ENG 505
(01): Graduate Writing Workshop
Instructor: Hunting
Anticipated
Size: 15
Prerequisite(s): Graduate
standing or permission
Course
Description: This
is an intensive writing course at the advanced level. Most
of the work will take place in weekly workshop settings. The
instructor will also be available for individual tutorial
conferences. By the end of the semester each
student is expected to have completed a solid collection
of short stories or poems or to have made substantial
progress on a novel.
Required
Texts: None
Evaluation: Letter
grade based on quality of work and participation.
ENG
545: Realism & Naturalism
Instructor: Evans,
J.
Anticipated
Size: 15
Prerequisite: Graduate
standing or permission
Course
Description: A
study of the literary period known as American Realism
and Naturalism. The course will examine the principles
that found these terms: emphasis will be placed
on close textual analysis and narrative techniques.
Required
Texts: To
be announced.
Evaluation: Classes
will consist primarily of discussion.
Instructor: Jacobs
Anticipated
Size: 15
Prerequisites: Graduate
standing or permission
Course
Description: Many
American and English women writers in the nineteenth
century read and admired each other's work, in some cases
carrying on personal correspondences as well. In
addition, they worked within or against certain common
cultural assumptions about the role of the woman writer,
and they often addressed common subjects. This
course will look at several major writers in relation
to each other and to larger cultural concerns. We
will begin with the didactic tradition in women's
reform writings (Gaskell, Stowe, Jacobs, selected poems
of Barrett Browning). From there we'll go
to Barrett Browning's reform novel in verse, Aurora
Leigh, which addresses the growth of and cultural
pressures on the woman poet. We'll then contrast
EBB's very public career with that of Emily Dickinson,
who read Aurora Leigh with admiration and kept
a picture of Barrett Browning in her room. Novels
by George Eliot and Louisa May Alcott will present very
different versions of a female bildungsroman. Along
the way we'll consider critical arguments for the
existence of a "women's tradition" in literature,
together with critiques of those arguments.
Primary
Texts:
Louisa
May Alcott, Work
Elizabeth
Barrett Browning: Aurora Leigh, "The
Cry of the Children," "The Runaway Slave at Pilgrim's
Point," selected sonnets
Emily
Dickinson, selected poems
George
Eliot, The Mill on the Floss
Elizabeth
Gaskell, Mary Barton
Harriet
Jacobs, Incidents in the Life of a Slave Girl
Harriet
Beecher Stowe, Uncle Tom's Cabin
Kate
Chopin, The Awakening
criticism
to be assigned
Evaluation: short
papers and presentations, class participation, a long research
project
Prerequisite: Graduate
Standing or Permission
ENG
551: Medieval English Literature
Instructor: Bauschatz
Anticipated
Size: 12
Prerequisite: Graduate
standing or permission
Course
Description: This
semester the class focuses in part on learning to read
Old English. Some time will be spent on reading
Old English prose and poetry. Toward the end
of the semester, if possible, we will read parts of Beowulf. In
addition we will examine translations of Old English
poetry analyzing how these modern versions extend,
violate, or replicate the originals.
Required
Texts: Mitchell,
Bruce, and Fred C. Robinson. A Guide
to Old English. 6th
ed. Malden, MA: Blackwell, 2001.
Alexander,
Michael (ed.) Beowulf. New York: Penquin,
1995.
Evaluation: To
be announced.
Note that this class
meets the foreign language requirement for M.A. students.
Eng
557: Victorian Romanticism and the Visual Imagination
Instructor: Jack
Wilson
Anticipated
Size: 15
Prerequisite: Graduate
standing or permission
Course
Description:
Script:
- The Eighteenth-Century "Grand
Tour": Roman ruins and the British sensibility.
- The English
garden: From Versailles to the Picturesque to Burke and
the Sublime.
- Rousseau
and Blake.
- Paintings
of Thomas Gainsborough.
- Horace
Walpole and the gothic and the pagan.
- Wordsworth, "Tintern
Abbey," Preface to Lyrical Ballads, 1800.
- Paintings
of Joshua Reynolds, John Constable and William Girtin.
- The 1840s:
the emergence of photography, especially in the work of
Henry Fox Talbert.
- Ruskin's Modern
Painters.
- Paintings
of J. M. W. Turner
- Dicken's Pickwick
Papers.
- The Pre-Raphaelites, in
poetry and art, with an emphasis on D. G. Rossetti, William
Holman Hunt, John Everett Millais, Algernon Swinburne,
William Morris, Edward Burne-Jones, and J. W. Waterhouse.
- The journey
to inner nature, the landscape of the mind: The "aesthetic" end
of the century: Walter Pater, Oscar Wilde, and Aubrey Beardsley:
decadent and perverse? Does Freud belong here?
Using
the resources of the Web and the technology of WebCt and
PowerPoint, we'll explore, first, the creation of the Eighteenth-century
platform from which the British romantics launched their
verbal and visual pyrotechnics, and then explore the Victorian
reaction in image and word to the romanticism of Wordsworth
and his view of the natural world.
Students
will learn technical skills useful in their academic futures
by preparing a PowerPoint presentation (I'll teach you how
to do this), and by publishing this work, along with a traditional
academic essay, on my web site.
Instructor: Burnes
Anticipated
Size: 15
Prerequisite: Graduate
standing and appointment as a Teaching Assistant in the
Department of English.
Course
Description: A
seminar in the theory and practice of teaching ENG
101, College Composition. Seminar participants
actively review their understanding of the conventions
and contexts of academic writing, practice and critique
ways of responding to student writing and of planning
sequences of writing assignments, and begin to read
in the discipline of composition studies. They
pay particular attention to current scholarship on
processes of writing, on reading and writing as functions
of academic
discourse communities, and on the institutional setting
of writing instruction. Throughout the semester,
they keep teaching journals, plan assignments sequences
with theoretical justifications and present these to
their peers, compile annotated bibliographies on topics
of interest, and write position papers on selected
aspects of their teaching.
Required
Texts: To
be decided
Evaluation: Teaching
journal, assignment sequence with accompanying rationale,
annotated bibliography with critical introduction, two
position papers, and seminar presentation: both oral and written.
