Fall 2019: Majors Course Descriptions

 

 

English 130: Introduction to Literary Studies for English Majors and Minors

Dr. Jordan Windholz | TR 11:00 am - 12:15 pm

 


English 233: American Literature II

Dr. Michael Bibby  | TR 2:00 pm - 3:15 pm


English 238: Technical/Professional Writing I

Dr. Jordan Windholz | TR 2:00 pm - 3:15 pm

 


English 239: Post-Colonial Literature

Dr. Rich Zumkhawala-Cook | TR 11:00 am - 12:15 pm

 


English 243: Art of the Film

Dr. Mike Pressler | MF 12:00 pm - 12:50 pm (60124)

M 12:00 pm - 12:50 pm;  F 1:00 pm - 1:50 pm (60125)

M 12:00 pm - 12:50 pm;  F 11:00 am - 11:50 am (61383)

ALL SECTIONS MEET  W 12:00 pm - 1:50 pm

 

The course provides an introduction to film and to the fundamentals of how it communicates as an art form and a cultural medium.  It will help you to acquire skills of watching and responding that will enable you to become a more knowledgeable and perceptive viewer, more aware of how movies work to shape our ideas about life and social experience.

Screenings in the course are chosen to emphasize the variety of cinema.  During the semester we will see some classic movies, some independently made films, a few foreign-language pictures, a silent film, two adaptations from literature, and several recent award winners at international film festivals.  Screenings in the course next semester (with directors’ names in parentheses) are likely to include:

                        Strangers on a Train (Alfred Hitchcock)

                        Rashomon (Akira Kurosawa)

                        Casablanca (Michael Curtiz)

                        Citizen Kane (Orson Welles)

                        Big Night (Stanley Tucci))

                        Rebel Without A Cause (Nicholas Ray)

                        Mulholland Dr. (David Lynch)

COURSE REQUIREMENTS

  • regular attendance and participation in class discussion
  • tests on the first three course units
  • a comprehensive final exam

GOALS

This course can help you to:

  • develop your cinematic literacy by learning how to recognize and use the basic critical vocabulary of motion pictures;
  •  understand how the technology of film relates to film art and to the transmission of ideology; 
  • acquire a more sophisticated conception of realism as it relates to movies;
  • question your own role as spectator and, by redefining your relationship to films,
  •  sharpen your ability to watch them actively and intelligently.

EDU 290: Introduction to English Language Arts Education

Dr. Shannon Mortimore-Smith | M 8:00 am - 10:50 am

 


English 307: Poetry Writing

Dr. Nicole Santalucia | MW 2:00 am - 3:15 pm

 


English 308: Fiction Writing

Dr. Neil Connelly | MWF 10:00 am - 10:50 am

 


English 335: Creative Nonfiction

Dr. Kim van Alkemade | W 6:30 pm - 9:15 pm

 


English 336: Theories and Approaches: Language, Learning, and Literacy

Dr. Erica Galioto | TR 12:30 pm - 1:45 pm

“One cannot think well, love well, sleep well, if one has not dined well,” famously writes Virginia Woolf in “A Room of One’s Own.”  In “The Food Class” (ENG 336-Theories and Approaches: Language, Learning, and Literacy), we will reverse this famous maxim and examine how our relationship with food reflects the intersectionality of our various identities to instead illustrate that how we “dine” mirrors how we “think,” “love,” and “sleep.”  We will apply our reading of critical and cultural literacy surrounding food to fiction and nonfiction texts that explore food’s many thematic, symbolic, cultural, and personal meanings.  Course topics include food memories, consumption beyond sustenance, body image, disordered eating, restaurant work, vegetarianism, and even cannibalism.

Book selections will be drawn from the following list: The Dinner by Herman Koch, The Road by Cormac McCarthy, The Vegetarian by Han Kang, Eating Animals by Jonathan Safran Foer, Perfume: The Story of a Murderer by Patrick Suskind, Elena Vanishing by Elena and Clare Dunkle, Heavy by Kiese Laymon, Relish: My Life in the Kitchen by Lucy Knisley, Bed by David Whitehouse, Love Me Back by Merritt Tierce, Middlesex by Jeffrey Eugenides, and The Particular Sadness of Lemon Cake by Aimee Bender.  Course requirements include formal and informal writing, in-class presentations, and rigorous reading and discussion.  This course satisfies the requirement for a course in Genre.

 

English 337: Studies in Romanticism

Gender in British Romantic Literature: Identities, Performances, Revolutions

Dr. Thomas Crochunis | TR 12:30 pm - 1:45 pm

The British Romantic era was a time of political upheaval, lively public culture and performance, and reevaluation of the meanings of human consciousness and purpose. This class will engage with the works of writers of Britain’s late eighteenth and early nineteenth centuries as they work in a variety of literary forms (poetry, fiction, essay, and drama) while both employing gender as a representational figure and examining the valences of gender in social and political life.

Students will read a range of literary works by noteworthy authors of the period, study the social and critical context relevant to these authors’ works, and write critically about the works and authors studied. There will be two short papers, one longer project, and an exam.

Featured Course Tests

  • William Blake, Songs of Innocence and Experience
  • William Wordsworth, The Excursion
  • Charlotte Smith, Elegiac Sonnets
  • Elizabeth Inchbald, Wives as They Were, and Maids as They Are
  • Joanna Baillie, The Election
  • Charles and Mary Lamb, Tales from Shakespeare
  • Jane Austen, Persuasion
  • John Keats, odes and letters
  • Percy Shelley, The Cenci
  • Mary Shelley, Frankenstein
  • Lord Byron, Don Juan (selections) 

English 358: Ethnic Literature

TBA  | MWF  12:00 pm - 12:50 am

 


English 360: Popular Genres

Dr. Shannon Mortimore-Smith | TR 9:30 am - 10:45 am

 


English 366: History and Structure of the English Language

Dr. William Harris | MW 3:30 pm - 4:45 pm

 

            Gertrude Stein wrote, “I really do not know that anything has ever been more exciting than diagramming sentences.”  If you’re like most people, you might disagree with Stein.  Yet what Stein is also talking about is an intense fascination with words, the passion she felt about being a writer & the workings of the English language. One of the goals of this course is to help you share in that excitement as you immerse yourself in the language. In this course we still study both the structure of English—its grammar and syntax—and, more briefly, its history. This integration of structure and history will provide a clearer understanding of how and why the English language operates as it does today.  These are also elements covered in the PRAXIS/PAPA tests that English Secondary Certification majors will be taking.

            You already know how to use language to create and interpret meaning; thus, you already have an intuitive grasp of many basic rules of English grammar.  In this class we will review the rules but focus equally on how those rules work, how the parts of sentences fit together and combine to make and change meaning. Along the way, you will gain a greater confidence in your own ability to use English effectively and, eventually, to teach it to others.

            Using the Understanding English Grammartextbook & workbook (as well as some D2L handouts from another text), we’ll cover the basics of morphology, phonology, a brief history of English’s development, & the key concepts of structural grammar. Along the way, we’ll also be reading & discussing two books by linguist John McWhorter.  His highly accessible, funny work will deepen our understanding of historical & recent changes in English usage, provide new insights regarding pronunciation, grammar, & etymology, and encourage us to see English as a living & ever-changing language. 

 

Course Texts

Martha Kolln, Loretta Gray, & Joseph Salvatore. Understanding English Grammar, 10thedition

Robert Funk.  Exercises for Understanding English Grammar, 10thedition

John McWhorter.  Our Magnificent Bastard Tongue: The Untold History of English

John McWhorter.  Words on the Move: Why English Won’t—and Can’t—Sit Still (Like, Literally)

 


EDU 422: Methods of Teaching English in Secondary Schools

Dr. Thomas Crochunis | W 8:00 am - 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
  • Viewing, analysis, and discussion of classroom videos to consider a variety of teaching approaches and contexts
  • 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
  • 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

 


English 428: Advanced Fiction Workshop

Dr. Neil Connelly | MWF 11:00 am - 11:50 am

 


English 438: Technical/Professional Writing II

Dr. Carla Kungl | TR 9:30 am - 10:45 ampen

This second-level technical writing course ramps it up: in teams, you help an outside group develop a more effective business presence, through revised electronic or standard documents or both. Groups will interview their clients and write a proposal for what they believe should be developed. Then, groups construct those materials and present them to the class and the client at the end of the semester. In addition, you will each create an electronic portfolio using the WIX website authoring program, highlighting your work for the client and other accomplishments from your college years. This semester, we’ll use the newly installed Adobe InDesign as well to create our documents.

By the end of the semester, you’ll understand project management over a period of time; learn how to write professional proposals; learn how to create clean, navigable web sites; improve clarity and coherence in your writing across different platforms; understand more thoroughly how purpose and audience affect your work; develop greater skill in document design; and have a clean, clear professional online presence. Since this is a smaller seminar-style course, students get a lot of individual attention and have a lot of freedom to develop ways of making the projects meaningful to them. In addition, since the course is a popular option for the Technical/Professional Communications Minor, you will work with students from a variety of majors.

Additional information! our text forms the basis of a "Foundation Certification" exam sponsored by the Society for Technical Communication. The class will cover most of what you will need to pass this exam and claim this outstanding credential. More information can be found at http://stc.org/certification.


English 460: Senior Seminar

Dr. Erica Galioto | TR 2:00 pm - 3:15 pm

Desire is an internal magnet prone to disorder.  In this Senior Seminar (ENG-460), titled “Desire and Disorder,” we will consider desire and its proximity to disorder by reading texts that feature disturbing relationships and analyzing theory that attempts to explain these complicated attractions.  Joining literature and theory in this way will give us interesting opportunities to examine the human propensity for infidelity, fantasy, superficiality, violence, destruction, and even death alongside other drives toward stability, monogamy, pleasure, and parenthood.  When viewed through the lens of psychoanalysis, the simultaneity of both desires indicates that perhaps what we desire is disorder and the temporary rupture of the unconscious into an otherwise orderly conscious existence.  While we will read about how consumerism, technology, social media, medication, and shallow encounters aim to moderate desire’s disordering potential, as a seminar we will instead uncover the value of desire and disorder by contrasting the necessity of desire (as disorder) against its opposite (as absence).

Book selections will be drawn from the following list: Gone Girl by Gillian Flynn, The Rules of Attraction by Bret Easton Ellis, My Year of Rest and Relaxation by Ottessa Moshfegh, Madame Bovary by Gustave Flaubert, Death in Venice by Thomas Mann, One Part Woman by Perumal Murugan, The Piano Teacher by Elfriede Jelinek, Sabrina by Nick Drnaso, The Handmaid’s Tale by Margaret Atwood, and The Pisces by Melissa Broder.  Course requirements include formal and informal writing, presentations in and out of class, rigorous reading and discussion, and The Seminar Paper.