Graduate Programs

Graduate Courses 2019-2020

Department of English

Spring 2020

Graduate Course Offerings

Revised 09/09

EN 500-001 Xlisted with EN 466 Ecolinguistics TR 2:00 – 3:15 pm Robert Poole

Description: Does it matter how we talk and write about the climate crisis? How does language shape our perceptions of and interactions with animals and the physical world? Do language patterns actually influence the ecological wellbeing of the world? These are questions scholars from ecolinguistics, applied linguistics, environmental communication and other disciplines attempt to answer and which this class will investigate. In this course, we explore how human relationships with animals and the physical world as well as our understandings of environmental issues are mediated through language. Adopting an ecolinguistic framework, the course aims to unveil and challenge discourses that perpetuate ecological destruction and identify and promote linguistic practices which produce more sustainable identities and actions. Through readings from ecolinguistics, applied linguistics, discourse analysis, corpus-aided discourse studies, and critical discourse studies, students will learn various methods and approaches for producing their own ecolinguistic analyses of discourses and texts. This course welcomes graduate students from all English Department programs and prior coursework in applied linguistics is neither necessary nor required.

EN 500-002

Xlisted with EN 422

Special Topics: Fictions of American Identity

 

TR 12:30 – 1:45 pm  

Jolene Hubbs

This course explores nineteenth- and twentieth-century American literature and culture. Novels and short stories by Edgar Allan Poe, Henry James, James Weldon Johnson, Zora Neale Hurston, Vladimir Nabokov, Toni Morrison, Gish Jen, and other writers are studied in the context of debates over slavery, national identity, women’s roles, immigration and assimilation, social mobility, sexual mores, consumer culture, and race relations. Paper assignments emphasize close reading techniques and process-oriented writing. Assigned literary critical readings include nine papers written by students in this class and subsequently published in The Explicator, a journal of text-based critical essays. (3 credit hours)

EN 500-004

Xlisted with WS 530

 

Special Topics

W 2:00 – 4:30 pm Jennifer Purvis

Open to graduate students from all areas with an interest in feminist theory, this interdisciplinary approach to contemporary feminist theory explores the self-other paradigm established in Simone de Beauvoir’s The Second Sex (1949) and its outgrowths, as well as how the third term—“mere flesh,” the inhuman other, the disposable, the abject—upsets the binary logic that has dominated our thinking about oppressions for more than half a century. From French Feminisms’ monstrous feminine to the present, alterity, the notion of radical otherness exposes systems of belonging that define citizens, subjects, nations, and regions and organize humanity along the lines of gender, race, sexuality, ability, and class. Yet those who are marginalized often resist associations with alterity. Authors Luce Irigaray, Barbara Creed, Hortense Spillers, Judith Butler, Rosi Braidotti, Alexander Weheliye, and others challenge us to think through and beyond the ways in which otherness and abjection are harmful; invite us to think outside the terms of normalcy, inclusion, and the human; question central binaries; and explore spaces of liminality. Drawing their insights from a variety of fields—including French Feminisms, queer theory, cultural studies, critical race theory, philosophy, post- and de-colonial theory, feminist art and film theory, monster studies, disability studies, and more—the authors in this course examine transgression, borders, leakiness, dirt, danger, zombies, vampires, the monstrous feminine, sexual deviants, zones of uninhabitability, the grotesque, the carnivalesque, the vagina dentate, and other terms associated with abjection and radical alterity that challenge an “us/them” world.

 

EN  500-358 TBA

XL with 340-358, 340-360, 500-360

S 9:00 –

5:00 pm

 

Gadsden

 

EN 500-360 TBA

XL with 340-358, 340-360,500-360

S 9:00 –

5:00 pm

 

Tuscaloosa

 

EN 529-001 Directed Readings — DGS James McNaughton
EN 529-002 Directed Readings — CW Wendy Rawlings

 

EN 534 Practicum Teaching College English TR 12:30-1:30 pm

 

EN 534-001  Jessica Fordham Kidd

EN 534-002  Lucas P Niiler

EN 534-003  Marni Presnall

EN-534-004 Natalie Loper

Required of all graduate assistants teaching EN 102 for the first time. Training in reaching EN 102 student learning outcomes. Further instruction in issues related to the professional development of composition teachers. Course is designed to mentor and support GTA teachers, as begun in EN 533.

 

EN 598-001 Non-Thesis Research — DGS James McNaughton
EN 598-002 Non – Thesis Research — CW Wendy Rawlings
EN 599-001 Thesis Research — DGS James McNaughton
EN 599-002 Thesis Research —  CW Wendy Rawlings
 

 

 

 

EN 541-001

xlisted with EN 609-003 for CW students

Professionalizing Workshop T 8:00-

8:50 am

James

McNaughton

In this one-hour course, geared towards PhDs and MAs but open to all, graduate students learn professional strategies and practices. Topics may include practical advice for navigating graduate school, finding funding, preparing for conferences, and applying for academic and non-faculty posts. Students might expect to produce all the standard materials required to apply for an academic job, major research grant, or postdoctoral fellowship.

EN 601-001 Fiction Workshop M 10:00 –

12:30 pm

Michael Martone

The Final Hypoxic. Writers will write, submit, workshop a work of prose each week. Workshop will spent 8 or 9 minutes on each piece. This is a generative class. Quantity over quality. Process over product. No gag rule. Weekly conference with instructor. The expected outcome is that in 20 years the writers will still be writing.

EN 603-001 Graduate Poetry Workshop R 2:00 –

4:30pm

Joel Brouwer

This course is comprised of two interlocking parts. We will spend the majority of our time discussing poems you write, and a minority of our time conducting a rapid survey of 20th century American poetry. All MFA students welcome, very much including those who have never written poems before.

EN 605-001 Graduate Nonfiction Workshop W 2:00 –

4:30 pm

Wendy Rawlings

Open first and foremost to students in the MFA program in creative writing, this course will focus on the wonderfully, maddeningly flexible genre of creative nonfiction. Students will write several pieces that encourage experimentation with voice, form, point of view, and use of the material of the world and the self.

EN 608-001 Novel Writing Workshop M 2:00 – 4:30 pm Kellie Wells

This is the first semester of a year-long course on the writing of a novel and is designed for students enrolled in the graduate writing program. This semester will be devoted to a focused discussion of the elements of crafting the long form as we read a variety of exemplars. Writers will research and hatch the beginnings of their own books and will be expected to turn in and talk about chapters or sections for workshop.

EN 608-002 Forms: Introduction to Creative Writing M 2:00 – 4:30pm

 

Michael Martone

This forms course is an introduction to creative writing in all its forms and will emphasize the creative more than the writing though there will be some. All genres will be considered. There will be many field trips. Sakura will be celebrated. Postcards will be written. Texts will be sent. Defamiliarization will become familiar. We will make nothing happen.

 

 

EN 608-003 Special Forms Topics:

Documentary Poetics

R 2:00 – 4:30pm Robin Behn

We will explore a variety of practices in creative documentary writing. Many, but by not all, of our examples will be poetry, but class members are welcome to write in any genre(s). How, in the face of historical and contemporary narratives, micro or macro, can the writer respond, concerned not just with the solitary individual but with community, culture, history, power? What will be our point of view? Our tone, our approach? Shall we be expository, observing, archival, interactive, reflexive? We’ll see examples of these modalities, and of strategies such as collage, narration, monologue, choral speaking, framing, found texts, sampling and extending documents, intercutting, arranging, re-arranging, fictionalizing, staging, transcribing…. How shall we interact with the texts of disadvantaged voices? Multiple voices? To whom are we speaking, and how, and where shall we speak? Can we combine the epic with the lyric? How might we still record the mind-in-action as we respond to what—then, now—is? And how, through all this, might we, in the words of Philip Metres, “confront (our) epistemological limitedness and our position of privilege as text-workers”? Possible readings include Camille Dungy, Solmaz Sharif, Charles Reznikoff, Muriel Rukeyser, Claudia Rankine, Layli Long Soldier, Mark Nowak, Craig Santos Perez, Robert Polito, Tess Taylor, Walt Whitman, Joseph Harrington, Deborah Paradez, M. NourbeSe Philip, Bhanu Kapil, Carolyn Forche, Philip Metres, Gayatri Spivak.

 

EN 608-004 Forms Special Topics:

Collaboration Tuesdays

T 2pm-

4:30pm

Robin Behn

We will read, read about, and be inspired by the practices and fruits of writers working with other writers. Things we may explore include everything from writers gathering in the same space, writers groups, writers’ colonies, writing collectives, group games and prompts (Oulipo, Dada, CWC), online spaces and apps. 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 chapters, poems, paragraphs/lines/words/elements, assigned writerly tasks, letters, research finds, etc.). We’ll read (and sometimes Skype) current collaborating writers. Possible authors/texts include the anthologies They Said and Saints of Hysteria, and pairs of writers such as Maureen Seaton and Denise Duhamel, Terry Patchett and Neil Gaiman, Jason Reynolds and Brendan Kiely, Joshua Beckman and Matthew Rohrer, and others. Where possible, we’ll also collaborate with students at UA who are in other arts disciplines such as dance, visual art, and music.

 

EN 608-005 Nature Writing F 1:00-

3:30pm

Heidi Staples

Of the Marvelous: Nature Writing: “In all things of nature, there is something of the marvelous,” writes Aristotle. In this course, we will revel in the marvelous, reading and writing in the tradition of nature writing. Texts may include Norton Field Guide to Nature Writing, edited by John Elder and Robert Finch; the Literary Field Guide to Appalachia, edited by Rose McLarney and Laura-Gray Street; Trophic Cascade by Camille Dungy (visiting resident poet); and the Mobile-Bay Tennesaw Watershed–one of the most biodiverse regions in the world.

 

 

EN 609-001 CW Pedagogy – 200 Level M 5:00 – 5:50 pm Michael Martone

This is a course designed to support first-time teachers of EN 200, Introduction to Creative Writing, with a communal space to discuss strategies for effective teaching and creative writing pedagogy.

EN 609-002 CW Pedagogy – 300 F 10:00 –

10:50 am

Heidi Staples

This is a course designed to support first-time teachers of EN 200, Introduction to Creative Writing, with a communal space to discuss strategies for effective teaching and creative writing pedagogy.

 

EN 609-003

xlisted with EN 541-001  for Lit students

Professionalizing Workshop T 8:00- 8:50 am James McNaughton

In this one-hour course, geared towards PhDs and MAs but open to all, graduate students learn professional strategies and practices. Topics may include practical advice for navigating graduate school, finding funding, preparing for conferences, and applying for academic and non-faculty posts. Students might expect to produce all the standard materials required to apply for an academic job, major research grant, or postdoctoral fellowship.

EN 609-004 Non Academic Job Search T 5:00 – 6:30 pm Robin Behn

This is a practical course on how to go about finding a job other than teaching English at the college level. We’ll work on how to explore fields and specific jobs, how to prepare a variety of resumes, how to write job letters, how to make connections, how to interview, how to build experiences that open doors, etc. We’ll work closely with the Career Center, making full use of their excellent resources including Handshake, Virtual PhD, Career Fair(s), etc. ,and we’ll hear from UA alumni doing all sorts of work since their time here. We’ll meet every other week in class, and our other time will be field trips such as the career fair. You can focus on anything you want, from what to do next summer to what to do for the rest of your life. The class is useful whether you are in your first year of grad school, your last semester, or anywhere in between.

 

EN 610-001

 

TESOL Theory & Methods W 2:00 –    4:30 pm Robert Poole

This course offers an overview of the theoretical bases and practical applications of approaches to Teaching English to Speakers of Other Languages (TESOL). We will cover topics, such as the linguistic, psychological, and social aspects of second language learning, learner motivation, integrated skills teaching, successful teaching principles and strategies, choosing materials, assessment, culture in the classroom, and technology as a classroom resource.

 

 

 

EN 612-001 Topics in Applied Linguistics: Classroom Discourse Analysis R 2:00 –

4:30 pm

Dorothy

Worden

 

This course focuses on methods for researching and understanding communication patterns in educational contexts with a particular emphasis on second and foreign language classrooms. Through readings, discussion, and analysis of authentic classroom data, you will gain a greater understanding of how students and teachers interact and use language as a means of communication, thinking, and learning. Specific topics covered will include: how teachers use language to represent content; patterns of teacher-student interaction; the dynamics of student-to-student communication; community, rapport, and politeness in classroom interactions; and the role of classroom discourse in reproducing or challenging power imbalances. Throughout the course, you will learn to practice classroom discourse analysis both as a research paradigm in its own right and also as a reflective tool that you can use to develop your own current and future teaching practices.

EN 617-001 Teaching ESL Academic Language Skills

 

M 2:00-

4:30 pm

Dorothy Worden

This course is a theoretical and pedagogical introduction to the teaching of English academic language skills to adult learners of English with a particular focus on teaching writing in the American university context. We will examine the theories and disciplines that have significantly informed second language writing research and pedagogy. Additionally, we will examine some of the emerging issues in the field of second language writing including such topics as trans lingual practice, identity and politics second language writing, multilingual creativity, and the increasingly multilingual student population at US universities. We will build on this theoretical foundation to develop skills in a variety of pedagogical practices including needs analysis, course design, assignment design, lesson planning, writing assessment, responding to student writing, and error correction.

 

EN 630-001 Directed Readings — DGS James McNaughton
EN 630-002 Directed Readings — CW Wendy Rawlings

 

EN 637-001 Workshop in Academic Writing TR 11:00 –12:15 pm Emily Wittman

Learning Objectives for this Course: *to learn how to turn a graduate paper into an article or book chapter through peer-review exercises and rewriting *to learn about the practical details of publishing: how to write an abstract, how to write to an editor, etc. *to learn about the peer-review process by submitting an article for peer-review and by peer-reviewing essays by other class members *to learn, through study and peer-review exercises, how to tighten an argument, write a great introduction and conclusion, and craft an honest and exciting article or book chapter *to learn how to select appropriate venues for your work *to learn how to weather rejection and/or multiple requests for revision. *to evolve, by the end of the course, from a passive graduate student into an active scholar, in charge of navigating your career by means of the tools acquired in the course *to end the course with an article under review and a two-year publication plan.

 

EN 639 – 001

 

African American Rhetoric’s:

Intro to Theories & Practices

T 3:30 –

6:00 pm

Alexis McGee

This seminar is an introduction to African American rhetorical contributions, theories, and practices. Here, we will explore the cultural, historical, political, and intersectional aspects of identity and discourse that make up African American Rhetorics. Many of the texts are written by scholars, intellectuals, public figures, and teachers, and, as such, this seminar will unpack and consider the impact of ethnicity, identity, and liberation as factors guiding rhetoric, communication, composition.

EN 639 – 002 Technical Writing Practicum R 2:00 –

4:30 pm

Cindy  Tekobbe

While open to any graduate student with an interest in technical writing, this seminar focuses on technical writing from a teaching perspective. Those CRES students who would like to be considered to teach technical writing sections as graduate teaching associates should enroll. The arc of the course is to complete readings and assignments that build on each other to conclude with a syllabus and related prompts to teach a course. Alongside these readings and assignments, we will also consider issues of ethics, race, gender, environmentalism, decolonialism, and other contemporary issues in technical writing. We will explore the writings of Markel, Selber, Hart-Davidson, Opel, Haas, and others. Assignments will include case studies, classroom assignments, lesson plans, a syllabus, a rationale, and an annotated bibliography.

EN 639 – 003 Topics in Rhetoric & Composition:

Post-Truth Rhetorics

W 10:00 – 12:30 pm Amber Buck

This graduate seminar explores the implications of recent coordinated disinformation campaigns from state and non-state actors on the study of rhetoric, particularly digital rhetoric. Oxford Dictionaries chose “post-truth” as their word of the year in 2016, defining it as “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.” Like fake news, post-truth has come to be used as a catch-all term to describe an orientation toward information that is based more in identity than evidence. Over the past several years, scholarship in rhetoric and composition has discussed the implications for this shift and identified some of the mechanisms through which misinformation and disinformation have spread through digital networks (Gries & Brooks; Ridolfo & Hart-Davidson; McComiskey; Skinnell; Roberts-Miller). This graduate seminar will explore this scholarship and take up related questions: What are the implications of these elements of digital rhetoric for how rhetoric works in the world? How do our theories and models of rhetoric in digital environments need to change in light of these new technologies and digital practices? What are the implications of these issues for the teaching of writing and rhetoric? Building from last year’s English Department Symposium on “Digital Rhetoric in the Post-Truth Era” this course will include recently published scholarship as well as soon-to-be-published contributions from speakers at last year’s Symposium

EN 640-001 Early America, Digital Humanities, and the Art of Critical Editions W 10:00 –

12:15 pm

Cassie Smith

This graduate seminar asks students to consider the possibilities for creating online critical editions of early American texts. To think through the possibilities, we will examine the work of Englishman Thomas Gage and his 1648 travel narrative The English-American. Gage, at one point a Catholic priest, lived in and traveled through New Spain for twelve years beginning in 1625. In 1648, he published a narrative of his experiences. He offers detailed information about the landscape, culture, and logistics regarding how the Spanish Crown administered its colonies. The text is a scouting report, informing the English about the feasibility and necessity of invading New Spain, which the English would attempt in 1655. Currently, the professor for this course is completing an online critical edition of Gage’s narrative, in collaboration with UA’s digital humanities center and partners at the Newberry Library in Chicago and at Purdue University.

The seminar will introduce students to this digital project as a way to engage students in discussions throughout the semester about the obstacles and benefits of creating critical editions of texts, a task almost every scholar will undertake at least once in their career, and doing DH work in early American studies. In particular, we will discuss the following: Critical editions traditionally do not garner the same level of institutional respect as monographs; how, then, do we get people to take seriously the work of critical editions in general and online editions in particular? How do we ensure sustainability of digital projects as the institutional affiliations of editors and administrators change? How does a literary scholar, for whom the hard copy is the primary tool of the trade, marshal the resources necessary to produce work in digital formats; what resources would we need as individuals and within the field of Early American Studies to do this kind of work successfully?

 

In addition, the course will offer students the opportunity to work on the Gage project and gain DH experience. The final project for the course will combine the traditional scholarly essay with a digital humanities component

EN 643-001 Seminar 20th Century American Lit:

the nation’s region/the regions decade

T 2:00 – 4:30 pm James Crank

In her landmark study, The Nation’s Region: Southern Modernism, Segregation and U.S. Nationalism (2006), Leigh Ann Duck chronicles the consequences of a project of nation-building that begins by ejecting the American South: “discussions of an anomalous South regularly displace fundamental questions about political affiliation from discourse surrounding the nation-state,” she argues. Duck follows the progression of how such a discourse ends up purposefully misrepresenting its stake in the region while also allowing for a disavowal of ownership over the problems that the South represents: “While associating the nation with democracy and change and the region with racism and tradition,” Duck concludes, “U.S. nationalism repeatedly celebrated the latter paradigm, failing either to address its incongruity with liberalism or to analyze the desires that rendered this restrictive model of collectivity attractive to so many national audiences” (3). This course uses Duck’s conception of “the nation’s region” as an imaginative shift that takes place wherein the South moves from being a “dirty” repository—crucially necessary during the Civil Rights Era as an outland to bolster narratives of American exceptionalism—to a potential symbol of pride. We will trace that history from 1970 through 2020: each week, we will examine a literary/cultural text of the 1970s and connect it to a contemporary example of the “dirty south” to understand how dirty southern imaginaries persist into our contemporary moment. **warning: some of the material in this course deals with issues of trauma and abuse** Possible literary/cultural texts include DELIVERANCE, THE TEXAS CHAINSAW MASSACRE, GET OUT, SWAMP THING, HILLBILLY ELEGY, SING, UNBURIED SING, BASTARD OUT OF CAROLINA, OUTLAW COUNTYCRACKER BARREL, ZINE CULTURE, and many, many more!

 

EN 648-001 Seminar: African American

Literature

W 2:00-4:30 pm Yolanda Manora

From Metaphysical Dilemmas to Black Girl Magic : 20th/21st Century African American Women’s Metaphysical Fiction & Film “bein alive & bein a woman & bein colored is a metaphysical dilemma/i haven’t conquered yet” ~Ntozake Shange’s For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf “Just because we’re magic doesn’t mean we’re not real.” ~ Jesse Williams This seminar turns upon the examination of 20th/21st century African American women’s metaphysical fiction and film, including postmodern, philosophical, and speculative fiction, as well as works of magical realism.  We will spend the majority of our time examining literary and filmic works “made” by and/or centering on African American women, as well as the social, cultural, and critical discourses that inform them. Using literary and cultural studies approaches, we will interrogate the manner in which selected works of literature and film treat black female subjectivity, both as personal experience and as relational/communal construct and, too, how these works portray issues related to race, class, gender, and sexuality, as well as the critical intersections of the same, in ways that curate and/or challenge various representations and images of African American women held in the cultural imagination. In the process, we’ll also locate and engage these writers’ and filmmakers’ critiques of Western models of subjectivity and the range of their textual and theoretical responses to what Shange called the metaphysical dilemma of “bein alive & bein a woman & bein colored.” Texts may include literary works by Toni Morrison, Alice Walker, Octavia Butler, Ntozake Shange, and Toni Cade Bambara, as well as the films Daughters of the Dust, Eve’s Bayou, The Secret Life of Bees, and Beasts of the

Southern Wild. REQUIREMENTS: Active and engaged participation in (and 1-2x assigned cofacilitation of) seminar discussions, critical responses, and a final seminar paper.

 

 

 EN 663-001 Scottish Literature, Then and Now

 

F 2:00 -4:30 pm Tricia

McElroy

This seminar will introduce students to some of the most important texts of Renaissance Scotland, a literature often neglected by standard syllabi and yet notable for its rich poetic and rhetorical tradition. Readings will be drawn from Scottish “makars” – William Dunbar, Robert Henryson, Sir David Lyndsay, Alexander Montgomerie, and even the king himself, James VI, for example – and will explore some of the prominent concerns of early modern Scotland: the conduct of the monarch, challenges to traditional hierarchies, and the moral purposes of poetry. And, if these selections seem like something from the irrevelant past, readings will also include some compelling examples of Scottish literature from the 19th– and 20th-centuries, works that illustrate the continuity and importance of those medieval concerns: the character of our leaders, the loss of reliable authority, and the efficacy of the fables we tell ourselves.

EN 669-001 The Strode Seminar   M 2:00 –

4:30 pm

Michelle

Dowd

Early Modern Women’s Writing:  It has been ninety years since Virginia Woolf in A Room of One’s Own lamented the supposed lack of women writers in Shakespeare’s England. In the decades since, scholars have greatly enriched our understanding of the richness and diversity of women’s writing from the period, but the literary histories of early women writers remain works-in-progress, ripe for further analysis and exploration. In this seminar, we will enter that critical conversation by considering a broad range of Englishwomen’s writings from the late-sixteenth and seventeenth centuries. We will pay particular attention to formal development and experimentation as we examine texts from a wide variety of genres, including poetry, polemic, drama, and even early science fiction. We will also explore the critical history of early modern women’s writing as a field of study and consider collectively what the future of this scholarship might look like. As part of the seminar, we will also welcome at least two guest speakers to class (Mihoko Suzuki and Julie Eckerle) to share their research and expertise. In addition to a wide range of secondary scholarship, primary texts to be discussed will likely include Mary Wroth’s Pamphilia to Amphilanthus, Aemilia Lanyer’s Salve Deus Rex Judaeorum, Elizabeth Cary’s The Tragedy of Mariam, the poetry of Hester Pulter, and Margaret Cavendish’s The Blazing World, among others. Open to all PhD, MA, and MFA students.

 

EN 690-001 Modern British Literature:

James Joyce Seminar

T 9:30 –

12:00 pm

James

McNaughton

In this graduate seminar we will read _Dubliners_, _A Portrait of the Artist_, and brief selections from _Finnegans Wake_. But we will focus most of our attention on James Joyce’s master novel _Ulysses_. This consequential modernist novel has long been recognized as a tour de force of literary style. More than this, the book compels readers to consider how its stylistic form and textual genesis reflect upon postcolonial politics, European history, and the function of experimental art. We will therefore address the novel from a variety of critical perspectives. Students should expect to make a presentation and write a seminar paper.

 

EN 698-001 Non-Dissertation Research James McNaughton
EN 699- 002 Dissertation Research James McNaughton

 

 

 

 

 

 

 

 

 

 

Department of English

FALL 2019

Graduate Course Offerings

Rev. (7/17/2019)

 

Dorothy Worden: Special Topics in Linguistics: Language & Culture

For override contact: jfuqua@ua.edu

_____________________________________________________________________________________

EN 500-001 / 45402

M 2:00 pm – 4:30 pm

This course focuses on the relationship between language and culture as it is conceptualized and studied in the field of linguistics. Topics will include the historical division of language and culture in linguistics; the relationship between language, culture, and cognition; the cultural underpinnings of lexis and grammar; the relationship between language, culture, and identity; and the role of culture in educational contexts, specifically language classrooms.

 

 

Jennifer Purvis: Women in Contemporary Society

_____________________________________________________________________________________

EN 500-002 / 45679 (xl WS 525-001)

W 2:00 pm – 4:30 pm

Open to graduate students from all areas with an interest in feminist theory, this interdisciplinary approach to contemporary feminist theory explores the self-other paradigm established in Simone de Beauvoir’s The Second Sex (1949) and its outgrowths, as well as how the third term—“mere flesh,” the inhuman other, the disposable, the abject—upsets the binary logic that has dominated our thinking about oppressions for more than half a century. From French Feminisms’ monstrous feminine to the present, alterity, the notion of radical otherness exposes systems of belonging that define citizens, subjects, nations, and regions and organize humanity along the lines of gender, race, sexuality, ability, and class. Yet those who are marginalized often resist associations with alterity. Authors Luce Irigaray, Barbara Creed, Hortense Spillers, Judith Butler, Rosi Braidotti, Alexander Weheliye, and others challenge us to think through and beyond the ways in which otherness and abjection are harmful; invite us to think outside the terms of normalcy, inclusion, and the human; question central binaries; and explore spaces of liminality. Drawing their insights from a variety of fields—including French Feminisms, queer theory, cultural studies, critical race theory, philosophy, post- and de-colonial theory, feminist art and film theory, monster studies, disability studies, and more—the authors in this course examine transgression, borders, leakiness, dirt, danger, zombies, vampires, the monstrous feminine, sexual deviants, zones of uninhabitability, the grotesque, the carnivalesque, the vagina dentate, and other terms associated with abjection and radical alterity that challenge an “us/them” world. (Prerequisites: none)

 

 

 

Gadsden Classes

___________________________________________________________________

EN 500-359—Gadsden

S 9:00 am — 5:00 pm

 

EN 500-361—Gadsden

S 9:00 am – 5:00 pm

 

 

Amber Buck: Computers & Writing

_____________________________________________________________________________________

EN 512-001/47979

R 10:00 am – 12:30 pm

A survey of how computers can be used to help students improve their writing and to help teachers improve their writing instruction. This course provides an overview of computers and writing as a disciplinary field within rhetoric and composition, including historical trajectory and major and recent trends. This course will ask students to consider both the theoretical and pedagogical implications of digital writing technologies. Students will compose both print and digital projects in this course

 

 

 

Dilin Liu: Structure of English

For override contact: jfuqua@ua.edu

_____________________________________________________________________________________

EN 524-001/41605 (XL 424-001)

TR 12:30 pm – 1:45 pm         

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: Directed Readings

_____________________________________________________________________________________

            529 – 001 / 47980 James McNaughton: MA/PhD

            529—002 / 47981 Kellie Wells: MFA

 

 

 

 

EN 533: Practicum in Teaching College English 101 ______________________________________________________________________

Various Instructors

T R 12:30 pm – 1:30 pm

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.

 

533 – 001        CRN#   Luke Niiler

533 – 002       CRN#   Jessica Kidd

533 – 003       CRN#   Natalie Loper

533 – 004       CRN#   Marni Presnall

 

 

Must simultaneously register for Thursday session with same lecture instructor.

 

 

 

 

Steve Tedeschi: Literary Criticism

___________________________________________________________________________________

EN 535-001/47982                                              

T 2– 4:30 pm

The course introduces and surveys the history of conceptions and practices of literary criticism in the western tradition from classical antiquity to the present. The primary objectives of the course are to understand these various perspectives, purposes, and practices both for their own sake and for the sake of reflecting critically upon contemporary critical practices. Readings will track lines of thought and dispute in the classical period (Plato, Aristotle), the Renaissance (Dante, Sidney), and the long eighteenth century (Kant, Wordsworth) before tracing the historical evolution of kinds of critical thought and practice, including varieties of Marxisms, psychoanalytical approaches, formalisms, structuralisms and poststructuralisms, gender and sexuality studies, historicisms, cultural studies, postcolonialisms, and/or hermeneutics

 

 

 

Michelle Dowd: Introduction to Graduate Studies

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EN 537-001/42225                                              

M 10 am – 12:30 pm

This course is a study of selected bibliographical resources and of some of the important methodological approaches employed in literary study, including an introduction to critical approaches, scholarly writing, and issues in the profession.

 

 

Albert Pionke: Approaches to Teaching the Sophomore EN Survey

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EN 539-001/43740 (609-002)

T 12:30 pm –1:30 pm

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: Non-Thesis Research

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EN 598-001/ 43442                            All Literature/CRES/Strode                                               McNaughton, J

 

EN 598-002/ 43443                            All Creative Writing                                                               Wells, K

 

EN 598-003/ 45403                            All TESOL                                                                                        Liu

 

 

EN 599: Thesis Research

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EN 599-001: 41205                            All Literature/CRES/Strode                                               McNaughton, J

 

EN 599-002: 41206                            All Creative Writing                                                               Wells, K

 

EN 599-003: 41207                            All TESOL                                                                                        Liu

 

Wendy Rawlings: Graduate Fiction Workshop

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EN 601-001 /41124

W 2 pm — 4:30 pm

This course is a forum for students in the graduate creative writing program to work together with the goal of helping each other develop as writers and readers. Students will articulate through their discussions of their classmate’s work, through the application of literature and theory read in other classes, and especially through the fiction they write in this class, an awareness of the contemporary moment in literary practice, a reason for doing whatever they are doing in their own fiction, and a means to bring the two together.

 

Michael Martone: Cross Section Workshop

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EN 601-002/49861

M 2 pm – 4:30 pm

Instead of looking at each piece individually and holistically as in the traditional workshop, the Cross-Section Workshop will look at all the pieces at the same time.  We will take “cuts” through each work, beginning with the title, then first line, then first paragraph, first page, etc. The discussion will be more about process instead of product, more strategic instead of tactical. The traditional “gag” rule where the writer of the work is asked to listen and not speak during the critique will be relaxed. In this workshop all of the writers will be asked to talk at all times, attempting to focus on the aesthetic choices and theories that operate behind and before the performance on the page.  We will attempt to look (in this microscopic way) twice during the semester with (perhaps—I haven’t tried this before) a flash prose hypoxic sprint session in between the two longer looks.  Lewis Hyde’s book, The Gift: Imagination and the Erotic Life of Property will be the only required text.

 

 

EN 603-002  Mondays 2:00 – 4:30

Robin Behn

 

This course centers on the creation of new poetry by class members, paying special attention to the creative process and to the varied literary passions of the participants.  In addition to substantial poem drafts that will be discussed by the class, we will also do a variety of brief exercises created by class members based on their interests. The course will include an (optional) opportunity to work on a long poem or series of poems.  Along the way, we’ll take a quick look at some of the many alums of our MFA program who have published books of poems.

 

 

Michael Martone: Forms: The Chapbook

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EN 608-001/ 41125                                             

M 10:00 am — 12:30 pm

We will study and produce this hybrid book form known as a “chapbook.” The class will be conducted as a hypoxic workshop with writers contributing a poem, micro fiction or essay, or story or essay each week with the goal of creating a 14-25 page book.  Also we will read and talk about various examples of chapbooks published recently.

 

 

 

Kellie Wells: The Short Story in the 21st Century

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EN 608-002/41129                                              

M 2 pm – 4:30 pm

At any given moment in time, the short story is either being pronounced critically ill and not expected to live much longer or robust of constitution and in a state of renaissance, forever shuttling between its death throes and ain’t-over-yet reinvigoration, but ultimately languishing, say it’s most tepidly enthused critics, in the long shadow of the novel. In writing programs, where countless short stories get authored and anatomized every semester, this diagnosis rests, anxiously, on the question of the story collection’s commercial potential, which, feast or famine, appears to be eternally dismal, or so we’re often told. In 2014, however, the short story was said to be having a moment, as evidenced by the fact that George Saunders’ Tenth of December won that year the inaugural Folio Prize, and Lydia Davis won the rival Man Booker International Prize the previous year. In recent years, when the short story has been on the ascendant, it is our ever diminishing attention spans that have been snidely credited with the uptick in interest, a notion that reduces the flashiest of fictions (like, say, those that Lydia Davis writes) to literary clickbait. But perhaps it’s actually the form of the short story itself that is evolving, slipping nimbly between genres, growing more expansive, inclusive, daring, and in so doing is attracting a growing fan base. In this class we’ll read stories and collections published in the last two decades to see what writers have been doing to vitalize the form in the 21st century. Writers we’ll read might include Otessa Moshfegh, Carmen Maria Machado, Ted Chiang, Lesley Nneka Arimah, Zach Doss, Kristine Ong Muslim, and others.

 

 

 

 

Robin Behn: Forms of Poetry

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EN 608-004/47983                                              

W 2 pm — 4:30 pm

Forms of Poetry This is a chance to get up close and personal with the substance and deployment of language in poetry. We’ll write in some traditional forms drawn from English and other languages, including contemporary iterations and mutations of those forms. We’ll also spend plenty of time on free verse. We’ll develop our ears and eyes, becoming more fluent with meter, many types of rhyme, figures of speech, phonemes, sound patterns, repetition, uses of punctuation and other symbols, uses of the “page,” large and small rhetorical patterns, and what Jack Gilbert called “the form of the invisible.” We’ll find new ways to make the mind move. We’ll become conscious of these elements and experiment with what they can do, the effects they can have. Then, through practice, quite unconscious again, so that they’ll always be “there” at our disposal as we write. The course is about poetry, but prose writers are most welcome; no prior experience is needed. In past years, prose writers have found that the course ends up enriching their practice of prose as well as emboldening them in the realm of poetry.

 

 

 

 

Joel Brouwer: Classics for Contemporaries

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EN 608-005/47984

R 2 — 4:30 pm

Of Bodies Changed to other forms I tell: Classics for Contemporaries In this class we’ll read about the rage of Achilles, the Sirens’ song, the Trojan horse, Orpheus’s descent into the underworld to retrieve Eurydice, and scores of other stories that have shaped Western culture over the last 2,500 years (give or take). We will also make additional contributions to that culture by completing a variety of imaginative writing projects inspired by our reading. Texts: Iliad, Odyssey, Aeneid, and Metamorphoses, along with some supplementary / contextual / critical material. Open to MFA students in any major genre; writing assignments will be genre-neutral.

 

Heidi Staples: Hope is the Thing

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EN 608-006 / 47042

F 1pm – 3:30 pm

Hope is the Thing: “Hope is the thing with feathers,” Emily Dickinson famously wrote. In this class, we will pursue hopefulness and enchantment as psychological states from which to draw writing inspiration by considering birds. We will examine and attempt representations of birds as familiar cultural tropes articulating the numinous, and we will pursue and reflect upon encounters with birds as fragile fellow creatures scaling the Anthropocene. We will bird-watch in published writings, in our own efforts, and in our very airs. Excursions will include a bird-watching event with the Birmingham Audubon Society and the EcoLit Arts Lab annual trip to Dauphin Island, where we will write while walking through the Audubon Bird Sanctuary on Dauphin Island, a recognized site of global significance for birds. Other texts may include Bright Wings: An Illustrated Anthology of Poems about Birds, edited by Billy Collins; The Genius of Birds (nonfiction), Jennifer Ackerman; The Book of Dead Birds, by Gayle Brandeis (novel), White Bird: A Wonder Story (YA graphic novel), R.J. Pallacio.

 

Heidi Staples: Form Theory Practice

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EN 609-001/ 43613

M 12:30 pm – 1:20 pm

This is a course designed to support first-time teachers of EN 200, Introduction to Creative Writing, with a communal space to discuss strategies for effective teaching and creative writing pedagogy.

 

 

 

 

Albert Pionke: Form Theory Practice

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EN 609-002/44569 (539-001)

T 12:30 pm – 1:30 pm

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.

 

 

Michael Martone: CW Pedagogy

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EN 609-003/44567

TIME TBA

This is a course designed to support first-time teachers of EN 200, Introduction to Creative Writing, with a communal space to discuss strategies for effective teaching and creative writing pedagogy.

 

 

Wendy Rawlings: Forms of Creative Writing: The Second Person

______                                                          ____________________________________________________________________         

EN 609-320 / 44176 (43444)

W 5:00 pm – 5:50 pm

You want to write in the second person, but why? The second person is strange; it’s exotic — maybe even revolutionary! But is it? Maybe second person point of view is just plain irritating, a gimmick. Fine. Skip it! Still, wouldn’t you like to spend an hour a week discussing and experimenting with some of the most interesting examples of second person POV with other writers? Sure you do. Go ahead. Give it a crack.

 

 

 

Robert Poole: Topics in Applied Linguistics

For override contact: jfuqua@ua.edu

___________________________________________________________________________________

EN 612-001/44570

W 2:00 – 4:30 pm

This graduate seminar explores theory and pedagogical 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 corpus-aided approaches, digital gaming, telecollaboration and computer-mediated communication (CMC), and social media.                        

 

 

 

Dilin Liu: Second Language Development

For override contact: jfuqua@ua.edu

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EN 613-001/42321

T 2:00 pm – 4:30 pm                                                                                                                               

This course explores issues and theories about second language development. It focuses on the study of learner language; language learning process; biological, psychological, and social factors affecting the process; and the role of formal instruction in second language development. Where relevant, first, third, and fourth language development issues will also be addressed.

 

 

 

 

Robert Poole: English Linguistics

For override contact: jfuqua@ua.edu

__________________________________________________________________

EN 620—001 / 43743

T R 2:00 pm – 3:15 pm

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 (syntax, phonology and phonetics, semantics, morphology, and pragmatics) as well as subfields such as language variation, language change, and language and the brain. Students will learn to apply the tools and techniques of language analysis through hands-on activities and projects.

 

 

 

 

 

Cindy Tekobbe: Feminist Rhetoric

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EN 639-001/ 45406

T 2:00 pm – 4:30 pm

This seminar will investigate feminist rhetorical texts along multiple trajectories. We will examine feminist rhetoric from a historical perspective, we will explore feminist research methodologies, and we will interrogate contemporary rhetorical feminisms, including Royster, Kirsch, Rhodes, and more. In this course, you should develop an understanding of the various feminist voices in rhetoric and composition and recognize their influences on the shaping of the field today. Assignments include weekly readings, case studies, and a seminar paper. Creative options are available.

 

 

 

Heather White: American Modernist Poetry

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EN 643-001 /47985

R 2:00 pm – 4:30 pm

The focus of this course will be three pivotal figures in modernist American poetry: Robert Frost, Marianne Moore, and Wallace Stevens. The primary goal of our work will be developing a deep familiarity with each poet’s canon. In order to better understand their work and its significance to American poetry, we will also read among their forerunners and inheritors: Walt Whitman, Emily Dickinson, T.S. Eliot, Elizabeth Bishop, John Ashbery, and others.

 

 

 

Amy Dayton: Politics of Teaching Writing

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EN 651-001 /49808                                                                           

R 2:00 pm – 4:30 pm

This course begins with this assumption: that teaching and learning are inherently political acts, taking place in complex institutional, economic, and cultural contexts. We will address the political aspects of composition studies, beginning with a discussion of the value of teaching writing and the uses of the humanities in twenty-first century America. We will then turn to an examination of critical pedagogy, its adaptation in US college classrooms, and its critics and alternatives. We will look at specific axes of difference in the classroom—race, gender, ethnicity, sexual orientation, disability, and social class. We will discuss the forces outside the classroom—institutional, cultural, and economic—that impact our work. Finally, at the end of the semester, we will return to an initial question—what does it mean to teach writing, as Shari Stenberg puts it, in a “neoliberal age?”

 

 

 

 

Brad Tuggle: The Problem of the Human in Renaissance English Literature

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EN 663 – 001/47250

T R 8 am – 9:15 am

Primarily, this course is an opportunity to read the poetry and prose of Philip Sidney and Edmund Spenser. We will read lyric poetry (Astrophil and Stella, Amoretti, Epithalamion) pastoral romance (The “Old” Arcadia), literary criticism (The Defence of Poesy and the Letter to Raleigh), and epic romance (Books I, III, and IV of The Faerie Queene). We will direct our conversations and research projects around two sets of problems associated with the category of the human, one ontological, the other ethical. The first set concerns how we define and understand this category. For example, we will explore whether post humanists are right to see, even in the Renaissance, a radical undermining of the “Great Chain of Being” that privileges humans above other kinds of entities. The second set of problems concerns interpersonal ethics. How do we humanely interact with others? Much of the poetry and prose we read this semester suggests, I think, an acknowledgment of the inscrutability of other minds, a respectful attitude of trust as a counterweight to skepticism and jealousy. Or at least that is one hypothesis with which I may ask you to wrestle. Graded Assignments / Research Article 20-25 pages / Research Prospectus 10 pages

 

 

 

 

Albert Pionke: Seminar Victorian Literature

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EN 685-001/47987                                              

W 10:00 am – 12:30 pm

Fictions of (Il) Legitimacy According to literary historian Michael McKeon, the novel as we understand it emerged in the seventeenth century in response to “the curse of modernity,” identified as the “sociohistorical condition of status inconsistency.” Things did not become less uncertain with the passage of time. In fact, the roughly 60,000 novels published during the reign of Victoria continued to encode within themselves an only increasing anxiety about who should enjoy social precedence over whom and about how to legitimate those who deserved it. Orphans, bastards, con artists, agitators, parvenus, and other socially questionable figures loom large in period fiction, each offering a case for testing the limits of inherited forms of status hierarchy. This course will follow a few of them on their largely failed aspirations for social legitimacy, and will examine the novels in which they appear for signs that the genre itself was being stretched by their actions. It is, after all, novelists who have the most to gain and to lose in the creation of characters who do not live up to standards set by the society that buys or does not buy the books in which those characters and their misadventures appear.

 

 

James McNaughton: Modern British Literature

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EN 690-001/47988

T R 9:30 am – 10:45 am

Late modernism, Samuel Beckett, and the politics of non-identity In this seminar, we read works by Samuel Beckett alongside works by others to ask how literature might contend with specific historical urgencies: the rise of authoritarianism in the 30s; postwar reckoning with French collaboration and with genocide; and 1950s torture debates. Sometimes we’ll approach this task contextually, by familiarizing ourselves with specific history that changes how we interpret works we thought we knew. With Christopher Isherwood, Virginia Woolf, and Victor Klemperer, we’ll examine how fascist propaganda functions and whether literature can possibly respond. We’ll consider how Gertrude Stein captures the Phoney War and Beckett’s _Godot_ refutes the mythology of French Resistance. On torture, we will read Henri Alleg’s _The Question_ and Jean Améry’s _At the Minds Limits_. Other times we’ll approach the task theoretically, reading Theodor Adorno, Elaine Scarry, and Gorgio Agamben, among others. But again and again we will return to Beckett’s work because with unrivaled integrity his writing asks difficult and pertinent questions: how can literature respond to genocide without normalizing it? Should the atrocities of WWII be understood separately from the history of colonialism? What value is there in eschewing identity politics, pathos, sincerity, and redemptive humanism for a starker confrontation with non-identity, disgust, laughter, and failure? We will track the advances by which Beckett reworks the formal conventions of Western imaginative art—from the sentence to the stage set—as he confronts contemporaneous culture with its blind spots. Students can expect to write a research paper and give a presentation.

 

 

Emily Wittman: Seminar in Postcolonial Literature and Theory

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EN 693-001/47989

T R 11:00 am -12:15 pm

World Literature What on earth is “world literature?” It is a difficult and perhaps impossible category or genre to define, particularly in a country where approximately 3% of books published annually are translated. In this course, we will investigate this contested genre, the assumptions that gave birth to it, and its persistence. What does it mean to take a course in world literature? Where does the world begin? Is the category of world literature geographically determined or is it more of a stylistic and aesthetic category? Furthermore, how are the foreign-language works published in the United States deemed meritorious? Why are some books translated into English while others are not? There has perhaps never been a time when issues of nationality, language, and translation have been more important or more troubling. In this course, we will investigate how literature arrives on the global stage with particular attention to translation, cultural capital, and the avenues for literary consecration. We will explore the important role of international literary prizes (including controversies). As we read six contemporary novels from a diverse selection of authors, we will supplement our reading with theoretical work by a number of scholars of both world literature and translation, including Pascale Casanova, Lawrence Venuti, Gideon Toury, André Lefevere, and Christopher Prendergast. Possible novelists we read might include J. M. Coetzee, Jenny Erpenbeck, Chimamanda Ngozi Adichie, Ismail Kadare, Ornela orpsi, Kawabata Yasanuri, Lázló Krasznahorkai, Elfriede Jelinek, Mohsin Hamid, and Mario Vargas Llosa.