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Undergraduate Classics—1 Undergraduate Comparative Literature—1

Undergraduate Film—2 Undergraduate Folklore—2 Undergraduate Humanities—2 Undergraduate Linguistics—3 Undergraduate Literature—4 Undergraduate Writing—11

Graduate Linguistics—15 Graduate Literature—17 Graduate Writing—22

Undergraduate Classics CLAS C205-01: Classical Mythology MWF 10:00-10:50 am D. Fleming Call No. 12670 P: W131 or equivalent. This course serves as an introduction to Greek and Roman myths, legends, and tales, especially those that have an important place in the Western cultural tradition. We will examine the sources and significance of a range of classical stories.

Evaluation Methods Weekly quizzes, frequent short writing assignments, midterm and final

Required texts to be announced. CLAS C205-02: Classical Mythology MW 6:00-7:15 pm R. Farnsworth Call No. 12671 P: W131 or equivalent. An introduction to Greek and Roman myths, legends, and tales, especially those that have an important place in the Western cultural tradition.

Evaluation methods and required texts to be announced.

Undergraduate Comparative Literature CMLT 217-01I, -02I: Detective and Mystery Literature Internet Only M. O’Hear Call No. 12198 Internet Only M. O’Hear Call No. 14297 P: ENG W131 or equivalent. Call 481-6111 for enrollment information. Internet access required. Origins, evolution, conventions, criticism, and theory of the detective and mystery story; history of the Gothic novel; later development of the tale of terror; major works of this type in Western fiction, drama, and film. This course is offered only over the Internet. Students must have an Internet connection either at home or at IPFW.

Evaluation methods and required texts to be announced. CMLT 333-01: Greek Mythology & Romanticism MW 4:30-5:45 pm R. Farnsworth Call No. 14098 P: ENG L202 or W233 or equivalent. The rise of Romantic tendencies in 18th-century Europe (pre-Romanticism); the Romantic revolution in early 19th century Western literature. Such authors as Goethe, Chateaubriand, Wordsworth, Byron, Novalis, Hoffman, Hugo, Poe.

Evaluation methods and required texts to be announced.

Course Descriptions Fall 2010

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Undergraduate Film FILM K101-01: Introduction to Film T 1:30-4:15 pm M. Kaufmann Call No. 12689 R 1:30-2:45 pm P: W131 or equivalent and ENG R150 or exemption. You will learn the means and methods of becoming visually literate—able not only to understand the information presented, but also to see how and why it is presented. Exposure to mass media has trained us to see information in certain ways, but not necessarily to understand it. This course aims to help you understand those ways of seeing. We explore films from various periods, genres, and cultures, getting a broad overview of film. The films are interesting not only for their techniques but also as expressions of the cultures from which they arise—in both what they show and what they fail to show.

Evaluation Methods Periodic Quizzes on film terms, midterm and final exam, short writing assignments, film review.

Required Texts • Bordwell and Thompson, Film Art • Films: North by Northwest, Maltese Falcon, Fargo, Citizen Kane, Wedding Banquet, Living in Oblivion,

Chunking Express, The Searchers, Once.

Undergraduate Folklore FOLK F230-01I: Introduction to Folklore Internet Only M. DeVinney Call No. 13424 P: W131 or equivalent and ENG R150 or exemption. For English majors meets additional course in folklore requirement. The word "folklore" conjures notions of myths and legends, but it really involves much more. Folklore encompasses all the oral traditions that allow a community to maintain their culture and history, providing a means for one generation to share with the next. In this course, we'll explore the different types and forms of folklore and the way in which it functions in our lives, including family stories and community legends, as well as how it influences the books, films, and music we enjoy. We'll also discuss oral narratives, fairy tales, and urban legends and the role they play in our lives. Evaluation Method:

Three multiple-choice exams will constitute 75% of the grade with participation in the discussion board providing the other 25% of the final course grade.

Required Text

• Brunvand, The Study of American Folklore: An Introduction, 4th edition, Norton FOLK F254-01, -02: Social History of Rock N Roll MWF 11:00-11:50 am J. Minton Call No. 11979 MWF 2:30-3:20 pm J. Minton Call No. 12691 P: W131 or equivalent and ENG R150 or exemption. For English majors meets additional course in folklore requirement. A survey of rock and roll music as a uniquely and American art form, traced from its roots in Anglo-American folk and country music and African American gospel and blues through its sundry subsequent phases, each viewed within its defining aesthetic, sociocultural, historical, political, and technoeconomic contexts.

Evaluation methods and required texts to be announced.

Undergraduate Humanities FWAS H201-01: Humanities I: The Ancient World TR 9:00-10:15 am TBA Call No. 11339

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P: W131 or equivalent. This interdisciplinary course investigates art, architecture, literature, philosophy, and religion in the ancient world (to 1300 A.D.) from a multicultural perspective. The focus is on representative works; the course proceeds chronologically and each work is given a historical/cultural setting. The practicum develops critical appreciation through interpretive reading and observation.

Evaluation methods and required texts to be announced.

Undergraduate Linguistics ANTH L200-01: Language and Culture TR 12:30-1:15 C. Thompson Call No. 12377 An introduction to the study of language and its relations to the rest of culture.

Evaluation methods and required texts to be determined.

ENG G205-01: Introduction to the English Language MWF 1:30-2:20 S. Bischoff Call No. 14117 P: W131 or equivalent. Introduction to reasoning about English syntax and semantics. Requirements and texts to be announced. ENG G302-01I: The Structure of Modern English Internet only H. Sun Call No. 14093 Instructor permission required. This course aims to provide an understanding of the structure of the English language with a primary focus on grammar. In addition, the course includes pedagogical components to assist prospective and practicing ENL/ESL teachers in developing an awareness of and the techniques for effective ways of providing grammar instruction. We will integrate form, meaning, and use in our grammatical analyses. A face-to-face meeting is available before each test as an option for students who need it. Evaluation Methods

Participation, assignment, tests, final exam and project Required Texts

• Master. (1996). Systems in English Grammar: An introduction for language teachers. • Thornbury. (1999). How to teach grammar.

LING L103-01, -02, -03: Introduction to the Study of Language MWF 10:00-10:50 am S. Bischoff Call No. 13036 MWF 2:30-3:20 pm S. Bischoff Call No. 11371 TR 4:30-5:45 pm C. Thompson Call No. 11695 P: placement at or above W131 or equivalent and ENG R150 or exemption. Linguistics as a body of information; nature and function of language; relevance of linguistics to other disciplines, with reference to modern American English.

Evaluation methods and required texts to be determined. LING L321-01: Methods and Materials for TESOL I R 6:00-8:45 pm H. Sun Call No. 11981 Permission of Instructor. This course provides an overview of Teaching English as a New Language/Teaching English to Speakers of Other Languages. We will examine principles of teaching, introduce different methodological approaches, discuss instructional strategies for the development of language skills, and address important issues including the context of teaching, learner variables, socio-cultural influence on language learning, and classroom interaction.

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Evaluation methods Journals, observation report, exam, teaching presentation and annotated bibliography

Required Texts • Harmer. (2007). The practice of English language teaching. 4th Ed. Pearson Longman. • Diaz-Rico. (2008). A course for teaching English learners. Pearson.

LING L360-01: Language in Society T 6:00-8:45 pm B. Simon Call No. 14114 P: LING L103 or L303. This course provides a systematic examination of the intersection of language and the social contexts of language use. Our goal is to understand the ways in which language interrelates with social identities, behaviors and relationships, especially in culturally complex and socially diverse groups. Toward this end, students analyze language variation in different types of linguistic communities, explore the roles and uses of language at all levels of identity building, and develop cognizance of relations between language and manifestations of power. Class work consists of analyzing real-world data, constructing realistic models of language-identified groups, becoming familiar with contemporary sociolinguistic theories, and applying contemporary methodologies. Throughout the semester, we engage in discussion of the social, political and economic implications of language variation, especially with regard to gender, race, ethnicity, and age. This course fulfills General Education Requirement VI and is a required course in the TENL Program. Evaluation methods

Active class participation, 2 exams, 2 observations, one research project.

Required Texts • Wardhaugh, Ronald, 2009. An Introduction to Sociolinguistics, 6th ed. Blackwell Pub. • Handouts, visual and audio materials, and websites via Blackboard

LING L470-01: TENL Practicum M 4:30-5:45 pm H. Sun Call No. 14136 Permission of instructor. This course provides experience in actual classroom teaching to English language learners as well as in-depth observations of teaching methods and materials used in a variety of authentic ENL contexts. Students apply theories, principles and strategies to practice and continue their professional development. Evaluation methods

Reflective journals, assignment, classroom observations and observed teaching

Required texts to be announced.

Undergraduate Literature ENG L101-01: Western World Masterpieces I TR 9:00-10:15 am T. Bassett Call No. 12101 P: Placement at or above ENG W131 or equivalent, ENG R150 or exemption. The purpose of this course is to survey important authors, works, genres, and movements of Western literature from roughly the fifth century BC Greece to the Renaissance. Our emphasis will be on the analytical reading of texts, especially formal analysis, within the larger historical, social, and cultural ideas of the time. In addition to shorter works, we will read Homer’s Odyssey, Sophocles’ Antigone, Dante’s Inferno, and Shakespeare’s The Tempest.

Evaluation Methods Class participation, six response papers, midterm, and final.

Required Texts • The Norton Anthology of Western Literature (8th edition), volume I

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ENG L101-02: Western World Masterpieces I TR 12:00-1:15 pm TBA Call No. 13512 P: Placement at or above ENG W131 or equivalent, ENG R150 or exemption. Literary masterpieces from Homer to Dante. Evaluation methods and required texts to be announced. ENG L101-03I: Western World Masterpieces I Internet only R. Hile Call No. 14285 P: Placement at or above ENG W131 or equivalent, ENG R150 or exemption. This course will introduce you to some of the most influential texts in Western literature from the time of the ancient Greeks to the Renaissance. You will gain experience in critical, analytical reading of texts, including both formal analysis (“close reading”) of literary devices within individual texts and analysis of literary influence among the texts we will read. We will read selections from Homer’s Iliad, Vergil’s Aeneid, Dante’s Inferno, and Chaucer’s Canterbury Tales, as well as many shorter texts. Evaluation Methods Participation in online discussion of readings, two papers (5 pgs each), reading quizzes, midterm, final Required Texts

• The Norton Anthology of Western Literature, Volume 1, 8th edition (ISBN: 0393925722). ENG L102-01: Western World Masterpieces II MW 3:00-4:15 pm L. Lin Call No. 12562 P: Placement at or above ENG W131 or equivalent, ENG R150 or exemption. English L102 offers a survey of world masterpieces from roughly the 18th century to the 20th century. We begin with Shakespeare’s tragedy King Lear as a way to refresh your knowledge of Renaissance literature; we will then read representative works from each of the three periods, including works by non-Western authors. Our emphasis is on the close reading of the texts, and through closing reading you will gain a better understanding not only of the ideas, forms, and techniques embodied in literature, but of the connections between and commonality of Western and non-Western literatures and cultures. Evaluation methods and required texts to be determined. ENG L102-02: Western World Masterpieces II TR 1:30-2:45 pm TBA Call No. 11287 P: Placement at or above ENG W131 or equivalent, ENG R150 or exemption. Plays, poems, and fiction from the 16th century to the present, including works by Shakespeare, Ibsen, Shaw, Wordsworth, Whitman, Yeats, Dostoevsky, Faulkner, Hemingway.

Evaluation methods and required texts to be determined. ENG L202-01: Literary Interpretation TR 10:30-11:45 am B. Hume Call No. 11289 P: W131 or equivalent. Students in L202 are expected to gain 1) a working knowledge of literary theory, including an understanding of different methods of analysis and interpretive strategies that have been used to derive meaning and significance from literary texts; 2) the ability to critically read, think, write, and communicate effectively about literature; this will typically involve organized class discussions, close reading, explications, and well-articulated prose analyses; 3) familiarity not only with the essential elements of literature, including critical vocabulary and generic breadth, but also with major research sources, including the MLA International Bibliography; and 4) recognition of the cultural and historical importance and complexity of literature as a body of works written by men and women across time and ethnic boundaries..

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Evaluation Methods

In class writings, bibliographic essay, final research paper.

Required Texts • Bennett and Royle, An Introduction to Literature, Criticism, and Theory (Pearson Longman, 2009) • Henry James, The Turn of the Screw (2nd edition, Beford/St. Martin’s) • Louisa May Alcott, Behind a Mask (Hesperus Press, 2004)

ENG L202-02: Literary Interpretation TR 3:00-4:15 pm G. Kalamaras Call No. 11288 P: W131 or equivalent. This course examines significant works of imaginative literature, with an emphasis on various critical approaches to reading, understanding, reflecting upon, and discussing (in writing and orally) these works critically and within a “larger conversation” about literature. You will read several significant literary works (including poetry, fiction, and “blurred-genre” material), as well as critical theory about how to approach textual analysis, and learn to analyze and discuss literature from various approaches. You will also write critical analyses of the texts you study, drawing upon the frameworks of the various literary theories we discuss. Thus, you will also develop your ability to write coherent and convincing prose about the literary texts you investigate. Evaluation Methods

Weekly written responses to readings, a reflective journal, short critical papers, longer research papers, midterm exam, and other possible assignments.

Required texts to be announced. ENG L250-01: American Literature Before 1865 TR 1:30-2:45 pm B. Hume Call No. 11804 P: W131 or equivalent. This survey courses introduces and examines significant American texts written before 1865. Special emphasis will be on influential authors writing after 1776 and also on romanticism, the first major literary movement of nineteenth-century America. Lecture materials, organized class discussions, and reading and writing assignments are designed to help students 1) improve their critical abilities at reading, writing, thinking, and communicating effectively about literary texts; and 2) develop a more comprehensive understanding of the cultural and historical importance of this literary era not only to American but also to world culture.

Evaluation Methods Two in-class short answer exams, bibliographic essay, and final take-home question.

Required Texts • Belasco & Johnson. The Bedford Anthology of American Literature. Vol. 1. St. Martin’s.

ENG L301-01: English Literature Survey I TR 10:30-11:45 am H. Aasand Call No. 13935 P: L202, W233, or equivalent. Intended to introduce students to major works by British writers from the Anglo-Saxon period through the 18th century. We will begin by reading an assortment of Old English prose and verse, focusing on Beowulf in modern translation. From this “old” English period, we’ll read the “middle” English of Chaucer in the original Medieval English before concluding with the “modern” English texts of the early modern period (the sixteenth- and seventeenth centuries) and the “long” eighteenth century. Students are asked to read analytically, think critically, and respond logically to literature that spans the emergent English of Anglo-Saxon speakers to the aureate literature of English in its modern incarnation.

Evaluation Methods Active classroom and online discussion; unit exams (objective and essay); one 8-page essay; sporadic drop quizzes

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Required Texts

• Norton Anthology of English Literature, ed. Greenblatt. 8th ed. Vols A, B, C ISBN : 978-0-393-928 ENG L304-01: Old English Language and Literature MW 3:00-4:15 pm D. Fleming Call No. 14104 P: L202, W233, or equivalent. An English course like no other: we will learn to read English from over 1000 years ago! Of all the European languages English has one of the richest medieval histories; hundreds of texts survive, ranging from the monumental epic Beowulf, to the earliest translations of the Bible into English, to magical charms and medical recipes which heal everything from toothaches to “elf-shot.” Students will gain an introduction to the language itself and the literature and culture of Anglo-Saxon England. What is Old English, by the way? It ain’t Shakespeare; here’s a taste: “We cildra biddaþ ðe, eala lareow, þæt þu tæce us sprecan, forþam ungelærede we syndon and gewæmmmodlice we sprecað.” (“We children ask you, O teacher, that you teach us to speak, because we are unlearned and speak poorly”) Evaluation Methods

Frequent quizzes, midterm and final; research project Required Texts

• Richard Marsden, ed. The Cambridge Old English Reader (Cambridge, 2004); ISBN: 978-0521456128 ENG L305-01: Chaucer MWF 1:30-2:20 pm D. Fleming Call No. 14105 P: L202, W233, or equivalent. Geoffrey Chaucer: Father of English Poetry, or an “elvish” fellow, “whose drasty rhyming is not worth a turd?” (his own description of himself). You won’t know until you read his masterpiece, The Canterbury Tales in Middle English (“I wol tell yow a litel thing in prose/ That oghte liken yow, as I suppose”). While reading this collection of medieval romances, religious dramas, bawdy sexual stories, and fierce sermons, will attempt to situate Chaucer in his original historical and literary context and explore the ways he might be relevant today. No prior experience with Middle English is expected (if you’re willing to actually read, Chaucer is relatively easy). Evaluation Methods

Frequent quizzes, midterm, final; research project

Required Texts • Geoffrey Chaucer, The Canterbury Tales, ed. Jill Mann (Penguin Classics, 2005), ISBN: 978-

0140422344 ENG L309-01: Elizabethan Poetry TR 4:30-5:45 pm M. L. Stapleton Call No. 14139 P: L202, W233, or equivalent. We will read several poets, the non-canonical as well as the traditional, from the middle of the reign of Henry VIII to the first decade of the rule of James I (1530-1609). We will concentrate primarily on Sir Philip Sidney’s Astrophil and Stella, Shakespeare’s Sonnets, and Edmund Spenser’s The Faerie Queene. Yet we will also study Isabella Whitney, Mary Sidney, Anne Askew, Sir Thomas Wyatt, the Earl of Surrey, Barnaby Googe, Christopher Marlowe, Samuel Daniel, Sir Walter Raleigh, and others. We will talk about issues such as Petrarchism and other continental literary influences, Biblical translations, women as writers, and poetical form and meter. Please note: all students who elect the course will be expected to participate in class discussion. We will also investigate trends in sixteenth-century English history: the reigns of Henry VIII, Elizabeth I, James I; England’s place in European politics and culture; religion and society, especially the Reformation.

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Evaluation Methods Two brief papers (3-4 pp.), some credit-only assignments, a final examination.

Required Texts

• Greenblatt, et al., eds., The Norton Anthology of English Literature, 8th ed., vol. B: The Sixteenth Century / The Early Seventeenth Century (ISBN: 978.0.393.92718.4)

• McCabe, ed., Edmund Spenser: The Shorter Poems (ISBN: 978.0.140.434.453) • Course materials: http://www.elmlsteach.org

ENG L315-01: Major Plays of Shakespeare MWF 11:00-11:50 R. Hile Call No. 14185 P: L202, W233, or equivalent. In this course, our study of Shakespeare’s plays will serve as a means for you to develop skills in speaking and writing about literature. Most class meetings will involve discussion rather than lecture, and you will be expected to contribute regularly in order to practice creating evidence-based interpretations of Shakespeare. The semester will start with three short assignments designed to help you develop analytical skills essential to serious study of Renaissance literature. These short assignments—a single-word analysis, an editing assignment, and a source text comparison—will form part of the skill set that will help you to create a sophisticated argument for your final semester paper.

Evaluation Methods The written assignments for this course consist of three assignments (single-word analysis assignment, editing assignment, and source analysis assignment), a two-page prospectus about your plan for your final paper, and the final paper (10–12 pages). I also expect each student to participate actively in class, including attending class regularly, coming prepared to participate in class, and contributing to discussion of the works we read.

Required Texts • Stephen Greenblatt et al., eds., The Norton Shakespeare. Publisher: Norton; ISBN: 0393970876

ENG L335-01: Victorian Literature TR 6:00-7:15 pm L. Roberts Call No. 13004 P: L202, W233, or equivalent. The purpose of this course is to give you a deeper understanding of English literary history from about 1832 to 1900, a period corresponding to the reign of Queen Victoria (1837–1901). The nineteenth century was a time of unprecedented social, political, and cultural change in Britain, especially influenced by the effects of industrialism and urbanization, the rise of democracy through the reform acts, and the consolidation of the British Empire. These larger events and the debates over religion, evolution, and women’s rights permeate the literature of the period and will provide the contexts for our readings. In literary terms, the nineteenth century saw an explosion in mass literacy and a blizzard of print, most notably the novel. Our emphasis will be on the analytical reading of texts, especially formal analysis (“close reading”) and a variety of critical approaches, within the larger historical, social, and cultural discourses of the time. We will read a variety of prose, poetry, and drama from both canonical and noncanonical authors. Evaluation Methods

Class participation, two papers, midterm, and final.

Required Texts • The Norton Anthology of English Literature, Vol. E: The Victorian Age, 8 ed. (Norton) • Lewis Carroll. Alice’s Adventures in Wonderland (Penguin Classics) • Charles Dickens. Hard Times (Oxford) • Oscar Wilde. The Picture of Dorian Gray (Oxford) • May also include George Bernard Shaw’s Mrs. Warren’s Profession, Robert Louis Stevenson’s The

Strange Case of Dr. Jekyll and Mr. Hyde, Oscar Wilde’s The Importance of Being Earnest, poetry by Tennyson, the Brownings, Arnold, Swinburne, Hopkins, Rossetti, and Kipling.

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ENG L347-01: British Fiction to 1800 TR 12:00-1:15 pm T. Bassett Call No. 14090 P: L202, W233, or equivalent. The purpose of this course is to give you a deeper understanding of the history of English fiction during the seventeenth- and eighteenth-centuries. This was a time of important social, political, and cultural changes in Britain, especially influenced by the rise of the middle class, world exploration and colonization, and the growth of literacy. In literary terms, the years before 1800 saw the rise of the novel as a popular literary genre (e.g., the Gothic novel) and eventually a legitimate art form as well. Our emphasis will be on the analytical reading of texts, especially formal analysis ("close reading") and a variety of critical approaches, within the larger historical, social, and cultural discourses of the time. We will read a variety of novels from the period, including works by Behn, Burney, Defoe, Fielding, Lewis, Scott, and Walpole, and excerpts from Richardson and Sterne. Evaluation Methods

Class participation, two essays, and short response papers.

Required Texts • Aphra Behn, Oroonoko • Fanny Burney, Evelina • Daniel Defoe, Moll Flanders • Henry Fielding, Joseph Andrews • Matthew Lewis, The Monk • Sarah Scott, Millenium Hall • Horace Walpole, The Castle of Otranto

ENG L364-01: Native American Literature TR 3:00-4:15 pm T. Bassett Call No. 12507 P: L202, W233, or equivalent. The purpose of this course is to give a survey of the important authors, works, and movements of Native American literature from the nineteenth century to the present. With hundreds of individual tribes and nearly fifty language groups, we may more accurately speak of Native American literatures rather than one singular literature. Nevertheless, Native Americans have a shared history of colonization and a tradition of resistance that provides the cultural subtext for their literature—from the armed resistance, forced removal, and systematic destruction of their culture in the nineteenth century to the assimilation policies, the American Indian Movement, and the insistence of tribal sovereignty in the twentieth century. Woven throughout are questions of Indian identity, indigenous culture versus European culture, language, and authority.

Evaluation Methods Class participation, two papers, and short response papers.

Required Texts • Zitkala-Sa’s American Indian Stories • D’Arcy McNickle’s The Surrounded • N. Scott Momaday’s The Way to Rainy Mountain • James Welsh’s Winter in the Blood • Leslie Marmon Silko’s Ceremony • Erdrich’s Tracks • Thomas King’s Medicine River • Diane Glancy’s Stone Heart • Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian

ENG L369-01: British Novel and the Mystic MW 4:30-5:45 pm L. Lin Call No. 12378 P: L202, W233, or equivalent. When we think of 20th-century British novels, we seldom think of them in the context of Eastern influence. This course will show that examining this part of novels in such context is

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necessary because a number of major 20th-century British novelists have produced novels that are the direct results of Eastern influences: Beckett, Huxley, Lessing, Maugham, to name a few. We will focus on exploring the ways in which these novelists came to engage Eastern wisdom traditions and the ways in which they creatively appropriated these traditions in the creation of mystic heroes/heroines in their works. We will also learn the basic tenets of Eastern wisdom embodied in Taoism, Confucianism, Buddhism, Hinduism, and Sufism. Our goal is to learn to discern how Eastern influences help shape these authors’ works.

Evaluation Methods Research projects, seminars, essay exams, papers.

Required texts to be announced. ENG L372-01: Contemporary American Fiction TR 10:30-11:45 am M. Kaufmann Call No. 14110 P: L202, W233, or equivalent. Reading contemporary fiction is a challenging task, but one that offers the excitement of promixity and uncertainty. The authors are ones we might hear which offers an shared world of experience and references sometimes lacking in earlier writing, but that proximity makes it harder for us to decide the value of their writing. Contemporary authors face challenges themselves, writing to a world that reads less and less. In the course we’ll read a range of authors and their reflections on our times—and what they have to say and show about us. Evaluation Methods

Midterm, Final, Short Written Responses, Final Paper (6-7 pp.) Required Texts

• Erdrich, Tracks • Gaines, A Gathering of Old Men • Lahiri, Namesake • McCarthy, No Country for Old Men • Martone (Ed.), Scribner’s Anthology of Cont. Am. Fiction • Morrison, A Mercy • O'Brien, The Things They Carried • Palanhiuk, Fight Club • Robinson, Housekeeping • Tan, Bonesetter’s Daughter

ENG L390-01, -02: Children’s Literature MWF 2:30-3:20 (01) L. Roberts Call No. 11290 MWF 3:30-4:20 (02) L. Roberts Call No. 11291 P: L202, W233, or equivalent. This course is designed for anyone planning on a career as children’s librarian, elementary education teacher, or children’s author/illustrator, as well as anyone with an interest in the rich and varied literature composed for or set aside for children. We will consider how definitions of childhood have changed over time and how such changing definitions have shaped what adults have thought children should and should not read; how the purposes for children’s literature have changed and what benefits adults have thought children would derive from their reading. We will read literature of different genres: picture books, poetry, traditional literatures, historical fiction, realism, fantasy, etc. Readings may include Jerry Spinelli’s Wringer, Louis Sachar’s Holes, picture books by Maurice Sendak and others, fairytales, Lewis Carroll’s Alice’s Adventures in Wonderland, Richard Peck’s A Year Down Yonder, and Sharon Creech’s Walk Two Moons. Format: Lecture/discussion/workshops, exploring community resources; projects.

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Evaluation Methods Regular attendance and participation; book reviews; short papers and student-led discussions; inquiry project (perhaps researching a children’s author/illustrator and designing your own picture book or group readers theater presentations); quizzes, midterm and final exam

Required texts to be announced.

Undergraduate Writing ENG W103-01: Introduction to Creative Writing MWF 1:30-2:20 pm C. Crisler Call No. 12675 P: W131 or equivalent. In this first creative writing class we will emphasize the study and practice of various forms in creative writing. This class introduces you to forms and techniques that will help you begin to process creative composition, which will enable you to understand the origin of your own writing processes. The forms we will study and practice are poetry, fiction, and creative non-fiction, which means, we will read a lot of creative material as well as write a lot of creative material, all the while reading, commenting, and discussing the writing of your peers, as well as the writing from our readings and handouts. You will develop skills to compose, understand, and respond critically to creative texts.

Evaluation Methods (Portfolio): in-and out-of-class work, workshop, and participation. Required Texts

• Clark, Kevin. The Mind’s Eye: A Guide to Writing Poetry. New York: Pearson Longman, 2008. • Nguyen, B. Minh and Porter Shreve. Contemporary Creative Nonfiction: I & Eye. New York: Pearson

Longman, 2005. • Strunk, Jr., William and E.B. White. The Elements of Style: 4th Edition. New York: Longman, 2000.

ENG W103-02: Introduction to Creative Writing MWF 3:30-4:20 pm M. Cain Call No. 11292 P: W131 or equivalent. This course covers elements common to literary genres: imagery; metaphor/simile; style; character; monologue/ dialogue; and narration/action. We begin with readings of published, contemporary work that provide examples of each element. We generate writing through specific exercises, review students’ work in peer review groups, and rewrite in a genre different than the original exercise.

Evaluation Methods Midterm and finals, a portfolio of revised, polished work taken from class exercises.; individual conference with instructor at midterm to review completed work and to plan the rest of the semester; regular exercises and drafts, written responses to readings, peer reviews, and self-assessments; attendance and participation

Required Texts

• Packet of readings on reserve and/or available on REX ENG W203-01: Creative Writing Poetry MWF 11:00-11:50 am C. Crisler Call No. 14366 P: W131 or equivalent. This class we will emphasize the practice and development of poetry writing. This class introduces you to forms and techniques that will help you begin to process poetic composition, which will enable you to understand the origin of your own poetic processes. We will read poetic texts as well as write poetry, all the while reading, commenting, and discussing the writing of your peers, as well as the writing from our readings and handouts. You will develop skills to deepen your understanding on reading and discussing contemporary poetry: the form, technique, and the content of poetry composition. You will also deepen your understanding of how to write contemporary poetry by demonstrating your abilities through your own poetic compositions.

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Evaluation Methods Portfolio: one small paper in which you will address the texts we will read, in-and out-of-class work, workshop, and participation.

Required texts to be announced. ENG W203-02: Creative Writing Poetry TR 12:00-1:15 pm G. Kalamaras Call No. 12379 P: W131 or equivalent. Focus on the practice and development of poetry writing, emphasizing the composition and discussion of student texts. The course introduces a variety of forms and techniques to help you begin writing poetry and to enable you to understand more clearly your own writing processes. You'll learn how to begin, write, and revise poems, to express yourself and communicate with readers. You’ll write a significant amount of poetry; review the writing of class members and assigned poets; develop skills for composing, understanding, and responding to poetic texts.

Evaluation Methods Poems, exercises, peer responses, journal, and a small-press project; outside readings; attendance and participation.

Required texts to be announced. ENG W203-03: Creative Writing Fiction TR 3:00-4:15 B. Simon Call No. 11312 P: W131 or equivalent. A combination seminar - writing workshop in which we thoroughly explore, through direct experience, the foundational techniques and sensibilities related to writing contemporary short fiction. We engage in free-writing and structured exercises that develop understanding, control, and appreciation of all aspects of creating narrative, especially characterization, location, point of view, voice and tone, and narrative logic. We practice several approaches to fiction writing, discuss issues relevant to writing of contemporary fiction, and present our work for peer critique.

Evaluation Methods In-class free-writing, in-class structured writing exercises; two full-length short stories. Required participation in all workshops. Response to one out-of-class reading.

Required Texts

• All materials distributed in class and via Blackboard ENG W310-01: Language and the Study of Writing MW 3:00-4:15 pm A. Crismore Call No. 14096 P: ENG W233 or equivalent. An introduction to the logical foundation and rhetorical framework of effective writing. Evaluation methods and required texts to be announced. ENG W331-04I and -06I: Business and Administrative Writing Internet only J. Stewart Call No. 13464 Internet only J. Stewart Call No. 14483 P: W233 or equivalent. This course addresses the varieties of genres and audiences students may encounter in a business or administrative environment. Students will investigate how their writing can be used to inform or influence within an organizational setting. Collaborative writing, with all its joys and pitfalls, will be a component of his course as well.

Evaluation Methods A writing portfolio, research blog, and collaborative project

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Required Texts • Alred, Gerald J., Charles T. Brusaw, and Walter E. Oliu. The Business Writer's Handbook. 9th ed.

Boston, Bedford/St. Martin's, 2009. ENG W367-01: Write for Multi Media W 4:30-7:15 pm TBA Call No. 14113 P: ENG W233 or equivalent. Introduces principles and practices of multimedia design and implementation, with emphasis on writing in multimedia contexts. Students will consider ways that new media affect the production and reception of writing and its relationship to other forms of communication (e.g. oral and visual).

Evaluation methods and required texts to be announced.

ENG W372-01: Composing the Self MW 7:30-8:45 pm M. Cain Call No. 14092 P: W233 or equivalent. Many people think of identity as something that transcends all labels, names and categories, forming a core that never changes from birth to death. Gender is one of those categories that seem to transcend any change. Yet aspects of our identity not only change over time, but are subjected to shifting social and culture values, meanings, and beliefs. While language may, at times, seem to be superficial to our “core” identity, language lies at the heart of how our individual and collective identities are formed, sustained, and re-formed. This course will examine the relationship between language and identity and the discursive processes by which the selves that comprise our identities, particularly in regard to gender, race, class, and sexuality, are formed. We will read from a variety of theoretical, literary, and scholarly texts, including rhetorical and critical theory, literature (fiction, poetry, and memoir), gender studies, and anthropology, psychology, and education to explore the question of how our selves compose/are composed by the language we use. Evaluation Methods

A portfolio of student writing (20-25 pages). Weekly responses on Blackboard. Individual conferences at midterm and final. Assigned weekly readings.

Required Texts • Authors will include bell hooks, Ruth Behar, Helene Cixous, among others. Most readings will be

available on Reserves Express (REX). ENG W400-01: Issues in Teaching Writing MW 6:00-7:15 D. Huffman Call No. 11978 P: W233 or equivalent. This interactive course explores concepts concerning the teaching of secondary and post-secondary writing. Students investigate methods for promoting, structuring, responding to, and assessing student work with texts. Readings and discussions emphasize connections between research/theory and classroom practice. Students should expect to gain a broad perspective of what writing—and teaching it—involves, understanding of the issues and how to address them, and materials to use in the classroom and for professional representation. All students will write informal responses to assigned readings, compose and reflect on an essay, and prepare and reflect on materials for a teaching portfolio—an assignment, a calendar of activities, a rubric, and a writing instruction philosophy.

Evaluation Methods In-class responses and participation (20%), 5-page essay (20%), reflective portfolio (60%).

Required Texts • Erika Lindemann, A Rhetoric for Writing Teachers, 4th ed. Oxford UP. • Cheryl Glenn and Melissa Goldthwaite, The St. Martin’s Guide to Teaching Writing, 6th ed. Bedford/St.

Martin’s.

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ENG W401-01: Advanced Fiction Writing MW 4:30-5:45 pm M. Cain Call No. 14093 P: ENG W103, W203 Fiction, or permission of instructor. This course begins with a question, How do stories get written? It’s one thing to read (or listen to) and appreciate a fictional tale; it’s another to understand the processes of writing (or telling) a story from the inside out. To help us find some answers to this question, especially the more immediate question of how do my stories get written, I’ve developed a framework for this class that explores the uses of collaborative composing methods as a means of gaining better awareness of one’s individual approaches to the art of fiction. This means that much of the writing you will do in this course will be a shared experience. Some of the published works you will read were written collaboratively by two or more writers working towards the common goal of creating a book-length work of fiction. The point of emphasizing collaborative processes is to help demystify your own processes, a sort of stepping outside the box to better see the box you work within—and thus, to give you more options for shaping the box you ultimately will work in. Evaluation Methods

Writing portfolio (15-20 pages total); collaborative project story (8-10 pages); weekly exercises and reading assignments on Blackboard; class presentations; midterm and final individual conferences with instructor

Required texts to be announced. ENG W421-01M: Technical Writing Projects M 6:00-7:15 and Online C. Crisler Call No. 14401 P: W234 or W331 and junior or senior class standing. Application of the principles of technical reporting to a major research/design project, usually a senior design project. Works in tandem with MET and ECET Senior Design courses. **Applicable to graduate students writing thesis proposals.

Evaluation methods and required texts to be announced. ENG W425-01: Research Methods for Professional Writers T 4:30-7:15 pm S. Amidon Call No. 13937 P: ENG W233 or equivalent. This course explores the intersection between qualitative research methods typically practiced in the humanities with the research methods of practicing professional writers. Upon completion of the course the student should be able to articulate a personal research agenda and describe the processes by which they will turn that research into professional writing. This course is appropriate for students interested in academic research, creative writing, journalism, technical writing, business writing, new media writing, and freelance work of all kinds.

Evaluation Methods Students will journal, either electronically or on paper throughout the semester. Students will work on a research project of their choice throughout the semester, and deliver a presentation to the class describing their research agenda, research process, and the progress they have made towards that agenda. Journal: 50% of grade. Research Project/Agenda/Process: 50% of grade

Required Texts • Blakeslee & Fleischer. Becoming a Writing Researcher (Routledge 2007) • Tiberghien. One Year to a Writing Life (Da Capo 2007)

ENG W460-01: Introduction to Literacy Studies M 4:30-7:15 pm S. Webb-Sunderhaus Call No. 14141 P: ENG W233 or equivalent. Literacy has, for at least the past 30 years, been one of the leading buzzwords in the popular press’s discussions of education. The way the term literacy is often used in these conversations is not the way most literacy scholars use the term, however. These popular conceptualizations of literacy typically define literacy as the ability to decode or encode written text—i.e., the ability to read and write. In

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these conversations, literacy is an either/or possession: either one “has it” or one doesn’t. This course will move us beyond reductive discussions of literacy by introducing us to a range of literacy studies scholarship that challenges these popular notions. We’ll also explore the literacy practices of marginalized groups, such as African-Americans, Appalachians, Latino, and Native Americans—groups whose literacy is often deemed to be “lacking” in popular conversations—as well as literacy practices which are themselves marginalized. Evaluation Methods

Personal Literacy Narrative: 20%, Discussion Leading: 10%, Research Project : 40%, Reader Response Journals: 20%, Participation: 10%

Required Texts • Brandt, Deborah. Literacy in American Lives. • Cushman, et al. Literacy: A Critical Sourcebook. • Gee, James. What Video Games Have to Teach Us about Learning and Literacy. • Selections from Shirley Brice Heath’s Ways with Words

ENG W462-01: Rhetoric of Surrealism R 4:30-7:15 pm G. Kalamaras Call No. 14108 P: ENG W233 or equivalent. Focus on a rhetorical study of a major twentieth-century literary and artistic movement, Surrealism. We will emphasize Surrealist rhetorical strategies and investigate the theories of composing that these strategies suggest. Students will study Surrealist theory (manifestos, essays on language, and theories of composing) and Surrealist work (poetry, fiction, visual art, and film) within the context of contemporary rhetorical theory. Surrealists studied will include André Breton, Salvador Dali, Max Ernst, Penelope Rosemont, Remedios Varo, Cesar Vallejo, and many others. The course will emphasize Surrealism as a “theory of composing” texts, self, and culture in light of the work of Bachelard, Bakhtin, Berlin, Knoblauch, and others. We will trace Surrealism’s roots to Romanticism’s expressivist rhetoric and its relationship to modernism and postmodernism. In addition to a rhetorical analysis (and as a means of deepening it), students will compose their own Surrealist texts—using Surrealist methods of writing, and engaging in the interface of written, oral, and visual composition (as with Surrealist permutations of “found” language, spoken art, and collage).

Evaluation Methods Weekly reading. Writing assignments: research papers, weekly responses to reading, and Surrealist compositions. Possible oral report. Outside reading as well.

Required texts to be announced.

Graduate Linguistics ENG G500-01I: Introduction to the English Language (TESOL) Internet only H. Sun Call No. 13149 Instructor permission required. This course aims to provide an understanding of the structure of the English language with a primary focus on grammar. In addition, the course includes pedagogical components to assist prospective and practicing ENL/ESL teachers in developing an awareness of and the techniques for effective ways of providing grammar instruction. We will integrate form, meaning, and use in our grammatical analyses. A face-to-face meeting is available before each test as an option for students who need it. Evaluation Methods

Participation, assignments, tests, final exam and project Required Texts

• Master. (1996). Systems in English Grammar: An introduction for language teachers. • Thornbury. (1999). How to teach grammar.

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LING L505-01: Professional Scholarship in Language Study & Linguistics W 4:30-7:15 pm B. Simon Call No. 14115 This seminar is designed to develop familiarity with the scholarly practices of language study and linguistic research. We become conversant with relevant linguistic theories and methodological approaches to the study of language structures, language acquisition, history, and language use. We develop the understanding and skills necessary for reading, critically evaluating and conducting research in the various subfields of language study. Toward these ends, we read, respond to and use as models a set of classic and contemporary articles. This seminar provides a coherent experience for practicing as a scholar in linguistics as well as a structured introduction to the study of language itself.

Evaluation Methods One class-led discussion based on a reading, one conference abstract, one conference paper and presentation, two exams.

Required Texts

• Clark, Eschholz, Rosa, Simon, Language: Introductory Readings, 7th ed. • Materials via ReservesXpress and Blackboard

LING L535-01: TESOL Practicum MW 4:30-5:45 H. Sun Call No. 14137 Permission of instructor. This course provides experience in actual classroom teaching to English language learners as well as in-depth observations of teaching methods and materials used in a variety of authentic ENL contexts. Students apply theories, principles and strategies to practice and continue their professional development. Evaluation Methods:

Reflective journals, assignment, classroom observations and observed teaching Required texts to be announced.

LING L619-01: Language and Society T 6:00-8:45 pm B. Simon Call No. 14116 This course provides a systematic examination of the intersection of language and the social contexts of language use. Our goal is to understand the ways in which language interrelates with social identities, behaviors and relationships, especially in culturally complex and socially diverse groups. Toward this end, students analyze language variation in different types of linguistic communities, explore the roles and uses of language at all levels of identity building, and develop cognizance of relations between language and manifestations of power. Class work consists of analyzing real-world data, constructing realistic models of language-identified groups, becoming familiar with contemporary sociolinguistic theories, and applying contemporary methodologies. Throughout the semester, we engage in discussion of the social, political and economic implications of language variation, especially with regard to gender, race, ethnicity, and age. This course is a required course in the TENL Program. Evaluation methods

Prepared participation, 2 exams, 2 observations, one research project with presentation.

Required Texts • Wardhaugh, Ronald, 2009. An Introduction to Sociolinguistics, 6th ed. Blackwell Pub. • Handouts, visual and audio materials, and websites via Blackboard

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LING P511-01: Methods and Materials for TESOL I R 6:00-8:45 pm H. Sun Call No. 11982 Permission of Instructor. This course provides an overview of Teaching English as a New Language/Teaching English to Speakers of Other Languages. We will examine principles of teaching, introduce different methodological approaches, discuss instructional strategies for the development of language skills, and address important issues including the context of teaching, learner variables, socio-cultural influence on language learning, and classroom interaction. Evaluation Methods

Journals, observation report, exam, teaching presentation, paper Required Texts

• Harmer. (2007). The practice of English language teaching. 4th Ed. Pearson Longman. • Diaz-Rico, (2008). A course for teaching English learners. Pearson.

Graduate Literature ENG B502-01: Introduction to Literacy Studies M 4:30-7:15 pm S. Webb-Sunderhaus Call No. 14140 Literacy has, for at least the past 30 years, been one of the leading buzzwords in the popular press’s discussions of education. The way the term literacy is often used in these conversations is not the way most literacy scholars use the term, however. These popular conceptualizations of literacy typically define literacy as the ability to decode or encode written text—i.e., the ability to read and write. In these conversations, literacy is an either/or possession: either one “has it” or one doesn’t. This course will move us beyond reductive discussions of literacy by introducing us to a range of literacy studies scholarship that challenges these popular notions. We’ll also explore the literacy practices of marginalized groups, such as African-Americans, Appalachians, Latino, and Native Americans—groups whose literacy is often deemed to be “lacking” in popular conversations—as well as literacy practices which are themselves marginalized. Evaluation Methods

Personal Literacy Narrative: 20%, Discussion Leading: 10%, Research Project : 40%, Reader Response Journals: 20%, Book Presentation: 10%

Required Texts

• Brandt, Deborah. Literacy in American Lives. • Cushman, et al. Literacy: A Critical Sourcebook. • Gee, James. What Video Games Have to Teach Us about Learning and Literacy. • Shirley Brice Heath’s Ways with Words (students must also meet with Dr. Webb-Sunderhaus).

ENG B605-01: Critical Theory T 4:30-5:45 pm L. Lin Call No. 13224 In this graduates-only course, you will become acquainted with major modern and contemporary critical theories of literature from Russian formalism to postcolonial theory, ecocriticism, and theories of globalization. Moreover, you will learn to have critical conversations with critics in an informed manner. You will also learn to respond in writing to literature in light of specific literary theories. Finally, this course will open your eyes to the many exciting changes that have taken place in British and American literary studies. Because this course is based primarily on seminar discussions, it is important for you to keep up with the reading and to participate in these discussions. Evaluation Methods

Seminars, research projects, papers, book review.

Required texts to be announced.

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ENG B612-01: Chaucer MWF 1:30-2:20 pm D. Fleming Call No. 14102 P: L202, W233, or equivalent. Geoffrey Chaucer: Father of English Poetry, or an “elvish” fellow, “whose drasty rhyming is not worth a turd?” (his own description of himself). You won’t know until you read his masterpiece, The Canterbury Tales in Middle English (“I wol tell yow a litel thing in prose/ That oghte liken yow, as I suppose”). While reading this collection of medieval romances, religious dramas, bawdy sexual stories, and fierce sermons, will attempt to situate Chaucer in his original historical and literary context and explore the ways he might be relevant today. No prior experience with Middle English is expected (if you’re willing to actually read, Chaucer is relatively easy). Evaluation Methods

Frequent quizzes, midterm, final; research project

Required Texts • Geoffrey Chaucer, The Canterbury Tales, ed. Jill Mann (Penguin Classics, 2005), ISBN: 978-

0140422344 ENG B622-01: Elizabethan Poetry TR 4:30-5:45 pm M. L. Stapleton Call No. 14138 We will read several poets, the non-canonical as well as the traditional, from the middle of the reign of Henry VIII to the first decade of the rule of James I (1530-1609). We will concentrate primarily on Sir Philip Sidney’s Astrophil and Stella, Shakespeare’s Sonnets, and Edmund Spenser’s The Faerie Queene. Yet we will also study Isabella Whitney, Mary Sidney, Anne Askew, Sir Thomas Wyatt, the Earl of Surrey, Barnaby Googe, Christopher Marlowe, Samuel Daniel, Sir Walter Raleigh, and others. We will talk about issues such as Petrarchism and other continental literary influences, Biblical translations, women as writers, and poetical form and meter. Please note: all students who elect the course will be expected to participate in class discussion. We will also investigate trends in sixteenth-century English history: the reigns of Henry VIII, Elizabeth I, James I; England’s place in European politics and culture; religion and society, especially the Reformation.

Evaluation methods Two brief papers (3-4 pp.), some credit-only assignments, a final examination, a longer research-oriented paper (15-20 pp.).

Required Texts • Greenblatt, et al., eds., The Norton Anthology of English Literature, 8th ed., vol. B: The Sixteenth

Century / The Early Seventeenth Century (ISBN: 978.0.393.92718.4) • McCabe, ed., Edmund Spenser: The Shorter Poems (ISBN: 978.0.140.434.453) • Course materials: http://www.elmlsteach.org

ENG B625-01: Shakespeare MWF 11:00-11:50 am R. Hile Call No. 14106 In this course, our study of Shakespeare’s plays will serve as a means for you to develop skills in speaking and writing about literature. Most class meetings will involve discussion rather than lecture, and you will be expected to contribute regularly in order to practice creating evidence-based interpretations of Shakespeare. The semester will start with three short assignments designed to help you develop analytical skills essential to serious study of Renaissance literature. These short assignments—a single-word analysis, an editing assignment, and a source text comparison—will form part of the skill set that will help you to create a sophisticated argument for your final semester paper.

Evaluation Methods The written assignments for this course consist of three assignments (single-word analysis assignment, editing assignment, and source analysis assignment), a two-page prospectus about your plan for your

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final paper, and the final paper (14–16 pages). I also expect each student to participate actively in class, including attending class regularly, coming prepared to participate in class, and contributing to discussion of the works we read.

Required Texts • Stephen Greenblatt et al., eds., The Norton Shakespeare. Publisher: Norton; ISBN: 0393970876

ENG B639-01: British Fiction to 1800 TR 12:00-1:15 pm T. Bassett Call No. 13941 The purpose of this course is to give you a deeper understanding of the history of English fiction during the seventeenth- and eighteenth-centuries. This was a time of important social, political, and cultural changes in Britain, especially influenced by the rise of the middle class, world exploration and colonization, and the growth of literacy. In literary terms, the years before 1800 saw the rise of the novel as a popular literary genre (e.g., the Gothic novel) and eventually a legitimate art form as well. Our emphasis will be on the analytical reading of texts, especially formal analysis ("close reading") and a variety of critical approaches, within the larger historical, social, and cultural discourses of the time. We will read a variety of novels from the period, including works by Behn, Burney, Defoe, Fielding, Lewis, Scott, and Walpole, and excerpts from Richardson and Sterne. Evaluation Methods

Class participation, two essays (one short, one long), and short response papers. Required Texts

• Aphra Behn, Oroonoko • Fanny Burney, Evelina • Daniel Defoe, Moll Flanders • Henry Fielding, Joseph Andrews • Matthew Lewis, The Monk • Sarah Scott, Millenium Hall • Horace Walpole, The Castle of Otranto

ENG B644-01: Victorian Literature TR 6:00-7:15 pm L. Roberts Call No. 13003 The purpose of this course is to give you a deeper understanding of English literary history from about 1832 to 1900, a period corresponding to the reign of Queen Victoria (1837–1901). The nineteenth century was a time of unprecedented social, political, and cultural change in Britain, especially influenced by the effects of industrialism and urbanization, the rise of democracy through the reform acts, and the consolidation of the British Empire. These larger events and the debates over religion, evolution, and women’s rights permeate the literature of the period and will provide the contexts for our readings. In literary terms, the nineteenth century saw an explosion in mass literacy and a blizzard of print, most notably the novel. Our emphasis will be on the analytical reading of texts, especially formal analysis (“close reading”) and a variety of critical approaches, within the larger historical, social, and cultural discourses of the time. We will read a variety of prose, poetry, and drama from both canonical and noncanonical authors. Evaluation Methods

Class participation, two papers, midterm, and final.

Required Texts • The Norton Anthology of English Literature, Vol. E: The Victorian Age, 8 ed. (Norton) • Lewis Carroll. Alice’s Adventures in Wonderland (Penguin Classics) • Charles Dickens. Hard Times (Oxford) • Oscar Wilde. The Picture of Dorian Gray (Oxford)

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• May also include George Bernard Shaw’s Mrs. Warren’s Profession, Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde, Oscar Wilde’s The Importance of Being Earnest, poetry by Tennyson, the Brownings, Arnold, Swinburne, Hopkins, Rossetti, and Kipling.

ENG B656-01: 20th Century American Fiction TR 10:30-11:45 am M. Kaufmann Call No. 14109 Reading contemporary fiction is a challenging task, but one that offers the excitement of promixity and uncertainty. The authors are ones we might hear which offers an shared world of experience and references sometimes lacking in earlier writing, but that proximity makes it harder for us to decide the value of their writing. Contemporary authors face challenges themselves, writing to a world that reads less and less. In the course we’ll read a range of authors and their reflections on our times—and what they have to say and show about us. Evaluation Methods

Midterm, Final, Short Written Responses, Final Paper (10-12 pp) Required Texts

• Erdrich, Tracks • Gaines, A Gathering of Old Men • Lahiri, Namesake • McCarthy, No Country for Old Men • Martone (Ed.), Scribner’s Anthology of Cont. Am. Fiction • Morrison, A Mercy • O'Brien, The Things They Carried • Palanhiuk, Fight Club • Robinson, Housekeeping • Tan, Bonesetter’s Daughter

ENG B660-01: British Novel and the Mystic MW 4:30-5:45 pm L. Lin Call No. 12280 When we think of 20th-century British novels, we seldom think of them in the context of Eastern influence. This course will show that examining this part of novels in such context is necessary because a number of major 20th-century British novelists have produced novels that are the direct results of Eastern influences: Beckett, Huxley, Lessing, Maugham, to name a few. We will focus on exploring the ways in which these novelists came to engage Eastern wisdom traditions and the ways in which they creatively appropriated these traditions in the creation of mystic heroes/heroines in their works. We will also learn the basic tenets of Eastern wisdom embodied in Taoism, Confucianism, Buddhism, Hinduism, and Sufism. Our goal is to learn to discern how Eastern influences help shape these authors’ works.

Evaluation Methods Research projects, seminars, essay exams, papers.

Required texts to be announced.

ENG B666-01, -02: Children’s Literature MWF 2:30-3:20 (01) L. Roberts Call No. 11284 MWF 3:30-4:20 (02) L. Roberts Call No. 11285 This course is designed for anyone planning on a career as children’s librarian, elementary education teacher, or children’s author/illustrator, as well as anyone with an interest in the rich and varied literature composed for or set aside for children. We will consider how definitions of childhood have changed over time and how such changing definitions have shaped what adults have thought children should and should not read; how the purposes for children’s literature have changed and what benefits adults have thought children would derive from their reading. We will read literature of different genres: picture books, poetry, traditional literatures,

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historical fiction, realism, fantasy, etc. Readings may include Jerry Spinelli’s Wringer, Louis Sachar’s Holes, picture books by Maurice Sendak and others, fairytales, Lewis Carroll’s Alice’s Adventures in Wonderland, Richard Peck’s A Year Down Yonder, and Sharon Creech’s Walk Two Moons. Format: Lecture/discussion/workshops, exploring community resources; projects. Evaluation Methods

Regular attendance and participation; book reviews; short papers and student-led discussions; inquiry project (perhaps researching a children’s author/illustrator and designing your own picture book or group readers theater presentations); quizzes, midterm and final exam

Required texts to be announced.

ENG B675-01: Native American Literature TR 3:00-4:15 T. Bassett Call No. 12506 The purpose of this course is to give a survey of the important authors, works, and movements of Native American literature from the nineteenth century to the present. With hundreds of individual tribes and nearly fifty language groups, we may more accurately speak of Native American literatures rather than one singular literature. Nevertheless, Native Americans have a shared history of colonization and a tradition of resistance that provides the cultural subtext for their literature—from the armed resistance, forced removal, and systematic destruction of their culture in the nineteenth century to the assimilation policies, the American Indian Movement, and the insistence of tribal sovereignty in the twentieth century. Woven throughout are questions of Indian identity, indigenous culture versus European culture, language, and authority.

Evaluation Methods Class participation, two papers, and short response papers.

Required Texts • Zitkala-Sa’s American Indian Stories • D’Arcy McNickle’s The Surrounded • N. Scott Momaday’s The Way to Rainy Mountain • James Welsh’s Winter in the Blood • Leslie Marmon Silko’s Ceremony • Erdrich’s Tracks • Thomas King’s Medicine River • Diane Glancy’s Stone Heart • Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian

ENG B680-01: Greek Mythology & Romanticism MW 4:30-5:45 pm R. Farnsworth Call No. 14099 The rise of Romantic tendencies in 18th-century Europe (pre-Romanticism); the Romantic revolution in early 19th century Western literature. Such authors as Goethe, Chateaubriand, Wordsworth, Byron, Novalis, Hoffman, Hugo, Poe.

Evaluation methods and required texts to be announced. ENG B780-01: Mark Twain R 4:30-7:15 pm B. Hume Call No. 13011 This course surveys and examines selected texts from what Mark Twain might have described as his “literary shipyard.” Although the course will focus on canonical texts, we will contextualize those texts in relation to other of Twain’s writings, including recent publications. Lecture materials, organized class discussions, and written assignments are designed to facilitate seminar engagement with ongoing critical discussions about Twain’s significance to American literature and culture.

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Evaluation Methods: Shorter critical papers, take-home midterm, oral presentation, and final research paper.

Required Texts • Twain, Tales, Speeches, Essays, and Sketches (Penguin, 1994) • Twain, Roughing It (Penguin, 1981) • Twain, Adventures of Tom Sawyer (Norton,2006) • Twain, Adventures of Huckleberry Finn (Norton, 3rd ed., 1998) • Twain, A Connecticut Yankee in King Arthur’s Court (Norton, 1982) • Twain, Puddn’head Wilson (Norton, 2nd ed, 2004). • Shorter online texts (TBA, Helmke Reserves Express)

Graduate Writing ENG C505-01, -02: Teaching Composition MW 6:00-7:15 (01) D. Huffman Call No. 11801 MW 6:00-7:15 (02) D. Huffman Call No. 11859 This interactive course explores concepts concerning the teaching of secondary and post-secondary writing. Students investigate methods for promoting, structuring, responding to, and assessing student work with texts. Readings and discussions emphasize connections between research/theory and classroom practice. Students should expect to gain a broad perspective of what writing—and teaching it—involves, understanding of the issues and how to address them, and materials to use in the classroom and for professional representation. All students will write informal responses to assigned readings, compose and reflect on an essay, and prepare and reflect on materials for a teaching portfolio—an assignment, a calendar of activities, a rubric, and a writing instruction philosophy. Graduate students will have extra readings, additions to the essay, and two extra components to the portfolio—a classroom observation and a syllabus.

Evaluation Methods In-class responses and participation (20%), 5-page essay (20%), reflective portfolio (60%).

Required Texts • Erika Lindemann, A Rhetoric for Writing Teachers, 4th ed. Oxford UP. • Glenn and Goldthwaite, St. Martin's Guide to Teaching Writing, 6th ed., Bedford/St. Martin's.

ENG C567-01: Write for Multi Media W 4:30-7:15 pm S. Rumsey Call No. 14112 P: ENG W233 or equivalent. Introduces principles and practices of multimedia design and implementation, with emphasis on writing in multimedia contexts. Students will consider ways that new media affect the production and reception of writing and its relationship to other forms of communication (e.g. oral and visual).

Evaluation methods and required texts to be announced. ENG C572-01: Composing the Self MW 7:30-8:45 pm M. Cain Call No. 14094 Many people think of identity as something that transcends all labels, names and categories, forming a core that never changes from birth to death. Gender is one of those categories that seem to transcend any change. Yet aspects of our identity not only change over time, but are subjected to shifting social and culture values, meanings, and beliefs. While language may, at times, seem to be superficial to our “core” identity, language lies at the heart of how our individual and collective identities are formed, sustained, and re-formed. This course will examine the relationship between language and identity and the discursive processes by which the selves that comprise our identities, particularly in regard to gender, race, class, and sexuality, are formed. We will read from a variety of theoretical, literary, and scholarly texts, including rhetorical and critical theory, literature (fiction, poetry, and memoir), gender studies, and anthropology, psychology, and education to explore the question of how our selves compose/are composed by the language we use.

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Evaluation Methods A portfolio of student writing (25-30 pages). Weekly responses on Blackboard. Individual conferences at midterm and final. Assigned weekly readings.

Required Texts • Authors will include bell hooks, Ruth Behar, Helene Cixous, among others. Most readings will be

available on Reserves Express (REX). ENG C511-01: Writing Fiction MW 4:30-5:45 pm M. Cain Call No. 14091 This course begins with a question, How do stories get written? It’s one thing to read (or listen to) and appreciate a fictional tale; it’s another to understand the processes of writing (or telling) a story from the inside out. To help us find some answers to this question, especially the more immediate question of how do my stories get written, I’ve developed a framework for this class that explores the uses of collaborative composing methods as a means of gaining better awareness of one’s individual approaches to the art of fiction. This means that much of the writing you will do in this course will be a shared experience. Some of the published works you will read were written collaboratively by two or more writers working towards the common goal of creating a book-length work of fiction. The point of emphasizing collaborative processes is to help demystify your own processes, a sort of stepping outside the box to better see the box you work within—and thus, to give you more options for shaping the box you ultimately will work in. Evaluation Methods

Writing portfolio (25-30 pages); collaborative project story (8-10 pages); weekly exercises and reading assignments on Blackboard; class presentations; class leadership; midterm and final individual conferences with instructor

Required texts to be announced. ENG C625-01: Research Methods for Professional Writers T 4:30-7:15 pm S. Amidon Call No. 13937 This course explores the intersection between qualitative research methods typically practiced in the humanities with the research methods of practicing professional writers. Upon completion of the course the student should be able to articulate a personal research agenda and describe the processes by which they will turn that research into professional writing. This course is appropriate for students interested in academic research, creative writing, journalism, technical writing, business writing, new media writing, and freelance work of all kinds.

Evaluation Methods Students will journal, either electronically or on paper throughout the semester. Students will work on a research project of their choice throughout the semester, and deliver a presentation to the class describing their research agenda, research process, and the progress they have made towards that agenda. Journal: 50% of grade. Research Project/Agenda/Process: 50% of grade

Required Texts • Blakeslee & Fleischer. Becoming a Writing Researcher (Routledge 2007) • Tiberghien. One Year to a Writing Life (Da Capo 2007)

ENG C682-01: Language & Study of Writing MW 3:00-4:15 pm A. Crismore Call No. 14095 An introduction to the logical foundation and rhetorical framework of effective writing.

Evaluation Methods and required texts to be announced.

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ENG C682-01: Rhetoric of Surrealism R 4:30-7:15 pm G. Kalamaras Call No. 14107 Focus on a rhetorical study of a major twentieth-century literary and artistic movement, Surrealism. We will emphasize Surrealist rhetorical strategies and investigate the theories of composing that these strategies suggest. Students will study Surrealist theory (manifestos, essays on language, and theories of composing) and Surrealist work (poetry, fiction, visual art, and film) within the context of contemporary rhetorical theory. Surrealists studied will include André Breton, Salvador Dali, Max Ernst, Penelope Rosemont, Remedios Varo, Cesar Vallejo, and many others. The course will emphasize Surrealism as a “theory of composing” texts, self, and culture in light of the work of Bachelard, Bakhtin, Berlin, Knoblauch, and others. We will trace Surrealism’s roots to Romanticism’s expressivist rhetoric and its relationship to modernism and postmodernism. In addition to a rhetorical analysis (and as a means of deepening it), students will compose their own Surrealist texts—using Surrealist methods of writing, and engaging in the interface of written, oral, and visual composition (as with Surrealist permutations of “found” language, spoken art, and collage).

Evaluation Methods Weekly reading. Writing assignments: research papers, weekly responses to reading, and Surrealist compositions. Possible oral report. Outside reading as well.

Required texts to be announced.