| Crs. No | CRN | Instructor | Class Hours | Location | Enr. |
|---|---|---|---|---|---|
| 3-01 - Introduction to Literature | 30761 | MW 8:00-9:50am | Bainer 1128 | 25 | |
| 3-02 - Introduction to Literature | 30762 | Schuhmacher, Kirsten | MW 8:00-9:50am | Olson 105 | 25 |
| 3-03 - Introduction to Literature | 30763 | MW 8:00-9:50am | Wickson 1038 | 25 | |
| 3-04 - Introduction to Literature | 30764 | MW 8:00-9:50am | Olson 163 | 25 | |
| 3-05 - Introduction to Literature | 30765 | Cahalan, Ofir | MW 12:10-2:00pm | Hart 1128 | 25 |
| 3-06 - Introduction to Literature | 30766 | MW 12:10-2:00pm | Wickson 1020 | 25 | |
| 3-07 - Introduction to Literature | 30767 | MW 12:10-2:00pm | Bainer 1130 | 25 | |
| 3-08 - Introduction to Literature | 30768 | MW 12:10-2:00pm | H Gym 290 | 25 | |
| 3-09 - Introduction to Literature | 30769 | MW 2:10-4:00pm | Hart 1128 | 25 | |
| 3-10 - Introduction to Literature | 30770 | MW 2:10-4:00pm | Wellman 109 | 25 | |
| 3-11 - Introduction to Literature | 30771 | MW 2:10-4:00pm | Wellman 3 | 25 | |
| 3-12 - Introduction to Literature | 30772 | MW 2:10-4:00pm | Wellman 1 | 25 | |
| 3-13 - Introduction to Literature | 30773 | MW 4:10-6:00pm | Olson 261 | 25 | |
| 3-14 - Introduction to Literature | 30774 | MW 4:10-6:00pm | Olson 251 | 25 | |
| 3-15 - Introduction to Literature | 30775 | Davila Corujo, Abraham Luis | MW 6:10-8:00pm | Olson 105 | 25 |
| 3-16 - Introduction to Literature | 30776 | TR 8:00-9:50am | Hutchison 102 | 25 | |
| 3-17 - Introduction to Literature | 30777 | Co-Teaching: Schütze, Jeannine & Coughlin, Tp | TR 8:00-9:50am | Giedt 1007 | 25 |
| 3-18 - Introduction to Literature | 30778 | TR 8:00-9:50am | TLC 3211 | 25 | |
| 3-19 - Introduction to Literature | 30779 | Ringo, Heather | MW 4:10-6:00pm | Remote | 25 |
| 3-20 - Introduction to Literature | 30780 | Cheramie, Hillary | MW 4:10-6:00pm | Kerr 293 | 25 |
| 3-21 - Introduction to Literature | 30781 | MW 8:00-9:50am | Hutchison 102 | 25 | |
| 3-22 - Introduction to Literature | 30782 | MW 6:10-8:00pm | Wellman 25 | 25 | |
| 3-23 - Introduction to Literature | 30783 | TR 6:10-8:00pm | Wellman 205 | 25 | |
| 3-24 - Introduction to Literature | 30784 | TR 6:10-8:00pm | Wellman 109 | 25 | |
| 3-25 - Introduction to Literature | 30785 | Frater, Laura | TR 2:10-4:00pm | Olson 101 | 25 |
| 3-26 - Introduction to Literature | 30786 | TR 2:10-4:00pm | Hutchison 102 | 25 | |
| 3-27 - Introduction to Literature | 30787 | TR 4:10-6:00pm | Hutchison 102 | 25 | |
| 3-28 - Introduction to Literature | 30788 | TR 4:10-6:00pm | EDWFAC 2014 | 25 | |
| 3-29 - Introduction to Literature | 30789 | TR 3:10-5:00pm | Olson 105 | 25 | |
| 3-30 - Introduction to Literature | 30790 | Manzanetti, Evan | TR 2:10-4:00pm | Kerr 293 | 25 |
| 3A-01 - Writers' Workshop | 30791 | Cheramie, Hillary | TR 12:10-1:00pm | Hart 1106 | 14 |
| 3A-02 - Writers' Workshop | 30792 | Gray, Jessica | TR 3:10-4:00pm | Olson 109 | 14 |
| 3A-03 - Writers' Workshop | 30793 | Cheramie, Hillary | TR 4:10-5:00pm | Olson 144 | 14 |
| 3A-04 - Writers' Workshop | 30794 | MW 5:10-6:00pm | Olson 109 | 14 | |
| 3A-05 - Writers' Workshop | 30795 | MW 12:10-1:00pm | Wellman 3 | 14 | |
| 3A-06 - Writers' Workshop | 30796 | MW 3:10-4:00pm | Hart 1106 | 14 | |
| 3A-07 - Writers' Workshop | 30797 | MW 8:00-8:50am | Olson 109 | 14 | |
| 3A-08 - Writers' Workshop | 30798 | Gray, Jessica | TR 8:00-8:50am | Olson 109 | 14 |
| 5F-01 - Writing: Fiction | 30799 | TR 8:00-9:50am | Wellman 129 | 22 | |
| 5F-02 - Writing: Fiction | 30800 | TR 8:00-9:50am | Physics 140 | 22 | |
| 5F-03 - Writing: Fiction | 30801 | MW 2:10-4:00pm | Olson 105 | 22 | |
| 5F-04 - Writing: Fiction | 30802 | MW 4:10-6:00pm | Bainer 1132 | 22 | |
| 5F-05 - Writing: Fiction | 30803 | TR 8:00-9:50am | Wickson 1020 | 22 | |
| 5F-06 - Writing: Fiction | 30804 | TR 3:10-5:00pm | Physics 140 | 22 | |
| 5F-07 - Writing: Fiction | 30805 | MW 2:10-4:00pm | Social Sciences 90 | 22 | |
| 5F-08 - Writing: Fiction | 30806 | TR 2:10-4:00pm | EDWFAC 2014 | 22 | |
| 5NF-01 - Writing: Non Fiction | 30807 | TR 8:00-9:50am | Physics 148 | 22 | |
| 5P-01 - Writing: Poetry | 30808 | MW 3:10-5:00pm | Physics 140 | 22 | |
| 5P-02 - Writing: Poetry | 30809 | Magat, Roy | MW 8:00-9:50am | Olson 217 | 22 |
| 5P-03 - Writing: Poetry | 30810 | TR 8:00-9:50am | Wellman 201 | 22 | |
| 10A - Literatures in English I: To 1700 | Connally, Kenneth | MWF 11:00-11:50am | Young 194 | 77 | |
Elisha Hamlin | -001 | 30811 | W 7:10-8:00pm | Wellman 129 | |
Elisha Hamlin | -002 | 30812 | W 8:10-9:00pm | Wellman 129 | |
Malak Silmi | -003 | 30813 | F 9:00-9:50am | Bainer 1060 | |
Malak Silmi | -004 | 30814 | F 10:00 10:50am | Bainer 1060 | |
| 10C - Literatures in English III: 1900 to Present | Jerng, Mark | TR 10:30-11:50am | Olson 146 | 77 | |
Brennan Havens | -001 | 30815 | F 8:00-8:50am | Socsci 70 | |
Brennan Havens | -002 | 30816 | F 9:00-9:50am | Socsci 70 | |
Shaoni White | -003 | 30817 | R 6:10-7:00pm | Socsci 70 | |
Shaoni White | -004 | 30818 | R 7:10-8:00pm | Socsci 70 | |
| 40 - Literary Activism & the Environment | 30819 | Solomon, Jeff | MWF 12:10-1:000pm | Hoagland 108 | 30 |
| In this class, we will examine representations of the modern environmental movement across a range of different modes and genres – everything from animated films and documentaries to works of creative nonfiction, political manifestos, Cli-Fi, and the novel. Using Rachel Carson’s Silent Spring (1962) as our point of departure and as a kind of ur-text that established the framework for the works of literary eco-activism that have followed, we’ll explore the varied strategies presented by contemporary works that address the climate crisis facing us today, investigating the ways in which different writing modes and subjectivities allow artists to engage readers and encourage action, and/or challenge dominant cultural discourses involving race, gender, sexuality, economic class, history, and national identity. | |||||
| 41 - Sports in Literature & Media | 30822 | Cahalan, Ofir | TR 3:10-4:30pm | Wellman 5 | 30 |
| FILM | R T 5:10-8:00pm | Wellman 207 | |||
| 45 - Introductory Topics in Poetry | 49714 | Chaganti, Seeta | MWF 10:00-10:50am | Olson 118 | 30 |
Nor Heresy Nor History In a famous essay called “The Heresy of Paraphrase,” Cleanth Brooks argues that a poem cannot be paraphrased for something we would call “plot” or “message,” because doing so ignores the role of poetic form. This is an important point, but, as others have noted, it risks reading the poem in a vacuum, with no sense of its historical or political context. Some propose that the answer to this problem is historicist reading, which reads a poem entirely in terms of its historical context. But the problem here is that using history to “explain” a poem can be very boring and just as likely to ignore its poetic features. It’s like saying, “the poet uses the image of leather breeches because they wore pants like that back then.”
So, how do we avoid both the heresy of paraphrase and the more plodding, unlyrical versions of historicism? This class will try to answer that question by using poems from England and Anglophone colonies present and former (including America). We will look at a wide variety of poetic forms, speakers, and images to read in a way that both acknowledges the uniquely beautiful work that poetry does and, at the same time, helps us to engage our own liberatory perspectives on history and politics. | |||||
| 55 - Literary Animals | 49715 | MWF 9:00-9:50am | Olson 207 | 49 | |
| 100F-1 - Creative Writing: Fiction | Langford, Shayne | MW 10:30-11:50am | Voorhies 248 | 17 | |
| 100F-2 - Creative Writing: Fiction | Clemmons, Zinzi | MW 12:10-1:30pm | Voorhies 248 | 17 | |
| 100NF - Creative Writing: Non-Fiction | TR 2:10-3:30pm | Voorhies 248 | 17 | ||
| 100P - Creative Writing: Poetry | Dunkle, Iris | TR 10:30-11:50am | Voorhies 248 | 17 | |
| 105 - History of the English Language | 49717 | Chaganti, Seeta | MWF 2:10-3:00pm | Olson 217 | 49 |
| This course encourages students to ask why the English they speak has the look, sound, structure, and politics that it does. We begin with Old English and the Vikings, proceed all the way to the present day, and even speculate about where our language is headed in the future. Throughout, we will learn about the many fascinating features of our language. We will look at etymology, onomastics (the origins and meanings of names), idioms, and the impact of digital technology and global culture on language. Because this is an English course, and not a linguistics course, we will focus mainly on English as a literary language, relying throughout the course on examples drawn from the entire history of Anglophone literature, from the most ancient epics, to literature in English by international diasporas, to poetry generated entirely by computers. The goal of this course is to change students' understanding of how their language works. With this awareness comes a new kind of power to wield English effectively for a variety of purposes. Grading Requirements: quizzes and written exercises (that will be revisited to build toward the final paper) throughout the quarter; midterm; final exam; final paper; participation. Texts Stories of English, David Crystal | |||||
| 106 - English Grammar | Cheramie, Hillary | MWF 2:10-3:00pm | Hart 1130 | 49 | |
Daniyel Souza-Wiggins | -A01 | 30935 | T 6:10-7:00pm | Wellman 105 | |
Daniyel Souza-Wiggins | -A02 | 50165 | T 7:10-8:00pm | Wellman 105 | |
| 110B - Introduction to Modern Literary & Critical Theory | Dunkle, Iris | TR 9:00-10:20am | Hart 1150 | 77 | |
| Topic: qualifies for upper division writing requirement | |||||
TBD | -001 | 49718 | R 6:10-7:00pm | Olson 244 | |
TBD | -002 | 49719 | R 7:10-8:00pm | Olson 244 | |
Garin Hay | -003 | 49720 | F 9:00-9:50am | Olson 244 | |
Garin Hay | -004 | 49721 | F 10:00-10:50am | Olson 244 | |
| 111 - Topics in Medieval Literature | Vernon, Matthew | MWF 11:00-11:50am | Olson 118 | 77 | |
| Monstrosity and Meaning Making in Medieval Societies | -001 | 30938 | W 6:10-7:00pm | Olson 159 | |
| -002 | 30939 | W 7:10-8:00pm | Olson 159 | ||
| -003 | 30940 | R 4:10-5:00pm | Olson 117 | ||
| -004 | 30941 | R 5:10-6:00pm | Olson 117 | ||
| 117 - Shakespeare | Dolan, Frances | TR 9:00am-10:20am | Olson 146 | 77 | |
| Topic: qualifies for upper division writing requirement This course will closely examine a selection of plays by Shakespeare. We will move across time and genre, reading two comedies (AS YOU LIKE IT and TWELFTH NIGHT), two tragedies (HAMLET and KING LEAR), and a late play or romance (THE WINTER'S TALE). These are all challenging plays; they are also some of my particular favorites. Lecture and discussion will focus on locating the plays in their historical contexts, reading and re-reading the texts carefully, imagining performance possibilities, and speculating about how meanings have changed over time. Students will hone their reading, writing, and research skills. Even in lectures there will be some opportunities for discussion I recommend editions with substantial notes. I have chosen editions I recommend, but I am also open to your using other editions, including those available online--at the Folger Shakespeare Library, Internet Shakespeare Editions, or MIT. Only those at Internet Shakespeare Editions include glosses. In my experience, students do best when they read the books in physical copies that include notes. Grading: 20% 1st paper 25% 2nd paper 10% Attendance/participation 10% Lecture debriefs and discussion section preparation (on Canvas) 10% Discussion section attendance and participation 25% take-home final exam Readings: Readings: The Winter's Tale (New Pelican edition), Shakespeare, William/ed. Dolan // As You Like It (New Pelican) // Hamlet (Folger) // King Lear (Folger) // Twelfth Night (Folger) | |||||
Camille Nava | -001 | 30942 | R 6:10-7:00pm | 151 Olson | |
Camille Nava | -002 | 30943 | R 7:10-8:00pm | 151 Olson | |
Jade Meshew | -003 | 30944 | F 9:00-9:50am | 159 Olson | |
Jade Meshew | -004 | 30945 | F 10:00-10:50am | 159 Olson | |
| 123 - 18th-Century British Literature | Nicolazzo, Sal | TR 12:10-1:30pm | 1130 Bainer | 49 | |
| The Queer and Trans Eighteenth Century What does queer and trans literature look like centuries before Stonewall? How might we understand queer and trans histories long before the emergence of "queer"or "trans" as the identity categories we use them as today? How might historical vocabularies of gender and sexuality help expand contemporary possibilities for queer and trans life, politics, literature, or culture? This class explores these questions and more by delving into the surprisingly vast archive of queer and trans writing from the eighteenth-century Anglophone world. From genderless Quaker preachers to international trans celebrities, from novels that imagine women in separatist community to poetry that imagines the gendered and sexual consciousnesses of plants, the literary history of the queer and trans eighteenth century reveals a very long history of expansive possibilities for understanding or imagining gender and sexuality. Topics will include: the marriage plot and its discontents; the relationships between trans visibility and the surveillance of gender; the centrality of both slavery and colonialism in shaping gender and sexuality in the period; and the presence of eighteenth-century histories in contemporary historical fiction such as Confessions of the Fox or Our Flag Means Death. Two books are on order at the bookstore and on reserve at the library; all other readings will be posted as PDFs on Canvas. | |||||
Rachel Wang | -001 | 49722 | R 6:10-7:00pm | Robbins 146 | |
Rachel Wang | -002 | 49723 | R 7:10-8:00pm | Robbins 146 | |
| 125 - Topics in Irish Literature | 49724 | Dobbins, Gregory | TR 12:10pm-1:30pm | Olson 147 | 49 |
| Course Topic: 21st Century Irish Fiction by Women For roughly the last 150 years, the contribution Ireland has made to global literature has vastly exceeded its geopolitical significance. Despite its small population, Ireland has periodically produced some of the most acclaimed writers within the English language. In the contemporary moment, Ireland is in the midst of a wave of literary achievement comparable to the Irish Revival that took place at the beginning of the twentieth century. This course will present an introductory survey of some of this literature with a focus on some of the major novels that have been published over the last fifteen years. Women are now at the center of Irish writing (particularly within the medium of prose fiction)-- and women writers will be at the center of this class. The syllabus is yet to be finalized, but will be drawn from the works listed below. Note: this course will NOT participate in the campus textbook program; it is strongly recommended that you obtain physical copies of the novel (particularly of Burns' 'Milkman'!) Grading: Two critical essays, two short-writing assignments related to the essays, frequent participation (primarily in the form of ungraded responses to each work submitted to Canvas), and a take-home final. Readings: Readings: Anne Enright, The Gathering // Anna Burns, Milkman // Claire Keegan , So Late in the Day // Sara Baume, spill simmer falter wither // Sally Rooney, Normal People // Doireann Ni Ghriofa, A Ghost in the Throat // Kevin Barry, City of Bohane // Paul Lynch, Prophet Song | |||||
| 130 - British Romantic Literature | 49725 | Nicolazzo, Sal | TR 4:40-6:00pm | 290 H Gym | 49 |
| Race, Empire, and Romanticism The Romantic period (roughly the 1770s-1830s) arguably produced the very idea of ?English literature? as an object of study. Intertwined with the history of our discipline of English is the history of the British Empire. This course centers race, empire, and the idea of the nation in the literary history of Romanticism. This is, after all, a time period that both produced some of the most widely-celebrated and canonical works of British literature in a time of both massive British imperial expansion as well as revolutionary uprisings against racism, colonialism, and slavery. We will explore how authors used poetry, novels, and other literary forms to both promote and challenge British colonial authority. As Anglophone literature becomes truly global in this period, we will track how writers from the colonized world both challenged the imperial spread of English?or made use of the English language toward anticolonial ends. By delving deeply into the complex literary, political, and cultural history of this period, you will both sharpen your skills of literary close reading and practice historical research that can illuminate how these literary texts engaged with, shaped, and responded to their political moment. One book is on order at the bookstore and on reserve at the library; all other readings will be posted as PDFs on Canvas. | |||||
149-1 - Topics in Literature Career Decision-Making and English | 30953 | Martín, Desirée | MW 12:10-1:30pm | Wellman 201 | 40 |
| This class will help provide answers to the perennial question: "What can you do with an English major?" In particular, the focus will be on career exploration and decision-making. Using the design thinking process, characterized by curiosity, trial & error, and collaboration, students will have an opportunity to explore a variety of traditional and innovative career paths and think critically about this process. While developing their own career narrative, students will research the career paths and decision-making of others. Students will prototype and refine career tools including networking, writing for the job search, and interview skills. Additionally, students will take self-assessments, read a variety of materials about the workplace today, and write critical reflections. Using such techniques, this class aims to help students in English understand and articulate the application of their major to the world of work. | |||||
149-2 - Topics in Literature Topic: Reading Like a Writer | 50331 | Ok, Cindy | TR 9:00-10:20am | Walker 1320 | 30 |
| 154 - The Graphic Novel | 49726 | Stratton, Matthew | MWF 10:00-10:50am | Hutch 115 | 77 |
| 159 - Topics in the Novel | 49727 | Dolan, Frances | TR 1:40 - 3:00pm | Wellman 109 | 30 |
| Topic: Children's Novel Pairings This course will pair classic children?s novels with recent novels that find inspiration in them yet also contest, expand, and reimagine them. We will pair Baum, WIZARD OF OZ with Celia Perez, FIRST RULE OF PUNK; Frances Hodgson Burnett, SECRET GARDEN with Jasbinder Bilan, TAMARIND AND THE STAR OF ISHTA; Laura Ingalls Wilder, LITTLE HOUSE ON THE PRAIRIE with Linda Sue Park, PRAIRIE LOTUS; Beverly Cleary, RAMONA THE PEST with Renee Watson, WAYS TO MAKE SUNSHINE; and L. M. Montgomery, ANNE OF GREEN GABLES with Mariko Tamaki, ANNE OF GREENVILLE. Obviously, there will be a lot of reading, but it should be easy and enjoyable. We will be thinking about why authors return to these earlier works. What draws them? What do the new novels add, subtract, change, or expand? This is a 30 person class with a focus on discussion. Grading: Low stakes weekly writings on Canvas 15% Attendance and participation 10% Two papers 20% each Midterm and final reflection narratives 15% and 20% Readings: Readings: Wizard of Oz, L. Frank Baum // First Rule of Punk, Celia Perez // Secret Garden, Frances Hodgson Burnett // Tamarind and the Star of Ishta, Jasbinder Bilan // Little House on the Prairie, Laura Ingalls Wilder // Prairie Lotus, Linda Sue Park // Ramona the Pest, Beverly Cleary // Ways to Make Sunshine, Renee Watson // Anne of Green Gables, LM Montgomery // Anne of Greenville , Mariko Tamaki | |||||
| 166 - Love & Desire in Contemporary American Poetry | 30960 | Ronda, Margaret | TR 10:30-11:50am | Hutch 115 | 77 |
| Topic: qualifies for upper division writing requirement | |||||
| 167 - 20th-Century African American Poetry | 49728 | Gray, Erin | TR 12:10-1:30pm | Olson 207 | 49 |
| 173 - Science Fiction | 49729 | Milburn, Colin | TR 12:10-1:30pm | EDWFAC 1010 | 90 |
181A - African American Literature to 1900 "Anti-Racism and the 19th Century African-American Novel" | 50089 | Solomon, Jeff | MWF 11:00-11:50am | Olson 207 | 49 |
| In this course, we'll examine the significant contributions of 19th century African American novelists who adapted conventions of the sentimental romance novel to address previously unspoken social realities – a crucial artistic and cultural intervention that helped to shape the emerging realist novel tradition while also introducing a powerful anti-racist viewpoint that would flourish in the the 20th century. The texts we read and discuss in class continue to resonate in any number of our contemporary discussions on artistic agency, legal and political representation, the carceral state, the impact of journalism and political activism on individual lives, and the overall character of contemporary U.S. civil society. | |||||
| 182 - Literature of California | 30964 | Martín, Desirée | MWF 9:00-9:50am | Wellman 230 | 77 |
| 185B - Literature by Women from 1800-1900 | Badley, Chip | TR 3:10-4:40pm | Young 184 | 49 | |
| “America is now wholly given over,” Nathaniel Hawthorne complained in a letter to his publisher in 1855, “to a damned mob of scribbling women, and I should have no chance of success while the public taste is occupied with their trash.” Hawthorne’s infamous remark encapsulates both the popularity and the anxieties regarding female authorship during the nineteenth century. This class will focus on the “scribbling women” that Hawthorne disdained but also imitated, including some of most active novelists of the era—Catharine Maria Sedgwick, Harriet Beecher Stowe, Louisa May Alcott, and Frances E. W. Harper—as well as poets (Jane Johnston Schoolcraft, Emily Dickinson), memoirists (Loreta Janeta Velázquez), and lesser-known (Margaret Sweat) and rediscovered (Harriet Wilson) writers. These authors debated the role of women at a time when none could vote, few could own land or property, and many were expected to play the role of the proverbial “angel in the house.” We will examine these and other paradoxes of the era by studying how women writers posed questions relating to gender and sexuality; marriage and the marriage plot; family life and domestic sentimentalism; professional authorship; abolition and other forms of activism; the racialization of womanhood and heterosexuality; and queer relations (including romantic friendship and the “Boston Marriage”). | |||||
Shaoni White | -001 | R 6:10-7:00pm | Wellman 101 | ||
Shaoni White | -002 | R 7:10-8:00pm | Wellman 105 | ||
| 189-1 - Seminar in Literary Studies | 49730 | Werth, Tiffany Jo | MW 2:10-3:30pm | Socsci 80 | 15 |
| ENL189: Narrating Energy Futures of the Past in Renaissance Literature Course Description: Humanities researchers are only recently beginning to appreciate the colossal importance of energy regimes in the long history of modernity. Petrocultures, fossil capital, carbon democracy, and solarities are just a few of the buzzwords coined of late to describe the complex assemblages forged by the exploitation of energy resources. Nonetheless, research in the energy humanities remains focused somewhat myopically on the past seventy-five years, and often appeals to reductive notions of an Industrial Revolution in the late eighteenth century as the terminus a quo for any investigation into the topic. But the fact remains that humans have excelled at extracting energy from the earth long before the formation of Standard Oil or Watts? invention of the steam engine. Harnessing the power of ocean currents and winds, to take one example, allowed for the initial voyages that brought Europeans such as Sir Francis Drake to the shores of California, or what he called Nova Albion. The England of Shakespeare and Milton likewise grappled with energy scarcity, as a dearth of timber resulted in the spread of extractive colonialism and the embrace of coal as, ironically, an alternative fuel. This seminar asks participants to examine and theorize representations (or misrepresentations) of energy use and energy crisis, and to assess the role of literary texts in narrating what we are calling "energy transitions." How were past energy transitions facilitated or resisted and by whom? How are the planet?s energy resources configured as plentiful and inexhaustible in some texts while others emphasize economies of scarcity and the need for renewability? Finally, do different genres imagine or portray energy differently? This seminar will promote conversations to better gauge the long-term impacts of different energy regimes, revealing the ways in which they drive new forms of cultural expression and political organization, while all too often exacerbating inequalities across lines of race and gender. Readings will include canonical authors from the European Renaissance including Bocaccio, Margaret Cavendish, Thomas More, Milton, and Shakespeare paired with contemporary scholars and theorists in the fields of ecocriticism, the Energy Humanities, and history of science. This seminar takes inspiration and borrows language from an international research collaborative, co-led by myself and Todd Borlik (University of Huddersfield, UK), funded by the UCLA Clark Library and the Arts and Humanities Research Council of the UK on ?Energy Transitions in Long Modernity? (ETLM) and may involve opportunities to engage in online seminars, talks, and discussions. Grading: In class engagement: 5% Class attendance (max of four excused absences): 5% Weekly Reading Quizzes via Canvas (Mondays): 10% Critical Companion Review (1 page) and Question for Class Discussion: 5% Paper Project A: Annotated Bibliography: Annotated Bibliography: 10 sources, annotated entries of 100-150 words (MLA9 format) 10% Paper Proposal for workshop: One paragraph description of argument and topic and one paragraph description of archive and methodology. 5% Research paper on energy source of choice (10-12 pp.) 20% Paper Reflection: 2 pp. reflection on how the paper engages the aims of the course 5% Paper Project B: Final collaborative assignment: Each student contributes 3 pp. written work for their role in creation of a group poster to be presented in final class 20% Final Exam: 15% Readings: Readings: Ben Jonson , The Alchemist // Boccaccio , from Genealogy decorum Gentilium // Francis Bacon , Prometheus of the State of Man // Genesis 1-6 Geneva Version // Thomas More , Utopia // Tommaso Campanella , City of the Sun // Hester Pulter , Heliotropians // John Milton , Paradise Lost Book 1 // William Shakespeare, The Tempest // Richard Hakluyt, Voyages // Francis Godwin , The Man in the Moon | |||||
| 189-2 - Seminar in Literary Studies | 49731 | Dobbins, Gregory | TR 3:10pm-4:30pm | Voorhies 308 | 15 |
| Two years ago, James Joyce's legendary novel 'Ulysses' turned 100 years old. The importance and influence of the book is difficult to understate-- but it is almost as famous for its notorious difficulty. Around the year 2000, 'Ulysses' finished first place in numerous polls that ranked "the most significant literary works of the Twentieth Century". Despite these accolades, many people-- including even some of those same people who voted in these polls-- confessed or continue to confess their inability to read the novel due to its length and complexity. This course is, first of all, a beginner's introduction to perhaps the most famous "unread" book in the literary canon.The majority of the quarter will be devoted to a slow and in-depth reading of Ulysses. Along the way, we will read additional brief works that have some connection to the novel and will be helpful towards our progress. (Some familiarity with Homer's 'Odyssey' or other works by James Joyce-- namely 'Dubliners' and 'A Portrait of the Artist as a Young Man'-- will be helpful, but not necessarily mandatory) The goal at all times, however, will be to understand as much of Ulysses as we can and simply try and complete our reading of the novel by the end of the quarter. NOTE: this course will NOT participate in the university's textbook program, and we will be reading PHYSICAL copies of the book ONLY (no electronic texts!). You will need to obtain physical copies of 'Ulysses' and of the annotations for the novel. The specific editions-- especially for 'Ulysses'-- are MOST important as well, since there are a number of different versions of the novel available. Specifically, we will be reading "the 1961 edition". You will need to obtain a physical copy of that edition. You will also need to obtain a physical copy of Gifford's 'Annotations'. Grading: One term paper (10-12 pages), various short writing assignments concerned with learning how to grapple with Joyce's prose techniques, weekly discussion submissions to help guide our course discussion, and frequent and productive class participation. Readings: Readings: Ulysses (1961 edition), James Joyce // 'Ulysses' Annotated, Don Gifford and Robert Seidman // Dubliners (recommended), James Joyce // A Portrait of the Artist as a Young Man (recommended), James Joyce | |||||
| 194H - Seminar for Honors Students | Stratton, Matthew | MW 12:10-1:30pm | Hunt 110 | 16 | |
| 200 - Introduction to Graduate Studies in English | 31125 | Ziser, Michael | M 12:10-3:00pm | Voorhies 120 | 15 |
| 237 - Seminar for Writers | 31126 | Montoya, Maceo | T 3:10-6:00pm | Voorhies 120 | 15 |
| 252 - Victorian Literature | Miller, Elizabeth | W 12:10-3:00pm | Voorhies 120 | 15 | |
| "The sea is calm tonight." So begins Matthew Arnold's "Dover Beach," one of the best-known poems of the Victorian period. Britain is an island and a notoriously wet country, and its Victorian empire touched every ocean in the world; this class will look closely at the coastlines, docksides, and bodies of water that serve so often in its literature as settings, imagery, symbols, and objects of inquiry in their own right. We will read literature set in freshwater and saltwater geographies and in the places they meet, like the famous estuary of George Eliot's _The Mill on the Floss_, and we will study scholarship from such watery subfields as hydrocriticism, blue humanities, critical ocean studies, coastal studies, and Atlantic, Pacific, and Indian Ocean studies. We will situate our readings in a robust cultural context including key Victorian artists of the sea such as J.M.W. Turner. Through such materials, our class will approach a series of critical questions: How is water implicated in colonial, political, capitalist, and national structures, and how is it, at times, resistant to them? How are bodies of water understood to connect different places and how are they understood to separate them? How did new understandings of hydrology shape Victorians' environmental imagination? What role did the era's major advances in drainage, river engineering, and steam carriage play in emerging ideas of industrial modernity? In addition to reading a wide range of Victorian literature that touches on these questions, we will also read some texts from earlier in the nineteenth century and some published later that look back on the Victorian hydroimaginary. Grading: final seminar paper, class presentation, response papers Readings: Readings: Joseph Conrad, Lord Jim // Charles Dickens, Great Expectations // George Eliot, The Mill on the Floss // Mary Seacole, The Wonderful Adventures of Mrs Seacole in Many Lands // Robert Louis Stevenson, The Wrecker // Assorted poems and essays and other literature TBD | |||||
| 290F - Creative Writing: Fiction | Clemmons, Zinzi | W 3:10-6:00pm | Voorhies 120 | 12 | |
| 290P - Creative Writing: Poetry | Ok, Cindy | T 12:10-3:00pm | Voorhies 120 | 12 | |
| 391 - Teaching Creative Writing | 31280 | Clemmons, Zinzi | W 6:10-8:00pm | Voorhies 120 | 12 |
| 393 - Teaching Literature & Composition | 31281 | Vernon, Matthew | F 12:10-2:00pm | Voorhies 120 | 15 |
