FALL 1999
UNDERGRADUATE ENGLISH COURSE OFFERINGS
WRITING
ENGL 099-01: College Preparatory Writing 10:00 - 10:50 MWF
Laima Rastenis
An intensive introductory writing course designed to assess the individual needs of students, to strengthen their paragraph and essay writing skills, and to better prepare them for the writing demanded of them in English 101 and other college courses. Required of students whose performance on the English Placement Test indicates that they need this course. Graded on a pass/fail basis only.
ENGL 101: Critical Thinking and Writing See Schedule below
Application of the principles of clear thinking and effective writing to expository and argumentative essays. Must be passed with a grade of C or better.
Prerequisite: Satisfactory performance on the English Placement Test or a passing grade in English 099.
01: Laurence Musgrove 9:00 - 9:50 MWF
02: TBA 10:00 - 10:50 MWF
03: Judith Hiltner 11:00 - 11:50 MWF
04: TBA 12:00 - 12:50 MWF
05: Laurence Musgrove 1:00 - 1:50 MWF
06: Clifford (Tom) LongLong 9:30 - 10:50 TTH
07: Angelo Bonadonna 11:00 - 12:20 TTH
08: Maureen Bigane 12:30 - 1:45 TTH
09: TBA 8:00 - 9:20 TH
10: Laima Rastenis 8:00 - 8:50 MWF
11: John Gutowski 6:30 - 9:20 Tues.
12: Angela Farmer 12:00 - 12:50 MWF
ENGL 102: Research and Writing See schedule below
A continuation of English 101 but including training in writing documented research papers. Each instructor may choose a topic and assign selected readings, which provide the subject matter for student writing. Must be passed with a grade of C or better.
Prerequisite: English 101 with a C or better.
01: Maureen Bigane 9:30 - 10:50 TTH
02: Jeanne Sheehan 10:00 - 10:50 MWF
03: Jeff Philpott 6:30 - 9:20 M
ENGL 150-01: Honors English: The Growth of 12:00 - 12:50 MWF
An American Metropolis: Chicago
Augustus Kolich
For the past 150 years, Chicago has been America’s ideological heartland. When America meant food and agricultural production, Chicago was the hog butcher to the world. When America dreamed of manifesting its destiny across a continent, Chicago became the transportation center of nationalistic expansion. When America needed steel to build its empire, the smoke of Chicago’s furnaces rose higher than its tallest buildings. When America needed steel to build its empire, the smoke of Chicago’s furnaces rose higher than its tallest buildings. When industrialism both made, destroyed, and remade the American dream of prosperity, Chicago struggled to survive the nation’s contradictions of progress and exploitation - again and again rising like a phoenix from its own ashes.
You will research and write about Chicago in many of its diverse manifestations. The course is designed to familiarize you with the city and its past. All of the writing assignments - both small and large - will use Chicago as a thematic center for your exploration into topics of culture, history, technology, politics, and religion. When you finish the course, you should qualify as a tour director for the City of Chicago. In fact, touring is required.
Assignments: a documented essay (8-10 pages); four (4) short writing assignments (2-4 pages each).
ENGL 150-02: Honors English 12:30 - 1:50 TTH
Carol Poston
ENGL 210-01: Introduction to Creative Writing: Fiction 12:00 - 12:50 MWF
Laurence Musgrove
Recommended for the Literature/Fine Arts Core requirement.
This class presumes no previous experience in fiction writing by participants. It has two aims: to provide step-by-step instruction in the writing of the short story, and to provide a critical vocabulary for discussi0n of contemporary short fiction. Students learn characterization, plotting and suspense, point-of-view, tone and style. Many short papers (character biographies, setting sketches, etc.) are assigned; due approximately every two weeks, these build a basis for drafting the story. Final grade is based primarily upon the completed short story. Publication possibilities are discussed at semester’s end.
Prerequisite: None, but knowledge of basic writing conventions is assumed. May be repeated for credit when the type of writing is different.
ENGL 354: Business and Professional Writing
01: Augustus Kolich 11:00 - 11:50 MWF
02: Julie McGovern 6:30 - 9:20 M
Principles of effective argument and exposition applied to writing about business and professional topics. Emphasis on clear and effective writing for the appropriate audiences. Prerequisites: English 101 and 102, Junior standing, or consent of the instructor.
ENGL 360-01: Creative Writing: Fiction 12:00 - 12:50 MWF
Laurence Musgrove
Recommended for the Literature/Fine Arts Core requirement.
This class meets with English 210 (Introduction to Creative Writing: Fiction) and requires the same work. In addition, an extensive journal examining the student’s personal creative process is required, as well as a final short (4-7 pages) paper exploring consistent images and themes in student’s own work.
ENGL 154-02: Introduction to Literature 6:30 - 9:20 M
Amani Wazwaz
Recommended for the Literature/Fine Arts core requirement.
Close reading of selected short fiction and poetry, with an emphasis on developing student confidence and skill in interpretation. Reading selections attempt to reflect a broad range of modern and contemporary voices in literature, and a variety of stylistic and thematic concerns. Class is organized around group discussion, with occasional short introductory lectures. Students write several interpretive essays, and frequent brief, informal responses to the day’s readings
ENGL 158-01: Introduction to Literary Interpretation 10:00 - 10:50 MWF
Nelson Hathcock
Recommended for the Literature/Fine Arts core requirement for students with a strong background in literature.
Prerequisite: English major or English 101. Required of English majors but also open to English minors and other interested students with strong backgrounds in the study of literature. Should be taken as soon as possible by English majors.
This course will focus upon strategies of reading literature - poetry, short fiction, and novels - and constructing solid arguments about what we’ve read. The first half of the course will be devoted to the fundamentals of close reading, and the second half will introduce students to some major critical approaches, as applied to a novel.
Primary texts: McMahan, Day, Funk, Literature and the Writing Process (5th ed.); Henry James, The Turn of the Screw (St. Martin’s); The MLA Handbook (optional).
ENGL 160-01: Introduction to Shakespeare 11:00 - 11:50 MWF
Norman Boyer
Recommended for the Literature/Fine Arts core requirement.
This is an introductory course in Shakespeare designed for students who are not English majors but who have perhaps read one or two plays in high school, seen some interesting film versions, and want to read and see more. We will read and discuss some of Shakespeare’s finest dramatic works in several forms - comedy, history, and tragedy - and including both some "popular" plays you have probably read or seen before (A Midsummer’s Night Dream, Hamlet) and some plays you are less likely to have read or seen before (Measure for Measure, Antony and Cleopatra). We will focus on the plays both as literature to be read and discussed and as theatrical scripts for realization in a performance setting. The course will pay extensive attention to recent film versions of several of the plays. The major requirements of the course include regular attendance and participation in the discussion, frequent quizzes and responses, three short papers, a midterm exam, and a final exam. We will read the following plays (in the signet Classic editions, the new white and gold "Newly Revised Edition"): A Midsummer Night’s Dream, Measure for Measure, Hamlet, Othello, King Lear, and Antony and Cleopatra.
ENGL 201-01: English Literature to 1800 1:00 - 2:15 MW
Norman Boyer
Recommended for the Literature/Fine Arts core requirement.
This course is designed to introduce students to the history of literature in English. We will read major works from the Anglo-Saxon, late medieval, and early modern periods, including Beowulf and works by Chaucer, Spenser, Marlowe, Shakespeare, Donne, Milton, Behn, and others. We will focus on broad patterns of development, such as the changing conceptions of what literature is, what an author is and does, what purpose literature plays in society, and who reads or hears it. Course requirements include regular attendance, active participation in class discussion, quizzes, two short papers, a midterm exam, and a final exam.
Texts: The Norton Anthology of English Literature, 6th ed., vol 1 (7th edition if available).
ENGL 203-01: North American Literature To 1865 9:30 - 10:45 TTH
Maire Mullins
Recommended for the Literature/Fine Arts core requirement.
In this course we will read some of the many different voices that constitute the literary cultures of the United States from the Puritans to the Civil War. We will discuss questions of genre, form, the breaking of form, the breaking of tradition, the building of new traditions, the call for a national literature known as "American." A general chronological approach will be followed, but the thrust of the course will be twofold: (1) to consider developments and issues in American culture, history and (2) to consider canonical and non-canonical texts in ways that will stimulate readings of both.
Requirements: three examinations.
Texts: The Heath Anthology of American Literature, Vol. 1, 3rd edition, ed. Paul Lauter; Harriet Beecher Stowe, Uncle Tom’s Cabin, Norton Critical Edition, 1996.
ENGL 312-01: Ideology of Womanhood in Victorian England 11:00 - 12:20 TTH
Carol Poston
This course will be a salad of types of writers (both men and women) and writing, chiefly in the second half of the nineteenth century in England. Authors will include Tennyson ("The Princess"), Elizabeth Barrett Browning ("Aurora Leigh"), Robert Browning ("Men and Women"), Queen Victoria (excerpts from letters and journals), Coventry Patmore ("Angel in the House"), Christina Rossetti ("Goblin Market" and short lyrics), Charlotte Bronte (Shirley).
Requirements: midterm and final exams, short quizzes, and one short documented critical paper (6-8 pages).
ENGL 332-01: Introduction to Women’s Studies 9:00 - 12:00 Sat
Carol Poston
This interdisciplinary course introduces women’s issues, traditions, and texts from a variety of perspectives including historical, psychological, artistic/literary, and theological. Guest lecturers will address specialized issues. Students will keep journals and be encouraged to bring in contemporary issues for discussion, such as women in popular culture, women at work, violence and women, and psychological theories about women.
Requirements include midterm and final examinations and a critical paper using sources (8-10 pages).
ENGL 360-02: Race and American Literature: 12:00 - 12:50 MWF
"[De]Facing the Other"
Nelson Hathcock
This course focuses primarily on a number of texts by white authors that somehow evoke ideas of "race" in order to specify and treat groups (in our case, Native American and African American) as different and therefore worthy of objectifying. In order to define this focus and observe the development of such ideas, we’ll be reading a supremely selective survey from over three hundred years. Contemporary thought about the question of race the representation of racial identity in literature will inform our readings and discussions. In addition to the "white" texts, Chesnutt and Alexie will provide African American and Native American perspectives and ideas that will force "conversations" among various clusters of these books. Students should also be forewarned - - many of these texts deal with violent content.
Primary texts:
Rowlandson, A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson (1682)*
Franklin, "Remarks Concerning the Savages of North America" (1784)*
Poe, The Narrative ofArthur Gordon Pym (1838)*
Melville, "Benito Cereno" (1855)*
Crane, "The Monster" (1899)*
[*These texts will be available in a supplemental packet to be purchased through the bookstore.]
Chesnutt, The House Behind the Cedars (1900)
Faulkner, Light in August (1932)
Updike, The Coup (1978)
Sherman Alexie, Indian Killer (1991)
Robert Penn Warren, Chief Joseph of the Nez Perce (1982)
McCarthy, Blood Meridian (1985)
Secondary sources:
Morrison, Playing in the Dark
Nelson, The Word in Black and White: Reading "Race" in American Literature 1638-1867
Sundquist, To Wake the Nations: Race and the Making of American Literature
Slotkin, Regeneration Through Violence: The Mythology of the American Frontier, 1600-1860
ENGL 360-03: Renaissance Discourses of the Other: 10:00 - 10:50 MWF
Norman Boyer
England and Europe were confronted in the sixteenth and seventeenth centuries with those they regarded as Others in a way they had not been previously. Europeans expelled the Moors and Jews from Spain, encountered Turks and Moors in the Mediterranean, and enslaved black people from Africa. At the same time, Europeans had their first encounters with the New World and its Native American population. In addition, women writers begin to contribute to these new European discourses of race, class, and especially gender.
In this course, we will consider the impact of these European experiences on England, primarily by looking at several key texts: Sir Thomas More’s Utopia, Book 2 of Edmund Spenser’s The Faerie Queene, William Shakespeare’s The Tempest and Othello, Christopher Marlowe’s The Jew of Malta, Elizabeth Cary’s The Tragedy of Mariam, John Milton’s Paradise Lost, and Aphra Behn’s Oroonoko. To provide a critical and theoretical context for our reading of these early modern texts, we will also read Stephen Greenblatt’s 1991 study of the European response to the New World, Marvelous Possessions: The Wonder of the New World, and Kim Hall’s 1995 study of blackness and gender in the English Renaissance, Things of Darkness: Economies of Race and Gender in Early Modern England. Based on our shared work in class, each student will undertake a research project focusing on some aspect of the Early Modern English discourse of race, class, and gender. In addition to the research project and resulting paper, the major requirements of the course are regular attendance, active participation in class discussion, a short paper, and a take-home final exam.
ENGL 373-01: Methods of Teaching English in the Middle and Secondary School
5:00 - 7:50 Tues.
Angelo Bonadonna
Required for English majors seeking certification at the secondary level.
This course involves the study of the principles, methods, and materials of teaching English in middle school and senior high school. Course requirements include class and field experiences (30 hours), the development of a unit of study (in any of the language arts areas-literature, writing, speech, drama, film, journalism, and so on), the teaching of practice lessons, reflective writing on course readings, and, as a culmination of all the course components, the development of a course portfolio.
All course activities and discussions are oriented around the question, What is needed to become an excellent English teacher? There are many ways, of course, to answer this question. The major course premise is the view that, of all the qualities one might name-of all the skills, knowledge, and dispositions that are desirable for a prospective teacher to possess-the foremost quality is a professionally reflective habit of mind.
Defining and exemplifying this disposition is a central concern of the course in general, and the portfolio project in particular.
ENGL 395-02: Senior Seminar: Classical Rhetoric 2:30 - 5:20 Mon.
Angelo Bonadonna
This course takes a look at the art of rhetoric as it was practiced and discussed in one of its richest, most productive periods, the classical era. We will read the rhetorics of Aristotle, Plato, Cicero, Quintilian, and others. For our study of the historical and cultural context of the era and its influence in the Western tradition we will read George Kennedy's Classical Rhetoric and Its Christian and Secular Tradition from Ancient to Modern Times. This course will operate as a seminar, which means that students will be expected to conduct and sustain significant discussions of the course issues as they are raised in the weekly reading. Our central course questions will be the following: What is rhetoric? What significance does it have for contemporary students? How are rhetoric and literature related?
Course requirements include assigned readings, participation in seminar discussions (both in class and out of class, via the course Web site), and completion of a course research project (usually a 15-page research paper).
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