All sections are numbered 001 unless otherwise indicated.
ENGL 5303: Studies in Medieval LiteratureBeowulf
Dr. Brian McFadden
Friday 9:00 AM-12:00 Noon
This course will be an in-depth translation and analysis of the first major epic poem in the English language. Topics to be discussed: the Anglo-Saxon conception of monstrousness; Germanic social structure as depicted in the poem versus the realities of Anglo-Saxon society; the role of women in the poem and women in Anglo-Saxon society; the tension and accommodation between Christian and Germanic elements in the poem; the paleography and codicology of the text. Prerequisite: ENGL 5301 (Old English Language). Requirements: oral presentation; one 20-25 page seminar paper; daily translation and reading in Old English.
This course satisfies the requirement in Pre-1700 British literature and may be used for the poetry genre requirement.
ENGL 5306: Studies in Seventeenth-Century LiteraturePolitical Tragedy in English Renaissance Drama
Dr. Marlis Desens
Wednesday 2:00 PM – 5:00 PM
The English Renaissance was keenly concerned with issues of rulers and governance, social order and upheaval, the means by which power is seized or lost and the means by which it is maintained. Classical texts, histories of England, and books on government, such as Sir Thomas Elyot's The Book Named the Governor and William Baldwin's A Mirror for Magistrates, spurred dramatists to explore this political terrain, particularly in tragedy. In this seminar we will read a broad selection of tragedies written by Shakespeare and his contemporaries in which these political issues come to the fore. I am still working out the reading list, but I include here a representative sample.
Possible Shakespeare plays: Richard II, Richard III, Hamlet, Macbeth, King Lear, Julius Caesar, Antony and Cleopatra, Coriolanus
Possible Contemporary Renaissance plays: Gorboduc, The Spanish Tragedy, Edward II, Sejanus, The Revenger's Tragedy, Bussy D'Ambois, The Maid's Tragedy, The Duchess of Malfi, The White Devil, Women Beware Women, Hengist King of Kent
Texts: I will order the two anthologies listed below. If you already own a complete Shakespeare or wish to use individual editions of the plays, I will allow you to do so, in order to keep costs down. I will also allow you to use other editions of the contemporary Renaissance plays. Be aware, however, that it needs to be a scholarly edition, and that some editions are done better than others. Please consult with me on whether the editions that you have will work. Some plays, such as Bussy D'Ambois and Hengist King of Kent, either are not readily available in print or are not in an affordable printed edition, so we will read those via library access by going to Library.TTU.edu and clicking on Electronic Resources, Find Data Base, and English Drama. The best individual texts for Shakespeare are the Arden third editions. For the contemporary drama, the best are the Revels editions, although Arden has recently moved into non-Shakespearean drama as well. New Mermaids editions are usually acceptable.
The Riverside Shakespeare, 2nd ed. G. Blakemore Evans and J. J. M. Tobin
English Renaissance Drama, ed. David Bevington, et. al.
Initial Assignment: Sometime in December, I will e-mail the syllabus to students who have signed up for the class. There will be a reading assignment that must be completed by the first seminar meeting. I will send a reminder in January to enrolled students.
Active participation in class discussion
E-mail submission of five substantial discussion points to professor and all seminar members by 5 p.m. the day before the seminar meets; students are expected to read each other's points and come prepared to discuss them
7-8 page critical research paper due mid-semester (length of a typical conference paper)
15-20 page critical research paper due end of semester (length of a typical article) Students may choose to expand the shorter paper into the final paper.
Oral presentation of the long paper's research during the final exam period
This course satisfies the requirement in Pre-1700 British Literature and may be used for the Drama genre requirement.
ENGL 5313/5377: Studies in 20th Century British LiteratureLiterature of the Great War
Dr. Jen Shelton and Dr. Ken Baake
Friday 9:00 AM – 12:00 Noon
Human society has been unable to escape war even in the nearly 100 years since the Great War erupted across Europe, ostensibly as a “war to end all war.” Much has been written in all genres about the war during and since its outbreak. Our team-taught course will conduct a survey of the written word as it encircles this event—looking at everything from the mundane technical manuals that soldiers read or reports that commanders wrote to novels, poems, and histories that those soldiers and later authors produced in order to try to come to terms with the war's horrors and the modern era it helped to usher in. Our primary goal is to study how different types of writing are used to know a particular reality. Rather than follow the approach that looks in detail at one genre as it addresses general issues, we want to look at many genres as they converge on one issue—The Great War.
Our underlying assumption is that humans use writing in all forms to make sense of their world and its challenges. Our class will meet weekly online in the Texas Tech English Department MOO. In preparation for class, students will read and analyze various texts dealing with World War I. They will write short responses critiquing those texts, considering how texts from different genres covering the same topic both overlap and diverge. Students will conduct research and write a term paper on some aspect of World War I writing. The term paper assignment could be tailored to address specific student areas of interest in either technical communication or literature. Finally, the course will reveal the power and limitations of different types of writing for dealing with profound realities of the human condition, especially with the persistent tendency of cultures to interact through war. In addition to an electronic course pack, we will read the following texts:
- Howard, Michael: The First World War
- Crowley, Robert editor: The Great War: Perspectives on the First World War
- Erich Maria Remarque: All Quiet on the Western Front
- Silkin, Jon, editor: The Penguin Book of First World War Poetry
- Woolf, Virginia: Mrs. Dalloway
- Barker, Pat: Regeneration
- World War I Field Manuals (CD ROM available for $10: http://www.paperlessarchives.com/wwi_fms.html)
This course satisfies the requirement in Post-1700 British Literature.
ENGL 5323: Studies in 19th Century American Literature19th Century American Short Fiction – The Gothic
Dr. Ann Daghistany
Tuesday/Thursday 11:00 AM – 12:30 PM
This semester we will study nineteenth-century American writers' short fiction. The course will begin with the earlier period as depicted by the historical allegories of Hawthorne, including The Scarlet Letter, My Kinsman, Major Molineux, Young Goodman Brown, The Maypole of Merrymount. We will study Poe's Civil War racial satires Hopfrog and The Black Cat as well as The Narrative of A. Gordon Pym. The gothic tales of A. Bernard, aka Louisa May Alcott, will be represented by her class and gender study, Behind a Mask, among others, as well as the Civil War stories in her autobiographical Hospital Sketches and My Contraband, that depict her experiences as a Civil War nurse in a converted hotel. Henry James will take us deeper into the gothic tradition with The Turn of the Screw, as will the ghost stories of Edith Wharton, with particular emphasis upon The Lady's Maid's Bell. Our twin focus in this study will be upon the gothic tradition as well as the historical portrait of race and gender relations in nineteenth century America. We will read several critical works: Goddu's Gothic America: Narrative, History and Nation; Andrew Smith's Gothic Literature for the European history background to the form, and Alan Lloyd Smith's American Gothic Fiction. Requirements include brief response papers, three short film/fiction papers, a 15 to 20 page paper and an oral presentation of that paper, as well as a take-home final.
This course satisfies the requirement in Pre-1900 American Literature and may be used for the Fiction genre requirement.
ENGL 5325: Studies in Twentieth-Century American LiteraturePostmodern American Fiction
Dr. Yuan Shu
Monday 6:00 PM – 9:00 PM
This course investigates postmodern American fiction in terms of literary responses to the social, political, cultural, and technological changes in the United States and around the globe since the 1960s. We begin by considering how the meta-fiction of John Barth, Donald Barthelme, and William Burroughs, breaks the narrative frame and creates new senses of reality in relation to modernist fiction. We then scrutinize the works of Gloria Anzaldua, Jessica Hagedorn, Ishmael Reed, Gerald Vizenor, and Karen Tei Yamashita, examining the ways in which they reconfigure time and space and produce new sensibilities and critical vigor from the perspectives of women, racial minorities, and transnational migrants. We finally read the texts of William Gibson, Neal Stephenson, Don DeLillo, and Cormac McCarthy in the changing historical dynamics of the local and the global. During our discussion of these primary texts, we investigate evolving notions of postmodernism in critical dialogue with postcolonial and globalization theories, which are envisioned and articulated by Jean-Francois Lyotard, Fredric Jameson, David Harvey, Jean Baudrillard, Donna Haraway, Katherine Hayles, bell hooks, Gayatri Spivak, Arif Dirlik, and Paul Jay.
Gloria Anzaldua, Borderlands/La Frontera; Don DeLillo, Mao II; Paula Geyh, ed. Postmodern American Fiction; William Gibson, Neuromancer; Jessica Hagedorn, The Dog-eaters; Cormac McCarthy, Blood Meridian; Thomas Pynchon, The Crying of Lot 49; Ishmael Reed, Flight to Canada; Neal Stephenson, Snow Crash; Gerald Vizenor, The Heirs of Columbus; Karen Tei Yamashita, The Tropic of Orange.
A collection of essays will be available on-line.
Requirements: lead class discussion on one primary text, present a research proposal (5-6 pages), and produce a seminar paper (18-20 pages).
This course satisfies the requirement in Post-1900 American literature and may be used for the Prose genre requirement.
ENGL 5327: Studies in Multicultural LiteratureTexts and Contexts of Latina/o Studies: Historical and Theoretical Perspectives
Dr. Cordelia Barrera
Tuesday/Thursday 12:30 PM – 2:00 PM
This course explores a set of principles that have guided Latina/o presence in the United States. They include urban/rural life, freedom/ confinement, memoir, or “testimonio” as a source of voice and resistance, generational separation and identity, loss and healing, and other sources of voice. The course follows a movement through time—from the post-Guadalupe-Hidalgo era to the present—that traces masculinist nationalism to the recognition of variations in gender, sexuality, race, class, region, and national origin. Questions that will focus our discussion include: What kinds of narration result from intercultural crossings between the United States and Mexico? How do issues of subjectivity, gender, class, race/ethnicity and sexuality influence a culture of the Borderlands? How does the US/Mexico border factor, or fracture identity among the cultures in the region? How do current ecocritical models intertwine with border theory, and third space feminist ideas of the body? Some of the texts we'll read include: Caballero (1996) by Jovita Gonzalez and Eve Raleigh; Their Dogs Came With Them (2008) by Helena Maria Viramontes; The Rain God (1991) by Arturo Islas; Loving in the War Years (2 E, 2000) by Cherríe Moraga; With his Pistol in His Hand (1970) by Américo Paredes; Desert Blood (2007) by Alicia Gaspar de Alba, and theoretical readings by Anzaldúa, Sandoval, Saldívar, Castillo, Cantú, and Brady among others.
This course may satisfy the requirements in Later American Literature or LSJE and may be used for the Fiction genre requirement.
ENGL 5335: Principles of LanguageDr. Min-Joo Kim
Tuesday/Thursday 11:00 AM – 12:20 PM
This course provides an introduction to the study of language at the graduate level. We will learn about the set of underlying principles of human language by analyzing linguistic data drawn from various languages although English data may be used most frequently for ease of exposition. We will begin by learning about more theoretical and fundamental areas of linguistics (i.e., morphology, syntax, semantics, phonetics, phonology) and then turn to more applied areas (e.g., language acquisition, language variation, linguistic typology). Our approach will be descriptive rather than prescriptive, which means that we will analyze what is actually spoken by people (descriptive approach), rather than what they are supposed to be speaking or writing (prescriptive approach). Class meetings will be organized around lectures but students are expected to participate actively in class discussions and sharing their answers to weekly homework problems. Furthermore, they will do a teaching demo on a topic related to the course around the mid-term and a presentation on their final research paper at the end of the semester.
This course is required of Linguistics students.
ENGL 5343: Studies in Critical TheoryTransnational Feminisms
Dr. Kanika Batra
Wednesday 9:00 AM – 12:00 Noon
Chandra Mohanty's conceptualization of feminism without borders is premised on intersections between women's movements, activism, and analysis on a global scale. As a method of enquiry encompassing biological, kinship, and work-related categories that span cultures and continents -- women as unwaged, white, blue, or pink collar workers performing corporate, academic, manual, domestic, or sexual labor -- transnational feminist studies has emerged as an important branch of globalization theory. Following Nancy Fraser, we can identify struggles for recognition of new identity categories and redistribution of economic, social, and political power as the major strands in transnational feminist analysis.
‘Redistribution' and ‘recognition' are keywords in the feminist philosophical, anthropological, and historical accounts we will read in this course. Some of the issues the course will address are: emergence of new categories of work such as ‘higglers' and ‘migrant sex workers' in the Caribbean; transnationalization of labor practices such as those in the export processing zones all over the world; women's responses to their changing public and private roles including an increase in domestic and social violence; new forms of affective intimacy in late capitalism including the adoption of a global vocabulary of identity politics such as ‘gay', ‘lesbian' or ‘queer' in places which prohibit expression of erotic autonomy outside the heterosexual matrix. While we will examine these issues in a transnational framework, the course includes a special focus on the political, social, and cultural economies of the global South as manifested in gender studies scholarship and curricula in the Euro-American academy.
This course will satisfy requirements in the Comparative Literature division and may be used for the Nonfiction genre requirement.
ENGL 5351: Studies in FilmFilm in a Cultural Context:1950s-1980s
Dr. Mike Schoenecke
Tuesday 6:00 PM – 9:00 PM
For the Spring 2013 term, English 5351 will focus on films of the seventies as well as the relationship between social history and the youngest art form. As we address the films and the decade, we will keep in mind what Pulitzer Prize-winning historian Arthur M. Schlesinger, Jr. in his lecture “Film and History: An Equivocal Relationship” posited: “Movies must have something to tell us not just about the surfaces but about the inner mysteries of American life. They must cast light on the way people seek meaning in daily existence, how they understand themselves, and their society and their destiny.” As Peter Lev points out, we will notice that the films of the seventies, as with any decade, present conflicting visions of America.
We'll keep four questions in mind as we weave our way through the seventies and its films: first, what were the decade's most important events, trends, and social attitudes? Second, how did those events, trends, and attitudes change/impact the society in which they occurred? Third, how have those events, trends, and attitudes influenced the evolution of our society? How have those events, trends, and attitudes affected films today?
This course satisfies the requirement in Film Studies or Later American and may be used for the Film or Drama genre requirements.
ENGL 5352: Studies in FictionShort Stories of the Americas: Canada, the U.S., and Latin America
Dr. Wendell Aycock
Tuesday/Thursday 9:30 AM – 11:00 AM
The content of English 5352 varies from semester to semester. It always, however, concerns the study of fiction. During this semester the course will feature the twenty-century and short fiction of the Americas during the twentieth century and the twenty-first century (with the exception of four of the stories in week two); i.e., students will read and study more than 60 short stories from Canada, the United States, and selected countries from Latin America. Many of the first stories will be familiar, and some of the class discussions will involve how to teach such stories. In later stories, and throughout the semester, we will look for recurrent themes and topics that have interested short story writers. We will also try to determine why they are particularly well suited to the genre. In addition, we will examine some of the theories that apply particularly to the short story. As time permits, we discuss how some short stories have been changed into films. Finally, we will look for distinctive traits or qualities that recur in the three areas of the Americas. Then, we will identify universal topics or themes that appear in stories from all of the areas of the Americas.
Students will be expected to (1) complete a mid-term examination; (2) write a short essay (three to five pages) and a term essay (about 15 pages); (3) present a short report on one or two of the short stories; (4) present a longer report on the short stories of one or more of the authors; and (5) complete the final examination.
This course will satisfy requirements in the Comparative Literature division and may be used for the Fiction genre requirement.
ENGL 5353-001: Studies in PoetryVictorian Poetry
Dr. Ann Hawkins
Monday 2:00 PM – 5:00 PM
An 1847 reviewer of Eliza Cook's poems calls attention to relationship between Victorian poems and the books that contained them:
“I sing,” says the modern Bard, “speaking to the eye alone, by the help of type-founders, papermakers, compositors, ink balls, folding, and stitching.”
This course considers the book as an expressive form and engages in the visual and material context within which Victorian poems were published and read. We'll focus on several important moments in the conjunction of art and design: the publication of Tennyson's 1847 illustrated poem, The Princess; Christina Rossetti's 1852 Goblin Market (illustrated by her brother Dante Gabriel); William Morris's 1858 Defence of Guinevere (credited as the first book of Pre-Raphaelite poetry); Jean Ingelow's 1867 Poems; and D. G. Rossetti's 1870 Poems, including the “House of Life.” We'll contrast such volumes against those with more restrained presentations, such as Elizabeth Barrett and Robert Browning's works. We'll make use of the Letterpress Lab to understand the 19thC print trade, and students will choose a text to research its production history, particularly the history of its various illustrations and bindings as far as can be documented.
This course satisfies the requirement in Post-1700 British Literature; it may be used for the Poetry genre requirement and is recommended for Book History students.
ENGL 5353-002: Studies in PoetryTopic TBA
Dr. Jacqueline Kolosov
Tuesday 9:30 AM – 12:20 PM
Contact instructor for description: firstname.lastname@example.org
This course satisfies the requirement in Pre-1900 American literature and may be used for the Poetry genre requirement.
ENGL 5370-001: Creative Writing WorkshopNonfiction Workshop
Prof. Dennis Covington
Monday 9:00 AM – 12:00 Noon
Contact instructor for description: email@example.com
This course satisfies the workshop requirement in Creative Writing.
ENGL 5370-002: Creative Writing WorkshopFiction Workshop
Dr. Ann Sanow
Wednesday 2:00 PM – 5:00 PM
The primary focus of this workshop is on the close reading and critiquing of students'
works-in-progress. We will also be sharpening our creative and critical abilities through
the discussion of published works by accomplished writers to see how they craft their
stories on the page—from the particulars of language to the larger scope of narrative
structure and form. Readings will include individual stories and essays on fictional craft,
and at least two short story collections and two novels. Expect to discuss these works in
depth, and to consider techniques as they apply to your own work.
Each student will have the opportunity to workshop two or three stories or excerpts from
longer works (up to 80 pages for the semester). Novel chapters or excerpts, as well as long stories and novellas, are welcome. Active, engaged, and generous participation in
workshops is expected. A final portfolio consisting of substantially revised work and a
revision analysis will also be required.
If you have not yet read Francine Prose's book Reading Like a Writer (a must for any serious student of fiction), please do so in preparation for the first class session.
This course satisfies the workshop requirement in Creative Writing.
ENGL 5370-003: Creative Writing WorkshopPoetry Workshop
Dr. John Poch
Thursday 2:00 PM – 5:00 PM
In this class, in addition to writing poems each week, we will be reading contemporary and modern poetry (verse, criticism, and theory). Classes will be discussion-oriented, though sometimes lectures occur. Recitation of a poem is a requirement. A final portfolio of eight revised poems with a statement of aesthetics is due at semester's end. The goal is to write compelling poems and to revise them toward publication.
This course satisfies the workshop requirement in Creative Writing.
ENGL 5380-001: Special Problems in Literary StudyEditing Literary Journals
Dr. Jill Patterson
Monday 2:00 PM – 5:00 PM
In this course, students will study the history of literary journals in America, beginning with those published in the early 19th century and ending with the most contemporary ones being published today. We'll see how journals have changed, for better or for worse, and what the future might hold for literary magazines. Additionally, students will learn the business of editing and publishing a literary journal: each student will create his or her own journal, design a logo, establish a mission statement, formulate rejection and acceptance letters, learn how to manage subscriber and submitter databases, practice selecting manuscripts for publication, and, most importantly, learn how to typeset (using QuarkXpress) and how to copy edit (using MLA and AP stylesheets). By the end of the semester, students will have produced one issue of their literary magazine. Students will need to have access to the MLA and AP handbooks (students can purchase online subscriptions to these handbooks). Students may wish to share the style handbooks with one another, although all copyeditors should have these handbooks in their libraries. Finally, students will be required to access the library of literary journals in the Iron Horse office for various reading assignments. We'll be taking a look at several contemporary journals: specialty journals (Tuesday: Art Project, Artifice, Abe's Penny, and Nano Fiction); cutting-edge journals (Rattalpallax and Ninth Letter); regional journals (South Dakota Review and Front Range); tabloid journals (Literal Latte and Creative Nonfiction); online journals (Hobart and Triquarterly); and heavy-hitters (Missouri Review, Georgia Review, and The Common). Students may wish to share these journals, as well.
ENGL 5380-002: Special Problems in Literary StudyThe History and Practice of Printing
Dr. Curtis Bauer/Dr. Miles Kimball
Monday 2:00 PM – 5:00 PM
ENGL 5392: Teaching College LiteratureDr. John Samson
Wednesday 6:00 PM – 9:00 PM
This course is for doctoral students who wish to teach college literature. We begin with an overview of theoretical issues (theories and problems of teaching college literature), but move quickly to actual praxis. Students in this course make teaching a conscious practice by reflecting, in discussion and writing, on what we do in the literature-based classroom. Students will construct lesson plans, make assignments, grade essays, and visit classrooms of other college literature instructors. Finally, students will practice-teach texts selected for sophomore classes at TTU, discuss the strengths of our pedagogical strategies, listen to commentary from our fellow teachers, and prepare syllabi for future classroom use. Ultimately, the course should prepare students to search for faculty positions as highly-trained teachers of English.
This course satisfies the Ph.D. program requirement in pedagogy and is required to teach literature at the 2000 level.