Texas Tech University

Spring 2017 - 5000 Level Courses

  • Campus Map - the English/Philosophy building is #46, located in D1

ENGL 5303: Studies in Medieval British Literature: Beowulf

Dr. Brian McFadden

Wednesday 2:00-4:50 PM (ONST)

CRN: 49653

Note that ENGL 5301, Old English Language, is a prerequisite for this course.

This course will be an in-depth translation and analysis of Beowulf, 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 poetry; the tension and accommodation between Christian and Germanic elements in the poem; the paleography and codicology of the text and the application of digital technology, especially the online Electronic Beowulf project at the University of Kentucky, to the study of the poem and the Beowulf manuscript (London, British Library, Cotton Vitellius A.xv). Requirements: oral presentation; one 20- to 25-page seminar paper; weekly translation and reading in Old English. Texts to be announced.

Requirements fulfilled: British literature; Genre requirement (Poetry); High Proficiency language requirement with ENGL 5301 (Old English) and ENGL 5334 (History of the English Language); Medieval and Renaissance Studies Certificate eligible course.

ENGL 5304: Studies in Renaissance British Literature: Political Tragedy in English Renaissance Drama

Dr. Marliss Dessens

Mondays 9:00-11:50 AM (ONST)

CRN: 55223

The English Renaissance was keenly concerned with issues of rulers and governance, social order and upheaval, the means by which power is lost or seized, 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, Sir Thomas More's Utopia, William Baldwin's A Mirror for Magistrates, and Holinshed's Chronicles, and portions of Baldasarre Castiglione's The Book of the Courtier (translated into English by Sir Thomas Hoby), and histories by Plutarch and Roman historians were among the historical, literary, and philosophical works that 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 other major Early Modern dramatists in which these political issues come to the fore. In reading these plays, keep in mind that Renaissance drama tends much more toward exploration than didacticism; in other words, dramatists usually focus more on exploring social, political, and ethical issues rather than on arriving at definitive answers. Note: The seminar meets for three hours one day a week, so we need to hit the ground running. Students registered in the course will receive an e-mail syllabus with the readings for the first seminar meeting.

Requirements fulfilled: British literature; Genre requirement (Drama); Medieval and Renaissance Studies Certificate eligible course.

ENGL 5307: Studies in Restoration and 18th century British Literature: History of the Weird Novel

Dr. Jen Shelton & Dr. Marta Kvande

Tuesdays 6:00-8:50 PM (ONLIN/ONST)

CRN: 55222/49656

Everyone thinks they know what a novel is, right? A long coherent work of fiction that tells a story or explores a single consciousness. But many novels since the inception of the genre don't fit this model at all. This course will examine novels that disrupt the boundaries of the genre in order to think through our understandings of what novels are and of what genre is. Our key texts will be Laurence Sterne's Life and Opinions of Tristam Shandy, Esq. and James Joyce's Ulysses, along with other oddities of fiction. We'll begin by considering novels that exemplify the generally accepted definition of the novel and move to considering Tristam Shandy, Ulysses, and other texts that complicate the novel genre. As we consider these texts, we'll also consider their physical manifestations and how the physical object both manifest and shape expectations about genre.

There will be two sections of this course, an online section and a face-to-face section, which will meet concurrently.

Requirements fulfilled: Graduate Certificate in Book History and Digital Humanities; British literature; Genre requirement (Fiction)

Women's Studies 4310/5310: Feminist Thought and Theories

Dr. Marjean D. Purinton

Mondays 2:00-4:50 PM (ONST)

CRN: 47346/47347

This seminar constitutes a culminating framework course for Women's Studies minors, certificate students, and interested graduate students that can help to inform and structure their analytical work from feminist perspectives.

Using cross-disciplinary approaches, we will explore the broad range of theories that make up a body of scholarship termed "feminist theory" or "feminist thought." We will read excerpts from long works and essays from both historically derived and contemporary feminist theorists, recognizing and interrogating the assumptions underpinning these writings. We will discuss fundamental questions these theories and methodologies raise about the origins of sex and gender differences, the nature and origins of patriarchy and feminism. We will explore the formations of gender, race, class, sexuality, ability, age, and nationality as categories or bases of oppression and empowerment.

Our learning environment will be interactive, intensive, and fun. We will examine and apply feminist critiques and innovations in methodologies in diverse fields of study, selecting from among them those that best inform our scholarly work. We will view videos that feature feminists. Other activities will include provocative discussions, role-playing scenarios, group work, presentations, and response papers. We will enrich our study by attending events associated with the annual All University Conference on the Advancement of Women in Higher Education, sponsored by the Women's Studies Program.

Graduate students will write and present a report of a long feminist theoretical work. Undergraduates will conduct a feminist scholar interview and write a report based on that interview. We will conclude the course with a critical, research-based project emanating from pre-existing work that we will, in the course of the semester, expand, inform, and enrich with feminist theories, thought, and methodologies.

You will find in this seminar a safe space in which to test new ideas and feminist thinking. In addition to a better understanding of feminist theories and methodologies, you should emerge from this course with a writing sample for your dossier (undergraduates) or work in progress applicable to your scholarship (graduate students).

Requirements fulfilled: Graduate Certificate in Women's Studies; Methods; Genre requirement (Non-fiction)

ENGL 5323: Studies in Nineteenth-Century American Literature: The Political Poetess

Dr. Elissa Zellinger

Tuesdays 9:30 AM-12:20PM (ONST)

CRN: 32358

In order to be published, nineteenth-century American female poets had to write as the "Poetess," a persona that appeared to offer the poet's own private thoughts to a reading public. Poetess poetry was a highly popular genre because it provided the public with imaginary access to a woman's idealized interior, and thus to her presumably inviolable soul or spirit. For those same poets, however, this act of profession constituted both the Poetess's allure and her greatest difficulty. Poetess poems had to perform privacy in public by convincingly communicating to readers the personal thoughts and feelings of a woman who was moral, sincere, and ideal. Even after the antebellum heyday of the Poetess, these expectations adhered to public women poets during the early-twentieth-century sexual and social liberation of women.

Although supposedly an isolated and minor American literary genre, Poetess poetry offers significant insights into socio-cultural issues both mundane and sensational, ranging from the floor plans of nineteenth-century homes to the Sacco-Vanzetti case. Our class will examine the dialogue established between the Poetess's complex performance of sincerity and broader shifts in law, immigration, nationalism, philosophy, art, and culture. As the expectations surrounding public female expression transform, we will investigate how the Poetess maintained her public voice by adapting to and disrupting the ideal intimacy associated with women's poetry.

Our course will begin by defining the Poetess at the height of her American popularity, with works by Lydia Huntley Sigourney, Frances Sargent Osgood, Elizabeth Oakes Smith, and others. The next units will examine Emily Dickinson as a counterpoint to Poetess practices and the diversity of the Poetess with readings from Emma Lazarus, E. Pauline Johnson, and Frances Ellen Watkins Harper, among others. Our final unit will examine the female poets of the modernist era, where we will discuss how H.D., Marianne Moore, and Edna St. Vincent Millay evoked the Poetess's profession of privacy as a strategy to participate in the currents of the modernist movement.

Requirement fulfilled: American literature; Genre requirement (Poetry); LSJE

ENGL 5324: Studies in Twentieth/Twenty-First Century American Literature: Post 9/11 American Literature

Dr. Yuan Shu

Wednesdays 9:00-11:50 AM (ONST)

CRN: 49658

How worldly is American literature today? In reiterating Bruce Robbins' question, this course investigates post-9/11 American literature not only in terms of trauma and healing but also in light of literary responses to the social, political, economic, and cultural changes in the United States and around the globe since the tragic events on September 11, 2001. We begin by examining how New York-based poets address the trauma and inaugurate the process of healing, and also by considering how diverse literary forms such as graphic novel engage the tragic events. Then, we read how the work of John Updike, Don DeLillo, Jonathan Safran Foer, Claire Messud, and Joseph O'Neill represent the events differently and understand the United States in relation to the rest of the globe politically, economically, and culturally. Meanwhile, we also explore the work of Mohsin Hamid, Khaled Hosseini, and Ha Jin as alternative visions, which explore the U.S.-centered global order, neoliberal capitalism, third world poverty and instability, and fluctuating U.S.-China relations. Finally, we read Cormac McCarthy, P.W. Singer and August Cole's texts as visions of future worlds and future conflicts in the changing dynamics of the local and the global. During our discussion of these primary texts, we employ the concepts of trauma and healing and other critical theories in postcolonial and globalization studies as articulated by David Harvey, Michael Hardt and Antonio Negri, Immanuel Wallerstein, Gayatri Spivak, and Walter Mignolo among others.

Requirements fulfilled: American literature; Genre requirement (Fiction); CLGT

ENGL 5327: Studies in Multicultural American Literatures: "Freedom is a Constant Struggle": Contemporary African American Voices on Race and Injustice

Dr. Michael Borshuk

Wednesdays 2:00-4:50 PM (ONST)

CRN: 52693

On February 26, 2012 - 109 years after W.E.B Du Bois has announced in The Souls of Black Folk that the problem of the twentieth century was the "problem of the color line"—George Zimmerman killed Trayvon Martin in Sanford, Florida, an act of violence that intensified discussions about racial prejudice and state-sponsored force in the United States, as it quieted much of white America's self-congratulatory rhetoric about post-racial possibility following Barack Obama's 2008 election. Zimmerman's acquittal for the attack the following year gave immediate rise to the activist movement #blacklivesmatter, a confluence of online and public demonstrations devoted to interrogating the enduring legacies of white supremacy and systemic racism in twenty-first-century American life. This course will examine how contemporary African American intellectuals and artists contribute to this assertive re-examination of race and injustice in the volatile context of our current moment, with extended consideration of the intersections between public rhetoric, aesthetics, and political commentary. We will study these impulses across a number of expressive forms—engaging multiple literary genres, television and film, visual art, and black music. Students will be expected to write one short paper, contribute to an ongoing class blog, prepare an annotated bibliography and research prospectus, and compose an article-length research paper by semester's end. 

Tentative Reading List:

Cornel West, Race Matters (1994), Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness (2010), Ta-Nehisi Coates, Between the World and Me (2015), Claudia Rankine, Citizen: An American Lyric (2015), Angela Y. Davis, Freedom is a Constant Struggle: Ferguson, Palestine, and the Making of a Movement (2016), Eddie S. Glaude, Jr., Democracy in Black: How Race Still Enslaves the American Soul (2016), Jesmyn Ward, ed., The Fire This Time: A New Generation Talks about Race (2016).

Plus selected poetry from Reginald Dwayne Betts, Jericho Brown, Vievee Francis, Ross Gay, francine j. harris, Yusef Komunyakaa, Ricky Laurentiis, Jason McCall, Roger Reeves, and Danez Smith

Film: Fruitvale Station (dir. Ryan Coogler, 2013).

Visual Art: Kara Walker, Glenn Ligon

Music: D'Angelo, Black Messiah (2014), Kendrick Lamar, To Pimp a Butterfly (2015)

Requirements Fulfilled: American literature; Genre requirement (Fiction); LSJE

ENGL 5327: Studies in Multicultural American Literature: Magical Realism in US Multicultural Literature

Dr. Cordelia Barrera

Mondays 6:00-8:50 PM (ONLIN)

CRN: 55225

This course will focus on the genre of magical realism to engage contemporary issues in American multiethnic fiction. Magical realism is informed by the usual devices of narrative realism, but with a difference: the supernatural and fantastic is a routine matter, an everyday occurrence both accepted and integrated into the rationality and materiality of literary realism. In this class, we will read texts from Latin American, Chicana/o, African American, and American Indian authors to discuss traditions and schools of thought within broader Latin American and European traditions with which magical realism is most often associated. We will examine ideas of reality and its artistic representations in order to explore "Other" ways of knowing the world. Our discussions will concentrate on careful analyses of magical realist texts in their critical and cultural contexts to uncover opportunities and investigate ideas central to feminist studies, postcolonial studies, ecocriticism, and postmodern studies. We will explore essays, films, novels, and short stories to develop a more extensive sense of the philosophical, political, ideological, and literary uses of magical realism as a mode of inquiry and decolonizing agent.

Requirements Fulfilled: American literature; Genre requirement (Fiction); LSJE

ENGL 5343: Studies in Literary Criticism: Posthumanism and the Posthuman

Dr. Bruce Clarke

Mondays 4:00-6:50 PM

CRN: 32441/55248

Posthumanism comprises a variety of philosophical responses to the general intellectual ecology of contemporary modernity, and in particular, to new developments in science and technology. Posthumanist discourses aim for theoretical adjustments that deconstruct the humanist concept of a universal humanity by recovering, empowering, and bringing into just relation determinative differences both within and without the demarcation of the human. However, posthumanism is to be distinguished from the posthuman. Posthumanism is discursive, a contested set of doctrines and speculations. In contrast, what the posthuman presents in the first instance is not a doctrine but an image, which may expand into a narrative. While the posthuman imaginary has been vigorously developed in recent narrative fictions, in particular in science fiction and cyberpunk, anticipations of the posthuman go back to premodern times. For instance, at the end of Avatar, when the human protagonist passes permanently into an alien body, it becomes a posthuman metamorph. Yet in this form, the narrative image of the posthuman is as old as myths of metamorphosis in which human beings undergo a midlife change into or amalgamation with some nonhuman state. In this seminar, we will study primarily critical writings about posthumanist discourses and posthuman images, exploring the distinction and interplay between them, alongside Octavia Butler's celebrated Xenogenesis trilogy. Our guideline will be that critical argument must determine the posthumanist value of any given image of the posthuman.

The assignments are open-ended so that we can work out the precise details individually, and will include seminar reports, a midterm essay, and a final essay.

Texts are likely to include:
Rosi Braidotti, The Posthuman (Polity, 2013)
Octavia Butler, Lilith's Brood (Grand Central, 2000)
Bruce Clarke and Manuela Rossini, eds., The Cambridge Companion to Literature and the Posthuman (Cambridge UP, 2016)
Sidney I. Dobrin, ed., Writing Posthumanism, Posthuman Writing (Parlor Press, 2015)
Richard Grusin, ed., The Nonhuman Turn (Minnesota, 2015)

Requirements Fulfilled: Methods Requirement; Genre requirement (Non-fiction); LSJE

ENGL 5349: Studies in Religion: Religion, Texts, and Contexts: Controversies Surrounding Sacred Images and Books in 19th and 20th Century Literature

Dr. Roger McNamara

Fridays 9:00-11:50 AM (ONST)

CRN: 50248

One of the major global controversies today is over religion. While religious practices and faith have been integral to peoples lives in past centuries, recently religion's validity and role in informing individual and communal identities, as well as ethics, has been questioned in a world that is becoming increasingly secular. Critics remind us that religion is responsible for some of the recent atrocities across the world, be it Christian fundamentalism in the United States, Hindu and Sinhala-Buddhist nationalism in South Asia, and Islamic extremism across the globe. At the same time, millions of people who practice Buddhism, Christianity, Hinduism, and Islam would be hard pressed to recognize a world in which religion has no place, for religious ethics, values, and sensibilities have been crucial in shaping individual and communal identities.

This course examines some of the reasons for these extreme reactions to religion—either in opposition or in endorsement. First, we will trace how these responses are shaped by the rise of secularism, first in Europe and then across the globe as the perception of "religion" shifted from something that imbued many, if not all, aspects of life to an ideology that could be practiced exclusively in the private sphere and propagated in the public sphere. Second, we will pay specific attention to how literary texts represent religion. Specifically, we will examine the textual and iconic representations of Hindu nationalism in 19th century India as it challenged the British colonial state (and how this later would inform Hindu nationalism in the 20th century) and of Islam in Europe with regard to The Satanic Verses in the 1980s and the Danish Cartoons in 2005 that brought into focus different conceptions of religion, free speech, and blasphemy. Finally, we will examine literary texts that attempt to sidestep these controversies by exploring alternative conceptions of religion.

Requirements Fulfilled: CLGT; Genre requirement (Fiction); Book History and Digital Humanities Certificate

ENGL 5351: Studies in Film and Literature: Adaptation as Process and Product

Dr. Wyatt Phillips

Thursdays 9:30-12:20 PM (ONST)

CRN: 50201/55249

Too often in popular considerations of literature-to-film adaptations critics seem to understand adaptation only as a final product, a result of an oversimplified series of decisions of what to keep and what to cut. This course will focus instead on the process of adaptation, and consider the resulting cinematic texts as products of a series of informing conditions extending beyond media specificity to include such things as creative control, target audience, industrial circumstances, technological capabilities, and the national/cultural/political environment. Furthermore, significant class time will be devoted to addressing the material and social conditions surrounding the creation of BOTH the source text and the cinematic adaptation. The course's case studies will be drawn from across a range of literary genres, periods, and cultural contexts and may include such works as a Shakespearean play; an Alan Moore comic book; a Jane Austen novella; Ryūnosuke Akutagawa's short stories; an Alfred Lord Tennyson narrative poem; and Che Guevara's travel diary. Likewise, the cinematic adaptations we will be studying will be culled from across a broad scope of national and industrial circumstances, extending such analyses well beyond contemporary American cinema.

Students will be expected to read the literary source texts and view the relevant films. In addition, theoretical and analytical essays will be assigned and discussed in class. This will allow us to address questions such as: To what degree is the change in medium responsible for the differences in the two texts? How do we balance ontological properties and media conventions in our analyses? How much of a role do other social and material conditions play? How are the industrial conditions of production and distribution impinging on the creative process? Should we even privilege the role of creativity in considering the adaptation of a story from one mass audience form to another? We will ultimately extend our study to include adaptation across visual media, taking video game adaptations and film remakes into consideration as well.

Course Requirements:
Leading analytical discussions; one short (5pp) midterm essay; and a research project resulting in an annotated bibliography, an oral presentation, and an article-length paper.

Requirements Fulfilled: Methods; Genre Requirement (Non-fiction); FMS

ENGL 5355: Studies in Comparative Literature: Theories, Methods, and Issues

Dr. Yuan Shu

Thursdays 6:00-8:50 PM (ONST)

CRN: 53179/50202

This course investigates comparative literature not only as a discipline but also as a methodology and critical theory. We begin by examining the history and the changing definitions of comparative literature in relation to area studies and American studies in the U.S. context on the one hand, and by focusing on the paradigm shifts from the European and American models to the multicultural and postcolonial ones during the past three decades on the other. Specifically, we explore the debate on comparative literature as world literature, the connection between comparative literature and globalization studies, and the new critical role that translation theory has played in informing and reshaping the discipline. We conclude by rethinking comparativism in relation to new modes of reading that vary from "surface reading" to "distant reading" and by reimagining our humanity and post-humanity against the background of the rise of the rest and the post-American world.
Requirements Fulfilled: CLGT; Genre requirement (Non-fiction); Methods

ENGL 5370: Creative Writing Workshop: Flash Fiction in Theory and Practice

Dr. Katie Cortese

Wednesdays 6:00-8:50 PM (ONST)

CRN: 32541

This course will primarily center on reading and critiquing students' very short stories with a special focus on the possibilities, requirements, challenges, and benefits involved in crafting either a novella-in-flash or a chapbook of flash fiction. With that in mind, students will write at least seven short-short stories, some of which will share some thread of connection, either subtle or strong (potential links include setting, subject, characters, events, timeline, inventory, stylistic markers, etc.). The secondary focus of the course involves the close reading, practical analysis, and discussion of published flash fiction, chapbooks of short-short stories, novels- and novellas-in-flash, and essays on craft by established, contemporary writers.

A very tentative reading list includes the anthologies Flash Fiction International, My Very End of the Universe: Five Novellas-in-Flash a Study of the Form, and They Could No Longer Contain Themselves: A Collection of Five Flash Chapbooks, the flash novel I'm Not Saying, I'm Just Saying by Matthew Salesses, the collection Every Kiss a War by Leesa Cross-Smith, and other stories and craft essays as assigned. Assignments will include seven workshop short-short stories, the review of a recent flash chapbook, novella, novel, or collection (linked or otherwise), and a final portfolio including a flash chapbook or novella, and a statement of aesthetics regarding flash fiction and the students' own work. Additionally, students will be responsible for reading, analyzing, and leading a discussion on the story of their choice from The Best Small Fictions 2016, published by Queen's Ferry Press.

Requirements Fulfilled: CW; Genre requirement (Fiction)

ENGL 5370: Creative Writing Workshop: Non-Fiction

Dr. Dennis Covington

Thursdays 2:00-4:50 PM (ONST)

CRN: 32542


ENGL 5370: Creative Writing Workshop: Poetry Workshop

Dr. Jacqueline Kolosov

Mondays 2:00-4:50 PM (ONST)

CRN: 32540

Poetry is fundamentally about movement and discovery—even or especially if discovery opens onto mystery—the unsayable—as in Elizabeth Bishop's "At the Fishhouses," Spencer Reese's The Clerk's Tale, W. S. Merwin's Shadow of Sirius, Louise Glűck's "October," and Denise Riley's Say Something Back. Using a variety of exercises and sample poems, this workshop will therefore emphasize the creation of poems that take the reader (and the writer) on a journey, one that recognizes that poetry, which exists somewhere between music and speech, ultimately attempts to surround the unsayable. Participants should be prepared to experiment with abandon and simultaneously commit to a serious daily reading, writing and revision practice. The payoff: coming away with the tools to create enough dissonance in your work to generate energy/movement and discovery. Along with an eclectic range of modern and contemporary poetry (and several jewels from Dickinson, Frost, H.D., and others), readings will include craft essays by practicing poets such as Tony Hoagland, Gregory Orr, Jane Hirshfield, Stanley Plumly, and Robert Haas. Among the formal and thematic questions we'll consider are lyric time, the sublime, the poem as meditative space, and the relationship or responsibility of the poem/poet to history. Requirements will include a final portfolio of some 8-12 poems. Poets will be encouraged to hone and test their strengths, possibly taking on a lyric sequence, an ode, a series of sonnets.

Requirements Fulfilled: CW; Genre requirement (Poetry)

ENGL 5380: Advanced Problems in Literary Studies: Theories of Relation: Networks, Spheres, Objects, Subjects

Dr. Jennifer Snead

Wednesdays 6:00-8:50 PM (ONLIN)

CRN: 32565

Twentieth and twenty-first century academic critical theory often focuses on relationships: self/other, subject/object, parent/child, male/female, center/periphery, dominant/subordinate, hegemonic/subversive. This course will offer an overview of some of the more influential theories of relation that have informed humanistic scholarship of the past fifty years, from psychoanalytic theory's focus on deep family dynamics, to conceptualizations of public and private spheres, to networks, thing theory, and to queer and feminist critiques of the boundaries and categories that such theories often assume or take for granted. The texts we will read, discuss, and write about include but are not limited to works by Freud, Klein, Habermas, Latour, Brown, and Sedgwick. Throughout the course we will focus not only on these theoretical models in and of themselves, but also on how they inform one another.

This course will be taught entirely online. Participants are expected to have a reliable internet connection and attend all synchronous chat sessions as well as post a weekly blog and contribute to regular discussion boards. Written assignments will include a conference-length paper and abstract, an annotated bibliography, and an article-length paper drawing on participants' individual graduate work as well as the course content.

Please don't hesitate to contact Dr. Snead should you have any questions at all about the course.

Requirements Fulfilled: Genre requirement (Non-fiction); Methods

ENGL 5392: Teaching College English

Dr. Marjean D. Purinton

Tuesdays 2:00-4:50 PM (ONST)

CRN: 32586

This course, designed for doctoral students who wish to teach literature courses, examines theories, challenges, problems, and pedagogies of teaching literary students at the collegiate level. Its focus is both theoretical and practical.

We will examine approaches to teaching diverse literary genres and periods and at various undergraduate levels from core curriculum requirements (usually sophomore-level) to English majors and minors. We will explore effective pedagogical practices appropriate for various undergraduate classes. We will consider the conceptualization and content of different kinds of literature classes. We will evaluate learning outcomes activities and methods of assessments. And we will analyze the purpose for teaching literature at the university in the twenty-first century, how teaching literature contributes to the university's overall teaching mission, and the ways we can communicate the value of teaching literature at the undergraduate level to non-academic publics.

In addition to reflection essays addressing these theoretical matters, we will create practical documents useful to delivering a literature class: course descriptions, learning outcomes activities and assessments, class syllabi. We will observe colleagues who are teaching literature classes and reflect on their praxis. We will enrich our discoveries of best practices by attending pedagogical events sponsored by the Teaching, Learning, and Professional Development Center (TLPDC). We will present mock mini-lessons to our classmates. We will construct a teaching philosophy. We will discuss the kinds of teaching questions you can anticipate at a job interview.

Successful completion of this course makes you eligible to teach a 2000-level literature course in the English department at Texas Tech University.

Because my own pedagogy is informed by feminist theory and active-learning strategies, you will encounter in this course a learning environment f de-centered authority, one that invites you to participate in your own learning process and professional development.

The following texts are required for the course:
Bain, Ken. What the Best College Teachers Do. Cambridge, MA: Harvard UP, 2004.
Blau, Sheridan. The Literature Workshop. Portsmouth, HN: Heinemann, 2008.
Bruns, Cristina Vischer. Why Literature: The Value of Literary Reading and What it Means Means for Teaching. Bloomsbury Academic, 2011.
Scholes. Robert. The Crafty Reader. New Haven: Yale UP, 2001.
Showalter, Elaine. Teaching Literature. Malden, MA: Blackwell, 2003.

Requirements Fulfilled: Pedagogy



Program links

Helpful links


Dr. Kanika Batra
Director / Advisor
Graduate Studies in Literature, Creative Writing and Linguistics
ENG/PHIL Rm. 206

About the area

picture of campus

Lubbock is the "Hub City" of west Texas, eastern New Mexico and western Oklahoma--the center of commerce and culture for a giant swath of the sunny southwest.

  • 263 days of sun each year
  • Altitude: 3,000 feet
  • Average high temp: 80.1º F
  • Average low temp: 52.3º F
  • Population: 220,000