRITING

Description:

This course will introduce students to the art of creative writing.

We will write fiction, poetry, and works that fall between these genres

while maintain a dialogue on what creativity in language means. In class

we will closely read poems and stories, perform writing and revision

experiments, and learn how to respond helpfully to each other’s writing.

Readings:

We will read a diverse range of fiction and poetry with an

emphasis on late 20th century and contemporary voices. Specific

readings TBA.

Exams, Papers:

Students will write 6-8 poems and a complete short story; Reading

Response Journal; written analyses of peer work; 2 reflections; a final

portfolio of revised work.

CCC Fulfilled: Category 8 - Arts

Time Class Meets: MWF 3- 4:20

Instructor: J. Hall

ENGL 260 02, 04, 05, 06 INTRO TO CREATIVE WRITING

Description:

Introduction to Creative Writing is the first in a sequence of

Creative Writing courses offered at Fredonia. These sections of this

course emphasize producing a high quantity of poetry and fiction based

on writing prompts. Workshops (ie., supportive critique sessions of

various sizes and forms) will take the central role in class sessions and

will be augmented with in-depth craft lessons and discussions of books

of contemporary poetry and fiction by authors representing varied

backgrounds and identities.

Readings:

Ordinary Genius: A Guide for the Poet Within Addonizio, Kim

Making Shapely Fiction Jerome Stern

1-2 single volume poetry collections

1-2 short fiction collections

Exams, Papers:

Minimum 6 poems, 3 stories, and a daily writing journal

Midterm Poetry Portfolio (with alt-genere composition)

Final Fiction Portfolio (with alt-genre composition)

Significant participation component


Time Class Meets: 02: TR 9:30-10:50

04: TR 2-3:20

05: TR 3:30-4:50

06: TR 11-12-20

Instructor: J. Daly

ENGL 260 03 INTRO TO CREATIVE WRITING

Description:

This introductory-level course will introduce students to fiction

and poetry writing. Class time will be devoted to: exercises to help

students get words on the page and practice elements of craft;

discussions of professional poetry and fiction; and workshop of

students’ own writing. We will create a supportive environment in

which students can begin to figure out who they are as writers. The

course will prepare students to create and revise their own writing as

well as to respond in new ways to the writing of others.

Readings:

We will read a range of fiction and poetry with the goal of helping

students learn to read both as readers and writers. Specific readings

TBA.

Exams, Papers:

Specific assignments are TBA, but students will write regularly in

a range of ways: they will compose their own fiction and poetry,

complete regular exercises both in and out of class, and respond in

writing to course readings and to their classmates’ workshop

submissions.




ENGL 261 01 LITERARY PUBLISHING

Description:

Introduction to Literary Publishing is a workshop course where

much of class time is dedicated to working on the projects that will

ultimately be presented to the campus and community. There will, of

course, also be lessons in proofreading and design, avenues for

creativity, and time to work as a group to produce the best possible

product. During the semester, the class will produce The Trident in print

form and the production of independent individual work. There will

also be papers that will ask students to reflect critically on the choices

each student made.

Readings: The Peripatetic Coffin Ethan Rutherford

New Testament Jerico Brown

Exams, Papers: Mid-term and Final portfolio.

Time Class Meets: TR 2-3:20

Instructor: D. Parsons

ENGL 271 01 RHETORIC FOR WRITERS

* Required Course for Writing and Rhetoric Minor; Elective for

Creative Writing Minor

Description:

This course introduces students to the field of rhetoric as it

pertains to writing, its origins and present day applications. Students

will investigate historical and contemporary definitions, theories of, and

figures in rhetoric as well as critically analyze and produce texts with a

deep awareness of rhetorical strategies underlying them.

**Prerequisite: ENGL 100 or permission of instructor

Readings:

Losh, Elizabeth and Jonathan Alexander, Understandng

Rhetoric: A Graphic Guide to Writing

Variety of popular essays, scholarly articles, and other

compositions

Exams, Papers:

Blog, short paper, projects

CCC Fulfilled: Approved by CCC Committee for Western

Civilization, pending further approval


Instructor: S. Spangler

ENGL 296 01 AMERICAN IDENTITIES

CL: AMST 296

Description:

An exploration of the historical construction of American gender,

ethnicity/race, and class; their present status; and their literary and

cultural representations. Focusing on intersections between these

categories of identity, the course will utilize an interdisciplinary

approach, integrating materials from fields such as literary studies,

history, women's studies, ethnic studies, geography, sociology, music,

and art.

Readings:

Some of the following: Playing Indian, Deloria; Black Like Me,

Griffin; The Intuitionist, Colson Whitehead; A People’s History of the

United States, Zinn; In the Shadow of No Towers, Spiegelman; The 9/11

Report: A Graphic Adaptation, Jacobson and Colon; Angels in America,

Kushner; The Woman Warrior, Maxine Hong Kingston; leadbelly,

Tyehimba Jess; The Country Without a Post Office, Agha Shahid Ali;

Fever, John Edgar Wideman.

Exams, Papers:

Mid-term, final, several short responses.




ENGL 300 01 EUROPEAN LITERARY LANDMARKS

Description: At a moment when Europe faces the largest refugee crisis since the

end of World War II, this course will take a closer look at how continental writers,

from the Renaissance up to the early twentieth century, have variously thematized

and inflected the struggles of outcasts and refugees in their works. We’ll do so by

reading canonical novels, poetry, drama, and one memoir from different places,

periods, and movements, such as early modern Spain, Enlightenment France, fin-

de-siècle Belgium, post-colonial Austria, and German Romanticism. We will look at

how different European authors influenced one other; how texts interact with each

other across national, linguistic, and temporal boundaries; and we’ll investigate

whether something like a distinctive tradition of “European literature” might be

said to exist. Keeping the present in mind, we’ll also ask to what extent the

contemporary refugee crisis might be framed as a belated reckoning for a continent

that, as many of these texts all too painfully reflect, has long exiled its others—

Moors, Jews, political refugees—beyond its geographical borders. Last but not least,

students will have the unique opportunity to peruse manuscripts and document in

Reed Library’s world-famous Stefan Zweig Collection order to supplement their

readings of texts with archival materials related to some of the authors under

consideration as well as to modern European history more generally.

Readings: Please purchase only the translations/editions here indicated. Required: Stefan Zweig. The World of Yesterday. Trans. Anthea Bell (U

of Nebraska P)

Johann Wolfgang von Goethe. Faust. Trans. Walter Arndt (Norton)

(we’ll only read pt. I)

Cervantes. Don Quixote. Trans. Edit Grossman (Harper) (selections)

Voltaire. Candide. Trans. John Butt (Penguin Classics)

Franz Kafka. The Trial. Trans. Breon Mitchell (Schocken)

Georges Rodenbach. Bruges-la-Morte. Trans. Will Stone. (Dedalus)

Recommended: Harold Bloom. The Western Canon: The Books and

School of the Ages (Riverhead)

Exams, Papers: Quizzes; midterm exam; final paper

CCC Fulfilled: Category 5 - Western Civ


Instructor: B. Vanwesenbeeck

ENGL 312 01 RENAISSANCE LIT

Period Course

Description:

Study of Renaissance texts with an emphasis on English

Renaissance

Readings:

Hamlet, Utopia, Lazarillo de Tormes, The Spider and the Fly

(excerpts), pamphlets, handbooks, and sonnets

Exams, Papers: Midterm exam, reading quizzes, research paper

CCC Fulfilled: Western Civilization


Instructor: I. Vanwesenbeeck

ENGL 314 01 WOMEN WRITERS

WGST 314 01

Desription:

In this course we will read a variety of texts written by women

across diverse geographies and time periods. The class will explore how

social, political, and physical particularities of women's lives shape their

writing. We will analyze and interpret common themes and issues that

arise in women’s writing. Some of the central questions guiding our

readings will include: Why teach or read women’s writing as a distinct

literary tradition? Are there unique publishing challenges women face?

What calls women to write and are there recurrent purposes and goals?

Are there recurring themes and conventions in women’s writing?

Readings:

Full texts: G. Willow Wilson, Ms. Marvel; Sue Monk Kidd, The

Invention of Wings; Helen Oyeyemi, Boy, Snow, Bird

As well as selections from: Virginia Woolf, bell hooks, Margaret

Cavendish, Emily Dickinson, Anne Bradstreet, Carol Anne Duffy, Alice

Munro, Zora Neale Hurston, Sandra Cisneros, Anne Sexton, Alice

Walker, Minnie Bruce Pratt, Dorothy Parker, Sojourner Truth,

Gwendolyn Brooks, Barbara Kingsolver, Jamaica Kincaide

Exams, Papers:

Critical Responses, Contemporary Connection blog post, Group

research and presentation, Blog participation, Final project

CCC Fulfilled: Category 5 - Western Civilization



ENGL 321 01 CONTEMPORARY DRAMA

Period Course

Description:

This course will examine contemporary dramatic literature

from the mid-20th century to the present focusing on

understanding the dramatic form and its relation to society.

Critical analysis of the plays will include exploration of historical

and cultural contexts as well as the theatrical implications of

staging the text.

Possible Tentative Plays:

Disgraced—Ayad Akhtar, Water by the Spoonful—Quiara Alegria

Hudes, August: Osage County—Tracy Letts, Brighton Beach Memoirs—

Neil Simon, The Laramie Project—Moises Kaufman, Fat Pig—Neil

LaBute, Doubt—John Patrick Shanley, Love Letters—A.R. Gurney,

How I Learned to Drive—Paula Vogel, Clybourne Park—Bruce Norris

Exams, Papers, etc.

Response papers, research paper/presentation, final project,

active participation

CCC Fulfilled: Category 11 - Speaking Intensive

Time Class Meets: W 5-7:20

Instructor: A. Siegle Drege

ENGL 345 01 CRITICAL READING

Description:

The main purpose of this course is to introduce you to twentieth-

century theories that have influenced the ways in which we read literary

texts. Among others, we will explore the following questions: What is it

that makes a text “literary?” Is historical context relevant to the study

of literature? How are class, gender, and race represented in literary

texts? In order to answer these questions, we will examine various

schools of criticism from Russian Formalism and New Criticism to

psychoanalysis and genetic criticism. Several shorter literary texts will

serve as examples and reference points for the explanation of theoretical

issues.

Readings: David Richter. The Critical Tradition: Classic

Texts and Contemporary Trends

Exams, Papers: Midterm exam, final exam, and final paper.


Instructor: B. Vanwesenbeeck

ENED 354 01 02 LIT FOR THE INTERMEDIATE GRADES*

*Childhood Education, Dual Concentrators, and Middle School Ext. only

Description:

This course focuses on literature for students in the intermediate

grades. Future elementary school teachers will learn strategies for

helping these young readers become confident, capable, lifelong readers.

In the process, they will become more active, responsive, critical readers

themselves.

Readings: **Tentative**

Serafini, The Reading Workshop

Curtis, The Watsons Go to Birmingham – 1963

Creech, Walk Two Moons

Lin, Where the Mountain Meets the Moon

Ryan, Esperanza Rising

Choldenko, Al Capone Does My Shirts

Stead, When You Reach Me

Ryan, Becoming Naomi Leon

Palacio, Wonder

Applegate, The One and Only Ivan

Jacobson, Small as an Elephant

Codell, Sahara Special

PLUS: Four additional self-selected novels (guidelines given in class)

Exams, Papers: **Tentative**

Informal In- and Out-of-Class Reading/Writing Activities;

Literature Response Logs; Book Group Leader Project; Book

Group Evaluations; Mini Author Study; Teaching Philosophy

(based on Serafini’s The Reading Workshop);

Time Class Meets: 01 MWF 10:00 -10:50

02 MWF 11:00 – 11:50

Instructor: M. Wendell

ENED 356 01 TEACHING WRITING IN SECONDARY SCHOOL

ENGL ADOL ED

Description:

This advanced writing course is designed as a workshop for

students, especially secondary English Education majors, who plan to

be teachers. The purpose of the course is twofold: 1) to examine,

practice, and improve your own writing, and 2) to explore issues related

to teaching writing at the secondary level including implications of the

writing process, the use of peer response groups, designing effective

writing assignments, and assessing writing.

Readings: TBA

Exams, Papers:

You will be asked to write extensively in order to increase your

awareness of your own writing process, to improve your writing

abilities, and to understand the writing experiences of your future

students. Other course requirements include an annotated bibliography

project and a twenty-minute classroom presentation/workshop.


Instructor: S. Johnston

ENED 357 01 LITERACY, LANGUAGE, LEARNING THEORY:

ADOL/CH/EC

Description:

Students will examine human language acquisition

(psycholinguistics) and cognitive learning theory; how these theoretical

bases help us to understand how it is people learn to read and write.

Students will explore what is involved in the initial stages of learning to

read and write and move toward an exploration of mature (critical?)

literacy, approaches to teaching reading and writing grades K-12,

cultural literacy, and Whole Language approaches to teaching and

understanding literacy.

Readings:

Courts. Multicultural Literacy: Dialect, Discourse, and Diversity.

Moustafa. Beyond Traditional Phonics

Either 1) Goodman. On Reading

or 2) Routman. Literacy at the Crossroads

A broad range of periodical articles and handouts.

Exams, Papers:

At least one personal essay, 10 annotated bibliographies, reader

response log, class presentation, 3 essay examinations, final research

paper.

Time Class Meets: MW 3-4:20

Instructor: S. Johnston

ENED 359 01 TEACHING POETRY IN ELEMENTARY AND

MIDDLE SCHOOL

Description:

In this course future educators will develop competence and

confidence as readers, writers, and teachers of poetry. They will use the

knowledge they gain from class discussions, readings, activities, and

projects to develop their own philosophies and strategies for

approaching poetry with elementary and middle school students.

Tentative Readings:

Creech, Love That Dog

Fletcher, Poetry Matters: Writing a Poem from the Inside Out

Heard, For the Good of the Earth and Sun: Teaching Poetry

Heard, Awakening the Heart: Exploring Poetry in Elementary and

Middle School

Creech, Hate That Cat

Examinations, Papers, etc.:

Informal In- and Out-of-Class Reading/Writing Activities

Poet’s Journal

Original Poetry

Poetry Binder (collected poems)

Heart Map

Poetry Anthology

Poet Study

Presentation of Poetry Anthology or Poet Study

“How to Teach Poetry” Paper

Time Class Meets: MWF 9:00 – 9:50


ENGL 361 01 INTERMEDIATE FICTION WRITING

Note: a writing sample is required for enrollment into this course.

Submit 5-7 pgs. of fiction with coversheet (available in the English

department office – 277 Fenton Hall). *Portfolios Submission Due: Friday, October 23, 2015

Brief Description:

The class focuses on the creation and evaluation of original

fiction. This is a workshop class, so students will be showcasing their

own work created during this semester. The class will also build on the

knowledge of introductory creative writing and focus in more depth on

form, techniques and problems evident in contemporary creative

writing. Students will do exercises in class and outside of class for

discussion as well as a great deal of reading.

Readings:

This is Not Your City by Caitlin Horrocks

Flash Fiction Forward. Thomas, James and Robert Shapard (eds).

Others TBA

Exams, Papers:

Regular reflections on revision of 2 stories over the course of the

semester. Written project book reviews.



ENGL 369 01 ARGUMENTATIVE WRITING

* Required Course for Writing and Rhetoric Minor; Elective for

Creative Writing Minor

Description: All of us employ argumentation skills every day, weighing

the persuasiveness of advertisements, assessing news reports, pondering

social and moral issues, and even conversing with friends. In this course,

we will isolate and study strategies for identifying issues, determining

positions, assessing claims and reasons, locating and evaluating

supporting evidence, and writing essays that represent clear and

convincing arguments in themselves. This course focuses on rhetorical

analysis and composition of persuasive writing, preparing students

across disciplines to better engage with the scholarship in their fields

and to more forcefully articulate their academic, professional, and

personal positions. As a class, we will analyze contemporary

controversies (like sustainability initiatives, internet privacy, and

corporate personhood, and, of course the upcoming presidential

campaigns and election) and some of the public arguments connected

with them. Essay topics, however, will remain broadly defined, leaving

students free to address the scholarly, political, professional, or social

issues most relevant to them. Argumentative Writing satisfies the 300-

level writing component of the English Adolescent-Education major and

is part of the English Dept.’s Creative Writing and Writing and

Rhetoric Minors, adding to students’ exposure to and experience with

the forms, theories, and audiences of academic and personal written

expression. **Prerequisite: ENGL 100 or permission of instructor Texts: Ramage, Bean & Johnson, eds., Writing Arguments (concise

edition, edition TBA: check with the bookstore); MLA Handbook for

Writers of Research Papers; various columns and essays posted on our

Angel page

Assignments:

Mandatory attendance; five formal essays with drafts, peer

reviews, and possible re-writes; short skill-building exercises and

papers; in-class mock trial debates.



ENGL 372 01 GRAMMAR & STYLE FOR WRITERS

* Required Course for Writing and Rhetoric Minor

Description:

This course helps writers move beyond notions of “correctness” in

matters of grammar and style to appreciate the nuances involved in

crafting well-written persuasive prose for a variety of audiences,

purposes, and contexts. It empowers students to approach grammar,

syntax, and punctuation as rhetorical tools and to make thoughtful

decisions among equally acceptable alternatives to suit the goals and

needs of different audiences, assignments, and contexts. Because

professional writers often work for an organization or institution, the

course also introduces students to the notion of a style guide, preparing

them to work with whatever house style is adopted by a specific

profession or publication. **Prerequisite: ENGL 100 or permission

of instructor

Readings:

TBD but likely the following:

A standard grammar text, such as Rules for Writers

Steven Pinker, The Sense of Style: The Thinking Person’s Guide to

Writing in the 21st-Century (Viking, 2014)

Access to different style guides (e.g., New York Times, Chicago

Manual of Style, AP Style Manual, Wired Style) and to copyediting

manuals (e.g., Amy Einsohn’s The Copyeditor’s Handbook, Carol

Fisher Saller’s The Subversive Copy Editor: Advice from Chicago)

Exams, Papers:

TBA but likely the following: annotation of your prior writing

and critical reflection; analysis of writers’ grammar and style;

comparison of grammar and style in different texts and/or publications;

final project/creation of a style guide and sample text


Instructor: N. Gerber

ENGL 374 01 WRITING AND SOCIAL CHANGE

Description: Are you concerned about environmental and social justice

issues? Would you like to put your writing, critical thinking, and

educational talents to use helping to address these issues right here on

campus and in our local community? If so, then this class is for you.

This interdisciplinary writing-intensive course will use a variety of

methods, materials, and approaches to explore four contemporary

sustainability issues: energy, food and gardens, water, and social

justice/community. We will work with several sustainability campus

and community partners to address local environmental and social

justice needs and to engage in real world writing projects. In addition to

literary works and nonfiction essays, we will analyze a variety of film,

Internet, and popular press sources to explore our topics and to

evaluate the effectiveness of different writing/communication genres in

producing social change. In addition to several field trips, the course

will incorporate several panels and visits by faculty members and local

environmental activists. Because this is a service-learning course, you

will be required to participate in several events outside of our regular

course meeting times.

Possible Readings: Karl Weber, ed., Food Inc.: A Participant Guide:

How Industrial Food is Making Us Sicker, Fatter, and Poorer-And What

You Can Do About It

Mark Nowak, Coal Mountain Elementary

Writings by Vandana Shiva, Robert Putnam, Jeff Goodell, John

Mohawk, Susan Casey, Eric Schlosser, David Wann, Winona LaDuke,

Michael Pollan, Paul Hawken, Wendell Berry, Bill McKibben, and

others.

Exams, Papers:

Public writing assignment; press release (some if not all students);

a grant writing project; reading/engagement journal; group

publicity/advocacy project for a local nonprofit organization; lively,

engaged participation; and final portfolio.



ENGL 375 01 WRITING FOR THE PROFESSIONS

Description:

Clear, effective oral and written communication skills are the

bedrock of any profession. Whether you are an editor, computer

programmer, technical writer, manager, or entry-level worker in any

field, you will need to use writing to solve problems and to negotiate

personal, social, and political factors in the workplace. In this course,

you will learn the basics of how to write for professional audiences and

purposes. You will gain experience researching, writing, and revising

written work in a variety of professional mediums (e.g., emails, letters,

memos, proposals). You will also enhance your appreciation of how

ethical concerns as well as contextual factors, such as financial and time

constraints, layout, and cross-cultural communication, enter into

effective decisions about how to shape professional documents for

different audiences and for different print-based or electronic mediums.

Since this is a writing-intensive course, you should be prepared to turn

in 20-25 pages of written work and to write, critique others' writing,

and revise on a weekly basis.

Readings/Viewings:

Writing That Works: Communicating Effectively on the Job (11th

ed.); required course readings posted to ANGEL, including your peers'

work-in-progress; career-search materials on the Career Development

Office's site

Assignments:

Correspondence portfolio; company report and career documents

portfolio; possibly, an e-portfolio; proposal and oral presentation

Time Class Meets: TR 12:30 – 1:50

Instructor: N. Gerber

ENGL 381 01 NARRATIVE FILM: AFTER 1940

* 4 cr. hr. course

Description:

A study of films made from WWII to the present. As intersections

of art, technology and commerce, films express the preoccupations of

the time and place in which they are made. We'll therefore be looking at

several film genres from various countries from technical, artistic and

historic and cultural points of view. Certainly canonical Hollywood

classics will be included, but also b-movies, experimental works,

documentaries and films from other countries. Students will learn to

recognize and analyze film language, and acquire a vocabulary with

which to do so.

Readings:

Discussions of cultural representation, especially of gender and

race, mainstream and the Other, will also be foregrounded

Exams, Papers:

Assignments include an online viewing journal in the form of a

blog, participation in online as well as in-class discussion, and a final

project.

Time Class Meets: R 3:30-4:30

Screening: T 3:30-6:30


ENGL 395 01 NON-WESTERN LIT

CL: ETHN 389 02

Description:

Study of texts from a variety of world cultures that

challenge, revise, or pose alternatives to traditional conceptions of

the world literature canon and dominant modes of Western

philosophy, history, literature, and art.

For an earlier version of this course, please see

http://tinyurl.com/o25popl

Readings: See previous syllabus.

Exams, Papers:

Attendance/Preparation/Participation (15%), Online

Participation (15%), Team Work (20%), Critical Essay (20%), Final

Research Project (30%).

CCC Fulfilled: Category 6 – Other World Civilizations


Instructor: B. Simon

http://tinyurl.com/o25popl

ENED 399 01 LITERATURE FOR THE PRIMARY GRADES

Description:

This course offers a literature-based, child-centered approach for

helping students in the primary grades learn to read with meaning, with

purpose, with enthusiasm and with joy.

Tentative Readings: Miller, Reading With Meaning, 2nd edition

Aliki, The Two of Them

Boelts, Those Shoes

Brinckloe, Fireflies

Bunting, Going Home

Cooney, Miss Rumphius

Graham, “Let’s Get a Pup!” Said Kate

Hoffman, Amazing Grace

Houston, My Great Aunt Arizona

Laminack, Snow Day

Pak, Dear Juno

Rathman, Ruby the Copycat

Stuve-Bodeen, Elizabeti’s Doll

Whitcomb, Odd Velvet

Butterworth, See What a Seal Can Do

Jenkins, Biggest, Strongest, Fastest

Examinations, Papers, etc.:

Informal In- and Out-of-Class Reading/Writing Activities

Think Alouds

Book Clubs

Wonder Box Card & Follow-up Projects

Book Logs

Book Recommendations

Teaching Philosophy (based on Miller text)

Time Class Meets: MWF 12:00 – 12:50


ENGL 400 01 SENIOR SEMINAR

CO-REQ: 401-01

Description:

In the capstone course, students will reflect back upon their

English major, and will polish their skills and close reading, research-

based and other forms of writing, as well as oral explorations of

literature. Students must also enroll in ENGL 401 01 Portfolio

Completion while taking Senior Seminar.

Readings: TBA

Exams, Papers: TBA

CCC Fulfilled: Speaking Intensive/Basic Oral Communication



ENGL 400 02 SENIOR SEMINAR

CO-REQ: 401-01

Description:

This capstone course will be both a culmination of your studies as

an English major and an opportunity to branch your interests and skills

in new directions. We’ll have an opportunity to refine and practice

work you’ve already done—traditional in-depth textual study, writing

and revising your own writing. We’ll also explore ways of engaging with

a larger reading and writing public, such as political and cultural blogs,

and internet communities such as fan fiction writers, TV recappers and

commentators, and platforms such as tumbler and twitter. We may

spend some time discussing ways to enter the job market as an English

major (how to write a good resume, how to write a business plan and

such), but probably more time helping you to generate interesting

content, and develop a stronger sense of yourself as a thinker and writer

already engaged with the larger world.

CCC Fulfilled: Speaking Intensive/Basic Oral Communication



ENGL 412 01 EARLY SHAKESPEARE

AUTHOR COURSE

Description:

Study of Shakespeare’s early works with an emphasis on his

tragedies.

Readings: The Bedford Shakespeare

Exams, Papers: Midterm exam, reading quizzes, research paper



ENGL 455 01 WRITING TUTORS CO-REQ: ENGL 456

ENGL 456 01 ESL TUTORING CO-REQ: ENGL 455

*Enrollment requires permission of the instructor, Dr. KimMarie Cole

Description:

In these two courses, we will examine the theories and practices of

tutoring individual writers on their work. We will consider both the

needs of native English speakers and English Language Learners. The

focus will be on writing in a number of disciplines. In addition you will

experience all the roles in the tutoring process: observer, co-tutor, a

tutee and a tutor. Readings: Articles and papers that will distributed during the semester. A tutoring handbook Assessment: Reader’s notes, annotated bibliography, formal essays, reflective

pieces on tutoring practice

Time Class Meets: MW 3-4:20

Instructor: K. Cole

ENGL 460 01 ADVANCED POETRY WRITING

Description:

This course will provide student writers the room and resources

to write poetry more independently while placing an emphasis on

rigorous, critical discussion of student poems in the community space of

the workshop. We will survey the diverse landscape of contemporary

poetry and learn how to finish work for publication.

Readings:

We will read several recent volumes of poetry including Philip

Metres’ Sand Opera, Simone White’s Unrest, and Michael Farrel’s

Cocky’s Joy. The selection of smaller readings will be tailored to

students based on their application portfolios. Students will also

perform guided research on contemporary literary magazines and

communities.

Exams, Papers:

Written commentary on peer works; craft essays; literary

magazine survey; final portfolio of revised and new work.

Time Class Meets: M 5 -7:20

Instructor: J. Hall

ENGL 522 01 DIGITAL WRITING

Description:

Digital Writing will help prepare students to become informed

and skilled citizens of an increasingly digital world. Students registered

in this course will compose for digital spaces; relate these writing

experiences to relevant theoretical frameworks; and reflect critically on

the effects of digital communication.

Readings:

Practical and theoretical readings related to the myriad forms

that digital composition can take and the ways in which digital spaces

are changing the nature of reading and composing. Specific readings

TBA.

Exams, Papers: TBA

Time Class Meets: R 5-7:20


ENGL 523 01 GRANT WRITING

Description:

Whether you work—or wish to work—for a nonprofit,

educational, or civic institution, or if you simply wish to apply for

individual grants for education and other purposes, you will find grant

writing to be both a useful and a marketable skill. In this course, you

will learn the ins and outs of writing effective grant proposals, as well as

the importance of building long-term relationships with grant-making

organizations. We’ll talk about the life cycle of a grant (i.e., the grant

cycle), from initial inquiry and site visit through to the year-end report,

and talk to experts from the community, both grantors and grantees.

To give you real world grant writing experience, we will work with

several campus and community partners to draft actual grants on their

behalf. Our focus for these projects will be on non-profit arts and

environmental organizations. The semester will culminate in your

developing a substantial grant proposal to support your own project or

one for a non-profit organization of your choice. Because this is a

service-learning course, you may be required to visit off-campus locations

and/or participate in events outside of our regular course meeting times.

Readings:

Grant-writing textbook (TBA)

Any standard grammar guide published within the past ten years

Sample grants (electronic copies available on our course ANGEL site)

Examinations, Papers, etc.: Depending on the size of the class, you will

work individually or in a group on two actual grants for campus and

community partners. You will also identify, plan, draft, revise, and edit

a grant proposal of your choice. Smaller writing assignments, peer

review work, and participation will make up the rest of your grade.

Time Class Meets: T 5:00-7:30


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