Fall 2002 Undergraduate Courses
Return to the archived courses or to the current course search page.
Note that the courses listed here represent many but not all the courses taught during this particular quarter. Those courses taught by graduate students and part-time instructors are not listed.
Eng 151: Writing and Rhetoric I
Professor: Mara Holt
Description:
In this course, you will be introduced to college writing through a number of strategies and practices.
Readings:
Course pack of readings in library reserves; assigned websites and articles.
Eng 151: Writing and Rhetoric I
Instructor: Albert Rouzie
Description:
In this course, you will be introduced to college writing through a number of strategies and practices.
Readings:
Course pack of readings in library reserves; assigned websites and articles.
Eng: 152 Writing and Reading
Instructor: Betty Pytlik
Description:
To be announced.
Eng 153: Freshman Composition: Special Topics: Shakespeare
Instructor: Sam Crowl
Description:
We will read, discuss, and write about five representative Shakespeare plays with an eye on such protean topics as love, death, revolt, subversion, transformation, self-awareness, and the pull of divided loyalties between self and society. We will watch and write about at least three recent film versions of these plays to see what performance can teach us about reading, writing, and the art of interpretation.
Readings:
Henry IV, Part One; As You Like It, Hamlet, Othello, and The Tempest.
Exams/Papers:
Five 3-5 page papers.
Eng 153: American Film Genres
Instructor: Robert Miklitsch
Description:
This section of ENG 153 will be devoted to the study of various American film genres, including noir horror, and (romantic) comedy. In the course of the course, students will therefore be expected to learn not only about writing (grammar, style, argument, etc.) but about the analysis of film style and "grammar" (cinematography, mise-en-scene, sound, costuming, etc.)
Readings:
There will be a reader in film genres as well as, perhaps, a short text on how to write about film.
Exams/Papers:
There will be four papers. Three shorter papers (2-4) on specific films will be due during the course of the quarter. A longer, "omnibus" final on the various genres studied (7-10 pp.) will be due at the end of the quarter. Students will also be asked to photocopy one of their papers for "anonymous" class discussion. Finally (and most importantly), attendance and participation are mandatory.
Eng 201: Critical Approaches to Fiction
Instructor: Paul Jones
Description:
In this course, students will develop the critical skills necessary to read and write about the genre of fiction--in the forms of the short story and the novel. We will develop a critical vocabulary for discussing the elements of fictional works, practice analyzing works of fiction, and discuss a number of critical approaches used to understand fiction.
Readings:
Kennedy and Gioia, An Introduction to Fiction; Austen, Pride and Prejudice; Faulkner, As I Lay Dying.
Exams/Papers:
Two exams (a midterm and final), weekly reading quizzes, and a short analytical paper.
Eng 202: Critical Approaches To Poetry
Instructor: Andrew Escobedo
Description:
This course offers an introduction to the formal study of poetry, including poetic forms and genres, prosody figurative language and literary rhetoric, and analytical interpretation. We will emphasize how poetry produces verbal effects that we come to experience as beauty.
Readings:
Lots of poems, most of them good.
Exams/Papers:
Quizzes, papers, a midterm, and a final exam.
Eng 277T: English Tutorial
Instructor: Marsha Dutton
Description:
Through a combination of tutorials, group meetings, and seminars, students will examine and analyze the literature of the English Middle Ages, from the oldest known piece of poetry written in English through the fifteenth-century Arthurian prose of Sir Thomas Malory (Morte D'arthur), fifteenth-century mystery and miracle plays, and the sixteenth-century poetry of Edmund Spenser. We will be working to understand the cultural, historical, and theological contexts of the works we read, and we will read some current literary criticism in order to inform student papers and discussions.
Readings:
A variety of works in Old and Middle English, including Beowulf, Selections from The Canterbury Tales, Troilus and Criseyde, Gawain and the Green Knight, Showings, The Faerie Queene, The Second Shepherds' Play, and Showings, and Augustine's On Christian Doctrine.
Exams/Papers:
Weekly tutorial essays, a 20-minute oral presentation, two 7-8 page analytical essays, and a longer (10-page) research essay.
Eng 301: Shakespeare's Histories
Instructor: Barry Roth
Description:
We will begin at the beginning of Shakespeare's career, with the little-studied entire first tetralogy, the three parts of Henry VI and then Richard III. With the remaining time we will tackle as much as we can of the second four-play series. Who knows, we may even squeeze in King John between the two series.
The course then has a triple aim: to understand individual plays, to follow WS's developing artistry, and to grasp the nature of the history play genre.
Exams/Papers:
We will have class discussion, quizzes, and essays. A vibrant experience, all willing.
Eng 303: Shakespeare's Tragedies
Instructor: Loreen Giese
Description:
"With Blood From Their Breast."
This course will examine four Shakespeare tragedies: Titus Andonicus, Hamlet, Lear, and Coriolanus.
We will analyze these plays in terms of their structure, characterization, language, action, and the like, paying special attention to the construction of gender and sexuality in early modern London and in the plays.
Exams/Papers:
Two short and one long paper.
Eng 304--English Bible: Literature, Biography, History, Theology
Instructor: Reid Huntley
Description:
To read selected writings by the best authors in the Hebrew and Christian traditions: i.e. the Bible (a.k.a. The Torah, the Law and the Prophets; the Holy Scriptures). This includes the Apocrypha (the Deutero-canonical Books written during the InterTestamental period). 2. As a focus, we will concentrate on the biographies of the great spiritual and religious men and women in these books. 3. By the end of the term, you will have a sense of the 1500 year sweep of Jewish-Christian history. You will be acquainted with the major personalities in the Bible: Adam and Eve, Noah, Abraham, Moses, David, Job, Isaiah, Ruth, Esther...to Jesus, Mary, Peter, and Paul. You will have a good grasp of the major themes of God's dealings with his human creations: covenant, faith, sin, trust and belief, forgiveness, etc.
Readings:
The New Oxford Annotated Bible, with the Apocrypha (New Revised Standard Version) 2001. Oxford University Press.
Exams/Papers:
Regular, faithful attendance. Approximately 20-40 pp. of heavy reading per two-hour class period. Two tests, occasional quizzes. One report/presentation to class. One 3-5 page paper.
Eng 305J: Technical Writing
David Sharpe
Description:
To be announced.
Eng 305J: Technical Writing
Instructor: Tom Mantey
Description:
Our 305J assignments will focus on creating documents with pertinent, accurate content, a lean, clear, properly emphatic style, and helpful organization and page format. Our most important work will focus on writing skills needed to INFORM, to PERSUADE, and to INSTRUCT. Because technical documents are not always familiar ones to many students, work may sometimes be "practiced" in trial drafts, or revisable for improved drafts. Documents are assigned in a sequence to build from familiar to new, from simple to complex. As writing peers, students assist each other as editors, and sometimes collaborate on group projects. Students with heavy demands on their time for sport, courses in their major, jobs, etc. might wish to schedule English 305J in a less busy quarter. Attendance counts; absences are limited.
Assignments:
Assignments are based on general principles for work-place documents. Ours may include memos, instructions, a proposal, an informative report, and short efforts such as definitions, summaries, or translations (as needed); these are usually parts of longer technical documents. Our work will focus on the style and format needed to inform, to persuade, or to instruct workplace readers. The course emphasizes primary research, not "looking things up." Some work includes graphics, which we will learn to produce. There are no examinations. (Quizzes may be used to encourag reading and thinking.) Final Grades should indicate what you WILL BE ABLE TO DO for an employer, not a "what you did" that ends when the quarter does.
Eng 305J: Technical Writing
Instructor: Christine Freeman
Description:
The primary purpose of this course is to provide students in the sciences with an opportunity to practice writing within their majors. Students are expected to have a knowledge base within the physical sciences, since most examples used in class require more than a layperson's understanding of the field. The course focuses on how to review prior research, how to propose research projects, how to incorporate research results into final reports—and how to write clearly and concisely.
Readings:
Martha Davis, Scientific Papers and Presentations, the Mayfield Handbook of Technical and Scientific Writing, the National Academy of Sciences, On Being a Scientist, a course pack, and several research articles within the student's field.
Exams/Papers:
Tests: Two exams, reading quizzes. Writing projects: profile of the student's academic community, abstracts, research proposal, literature review, poster presentation.
Eng 306J: Women and Writing
Instructor: Kasia Marciniak
Description:
The goal of this course is twofold: 1/to analyze argumentative writing as a process that engages critical thinking; 2/to study politics of representation which involves various images of women in contemporary culture. The class will focus on practicing argumentative mode of inquiry through an exploration of a variety of aesthetic forms: literature, film, feminist theory, visual art, magazine ads. Thematically, we will explore the ideological terrain of gender politics and examine different modalities of representation.
Readings:
Alain Berliner, My Life in Pink; R. Epstein, J. Friedman, The Celluloid Closet; Stuart Hall, Representation and the Media; bell hooks, "The Oppositional Gaze: Black Female Spectators"; Spike Lee, She's Gotta Have It; Annie Leclerc, "Woman's Word"; Toni Morrison, The Bluest Eye
Exams/Papers:
3 argumentative papers with revisions, reflective essay, in-class writing.
Eng 307J: Writing Research in English Studies
Instructor: Betty Pytlik
Description:
To be announced.
Eng 307J: Writing Research in English Studies
Instructor: Linda Zionkowski
Description:
The purpose of this course is to help students become familiar with the techniques of research and scholarly writing in English studies. Through a sequence of written assignments, students will learn the basics of literary analysis, including the selection of a viable topic; the construction of a thesis; the presentation of a convincing argument; the proper use of literary evidence; the discovery and evaluation of secondary sources; the correct format for notes and bibliographies; and the application of literary theory to textual analysis. The goal of our activities inside and outside of class is to make students more proficient and confident readers and writers.
Readings:
Walter S. Achtert and Joseph Gibaldi, The MLA Hand book for Writers of Research Papers, 5th edition (NY: MLA) and Edith Wharton, The House of Mirth, ed. Shari Benstock (Boston: Bedford, 1994).
Exams/Papers:
Source-gathering test, Analytical essay, Research proposal and bibliography, Research essay, Collaborative essay and presentation on literary theory.
Eng 307J: Writing Research in English Studies
Instructor: Barry Roth
Description:
The class offers exactly what its title states: we will write and do research in English studies. For the whole quarter we will be studying a single literary text, a highly problematic one and writing several papers on it, first without research and then with it. Class discussion, quizzes, library assignments, papers and revisions of papers. The professor will in part serve as your editor.
Eng 308J: Writing and Rhetoric II
Instructor: Paul Jones
Description:
This course will build upon writing skills developed in earlier courses. Class discussion and formal assignments will allow students to review the elements of strong academic writing and develop further the skills of critical reading, analytical thinking, finding and incorporating evidence, argumentation, and revision. Frequently in class, we will hold writing workshops in which the class will discuss work-in-progress by members of the class. Additionally, each student will meet with the instructor at least twice during the quarter for an individual conference over the student's written work.
Readings:
Cooper and MacDonald, Writing the World; Hacker, Pocket Style Manual.
Exams/Papers:
Four formal papers (which will likely go through a number of drafts and revisions); additional informal writing.
Eng 308J: Writing and Rhetoric II
Instructor: Carey Snyder
Description:
This course is designed to help you become a better writer through reading and critiquing the essays of others, and carefully revising and editing your own work. We will read essays by an eclectic list of authors—including Alice Walker, Oliver Sacks, George Orwell, and Margaret Mead—with an eye to critically engaging the readings and learning to imitate their rhetorical and persuasive techniques.
Readings:
Fields of Reading: Motives for Writing, 6th edition.
Exams/Papers:
Since this is a workshop course, attendance will be required. Assignments will include weekly papers that engage the readings, three longer papers (4-5 pages) with drafts, and a research project.
Eng 308J: Writing and Rhetoric II
Instructor: George Hartley
Description:
To be announced
Eng 312: English Literature 1500-1660
Instructor: Beth Quitslund
Description:
During the sixteenth and seventeenth centuries, England's literary, intellectual, religious, and political culture underwent dramatic changes under the influence of such movements as print, humanism, the Protestant Reformation, the new science, and, eventually, republicanism. Not coincidentally, it is also one of the richest and most innovative periods of English literature. In this course, we'll look at the intertwining of cultural and literary change by pairing of authors at particular moments of the English Renaissance: Sir Thomas More and Anne Askew, Philip Sidney and Mary Wroth, John Donne and Ben Jonson, and Elizabeth Carey and John Milton.
Readings:
The Norton Anthology of English Literature vol. 1B . Course packet.
Exams/Papers:
Weekly quizzes, two short response papers, a presentation, a midterm exam, a formal essay (6-8 pp), and final exam.
Eng 313: English Literature 1660-1800
Instructor: Jeremy Webster
Description:
This course samples British drama, poetry, and prose during the "long Eighteenth Century," a period stretching from 1660 to 1789. Our particular emphasis will be on transformations in literary and historical representations of gender and sexuality during this era. Beginning with a period of great sexual experimentation among England's elite and ending with far more rigid views of marriage, gender roles, and sex, the long Eighteenth Century saw the emergence of our own culture's ideas of masculinity, femininity, and sexuality. The prerequisites for this course are two courses from English 201, 202, and 203 and a willingness to read, discuss, and write about literary texts that feature frank depictions of grown up issues and situations.
Readings:
British Literature: 1640-1789 (2nd edition) and Pamela by Samuel Richardson (Penguin edition).
Exams/Papers:
Quizzes (20%), final exam (30%), 2 papers (40%), and attendance/participation (10%).
Eng 314: English Literature 1800-1900
Instructor: Carey Snyder
Description:
This course will survey two major periods of English literature: Romantic and Victorian:and numerous authors including Blake, Wollstonecraft, Wordsworth, Coleridge, Keats, Austen, Dickens, the Brownings, Rossetti, Wilde, and others. The nineteenth century was an age of exciting possibilities and alarming transformations, and the literature of these periods wrestles with both. We will therefore study the literature in a variety of historical contexts, including the French Revolution, with its radical proposition of social equality; the twin phenomenon of the industrial revolution and urbanization, together responsible for transforming both natural and social landscapes; scientific discoveries that shook the foundations of religious faith and seemed to oust humans from a central position in the universe; fervent debate about women's roles, rights, and the century it could be said (too optimistically) that the "sun never sets" on the British empire. Other literary and artistic movements that we will consider include the Pre-Raphaelites and Decadence.
Readings:
Along with an anthology, readings will include:Jane Austen, Northanger Abbey; Charles Dickens, Great Expectations; Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde
Exams/Papers:
In addition to regular attendance, students will be required to write two papers, give a presentation, and take periodic quizzes, a mid-term, and final exam.
Eng 315: English Literature 1900-Present
Instructor: George Hartley
Description:
In this course we will become familiar with major authors, texts, movements, and contexts in British Literature from the turn of the century to the present in fiction, poetry, and drama. Authors include Whaw, Yeats, Joyce, Woolf, Burgess, Heaney, and more.
Readings:
Norton Anthology of English Literature, vol.2c, 7th Ed. Woolf, To the Lighthouse, Burgess, A Clockwork Orange, Winterson, The Powerbook.
Exams/Papers:
2 exams, one paper, quizzes, and reading journals.
Eng 321: American Literature to 1865
Instructor: Tom Scanlan
Description:
In this class, we will begin by reading early colonial narratives and end with the stunning poetry of Walt Whitman and Emily Dickinson. In between we will examine the work of writers like Jonathan Edwards, Benjamin Franklin, Hannah Foster, Herman Melville, Nathaniel Hawthorne, Frederick Douglass, and Harriet Beecher Stowe.
Exams/Papers:
2 Short Response Papers (1 page each); 1 Essay (6-8 pp.); 1 Midterm; 1 Final Exam
Eng 322: American Literature 1865-1918
Susan Crowl
Description:
The novel and novella are dominant in this period of the flowering of American realism. Starting with the vernacular realism of Huckleberry Finn, we will read novels, novellas, and stories by five authors, and consider their differing expressions of literary realism, its roots in earlier American thought and literature, its shifts of emphasis in the post-Civil War period, its projections of 20th-Century writing.
Readings:
Mark Twain, Huckleberry Finn, William Dean Howells, The Rise of Silas Lapham, Stephen Crane, Red Badge of Courage and Stories, Henry James, Daisy Miller and Stories, Edith Wharton, The House of Mirth.
Exams/Papers:
One exam, two papers, and two presentations.
Eng 323: American Literature 1918-Present
Instructor: Bob Demott
Description:
"From the Waste Land to the Border Land: A View of American Writing." This course is a survey of 20th-Century American literature that mixes canonical and non-canonical writers to establish a revised map of modern and contemporary American literature. Course treats fiction, poetry, nonfiction prose, and some drama and films. Beginning point is roughly T. S. Eliot's modernist poem The Waste Land, and ending point is roughly Gloria Anzaldua's hybrid text, Borderlands/La Frontera.
Readings:
Readings are in Heath Anthology of American Literature, Volume 2, plus a couple of other books, titles yet to be determined, but probably keyed into some of the writers who will be appearing at the annual Literary Festival in May.
Exams/Papers:
Two short papers, a mid term essay, and a final take home essay/project. Also weekly study responses.
Eng 325: Women And Literature
Instructor: Kasia Marciniak
Description:
This course has a dual intent: 1/to introduce students to the literary works of contemporary postmodern women writers; 2/to familiarize the class with postmodern, specifically feminist postmodern, critical theory, its language, philosophical underpinnings, and its political goals. We will explore the concept of postmodernism and probe the place that women writers occupy in this field. The course will consider postmodernism as a historical and cultural period, as an influential aesthetic movement of the late 20th century, and as a philosophy of art with, as many critics have argued, an overt political potential. Thematically, we will investigate such concepts as sexual identity politics, politics of difference, ideology of whiteness, politics of representation, transnational subjectivity, exile and cultural dislocation, radical multiculturalism, polycentric multicultural feminism. We will also focus on stylistic narrative experiments and learn formal concepts that will help us analyze often challenging and complex texts. Additionally, we will study theoretical texts which will create a conceptual framework for our literary discussions. These texts will reveal historical and cultural contexts and terms that will allow us to place the discussed narratives within a larger literary tradition of postmodern aesthetics and politics.
Readings/Tentative Texts:
Gloria Anzaldua, Borderlands/La Frontera: The New Mestiza; Cristina Garcia, Dreaming in Cuban; Leslie Marmon Silko, Ceremony; Toni Morrison, The Bluest Eye;
Theoretical Texts: Paula Geyh, "Postmodern American Fiction"; bell hooks, "Postmodern Blackness"; Ella Shohat, Robert Stam, "Unthinking Eurocentrism"; Bonnie Zimermman, "Feminist Fiction and the Post- modern Challenge"
Exams/Papers:
Several explication papers, midterm exam, final project.
Eng 327:African American Literature: Fiction
Instructor: Crystal Anderson
Description:
One of the most persistent themes in African American fiction is the story of movement. The African American experience has been defined by movement: movement from Africa to the colonies, movement from the South to the North, movement from the North to the South, movement from the South to the West and points beyond. This course will examine the theme of migration in African American fiction through a study of major novels and short stories. This examination will be contextualized by relevant history, culture and artistic expression.
Readings:
Bradley, David. The Chaneysville Incident, Dunbar, Paul. Sport of the Gods, Johnson, Charles. Faith and the Good Thing, Kelley, William Melvin. A Different Drummer, Larsen, Nella. Quicksand, Lewis, David Levering (ed). The Portable Harlem Renaissance Reader
Exams/Papers:
Reception history (no more than three pages) Thesis/outline (no more than one page) Annotated bibliography (no more than two pages) 6-8 page critical paper 2 tests Final exam.
Eng 327:African American Literature: Poetry
Instructor: Crystal Anderson
Description:
Poetry is a literary genre that depends as much on the rhythm of the form as it does on the image it portrays. African American poetry is no different, and our study of black poetry in the 19th and 20th centuries will focus not only on the literary but the performance aspect of the work. We will consider the use of language, recurrent themes and topics in the poetry as well as the ways in which writers approach those themes. Students will explore the impact of other creative forms on African American poetry, such as work songs, music, art, cultural and historical events. Most importantly, students will experience the poetry through performance and critical assessment of those performances.
Readings:
Harper, Michael. The Vintage Book of African American Poetry, Tolson, Melvin. Harlem Gallery and Other Poems.
Exams/Papers:
2 poetry recitations; 3 short papers (no more than three pages); 3-5 page paper; Final exam
Eng 351:History of English Language
Instructor: David Bergdahl
Description:
English--the language and the people--arrived in the British Isles as the result of invasions of a Germanic people from northern Europe about fifteen and a half centuries ago. We will investigate some prehistory, but mostly we will focus on the external (socio-historical) and internal (linguistic) history of the language the invaders brought. Subsequent changes in pronunciation, vocabulary, word-formation, syntax and semantics as the result of both internal and external forces will be explored. Very little attention to contemporary English or American English (except as one variety of World English). Phonetics will be taught.
Readings:
Barbara A. Fennell, A History of English: A Sociolinguistic Approach (2001).
Exams/Papers:
In addition to daily quizzes (10%) and a midterm (25%), there will be a comprehensive final exam (40%) and participation in our class's electronic journal (25%).
Eng 361--Creative Writing: Fiction
Instructor: Jack Matthews
Description:
This course is designed to study the art of narrative by means of short stories - not as a professional course preparing you to get published, but to help you understand fiction "from the inside," along with how all of us organize our experiences by means of language and narrative principles. There will be great emphasis upon precessions of language.
Eng 362:Creative Writing: Poetry
Professor:
Instructor: Mark Halliday
Description:
Every creative writing workshop has the double purpose of developing your writing skills and your reading skills. The two are interdependent. In this introductory poetry workshop, we will read many poems together. Some will be by published poets, and some by workshop members. Constantly we'll be asking how a poem can do some or all of the things we want people to do -- amuse, challenge, puzzle, tease, comfort, respect, teach, explore, reflect, reveal, play, console. During the first five or six weeks there will be weekly assignments asking you to write on a given topic, or according to a "recipe," or using a certain stylistic maneuver or structure. Meanwhile you will have your own independent ideas for poems as well. Each student will be expected to offer at least five original poems (and hopefully more) in addition to the assignments.
Readings:
There will be a required course pack full of poems by established poets both living and dead.
Exams/Papers:
Regular attendance and active involvement in discussion are crucial. Possibly there could be one or two quizzes on assigned readings, but there is no final exam.
Eng 363--Creative Writing: Nonfiction
Instructor: David Lazar
Description:
To be announced.
Eng 393--Creative Writing Workshop: Short Story
Instructor: Jack Matthews
Description:
To be announced
Eng 394--Creative Writing Workshop: Poetry
Instructor: Jill Allyn Rosser
Description:
This intermediate poetry workshop will divide class time between our discussion of readings in contemporary poetry and our critique of poetry written by students. Among the criteria for a successful workshop experience will be your enthusiastic and thoughtful participation in discussion; your willingness to explore kinds of poetry that you have not previously encountered or appreciated; and your interest in experimentation, in stretching your aesthetic muscles and writing poems whose daring and genius will surprise even you.
Required: A minimum of ten new original poems during the course of the quarter, plus a few substantial revisions.
Readings:
The Vintage Book of Contemporary American Poetry; Course pack
Exams/Papers:
One brief oral report and a final portfolio.
Eng 399:Literary Theory
Instructor: David Bergdahl
Description:
We'll read actual pieces of theory (rather than a textbook explanation of what constitutes theory) and explore the dominant ideas and approaches and consider how one would "apply" the insights theory offers to the study of specific literary works. For a schedule &c. please see my webpage at http://oak.cats.ohiou.edu/-bergdahl/399/.
Readings:
Julie Rivkin & Michael Ryan, Literary Theory: An Introduction (1998)
Exams/Papers:
Two 5-10 pp. papers, a comprehensive final exam, and participation in our class's forum aka "the electronic journal" (25% ea.).
Eng 399:Literary Theory
Instructor: Andrew Escobedo
Description:
An introduction to twentieth-century literary theory, including formalism, reader-response theory, structuralism, deconstruction, new historicism, and postcolonial theory. We'll use a few secondary articles as introductions, but the course emphasizes primary theoretical writings. Hard stuff.
Readings:
Hamlet; a course packet.
Exams/Papers:
Quizzes, papers, and a final exam.
Eng 451:Teaching Language and Composition
Instructor: Jackie Glasgow
Description:
This course is designed to acquaint students with various materials, methods, and theories appropriate for teaching language and composition in middle schools and high schools based on the NCTE/IRA and Ohio Standards for teaching English Language Arts.
Readings:
Teaching English in Middle and Secondary Schools by Maxwell and Meiser and The I-Search Paper by Ken Macrorie.
Exams/Papers:
Students will compose an "I-Search" Paper based on a current issue in the teaching of composition and language.
Eng 451L: Field Exp in Secondary English Language/Composition
Instructor: Jackie Glasgow
Description:
Students will spend 20 hours in local schools teaching Thematic Units to small groups of students.
Eng 452: Teaching Literature
Instructor: Linda Rice
Description:
This course is designed to acquaint students with various materials, teaching methods, and theories appropriate for teaching literature in middle schools and high schools based on the NCTE/IRA Standards and those newly-adopted by the Ohio Department of Education. In addition to class meetings, students must enroll in 452L and spend 20 hours in a middle school or high school English/ Language Arts classroom to gain Field Experience.
Readings:
1. Edson, Mary (1999). Wit. Faber and Faber. 2. Glasgow, Jacqueline (2002). Using Young Adult Literature: Thematic Activities Based on Gardner's Multiple Intelligences. Norwood, MA: Christopher Gordon. 3. Glasgow, Jacqueline (2002). Standards-Based Activi- ties With Scoring Rubrics: Middle & High School English. Volume 2: Performance-Based Projects. Larch mont, NY: Eye on Education. 4. Milner, Joseph O'Beirne & Lucy Floyd Morcock Milner (1993). Bridging English. New York: Merrill. 5. Wilhelm, Jeffrey D. (1997). You Gotta BE the Book: Teaching Engaged and Reflective Reading with Adolescents. Urbana, IL: NCTE.
Exams/Papers:
Thematic Unit/Teaching Ideas Notebook; Cyber-Journal; I-Search or Multigenre Paper and PowerPoint Presentation.
Eng 456:Readings in Children's Literature
Instructor: Jackie Glasgow
Description:
This course will introduce you to selected types of literature for children from infancy to early adolescence. The main focus of the course is the literary and graphic characteristics of various genres of children's literature. Another focus is children's experiences with literature. Some attention will be given to activities and strategies that promote and enhance children's reading and guide them toward meaningful and satisfying experiences with literature.
Eng 460:Literary Topics
Instructor: Sam Crowl
Description:
This course is conceived as a seminar on Hamlet and postmodern approaches to the play. Though considered by some, T.S. Eliot most prominently, to be a flawed work, Hamlet has consistently been regarded as Shakespeare's signature dramatic creation. Critics, philosophers, actors, audiences, and readers have repeatedly seem themselves and their age in the mirror it holds up to nature. We will spend a few meetings talking about the play itself and then move on to examining several postmodern critical approaches to the play. Then we will spend the second half of the course exploring five film versions of the play ranging from Olivier's in 1948 to Almereyda's in 2000 to see what they can tell us about changing perspectives on the play in the last fifty years.
Readings:
Hamlet: Case Studies In Contemporary Criticism, ed. Susanne Wofford and essays on the various film versions we will watch and discuss.
Exams/Papers:
Two short papers (3-5 pp) and one longer essay (8-10 pages).
Eng 464: Major English Authors
Instructor: Linda Zionkowski
Description:
Unlike no period before it, the eighteenth century (covering the years from 1660-1800) saw remarkable changes in the way people imagined, experienced, and expressed their sexuality. During this time, sexuality became a remarkably prominent subject of discourse--or a topic that dominated much writing, both creative and expository. the aim of this course is to examine how writers of the long eighteenth century represented, responded to, and helped promote ways of thinking about sexuality that are recognizably "modern" in Western culture. We will discuss the concept of libertinism and contemporary critiques of it; the degree of agency allowed to men and women within sexual relationships; the characterization of "illicit" sexual acts (sodomy, prostitution); the erotic dimensions of sensibility; and the eroticization of family life.
Readings:
1. John Wilmot, Earl of Rochester, Poems; 2. Aphra Behn, Poems; 3. John Dutton, The Night Walker; 4. Eliza Haywood, Fantomina; 5. Samuel Richardson, Pamela; 6. John Cleland, Memoirs of a Woman of Pleasure; 7. Jane Austen, Mansfield Park
Exams/Papers:
Two brief analytical papers (5-7 pages), Research proposal and bibliography, Research paper, Class presentation.
Hum 107--Great Books: Ancient
Instructor: Reid Huntley
Description:
Aims: 1. To read and to experience many of the long-acknowledged ancient classics: of the Greek-Roman, the Hebrew-Christian, the Chinese, and the Indian Traditions. 2. Vicariously as we read, to become the characters we read about: Gilgamesh; Adam or Eve, Noah, Joseph, Job, Jonah, Jesus; Achilles, Hector, Odysseus; Agamemnon, Antigone, Medea, Lysistrata; Socrates. Confucius; Rama, Arjuna and Lord Krishna; Aeneas, Augustine. 3. To come to see the foundations of our own culture. Primarily as they have derived from the Greeks, and from the Jews. Also to initially become acquainted with two traditions not our own: Chinese and Indian. (For Contrast. For a more global and multi-cultural perspective.)
Methods: 1. A mixture of lecture, discussion, participation in dramatic readings, brief reports to class by class members. 2. Analysis of literary and philosophical texts. Empathetic identification with the characters we read about. Also historical, cultural background. And biographies of our authors.
Readings:
The Norton Anthology of World Masterpieces, Expanded Edition. Volume 1. 1995.
Exams/Papers:
1. Regular class attendance. Faithfulness in being in class each session we meet: both with body and full mental powers. 2. Preparation for each class meeting by reading the assignment BEFORE class. (A general rule of thumb for university classes is two hours' preparation before class for each hour in class.) We will be reading 30-75 pages.
Hum 107--Great Books: Ancient
Instructor: Duane Schneider
Description:
A sampling of some of the best of Greek classical literature, as represented in Homer's epic narrative, The Odyssey; an introduction to the philosophical thought of Socrates by way of Plato's dialogues; and dramas of Sophocles and Aeschylus. Some films will supplement the readings.
Readings:
Greek Tragedies, ed. Grene and Lattimore. Vol. 1, 2nd ed. Univ. of Chicago Press. Homer, The Odyssey, trans. Robert Fagles. Penguin. Plato, The Last Days of Socrates. Penguin. Sophocles, Electra and Other Plays. Penguin.
Exams/Papers:
Two exams and a final. Notes on readings to be submitted weekly.
T308 407Q:KISS ME DEADLY
Instructor: Robert Miklitsch
Description:
This course will explore the literary and cinematic world of noir, a critical term that refers to certain "black" or darkly-lit American films of the 1940's and 1950's and to American, "hard-boiled" detective fiction of the same period, so-called roman noir. The class will examine classic, cinematic examples of the genre of film noir, read a number of canonical "hard-boiled" detective novels, and investigate the historical context out of which the fiction and films emerged.
Synthesis in the course will be twofold, one particular and one general. In particular, the class will explore how, in film noir, the literary conventions of the roman noir or "dark" detective novel are translated into the language of cinema and, in the process, transformed. In general, the course will endeavor to reconstruct the historical context out of which American detective fiction and film noir materialized.
Readings:
Dashiell Hammett, The Maltese Falcon; Richard Schickel, Double Indemnity; Raymond Chandler, Lady in the Lake, etc. NB: Students will also be asked to duplicate a number of critical articles.
Exams/Papers:
There will be regularly scheduled reading quizzes. Five "reaction papers" (2-3pp.) will be assigned; in these short papers, students will be asked to synthesize the previous weeks' reading and film viewing. A final, formal paper, (6-11 pp.), on one of the themes of the course will be due at the end of the quarter. Attendance in the class will be mandatory, participation imperative, and enthusiasm much appreciated and rewarded. Also, two tests spaced through the term. In-class. A number of unannounced brief (5 minute) quizzes--on the readings for the day. A warm-up exercise, and introduction to the reading for the day. Either: Participation in one of the dramatic readings of one of the plays. Or a five-seven minute report to class: on our material or on material related to our texts. Or a three-five page paper (double-spaced, typed).