Texas Tech University

Undergraduate Course Archive

Spring 2007 | 4000 Level

English 4300

Individual Studies in English

Course number normally used for individual/independent studies arranged between an English professor and a student. Students must have already completed a course with the instructor. The instructor is not obligated to agree to supervise the independent study. The student will normally have a topic in mind and will approach the instructor for feasibility. A form, which may be picked up in EN 211C, must be filled out and approved by the Chair of the English Department. The form is then delivered to 211C and the advisor enrolls the student. The teacher submits the grade to the Chair for posting.

English 4300
Section S01

Individual Studies in English
ESL/Literacy Internship

Colleen Fitzgerald

There is a critical need for English as a Second Language (ESL) and literacy instruction in the Lubbock area. This internship gives students the opportunity to contribute to the local community by serving as ESL/Literacy interns. Students will also learn more about linguistics and the practice of teaching. Students will meet for the equivalent of 1 hour and 20 minutes a week of classroom time with their TTU professor. Some of this will be in mandatory crash training sessions at the beginning of the semester. Students will also spend 3-4 hours of time as ESL/literacy interns in classrooms where they are paired with graduate students or other experienced teachers. Students will meet once weekly with the professor and other tutors on Mondays from 12 pm – 1:50.

English 4300
Section H01

British Romantic Drama

Marjean Purinton

You will need to contact the Honors College to enroll in the course.

After more than a decade of recovering and recontextualizing Romantic drama in Great Britain, we have come to recognize the central role that drama played during the period of the 1780s to the 1830s. Romantic drama, staged and read, was its culture's most popular medium, crossing class, national, and gender divisions, as well as a serious literary form written by the period's major writers. Manifested in diverse ways (melodrama, gothic, verse drama, opera, pantomime, puppet shows, children's drama, monodrama, tragedy, comedy, burlesque), Romantic drama performed, reflected, and influenced the political, social, and cultural issues of its day. The Licensing Act of 1737, granting patents to the Royal Theatres of Drury Lane, Covent Garden, and the Haymarket, and the Lord Chamberlain's censorship (willingness to grant performance licenses) meant, however, that playwrights had to be clever in their stagings of controversial and taboo subjects.

In this seminar, we will examine diverse plays from the period as negotiations of theatrical politics. We will look at the performative aspects of Romantic drama, including the role of the actor, the design of stage, non-dramatic performances (such as itinerant medical shows), and private theatricals. We will consider the thematic and dramaturgical handling of the revolutionary and changing Romantic culture from which its drama emanated. We will contextualize the ways in which Romantic drama engaged with the late eighteenth and early nineteenth centuries as British society became increasingly democratized, commercialized, and bourgeoisie. We will discover how the theatre was a site for performing gender and how playwriting was particularly problematic for women. We will situate Romantic drama in the history of theatre.

Because my pedagogy and scholarship are informed by feminism and feminist theory, you will encounter in this seminar a learning environment of decentralized authority with an invitation to participate in your own learning/discovery process, your own meaning-making knowledge. And because Romantic drama is a genre of performance as well as of the printed page, be prepared to engage in some reading and performance activities that will require you to learn affectedly as well as intellectually. Our activities will include brief response papers, a book review, a presentation about performance reviews, a research-based, critical essay, and ample amounts of stimulating conversation and commentary.

English 4301
Section 001,003

Studies in Selected Authors
James Joyce

Jen Shelton

Please contact English undergraduate advisor (suzi.duffy@ttu.edu, 742-2500 ext 254, EN 211C) for permission to enroll in the course.

Wandering Soap, pray for us!

This course will examine the major works of James Joyce, with a primary focus on Ulysses. Beginning with his short story collection Dubliners and traversing A Portrait of the Artist as a Young Man, students will spend the bulk of the semester reading the most important book of the twentieth century – and I'm not the only one who calls it that! We will take advantage of the English Department's Marathon Reading – it's Ulysses, on February 2, Joyce's birthday – and will also engage in other fun and/or exciting class projects (such as deciphering the quotation with which I began this description). Students should be aware that Joyce's work is occasionally difficult, so I will ask for a commitment from students to hang in through rough spots. I have not yet finalized my plans for written and other work in the class, but I expect everyone will leave the course with a formal essay they can be proud of, and I will likely also require projects/performances that enable you to express your growing understanding of Joyce with your classmates and others. If we have time and you beg me most sincerely, we will dip into Finnegans Wake before our time is spent.

Potato Preservative against Plague and Pestilence, pray for us. (A choir of six hundred voices, conducted by Vincent O'Brien, sings the chorus from Handel's Messiah Alleluia for the Lord God Omnipotent Reigneth, accompanied on the organ by Joseph Glynn.).

English 4301
Section 002

Studies in Selected Authors
Hawthorne and Melville

John Samson

In what has been called the most significant picnic in American literary history, Nathaniel Hawthorne and Herman Melville met in August 1850. The meeting inaugurated a literary and intellectual friendship that would affect both writers profoundly and would influence the production of some of the greatest fiction in 19th-century America. The course will begin by examining the authors' early works—Hawthorne's short stories and Melville's Typee—that established their place in the American literary scene before 1850. Then we will focus on the dialogue of the two in their most accomplished fiction that followed: Hawthorne's The Scarlet Letter, The House of the Seven Gables, and The Blithedale Romance; and Melville's Moby-Dick, Pierre, or the Ambiguities, and short stories—all published between 1850 and 1856.

English 4312
Section 002

Studies in Drama

Constance Kuriyama

The course will deal with issues of authorship in drama, and will include readings of plays by Shakespeare, Christopher Marlowe, and Thomas KYd, as well as brief essays on authorship by Barthes and Foucault.

English 4313
Section 001

Studies in Fiction
Rushdieitis, the Infectious Influence of Midnight's Children

Feisal Mohamed

Salman Rushdie's epic novel of Indian independence, Midnight's Children, has cast an enormous shadow. The broad, even hyperbolic, recognition of its literary achievement typified by its receipt of the “Booker of Bookers”—given to the best Booker recipient in the award's first twenty-five years—has shaped what readers expect from South-Asian writing. Partly as a result, many of the stylistic features of Rushdie's fiction—fantasy, magical realism, wordplay, and inventive historiography—are also evident in a good many writers of the subcontinent, who are among the most widely read and decorated in English literature today.

As we shall also see, not all of this is directly attributable to Rushdie's influence. South Asia by its very nature demands a literature attuned to its enormously complex cultural hybridity, political turmoil, and colonial heritage. In this context many of the authors who would seem to have a case of Rushdieitis might independently be adopting the literary modes that their milieu demands.

We will begin exploring these issues by examining Rushdie's most famous novel and his most infamous novel, The Satanic Verses; we will then move on to notable South Asian fiction appearing after Midnight's Children, and study along the way various critical interpretations of this rich and significant literature.

English 4315
Section 001

Studies in Film
Film Adaptation

Mike Schoenecke

Everyone who sees films based on written texts feels able to comment, at levels ranging from the gossipy to the erudite, on the nature and success of the adaptation involved. Interest in adaptation, unlike many other aspects of film, permeates our world. And it ranges backwards and forwards from those who talk of novels as being “betrayed” by boorish filmmakers to those who regard the practice of comparing film and written texts as a waste of time.

Filmmakers have been drawing on literary sources, particularly novels of varying degrees of cultural prestige, since film first established itself as pre-eminently a narrative medium. In view of this fact, and given that there has been a long-running discourse on the nature of the connections between literature and cinema, it is surprising how little systematic, sustained attention has been given to the process of adaptation. This is most surprising since the issue of adaptation has attracted critical attention for more than sixty years in a way that few other film-related issues have.

English 4315 will address the major approaches to the study of adaptation. Most discussions of adaptation are narrow. In fact, most discussions of adaptation in film can be summarized by a New Yorker cartoon that Alfred Hitchcock once described to Francois Truffaut: two goats are eating a pile of film cans and one goat says to the other, “Personally, I liked the book better.”

English 4321
Section 001

Studies in Literary Topics
Gender, Race, and Nature in American Environmental Literature

Sara Spurgeon

This course will help students think critically about the ways “nature” and concepts of the natural are reflected, constructed, and deployed in American literature and culture, and how ideas about the natural differ historically and across ethnicities, gender and class boundaries. We will read some “classics” of nature writing as it has been traditionally defined, as well as novels, journals, poetry, and critical texts that challenge commonly held notions about this genre. Some questions that will guide our inquiries: How is the idea of the “natural” used to construct categories of gender, race, class, and sexuality? What are the origins for various American myths about nature, and what might the consequences be for the environment? How have notions about frontiers and empire impacted the way contemporary cultures view nature? Where, in fact, does nature begin and where does it end?

English 4351
Section 002

Advanced Creative Writing
Genre: Fiction

Stephen Jones

How to get in 4351: a primer

  1. have this be the last class you need to graduate with a CW specialization, and have documentation for this
  2. be a good writer
  3. have all your prereqs [see above] taken care of, in a way that suggests you did well in those classes
  4. be a really good writer
  5. have not quite all your prereqs taken care of, but have a couple of glowing rvws from whatever CW profs you've worked with
  6. have won a Pulitzer (only Pulitzers in fiction will count, of course)

That's kind of the stairstep version of who/why, all that.

Also, as for the instructor-approval part: go here http://wired.com/wired/archive/14.11/sixwords.html and then write your own six-word story. Either that or write a 20,000 word story, but cut it down to six words. And don't e-mail it to me, but print it on a piece of paper with your name/email, then somehow get it into my mailbox. Preferably folded already in an envelope, also with your name on it. This just b/c I lose things at an extraordinary rate.

Anyway, if I'm not around much right now, that's mostly going to be because I'm not around this semester. Apologies if this has made or is making any of your registration efforts difficult.

Thanks. See you next semester, maybe.

If you were maybe going to ask a question that has to do with a 4300, then the answer is no, unless of course the question is loaded along the lines of "will you NOT be doing any 4300's in the Spring?"

Anyway, six words. Have fun. And, next week and maybe on into the next, I'm shooting tasty animals, so either get your stuff in fast, or, y'know, not so fast.

English 4365
Section 001

Special Topics in Technical Communication
Writing in the Health Professions

Amy Koerber

The purpose of this course is to introduce students to all aspects of writing in the health professions. By the end of the course students will be comfortable producing print and electronic documents from the beginning research stage to their final delivery to the user.

Course features:

  • Survey of the major types of medical writing (patient/community focused and clinical/research focus
  • Exposure to a wide variety of workplace medical writing situations
  • Training in basic medical terminology
  • Overview of health care communication and the communicator's role
  • Training in “best practices” for document design for practitioners and patients
  • Field trips, featured speakers (a board-certified pathologist as well as a health care communicator)

Who Should Take This Course?

  • Technical communication majors and minors
  • Pre-med
  • Biology and chemistry majors planning on medical careers
  • Students in allied health, sports medicine, medical technology

English 4366
Section 001

Technical and Professional Editing

Angela Eaton

Methods of editing in business, science, technology, and the professions. Practical experience with editing reports and publications produced in the university.

English 4369
Section 001

Studies in Linguistics
Endangered Languages

Colleen Fitzgerald

Current estimates are that more than half of the world's languages will become extinct during our lifetime. This course looks at language endangerment, what it means for a language to become endangered, with a focus on the indigenous languages of North America. The course will also study language revitalization, examining cases where communities are seeking to maintain the number of speakers, or revive the language.

The issues of language endangerment bear on many concerns of the contemporary world, such as globalization, technology, and biodiversity. Globalization has become a buzzword, and the presence of major world languages like English, Spanish, Mandarin Chinese and Arabic has threatened the survival of many minority languages. Recent efforts in the documentation of endangered languages has focused on the use of technology in archiving, preserving, and accessing linguistic materials, but individual communities may object to some of these technological goals or lack resources like electricity, broadband access, and computers for technology to be a reality. Linguistic diversity has been argued to provide benefits that parallel diversity in the plant and animal domains, as cultural, medical and other knowledge may be lost as language death occurs.

Studying endangered languages involves three key elements: the structural features of languages (phonology, syntax, morphology); the social context of language use; and the often-conflicting ideologies that communities have about dominant and minority languages. We will study these elements in case studies of different communities, drawing on the instructor's own research with the Tohono O'odham Nation of Arizona and elsewhere in the southwest.

English 4374
Section 001

Senior Seminar

Doug Crowell

No description available.

English 4374
Section 002

Senior Seminar
What Can You Do with English?

Bryce Conrad

Please contact English undergraduate advisor (suzi.duffy@ttu.edu, 742-2500 ext 254, EN 211C) for permission to enroll in the course.

The subtitle for this senior seminar, "What Can You Do with English?" poses a question that is not merely rhetorical. We will reflect on what we have done as English majors, and we will explore the ways in which literature and the humanities play a vital role in our shared cultural life.

English 4378

Internship in Technical Communication

Course number used for internships in technical writing. Internship proposals may be submitted to the director of the Technical Communication program, Dr. Thomas Barker (thomas.barker@ttu.edu, 742-2501, EN 363E) on a form that may be obtained from him.

English 4380
Section S01

Professional Issues in Technical Communication

Sean Zdenek

Please contact English undergraduate advisor (suzi.duffy@ttu.edu, 742-2500 ext 254, EN 211C) for permission to enroll in the course.

Service learning course.