Graduate Courses Fall 2022

Department of English

Fall 2022

Graduate Course Offerings

 

_____________________________________________________________________________________________________________________________________________________________

 

EN 500 – 001

X-listed with WS 525

Purvis

W – 2:00 – 4:30 pm

 

Feminist Theory

Gender and Excess in Feminist Theory: Sexuality, Corporeality, and Monstrosity    

 

Part I in a feminist theory course sequence, this interdisciplinary approach to the subject is open to interested graduate students from all areas of study.  Students may enroll in either course, or both.  This course does not serve as a prerequisite to Part II in the sequence, but it does prepare students for the study of contemporary feminist theory in WS 530.  It locates a major generative moment for contemporary feminist theory in the concept of “excess” and its intersection with gender, race, class, sexuality, and corporeality.  Readings include a mixture of classics from authors such as Audre Lorde, Gayle Rubin, Judith Butler, Luce Irigaray, and Hélène Cixous, and recent work from contemporary theorists, such as Jennifer C. Nash, Amber Jamilla Musser, Ela Przybylo, Kara Keeling, and others.  This course examines excess in feminist, queer, disability, and fat studies; psychoanalysis and gendered excess (with attention to jouissance, hysteria, and the sublime); sexual ethics and body politics, including fleshy or “feminine” embodiment; queer excess, sexuality, protest, and exhibitionism; transgressive politics, such as naked protest; raced bodies; intersex bodies; the grotesque, the carnivalesque, and the monstrous; film and excess; critical madness; neuroqueer feminism; race, ethnicity, and ornamentation.  These forms of excess and others transgress the contested borders, boundaries, expectations, and regulations of gender, sexuality, embodiment, and “proper” subjectivity and enact bold contestations through feminist art, theory, and politics.  Students will emerge with a solid background in feminist theory and a more complex understanding of sexualities, embodied existence, gendered and raced difference, as well as an array of feminist resources and strategies for change, including the deployment of alterity, the abject, or monstrous otherness.  (Prerequisites: None)

 

___________________________________________________________________________________________________

 

 

EN 524 – 001

X-listed with EN 424-001

Poole

TR – 12:30 – 1:45 pm

 

Structure of English

 

This advanced grammar course examines the structure and usage of the English language, including morphology (word formation/structure), syntax (the patterns of sentences), and discourse (the context in which utterances are patterned and made meaningful). We will review both traditional and contemporary approaches to English grammar, such as cognitive grammar, construction grammar, lexico-grammar, pattern grammar, and systemic functional grammar. Through reading, research projects, and discussion, students will attain a solid understanding of the English language’s structure and usage. Writing proficiency within this discipline is required for a passing grade in this course.

 

_________________________________________________________________________________________________________

 

 

EN 529-001/004/005

TBA

 

Directed Readings

 

 

_________________________________________________________________________________________________________

 

 

EN 532 – 001

TBA

TR– 2:00 – 3:15 pm

 

Approaches to Teaching Composition

 

This course is designed to introduce students to rhetoric and composition as a field of study.  We will look broadly at theory, methodology, and practice, focusing on topics including (but not limited to): approaches to teaching writing, an overview of rhetoric and its relationship to writing instruction, and discussion of professional issues in English Studies (such as the role of the humanities, the purpose of the English major, and the rise of digital humanities).

 

_________________________________________________________________________________________________________

 

 

EN 533 – 001

Loper

TR – 12:30 – 1:30 pm

 

Practicum in Teaching College English 101

 

Fall semester only. Required of all graduate assistants teaching EN 101 for the first time. Teachers must have 18 graduate hours in English. Training in reaching EN 101 student learning outcomes. Further instruction in issues related to the professional development of composition teachers. Course is designed to mentor and support GTA teachers. Please note: EN 533 begins with required orientation workshops and an intensive multi-day orientation session immediately prior to the start of the fall semester. Orientation attendance is mandatory for retaining a graduate assistantship.

 

_________________________________________________________________________________________________________

 

EN 533 – 002

Niiler

TR – 12:30 – 1:30 pm

 

Practicum in Teaching College English 101

 

Fall semester only. Required of all graduate assistants teaching EN 101 for the first time. Teachers must have 18 graduate hours in English. Training in reaching EN 101 student learning outcomes. Further instruction in issues related to the professional development of composition teachers. Course is designed to mentor and support GTA teachers. Please note: EN 533 begins with required orientation workshops and an intensive multi-day orientation session immediately prior to the start of the fall semester. Orientation attendance is mandatory for retaining a graduate assistantship.

 

_________________________________________________________________________________________________________

 

EN 533 – 003

Oliu

TR – 12:30 – 1:30 pm

 

Practicum in Teaching College English 101

 

Fall semester only. Required of all graduate assistants teaching EN 101 for the first time. Teachers must have 18 graduate hours in English. Training in reaching EN 101 student learning outcomes. Further instruction in issues related to the professional development of composition teachers. Course is designed to mentor and support GTA teachers. Please note: EN 533 begins with required orientation workshops and an intensive multi-day orientation session immediately prior to the start of the fall semester. Orientation attendance is mandatory for retaining a graduate assistantship.

 

_________________________________________________________________________________________________________

 

 

EN 535 – 001

Pionke

R-9:30am-12:00pm

Literary Criticism

 

What constitutes a text?  How might we read it?  Why should anyone care that we have?  These deceptively simple questions lie at the heart of literary study, and they have been answered in myriad ways over the past two-and-a-half thousand years.  After briefly historicizing these matters through highly selective readings from Classical and Enlightenment antecedents, this course will track the development of modern literary criticism in the twentieth and early twenty-first centuries through critical responses to three fecund nineteenth-century literary texts: Mary Shelley’s Frankenstein, Thomas Carlyle’s Sartor Resartus, and Christina Rossetti’s “Goblin Market.”  Students should emerge not only more knowledgeable about these particular texts, but also well-prepared to read with versatile acuity any text that they feel merits their own and other critics’ sustained attention.

 

_________________________________________________________________________________________________________

 

 

EN 537 – 001

Dowd

M – 2:00-4:30pm

 

Introduction to Graduate Studies

 

This course is designed to introduce students to the field of literary studies from a practical and methodological standpoint. The seminar will include a hands-on introduction to research methods, scholarly writing, and issues in the profession. Intended as an introductory course for new graduate students, EN 537 takes a broad focus in order to facilitate engagement with the material, theoretical, and practical aspects of literary studies. Along the way, we will consider topics related to the current state of the field and the profession.

_________________________________________________________________________________________________________

 

EN 539-001

TBA

F 11:00-11:50am

 

200 Level Teaching Practicum

 

 

This course is required for all GTAs assigned to teach a 200-level EN survey for the first time. It may be taken concurrently with or in advance of teaching one’s first literature survey, and is typically taken by Ph.D. students in their second year of coursework and by MFA students in their third year of coursework. We will divide our time among logistical topics like syllabus design, daily lesson plans, and appropriate writing prompts; while also devoting our collective energies to unraveling the daily mysteries of those concurrently teaching literature for the first time. Sympathetic identification, sage advice, and esprit de corps, hopefully with a minimum of sententiousness, awaits. A grade of “pass” is required for students to teach literature courses in the department of English.

 

_________________________________________________________________________________________________________

 

 

 

EN 598-001

TBA

 

Non-Thesis Research

 

EN 598-002

TBA

 

Non-Thesis Research

 

_________________________________________________________________________________________________________

 

EN 599-001

Crank

Thesis Research

 

EN 599-002

Rawlings

Thesis Research

 

EN 599-002

Buck

Thesis Research

 

EN 599-002

Poole

Thesis Research

 

_________________________________________________________________________________________________________

 

EN 601 – 001

Wells

M – 2:00 – 4:30 pm

 

Fiction Workshop

 

This class is intended for students enrolled in the MFA Program in Creative Writing and will concentrate on the writing, reading, and workshopping of fiction.

 

_________________________________________________________________________________________________________

 

EN 603 – 001

Brouwer

R – 10:00 am – 12:30 pm

 

Poetry Workshop

 

This is a workshop course, and the majority of our time will be spent discussing the poems you write. However, on the theory that lively reading may aid and abet the production of lively writing, we will also read and discuss poetry and criticism by others. In summary, it’s going to be fun. Contact me if you have any questions.

_________________________________________________________________________________________________________

 

 

EN605-001

Taught by New CNF Professor

M-10:00am-12:30pm

 

Creative Nonfiction Workshop

 

Focus will be discussion of original student writing; other reading and writing may be assigned.  Open to MFA students.

 

_________________________________________________________________________________________________________

 

 

EN 608 – 002

Nkweti

T – 2:00 – 4:30 pm

 

Forms Special Topics:

 In a Flash: Tiny Tales in the Age of Insta

 


Battened down hatches in a bottle. Bonsai trees blooming on a grain of rice. These miniaturized moments of artistry are kissing cousins of flash fiction.  Alternatively described as nanofiction, quicktion, short shorts, sudden fiction, microfiction, and even prose poetry; flash fiction is storytelling boiled down to its essence, the tea leaves divining the goings-on in the larger world. Through an exploration of exemplar works by authors like Jamaica Kincaid, Lydia Davis, and Sofia Samatar as well as narrative modalities native to our digital age like Instagram micronovels and twitter story threads; students shall hone their ability to render realized characters,  deploy vibrant and layered language, and draw emotional resonance on the page, in 2000 words or less.

 

_________________________________________________________________________________________________________

 

 

EN 608 – 003

Behn

W – 2:00 – 4:30 pm

 

Forms Special Topics: Collaboration

 

We will read, read about, and be inspired by the practices and fruits of writers working with other writers and with artists in other disciplines. We’ll explore writers gathering in the same space, writers groups, writers’ colonies, writing collectives (Cave Canem, Kundiman, etc.), groups with games and prompts (Oulipo, Dada). We’ll collaborate with existing texts (erasure, intercutting, borrowing of elements, response, rejoinder, extension, beginnings, forms, etc.), and collaborate with one another in lots of ways, both in-the-moment and stretched out over time (tankas, various “corpses,” interchanging elements, writerly tasks, letters, research finds, etc.). We’ll read (and sometimes Zoom with) current collaborating writers. We’ll use, but in no way limit ourselves to, Saints of Hysteria: A Half-Century of Collaborative American Poetry and They Said: A Multi-genre Anthology of Contemporary Collaborative Writing. Where possible, we’ll also collaborate with students at UA who are in other arts disciplines such as dance, visual art, and/or music. ”

_________________________________________________________________________________________________________

 

 

EN 608 – 004

Estes

R – 2:00 – 4:30 pm

 

Forms Special Topics:

The Long Poem

 

This course will undertake a study of the long poem, which in its many forms can go by various names (besides, simply, “the long poem”)—from narrative poem to book-length poem, from verse novel to hybrid poem—and they nearly always resemble, evoke, or explicitly embody, the epic. Long poems are somewhat unfashionable, less than workshop-friendly, and demanding for both reader and writer, as they require a committed attention in an attention-strained world. Yet a long poem rewards its reader and its writer with an unrivaled depth of pleasure and possibility; indeed, a strong poet’s strength is often judged in relation to this quality of sustained extension. In this course you will experience the uniquely immersive quality of reading and writing the long poem and begin an unfinished project of your own that, with any luck, will blossom into a Project worth pursuing. We will read poetry across the spectrum from traditional to innovative, possibly and among others: Alice Notley, A.R. Ammons, Tyehimba Jess, Hiromi Itō, Denise Duhamel, Matias Viegener, CD Wright, John Ashbery, Heather McHugh, Anne Waldman, Homer, Whitman, Rilke, James Merrill, Claudia Rankine, Derek Walcott, Vikram Seth, and Anne Carson.”

_________________________________________________________________________________________________________

 

EN 609 – 001

Rawlings

M – 12:00-12:50 pm

 

Form Theory Practice

This is the required pedagogy course for those teaching EN 200 for the first time.

 

_________________________________________________________________________________________________________

 

 

EN 609 – 320

Wells

M – 5:00-5:50 pm

 

Form Theory Practice

 

This is the required pedagogy course for those teaching a 300-level creative writing course for the first time.

_________________________________________________________________________________________________________

 

 

EN 609 –321

Estes

T-5:00-5:50pm

Form Theory Practice:

The Literature of Video Games

 

YOU ARE STANDING AT THE END OF A ROAD BEFORE A SMALL BRICK BUILDING. So begins “Colossal Cave Adventure,” a text based video game often credited as being the first real work of interactive fiction. In this class, we will play through several story-driven games, examine the depths and merits of their writing, and discuss the ways in which storytelling, art, and game mechanics interoperate to create a fun, emotional, and immersive experience for the player. We will talk with some writers who are living the dream, making money making games; and if time and patience allows, collaborate to devise and design a game world, which perhaps in a future class we might actually write. YOU ARE IN A MAZE OF TWISTY LITTLE PASSAGES, ALL ALIKE.”

_________________________________________________________________________________________________________

 

 

EN 609 –322

Behn

W-5:00-5:50pm

 

Form Theory Practice:

Online Tools, Sites and Apps

We’ll explore a range of online tools, sites, and apps for writers. Everyone in the class will contribute sites or sources, leading us down various virtual rabbit-holes during in-class writing exercises. To whet your appetite: plot-generator.org.uk, spoonbill.org/n+7/, bandnamemaker.com, double-rhyme.com…. Now it’s your turn….

 

_________________________________________________________________________________________________________

 

EN 612 – 001

Poole

W – 2:00 – 4:30 pm

 

Special Topics

 This graduate seminar explores the application of various technologies for second/foreign language teaching and learning. The course will survey research in computer-assisted language learning (CALL) and technology-enhanced language learning (TELL) with a particular focus on corpora and corpus-based tools, digital games, computer-mediated communication (CMC), and social media.

 

_________________________________________________________________________________________________________

 

EN 613 – 001

Selvi

T– 2:00 – 4:30 pm

 

Second Language Development

 A study of psycholinguistic, sociolinguistic, neurolinguistic, and other approaches to understanding how people develop skill in a second language.

 

_________________________________________________________________________________________________________

 

 

 

 

 

EN 620 – 001

Worden

R – 2:00 – 4:30pm

 

English Linguistics

EN 620 is a graduate-level introductory linguistics course with relevance for students in the Applied Linguistics/TESOL, literature, composition and rhetoric, and MFA programs. The class explores the core elements of linguistics (phonetics and phonology, morphology, syntax, semantics, and pragmatics) as well as subfields such as language variation, language change, and discourse analysis. Students will learn to apply the tools and techniques of language analysis through hands-on activities and projects.

 

_________________________________________________________________________________________________________

 

 

EN 639 – 001

Dayton

W – 2:00 – 4:30 pm

 

Rhetorics and Composition

 This course will examine the intersection of literacy, democracy, and social class, focusing on how literacy has served as a tool for fostering civic engagement, political activism, and at times, social control.  We will consider the role of literacy in the formation of the American nation and the development of its modern identity; foundational theories of literacy and learning; conceptions of intelligence and the relationship between literacy and cognition; popular beliefs about literacy; literacy and social movements, and transnational literacy.  Our readings will include foundational studies as well as new and emerging research.

_________________________________________________________________________________________________________

 

EN 640 – 001

Trout

W –2:00-4:30pm

Special Topics Seminar in American Literature 

      American Fiction of the First World War:  Gender, Modernism, and Memory

 

Though later overshadowed by the Second World War, the First World War turned American culture upside down.  American entry into the conflict in 1917 created new workplace opportunities and new identities for American women, accelerated the Great Migration of African Americans out of the Deep South, and led to status gains (many later reversed) by various immigrant groups.  The war also saw a disturbing  expansion of federal power, used to clamp-down on organized labor and expressions of dissent; widespread vigilantism directed against German-Americans; and the advent of sophisticated multimedia propaganda campaigns whose messaging, as we would say today, became ubiquitous.  Militarily, the conflict was an ordeal for the USA—the first time since the Civil War when tens of thousands of young American men died in battle. The so-called Spanish Flu pandemic, which hit in 1918, added to the death toll, killing approximately 50,000 Americans in uniform and an additional 600,000 civilians. Immediately after the conflict, paranoia, reactionary politics, and racism created a toxic national environment, as seen in the Red Scare of 1919-1920, which extended the wartime attack on free speech into the postwar years, and the Red Summer of 1919, when so-called race riots (usually white attacks on black neighborhoods) occurred throughout dozens of cities on both sides of the Mason-Dixon Line.

 

All of this left a deep imprint on American literature.  This seminar will consider the many ways in which the First World War complicated American constructions of gender, supercharged American Modernism, and intensified literary engagement with issues of public memory.  Texts will include Willa Cather’s One of Ours, Victor Daly’s Not Only War, William Faulkner’s Flags in the Dust, F. Scott Fitzgerald’s The Great Gatsby, Ernest Hemingway’s In Our Time, William March’s Company K, and Katherine Anne Porter’s Pale Horse, Pale Rider.  We will also read some of the best scholarship on this subject, including Pearl James’s The New Death:  American Modernism and World War I and Keith Gandal’s War Isn’t the Only Hell:  A New Reading of World War I American Literature.”

 

_________________________________________________________________________________________________________

 

 

EN 643 – 001

Cardon

T-9:30am-12:00pm

 

Late American Literature: Multiethnic American Literature

“Ethnicity” is a slippery term, one that means different things at different moments in U.S. history. It has connotations of “otherness,” race, ancestry, culture, and national origins. It has been used to differentiate immigrants and their offspring from assimilated white Americans; it has also been used to differentiate race from an ancestral or national culture associated with a particular background.

 

In this course, we will look at, first and foremost, the popularization of this term after World War II, particularly during the “Ethnic Revival” of the 1960s and 70s. We will also look at representations of ethnicity in various works of late American literature––works that may do the following:

 

1)        Differentiate among groups that are often elided under a racial umbrella (e.g., different indigenous tribes, or people of different Asian descents);

2)        Differentiate between the experiences of “white ethnics” (e.g., Jewish or Italian immigrants) and “nonwhite ethnics”;

3)        Differentiate between recent immigrants and assimilated descendants who share the same ancestral origins (e.g., Africans and African Americans);

4)        Differentiate among the experiences of those belonging to the same ethnic groups across different generations.

 

Specific readings TBD but may include Helen Barolini’s Umbertina, Rudolfo Anaya’s Bless Me, Ultima, Danzy Senna’s Caucasia, Cherríe Moraga, and Lan Cao’s Monkey Bridge, among others. Assignments include keeping up with weekly readings, participating in class discussion, leading discussion of one novel and one critical text, and writing a seminar paper at the end of the semester.

 

_________________________________________________________________________________________________________

 

 

EN 654

Buck

T-2:00-4:30pm

 

Seminar in Visual and Digital Rhetoric

 “This seminar focuses on understanding rhetoric in visual and digital texts. This course explores contemporary rhetorical theory connected to visual and digital communication and considers the traditional rhetorical canon (invention, arrangement, style, memory, and delivery) for the digital age. The course readings will explore approaches for analyzing visual and digital texts as well as employing visual and digital methods in rhetoric and composition scholarship.”

 

________________________________________________________________________________________________________

 

EN 667 – 001

Tavares

T – 2:00 – 4:30 pm

 

Shakespeare in Performance Practicum

 

Designed for graduate Literature and History students, this course offers a studio setting in which to practice essential skills for interpreting medieval and early modern entertainments. Participants will develop a portfolio whose materials reflect professional norms of Shakespeare in contemporary performance. First will be reviewing, or how to “read” performance as a text employing best practices for recording and contributing to the archive of the otherwise ephemeral. Exploration of the dramaturg’s role will follow, to include script cutting, production consultation, and season curation, among other contributions to the making of early performance today. Participants conclude the course by selecting one of two culminating trajectories: performance history, charting a stage tradition habituated in (re)making early theatre; or performance-based research, designing a study where a playtext is the medium by which to test a discrete hypothesis. Work will be undertaken in teams to develop industry-standard skills necessary to negotiate complex, collaborative workflow. In addition to assigned readings, film screenings, and guest speakers, class business will also include devising exercises, staging experiments, and other theatre games.

_________________________________________________________________________________________________________

 

 

EN 683 – 001

Tedeschi

R-2:00-4:30pm

 

Seminar in Romantic Literature

 What is poetry? What does it do? And how does it do what it does? This course considers three conversations that arise from these questions. First, it examines the premises of must-cite contemporary Romantic literary studies by Kevis Goodman, Anne-Lise François, and Amanda Jo Goldstein. Does literature, these critics ask, have a unique power to register a quality of experience and/or of nature that is otherwise inaccessible to the humanities and natural sciences? Second, it follows the works of critics—such as Susan Stewart, John Hollander, and Christopher Ricks—who consider how poetic form works upon the senses, conjures moods or feelings, and constructs specific ways of thinking. And third, it examines how the Romantic poets themselves think about the relations among form, sense, feeling, and thought. Readings will revolve around the poetry and critical prose of William Wordsworth, including the Lyrical Ballads, Home at Grasmere, selections from the 1807 Poems, in Two Volumes, and The Prelude. To put Wordsworth in perspective, we will also read poems and critical essays by Charlotte Smith, Samuel Taylor Coleridge, and Percy Bysshe Shelley.

_______________________________________________________________________________________________________

 

EN698-001

Crank

 

Non-Dissertation Research                       

                                                                 

______________________________________________________________________________________________________

 

 EN 699-001

Crank

 

Dissertation Research