Texas Tech University

Literature, Creative Writing, Linguistics | Fall 2017 Courses

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

2000-Level Course Descriptions

ENGL 2305: Introduction to Poetry (Honors)

Dr. John Poch
T,TH 11:00-12:20PM
CRN: 11467

This is a poetry reading course. We will read some of the greatest poems ever written in English, mostly by Americans, and we'll get our heads around Modern and contemporary poems. Two shorter papers and one longer paper due at the end of the semester constitute most of the work in this course (besides, of course, all the reading). No experience with poetry is required, but one must be a good reader of books to do well in this course.

ENGL 2305.D01: Introduction to Poetry: Form, Language, and Beauty (Distance)

Mark Keats
W 6:00-8:50 PM
CRN: 33006

The poet Marianne Moore famously wrote, "I, too, dislike it..." with "it" being poetry. And though "We dislike what we cannot understand" is a cliché, this seems to convey the sentiment of many students engaging with poetry for the first time. But what if poetry adhered to a set of rules and wasn't so hard to pin down? What if poetry was more "manageable"? Robert Frost likened free verse poetry to playing tennis without the net, suggesting that there is a certain challenge (and perhaps respect) in writing within a prescribed poetic form. And yet, what poetic form does a poem like E. E. Cummings "I(a" adhere to? What about Carolyn Forche's "The Colonial"? If a poem doesn't fit within a prescribed form, does it cease to be poetry? In this class we will begin to dislike poetry less and begin to not only understand poetry, poetic forms, and poetic language but also begin to appreciate poetry for its richness and range and beauty, encompassing everything from realizing "so much depends upon a red wheelbarro" to imagining the hands of Eric Gardner "put[ting] gently into the earth some plants..." This course will focus on contemporary poems with a sprinkling of western canonical writers but is designed with the intention of exposing students to a wide range of poets across many cultural perspectives, because, as Moore's poem continues, "Reading it, however, with a perfect contempt for it, one discovers in it after all, a place for the genuine."

ENGL 2306.002 Introduction to Drama: "Call Me Bill: Shakespeare Adaptation and Appropriation in Film and Media"

Joya Mannan
MWF 12:00-12:50 PM
CRN: 38500

This course explores film adaptations of William Shakespeare's plays. We will examine early and recent adaptations, ones that preserve the original early modern English language, others that challenge genre conventions, and films from other countries and cultures, too. In addition to film adaptations of Shakespeare's plays, we will be reading Shakespeare's plays as well since it is important to understand the original source material in order to adequately analyze and interpret an adaptation.

Throughout the semester, we will investigate whether film adaptations of plays should be judged as plays or as films. We will learn about staging, stylistic choices, and how to analyze films. Finally, we will explore the effect of the transposition of Shakespeare's works in different forms (printed, stage performance, film adaptation, audio, digital), and we will determine the effect modern interpretations of Shakespeare's works have on society and culture today.

ENGL 2307.010: Introduction to Fiction

Dr. John Samson
MWF 12:00-12:50PM
CRN: 11671

The purpose of this course is to provide students with an introduction to the literary interpretation and analysis of fiction: to determine what details in a text are significant, to find and develop topics from the text, and to write analytical essays. We will read and discuss three books of short stories and two novels, all of which will focus on the diversity of American cultures, including issues relating to gender roles and relations, ethnicities, and social classes. The texts will be: Jhumpa Lahiri, Interpreter of Maladies; Sandra Cisneros, Woman Hollering Creek and Other Stories; Paul Laurence Dunbar, The Heart of Happy Hollow; Sherman Alexie, Reservation Blues; and W. Somerset Maugham, The Razor's Edge.

ENGL 2307.D01: Introduction to Fiction: The Strange and Magical Worlds of Haruki Murakami (Distance)

Mark Keats
M 6:00-8:50 PM
CRN: 11592

Though Japanese, Haruki Murakami has become a household name for readers of fiction around the world. His works has often been described as magical, strange, and surreal and seeming blends Japanese and western culture through music, food, geography, etc. This course will offer to the students a large (thought not exhaustive) sampling of stories, essays, interviews, and novels that reveals Murakami's growth as a writer, novelist, and critical literary figure in world literature as well as investigating the elements of fiction and modes of narration (realism versus magical realism). Since we will read all of Murakami's work in translation and by three different translators, each known for his own way and philosophy of translating Murakami, another component of this course is focused on translation studies and considering larger questions such as what is lost and/or gained during translation?

ENGL 2307.H02: Introduction to Fiction:Hard-Boiled Fiction

Dr. Mike Borshuk
T Th 11:00-12:20PM
CRN: 28863

This section of 2307 will introduce students to fiction's generic conventions, and to strategies for critical interpretation, by exploring one of the most distinctly American literary genres: hard-boiled crime fiction. Beginning with the foundational Black Mask school of crime writers, we will cover a wide historical range of hard-boiled writers, with attention to their influences, their artistic innovations, and their stylistic departures from the mystery and crime writers who preceded them. As we move forward chronologically, we will also pay attention to significant revisions to hard-boiled crime's signature characteristics by more contemporary American practitioners of the form. Students will leave the course with an understanding of fiction's key characteristics (including for instance, plot, narrative voice, setting, and dialogue) and will develop this understanding through extensive critical writing, including three formal papers.

Tentative reading list:

  • Dashiell Hammett, The Maltese Falcon (1930)
  • James M. Cain, The Postman Always Rings Twice (1934)
  • Raymond Chandler, Farewell, My Lovely (1940)
  • Patricia Highsmith, Strangers on a Train (1950)
  • Jim Thompson, The Killer Inside Me (1952)
  • Dorothy Hughes, The Expendable Man (1963)
  • James Ellroy, The Black Dahlia (1987)
  • Walter Mosley, Devil in a Blue Dress (1990)
  • Christa Faust, Money Shot (2008)

ENGL 2308.005: Introduction to Non-Fiction: Food Writing

Mike Lemon
T Th 11:00-12:20 PM
CRN: 11982

The purpose of this course is to provide students with an introduction to the literary interpretations and analysis of non-fiction: to determine what details in a text are significant, to find and develop topics from the text, and to write analytical essays.

For this section of Introduction to Non-Fiction, students will investigate food writing in its various modes. Food holds strong symbolic, cultural, and personal connections to people that move the act of eating beyond its physiological import. Through our readings, students and I will explore food's importance through different non-fiction genres. In the end, we will investigate food's place in multiple sub/cultures.

ENGL 2308.006: Introduction to Non-Fiction: "Good Trouble": Voices of Color in American Nonfiction

Kenna Neitch
T Th 12:30-1:50 PM
CRN: 11986

What and who have the authority to constitute “the truth” are contentious topics of debate in contemporary political, social, and literary domains. This course is intended to engage and expand on your encounters with the genre of nonfiction, focusing on American creative nonfiction with an emphasis on gender, intersectionality, and political resistance.

We will take on questions of perspective and expectations of truth in nonfiction that cross boundaries of time – across 20th century and into our current historical moment – and medium, from the page to the stage to the screen. Our work with this genre will be informed especially by the creative nonfiction of women of color whose voices have historically been at the periphery of literary and political conversations.

The course will involve weekly onsite and online discussion, one personal response essay, one longer critical paper, and a presentation.

Texts for the course may include:

  • Borderlands/La Frontera: The New Mestiza, Gloria Anzaldúa
  • Sister Outsider, Audre Lorde
  • This Bridge Called My Back: Writings by Radical Women of Color, Cherríe Moraga and Gloria Anzaldúa
  • We Should All Be Feminists, Chimamanda Ngozi Adichie

ENGL 2351.014: Introduction to Creative Writing

Dr. Curtis Bauer
T 6:00-8:50 PM
CRN: 34449

Although the main objective of this course is to introduce you to two genres of creative writing, the writing and reading attentions of this class will focus on the larger theme of architecture. It is likely that many of you are not architects (yet), even that many of you may have never thought about the constructions you encounter and inhabit, let alone how they are designed and built. A knowledge of building and design are not compulsory for success in this class; however, movement—imaginative, logical and physical—through and around dwellings and constructions, as well as curiosity about how construction functions are required; an earnest and soundly demonstrated effort and great attention to how you write and read is also necessary.

In this class, you will write both poetry and essays (creative non-fiction). Your final goal for the class is a portfolio of work consisting of at least six poems and one essay, revised and “finished” to the best of your ability. In order to achieve this goal, we will take a three-step approach. We will read and discuss works of published poetry and non-fiction, often in the shape of texts on or about architecture (for example, Peter Zumthor's Architectural Environments, Surrounding Objects), while analyzing various techniques discussed in Janet Burroway's text, Imaginative Writing. You will also write short exercises aimed at developing the techniques of literary non-fiction and poetry, which we will discuss in class. In early October, you will turn in the first draft of your essay, and in early November, you will hand in the first drafts of your six poems. Your peers will critique your work in a workshop setting and you will be given a written assessment of the portfolio, and meet with your professor individually to talk about the portfolio and your writing.

ENGL 2371: Language in a Multicultural America

Dr. Aaron Braver
Section 001 T Th 11:00-12:20 PM
CRN: 13140
Section 002 T Th 2:00-3:20 PM

How does our culture influence our language? How does our language influence our culture? In this course, we will examine the role of language in the melting pot of America. We'll look at language as influenced by race, gender, sexual and gender identity, and power structures in order to see how social dynamics affect the way people speak—and the way people interpret what they hear. We'll learn about the methods involved in gathering sociolinguistic data, and even engage in some hands-on research ourselves. More information: available at http://bit.ly/engl2371

ENGL 2388: Introduction to Film Studies

Dr. Ben Rogerson
Section 001 MWF 9:00-9:50 PM
CRN: 13206
Section 002 MWF 10:00-10:50 PM
CRN: 13220

This course is intended to introduce students to the techniques, the vocabulary, and ultimately the "rhetoric" of cinema. Although the course is designed to carefully explore the formal components of filmmaking, most of which students intuitively understand, the ultimate purpose of the class is to inquire into the effects that these formal components produce. Why would a given director use a wide-angle lens in a particular scene, and what does such a lens, or a long-take, or an abrupt cut accomplish? These and other similar questions determine the first half of the course, whereas the second half of the class will move into considerations of the significance and specificity of different modes of cinema-narrative, documentary, and avant-garde. What distinguishes the cinema, apart from all other arts, and what makes this "Seventh Art" at once so conceptually rich and so potentially deceptive?

Selected films for outside viewing may include the following (many of which are available for free online):

  • A Trip to the Moon (Méliès, 1902)
  • Entr'acte (Clair, 1294)
  • The General (Keaton, 1926)
  • Un Chien Andalou (Buñel and Dali, 1929)
  • Stella Dallas (Vidor, 1934)
  • Meshes of the Afternoon (Deren and Hammid, 1943)
  • Singin' in the Rain (Kelly and Donen, 1952)
  • Night and Fog (Resnais, 1956)
  • Cléo from 5 to 7 (Varda, 1962)
  • (nostalgia) (Frampton, 1971)
  • Do the Right Thing (Lee, 1989)
  • Jerry Maguire (Crowe, 1996)
  • Stories We Tell (Polley, 2012)
  • Whiplash (Chazelle, 2014)

ENGL 2388.003: Introduction to Film Studies

Dr. Wyatt Phillips
MWF 12:00-12:50 PM
CRN: 13224

This course offers an introduction to the terms and methods of film analysis and moving image comprehension. The course emphasizes critical viewing and writing, with special attention paid to the aesthetic form of films, cinema's approach to storytelling, and its relationship with broader cultural contexts.

ENGL 2388: Introduction to Film Studies

Mr. Josh Cowan
Section 004 T Th 9:30-10:50 AM
CRN: 34221
Section 005 T Th 11:00-12:20 PM
CRN: 34274

ENGL 2388.006: Introduction to Film Studies

Dr. Scott Baugh
T Th 2:00-3:20 PM
CRN: 37913

This course introduces students to the history, aesthetics, and criticism of film. More specifically, the course will survey landmark moments in the evolution in cinema and will cover foundational film concepts and reading strategies in avant-garde, documentary, and fictive-narrative.

Texts: Gerald Mast & Bruce Kawin. A Short History of the Movies.

ENGL 2391.003: Introduction to Literary Studies: Loveable Villains

Dr. Matthew Hunter
MWF 11:00-11:50 AM
CRN: 36583

From Lucifer to Heathcliff, from Richard III to Tony Soprano, our culture is filled with characters whom we know to be bad but cannot resist. What does it mean when the villain, who should repel us, instead becomes an object of our fascination? What does it mean when that fascination is so powerful that it provokes our identification with characters whom morality cautions us against? What is it that distinguishes a villain from other literary characters—and what is it that makes a villain loveable in the first place? This course will provide students with an introduction to literary analysis by attempting to answer these questions. Poems, plays, novels, films, and even television shows will provide the material through which we think critically both about literature—how it is made and how it makes meaning—and about the nature of villainy in all of its ethical, artistic, and social dimensions.

Assignments will include three papers of 4-45 pages, presentations, a mid-term, and a final exam. Possible readings will include the following texts:

  • William Shakespeare, Macbeth
  • John Milton, Paradise Lost
  • Emily Bronte, Wurthering Heights
  • Muriel Spark, The Prime of Ms. Jean Brodie
  • Patricia Highsmith, The Talented Mr. Ripley
  • The Norton Anthology of Poetry, 5th Edition, ed. Margaret Ferguson, May Jo Salter, et al.
  • Sharon Hamilton, Essential Literary Terms, Norton 2007
  • Viewing Goodfellas
  • The Sopranos

ENGL 2391.005: Introduction to Literary Studies

Dr. Ben Rogerson
MWF 2:00-2:50 PM
CRN: 13311

This class will serve to introduce students to the practice of literary study. We will develop the skills for close reading and interpretation, for sustained academic arguments about literature, and for obtaining a familiarity with different literary approaches and critical vocabularies. To develop such skills, we will consider a variety of texts in different genres-prose, poetry, and drama-and spend considerable time discussing and, furthermore, writing about texts.

In order to focus our investigations into literary studies, this course will concentrate on the idea of maturation and adulthood. In turn, our assigned texts will depict the historical development and mutability of ideas about adulthood in the United States as the nation undergoes political, cultural, social, and technological upheavals.

Selected texts may include the following:

  • Harriet Jacobs, selections from Incidents in the Life of a Slave Girl (1861)
  • Henry James, The Turn of the Screw (1898)
  • William Faulkner, The Sound and the Fury (1929)
  • Flannery O'Connor, "A Good Man is Hard to Find" (1953)
  • James Baldwin, "Sonny's Blues" (1957)
  • John Berryman, selections from 77 Dream Songs (1964)
  • Sylvia Plath, selections from Ariel (1965)
  • August Wilson, Fences (1983)
  • Sandra Cisneros, The House on Mango Street (1984)
  • Jhumpa Lahiri, selections from Interpreter of Maladies (1999)
  • Jennifer Egan, selections from A Visit from the Goon Squad (2010)

ENGL 2391: Introduction to Literary Studies

Dr. Daniel Hutchins
Section 007 T Th 12:30-1:50 PM
CRN: 35479
Section 008 T Th 2:00-3:20 PM
CRN: 38200

ENGL 2391.H01: Introduction to Literary Studies: Honors First Year Experience

Dr. Kurt Caswell
T Th 2:00-3:20 PM
CRN: 24990

3000-Level Course Descriptions

ENGL 3302: Old and Middle English Literature: Monsters, Vikings, and Monks: Anglo-Saxon Literature

Dr. Brian McFadden
Section 001 T Th 9:30-10:50 AM
Section 002 T Th 11:00-12:20 PM

This course will emphasize Old English and Anglo-Latin literature (c. 730-1066) in the context of the major events of the period, the Viking invasions and the Benedictine Reform, which began to establish the idea of England as a nation and to define it as a “self” against foreign “others.” Genres will be Anglo-Saxon history (Bede's Ecclesiastical History, the Anglo-Saxon Chronicle); saints' lives (Ælfric's Lives of Saints, the Life of St. Margaret); homilies and sermons (Ælfric, Wulfstan); allegory (Panther, Phoenix, Whale); riddles; heroic poetry (Beowulf, Judith, The Battle of Maldon, Dream of the Rood); elegies (The Wanderer, The Seafarer, The Husband's Message, The Wife's Lament, Wulf and Eadwacer); and monster texts (The Letter of Alexander to Aristotle; Wonders of the East; Liber Monstrorum). We will also examine several Anglo-Norman and Middle English texts (Hali Meiðhad, Equitan, Lanval, the Bayeux Tapestry, and Sir Gawain and the Green Knight) to examine how the genres changed in England after the Norman Conquest. Course requirements: frequent participation, occasional quizzes, two short essays, annotated bibliography, midterm exam, and final exam.

ENGL 3307.001: Restoration & 18th Century Literature

Dr. Marta Kvande
T Th 9:30-10:50 AM
CRN: 13449

The eighteenth century may seem a long way in the past, but many see it as the beginning point for many ideas we now think of as modern. This course will approach Restoration and eighteenth-century literature by exploring these new ideas and their expression in literature. We'll read a wide range of literary texts from the period that illustrate new ideas about what literature ought to be, new ideas about how printing should relate to literature, new ideas about who could write literature, new ideas about humans' place in the universe, and new ideas about how people ought to feel and act (just to name a few). As we study these texts, issues, and ideas, you will develop an understanding of major British literary works of the long eighteenth century and the historical and cultural contexts and influences that informed them; the ability to write with clarity, precision, and accuracy and to analyze and interpret literature; and the ability to conduct research carefully and systematically and to incorporate that research into your own interpretations of literature. Assignments will include exams, a short paper, and a longer researched paper. Absences will accrue from the first day of classes regardless of registration status.

ENGL 3308:D01: 19th Century British Literature: Victorian Literature and Society (Distance)

Dr. Alison Rukavina
Th 6:00-8:50 PM
CRN: 35481

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness.” While Charles Dickens wrote the opening lines of his novel Tale of Two Cities about the French Revolution, these lines also described the Victorian era (1830-1901) with its profound social, political, and cultural upheaval that transformed British society. The Industrial Revolution led to rapid economic and social changes, including demands for labor reform, Darwin's theory of evolution challenged religious faith, and developments in medicine and psychology introduced new ways of understanding mental illness. Developments in social and political thought led to debates about a woman's place in society, and the rapid growth of the British Empire spread Victorian values globally and introduced foreign cultures and concepts at home. Students in this distance course will read Victorian literary works, including novels, short stories, and poetry, by Alfred Lord Tennyson, Elizabeth Barrett Browning, Charlotte Brontë, Robert Louis Stevenson, Joseph Conrad and others that engaged with these transformations.

Assignments will include two essays, presentation, and other work.


  • Mary Elizabeth Braddon's Lady Audley's Secret
  • Charlotte Bronte's Jane Erye
  • Joseph Conrad's Heart of Darkness
  • Robert Louis Stevenson's Jekyll and Hyde
  • Elzabeth Barrett Browning's "Cry of the Children," Alfred Lord Tennyson's "Lady of Shallot" as well as other poems and readings

Assignments: weekly participation and discussion; 3 short reading responses; research essay (including proposal & draft); presentation

ENGL 3309.001: Modern and Contemporary British Literature

Dr. Jen Shelton
T Th 12:30-1:50 PM
CRN: 33008

ENGL 3324.001: Nineteenth-Century American Literature

Dr. John Samson
MWF 10:00-10:50 AM
CRN: 13533

This course will focus on the variety of prose writings during the American Renaissance (1830-1860). We will read and discuss autobiographies, short stories, and novels that reflect the aesthetic achievements and cultural diversity of six major authors of this great period in American Literature. Texts: short stories by Edgar Allan Poe and Herman Melville; the autobiographical writings Narrative of the Life of Frederick Douglass, An American Slave by Frederick Douglass and Walden by Henry David Thoreau; and the novels The Blythedale Romance by Nathaniel Hawthorne and Ruth Hall by Fanny Fern. These works engage themes such as the American past, the gothic, slavery, transcendentalism, romanticism v. realism, and women's roles and rights.

ENGL 3325.003: Modern and Contemporary American Literature

Dr. Michael Borshuk
T Th 3:00-4:50 PM
CRN: 13566

This course will introduce students to a range of poetry, fiction, and drama by American writers between 1900 and 1945, to chart the early onset and development of American literary modernism. Among the topics to which we will be attentive are frustration over traditional modes of representation and radical experimentation in literary style; assertive reconceptualizations of racial, gender, and sexual identity during the period; the influence of technology, urban space, and mass culture on artistic expression; and an ongoing aggressive attempt at American cultural self-definition in relation to the world at large.


  • Paul Lauter, ed., The Heath Anthology of American Literature, Volume D: 1910-1945
  • Gertrude Stein, Tender Buttons (1914)
  • F. Scott Fitzgerald, The Great Gatsby (1925)
  • Dashiell Hammett, The Maltese Falcon (1930)
  • Robert Scully, A Scarlet Pansy (1932)

ENGL 3325.D01: Modern and Contemporary American Literature (Distance)

Dr. Mary Jane Hurst
M 6:00-8:50 PM
CRN: 35482

This offering of English 3325 will focus on how American identities have been constructed through language and literature. That means we'll take up questions such as these: How have American writers presented or created fictional American characters through their language? What American sensibilities emerge through linguistic choices in fiction, non-fiction, and poetry? How does language shape the twentieth century American experience in literature and in life? What makes twentieth century American literature distinctive? What does it mean to be an American?

Over the semester we'll read, think, discuss, listen, and write our way through these and other key questions about twentieth century literature. Although students will select some texts for their independent work, we are likely to read together classics by writers such as F. Scott Fitzgerald, Ernest Hemingway, or William Faulkner as well as more recent work by writers such as Chang-Rae Lee, Alice Walker, Rudolfo Anaya, or Louise Erdrich.

Interested students from all programs within the English Department – and interested students from all other departments – are welcome in this course. Students in English 3325 will be expected to:

  • complete listening, reading, and writing assignments each week (NOTE: this is an official Writing Intensive class and counts as such for graduation requirements);
  • apply course concepts in longer papers as well as in weekly writing assignments;
  • access materials online through the library and through Blackboard; and
  • participate in interactive discussions and presentations.

Because this is an online class, students will need reliable Internet access, and students' computers must be configured to use the university's official online learning platform, Blackboard. (Guides can be found at www.Blackboard.ttu.edu, and individualized, personal assistance is also available through IT Help Central.)

Questions about the course should be directed to the professor, Dr. Mary Jane Hurst, who can be reached by e-mail at maryjane.hurst@ttu.edu.

ENGL 3338: Global South Literatures: Can We Live Together in Harmony? The Possibility of a Cosmopolitan Culture

Dr. Roger McNamara
Section .001 T Th 11:00-12:20 PM
CRN: 35483
Section D01 T Th 11:00-12:20 PM
CRN: 35483

The 21st century is an exciting period. Never before in our history have people from different countries, regions, and continents been interacting with each other with such frequency. This advanced stage of globalization is largely because of the internet's reach across the globe, cheaper and quicker ways to travel, and less restrictions on trade and commerce. However, even while globalization has created more opportunities and introduced new ideas, it has come with a price tag: as people from different cultures co-mingle with each other, they struggle to reconcile their competing worldviews. They have different ideas about religion, the rights of individuals versus those of communities, the roles of men and women, just to name a few. Thus, is it possible for people to reconcile or at least tolerate each other or is conflict inevitable? In grappling with this problem, some intellectuals have turned to “cosmopolitanism” —an idea originating with the ancient Greeks—where individuals believed that they were citizens, not of the individual city-states but of the world. Contemporary critics have further developed this idea by asserting the need to embrace differences, as long there is a consensus on certain basic rights.

This course explores whether cosmopolitanism is possible to achieve or whether we will be unable to reconcile our differences. We will examine the work of cosmopolitanism's advocates in conjunction with literary texts that explore diversity. These texts will be from across the world, including the United States, the United Kingdom, South Africa, and India, etc., and wil be written in different genres—realism, magic realism, and science fiction/fantasy.

ENGL 3351.002: Creative Writing: Non-Fiction

Instructor TBD
MWF 10:00-10:50 AM
CRN: 13616

Titled Cut to the Quick, this course will focus on the sub genre of the flash essay. Situated somewhere between prose poem and micro-narrative, flash essays provide us the path to lyrically explore a topic whil taking both narration and syntactical leaps. Or, as Bernard Cooper says, the flash essay teaches us "an alertness to detail, a quickening of the senses, and a focusing of the literary lens until one has magnified some small aspect of what it means to be human." During the course of the semester, we will approach our classworm like a writing lab, conducting in-class writing experiments and workshops of each other's works. We will write five flash essays - 750 words or less - to be revised in a final portfolio.

  • Bluets by Maggie Nelson
  • Brief Encounters: A Collection of Contemporary Nonfiction edited by Judith Kitchen and Dinah Lenney
  • PDFs as assigned

ENGL 3351.006: Creative Writing: Fiction

Dr. Katie Cortese
T Th 11:00-12:20 PM
CRN: 13642

Reading and writing literature is one of the best ways to learn about and develop empathy for cultures and peoples outside of an individual's direct experience, and thus become more sensitive to and aware of diversity within the human condition. In this course, students will write and critique short stories, as well as analyze canonical and contemporary examples of the form. Students will write several short exercises and a longer story to be critiqued in a large-group format. Class discussions will focus on the craft of writing stories as seen in published examples and highlighted in assigned craft essays. Elements discussed will include but not be limited to aspects of character, plot, dialogue, style, time, setting, inventory, epiphanies, and other topics as they arise. As students learn to read, write, and critique short stories, they will also broaden their experience of what it means to be human.

Assignments will include writing, critiquing, and revising up to five short exercises and one short story, as well as reviewing a work of flash fiction, and giving a presentation on a story or article. Students will also attend and respond to one live reading and assemble a final creative portfolio.

Tentative Reading List:

  • Bird by Bird: Some Instructions on Writing and Life, Anne Lamott
  • Flash Fiction Forward, James Thomas & Robert Shapard
  • PDFs as assigned

ENGL 3351.007: Creative Writing: Fiction

Dr. Kolosov
T Th 12:30-1:50 PM
CRN: 33009

n this reading and writing intensive workshop, we will read and write a range of fiction, from very brief flash fiction pieces of 250 to 500 words to longer, traditional length stories of 3500-7000 words. In addition, we will experiment with fiction that steals from and/or integrates techniques from other genres. Examples include use of graphics and the stage directions and other cues associated with drama and film. Writers will hone fundamentals of craft, in particular plot, character development including dialogue and gesture, and world building. Readings will be eclectic and diverse, from mystery and ghost stories to domestic realism and more fabulist writings. Some of the writers we'll read are Alix Ohlin, Peter Orner, Sara Majka, Ahdaf Soueif (Egypt), Etgar Keret (Israel), Sherman Alexie, Andre Dubus III, Percival Everett, Paul Yoon, Gish Jen & Jamaica Kincaid. Participants should come prepared to read, write, revise, and actively comment and engage in the growth of their own writing and that of their peers.

ENGL 3351: Creative Writing: Poetry

Dr. John Poch
Section .012 T Th 2:00-3:20 PM
CRN: 13647
Section .013 T Th 3:00-4:50 PM
CRN: 38656

This course is a poetry writing course for those who want to write publishable poems. We will read and write intensely and hopefully, beautifully. We will work hard and we will engage with our language, developing together and individually to write the poems only each person can achieve with her/his unique voice.

ENGL 3360: Issues in Composition: Writing Fellows Practicum

Dr. Ken Baake
Section .002 T 6:00-8:50 PM
CRN: 31638
Section .D02 T 6:00-8:50 PM
CRN: 38773

This Fall 2017 class is designed to help students in various disciplines improve their writing and ability to teach writing. We will focus on principles of expository and expressive writing with some attention to grammar and style. The class will include the following elements:

  • Class lectures, discussions and activities. Student led classes on the textbook chapters.
  • Written postings to Blackboard.
  • A short research paper.
  • A final exam.

The class will have a theme that underlies many of our readings and the research project. As most of you are at key moments of transition in your lives, we may explore what it means to move from one phase of life to another through readings on identity and rites of passage. We may also look at a few arguments that examine topics like climate change, which will have a profound effect on the world you are entering into.

Through the research project, you will have the opportunity to research and write a persuasive report or essay in which you present a plan for your future direction. I approach the course through the principles of grammar, expository and expressive writing, and rhetorical theory.

Possible texts:

  1. Writing Arguments: A Rhetoric with Readings (Concise 7th Edition). Ramage, John D., John C. Bean, and June Johnson. Boston: Pearson, 2012. ISBN: 13: 978-0-321-96428-1
  2. The Structure of English: A Handbook of English Grammar. Newby, Michael. Cambridge, UK: Cambridge, 1987. ISBN: 0521349966
  3. Concisce Dictionary of English Etymology (Wordsworth Reference) (Wordsworth Collection) New Edition by Walter W. Skeat. ISBN-13: 978-1853263118
  4. Readings and lecture notes from Dr. Baake posted to Blackboard.

ENGL 3365: Professional Report Writing

Dr. Erin Pumroy
Section .D01 T 6:00-8:50 PM
CRN: 36383
Section .D03 Th 6:00-8:50 PM
CRN: 38772

English 3365 is designed to prepare you for the types of writing you will encounter in the workplace. Its name “Professional Report Writing” is a bit misleading because, although this class will focus on some common report genres, including proposals, analytical reports, recommendation reports, and memos, your fundamental task is to learn to anticipate and respond to diverse audiences and communication contexts. In order to learn these rhetorical skills, you will plan, research, design and compose a variety of documents. In other words, the goals of this course are two-fold: 1) to introduce you to both theories and practical skills for workplace communication and 2) to allow you to practice these through the composition of documents and reports that are common in the workplace. Additionally, you will be prepared for 21st century workplace writing, which often includes the design of documents and the integration of technology into our writing production.

ENGL 3365.D02: Professional Report Writing

Dr. Emil Towner
W 6:00-8:50 PM
CRN: 38039

English 3365 is designed to prepare you for the types of writing you will encounter in the workplace. Its name “Professional Report Writing” is a bit misleading because, although this class will focus on some common report genres, including proposals, analytical reports, recommendation reports, and memos, your fundamental task is to learn to anticipate and respond to diverse audiences and communication contexts. In order to learn these rhetorical skills, you will plan, research, design and compose a variety of documents. In other words, the goals of this course are two-fold: 1) to introduce you to both theories and practical skills for workplace communication and 2) to allow you to practice these through the composition of documents and reports that are common in the workplace. Additionally, you will be prepared for 21st century workplace writing, which often includes the design of documents and the integration of technology into our writing production.

ENGL 3371.002: Linguistic Science

Dr. Aaron Braver
T Th 2:00-3:20 PM
CRN: 33014

Language touches every aspect of our lives. From reading the morning paper to decrypting secret codes, the subconscious knowledge of language is uniquely human. In this course we'll ask what it means to have a command of language—do animals have it? Infants? By examining the structures of the world's languages, we will discover why linguists believe in a “universal grammar” in spite of the world's rich linguistic diversity. We'll also learn how to make the sounds of the world's languages—from French nasal vowels to the clicks of Africa's Bantu languages. This course is suited to anyone interested in language, how the mind works, or the characteristics that make us uniquely human.

ENGL 3372.001: History of the English Language

Dr. Brian McFadden
T Th 2:00-3:20 PM
CRN: 13870

This course will examine the development of the English language from its origins in Anglo-Saxon England through changes in the later medieval and Early Modern periods to the attempts to codify the language in the eighteenth century and the development of modern language study in the nineteenth and twentieth centuries. We will examine both the internal history (the linguistic changes that occur within the language over time) and the external history (the effects of social and political events on the language) of English in order to answer such questions as: Why do English words often resemble words from other languages? Why are there so many “irregular” verbs in English? Why don't we spell words as they sound? Why don't we split infinitives or put a preposition at the end of a sentence when other Germanic languages do? We will also examine contemporary issues in English to see how the language has implications for our political and social lives. We will also learn to use online tools such as the Oxford English Dictionary and the Dictionary of Old English Corpus to assist in linguistic and literary research. Texts will include Gramley, The History of English: An Introduction; Gilliver, Marshall, and Weiner, Tolkien and the Ring of Words; McCrum, Globish; Wilton, Word Myths; and various PDF documents to be delivered online.

ENGL 3373.001: Modern English Syntax

Dr. Min-Joo Kim
T Th 9:30-10:50 AM
CRN: 33095

This course offers an overview of the grammar of present-day English but it doesn't just teach you about which grammatical rules to follow; rather, it teaches you why English grammar works the way it does. Furthermore, in this course, students will uncover how Syntax works together with Morphology and Semantics in generating well-formed sentences, and how languages change over time, and what that tells about the underlying principles of human language in general. This course also gives an introduction to dialectal variation within English, how English differs from other languages, and what kinds of grammatical errors non-native speakers tend to make and why.
Therefore, it will be suitable for anyone planning to become an English/ESL teacher and/or interested in linguistics/language studies in general. Finally, taking this course will help enhance one's critical thinking, logical reasoning, and data-driven analytical skills as well.

ENGL 3385.001: Selected Plays of Shakespeare: What's Wrong With Revenge?

Dr. Matthew Hunter
MWF 9:00-9:50 AM
CRN: 13925

This course will introduce students to Shakespeare's plays, his dramatic art, and his vibrant historical moment. From his tragedies and comedies, to his innovative depictions of English history, to his forays into tragicomedy, this course will chart Shakespeare's remarkable development as a dramatist. Over the course of our readings and in-class discussions, we will investigate a range of themes that are central both to Shakespeare's plays and to the culture for which he wrote: the construction of the individual, the folly of love, the sovereignty of the crown, the value of history, and the power of performance to encroach upon all aspects of our lives. As we cover these themes, we will also find ourselves returning to a subject that troubles Shakespeare's writing from his earliest plays to his last ones: the nature of revenge. In an ethical society, can revenge be justified—or is it always doomed to corrupt the avenger? Is revenge the fault of the individual or of the state? And when should revenge give way to its opposite—to mercy?

Assignments will include two papers of 6 pages, presentations, and a final exam. Readings will be from The Norton Shakespeare (3rdEdition) and will include the following plays:

  • Titus Andronicus
  • The Taming of the Shrew
  • Richard II
  • 1 Henry IV
  • The Merchant of Venice
  • Hamlet
  • Othello
  • The Tempest

ENGL 3388.001: Film Genres

Dr. Wyatt Phillips
MWF 11:00-11:50 AM
CRN: 14001

This course will study the horror film, the musical, and the western in order to better understand how film genres form, mature, transform, and travel.

ENGL 3388.002: Film Genres: Horror and the Fantastic

Dr. Allison Whitney
T Th 12:30-1:50 PM
CRN: 13998

This course will approach cinemas of horror and the fantastic from multiple perspectives, including audience studies, feminist criticism, psychoanalytic theory, cognitive psychology, studies of film sound, the history of censorship, and the relationship between genre development and both social and technological change. Students will develop skills of formal analysis specific to film studies, explore a variety of theoretical approaches to cinema, and become familiar with multiple modes of filmmaking, including fiction, nonfiction, and experimental film.

ENGL 3390.D01: Literatures of the Southwest (Distance)

Dr. Cordelia Barrera
T 6:00-8:50 PM
CRN: 38641

The Southwest is a border territory where cultures meet and mix. The region brings to mind cowboy virtues, vast open spaces, and American exceptionalism. SW texts make varying claims about the region as real, unreal, surreal, and magically real, and its desert mirages and indigenous cultures evoke exotic, nightmarish landscapes and visions. We will explore these literary portrayals of the Southwest by focusing on desert spaces as we consider the Anglo, Chicano, and American Indian cultures of the region. In our efforts to capture the essence of landscape, region, and place we'll discuss novels, essays and short stories by Ray Bradbury, Larry McMurtry, Luis Alberto Urrea, Cormac McCarthy, Leslie Marmon Silko, Dorothy Scarborough and Mary Austin.

ENGL 3392.001: African American Literature

Dr. Michael Borshuk
T Th 2:00-3:20 PM
CRN: 35486

This course will examine the development of African American literature from the slave narratives of the nineteenth century to postmodern fiction at the turn of the twenty-first. We will begin with a discussion of critical approaches to African American literature, and then proceed chronologically through the nineteenth and twentieth centuries. Among our topics for interrogation and discussion will be: the influence of oral and musical traditions on the development of African American writing; the intervention(s) into traditional constructions of the American canon that black literature inaugurates; the ways that African American writers redress stereotypes and problematic representations of black Americans; and the “alternative” histories that African American literature proposes alongside America's dominant historical records.

Tentative Reading List:

  • Henry Louis Gates, Jr. and Valerie A. Smith, eds., The Norton Anthology of African American Literature, 3rd Edition
  • Frederick Douglass, Narrative of the Life of Frederick Douglass [complete text is in Norton]
  • Harriet E. Wilson, Out Nig: or, Sketch from the Life of a Free Black
  • Nella Larsen, Passing [complete text is is Norton]
  • Paul Beatty, The Sellout
  • Colson Whitehead, The Underground Railroad

4000-Level Course Descriptions

ENGL 4301.001: Studies in Selected Authors: The Literature of War: Milton, Hobbes, and English Political Writing

Dr. Ryan Hackenbracht
T Th 2:00-3:20 PM
CRN: 14706

This course is a historical inquiry into the political literature of the English Revolution and Restoration (c. 1630-1670), and it examines two of the greatest minds of seventeenth-century Europe, the poet John Milton and the political scientist Thomas Hobbes. Both men were infamous political rebels and religious free-thinkers who transformed their world. Hobbes's Leviathan (1651) and Milton's Paradise Lost (1667), in particular, left a lasting mark on English thought and culture, and this course will discuss their innovations in everything from Orwellian government, to proto-feministic views of women and gender, to materialism and the denial of a spiritual world.

Class discussions will alternate between three focal areas: 1) questions of aesthetics, literary genres and form, with special focus on epic, lyric, diary, and political treatise; 2) consideration of cultural contexts, especially gender and women's roles, science, Christianity, and monarchy vs. democracy; and 3) current scholarly conversations on Milton, Hobbes, and other authors of the Revolution and Restoration. Assignments include a 10-source annotated bibliography and a 12-page final research paper.

ENGL 4311.001: Studies in Poetry: Modern British Poetry

Dr. William Wenthe
MWF 2:00-2:50 PM
CRN: 14724

This course will explore the major movements and figures in British Poetry for much of the twentieth century. The majority of our readings will cover the rapid changes in English poetry from about 1910 to World War II, when poets were working to revise the English poetic tradition into deliberately "modern" forms. Among the poems we read are some of the most engaging and important poems in the language. This course is geared for those pursuing an English Major or Minor; however, I do not intend to discourage any other interested undergraduate from exploring some of the richest, most exciting, and controversial writings in our language. I do require that all students be committed to the readings in this course. The readings are by no means great in quantity, but they will demand to be read differently than one would read prose. Thus we will be examining poems not only for what they say, but for what they do—that is, what effects, what possible meanings, are created by the formal qualities of the poem.

ENGL 4313.001: Studies in Fiction: West of Everyting

Dr. Sara Spurgeon
MWF 11:00-11:50 AM
CRN: 33097

We will examine works of fiction, poetry, and film by Native American, Chicano, Anglo American, Asian American, and African American writers and directors. Some will be classics (both literary and filmic) of the genre known as the Western, and some will undermine, subvert, or expand it. We will explore these texts from a number of different angles: What did the myth of the frontier look like in the past and what shape is it assuming in literature and film today? How has it been used to justify or deconstruct American ideas about conquest, colonization, and empire? How might it work to define our modern ideas about gender, race, class, sexuality, national identity, borders, etc.? How has it formed the genre we know today as the “Western”? How does the film and fiction of non-Anglo Westerners writing from "the other side" of the frontier reinterpret that myth? We will be doing close readings of novels, poems, short fiction, films, and theory.

ENGL 4321.001: Studies in Literary Topics: Monsters, Robots, and Flying Machines (Late 19th Century Science Fiction

Dr. Alison Rukavina
T Th 12:30-1:50 PM
CRN: 14762
"Science, my lad, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth." –Jules Verne, A Journey to the Center of the Earth

The late nineteenth century was a time of rapid social change, and science fiction—defined as a genre that focuses on the influence of science, both real and imagined, on humanity—was a popular venue for authors to explore the impact of these transformations on society. Authors in books like Jekyll and Hyde and Twenty Thousand Leagues Under the Sea wrote about how science and technology were both potentially marvelous and dangerous. Authors like Robert Louis Stevenson and Jules Verne touched on the reason why so many individuals in the nineteenth century were anxious about, if not completely frightened by, the fast-paced changes brought about by inventions like the combustion engine and the development of modern scientific study—the unknown consequences of marvels like steam-powered robots and medicines that promised to cure disease. In the course, students will read late-nineteenth-century science fiction and discuss how works like The Island of Dr. Moreau engaged with the fear of progress without limits and Darwin's theory of evolution. Students will also consider how the fear of “other” manifests in works like The War of the Worlds and Dracula, as well as how Stoker's novel engages with Victorian developments surrounding gender and sexuality. Science fiction was a site of inquiry as authors questioned what was the truth regarding whether scientific and technical progress was a boon or a bane for society at the end of the nineteenth century.


  • Edward Ellis' The Steam Man of the Prairies
  • Robert Louis Stevenson's Jekyll and Hyde
  • Bram Stoker's Dracula
  • H.G. Wells' The War of the Worlds and The Island of Dr. Moreau
  • Jules Vernes' Twenty Thousand Leagues Under the Sea
  • Kim Newman's Anno Dracula
  • and other texts...

Assignments: research paper; reader response short essay; discussion; presentation

ENGL 4351.003: Advanced Creative Writing: Fiction

Dr. Katie Cortese
T Th 2:00-3:20 PM
CRN: 14785

This course aims to deepen the knowledge and ability of students who aspire to professional proficiency in fiction writing, and potentially to pursue the subject in graduate school. This course has a dual focus of reading published stories (many of which will break convention), and writing polished, potentially-publishable short stories. Discussions will complicate and deepen students' knowledge of storytelling elements, including aspects of character, plot, structure, dialogue, style, time, setting, beginnings/middles/endings, epiphanies, and more. In addition to honing students' literary analysis skills, this course has the objectives of preparing students to (1) identify and contextualize variations on conventional storytelling techniques in published works, (2) develop editing/critiquing skills for in-progress drafts, and (3) create original fiction.

Assignments will include writing, critiquing, and revising two short stories and 3-5 short exercises, delivering a presentation on a short story, analyzing and reviewing a recent issue of a literary magazine, responding to a live reading, and assembling a final creative portfolio.

Tentative Reading List:

  • Steering the Craft: A 21st-Century Guide to Sailing the Sea of Story, Ursula K. Le Guin
  • The Best American Short Stories 2016, Junot Diaz, editor; Heidi Pitlor, Series Editor
  • PDFs as assigned

*Please email instructor for permission to enroll in this course. Attach one story or several short-short stories not to exceed a total of 12 double-spaced pages in a readable format.

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