In Fall 2017, we will be offering both lower division general education courses and upper division courses in literature and English studies, creative writing, professional writing, and studies in rhetoric and composition. Students may fulfill the General Education Literature requirement through the 200 level courses or through the courses offered to majors under the “Upper Division Literature Courses” heading.
Note: All upper division courses have a prerequisite of Eng 102 or Eng 200 with a grade of C or higher.
Eng 300: Foundations for Literary Studies. Block 1. Washington
Introduces literary studies with emphasis on research methodologies, elementary literary theory, analysis, and the skills necessary to read and respond to poetry, fiction, and drama.
Eng 308: Survey of British Literature. Block 1. Rooks
Surveys British Literature covering major authors, periods, and key texts from the 9th through the 21st centuries; provides an introductory foundation for further study.
Eng 309: Survey of American Literature. Block 1. Miller
Surveys American Literature covering major authors, periods, and key texts from the 16th through the 21st centuries; provides an introductory foundation for further study.
Eng 328: NeoClassical British Literature. Block 2. Johnson
Focuses primarily on the works of Dryden, Swift, Pope, and Johnson. Through a wide range of reading, including texts by a number of minor authors, students will investigate the major themes of Restoration and 18th century literature. Particular attention will be given to satire and works that explore the uses and limitations of rationality.
Eng 332: The Romantics. Block 3. Washington
The Romantics is a course that investigates how this brief period of literary history gave us both the environmental movement with its dreams of peaceful cohabitation with nature and the modern post-apocalyptic genre that imagines humans ushering in the end of the world. In this class we will ask how a period that began with an intensive back-to-nature lyric aesthetic also gave us the mad scientist tale of Dr. Frankenstein and his creature who attempts to kill off humanity? Why does a period that begins in visions of resplendent greenery and odes to beautiful blue skies turn to the grim desolation of post-apocalyptic worlds where humans fall to all-out war among the ashes of a dying world? In the midst of all this, how do the drawing-room comedies of Jane Austen fit in? Are they secretly post-apocalyptic novels about death and destruction? These are some of the questions we will pose throughout the class. In this class we will read the greatest writers in all of literature, including Austen, Wordsworth, Blake, Percy Shelly, Mary Shelley, John Keats, and Charlotte Smith.
Eng 343: American Romanticism. Block 4. Flannagan
Covers philosophical and literary changes associated with a turn toward the imagination and the intuitive. Includes texts by writers such as Melville, Hawthorne, Poe, Thoreau, Douglass, Emerson, Dickinson, and Whitman, and others, notably women, who were also writing popular texts of the time period.
Eng 348: African American Literature. Block 4. Jones
Presents and overview of literature produced by African Americans from the mid-19th century to the present. Explores how African-American writers address issues surrounding gender, race, class, sexual orientation, and identity. Using poetry, novels, essays, autobiographies, short stories, and speeches, examines themes, literary movements, and the development of an African-American literary tradition. Authors include Frederick Douglass, Richard Wright, Jessie Fauset, Ralph Ellison, Toni Morrison, and James Baldwin.
Eng 361: Shakespeare. Block 5. Jacobs
Examines in detail selected histories, comedies, and tragedies. Requires outside reading and individual research to broaden the student’s comprehension and appreciation of Shakespeare’s works.
Eng 363: World Literature. Block 6. Marley
Introduces the range of world literature in the Ancient World (to 476 C.E.). Studies texts from East and West in the context of the cultures that produced them. A substantial portion o the course will be devoted to Asian and African literature.
Eng 382: Special Topics in Literature: The Western. Block 8. Miller
Examines a specific literary theme or topic to acquaint the student with a significant aspect of literature. May be taken twice for academic credit with departmental approval.
Eng 383: Film, Genres, and Styles. . Block 8. Smolen-Morten
Explores the history and form of specific types of films as they have been grouped by critics, viewers, and movie makers. Follows the development of film types, like science fiction or the western, and situates each film in its historical and cultural context and analyzes its structure.
Eng 434: Advanced Study in British Literature After 1785. Block 3. Barnett
The nineteenth century brought radical transformations of every kind to England: the Industrial Revolution changed the natural landscape and the dynamics of home and family; scientific inventions and discoveries about evolution, the age of the planet, and the laws of nature opened minds and sparked controversy; the British empire expanded to encompass one quarter of the globe; and in the early twentieth century, the first World War inspired both cultural nostalgia for a “lost” ideal vision of England and continued anxieties about the possible end of the world.
In this course we will examine a cross-section of poetry, fiction, and non-fiction prose and reflect on the ways in which literature both reflected and affected the culture of the age. Together we will ponder the deaths of old traditions and the genesis of new ones and consider questions like: what is the function of the artist in the increasingly modern landscape of nineteenth-century England? How do the growth of cities and the decay of the countryside affect writers’ visions of the natural world? What roles do women play in this changing cultural and literary landscape? How does the expansion of the empire and the outbreak of a world war cause writers to reexamine what it means to be “English?” What does an author’s idea of nature say about his or her view of society, and what is the nature of literature itself? Informed by these and other questions, we will examine the intersections of nature and art and consider how the changing landscape of modern England between the romantic age and the first World War is reflected in its art and literature.
Eng 444: American Poetry.Block 4. Edwins.
Familiarizes students with American Poetry from colonization to the present day. Lecture and discussion will emphasize the historical and sociocultural context of the poems. Potential poets include Bradstreet, Wheatley, Whitman, Dickinson, Eliot, Pound, Hughes, Stein, Williams, Stevens, Brooks, Bishop, Lowell, Plath, Ammons, and Ashbery.
Eng 465: Advanced Study in Critical Theory & Literature. Block 7. D Cowles
No matter what we interpret—whether a literary work or the “text” of the world around us—we are using some kind of theory. The term theory comes from the Greek theorein, “to gaze upon.” A theory in this sense is an angle of vision, a point of view, a perspective, a code for understanding or interpreting in a particular way. By definition theory comes in many forms. Different approaches and perspectives generate different questions we can ask a text. Every way of reading and interpreting illuminate certain aspects of a text, but necessarily misses other things that another perspective might reveal.
English 465 asks students to look at how they look at literature (and the world). Sadly, understanding theory doesn’t just come naturally; you can’t simply pick it up along the way, like a cold. Fortunately, it’s not as hard to get at as it might seem. In 465 we will begin generally, examining traditional ways of reading and interpreting (primarily formalism), and move on to more contemporary perspectives (deconstruction, postmodernism, and cultural studies). Then class members will choose four or five other approaches to investigate. Typically these might include feminism and gender studies, critical race theory, Marxism, myth and archetypal theory, ecocriticism, or psychoanalytic theory. The class is very much discussion based; in the past even shy students have found they have things to contribute.
In addition to participating in discussions, students will write a short response to something in each week’s reading. In a research paper students will explore a text (or film, graphic novel, tv show, or almost anything else that carries meaning) largely from a theoretical perspective of their choice that they have not used extensively before. Each student will also make a presentation to the class summarizing her or his paper and leading a short discussion about it.
You should take this class if you see any possibility of graduate school in your future.
Cowles, David and Gail Turley Houston. The Critical Experience: Literary Reading, Writing, and Theory. 3rd ed. Palgrave Macmillan, 2017. (Currently on Blackboard)
Rivkin, Julie and Michael Ryan. Literary Theory: An Anthology. 2nd ed.
Eng 496: English Capstone Experience. Block 9. Miller
(Prerequisite: At least 21 hours in English above the 100 level).
Includes assessment of English majors’ knowledge of the discipline and instruction in career search skills. Satisfactory performance required of all students in the semester they complete the major.
Education License: Eng 313: Literature for the Young Child. Weldy. Not applicable toward General Education Requirements (Literature), English Liberal Arts major, Professional Writing option, minor, or collateral.
Studies the prominent writers and illustrators of books for young children. Special emphasis on the process of sharing books with children. Required of all Early Childhood majors.
Education License: Eng 315: Literature for Children. Weldy. Not applicable toward General Education Requirements (Literature), English Liberal Arts major, Professional Writing option, minor, or collateral.
Studies the history and scope of children’s literature as well as the prominent illustrators of children’s books. Emphasis on the evaluation of books suitable for the preschool, elementary, and middle school child. Required of all Elementary Education majors.
Eng 366: Creative Writing: Literary Nonfiction Workshop. Spear
Introduces students to literary nonfiction. Emphasizes the reading and discussion of multiple sub-genres in the field, with an emphasis on twentieth and twenty-first century texts. Also emphasizes the techniques of literary nonfiction writing through the composition of original student work. My discuss the publication of original work in print and digital formats.
Eng 367: Creative Writing: Fiction Workshop. Houle
English 367 offers students the opportunity to think creatively and to shape original characters, events, and images into carefully crafted narratives that can be appreciated and enjoyed by others. We will approach creative writing as a recursive process that includes inspiration and invention, thoughtful production and revision, and the pursuit of publication. Throughout the course, we will develop and sharpen our writerly techniques by reading and discussing texts by established authors. Students will work independently and collaboratively in a supportive and productive workshop environment. The course welcomes new writers as well as those with experience writing stories
Eng 370: Creative Writing: Poetry Workshop. Flannagan
Introduces students to writing poetry. Class discussion will center on the work of class members. All students will be expected to compose and to share their poems with the instructor and with other students.
Eng 371: Creative Writing: Advanced Poetry Workshop. Edwins
Prerequisite: Eng 370. One previous literature course is recommended.
Builds on the fundamentals of poetry writing with an emphasis on increased mastery and a wider range of techniques. Students will write numerous original works to be discussed in workshop, with the better works to be submitted for publication.
Eng 305: Business Writing. Hanson, Love, Masters
Introduces students to the written communications requirements of business and industry. Students write for specific audiences and learn organization, conciseness, and clarity in writing. The class simulates real-life business situations. To be eligible for English 498, majors and minors in Professional Writing must earn at least a B in this course.
Eng 307: Foundations of Professional Writing. Masters
Introduces students to professional writing. Emphasizes analyzing professional writing to study how combinations of language, style, design, formatting, organization, punctuation, and grammar, among other features, affect professional documents. Students will also gain extensive practice in careful proofreading and editing.
Eng 318: Technical Communication. Hanson
Introduces students to the conventions of writing in technology and the sciences. Students learn technical writing style, the integration of visual aids, collaborative processes, and document production cycles. To be eligible for English 498, majors and minors in Professional Writing must earn at least a B in this course.
Eng 498: English Internship. Masters
(Prerequisite: Permission of department and internship agency; overall grade point average of at least 2.33; grade point average in major or minor of at least 3.0; plus at least a B in 305 and 318.) Directed internship in communications work for a business, public service agency, or industry. With permission of the department, the course may be repeated in a subsequent semester for an additional 3 credits.
Eng 340: Theories of Writing. Love
Offers a treatment of the composing process, emphasizing matters useful to teachers of writing, especially current theories. Most assignments involve essay writing, including a substantial amount of application of critical theory to literary texts. Practicum requires student work in the Writing Center or Studio two hours per week.
Eng 341: Advanced Composition for Teachers. Owens, Nelson
Extensive work in analysis and composition of texts written by and for professional educators. Assignments involved careful reading and practice composing in various modes relevant to early childhood, elementary, and middle-level teachers. Students also explore connections among writing, teaching, and learning as they examine the implications that their experiences as writers have for their work as teachers, particularly teachers of writing.