Fall 2015: Majors Course Descriptions
English 107: Introduction to Literary Studies I
Dr. Matthew Cella | MWR 9:00 - 9:50 AND MWF 10:00 - 10:50
English 111: Introduction to Literary Studies II
Dr. Richard Zumkhawala-Cook |TR 11:00-:5
English 233: American Literature I
STAFF | TR 9:30 - 10:45
English 234: American Literature II
Dr. Michael Bibby | MW 2:00 - 3:15
English 236: British Literature I
Dr. Shari Horner | MWF 2:00 - 3:15
English 237: British Literature II
Dr. Mary Libertin | TR 5:00 - 6:15
We will read and study literature from 1789 to today in all genres—plays, poetry, fiction, and non-fiction. We will explore the cultural contexts to find out how each work is informed by industrialism, abolition, women’s rights, philosophy and science. Pragmatism, or Peircean semiotics, will be used as methodology.
You will write one short and one long essay and take two objective tests, on the Romantic and the Victorian periods respectively. We will use The Norton Anthology of English Literature, vol. 2, 9th ed.
Your grade will be based on:
English 238: Technical/Professional Writing I Dr. Carla Kungl
- 10% -- quizzes or journals
- 20% -- an identification exam on the Romantic period
- 20% -- an identification exam on the Victorian period
- 20% -- a short essay (1500 words analyzing a modernist element in Virginia Woolf’s Mrs. Dalloway)
- 30% -- a longer essay at the end of the course (2500 words analyzing the evolutionary style and the learning process in James Joyce’s A Portrait of an Artist As a Young Man.
You are expected to attend and participate in class. Feel free to email me at email@example.com for more information.
| TR 12:30 - 1:45
You know what? Descriptions of technical writing classes can be sound really boring: you'll write memos, business letters, a status report, and a resume; you learn how to write formal, research-based documents; how to work collaboratively to finish a project; how to design documents using technical writing conventions and paying attention to audience and purpose. Nothing too exciting, right?
But the truth is, you'll learn more about the intricacies of being a good writer than you could have imagined. Technical writing is all about conciseness, precision, clarity, and meeting the needs of an audience. Thus, regardless of your major, if you want practice in these skills, this is the writing class for you.
Another plus: because this course is required for the Technical/Professional Communications Minor, it fills up fast with students from many different majors. You'll learn a lot from interacting with other students who have such a variety of interests, career goals, and writing backgrounds.
Text: Markel, Mike. Technical Communication. 10th ed. Bedford/St. Martins, 2013.
English 240: World Literature
Introduction to Modern World Dramatic Literature—Realism and After
Dr. Tom Crochunis | MW 2:00 - 3:15
In this course, we will read plays first performed in the nineteenth and twentieth centuries, focusing on realism’s emergence as a strategy in Western drama, on varied ways of adapting realistic dramaturgy in relationship to other cultural traditions, and on the intellectual and cultural sources that lead dramatists to extend beyond realism. Students in the class need not begin the course with an extensive background in reading drama. Plays read for the course will include works by European, Asian, African, and North and South American writers that either define or serve to extend the strategies of theatrical realism. We will engage with the course’s plays through careful reading, viewing, discussion, writing, and in some cases performing or theatrically envisioning scenes. Major course assignments will include two short (4-6 page) papers engaging with individual plays and their critical reception, regular short in-class writing assignments, and one longer comparative study and presentation that connects a play read for the course to other plays that preceded or followed it.
English 243: Art of the Film
Dr. Michael Pressler | M 12:00-12:50, W 12:00-1:50, F 12:00-12:50
English 245: Women's Literature
Dr . Laurie Cella | TR 9:30 - 10:45
Education 290: Introduction to English Language Arts
Dr. Erica Galioto | TR 8:00 - 9:15
This course offers Secondary English certification students their foundation in English/Language Arts education. As the first of three pedagogy courses, Introduction to ELA Education provides students with necessary background on the teaching profession and the fundamentals of educational and adolescent psychology and then moves to a more specific focus on the secondary ELA classroom. Students will be introduced to the philosophical beliefs and practical realities of American education (with a special focus on middle and high schools), the array of learning and development theories that inform effective educators, and the range of effective literacy practices involved in ELA teaching and learning at the secondary level. Curriculum, student diversity, assessment, technology, differentiation, and classroom management are some of the topics that will be explored both generally and then with an ELA focus as students work toward becoming reflective collaborative decision-makers. Readings, assignments, and practical demonstrations will provide students with an opportunity to engage with theory and research that will be relevant to their future coursework and eventual middle and high school ELA classrooms. Our primary concern will be the joining of theory about teaching and learning with the practical methods of implementing such theory in a secondary classroom. This course is a prerequisite for ENG-426: Teaching Adolescent Literature and EDU-422: Teaching English in the Secondary Schools.
English 304: Literary Criticism
Dr. William Harris | TR 5:00 - 6:15
English 308: Poetry Writing
Dr. Nicole Santalucia | TR 2:00 - 3:15
English 308: Fiction Writing
Prof. Neil Connelly | MWF 12:00 - 12:50
During the first half of the semester, students will be introduced to key concepts of narrative through lectures, readings, and sometimes unusual exercises. All of this will lead toward the creation of an original literary short story. The second half of the semester is dedicated to workshopping these pieces, with each student having a day dedicated to his/her fiction. No prerequisite save the desire to write compelling stories.
English 330: Shakespeare
Dr. Deborah Montuori | TR 11:00 - 12:15
English 335: Creative Nonfiction Writing
Dr. Kim Van Alkemade | TR 5:00 - 6:45
English 336: Theories and Approaches
Dr. Shannon Mortimore-Smith | W 6:30 - 9:15
English 358: Ethnic Literature
Dr. Raymond Janifer TR 12:30 - 1:45
English 376: Studies in Medieval Literature
Dr. Shari Horner | MWF 11:00 - 12:15
English 378: Studies in Early American Literature
Dr. William Harris | TR 2:00 - 3:15
English 380: Studies in 19th Century British Literature
Dr: Catherine Dibello - TR 11:00 - 12:15
Nineteenth-century Britain witnessed an extraordinary increase in the number of women writers. While some of these women achieved great commercial success, many also faced hostile critics who either dismissed their work as trivial or objected to their treatment of taboo topics and creation of unconventional heroines. In this course, we will analyze four novels by women (Jane Austen's Pride and Prejudice, Charlotte Bronte's Jane Eyre, Emily Bronte's Wuthering Heights, and George Eliot's Middlemarch) and read secondary sources in which nineteenth-century and more recent critics respond to these books. This student-centered course emphasizes discussion and includes a paper, an annotated bibliography, a final essay exam, and an oral report.
English 381: Studies in 19th Century American Literature Dr. Erica Galioto |TR 9:30 - 10:45
Duplicates, Dupes, and Deceptions: Unacknowledged Doubleness in the 19th Century will examine the concepts of identity, identification, and knowledge through their related presentation in nineteenth-century American fiction. Our central focus will be to analyze works of fiction through the lens of the following questions: How is identity formed? How do we communicate that identity to others? To what extent can we identify with another’s experience? Is reading an experience of easy identification? Is it ever possible to know the self or an other (whether actual or fictional) completely? How do we come to know anything at all? We will begin by studying double internal identity in Nathaniel Hawthorne’s The House of Seven Gables (1851) and Edgar Allen Poe’s The Narrative of A. Gordon Pym of Nantucket (1838). Next, we will analyze the external performance of identity in Mark Twain’s Puddn’head Wilson (1894) and Herman Melville’s “Benito Cereno” (1856). Finally, we will complicate the effectiveness of sentimentalism in Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852) and Hannah Crafts’s The Bondwoman’s Narrative (18?). We will move from one canonical text to the other based on how each internally displays manifestations of flawed identification and externally disrupts the reader’s own sense of seamless identification. Students in this course will also be exposed to criticism and psychoanalytic theory related to the fiction and the concept of identification. Three papers and one presentation are required, as well as periodic written responses and active discussion.
Education 422: Methods of Teaching English in Secondary Schools Dr. Thomas Crochunis | W: 8-10:50 AM
“Methods” aims to prepare you for the experience of student teaching, and beyond that for the work of being an early career teacher. Our course will center on several essential questions:
* What does it mean to teach English in a contemporary American secondary school setting? What are the conceptual, practical, and personal dimensions of the job? How does one do it well?
* What roles does an effective teacher need to play to make the classroom, the school, and the community in which s/he teaches places where young people can learn what reading and writing have to teach them?
* What happens in classrooms and schools—educationally, socially, culturally? What can we learn from observing, investigating what we see and hear, and reading about issues in contemporary education?
* How do young people develop as readers and writers? What can teachers do to lead their students beyond the required skills they need to achieve to open their minds to the potential power of reading and writing in their lives?
Activities and projects we will engage in during the course include the following:
* Extended field observations and collaborations on teaching in varied school settings
* Research into a teaching approach that seems likely to be useful in your student teaching placement
* A series of planning assignments that lead to planning of a unit or set of extended learning sequences for your student teaching experience
* Regular collaboration with classroom and practitioner peers in planning, leading classroom experiences, and analyzing problems of English teaching practice
* In-depth reading and thinking about English teaching generally, writing development and teaching, and the interaction between standards, reading, and literature
NOTE: In order to take full advantage of the field experiences that are part of the Methods class, you are strongly advised to schedule as few classes as possible in the mornings (8-12) of your Methods semester.
English 426: Teaching Adolescent Literature Dr. Shannon Mortimore-Smith
| TR 12:30 - 1:45
English 428: Advanced Fiction Workshop
Prof. Neil Connelly - MWF 12:00 - 12:50
Open only to those who have successfully completed English 308, this course opens with a series of directed writing prompts but moves swiftly to workshop, when each student contributes his/her own fiction for the class's consideration. The class concludes with a week long discussion of publishing.
English 464: Seminar in Major Author
Dr. Cathy Dibello | TR 9:30 - 10:45
Although Jane Austen wrote her novels two centuries ago, they remain remarkably popular. In fact, the past twenty years have seen a dramatic increase in Austen's popularity, as evidenced by the many films and television adaptations, "sequels," and the new editions of the novels themselves. What explains Austen's enduring appeal? To answer this question, we will read five of Austen's novels and the critical articles in Jane Austen in Hollywood. In addition, we will watch clips from various video versions of Austen's books. As we analyze differences between the novels and the recent film adaptations, we will speculate about what these changes indicate about the nature of film and our own culture.
Required Texts: Austen's Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma, and Persuasion. Troost and Greenfield's Jane Austen in Hollywood (2nd ed.).
Required Activities: Analytical paper, annotated bibliography, oral report on an article, video presentation, daily work
English 490: Selected Topics in English
Dr. William Harris | TR 2:00 - 3:15