Course Offerings Department of English Fall 2017 [PDF]

In addition to reading literature, we will make regular use of John Trimble's Writing with Style: Conversations on the A

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Course Offerings Department of English Fall 2017 English Courses (ENG) ENG 1050

Understanding Literary Language

Sisson

This course could easily be called “Cultivating the Art of Paying Attention”—that is, paying attention to writing, to language, to literature. As such, it will focus on the elements of literature and the elements of writing about literature, the details of which make a significant difference in our writing and reading experiences and our appreciation for these works as acts of creation. This class will thus encourage you to consider how literature is at once a work of art and an act of rhetorical significance—in other words, how writing is the carefully crafted result of the specific strategies employed by writers for particular purposes. The critical texts that you create in this class will be taken as seriously as the literature we study together, for our aim is to become highly aware of all aspects of writing—your own as well as published authors. You will also have occasional opportunities to flex your creative muscles as you try your hand at imitating the writers we are reading by creating similar works of your own. Over the course of the semester, you will submit four papers, regular written responses to the readings, an in-class final exam, and a paper revision. All papers will be developed through the drafting and revision process. Our reading will cover four genres: the short story, drama, novel, and poetry. We will begin by reading stories by Katherine Mansfield. The selection of our two plays is pending, awaiting the unveiling of Belmont’s 2017-2018 season (at least one of our plays will be performed at Belmont so we can see the staged production). Our novels will be E. M. Forster’s A Room with a View and Tim O’Brien’s In the Lake of the Woods, and our poetry will be Mark Jarman’s The Heronry and Louise Gluck’s Wild Iris. In addition to reading literature, we will make regular use of John Trimble’s Writing with Style: Conversations on the Art of Writing. ENG 2000

Critical Reading and Writing

Trout

This course is designed to introduce English majors and minors to the nature of critical reading and writing. You will be exposed to a number of theoretical approaches that you will practice applying to several major literary works. You will also concentrate on writing an effective essay on literature. This is both a reading and writing intensive course. The class will also foster serious critical discussion and effective oral communication. We will consider several novels, including Atonement, The Bluest Eye, and 1984. ENG 3000

Junior Seminar in English

Curtis

(Pass/Fail, 0 credit hours). Prerequisite: Students should be in their Junior Year. This requirement for all English majors, though open to English minors as well, is designed to be taken in the junior year. Students prepare for their future, considering such issues as preparation for graduate school, teaching, and writing as a profession. Guest speakers and graduates of the program will help introduce students to a variety of career paths.

ENG 3960

Internship

Overall

The purpose of the writing internship course is to provide practical application of classroom learning in an off-campus professional setting. Students enrolled in the course are in the process of performing the work of an internship designed and approved the prior semester in collaboration with Dr. Overall, the English Department’s Internship Coordinator. The number of hours you must complete in your work as an intern at your chosen workplace varies according to the number of credit hours for which you are enrolled: 3 hours Belmont course credit = 9 hours/week (approximately 108 hours total); 2 hours Belmont course credit = 6 hours/week (approximately 72 hours total); 1 hour Belmont course credit = 3 hours/week (approximately 36 hours). Class sessions are devoted to discussions of workplace writing issues and strategies. Students write reflections in which they describe their internship experiences; complete a series of short professional-writing “cases”; and compose and design a digital portfolio with documents they produce on the job. Half of the course grade will be determined from the above assignments while the internship supervisor evaluation will determine the other half. For more information, see http://www.joeloverall.com/courses/ENG3960/ ENG 4900

Seminar in English Studies

Hodges Hamilton

When you get, give. When you learn, teach. Maya Angelou Throughout Senior Seminar, we will reflect on students’ writing, learning, and growth across the English major. Students will compile a major portfolio with both revised and original writings. We will also study texts that look at the past, present, and future of English Studies as a way to position ourselves as members of the field, while paying particular attention to the following questions: Where have you been? Where are you going? And what can you give and teach as a result? Course Objectives * To study literary and writing theories and practices in order to better understand the past and present of English Studies * To develop insight into a particular area of English Studies that interests you * To support your future professional work as a creative writer, writing teacher, and/or scholar * To create a strong major portfolio Literature Courses (ENL) ENL 2895.01

Modern Japanese Literature and Culture

Paine

This course will consider a wide variety of Japanese writers of prose fiction and of Japanese cultural practices, from the early twentieth century to the present. They will be discussed in the context of a developing tradition of Japanese and international modernism, as well as in their Japanese cultural and historical context. The aim of this course is not only to introduce students to modern Japanese literature, but especially to use this medium as a window into Japanese culture and sensibilities. (This course is cross listed with HUM and ASN.)

ENL 2895.02

20th-Century North Africa and France in Literature and Film

Paine

This course will focus on the complex nature of France’s relation to its former colonies in North Africa, as represented in literary texts and films. It will entail a capsule review of French history and culture since the Revolution, colonial expansion into Algeria, Morocco, and Tunisia, and developments in the postcolonial period, since 1962. No knowledge of French is required. (This course is cross listed with HUM.) ENL/ENW 3500

History of the English Language

Monteverde

Recognizing that any description of this course is destined to be off-putting, let me begin by stating that ideally this course should make your own language come alive for you as a living entity whose current form is the result of all its childhood experiences and whose future shape though predictable to some extent is also yet to be determined. We will study the growth of our language from its origin as a descendant of the Indo-European language family in distant prehistory to its current position as the 2nd most widely known language in the modern world. Topics covered will include the relationship between English and other languages, the evolution of modern English grammar, and the causes of the mess we call the English spelling system (if it can be called that). Tests will be augmented with a variety of assignments, such as a personal language history, designed to help you appreciate the on-going and individual process of change that can be experienced in the study of English. An optional service learning unit can also be taken as part of the course. This course is required for all students pursuing secondary education licensure in English and students pursing an English Language Learners certificate; it is also highly recommended (and really should be required) for all students combining an English major with elementary certification or pursuing a minor or second major in foreign language. ENL 3800

Topics in World Literature: ExileHomeMemory

Paine

We will examine multiple permutations of the perpetual human condition of exile, the desire to return home, and the role which memory plays in this drama. In addition to the Book of Ruth and the Parable of the Prodigal Son, among other texts that may seem helpful, we will consider the following works: Homer, The Odyssey. Joseph Conrad, “Amy Foster.” Rebecca West, The Return of the Soldier. Vladimir Nabokov, Speak, Memory. W. G. Sebald, The Emigrants. Milan Kundera, Ignorance. Leïla Sebbar, Silence on the Shores. Tahar Ben Jelloun, A Palace in the Old Village. Kazuo Ishiguro, When We Were Orphans.

Marilynne Robinson, Home. Salman Rushdie, The Wizard of Oz. ENL 3895

Home in American Literature

Trout

This special topics course will consider the many ways contemporary American writers engage with the idea of “home” in their fiction. We will attempt to unpack the layers of meaning associated with the signifier “home” (hometown, homeland, homeward, homesick, homeless) and how our attachment or exile affects our identities. We will approach this fiction through a number of theoretical, historical, and cultural lenses. Please note that this class will be connected to the 16th Annual Humanities Symposium in the Fall that will take place from September 18-25, 2017. The Symposium theme, “Making it Home,” will also consider “how making home, physically and metaphorically—on a personal, communal, local, national, and global scale—illuminates our experience as individuals who are also citizens of the human race.” Your active engagement in both the class and the Symposium will be expected. This is a reading intensive course so I encourage you to begin reading in the summer. The reading list includes: Sherwood Anderson, Winesburg, Ohio; James Baldwin, Go Tell it on the Mountain; Toni Morrison, Song of Solomon; Anne Tyler, Dinner at the Homesick Restaurant; Lee Smith, Fair and Tender Ladies; Amy Tan, The Joy Luck Club; Louise Erdrich, Love Medicine; Jeffrey Eugenides, The Virgin Suicides; Russell Banks, The Sweet Hereafter, and for fun, David Sedaris, Dress Your Family in Corduroy and Denim. ENL 4350

Thomas Hardy and “The Nature of Things”

Sisson

Born in 1840, Thomas Hardy lived through World War I and feared, before his death in 1928, that a second world war was brewing. A Victorian by birth, a Romantic by sensibility, and a Modernist by disposition, Hardy is classified as a “philosophical” writer who influenced and anticipated British Modernism; indeed, he is placed in anthologies in the early Modernist period even though he wrote for over a decade longer in the Victorian period than in the 20th century. Often regarded as a pessimist or fatalist, Hardy called himself an “evolutionary meliorist,” suggesting that the world can evolve and improve only if people confront the unvarnished truth about life’s hazards and perplexities; thus, his writing examines fate, chance, circumstances, and “the nature of things,” highlighting the natural world, human nature, the cosmos, time, consciousness, and non-human and human history. In the middle of these contending forces, he depicts a society that inflicts its unnatural conventions and expectations on “the nature of things.” Consequently, Hardy’s novels are social critiques that play out against a backdrop of titanic forces, revealing patterns of human and cosmic happenings, while insisting, as his poem “In Tenebris II” explains, “If way to the better there be, it exacts a full look at the worst.” In this course, we will read novels primarily, but also poetry and short stories; in addition, we will read from Hardy scholarship, including a scholarly biography. Our main texts will be Wessex Tales, Far from the Madding Crowd, The Return of the Native, The Mayor of Caster-bridge, Tess of the d’Urbervilles, Jude the Obscure, and The Collected Poems of Thomas Hardy. Students will write regular Journal Responses; present one individual Launch Essay; present (in small groups) on a critical article; and submit one individual major interpretive analysis paper, including research and annotations.

Writing Courses (ENW) ENW 2100

Digital Literacies

Overall

In this course, students will work to cultivate digital literacies. In order to do so, students will critically analyze and compose within a variety of multimedia genres such as web texts, video, image creation, and information campaigns. In addition to learning industry-standard publication and design software such as Adobe Premiere, Photoshop, InDesign, and HTML/CSS coding, students will work with many modes (words, image, sound, hypertext, arrangement) of texts. While producing a variety of products that involve many different media, students will explore some of the most recent theories regarding the challenges to authorship these types of products invoke. No prior experience with technology is required. ENW 2430

Introduction to Creative Writing

McDowell

This course is designed to introduce you to the beginning writing of poetry and fiction. The course will also be used to develop and foster a community of working writers. Through workshopping and class discussion of your own work and readings of creative and critical texts, you will learn 1) what makes a poem or story effective to the audience of your choice; 2) how to manipulate your own life experiences, even the small, seemingly insignificant ones, into powerful poems and stories; and 3) how to learn about your own writing through the close reading of your classmates’ drafts. This class will set the groundwork for future writing by leading you through the motions of writing, revising, and rewriting. You will also gain insight into the creative process by reading past and present masters of fiction and poetry. With this new set of skills, you will be ready to embark on further writing away from class with a basic foundation in how not just to write but how to be a writer. This semester, we will focus on fiction and poetry. ENW 2510

Art of the Essay

Stover

In this course students will explore the art of the personal essay by reading essayists ranging from Sei Shonagon (10th century) to contemporary essayists such as Joan Didion, Scott Russell Sanders, and Lia Purpura. Students will sample all kinds of styles that emerge as essayists attempt to write down the thoughts on their minds. True to Michel de Montaigne’s notion of the essay as a trial or an attempt, students will have the opportunity to make several attempts at crafting their thoughts into an artistically fashioned form that delights and instructs their readers. We will research, write about, and explore such concepts as persona, detachment, empathy, zuihitsu, negative capability, and reliable narration, among others. After reading a roundtable discussion by professors who teach the essay, students will follow through by researching questions that intrigue them and by designing with their peers a roundtable discussion that reflects students’ insights on reading and writing the personal essay. ENW 2895

Intro to Rhetoric: Words, Signs, and Their Persuasions

Lovvorn

This class introduces students to the history, theory, and range of rhetorical studies. As Aristotle put it, “Rhetoric may be defined as the faculty of observing in any given case the available means of persuasion. This is not a function of any other art.” Taking up such ideas, the class encourages students to broaden their artistic skills as rhetorical analysts and as writers and composers. Students will encounter Aristotle’s thinking as well as other classical ideas regarding the rhetorical arts, but the class’s main focus will involve using these foundations to understand the persuasions embedded in modern

communications—surveying landmark speeches, political tracts, media/marketing tactics, and even everyday symbols. Focusing especially on rhetoric in public discourse, the class will ask students to consider how persuasion might best serve audiences when it is considerate and responsible rather than superficial and deceptive. Examples of class texts include well-known treatises such as Martin Luther King, Jr.’s “I Have a Dream” and “Letter from Birmingham Jail,” Thomas Paine’s “Common Sense,” and Jonathan Swift’s “A Modest Proposal,” but the class will also examine persuasive texts connected to more recent popular culture, such as Dove’s “Campaign for Real Beauty,” Nike’s “Just Do It” advertisements, and the ever expanding world of emojis. ENW 3410

Creative Writing: Fiction

Finch

In his book, Making Shapely Fiction, Jerome Stern describes a creative writing workshop as a place where “you are learning to articulate your reactions to a story…[while] teaching yourself to look at your own work with the same critical eye.” The ability to critique is not an innate skill, and instead, writers must learn how to analyze a short story through practice and instruction. This course strives to accomplish three primary goals: to expose writers to a variety of styles, story shapes, and authors, to encourage the critical examination of both published work and workshop material, and finally, to inspire writers to create a variety of original pieces, working in different points of view and structures, some of which may exceed the boundaries of the writer’s comfort zone. In order to accomplish these goals, you, as the writer, must be willing to try different techniques and exercises, and you must be open to criticism from peers as well as your instructor. The more you are willing to challenge yourself as a writer (and risk failure), the more you will gain from this class. As Hemingway said, “There is nothing to writing. All you do is sit down at a typewriter and bleed.” ENW 3050

Writing & Learning: The Peer Tutor Seminar

Smith Whitehouse

Note: This course is open to Writing Fellows. Applications are due 3/27. See Dr. Bonnie Smith Whitehouse if you’d like an application or more information; packets are outside her office, Ayers 3031! Tutoring others in writing heightens our awareness of just how complex the craft of writing is. No matter how many skills and rules we have mastered, tutoring involves us in human interaction complicated by unarticulated emotions, expectations, biases, and assumptions held by both tutor and writer. In other words, in any given tutoring session we tutors must learn to read more than the text before us. We also learn to read the body language of the student writer; to negotiate silence; to determine the one issue that will most help the student develop as a writer; to gauge the success or failure of the approach we have taken; to recognize our own biases and limitations as writers and tutors; to understand our own writing process; to understand writing processes that differ from our own; and to quickly scan our store of rhetorical prowess . . . all in 30 minutes! In this course we will unpack all these complications by reading theories, stories, and practical advice from experienced tutors and scholars of writing. As we read and discuss theory, you will also engage in tutoring your peers both in the First-Year Seminar and in the Writing Center. Finally, you will write extensively to keep in touch with your own writing processes as you help other writers with theirs. We will share our work in the classroom, gaining even more experience in tutoring by providing feedback, guidance, and support to one another, and by frankly discussing which tutoring strategies work—and which don’t.

ENW 3895.01

Style: The Music of Writing

Stover

Virginia Woolf once claimed that “style is a very simple matter; it is all rhythm. Once you get that, you can't use the wrong words. . . . Now this is very profound, what rhythm is, and goes far deeper than any words. A sight, an emotion, creates this wave in the mind, long before it makes words to fit it.” This course will investigate Woolf’s claim by examining the rhythmic structures of sentences that evolve from careful attention to what we see and feel. We will focus our study not only on what sentences say, but also on how they work, and on how the rhythm and music of a sentence go straight to the heart of meaning. As writers, we will analyze the rhythmic structures of some of our most poetic prose stylists, but mostly we will practice using rhythmic structures in our own poetic prose pieces. (Counts as upper division Writing elective in the major or minor.) ENW 3895.01

Women’s Rhetoric

Blomeley

“She was warned. She was given an explanation. Nevertheless, she persisted.” Sen. Mitch McConnell When Mitch McConnell censured Elizabeth Warren last month for attempting to read aloud the words of Coretta Scott King on the Senate floor, he was participating in a long and rich tradition: the silencing of women by patriarchal forces. Nevertheless, Elizabeth Warren, Coretta Scott King, and women throughout history have persisted in making their voices heard. In this course we will trace the history of that persistence from classical Greece to the present day. We will focus heavily on intersectionality as we consider the ways sex, gender, social class, and race shape women’s rhetoric. Readings will come from a wide variety of writers and speakers from the past two millennia: from Aspasia to Amy Schumer, from Queen Elizabeth I to Toni Morrison, from Sojourner Truth to Mindy Kaling, from Gloria Anzaldua to Samantha Bee. Required texts will include Kate Ronald and Joy Ritchie’s Available Means: An Anthology of Women’s Rhetorics and Jacqueline Jones Royster’s Traces of a Stream. Assignments will include an archival research project and a collaboratively published anthology of contemporary women’s rhetoric.

Time 9:00

Monday ENL 2220 ENG 1050 ENW 2895 ENL 2110 ENG 1050 ENW 2430 ENW 3050 ENW 2430

Wednesday ENL 2220 ENG 1050 ENW 2895 ENL 2110 ENG 1050 ENW 2430 ENW 3050 ENW 2430

Friday ENL 2220 ENG 1050 ENW 2895 ENL 2210 ENG 1050 ENW 2430 ENW 3050 ENW 2430

Time 9:30

Tuesday ENL 4350

Thursday ENL 4350

11:00

ENL 3800

ENL 3800

12:30

1:00

ENW 3895 (Style) ENW 2430

ENW 3895 (Style) ENW 2430

ENW 3895 (Style) ENW 2430

2:00

2:00

ENW 3410 ENL 2895 (N.Africa and France – to 4:30) ENW 2100 ENL/W 3500

ENW 3410

ENG 3000

3:30

ENG 4900 ENG 2000 ENW 2510 ENL 2895 (Japan) ENL 3895 (Home) ENL 2310 ENW 3895 (Women)

ENG 4900 ENG 2000 ENW2510 ENL 2895 (Japan) ENL 3895 (Home) ENL 2310 ENW 3895 (Women)

11:00

12:00

3:30 4:00

ENL 2210 (online)

ENW 2100 ENL/W 3500

MA in English Course Descriptions Summer-Fall 2017 Summer 2017 ENG 6200 Creative Writing Seminar: The Lyric Essay Dr. Gary McDowell Thursday 6-9:30pm Not a poem, not a narrative, not an idea-driven essay, but something other. Outside and/or inside this post-structuralist definition exists a genre of writing contemporarily vital to our literature. Braided through image, language, story, rhythm, and mimetic technique, the lyric essay expands upon its forebears (Creative Nonfiction and New Journalism) popularized in the 1960s and 1970s by the likes of Joan Didion and Hunter S. Thompson and Tom Wolfe. The lyric essay, however, has pushed beyond even those gorgeously textured, vibrantly alive texts to include new levels of perception and insight, music and poetry. In this workshop-style class, we will read contemporarily to discover the lyric essay (writers will include, among others, Lia Purpura, Jericho Parms, Renee Gladman, James Allen Hall, and others) and then write our own lyric essays in conversation with our readings. ENG 5830 Readings in American Literature Prof. Susan Trout Tuesday 6-9:30pm This course will examine the formation of America’s cultural and literary identity from the colonial period to the Civil War. We will analyze literary texts from a number of historical, social, and critical perspectives. This course expects that students demonstrate not only a knowledge of the historical development of the culture from which these texts come, but also an ability to apply analytical and interpretive skills to the examined texts and contexts through reading, writing, and critical thinking. This is a reading intensive course, as well as a course that relies heavily on your oral and written participation.

Fall 2017 ENG 5810 Readings in British Literature I Dr. Jayme Yeo Thursday, 6-8:30 This course will examine the early development of English literature, from Anglo-Saxon poetry to Shakespeare. We will explore Arthurian legends, dream visions, travel narratives, life writing, drama, and poetry. The course will help students understand the development of these texts within their historical, social, cultural, and literary contexts. Students will also be able to use this knowledge to analyze and interpret the literature. Ultimately, this course will enable students to get at the heart of some of the era’s most pressing questions: how do we imagine our local and global communities? How do we formulate individual agency within the limits of the social order? And most importantly, does Guy

Ritchie’s upcoming film do justice to the original Arthurian legends? The course is reading-intensive and relies heavily on student participation.

ENG 6100 Genre Seminar: Twentieth-Century Poetry, Pleasure and Pain Dr. Caresse John Wednesday, 6-8:30 English 6100 offers both a micro and macro analysis of the content and aesthetics of twentieth-century American and British poetry. Thus, students can expect close, careful reading of individual poems as well as exploration of the broader historical and cultural contexts to which and in which poets were responding and participating. The twentieth-century brought much pain, in the form of two world wars, technological advances, battles over civil and human rights - the list can go on and on. And yet, we find some of the most achingly beautiful poetry humanity has ever created in this century - how did these authors craft such pleasure from such pain? That will be a driving question of our literary exploration. We will be studying in-depth movements such as Modernism, Postmodernism, the Harlem Renaissance, Imagism, Confessionalism, and recent trends in the later part of the century. This will be a readingintensive course based heavily upon class discussion and students' oral and written participation, with the course objectives being twofold: first, to familiarize students with twentieth-century poetry; and second, to give students the tools with which to read any poem more closely and with greater pleasure. ENG 5730: Pedagogical Studies Dr. Sarah Blomeley Tuesday, 6-8:30 The aim of this course is to prepare students to teach writing and literature at the post-secondary level. Students in this class will learn about the major conversations and issues in college English teaching as we read a diverse body of pedagogical theory, practice responding to student writing, teach in large group settings, tutor in face-to-face settings, and develop assignments. Course requirements include a literacy narrative; a conference-length research paper and presentation; a teaching portfolio; and weekly reading responses.

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