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11/13/14 Dr. William Harris will be reading from his latest book, Slouching Toward Gaytheism: Christianity and Queer Survival in America (SUNY Press).  A book signing will follow.
3:30 p.m.
DHC051
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Fall 2014: Majors Course Descriptions   

 

English 107: Introduction to Literary Studies I 
Dr Carla Kungl | TR 11:00-12:15
 

Welcome to the English Major! In this course, the first required course for all English majors and minors, we will cover the fundamentals of how to study literature.  The course will be focused around studying the major genres—fiction, poetry, and drama—and the various components of studying texts (theme, characterization, symbolism, point of view, etc.) We will learn appropriate vocabulary and MLA requirements for research papers, but just as importantly, we will learn how to approach literature in critically astute way, developing habits of mind as befits English majors.

Thus, we'll also practice the basics of doing literary analysis and research and hone the critical thinking, reading, and writing skills you will need to be a successful English major. Ideally, the close attention we pay to language in the class will sharpen your skills in reading and writing, deepen your appreciation for literature, and expand the ways you view the hidden worlds in each of the texts we read.

 

Texts:  The Compact Bedford Introduction to Literature, 6th edition ed. by Mike Meyer (Bedford/St Martins, 2003)

MLA Handbook for Writers of Research Papers, 7th edition. Ed. by Joseph Gibaldi (MLA, 2009; with update)



English 107: Introduction to Literary Studies I  
Dr Kim Van Alkemade | TR 5:00-6:15
  
English 111: Introduction to Literary Studies II 
Dr Richard Zumkhawala-Cook |MWF 9:00-9:50


English 111: Introduction to Literary Studies II 
Dr Richard Zumkhawala-Cook |MWF 10:00-10:50
 
English 233: American Literature I
Dr. Nathan Mao | TR 11:00-12:15
 
English 234: American Literature II 
Dr. Matthew Cella| MWF 12:00-12:50
The readings for this course comprise a representative selection of works that reflect the various traditions in American letters from the end of the Civil War to the end of World War II. Taken together, they chronicle the maturation and development of a national literature through which the myths and ideologies of the United States are expressed, challenged, and revised. We will explore a chronological succession of cultural and literary movements, such as Romanticism, Realism, the Harlem Renaissance, and Modernism. Along the way we will consider the ways in which all the writers we examine construct definitions of what it means to be an American and what it means to inhabit American land space. Some of the writers we will examine include: Henry James, Mark Twain, Willa Cather, Langston Hughes,Wallace Stevens, Edith Wharton, Ernest Hemingway, and Eugene O'Neill, among many others. There will be periodic quizzes as well as midterm and final exams. You can expect to write two papers: a short quote-driven response and a longer research paper.
English 236: British Literature I  
Dr. Shari Horner  | MWF 11:00 - 11:50  
 
English 237: British Literature II  
Dr. Dawn Vernooy | TR 11:00 - 12:15 
 
English 238: Technical/Professional Writing I  
Dr. Carla KunglTR 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 
Dr Catherine Dibello | TR 12:30-1:45

Ever since Adam and Eve’s disobedience led to their expulsion from the Garden of Eden, literature has featured characters that do not conform to social norms. While some of these characters challenge conventional mores for personal or political reasons, others are simply unable or unwilling to fit into their culture. Focusing on the theme of misfits and rebels, this course will present fiction and drama from a range of cultures and time periods, ranging from nineteenth-century Russia to Tiananmen-square era China. Required activities include an analytical essay, mid-term exam, final exam, oral presentation, and daily work. Texts may be Fyodor Dostoevsky’s Crime and Punishment, Henrik Ibsen’s An Enemy of the People, Kenzaburo Oe’s Nip the Buds, Shoot the Kids, Nawal El Saadawi’s Woman at Point Zero, and Hong Ying’s Summer of Betrayal.


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 243: Art of the Film 
Dr Michael Pressler | M 12:00-12:50, W 12:00-1:50, F 1:00-1:50
 
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 308: Fiction Writing 
N. 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. D. Montuori | TR 2:00-3:15
   
English 333: Cultural Studies
Dr Michael Bibby| TR 2:00-3:15

In the Flesh: Cultural Studies and Human Bodies  This course will introduce students to the field of Cultural Studies, surveying its major theories and methods, and examining its recent developments. Since its beginnings in 1970s England and Europe, Cultural Studies has drawn on various forms of Marxist, psychoanalytic, semiotics, post-structuralist, and sociological theories to interpret culture as it exists in everyday, lived experience. Cultural Studies combines the tools of traditional literary interpretation, historical research, sociological methods, and ethnographic observation to examine such phenomena as punk music, TV, romance novels, fashion, body modifications, and dance clubs--to name some of its most famous subjects--in order to reveal how these practices are meaningful to people, how they are discursively structured, or how they produce forms of identity. 

One prolific area of Cultural Studies research has focused on human bodies--for example, cultural practices of embodiment, cultural politics of bodies, the meaning of corporeality in contemporary cultures. While this course will serve as a general introduction to the field of Cultural Studies, it also seeks to examine how the theories and methods of Cultural Studies may be brought to bear on interpretations of human embodiment. Students will examine embodiment in various media, such as literary texts, films, TV, fashion, the internet, scientific literature, political campaigns, etc. Some questions the course may pursue include: How do cultural constructions of gendered, sexed, classed, and raced bodies organize political discourses? How do fantasies of cyborg or posthuman bodies express certain cultural values in a digitized social? What do cultural panics about fitness, health, and diet reveal?  Course work will include online exams, summary abstracts, class presentations, and a research paper. 

Note: This course fulfills a Criticism requirement.


English 335: Creative Nonfiction Writing 
Dr. K. Van Alkemade  | TR 6:30-7:45
 
English 358: Ethnic Literature 
Dr. Raymond Janifer  TR 12:30-1:45


English 366: History and Structure of English Language 
Dr. William Harris | TR 5:00-6:15
 
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 9:30-10:45

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 section of ENG 380, we will analyze four novels by women 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 exam, and an oral report. Texts include the Norton critical editions of Jane Austen’s Pride and Prejudice, Charlotte Bronte’s Jane Eyre, Emily Bronte’s Wuthering Heights, and George Eliot’s Middlemarch.   


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.  

English 420: Studies in Writing/Campus Oral Histories
Dr. Laurie Cella | MW 2:00-3:15

Writing:  This course is called Studies in Writing because it is meant to give you lots of practice drafting, revising, and writing.  Moreover, I plan to give you the opportunity to write in a variety of different genres: memoir, profile, research, and oral history.  By the end of the semester, you will have written a publishable essay, approved by your oral history partner.

 

Service-Learning:  This course is designed with a service-learning focus.  In other words, your learning experiences will be tied in some way with a practical, hands-on experience.  This project will also help you become more clearly connected to the surrounding community and develop a stronger sense of your own citizenship.  The most recent educational scholarship tells us that students have a fuller, richer academic experience with they are able to pair what they learn in the classroom with the projects they complete out in the surrounding neighborhoods.  While the major focus of this class will be your own project, I invite the pre-service middle school teachers in the class to research how they might create service-learning projects for their future classes.

 

Oral History: The particular focus of this course will be oral histories. We will read and discuss a variety of oral histories as well as the scholarship that informs the practice.  Certainly, oral histories provide the practical, lived history that can augment recorded history in important ways.  More specifically, oral histories can provide a way for “ordinary” people to contribute to history.  Oral histories often reveal aspects of the past that did not make it into standard history narratives.  We learn more about minorities, women, and the working-class through the stories they tell.  In this class, you will interview a Shippensburg University graduate about his/her experience living on campus from 1960-1970, and ask them to talk about what their experience meant to them.  It is my hope that this project will give a great deal of practical and useful hand-on experience.  You will have practice interviewing someone new, recording their words, transforming his/her words into a compelling essay, and publishing that essay in a book.

     

Required Texts:

  • Terkel, Studs. Hard Times, New York: New Press. 2000
  •  Robert Perks and Alistair Thomson. The Oral History Reader, second edition.  New York: Routledge. 2006. 
  •  Ritchie, Donald A.  Doing Oral History, A Practical Guide.  New York: Oxford University Press. 2003.

 

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

* Planning of a unit or set of extended learning sequences for your student teaching experience

* Regular collaboration with classroom 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


English 426: Teaching Adolescent Literature 
Dr. Shannon Mortimore-Smith 
 | R 6:30-9:15
 
English 428: Advanced Fiction Workshop 
Prof. Neil Connelly - MWF 11:00 - 11:50
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 467: Seminar in Drama   
Dr. Thomas Crochunis | MW 6:30-7:45 

In this course, we will explore how contemporary playwrights in Britain and America have worked with gender and sexuality in their writing for the stage. Throughout the course, we will read cultural analysis, criticism, and theory that look at the relationship of both gender and sexuality to performance. In our study of the plays, we will consider how playwrights’ reworking of gender interacts with both dramatic form (character, plot, setting, language) and theatrical design (role-character dynamics, environment, rhetorical relationship with the audience). 

[Important Note: Those experienced in literature studies need have no fear if they have limited experience with drama. This course will be both advanced in its approach to the content of the texts studied and supportive in helping students learn how to think about plays creatively and critically.]

The heart of the course will focus on British and American plays written from the 1970s until the present whose formal innovations and political/emotional challenges to their audiences’ views enact a transformation of gender and sexual relations on stage. We will read plays from among the following: Caryl Churchill—Cloud Nine; Sam Shepard—True West; David Mamet—Sexual Perversity in Chicago; Harold Pinter—Betrayal; Samuel Becket—Not I; David Henry Hwang—M. Butterfly; Charles Ludlum—The Mystery of Irma Vep; Paula Vogel—How I Learned to Drive; Tony Kushner—Angels in America; Teresa Rebeck—Sunday on the Rocks; Adrienne Kennedy—The Ohio State Murders; Brenda Withers and Mindy Kaling—Matt and Ben; Suzan-Lori Parks—Topdog/Underdog or Venus; Neil Labute—Fat Pig; Moises Kaufman and members of the Tectonic Theatre Company—The Laramie Project; Fiona Evans—Scarborough; Sarah Kane—Crave; Tarell Alvin McCraney—American Trade; Thomas Bradshaw—Intimacy; or perhaps selected others

A significant feature of the course will be in-class performance experimentation with gendered roles and with theatrical scenes and situations. Playing through performance will be a major part of our work. We will collaborate to host an evening of presentations dealing with gender and sexuality issues, you will write regular short response papers, and you will complete a substantial performance, scholarly, reviewing, media, creative writing (playwriting), or otherwise creative project related to course themes. Additionally, pending fall performance schedules in the region, we may go to the theatre to see plays of interest.    

English 468: Seminar in Fiction: The Rise of the Novel and Literary Relatives
Dr. Sharon Harrow| MW 3:30-4:45
 

This course will trace the origins and development of the novel from its primordial to postmodern forms.  The novel is said to have been born in the 18th century.  Throughout that period, the form of the novel changed considerably.  We will read some important novels against the culture that produced them, considering as well the ways in which novels produced culture.  The novel was a genre concerned with interiority and subjectivity, and we will ask a number of questions about that: how was identity performed, represented, politicized?  Novels, themselves, asked – and still ask - a number of questions, such as: how do people respond to desire? why do people commit crimes? how do labor and class affect our identities? what’s the relationship between self and family, self and society?  How were ideologies of gender related to a number of dichotomies that structured Enlightenment thinking, such as reason vs. passion or public vs. private? 

In considering how the novel developed as a genre, we will read texts that pair well together as literary relatives.  Some of the pairings involve a contemporary novel that rewrites an earlier novel.  Some of the pairings involve a contemporary novel that rewrites or reimagines an earlier poem.  Pairings might include:
 
  • Robinson Crusoe (Defoe) with Foe (Coetzee)
  • Rape of the Lock (Pope) with The Scandal of the Season (Gee)
  • Diary (Pepys) with Restoration (Tremain)
  • Jane Eyre (Bronte) with Wide Sargasso Sea (Rhys)
  • Beowulf with Grendel (Gardner)
  • Jonathan Wild (Fielding) with a novel by Liss