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This page includes text selections and more detailed course descriptions than those available in the academic catalog. This is not a complete list of all courses offered each semester. View the most recent copy of the Academic Schedule and Academic
Catalog on the
registration page for complete course offerings and descriptions.
The fantasy genre encompasses science fiction, high fantasy, Gothic and horror. Our stories will tend to address dragons, time travel and the wide variety of things that go bump in the night. Not for the squeamish or easily frightened, and not for those unfamiliar with the fantasy genre, since we will spend instructional time on writing technique and refinement of genre elements.
How short can a story be and still be called a story? Works of flash fiction challenge traditional answers to this question. In this class, we'll focus on maximizing narrative impact in few words as we read, write, and workshop progressively shorter stories.
ENGL 208: Intro to Creative Writing - McConnellThis course could be subtitled "Writing Everything." Students will work in poetry, short fiction and creative nonfiction and read models in each genre. There'll be a variety of writing exercises in addition to our workshops and reading. A portfolio of revised work will be due at the end of the term.
ENGL 208: Introduction to Creative Writing - Knight
Learn to develop your fiction beyond "It was a dark and stormy night…" and your poetry beyond "There was a young girl from Nantucket..." The author of our text advises us to "Read. Write. Listen. Don't give up. Have Fun!" We will do all those things as we study and practice the art and craft of
creative writing. **Often offered online in summer
Taught by someone who used to HATE grammar, students examine real sentences, apply rules to real-life errors and explore how to use (and even intentionally break) rules to strengthen their writing. Two papers are required (three and five pages). **Often offered online in summer and during regular semesters.
After their authors first invented them, Gilgamesh, Scheherazade, Odysseus, Penelope, Helen of Troy, Don Quixote and many more world famous characters from literature around the world have influenced and shaped many cultures for centuries. Similarly, today's world
authors, including J. M. Coetzee, Chinua Achebe, Salman Rushdie, Gabriel García Márquez and Isabel Allende, are offering us new ways to examine our own time. By studying world literature in English or in translation from ancient times to the present (from Africa, Asia, Europe and North and South America)
students develop a new understanding of literary history and of the many cultures of the world. Readings include the Norton Anthology of World
Literature Second Shorter Edition (ISBN 9780393933543), Coetzee's Waiting for the Barbarians and Achebe's Things Fall
Apart. Emphasis will be placed on texts and authors of particular importance for secondary education teachers. **Often offered online in summer
ENGL 275: Masterpieces of World Literature - Canino
Read the best known works of world literature from the past few thousand years with an emphasis on ancient and classical texts that are the foundations of much literature today. This course is designed to introduce students to the major canonical and some
non-canonical works from around the world, concentrating on seven works which have had a tremendous impact on Western Civilization. Assigned reading will include The Iliad, The Odyssey, The Aeneid, The
Inferno, The Morte D'Arthur and Paradise Lost.
ENGL 279: Survey of American Literature I - O'Brien
Survey of literature from before America became a nation through the Civil War.
ENGL 280: Survey of American Literature II - Kusch
American literature has always been multicultural. Our survey of short stories, poetry, plays, novels and essays from 1865 to the present demonstrates how the most important writing engages challenges of diversity in terms of race, gender, class, ethnicity, sexuality and American
national identity itself. In our course, we explore the definition of America as it transitions from a young country reeling from the trauma of civil war to today's global, economic, cultural and military superpower. We start reading American literature from a time when the world was not sure that America could
produce anything called "literature" and witness the development of some of the most important international authors of the 20th century including many Nobel laureates. Texts include many selections from the Heath Anthology of
American Literature, Concise Edition and Huckleberry Finn. NOTE: This is a great course for education majors in English or language arts who would like college-level instruction in many of the most commonly taught authors of American literature.
ENGL 289: Survey of British Literature I, Beginnings to 1800 - Williams
This course's reading list is filled with larger-than-life figures who travel to distant lands, seek fame and fortune, fall in and out of passionate love, betray others, find themselves betrayed and attempt to define who they are by what they are able to accomplish. Texts include Beowulf, Sir
Gawain and the Green Knight, Othello, Paradise Lost and Gulliver's Travels.
ENGL 290: Survey of British Literature II - Murphy
In everyday speech we talk about "romantic adventures" and "Victorian morality," buildings that look "modern" and even cartoons that are "postmodern." In this class, we'll read the diverse literature from the periods that defined these now-common terms and study the
larger social and cultural changes to which writers responded. The rise of the British Empire and management of its decline provide a powerful analogy to us in 21st century America, so in examining the literature from 1800 to the present, we study not just its past but our own present and how it got that
ENGL 291/391: Survey of African American Literature - Carson
In this course studnets will read poetry, fiction, drama and essays by African Americans from the colonial period to the present. Among the major works we will consider are poems and stories by Paul Laurence Dunbar, excerpts from Richard Wright's Native Son, Sula by Toni Morrison and more. SEGL 291/391 will be offered concurrently. At the 300-level, this course counts for the cultural difference
and diversity requirement for English majors. Both levels count for the minority literature requirement for education majors.
ENGL300: Introduction to the Study of Literature
Everything you need to know about the study of English (including everything you don't know you need to know). We will cover the skills and knowledge necessary to research, write and talk about language and literature: literary periods and the literary
canon, literary terms, genres, criticism, literary theory basics and research methods.
ENGL 308: Intermediate Creative Writing - McConnell
English 308 is a continuation of English 208 (Introduction to Creative Writing) and will concentrate on short fiction, creative nonfiction and verse using a workshop approach. We'll complete several short assignments and each contribute a chapter to a collective memoir online.
ENGL 318: Writing in Digital Environments - Williams
Digital technology is changing writing and reading daily. Explore these issues in this course.
ENGL 319: Development of the Novel - Williams
Under what conditions did this most popular of literary forms appear and evolve? How are contemporary novelists influenced by (or responsive to) the writers who came before? Students in this course will engage in a critical and historical study of this genre by reading four pairs of
novels, each pair consisting of one early and influential work and one later one that revises, reimagines or revisits the earlier. We will read the following: Daniel Defoe's Robinson Crusoe and J. M. Coetzee's Foe; Charlotte Bronte's Jane Eyre and Jean
Rhys' Wide Sargasso Sea; Gustave Flaubert's Madame Bovary and Julian Barnes' Flaubert's Parrot and Virginia Woolf's Mrs.
Dalloway and Michael Cunningham's The Hours. Students will take a midterm and a final and will write three essays. They are expected to think for themselves, to form strong opinions, to disagree and to argue persuasively and eloquently when they speak and when they write.
ENGL 319: Development of the Novel - Murphy
Fictions of Growth and the Growth of Fiction. Compared to poetry and drama, the novel is still a young genre. Because the novel itself has been growing up, it has often focused on the development of youthful heroes and heroines, who struggle both to "be
themselves" and to fit in to the world around them. Taking these formative fictions as a starting point for what realist novels try to do, we will ask: How do these novels define what it means to mature as a character or as a genre? And, what do we make of protagonists and novels that fail or refuse to
develop according to the norm? Selected readings by theorists of the novel will inform our work on four or five novels of formation and deformation, fitting in and dropping out.
ENGL 320: Development of Short Fiction - McConnell
We'll conduct a survey of short fiction from the 19th century to today, focusing on American and British authors and also some writers in translation. Students will take a midterm exam and write several brief papers and one long essay based on a collection of short
stories. **Often offered online in summer.
ENGL 322: Contemporary Literature - McConnell The course will begin with lessons focusing on close readings of shorter texts and progress to lessons on two novels written by living writers. Online asynchronous discussion and a long final paper will form the bulk of the
graded assignments. **Often offered online in summer
ENGL 364: Fiction Workshop -
Did your parents spank you when you were a little tyke for making up fantastic stories and even outright fibbing? If so, the Fiction Workshop may be the course for you. We'll refine those fibs into short stories or novel chapters, and we'll sit in a circle and discuss, praising each untrue
story's inherent truth and kindly but honestly pointing out ways to make the piece the best that it can be. The prerequisite is SEGL 208 or SEGL 308.
ENGL 368--Life Writing Workshop - McConnellWe'll read models of exemplary life writing (and students will write a short critical paper on a book-length biography or autobiography), but most of our time will be spent in workshop format critiquing student work on biographical and
autobiographical projects. These works-in-progress will form a portfolio of polished compositions by the end of the semester.
ENGL 368-- Life Writing Workshop - KnightWhen you make a new friend, what are the stories about yourself that you always share? Keep them in mind; in this fast-paced online summer session, you will write three creative pieces based on your experiences and share them with the other students in the class.
You will also write brief critiques of the other students' work, discussing what works best in each piece and what might improve the piece.
ENGL 370--Creative Nonfiction - KnightCreative Nonfiction is a workshop style class, which means that we share our writing with each other, with the goal of making it the best it can be. Our textbook is Writing True by Sondra Perl and Mimi Schwartz, but our most
important texts will be the creative works of the class members.
Intensive readings and discussion in how black men are portrayed in literature, film and popular culture, beginning with slavery and moving through the centuries to the present day. Topics include "How a slave becomes a man: the heroism of Frederick Douglass;” “Henry Highland Garnet and the Militant Tradition;” “The New Negro: Claude McKay and the Strong Black Man;” “Cool Pose and Gangsta: Urban Myth or Urban Reality?;" “Black Manhood in the Age of Obama;” and others. Additional readings will be from Richard Wright, bell hooks, Gloria Naylor, Mychal Denzel Smith, Jericho Jones and writers associated with the Black Lives Matter Movement. There will be no test or exams, but there will be several short position papers and a final project required. 3 credit hours.
The 2014 Nobel Peace Prize Winner Malala Yousafzay stated in her Nobel Lecture, “Some people call me the girl who was shot by the Taliban. And some, the girl who fought for her rights.” As Malala’s story demonstrates, the experiences of oppression and identity crises faced by people in postcolonial nations and the similar experiences of women and girls in those nations often combine to make girls like Malala doubly "othered" and doubly different. As Malala also demonstrates, breaking the silence surrounding those experiences is absolutely essential to bringing change and promoting peace and justice in our world. The writers of postcolonial literature share Malala’s commitment to telling the stories of men and women from postcolonial nations in places like Africa, Asia, South America and the Caribbean.
In this course, we will explore the representations of gender (both male and female) in postcolonial literature, paying particular attention to the ways that members of colonized and postcolonial cultures attempt to live with, express and resist cultural hegemony and to use literary strategies to articulate independent cultural identities. We will focus particular attention on the ways that literature addresses and articulates issues of development, difference, gender, race, self-definition and self-determination. Texts include Salman Rushdie’s Shame, Chinua Achebe’s Things Fall Apart, Arundhati Roy’s The God of Small Things, Sara Suleri’s Meatless Days and Jamaica Kincaid’s Annie John, as well as films like Bride and Prejudice and The Battle of Algiers. *This course is cross-listed with WGST 398. All ENGL 387 courses are designed to fulfill the minority literature requirement for education majors and the literature, culture and difference requirement for English majors.
We will explore the powerful appeal of existentialist literature and thought for authors (and filmmakers) of different traditions, nations, religious backgrounds and mother tongues. Existentialism offered writers and artists from around the globe a language to evoke the absurdity of injustice, of a prison-like existence and all while rebelling against the indifference of their time. The question of perception and of being perceived through the paralyzing gaze of society is central. Jean-Paul Sartre’s call for a literature of political and social engagement resonated throughout the world during his time and beyond. Texts will be in in English and translated from mostly French (some original texts and films will be studied in English translation from Spanish, Italian, Yiddish and Arabic). We will examine what it means to “translate” one’s marginal experience within a dominate culture, or as Ta-Nehisi Coates describes it, “being alive” in constantly “studying and observing” the world around us. One of the dominant themes is to examine the way in which languages open up the world in its magnificent complexity, diversity and beauty. Some examples of the writers studied—in their own voices: “The only way to deal with an unfree world is to become so absolutely free that your very existence is an act of rebellion,” Albert Camus; “Sitting in that garden [in Paris, France], for the first time I was an alien, I was a sailor—landless and disconnected. And I was sorry that I have never felt this particular loneliness before—that I have never felt myself so far outside of someone else’s dream. Now I felt the deeper weight of my generational chains—my body confined, by history and policy, to certain zones. Some of us make it out. But the game is played with a loaded dice,” Ta-Nehisi Coates; “I met a lot of people in Europe. I even encountered myself,” James Baldwin. Course is cross-listed with French 398 (French students can research and write in French). Furthermore, there will be an optional Service-Learning component: GED tutoring of female or male inmates at the local detention center for award-winning “Operation Educate” program. Finally, the class will be taught in an Active-Learning classroom for a more engaged exchange of ideas through collaborative, digital work.
ENGL 397--The Long Story - McConnellThe primary focus of this special topics creative writing course will be composing the story of intermediate length, longer than the traditional short story but shorter than the novel and novella—in the range of 30 to 50 pages. However, students interested in writing longer narratives, whether fiction or nonfiction, are also encouraged to consider enrolling in the workshop.
Have you ever dreamed of becoming a freelance writer? This course will introduce you to the wide scope of freelance publishing as a career path. We will hone pragmatic skills for pitching an idea, developing a story, collaborating with editors, managing social media and otherwise selling your writing. Writing projects will include magazine and newspaper features, trade journal articles, copywriting, nonprofit grant writing, blogging and writing for digital publications. We will learn effective strategies for interviewing, researching, drafting, revising, editing and marketing. The course will also feature a series of guest speakers, including a successful freelance writer, professional editor, digital writing/social media expert and an accountant who will explain the business side of freelancing. Assignments include completing several publishable articles as well as setting up a professional web-based profile to promote your work. By the end of the course, students will have a professional portfolio that may be used as writing samples for prospective leads as well as submitted for publication. This course includes a service learning component.
Writing popular songs with lyrics in different genres and styles. Creating memorable verses, choruses, bridges and song structures. Analyzing song craft in popular music. Songwriters gain experience and understanding to apply to their original song compositions.
Interested in other cultures? Like working with international people? Considering living in another country? Explore Teaching English as a Second Language (TESOL)! This course will introduce you to the basics and get you some invaluable experience. Service-Learning will involve actual teaching of children or adults. You may choose to do your teaching entirely in the Upstate or complete part of your service in Nicaragua over Spring Break. You may also serve on the trip without taking the course. Register now or email Dr. Dave Marlow for more details. Students who join this special edition course will learn about the fundamentals of teaching English to speakers of other languages. Investigation and application of the principles of Teaching English as a Second Language implemented in practical experience though a Service-Learning component that may be completed in Nicaragua or in the Upstate. This class will meet the linguistics requirement for English majors and can substitute for English 451 or 455 for secondary education English majors. Spend spring break in Nicaragua practicing skills learned in the classroom (estimated total cost is $1,900 or less). Anyone who cannot travel to Nicaragua may elect to volunteer with a local agency teaching ESOL in the Upstate. NOTE: Can’t take (or don’t need) the course, but want to go to Nicaragua?Contact Dave Marlow or Douglas Jackson for signup information! Want to bring a friend to Nicaragua (a spartan or someone who does not attend Upstate)? No problem. Contact Dave Marlow or Douglas Jackson for signup information!
ENGL 398 Topics in Language and Literature: Study of Rhetoric - Shehi
Is rhetoric good or bad, persuasive or manipulative, eloquent or pompous language? Is it essential to effective communication or do we need to watch out for and guard against it? In this special topics course, we will survey and discuss a range of historical perspectives on rhetoric and its role in public discourse. This is an opportunity to participate in on-going discussion that has preoccupied thinkers, philosophers and language aficionados since the times of classical Greece.
ENGL 398 Topics in Language and Literature: NFL Football, Race, Masculinity and the Media - Caster TR 12:15 – 1:30 PMThis topic may seem an odd fit for a course alongside "Shakespeare, Development of the English Language," and "Creative Writing." However, as Michael Oriard—a former NFL player and English professor—says, “My story, then, is about pro football’s image and meaning.” Literary and cultural studies provide an excellent set of methods to analyze story, image and meaning. Professional football is less a game than a multi-billion-dollar business dominating our cultural landscape, and it demands our attention as such. In addition, it is a national crucible for discussions of race and gender, from the critique of Cam Newton dabbing to the lionizing of Peyton Manning to the domestic violence charges of Ray Rice and Greg Hardy. This class will focus on the recent decades of the NFL as described in Oriard’s Brand NFL: Making and Selling America’s Favorite Sport (UNC Press, 2007), but our most important texts will be the games played during the 2016 season and the accompanying commentary on websites and podcasts from ESPN, MMQB, Deadspin and SportsonEarth. After an initial three weeks of study in football history and cultural studies, class discussion will be driven by the week-to-week events of the season and the media reporting that surrounds the game.
ENGL 405: Shakespeare Survey -
As a survey course, this class focuses on the "infinite variety" in Shakespeare's repertoire. We will therefore study plays from the early and later parts of his career, from an assortment of genres (comedies, "problem" plays tragedies, Roman plays, histories) and from a large range of
authorial perspectives. Texts include signet editions of Midsummer's
Night's Dream, Measure for Measure, Antony & Cleopatra, Romeo
& Juliet, Othello and Titus Andronicus.
ENGL 406: Cold War Shakespeare - Canino
This course is based on the premise that the last decade of the Elizabethan era—the 1590s—was remarkably similar in culture, politics and mass psychology to America in the 1950s. Both periods were marked by rabid patriotism, rabid paranoia and ferocious conformity. Both periods saw the rise and the fall, of strong women and rebellious youth. Both periods experienced the unexpected popularity of a new performance medium that would ultimately change history. These similarities in the two cultures resulted in a correspondent similarity in the characterizations and themes in the dramas that were produced by these cultures. In this class, we will examine 1950s America counterpoised to 1590s England, and compare the themes, characters and dramatic elements of some of Shakespeare’s plays to films of the 1950s. Texts: Henry IV, Part I; Merchant of Venice; Julius Caesar and Hamlet, in addition to several 1950s films.
ENGL 411: British Literature, 1660-1740 - Williams
During these years, British literary culture changed in many significant ways. An unprecedented increase in the production of printed material led to new classes of readers, writers and literary genres. Audiences in the first 40 years of the period had the privilege of watching some of the best plays ever
written in English, especially comedy. A new form of fiction emerged for the first time and became extremely popular: the novel. Periodicals – first newspapers and then magazines – began to be produced, providing a lively venue for debates about matters of public interest. Caustic political and social
satire became amusing hobbies that also sought to effect real change. We will focus on these and other developments as we read a broad selection of material this semester. Students are expected to think for themselves, to form strong opinions, to disagree, to argue persuasively and eloquently when they speak and
when they write.
ENGL 417: Romanticism - Godfrey
This course will cover canonical and non-canonical works from roughly 1780-1830. As a class, we will formulate opinions about common characteristics of "Romanticism," and theorize about the ability, or inability, of this term to describe the literature of this period. We will connect texts to the unique
social and political conditions in which they were constructed and students will be expected to articulate specific arguments about the works we study. Texts: Jack Stillinger and Deidre Shauna Lynch, eds. The Norton Anthology
of English Literature. Vol. D. (New York: Norton, 2006); Mary Shelley. Frankenstein. Ed. J. Paul Hunter. (New York: Norton, 1996).
ENGL 419: Victorian Literature - GodfreyWhat do we do with a literary period that includes Oliver
Twist, Charles Darwin, Alice in Wonderland and Dracula? And, despite all their clothes, why are Victorians so sexy? As a class, we will work toward developing our understanding of British literature from the beginning of Queen Victoria's reign through the early 1900s. We will
investigate major characteristics (and misconceptions) of Victorians and theorize about the effects of historical and social changes on the literature of the period. We will read a wide variety of literature and reflect on the canon of 19th century writers. By the end of the semester, students should be
able to describe general characteristics of Victorian literature and to identify specific traits and themes of individual writers and texts. Students should also demonstrate their ability to develop original theories that contribute to ongoing scholarly conversations about the literature we cover and
should express them in research-supported written arguments. Texts: Christ, Carol T. and Catherine Robson, eds. The Norton Anthology of English
Literature. Vol. E. New York: Norton, 2006. Bronte, Charlotte. Jane
Eyre. 1847. New York: Norton, 2000.
ENGL 422: Modern
Drama: Staging the New - Murphy In this course, we will study several Modern dramatists who tried to change the way plays were written, acted and viewed. Should plays entertain or teach?Should they take familiar forms or stretch the audience's ability to understand them? Should they place
recognizable characters in "real-life" situations, or should they experiment with the abstract, the dream-like, the just plain weird? In addition to posing these questions about what drama can be and do, Modern Drama reflects many of the enormous social and political changes that rocked the 20th century. A class
trip to a local theater production of a modern drama will be on the program.
ENGL 424: British Literature 1950-Present -
DisUnited Kingdoms. In 2005 the London
Times asked readers to define Britishness in five words. The winner was "No motto, please; we're British." How does the UK transform from the unity of its "finest hour" in WWII to the complexity of its motto-free present? We will begin with the post-war turn from military triumph to homelier realities in
work by Muriel Spark and Philip Larkin. Burgess' A Clockwork
Orange tests the limits of freedom in a post-industrial welfare state that may be more pathological than the novel's anti-hero, all in a vernacular as distant from standard English as the working-class Scots dialect in Irivine Welsh's Trainspotting. Both Rushdie's Midnight's Children and
Angela Carter's Nights at the Circus confront us with a series of "posts"-postmodern, postcolonial, postfeminist-that suggest a radical break from a traditional British past, and yet Seamus Heaney finds the roots of the Northern Irish Troubles in ancient, even tribal identities. As we study this
broader text of British culture, however, we'll be sure to scrutinize all of our readings as singular artifacts in what's still called, after all, the English language.
ENGL 426: American Literature 1830-1865 -
American Romanticism: Free Spirits, Free Labor and Free Love. During the period from 1830 to 1865, American literature and American citizenship underwent a series of radical revisions. Believing, as Romantics did, in the revolutionary potential of the human imagination, authors including
Nathaniel Hawthorne, Frederick Douglass, Frances Watkins Harper and Margaret Fuller inspired their readers and challenged authority at every turn. This course will read a variety of American authors who introduce revolutionary ideas about sex, citizenship, work and religion to a nation suffering from
repression, inequality and a suffocating Puritan heritage. We will explore different genres with an eye toward their historical and cultural context-an era that witnessed political and social movements advocating free love, free labor, spiritualism, emancipation and women's rights.
American Literature 1865-1910 - KuschLaw and Order: Law and order are central concerns in American literature from 1865-1910. The realism and naturalism produced during this period question the social and natural order and respond to new laws regulating race relations, Native American
territories, immigration, industry and workers rights. The literature covered in this class focuses on murder cases, race riots, immigrant stories and social climbing. Texts include Stephen Crane's Maggie: A Girl of the Streets, Charles Chesnutt's The Marrow of Tradition, Henry James's Daisy
Miller, Edith Wharton's The House of Mirth and many examples of short fiction from the period.
ENGL 428: American Literature
1910-1950 - KuschCultural Encounters. Modernist American authors describe their literary movements as a break from the standards and traditions of British and European literary culture. Their motto, as Ezra Pound describes it, is to "make it new," and these writers experiment with new ways to create
and express a distinctly American literature and culture that can effectively describe the complicated problems of modern life. By reading texts about the cultural encounters and conflicts between rich and poor, popular and elite, masculine and feminine, immigrant and "native, and technological and traditional,
students will develop skills in close reading and analytic writing They will also demonstrate those skills through class discussions, response papers, class presentations, research papers and exams. Texts include poems, novels and plays published between World War I and the Cold War, such as The Waste
Land, Passing, The Great Gatsby, The Sound and the
Fury,The Professor's House, After the Fall and A Streetcar
ENGL 429: The Harlem Renaissance -
CarsonWe will study fiction, poetry, drama and literary criticism from the first real literary movement in Black American Literary History, focusing principally on the 1920s and 30s. Since the literature was so closely tied with other forms of artistic expression during the period, some
consideration will also be given to the music, dance and art (painting and sculpture) of the period. Primary Text: William Andrews, ed. Classic
Fiction of the Harlem Renaissance. Students in English and English Education may count this course as their required Cultural Difference and Diversity course (English) or Minority Literature course (Education).
ENGL 430: American Literature 1950-Present - KuschStudents will read contemporary U.S. texts from the beats like Allen Ginsberg to the scandalous Thomas Pynchon and Nobel Prize winner Toni Morrison in order to define this still developing field. We will explore the ways these
post-WWII, post-civil rights and postmodern writers attempt to shape the direction of literature today. Texts include Delillo's White Noise, Morrison's Jazz, Albee's Who's Afraid of Virginia Woolf and several short works.
ENGL 437: Women Writers - GodfreyWorking from the understanding that much has changed about what it means to be a "woman," this course considers the psychological, cultural, historical, political and economic implications of this gendered identity
through the lens of literature. Analyzing texts written from vastly different experiences of womanhood in light of multiple feminist critical perspectives, students will contemplate the complexity of this body of literature. Readings will include novels by Mary Wollstonecraft, Jane Austen, Kate Chopin, Charlotte
Perkins-Gilman, Alice Walker, Maxine Hong Kingston, Susanna Kaysen and Azar Nafisi as well as poetry by Marge Piercy, Adrienne Rich, Emily Dickinson and Sylvia Plath. Course requirements include: reading quizzes, short essay, two longer essays and two exams. This course is also approved as part of a minor in Women's
and Gender Studies.
ENGL 447: Southern
Literature - KnightWe won't be whistling "Dixie" when we discover the grim and gothic South many Southern writers have portrayed, often using dark humor and grotesque imagery to illustrate themes concerning race, class, a strong sense of place and attention to and ambivalence about the
past. **Often offered in evening courses.
ENGL 451: Introduction to Linguistics -
Language is the basis for all science, literature and communication, and linguistics is the study of the basics of how language works. The format is interactive and designed to allow you to apply information from the text to your life.
ENGL 453: Development of the
English Language - Marlow Ever wondered why there are so many exceptions to the rules in English? Answers to these questions and more will be found as you study the history of English.
Sociolinguistics - MarlowIf you've heard that linguistics is like math formulas, patterns and symbols but have to take a course in it anyway, SEGL 455 is the course for you. Here we deal with the people side of language: dialect, race, gender, education and location. The projects for this class focus
on applying the information we study to language in the Upstate or around the globe.
ENGL 459: Theories of Rhetoric and Composition - ShehiThis course will review the major theories that have informed composition studies, especially since 1966, and will focus especially on approaches to teaching composition. Textbooks include A Teaching Subject:
Composition since 1966 (second edition) by Joseph Harris and Cross-talk in Comp Theory: A Reader (third edition) edited by Victor Villanueva, Jr. and Kristin L. Arola. Assignments will include critical responses and a research project.
ENGL 468: Advanced Creative
Writing - Knight
Advanced Creative Writing is the capstone workshop for students whose major includes a concentration in creative writing or for students with a minor in creative writing. Talented and experienced creative writers beyond these categories are certainly welcome. Students will
select a genre to focus on (fiction, verse and creative nonfiction) and prepare a polished portfolio of works by the end of the term.
ENGL473: The Teaching of Writing - Shehi
Would you love to teach writing but are not sure how you would go about it? Would you like to have an introduction into what writing scholars have to say about the writing process? Would you like to have some hands-on practice with preparing lesson plans and giving feedback to students' writing? Would you enjoy taking part in a training workshop with other aspiring English teachers? Then ENGL473, The Teaching of Writing, is for you. In this class we will combine writing theory with practice in order to help prepare you for teaching writing in middle and secondary schools. We will focus especially on designing writing assignments, preparing lesson plans to teach them and practice giving feedback to students, all in a teaching workshop atmosphere.
Theories of Literary Criticism - Kusch
The course will cover various theories of literary criticism with the aim of establishing standards of judgment and providing a framework for advanced literature students to identify their own place within contemporary theory debates. Consider the
underlying assumptions of literary studies–What is literature? What core questions guide the methodology of literary study? What are the implications for the field in assuming one critical framework over another? Students will become familiar with major theoretical movements and core primary theory
articles and will practice applying theories to original criticism of literary texts. This course is recommended for all English and English Education students considering graduate school. It is also one of the theory prerequisites for Senior Seminar. **Offered Fall Semester.
FILM 240 Introduction to Film - CasterOur class offers an introductory survey of film and covers many genres, time periods and styles. Although the class emphasizes U.S. movies, we will examine some foreign productions. We will address film as a medium, art form, type of entertainment, commercial industry and serious area of study. In class, we will engage through lecture and discussion the textbook, films and slideshows. Out of class, we will watch movies in their entirety, read the textbook and any handouts, research films on IMDb and complete writing assignments designed to deepen our understanding of film production and reception.
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