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Please note: descriptions have not been submitted for all Upper Division English courses that will be offered in Summer 2006. Please check the online course listing for the full roster along with information on class days/times. For Fall 2006, descriptions, please visit, the Fall Course Description Page
English 3318: Studies in English Grammar
English 3319: Introduction to the Study of Language
English 3328: Documentation and Manuals
English 3333: Writing for the Media
English 4380: Field Experience in English
English 4098: English Portfolio
English 4099: Professional Writing Portfolio
English 6319: Language Development and Vairations: Implications for Educators
Study and practice writing the types of documents frequently used in the workplace, including cover letters and resumes, proposals, progress reports, formal reports, and PowerPoint presentations.
Students have the opportunity to develop documentation to identify, study, and document their real worldsolutions for the real world challenges they face in their work and personal lives.Recent examples include reports:
English 3305: Essay Writing
Summer 2006 9 week -- Online
In this course, students will study, analyze, and practice advanced rhetorical principles in non-fiction, with a view to increasing clarity, effectiveness and precision in academic style. The prerequisites for English 3305 are Sophomore Literature and junior standing.
This course in particular will focus on writing in the social sciences. Upon su ccessful completion of this course, students will be able to
Required Texts and Technology
• Kolln, Martha (2006). Rhetorical Grammar: Grammatical Choices, Rhetorical Effects 5 th Edition . Pearson/Longman PRess. ISBN: 0-321-39723-1
• Galvan, Jose L. (2006). Writing Literature Reviews: A Guide for Students of Social and Behavioral Sciences. 3rd Edition. Pyrczak Publishing. ISBN: 1-884585-66-3
• Goodman, Ken. et al (2004). Saving Our Schools: The Case for Public Education Saying No to “No Child Left Behind.” RDR Books. ISBN: 1-57143-102-0 – note: If you are not an Urban Education major, please email me
(email@example.com) for other book choices.
• Easy access to WebCT and a high-speed Internet connection
• Word processing software, such as Microsoft Office (Word, Excel, PowerPoint) or compatible software
This course will introduce you to basic components of fiction and poetry, so that you might get a sense of both genres and find out what you delight in doing. The course involves a good amount of reading and writing. The one, of course, feeds the other, particularly as you learn to read poems and stories for the pleasures of understanding how they are put together. Good reading will suggest ideas for your own writing. You have very particular ways of looking at--and being moved by--the events of your world. In this course you will explore the muscular possibilities of language, developing the precise ways you can use it to say what you most want to say.
The Russian poet Marina Tsvetaeva writes, “The whole event of poetry—from the poet's vision to the reader's reception—takes place entirely within the soul, that first, lowest sky of the spirit.” In this course, we will explore poetic craft across a variety of centuries and cultures seeking what Tsvetaeva calls the event of poetry and distinguishing that event from the ordinary commerce of our daily lives (e-mail or cell phone text messages, for example). Our four weekly 75-minute sessions will be composed of: (1) a 30-minute period of lecture on a particular topic related to poetic craft, and (2) a 45-minute period of examination of one or more exemplar poems and class discussion, to include occasional sharing of your journal musings. We will explore such issues of craft as the tools of poetic language (imagery, metaphor, symbolism, etc.), the construction of the poetic self, formalism and free verse, the tension between epic and lyric poetry, as well as the art of translation, as a means of becoming a more skillful reader of poems. We will also examine in some detail American poets of the twentieth and twenty-first centuries.
Texts: Norton Anthology of Modern and Contemporary American Poetry , Volumes 1 and 2, Eds. Ramazani, Ellmann, and O'Clair, 2003.
Requirements: an annotated bibliography, an oral presentation, two critical essays
In his study of the short story, Frank O'Connor writes, “there is something in the short story at is most characteristic—something we do not often find in the novel—an intense awareness of human loneliness.” He also claims that the power of the storyteller comes from the pressure behind him of a community which has not achieved definition. In this course, students will read short stories as they have developed in English and other European languages in translation during the 19th and 20th centuries, with particular attention to how O'Connor's ideas about a “submerged population” and the “lonely voice” inform our readings of such authors as Alice Munro, Sherman Alexie, Susan Sontag, Joyce Carol Oates, and Flannery O'Connor.
“When I started to write, the idea was very small, just an image, not an idea actually. A man who is 30, cooking spaghetti in the kitchen, and the telephone rings — that's it. It's so simple, but I had the feeling that something was happening there.” This class will focus on the distinctively modern literary genre of the short story. We will read a variety of examples, starting from the early 19th century, and as we move forward chronologically and expand out geographically, we will see how new generations of writers tailored the genre to fit their needs. We will investigate why short stories emerged in the way they did in the 19th and 20th centuries, as well as the particular challenges of writing in this format. Authors may include: Balzac, Chekhov, Poe, Melville, James, Kafka, Joyce, Borges, Wright, O'Connor, Fowles, and Murakami (who is quoted above). Requirements: three essays and occasional quizzes.
This course explores the Mexican American literary tradition beginning with Aztec accounts of the Spanish conquest through the era of contemporary Mexican American literature. We will examine representative texts from major periods in the development of the Mexican American literary tradition (pre-conquest, conquest, colonial, early US, and contemporary). We will analyze recurring themes, issues of language and place, as well as the impact of the Chicano/a movement, and the delineation of the Aztlán homeland as both a rhetorical and a cultural concept.
Authors we will study include Rudolfo Anaya, Sandra Cisneros, Luis Valdez, Corky González, Américo Paredes, Helena María Viramontes, Álvar Núñez Cabeza de Vaca, Gaspar Pérez de Villagrá, and others. We will cover multiple genres and supplement our analysis with theoretical and secondary texts by such critics as Ramón Gutiérrez, Mary Louise Pratt, Stephen Greenblatt, and Gloria Anzaldúa. Students will write three (short) interpretive papers and review one critical article; there will be a midterm and a final exam.
Molly K. Johnson, Ph.D.
Summer 2006, 9-Week— Online
Like my face-to-face classes, this fully online course is an active learning environment. Using WebCT as your communication and learning center, you will be posting questions, reading responses, assignments, and workshops several times a week. Most activities will allow you to post at your convenience, usually within a 2-3 day time frame. You will complete four major assignments--three presentations and a final portfolio—worth 75% of your final grade. The remaining 25% of your course grade is participation.
Research and write informative, professional-level presentations for various audiences, contexts, and purposes
Adapt technical content for expert and non-expert audiences
Design appropriate supporting materials for online presentations (slides, speaker notes or scripts, visuals)
Create graphs and charts to increase comprehension and retention
Develop advanced software skills to create presentation materials without using wizards or templates
Required Texts and Technology
O'Hair, Rubenstein, and Stewart (2004). Pocket Guide to Public Speaking. Bedford/St. Martin's Press. ISBN: 0-312-43850-0
Ball and Arola (2004). IX Visual Exercises for Tech Comm (CD-ROM). Bedford/St. Martin's Press. ISBN: 0-312-44190-8
Jones (2000). How to Lie With Charts. Universe Press. ISBN: 1-58348-767-0
Easy access to WebCT and a high-speed Internet connection
Word processing, spreadsheet/charting, and presentation software, such as Microsoft Office (Word, Excel, PowerPoint) or compatible software
Inexpensive microphone for your computer (to record voiceovers for self-running presentations)
Summer Session II, M-Th 10:15-12:15
This course will involve readings from two popular, recently published books: "Cities in the Wilderness," by former Interior Sec'y. Bruce Babbitt on land use issues; and "Crimes Against Nature," by environmental lawyer Robert F. Kennedy, Jr. on other contemporary environmental issues, including "The Mess in Texas " (Chapter One). Class activities will include discussion and reflective writing, as well as in-class and homework assignments from Lea Parker's new book, "Environmental Communication: Messages, Media & Methods," which provides practical, hands-on writing projects that communicate environmental messages via communications avenues such as magazines, advertising, and public relations. As an upper-level writing course, appropriate writing competence is a prerequisite, as is successful completion of Freshman Composition and sophomore literature.
“Close Encounters of the Third World ”
What did it mean to the shipwrecked Robinson Crusoe to encounter a fellow human being on a desolate shore? What did it mean to traditional African and Indian leaders to encounter European colonizers in their own homes and villages? What does it mean to contemporary inhabitants and artists of the “post-colonies” to encounter their own culturally hybrid identities in a forever-mixed world?
Beginning with the literary colonial encounter par excellence , that of Robinson Crusoe with his manservant “Friday”, we will begin to interrogate what the modern moment of colonial encounter means (and has meant) for members of both colonizing and colonized groups, as expressed through fiction, drama, poetry and film. Our readings and films will emphasize authors and filmmakers from Africa, India and the Caribbean , including Nigerian novelist Chinua Achebe, Nobel Prize winners Wole Soyinka and Derek Walcott, Senegalese filmmaker Sembene Ousmane, African feminist Mariama Ba, Bangladeshi novelist Monica Ali, and more.
Among the topics and questions we will consider will be the ongoing debate on language – i.e., the pros and cons of writing in “the colonizers' language” (English, French) v. “indigenous languages” – the roles of women within traditional and “modern” colonial/postcolonial societies, and the difficulties and ambiguities inherent in concepts such as “authenticity”, “tradition”, “hybridity” and “culture” – as well as in terms such as “Third World” and “the postcolonial”.
In this course we will examine the representation of social class in American literature. We will focus on the portrayal of poverty and the lower-working class beginning with nineteenth-century texts through the contemporary period. We will explore the ways that social class intersects with, but is distinct from, race and gender. We will also analyze the influence of public perception and public policy through secondary and theoretical materials.
Authors we will read include Mark Twain, Rudolfo Anaya, Meridel LeSueur, Sapphire, and Ernesto Quiñonez. We will also read secondary and theoretical materials by such critics as Karl Marx, Michel Foucault, Michael Zweig, Valerie Polakow, and Marlene Kim. Course assignments will consist of three (short) analysis papers, an oral presentation, a midterm and a final exam.
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Last updated or reviewed on 6/15/10