| ENL 010A Lit in English I: to 1700 | A01 | Werth | MWF 1100-1150; W 1810-1900 | 20 | 20 | 0 | 4 |
Premodern England: Strangers, Familiars, and (Other)worldly Journeys The aim of this course is to introduce you to the strange, worldly- and other-worldly deep history of English literature to prepare you for advanced study. We will focus on literature written in English prior to 1700. Covering a wide range of texts—religious polemic, poetry, drama, travel narratives, and prose fiction—we will explore the “strangeness” of premodern England: a world that is simultaneously familiar and unsettling in its difference from our own twenty-first century Pacific West Coast perspective. Religious reform, explosive mercantile growth, other-world contact, catastrophic disease, the persistent threat of the Islamic Ottoman empire, as well as new technologies such as the printing press and the telescope, transformed how people understood the world around them, how they lived, loved, died, and how they wrote. We will be engaging in the skills of what neuroscientists call “deep reading,” a process that is slow, analytical, and meant to encourage the evocative process of “passing over.” This entails the act of taking on perspectives and feelings of others who are deeply different from ourselves—in time, space, and geography. In doing so, the course will foster encounters and perspectives that will allow us access to feelings, imagining, and thoughts of a world long passed but one that still reaches forward into our present culture. The course encourages that we converse with the dead to better know ourselves. This course satisfies the following GEs: General Education: Arts & Humanities (AH); Writing Experience (WE). | |||||||
| ENL 010B Lit in English II | A01 | Ziser | TR 0900-1020; R 1810-1900 | 20 | 6 | 0 | 4 |
How did literature get from Shakespeare to Virginia Woolf? Take this survey lecture course to explore the major evolutionary developments--some gradual, others quite sudden--in Anglophone literature as it spread across the globe between the late 1600s and the end of the 1800s. Our aim in this second segment of the required three-part Literatures in English sequence will be to lay down a solid foundation of historical, terminological, methodological, and pragmatic knowledge in preparation for more advanced study in the major. The specific focus of this class will be on writing produced between 1700 and 1900 in England, the United States, and a few other parts of the English-speaking world, with emphasis on the major transitions in English cultural and literary history. This is a reading- and writing-intensive course designed to encourage your curiosity about the literature of the past, improve your skills in close reading within historical contexts, and guide you towards fruitful analytic strategies for research in upper-division courses. The format will be 2 80-minute lecture/discussion sessions per week, plus a more focused 50-minute weekly discussion led by graduate student teaching assistants, all in person. GE Credit: Writing Experience Texts Norton Anthology of English Literature, Volume C: Restoration and 18th Century Norton Anthology of English Literature, Volume D: Romantic Period Norton Anthology of English Literature, Volume E: Victorian Age Norton Anthology of American Literature, Volume B: 1820-1865 | |||||||
| ENL 040 Intro Topics in Lit ** TOPIC: TRAVELING THE TROPICS ** | 001 | Banful | MWF 1000-1050 | 30 | 8 | 0 | 4 |
| ENL 041 Intro Topics Lit & Media **TOPIC: BORDERS AND MIGRATION** | 001 | Zecena | TR 1210-1330 | 30 | 28 | 0 | 4 |
| ENL 045 Intro Topics in Poetry **TOPIC: NOR HERESY NOR HISTORY ** | 001 | Chaganti | TR 1030-1150 | 30 | 16 | 0 | 4 |
| ENL 054 Health & Medicine | 001 | Badley | MWF 1510-1600 | 77 | 77 | 3 | 3 |
| ENL 100F Creat Writ: Fiction | 001 | Dunkle | MW 1030-1150 | 17 | 16 | 0 | 4 |
| ENL 100F Creat Writ: Fiction | 002 | Clemmons | MW 1210-1330 | 17 | 17 | 2 | 4 |
| ENL 100NF Creat Writ: Non-Fic | 001 | Gouirand | TR 1210-1330 | 17 | 17 | 2 | 4 |
| ENL 100P Creat Writ: Poetry | 001 | Ok | TR 1030-1150 | 17 | 17 | 2 | 4 |
| ENL 106 English Grammar | 001 | Chaganti | TR 1510-1630 | 49 | 21 | 0 | 4 |
| ENL 110B Introduction to Modern Literary Theory | A01 | Lee | MWF 1000-1050; W 1810-1900 | 20 | 20 | 1 | 4 |
| How do we think critically about literature? What does it mean to "read" something? How are texts ideological and what do texts tell us about ideology? This course introduces students to special topics pertinent to modern and contemporary literature, such as ideology, gender, memory and realism. Students will read pivotal texts in the history of literary criticism and learn how to apply them to literary texts. Readings cover psychoanalysis, feminist studies, Marxism and postcolonial thought | |||||||
| ENL 113B The Canterbury Tales | A01 | Waters | MWF 1000-1050; W 1610-1700 | 25 | 25 | 1 | 4 |
| ENL 113B The Canterbury Tales | A02 | Waters | MWF 1000-1050; W 1710-1800 | 24 | 22 | 0 | 4 |
Chaucer's Canterbury Tales Chaucer’s last major work is also his most famous, for its lively variety of voices and characters, its humor, its range of genres and literary styles. We will read a substantial selection of the Tales in their original Middle English, thinking about how the Canterbury Tales reflect on the literary traditions Chaucer inherited and the social world of late fourteenth-century England. We will also read modern critical takes on Chaucer and his works as well as a handful of responses to and reworkings of them by contemporary writers. Working with an unfamiliar (but manageable!) version of English is great linguistic strength training for creative and critical writers alike, and reading Chaucer makes it fun. Required text: Geoffrey Chaucer, The Canterbury Tales: Seventeen Tales and the General Prologue, ed. V.A. Kolve and Glending Olson (New York: Norton, 2018). | |||||||
| ENL 117 Early Shakespeare and the Theater | A01 | Bloom | TR 0900-1020; R 1810-1900 | 20 | 16 | 0 | 4 |
In this course we study plays from the early part of Shakespeare’s career and thus focus on histories and comedies. We will be especially interested in how these plays were composed to be performed in the Elizabethan theater, considering the plays in relation to four key areas of dramatic production: text, stage, actor, and audience. By attending to the theatrical conditions in which the plays were staged, we will be better positioned to explore the ways these dramas grapple with a range of historical and contemporary concerns, including: political power, social status, religious authority, gender difference, and individual agency. This course fulfills the General Education World Cultures and Writing Experience requirements. It also fulfills the Upper Division Writing Requirement. Plays we will read: The Taming of the Shrew As You Like It Richard II Henry IV, Part I Richard III | |||||||
| ENL 123 18th Cen Brit Lit | A01 | Nicolazzo | TR 1640-1800; R 1810-1900 | 25 | 25 | 5 | 4 |
| ENL 123 18th Cen Brit Lit | A02 | Nicolazzo | TR 1640-1800; R 1910-2000 | 24 | 24 | 2 | 4 |
The Queer and Trans Eighteenth Century What does queer and trans literature look like centuries before Stonewall? 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 (and beyond). The literary history of the queer and trans eighteenth century reveals a very long history of expansive possibilities for understanding, narrating, and 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 uses of the past in contemporary queer/trans media, fandom, and politics. | |||||||
| ENL 125 Irish Literature | A01 | Dobbins | TR 1340-1500; R 1810-1900 | 25 | 9 | 0 | 4 |
| This course will focus on the coincidence of Revival and Revolution at a crucial moment in Irish history. On the one hand, in the latter half of the nineteenth century a concerted effort to revive a distinct sense of Irish nationality took place; although Ireland was then a colonized part of the British empire, writers, intellectuals, and artists committed themselves to a national project of reviving various aspects of pre-colonial culture in order to foster and encourage a collective sense of Irish difference. On the other hand, this cultural revival had distinct political ramifications, as it provided an imaginative foundation for the Irish revolution against colonial rule that ultimately resulted in Irish independence from the British empire. This course will focus on the coincidence of revival and revolution in Irish writing from 1850 to 1950, and will place an emphasis on the role pre-colonial Irish mythology, mythic archetypes, and even the supernatural played in modern Irish cultural politics. We will begin by examining the foundational mythology of pre-colonial (and pre-Christian) sources which became popular in the late nineteenth century via their translation into English; we will then consider how this material inflected the work of canonical writers (W.B. Yeats and James Joyce), writers committed to bridging the divide between the Irish and English languages (J.M. Synge and James Stephens), and neglected, militantly radical women writers (Ella Young and Dorothy Macardle). This version of the course satisfies EITHER Category #6 OR Category #7 of the major requirements (though not both at the same time). | |||||||
Irish Literature: Revival and Revolution 1850-1950 This course will focus on the coincidence of Revival and Revolution at a crucial moment in Irish history. On the one hand, in the latter half of the nineteenth century a concerted effort to revive a distinct sense of Irish nationality took place; although Ireland was then a colonized part of the British empire, writers, intellectuals, and artists committed themselves to a national project of reviving various aspects of pre-colonial culture in order to foster and encourage a collective sense of Irish difference. On the other hand, this cultural revival had distinct political ramifications, as it provided an imaginative foundation for the Irish revolution against colonial rule that ultimately resulted in Irish independence from the British empire. This course will focus on the coincidence of revival and revolution in Irish writing from 1850 to 1950, and will place an emphasis on the role pre-colonial Irish mythology, mythic archetypes, and even the supernatural played in modern Irish cultural politics. We will begin by examining the foundational mythology of pre-colonial (and pre-Christian) sources which became popular in the late nineteenth century via their translation into English; we will then consider how this material inflected the work of canonical writers (W.B. Yeats and James Joyce), writers committed to bridging the divide between the Irish and English languages (J.M. Synge and James Stephens), and neglected, militantly radical women writers (Ella Young and Dorothy Macardle). This version of the course satisfies EITHER Category #6 OR Category #7 of the major requirements (though not both at the same time). | |||||||
| ENL 125 Irish Literature | A02 | Dobbins | TR 1340-1500; R 1910-2000 | 24 | 3 | 0 | 4 |
| ENL 126 Food & Literature | 001 | Nicolazzo | TR 1340-1500 | 30 | 30 | 7 | 4 |
Food, Culture, and Consumption in the Early British Empire From our morning coffee or tea to our chocolate desserts, the food we consume every day is imported from all over the world, and bears centuries of global history. This course examines the cultural meaning of food—from its production to its consumption—in the context of the early history of the British Empire. At the same time, we’ll consider how literary texts engage with the aesthetic properties of taste: how did writers develop new aesthetic strategies to describe sensory experiences—from the taste of a fresh pineapple to the buzz of caffeine—that circulated globally in unprecedented ways? How did recipe writing shape the writing of poetry and fiction? How can the history of food shed light on the histories of race and gender? How might we read the textual records of food for traces of the lives and experiences of people who grew and made the food, people who were displaced by colonial agriculture, or people who fought back against the violence at the root of this global food system? | |||||||
| ENL 146 American Lit 1900-1945 | 001 | Stratton | MWF 0900-0950 | 30 | 26 | 0 | 4 |
| ENL 147 Amer Lit 1945-Present | 001 | Solomon | MWF 1610-1700 | 77 | 26 | 0 | 4 |
| ENL 154 Graphic Novel | 001 | Stratton | MWF 1210-1300 | 30 | 30 | 6 | 4 |
| ENL 160 Film As Narrative | 001 | Lee | MWF 1210-1300; W 1710-2000 | 30 | 30 | 0 | 4 |
| Most of us are introduced to history through visual culture, namely films, television, and photography. The past reaches us as archival documents in a variety of media forms, but we also construct a vision of the past through representation. This undergraduate lecture focuses on the production of film and images of historical, legendary, and imagined pasts. We ask together how historical images are constructed and deconstructed; what are the constitutive elements of 'historical film' (such as spectacle, costume, acting, setting, and event); what distinguishes historical films from documentary; how is history differently represented for different audiences? | |||||||
| ENL 171A Bible As Literature | 001 | Waters | MWF 1310-1400 | 30 | 30 | 1 | 4 |
The Bible as Literature In this course, we will read selections from the Old Testament (that is, the Hebrew Bible, in translation) as centrally important cultural documents of western culture and works of literary artistry in various genres. While the Bible is a foundational religious document in many traditions, we will not be looking at it as theology or revelation; respect for others’ religious or non-religious orientation is important, but we will be focusing on the Bible’s literary aspects—genre, character, plot, setting, theme, poetic or prose form, repetition, allegory, metaphor, symbolism—and its cultural significance for believers and non-believers alike. Required text: The Oxford Study Bible: Revised English Bible with the Apocrypha, ed. Suggs, Sakenfeld, and Mueller (1992). | |||||||
| ENL 172 Video Games & Culture | A01 | Lemieux | F 0900-0950; MW 1610-1730 | 25 | 2 | 0 | 4 |
| ENL 172 Video Games & Culture | A02 | Lemieux | F 1000-1050; MW 1610-1730 | 25 | 0 | 0 | 4 |
| ENL 172 Video Games & Culture | A03 | Lemieux | F 1100-1150; MW 1610-1730 | 25 | 3 | 0 | 4 |
| ENL 172 Video Games & Culture | A04 | Lemieux | F 1210-1300; MW 1610-1730 | 25 | 1 | 0 | 4 |
| ENL 172 Video Games & Culture | A05 | Lemieux | M 0900-0950; MW 1610-1730 | 25 | 0 | 0 | 4 |
| ENL 172 Video Games & Culture | A06 | Lemieux | M 1000-1050; MW 1610-1730 | 25 | 1 | 0 | 4 |
| ENL 172 Video Games & Culture | A07 | Lemieux | M 1100-1150; MW 1610-1730 | 25 | 3 | 0 | 4 |
| ENL 172 Video Games & Culture | A08 | Lemieux | M 1210-1300; MW 1610-1730 | 25 | 0 | 0 | 4 |
| ENL 183 Young Adult Literature | 001 | Zecena | TR 0900-1020 | 77 | 69 | 0 | 4 |
| ENL 185B Lit by Women 1800-1900 | 001 | Tinonga | MWF 1410-1500 | 77 | 41 | 0 | 4 |
| ENL 189 Seminar Literary Studies | 001 | Martin | TR 1340-1500 | 15 | 11 | 0 | 4 |
"Ethnic/BIPOC Memoir, Life Writing and Confessional Poetry" In this seminar, we will examine several contemporary works (mostly published within the last 10 years) of memoir, life writing, “post-confessional” poetry, personal essay and creative non-fiction. Among other questions, we will examine the ways that these writers, authors, poets expand and transgress the boundaries of life writing and memoir. At the same time, we will interrogate whether the typical terms often applied to this style of writing and poetry are useful or relevant, as well as how the genres of writing shape the representation of the self. We will also question how so-called “ethnic”, BIPOC, and/or queer narrative and poetry has historically been conflated with both “self” and “community,” even as they have also rejected these associations at times. Finally, we will examine the way that these texts focus on hybrid genres and forms of writing and representing and/or performing the self. Unlike a traditional lecture course—the content and direction of which are usually framed and led by the instructor—a seminar requires individual participants to take significant responsibility for the emphases and outcomes of class meetings. No previous experience with the subject matter of this seminar is required for enrollment, but students should have a strong curiosity about the material and be ready to contribute their own perspectives on the weekly readings at every class meeting. | |||||||
| ENL 189 Seminar Literary Studies | 002 | Dobbins | TR 1610-1730 | 15 | 12 | 0 | 4 |
| Three 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 Corrected Text" published in 1984 (aka "the Gabler edition"). You will need to obtain a physical copy of that edition. You will also need to obtain a physical copy of one of the books that provide lengthy annotations to the novel. 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 (1984 edition known as "the Corrected Text" or "the Gabler edition"), James Joyce // 'Ulysses' Annotated, Don Gifford and Robert Seidman OR 'Annotations to 'Ulysses', Sam Slote, Marc Mamigonian et al// Dubliners (recommended), James Joyce // A Portrait of the Artist as a Young Man (recommended), James Joyce | |||||||
| ENL 198 Directed Group Study | 002 | Boluk | TR 1210-1330 | 25 | 0 | 0 | 1 |
| ENL 200 Intro to Grad Studies | 001 | Ziser | T 1210-1500 | 15 | 7 | 0 | 4 |
| This course is an introduction to the profession of literary studies, to components of literary and cultural research that have been prominent in the field of literary criticism, and to the UC Davis PhD program. On the research side, we will discuss shared readings that showcase approaches to literary research, including histories of circulation and reception, formal analysis, archival research, and interpretive methods. You will also work through these approaches to research by completing a series of short research papers oriented by a literary or cultural text of your choice, as well as a conference-length presentation due at the end of the quarter. We’ll also cover a wide array of topics related to the profession, including scholarly organizations and journals; anxiety and “imposter syndrome”; conference presentations; short-form academic (and para-academic) genres; navigating UC Davis as a graduate student; and career planning. | |||||||
| ENL 237 Seminar for Writers | 001 | Houston | W 1510-1800 | 15 | 15 | 5 | 4 |
“The More Than Human World in Contemporary Literature” There will be weekly writing assignments (mostly creative) and one seminar paper (some combination of creative and scholarly) that each student and the teacher will agree upon. Grades will be based on the quality of the class discussion, the completion of the weekly creative assignments, and the quality of the 20 (ish) page seminar paper, which can be a combination of creative and scholarly writing if the student wishes. Texts: | |||||||
| ENL 246 17th-Century Lit | 001 | Werth | W 1210-1500 | 15 | 10 | 0 | 4 |
| ENL 290NF CW: Non-Fiction | 001 | Clemmons | M 1510-1800 | 15 | 15 | 1 | 4 |
| ENL 290P CW: Poetry | 001 | Ok | T 1510-1800 | 12 | 12 | 0 | 4 |
| ENL 391 Teach Creative Writing | 001 | Gouirand | W 1210-1400 | 15 | 5 | 0 | 2 |
| ENL 393 Teaching Lit and Comp | 001 | Vernon | F 1210-1400 | 15 | 15 | 0 | 2 |
