Fall 2009 Courses
ENGLISH:
English 333.002 Advanced Writing: Non-Fiction
Professor-Gerald Duchovnay
In this section of English 333, we will talk about the writing process as an activity that pertains to collaboration, analysis, and problem solving. You will examine your own thinking and composing processes and those of others, and apply strategies to the writing of texts. There will be occasional readings from a very readable The Pen Commandments, but the emphasis will be on your writing and strategies to improve your writing. The discussions and applications of the collaborative process, cognition, and writing skills should have application to you no matter what your major may be.
Aspects of writing we will discuss and analyze include how to generate ideas about a topic for the purpose of writing; how to develop skills in organizing, selecting, and relating ideas; how to vary your writing style for different readers and purposes; how to improve your writing by revising for purpose; how to improve your writing by editing for style; and how to work with others to discuss and analyze writing. The emphasis in this course will be on the writing process, discourse conventions (e.g., problems vs. situations, analysis vs. narration), and rhetorical theory (e.g., audience and rhetorical situation), all aimed at substantially improving your writing skills.
English 432.001 US-History/Aesthetics Film
Professor-Gerald Duchovnay
English 432 is an introduction to film history. We will look at several important aspects of film history through representative films of the various decades. As we proceed, we will consider the connections between technology, business, culture, and motion picture history. In addition, we will talk about ways of looking at film from a variety of perspectives (aspects of the "aesthetics" of the course title in the catalog). Most filmgoers tend to see the finished product and not know much about what goes on in the process of making particular films. This course will give you a sense of some of the various collaborators involved in the filmmaking process. My presentations will involve some lecturing, but primarily we will discuss what you are reading and seeing. While I believe firsthand experience in making short films is beneficial to an understanding of the film process, we will not be making any films in this course. No background in film studies or filmmaking is needed for this course.
There are thousands of titles we might see and discuss in the history of film, including The Birth of a Nation, Nosferatu, The Gold Rush, The General, Public Enemy, Scarface, The Battleship Potemkin, My Man Godfrey, Singin' in the Rain, Stagecoach, The Man Who Shot Liberty Valance, The Maltese Falcon, Double Indemnity, Out of the Past, Vertigo, North by Northwest, Rear Window, Bonnie and Clyde, The Wild Bunch, The Searchers, The Graduate, Nashville, Grand Illusion, Open City, La Strada, 400 Blows, Women on the Verge of a Nervous Breakdown, Chinatown, Annie Hall, Fantasia, The Godfather, E.T., Pulp Fiction, Il Postino, The Lion King, Terminator II, Titanic, American Beauty, Run Lola Run, All About My Mother, Lord of the Rings: The Fellowship of the Ring, Harry Potter, Black Hawk Down, Out of Sight, Finding Nemo, Monster's Ball, Spellbound (documentary), Dirty Pretty Things, Nowhere in Africa, March of the Penguins (documentary), Kill Bill, The Cooler, The Station Agent, Dr. Strangelove, Amelie, No Country for Old Men, Lives of Others, Sweeney Todd, Once, Slumdog Millionaire, Twilight, or Gran Torino, to name but a few.
English 501-01S & 501-41R: Structure of English
Professor-Jon Jonz
In this course you will have the opportunity to gain an advanced understanding of the clause-level syntax of English, and you will be encouraged to experiment with a functionalist approach to the grammar of texts. In the course you will study contemporary meaning-based analyses of the syntactic structure of English, and you will gain skill in applying those analyses to examples of ordinary English.
Because this course emphasizes linguistic analysis, a considerable amount of class time will be devoted to analytical activities, applications, and discussions.
I have also selected several practice activities from the textbook for you to do for credit outside of class.
Additionally, you will do a term project, and you will write two take-home examinations.
The course is supported by a web-based component using the university’s online courseware (eCollege). All course materials (including initial chapters from the textbook) will be available electronically.
Textbook: Jonz, J. (2009). An introduction to English sentence structure: Clauses, markers, missing elements. London: Equinox, to appear. (You will purchase your textbook through the instructor if it has not yet appeared from Equinox).
English 508: Constructing Reality and Reconstructing History in Children’s and Adolescent Literature
Professor-Susan Stewart
From Right to Left: Representations of Religion in Children’s and Adolescent Literature;
Students will explore historical and contemporary representations of religion in children’s and adolescent literature. Some of the novels include Are You There God? It’s Me, Margaret (Blume), Song of the Magdalene (Napoli), A Fine, White Dust (Rylant), Monkey Town: The Summer of the Scopes Trial (Kidd), Godless (Hautman), Save Halloween! (Tolan), A Token For Children: Being An Exact Account Of The Conversion, Holy And Exemplary Lives And Joyful Deaths Of Several Young Children (Janeway), excerpts from Pilgrim’s Progress, and other historical and secondary texts. Assignments will likely include (but are not limited to) written responses, short papers exploring children’s literature scholarship, a journal-length paper, and an oral presentation of that paper in class.
English 525 – Contemporary Literature
Professor-Derek Royal
This semester we will focus on period of American literature that is many times overlooked in contemporary literature courses. We’ll be looking at American fiction in the immediate post-WW II years, from 1945 to 1970, a twenty-five period that sets the stage for much of the things that we read today. Post-war America, in the years leading up through the Vietnam War, was a significant period not only for American culture in general, but for its literature in particular. That will be the focus of our course. Along the way we will discuss such issues as defining postmodernism, the end of literary modernism (if indeed the modernist project has actually ended), the questioning of literary authority (“authority” in many senses of the word) and origins, the critique of the human subject as “centered” and “whole,” the attacks against traditional historicism, and the deep emphases on language and meaning. And of course, we’ll also discuss how such attempts at categorizing and labeling an “ism,” “movement,” or theoretical school of thought can also be problematically enlightening.
English 555-01W: Online Course - General Linguistics
Professor-Robert J. Baumgardner
In this course you will become familiar with the assumptions, goals, terminology, and methodology of modern descriptive linguistics. In the first part of the course we will cover in detail phonetics, the sound systems of language (principally U.S. American English phonology), English morphology, processes of English word-formation, and the intersection of phonology and morphology, or morphophonology. Although this part of the course emphasizes linguistic analysis, it should also motivate you to examine carefully your own beliefs and attitudes about language. Doing so should lead you to understand and appreciate the change that language constantly undergoes in personal and social use. Understanding and appreciating change are necessary steps in becoming more tolerant of the variation in language use from one individual to the next, from one group to the next, and even in your own language.
In the second part of the course (as we continue linguistic analysis and description) we shall look briefly at American English dialectology and at the influence of English as a Global Language. This study will make us aware of not only the vast influence English has world-wide, but also of the many phonological, morphological and syntactic changes English has undergone throughout the world as a global lingua franca. There will be two quizzes, two examinations, weekly homework assignments and a term paper.
Relevant Linguistics, Paul Justice
One Tongue Many Voices, Jan Svartvik & Geoffrey Leech
Obsessed with Language, Chantel Bouchard & Luise von Flotow
See Online Bookstore for Details.
English 557-01W: Online Course - Teaching English as a Second Language
Professor-Robert J. Baumgardner
This course focuses on the linguistic, psychological, and sociocultural foundations for Teaching English to Speakers of Other Languages (TESOL). It begins with a brief survey of first and second language acquisition. It then surveys in detail historical (Grammar Translation, Audiolingualism, Direct Method) as well as current (Total Physical Response, Community Language Learning, Silent Way, Natural Approach, Suggestopedia, and Communicative Language Teaching) trends in methods and techniques (Jazz Chants, Story Telling, Songs, etc.) of Teaching English as a Second Language (TESL). Students will be asked to give an individual presentation of a method and a technique. There will also be a term paper and two examinations and quizzes.
Techniques and Principles in Language Teaching (2nd ed.) Diane Larsen-Freeman
A History of English Language Teaching A.P.R. Howatt and H.G. Widdowson
English in the World: Global Rules, Global Roles, M. Saraceni & R. Rudi (eds.)
See Online Bookstore for Details
English 578 - Creative Writing Workshop
Professor-Robin Reid
English 578 is a graduate level workshop in creative writing. By workshop, I mean that the primary focus of the class is the process of writing shaped by by feedback from myself and classmates. There are no specific prerequisites for this class. I do not expect students to have previous creative writing classes, workshop experience or publication.
This version of the class differs from other creative writing workshops I've taught where the focus is on multiple revisions of early drafts. In contrast, this fall the class will focus on completing the "first draft" of a book-length project. "First draft" in this context means the the first draft uploaded to eCollege for reading and response. I encourage you to draw from earlier work they've begun but not completed. You can work in any genre (except academic research) of fiction or creative non-fiction: you can do a single 'story' or a collection of multiple shorter pieces combined into a book-length manuscript.
This course is web-enhanced, or hybrid. All your drafts will be uploaded to our online class program. We will meet weekly for brief strategy and support discussions, but all feedback will be given online. You will read/respond to 2-3 classmates working in a similar genre.
TEXTBOOK: Instead of ordering a textbook, I have assembled a list of resources. Each of you will be adding to that list with resources relevant to your individual project. Students will have access to each other's list of resources and be able to take the material with them for future use (either in their own publication or for teaching writing).
ASSIGNMENTS:
Your course grade for this class will be based on four areas:
- 70% - Writing: Completed First Draft Book-Length Project
(The grade will be based on percentage of work completed: if you complete 90-100% of your project, you will receive an A, etc.)
- 20% - Feedback on 2-3 classmates' projects. Not entire class! Feedback will be limited to short, first-reading response (100-150 words for each draft).
- 10% - Ten Online Resources you have found and evaluated as useful for your project.
- Minimum by end of term: 50,000 words (you can contract for more if you wish).
This requirement breaks down to 3300 words a week, approximately 500 words a day (1.5-2 pages a day)
DEADLINES: Sunday, midnight. Monday, we get together and talk, cheer each other on, and vent.
English 599 – Online Bibliography and Methods of Research
Professor-Donna Dunbar-Odom
This course is sort of Bibliography Boot Camp. This is the first time this course has been offered online, but since, more and more, research materials are produced, obtained, and read online, this change seems appropriate. We will look at the fascinating world of MLA, APA, and Turabian (Chicago) as well as the IRB, what it means to develop a research agenda, and what methodology can mean. Along with other assignments, students will produce annotated bibliographies and literature reviews for their own projects.
Textbooks:MLA Style Manual and Guide to Scholarly Publishing, 3rd ed., 2008;
Methods and Methodology in Composition Research by Gesa Kirsch and Patricia A. Sullivan (Editors) and other texts to be named later.
English 697 - Science Fiction: Exploring Outer Space Through Literature
Professor-Robin Reid
This course focuses on one sub-genre of sf: texts that incorporate astronomy. The area of analysis will be on the interdisciplinary nature of sf (exploring how astronomy has been utilized in various texts), the growing use of science fiction in science classes to teach various concepts, and the linkage between sf and new media, including how "astronomy" and "science fiction" function on the internet. I do not assume prior knowledge of science fiction (one of our texts, co-edited by an alum of this department, is an excellent handbook on sf). Therefore, most of our reading will be of the primary sources with a *few* useful secondary essays. Because the course is being taught in conjunction with a "core cluster" of astronomy and intro to literature classes that have funding for extra curricular activities, the graduate students will benefit the presence of two visiting speakers: Joe Haldeman and Melissa Scott. In part because of the conjunction with the core cluster and in part because of my interests in new media, the course will not only be taught online but will include assignments in a class wiki and writing with new media, supported by tutorials provided the instructor and by the Converging Literacies Center.
ASSIGNMENTS:
20% Online class discussion (focusing on assigned readings)
20% Entries (10) in The Fantastic Wiki (on interdisciplinarity, astronomy, science fiction, new media--entries not related to assigned texts, can focus on work in all genres and any media--television, film, fiction, poetry, gaming, etc.)
20% Two short papers (a focused close reading of two of the assigned novels) (3-5 pages)
20% A presentation length paper on an astronomical theme relating to two or more of the assigned texts (may build on wiki entries or short papers)
20% A Multimodal composition (audio, graphic, video, blended media)
10% of grade will be based on process (participation in tutorials--face/face or online-- drafts , and self assessment)
10% of grade will be based on final product
ASSIGNED READING:
Note: not all texts may be available, and not all of all anthology , handbook, or trilogy will be assigned.
Diamonds in the Sky-Mike Brotherton-http://www.mikebrotherton.com/diamonds/
The Science Fiction Handbook-M. Keith Booker, Anne-Marie Thomas $29.95
Isaac Asimov & Robert A. Silverberg-Nightfall $7.99
David Brin-Sundiver $7.99
Octavia Butler-Lilith's Brood (we'll be reading the first of the trilogy--which is no longer published as stand alone) Topeka Bindary 0-613-27941-7. $23.4
C. J. Cherryh-Cyteen $14.99
Greg Egan-Quarantine $5.99
Joe Haldeman-The Forever War $14.95
Nancy Kress-Probability Moon $6.99
Alistair Reynolds-Pushing Ice $7.99
Justina Robson-Silver Screen $15.00
Robert J. Sawyer-Rollback $6.99
Melissa Scott-Dreaming Metal $22.95
James Tiptree, Jr.-Up the Walls of the World-(hard to find; may not be available)
Selected Secondary Readings (may be tweaked by fall):
"Towards an Aesthetics of Science Fiction" (Joanna Russ)
From: To Write like a Woman: Essays in Feminism and Science Fiction
Introductions to The Ascent of Wonder: The Evoluation of Hard SF
"Real Science, Imaginary Worlds," Gregory Benford
"On Science and Science Fiction", Kathryn Cramer
"Hard Science Fiction," David G. Hartwell
"Astronomy, Science Fiction and Popular Culture: 1277 to 2001 (And beyond)" (Guy J. Consolmagno). Leonardo, Vol. 29, No. 2 pp. 127-132, 1996
"The Image of Translation in Science Fiction & Astronomy" (Brian Mossop) The Translator: Studies in Intercultural Communication (Translator) 2 (1). 1996 Apr 1-26 1996
"Astronomy through the Centuries in Books for the Young" (Sarah Greenleaf) Children's Literature Association Quarterly 4.12 1987.
English 697 - Online Course - Linguistics & Literature 80944
Professor-Sal Attardo
The course covers the interplay of literary study and linguistics. It does not require any prior knowledge of linguistics. We will be using some very recent books that will give us a perspective on what is happening in the field. Topics covered include stylistics, narrative, meter, characterization, genres, humor, satire, realism, metafiction, tropes, perspective, etc. Since this is an online course, we will leisurely enjoy reading and discussing the books and a few articles I will provide. Students will be encouraged to write on any author/genre they prefer. There will be a final paper. I encourage students to think of it as part of a thesis/dissertation project (although they don¹t have to). Special creative writing assignments may be negotiated on a case-by-case basis. When I have taught similar courses in the past, we¹ve always had a lot of fun.
Ronald Carter and Peter Stockwell. The Language and Literature Reader.
Routledge 2008.
Peter Stockwell . Cognitive Poetics: An Introduction. Routledge, 2002.
Lisa Zunshine. Why We Read Fiction: Theory of Mind and the Novel. Ohio State
University Press. 2006.
Monika Fludernik. An Introduction to Narratology. Routledge 2009.
Peter Verdonck. Stylistics. Oxford University Press 2002.
Thomas Carper and Derek Attridge. Introduction to Rhythm in Poetry.
Routledge 2003.
Steve Brown and Salvatore Attardo. Understanding Language Structure,
Interaction and Variation. Michigan University Press. 2005. 2nd ed.
[recommended if no prior linguistics knowledge]
English 775 - Teaching Literature in College (Meets on Thursdays, 4:30-7:10 p.m.)
Professor-Gerald Duchovnay
English 775, Teaching of Literature in College, will offer you the opportunity to explore the issues, conflicts, and joys of teaching literature at the college level. This course will be run as a collaborative seminar; you might want to think of our collaboration as the bringing together of a cast of players working together to produce a successful movie. I anticipate a diverse group, with some having little or no teaching ("acting") experience, and others with limited to extensive experience. Much of what we do will be "hands on" and practical as we read and discuss texts and as we talk about and devise methods for teaching literature in the college classroom. We will have guest presentations, presentations by you on the readings and teaching "issues," and opportunities for each participant to teach at least one class in one of the English 201s, English 203, an upper level literature class, or the seminar.
The course is intended to be an exchange of ideas about theories and practices related to teaching literature ("texts") to undergraduates. Through your comments and questions, your observations of literature classes, comments of guest presenters, and your own research and presentations, we will analyze why we teach literature, who we teach, and various pedagogical heuristics. Other topics we may also discuss include: critical thinking, University Studies requirements, reading and writing assignments, research on the internet, teaching on line, pedagogically-focused journals and newsletters, textbook selections and assigned readings, politics and religion in the classroom, censorship, discipline, assessment/evaluation methods, classroom dynamics (including room layout), students with disabilities, presentation format (lecture, discussion, group work, on-line), and multimedia.
SPANISH:
Spanish 331 – Spanish Conversation
Professor-Maria Fernandez-Babineaux
This class focuses on developing oral skills at the intermediate level. The material covers basic conversational patterns, expressions, vocabulary and grammar of specific world-related situations. Hispanic culture will be highlighted in course material and students presentations. In addition to the time spend in class; students will practice conversation for two hours per week with the Spanish tutor.
Spanish 333 - Spanish for Heritage Speakers
Professor-Inma Lyons
Spa 333 is a course designed specifically for Bilingual/Heritage speakers, whose home language is Spanish, but whose dominant language, and the language they use at school is English. The main purpose of this course is to improve Heritage speakers´ speaking/writing/reading/listening abilities in Spanish formal situations, such as work , education, and information environments. This course also emphasizes improvement in the use of grammar to achieve perfect communication skills. An important component of this course is to achieve an understanding of historical and literary texts pertaining to the Hispanic world, and acquire substantial knowledge related to the Hispanic culture.
The textbooks we will use are the following:
Menton, Seymour. El cuento hispanoamericano. Antologia critico historica. 9th ed.
Mexico: Fonde de cultura Economica, 2007.
Frances, Maria Elena and Ruben Benitez. Manual de gramatica y ortografia para hispanos. Pearson Prentice Hall, 2004.
Spanish 341 – Introduction to Spanish Literature
Professor-Maria Fernandez-Babineaux
This course will focus on the study of Hispanic literatures. It is organized around the four literary genres: poetry, drama, novel, and essay. The course will provide students with the appropriate critical and technical vocabulary to understand the specificity of each genre examined in the course, with concentration on canonical authors and their works. Students will write short paper each class examining the different categories studied. This class will not have exams but a number of papers and quizzes to test student’s practical understanding of the material.
Spanish 597 - Seminar in Spanish Literature of The Middle Ages and The Renaissance
Professor-Inma Lyons
This course provides an introduction to canonical works of Medieval and Siglo de Oro Spain beginning with the Poema de Mio Cid. A survey course, the class studies chronologically works which represent the major genres and authors of the two periods: Fernando de Rojas, don Juan Manuel, Jorge Manrique, Miguel de Cervantes, Lope de Vega, Góngora, Quevedo, and Calderón among others. Works will be analyzed in terms of their thematic content and structure, and significant issues of literary theory will be presented in relation to the works read.
Class meetings will be organized around active discussion and student participation. The first part of each meeting will concentrate on the dissemination of theory and background information through a brief lecture, leaving the remaining time for textual analysis and discussion. Every week, students will be responsible for textual readings as well as theoretical or critical works deemed pertinent to that week’s topic. Each student will prepare at least one oral report on a critical work during the semester and will follow-up with a brief written analysis.
