Advising Help in Languages, Literature, and Composition
Students in Languages, Literature, and Composition work closely with faculty mentors and advisers to select courses, build writing sample portfolios, explore career, internship, and graduate school options, and generally achieve success at USC Upstate and beyond.
Find resources to prepare for advising appointments here
- Look up Requriements for your Major or Minor in the College of Arts and Sciences section of in the Academic Catalog. Remember to follow the catalog requirements for the year listed in Degreeworks. If you would like to switch to a different catalog listing of requirements for both your major and minor (if applicable), please contact your adviser to fill out a change of catalog form.
- If you need to change your major to English or Spanish, please fill out the change of major online form.
- Look up Official Course Descriptions and prerequisites in the Academic Catalog or on our list of detailed course descriptions in Languages, Literature, and Composition.
- Make an appointment with your adviser. You can find your assigned advisor in Degreeworks or Self-Service Carolina under the Student Menu.
- Registration Tips
- Tips for constructing your schedule. Remember that you can also use the Schedule Planner feature in Self-Service Carolina to help you find the right combination of course times. Note: Courses with an M at the end of the section number are hybrid (meaning some face-to-face, some online). Courses with a W at the end of the section number are fully online.
- Don't forget to check Self-Service Carolina for your mid-term grades (see all grades under Registration History) and for your overall college transcript.
- If you are planning to use grade forgiveness, please see the policy and application form online.
- Check the Academic Calendar for deadlines for payment, add/drop, withdrawal, etc.
- Check the Final Exam Schedule posted at the top of the page for each semester under the Academic Calendar to find dates and times for your final exams.
As always feel free to contact your adivser or the chair of Languages, Literature, and Composition (864-503-5688) if you have any questions.
- Major Checksheet
- Suggested Course Sequence
- Check your progress toward your degree in Degreeworks
- Be sure to look up your midterm grades in Self-Service Carolina
- Don't forget to ask your advisor for career advice--explore internships, prepare your resume and cover letter, research graduate schools, and more with the help of your English faculty and USC Upstate's Career Services
- Get involved with Writers Inc. or student organizations to help you gain valuable experience and build networks of faculty and students who can support you in your academic progress and future career
- Major Checksheet
- Suggested Course Sequence
- Check your progress toward your degree in Degreeworks
- Be sure to look up your midterm grades in Self-Service Carolina
- Are you prepared for the Oral Proficiency Interview? Take advantage of Spanish Conversation Tables Thursdays from 10:50-12:00 in HPAC 202. Student leaders have planned activities to help even beginning Spanish speakers practice interpersonal communication in Spanish.
- Don't forget to ask your advisor for career advice--explore internships, prepare your resume and cover letter, research graduate schools, and more with the help of your Spanish faculty and USC Upstate's Career Services
- Get involved with the Hispanic Awareness Association or the Alpha Mu Gamma Honor Society to help you gain valuable experience and build networks of faculty and students who can support you in your academic progress and future career
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 in Self-Service Carolina for complete course offerings and descriptions.
Special Offerings for SPRING 2019
**Note: Most courses delivered in hybrid format may also be completed fully online. Please see the course instructor for more details.
English U345 Section 01: Digital Storytelling - THOMAS (Spring)
Digital Storytelling is a framework to combine digital and social media tools with traditional writing methods. Digital Stories are short, multimedia productions, which can be narrativew in nature or focus on more expository and informative modes. Digital stories combine still images, video, clip art, text, music, and the spoken word to create unique messages relevant to a variety of topics. In short, this course focuses on storytelling in the 21st century aimed at a variety of audiences and purposes.
Digital storytelling is a popular method for building community, sharing diverse perspectives, publishing research, and highlighting original creative works. As such, this course is designated Service Learning, requiring students to work outside of course meetings with local nonprofit agencies and community leaders. Students will utilize skills and concepts covered in the classroom to make a difference within the community. Students will explore a range of methods, tools and software used to create digital stories. Students will build digital portfolios containing at least four major multimedia publications along with written scripts and reflections.
This course is perfect for education majors, English majors, and communication majors. In addition, those in the business and non-profit sectors are increasingly utilizing digital storytelling as a means of communication and advertising. In short, anyone who would like to learn more about writing and incorporating the use of digital technology in publishing will enjoy this course.
English U345 Section 02W: Freelance Writing and Publishing ONLINE - KEEFAUVER (Spring)
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 include a Service Learning component to provide students with experience writing for a real client in the Upstate community. 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.
ENGL U345 Section 03: Screenwriting ONLINE - Mims (Spring)
Taught by a faculty member with 10 years experience producing and writing films for the entertainment industry, music videos, as well as commercial applications, the screenwriting class will include principles for writing both short-form projects and longer form films.
English U387: French and Francophone Literature and Translation - HERNANDEZ-LAROCHE (Spring)
English U397 01: Topics in Creative Writing: Romance Writing ONLINE- NEWMAN (Spring)
Students will learn what makes an effective work of romance—from beginnings, characterization, conflict and tension, dialogue, and endings—to compose engaging romantic works of their own. Students will enhance their understanding of the craft through regular readings from the text and other internet readings and examples, as well as writing practice to include mini writing assignments and constructive commentary on other students’ work via the discussion board. Text: Liz Fielding’s Little Book of Writing Romance by Fielding
ENGL U398 01 - Disney as Literature ONLINE - KUSCH (Spring)
The Walt Disney Corporation dominates the media landscape in the US and worldwide--with franchises from Star Wars and Marvel to Pixar, ABC television, Disney channels, and, of course Disney Animation Studios, Disney has produced much of the new media, popular culture "literature" of the twentieth and twenty-first centuries. So what does it mean to "read" Disney productions as literature? And what is literature in the 21st century? What is the significance of transforming fairy tales, myths, and folklore into children's literature and film and, increasingly, adult television and movie content? What is the "Disney style" of literature in the 20th and 21st centuries? And what cultural functions does the Disney literary tradition serve? Texts include Snow White, Once Upon a Time, Mary Poppins, Mulan, The Lion King, Black Panther, as well as clips from other texts. Individual projects and presentations will focus on films and television shows of students' choice. Students will have a creative or analytic option for the final paper, both rooted in critical research: analyze a recent live-action new Disney adaptation/creation of an old Disney text as an example of postmodern American literature (ex The Jungle Book, Alice in Wonderland, Alice through the Looking Glass, The Nutcracker, Cinderella, etc.) or create a pitch, storyboard/screenplay, or story for a new postmodern adaptation of your own.
ENGL U398 02 — American Literature since 1865 for Teachers - KUSCH (Online)
Our Regular Courses:
ENGL 208: Intro to Creative Writing - McConnell
This 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.
ENGL 252: Understanding Grammar - Marlow (ONLINE)
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.
ENGL 275: Masterpieces of World Literature - Kusch
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 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 way.
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 - Knight
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 - McConnell
We'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 - Knight
When 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 - Knight
Creative 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.
ENGL 387 (Cross-listed with AFAM 398)--Topics in Literature, Culture and Difference: Black Masculinity - Carson
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.
ENGL 387: Topics in Literature, Culture and Difference: Gender and Postcolonial Literature - Kusch
ENGL 387 (Cross-listed with FREN 398) - Topics in Literature, Culture and Difference: Global Existentialist Literature - Hernandez-Laroche
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 - McConnell
The 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.
ENGL 397: Topics in Creative Writing: Freelance Publishing - Keefauver
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.
ENGL 397: Topics in Creative Writing: Writing Song Lyrics - Robbins
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.
ENGL 398: Topics in Language and Literature: English as a Second Language - Theory into Practice with Service-Learning and optional link to spring break in Nicaragua - Marlow
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 PM
This 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 - Canino
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 - Godfrey
What 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 - Murphy
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 - O'Brien
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.
ENGL 427: American Literature 1865-1910 - Kusch
Law 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 - Kusch
Cultural 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 Named Desire.
ENGL 429: The Harlem Renaissance - Carson
We 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 - Kusch
Students 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 - Godfrey
Working 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 - Knight
We 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 - Marlow
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.
ENGL 455: Sociolinguistics - Marlow
If 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 - Shehi
This 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.
ENGL 483: 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.
Special Topics for Spring 2019
Spanish U398 Section 02 Spanish Phonetics and Phonology - Jackson (Spring)
This course is designed around the concepts and methods for L2 accent reduction for native speakers of English and/or Spanish. Problematic phonemes in both languages will be highlighted and become the focus of a project based learning assignment (PBL) that compares 2 types of spoken Spanish and 2 types of Spoken English.
Techniques for L2 accent reduction in Spanish include vowel isolation, tonic accents (diacritic and non-diacritic), and syllabic concentrations for phonemic transcription. Techniques for L2 reduction in English include reinforcement of problematic consonant clusters, elimination of prosthetic “E”, and English orthographical variations for phonemic transcription. Required Text: Historia de la Lengua Española, Rafael Lapesa, 6th edition or later
Spanish U300 Topics in Conversation - MEGGAN BURTON (Spring)
Welcome to Spanish 300 – Telenovelas! The purpose of this course is to provide students with intensive listening practice and directed speaking practice with intermediate and advanced structures. To that end, we will be
watching El cuerpo del deseo, a popular recent telenovela, and using it and other materials to frame our class discussions. Research on language acquisition tells us that learners need extensive language input to help them speak. The goal of this course is to expose students to Spanish input that is, in the words of Andy Trimino and Nancy Ferguson, “comprehensible,” and “copious” (Intensive Input in Language Acquisition); half the challenge of the class consists of listening comprehension practice with the series and video clips, while the other half will be discussing related topics in class. While the dialogue is quick, the characters and their motivations are consistent, so students can learn to infer from context the meaning of new vocabulary. Some students will find the listening very challenging at first, but each episode will be easier to understand than the last. Conversely, students who find it very easy to understand the content will be expected to stretch themselves by analyzing the program on a more sophisticated level, in terms of themes, symbols, accuracy/inaccuracy of cultural representations, etc.
Spanish U310 Advanced Conversational Spanish--GABRIELLE DRAKE (Fall)
¡ Bienvenidos! –Este curso es un curso de español avanzado que está destinado a desarrollar principalmente sus habilidades orales en el idioma.
Para el final del curso los estudiantes deberán haber mejorado su pronunciación y su habilidad para escuchar; deberán ser capaces de entender la mayor parte de lo que ven en televisión y deberán ser capaces de sostener conversaciones interpersonales extendidas y eficientes, cuando se refieran a temas personales y cotidianos; también deberán incrementar su vocabulario y haber empezado a desarrollar su habilidad para expresar ideas y opiniones acerca de temas generales. El curso desarrollará el uso del lenguaje en el mundo moderno, visto atravesé de los Estrenos de Cine. El
curso es esencialmente comunicativo y no se detendrá mucho elementos de
gramática, aunque si escribiremos sobre los temas.
Spanish U309 Advanced Spanish Language I--JUNE CARTER
This is the first of two writing courses designed to improve students’ writing skills in Spanish. Intended Audience: Spanish majors and all students with a knowledge of Spanish and those interested in understanding the nature of writing, seeing writing as a process rather than a product and as a communicative act. By the end of this course, you should be able to present information, concepts and ideas on a variety of topics utilizing various modes of writing such as description, narration, exposition, and argumentation. In
addition, you should be able to use some complex structures of Spanish grammar in a contextualized written form; use traditional sources for research (books, journals, newspapers); and take notes in Spanish from oral and written sources for use in expressing your own ideas on various topics.
Spanish U309 Advanced Spanish Language I--DAVID COBERLY
This course exposes students to intermediate to advanced grammatical concepts and to different kinds of writing. Students use grammar correctly in a variety of writing styles with different purposes and intended audiences.
Translation, Interpreting and Professional Applications
Spanish U311 Introduction to Translation--MARIA FRANCISCO MONTESO
This course provides students with both the theoretical and practical problem-solving skills necessary for professional translation between English and Spanish. Translation of legal, medical, technical, and commercial texts in their linguistic and cultural context and an overview of the translator profession are studied throughout the semester. The course emphasizes the appropriate use of the tools available for producing quality professional translation. Students will practice using dictionaries, glossaries, thesauri, and computer resources in both languages. Freelance project management, ethics, billing, and liability of professional translators will be studied. The majority of class time will be dedicated to practical activities and translating texts individually or collectively, including service learning activities with area non-profit organizations.
Spanish U312 Introduction to Interpreting--MARIA FRANCISCO MONTESO
This course deals with the theoretical and practical foundations of interpreting in community settings, including health, education and social settings. It also provides an overview of the interpreting activity and profession by focusing on the different interpreting modes (especially consecutive interpretation and sight-translation), settings and techniques; professional role and professional ethics, standards of practice, decision-making and dilemma-solving strategies and other tools to help students grasp and practice interpreting. Additionally, students will increase their knowledge of health literacy by studying medical terminology and other relevant facts about health care. This introductory interpreting course will focus on the Spanish-English language pair.
Spanish U315 Spanish for the Professions: Business Professions--MEGGAN BURTON (Fall 2018)
This course in Spanish for Specific Purposes exposes students to the cultural conventions and specialized language and forms of expression used in doing business with Spanish partners.
Spanish U315 Spanish for the Professions: Healthcare--DOUGLAS JACKSON
¡Bienvenidos! Spanish for the Professions will prepare students to use Spanish in a variety of healthcare settings such as hospital, therapeutic, and nursing contexts. Lexical applications of terminology in the healthcare domain will enrich the students’ general vocabulary in Spanish, and in some cases, English as well. Students will prepare community-based projects and practice applying Spanish lexicon and registers as appropriate.
Spanish U315 Spanish for the Professions: Legal--DOUGLAS JACKSON
¡Bienvenidos! Spanish for the Professions will prepare students to use technical legal language in Spanish in a variety of settings such as Traffic, Commercial, Criminal, Family, Health Care and Immigration Law cases. Lexical applications of terminology in the legal domain will enrich the students’ general vocabulary in Spanish, and in some cases, English as well. Students will write case summaries in Spanish, argue cases in Spanish and practice legal interpretation in Spanish and English. Students will also study geographical lexicon and changes in register during the course.
Culture and Literature
Spanish U301 Introduction to Hispanic Literature--SHANNON POLCHOW
Students will be introduced to and prepare for more advanced work in Hispanic literature classes through the reading and analytical discussion of major genres and styles of selected texts from Spain and Latin America. Students in this course will:
• acquire biographical knowledge of selected Spanish and Spanish American authors
• develop a historical perspective of the time setting of these selected authors’ works
• be introduced to selected literary texts written by Spanish and Spanish American authors
• be introduced to the cultural background of the period of the work
• be introduced to literary terms and approaches of literary criticism
• improve reading, writing, and speaking skills in Spanish
• learn how to write a literary paper in Spanish
• learn to reason better and to better understand the reasoning of others
Spanish U321 Latin American Civilization--JUNE CARTER
¡Bienvenidos a la clase de civilización latinoamericana! Este curso abarca la historia y la cultura de América Latina desde la América antigua hasta la época moderna. Se exploran temas como la identidad, el nacionalismo, la religión, la geografía, la música y el arte.
Los objetivos de este curso son:
- que el estudiante mejore su competencia oral, escrita y de lectura;
- que se gane mayor aprecio por la gente latinoamericana;
- que se gane mayor aprecio por las culturas indígenas;
- que se gane mayor conocimiento y entendimiento de cuestiones políticas, religiosas, económicas y sociales;
- que comprenda la esencia de la cultura latinoamericana a través de lecturas, discusiones, videos, reportajes, investigación personal y películas.
Spanish U398 Spanish Films of Pedro Almodovar--DAVID COBERLY (Fall 2018)
This course in Spanish film (with subtitles) will feature films by the director of Volver (2006), Women on the Verge of a Nervous Breakdown (1988), Tie Me Up! Tie Me Down! (1990), and most recently Julieta (2016).
Special Offerings for Spring 2019
Film U342: Film Genre--Comedy - Winchell (Spring)
Film Genre: Comedy will give an overview of the genre of film comedy from the silent era (Charlie Chaplin, Buster Keaton) through the comedy teams (Laurel and Hardy, the Marx Brothers), screwball and romantic comedies (Some Like It Hot), Mel Brooks and Woody Allen, and up to the modern era (the Coen Brothers, Borat). The class will analyze critically acclaimed and popular comedies from over 100 years of cinema and the impact film comedy has had on American culture through issues such as politics, sex, class, and race.
Film U398 Section 01: Screenwriting ONLINE - Mims (Spring)
Taught by a faculty member with 10 years experience producing and writing films for the entertainment industry, music videos, as well as commercial applications, the screenwriting class will include principles for writing both short-form projects and longer form films.
Film U481: Cultural Difference and Diversity in Film: Race and Gender in Horror Film - Winchell (Spring)
“Cultural Diversity and Difference in Film” will break the horror genre into two areas of analysis: race and sexuality/gender. Half of the semester will focus on the way African Americans and other races are portrayed and depicted in notable horror films ranging from Night of the Living Dead to Get Out. The other half of the class will focus on sexuality and gender in the genre with films such as The Texas Chain Saw Massacre and Antichrist.
French U398 Global France — ARACELI HERNANDEZ-LAROCHE (Fall 2017)
“I received my first adult passport. I wish I had come to it sooner. I wish when I was back in that French class that I had connected the conjugations, verbs, and gendered nouns to something grandeur. I wish someone had told me what that class really was—a gate to some other blue world. I wanted to see that world myself.” - Ta-Nehisi Coates’ letter to his young son, Beyond the World and Me
Students will engage in comparative study of the transnational concepts of the “Global South” and the “Global North” in France, African Francophone countries, the Caribbean, and the United States. Why does the North-South divide matter for peoples of different cultures and identities? What roles do languages, translation, identity, borders, migrations and cultural productions (such as literature and film) play in cross-cultural encounters? How do we define citizenship and belonging in increasingly globalized communities? Research will be conducted in French and translation studies work will be expected. The class will be taught in English. Community engagement activities will be encouraged.
Global Studies U301 Global Cultures and Identities - Araceli Hernandez-Laroche (Fall 2018)
This course is the core course of the Minor in Global Studies and features transnational connections between cultures and identities. This fall, the course will feature films in French, Spanish, and Italian. The course is cross-listed with FILM U481 Cultural Diversity and Difference in Film.
Global Studies U398 Special Topics in Global Studies: Welcome and Goodbye Germany: Topics on Migration in Contemporary Germany--Alex Lorenz (Fall 2018)
The increase of a diverse immigrant population radically changes the faces of communities. Political refugees, Gastarbeiter from various countries, Jews from the former Soviet Union, repatriated prisoners of war, Aussiedler, millions of undocumented migrants, and many others enrich and transform the face of contemporary Germany. We will examine these changes associated with migration and the results that often lead to intense public debates in these communities. This course is designed to show the historical, cultural, ideological, and idiomatic differences of the immigrant nation Germany. The course also includes a variety of German films exploring topics on migration and identity. Focusing on three migration waves, we will explore discourse on Leitkultur and Integration, Identity and Multiculturalism, Diversity and Language Change.
Starting with Germans immigrating to the US, we will explore the reasons of Germans migrating to the US in the 1600s. Here, we will focus on migration to South Carolina, Pennsylvania, and Texas in the 1800s and will discover a very vivid local American-German culture that emerged and survived in many places in the US. Additionally, we will determine the causes and effects of the extinction of these communities and the death of their language in recent years. During the second part of the course we will discover the obstacles and displacement that Aussiedler in the Soviet Union had to face during and after WWII. Here, we will focus on Volgagermans and on the reasons why ethnic Germans were deported to Siberia, the status of the German language during that time, and why ethnic Germans decided to return to Germany after centuries of living in Russia.