Spring 2013

The following are the course numbers of the classes offered through the English Department (listed within The University Catalog under ENGL). Each number will send you to a brief description of the course, when available.

130 130PI
260 261 264 276 277
278 279 320 321 327 332
333 335 338 340 341 342
350 353 355 364 371 372
375 431 441 448 451 453
462 467 470 471 476 477
620 646 652 692

English 130: Academic Writing

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English 130PI: Academic Writing

Section(s): 40-49
Professor: Kim Jaxon

English 130, “Academic Writing,” is a core General Education Foundation course (Area A2) that introduces you to the challenges of university level writing, reading, and critical thinking.  This course uses writing to develop your scholarly curiosity.  To do this, instructors focus on:

  • deepening your research skills,
  • developing your ability to read and respond to difficult texts, and,
  • most importantly, helping you through the writing process in a social, collaborative, revision-focused environment.

All writing-intensive GE courses require a minimum of 2,500 words, and students enrolled in English 130 must demonstrate the ability to criticize, analyze, and advocate ideas with persuasive force in writing. A grade of C- or better is needed to pass this course.

Spring 2013, English 130P focus: Researching Web 2.0—Digital Literacies & Digital Culture

In this section of English 130P, we will be researching digital culture. We’ll think about the role of social media and digital literacies in our culture: How does participating in Facebook, Twitter, YouTube, etc shape our culture and our identities? What is the role of narrative, anonymity, exclusivity, identity, language, communication, participation, race, gender, class, and culture in this new medium? Students may choose to explore gaming, facebook, blogs, twitter, fan fiction, digital storytelling, mashups, flashmobs, etc and think about how concepts like the ones listed above weave through digital spaces and products. Students pursuing educational fields may consider researching 21st Century learning and its connection to schooling.

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English 203: Shakespeare On Film

Section(s): 1
Professor:  Rob Burton

From the silent-movie era to the present, filmmakers have interpreted Shakespearean drama. Some of these interpretations have been lost, others are of dubious quality, but a large number are masterpieces of cinematic art.  In this course, you'll study some of the best Shakespeare films made since the Second World War. By the end of the semester, you will have gained a deeper understanding of both film and Shakespearean drama.

Classes will be a mixture of lectures, discussions, and film showings. Outside of class, you'll read synopses, scenes, and passages from the plays. You'll also write essays responding to the readings and films and take a mid-term and final examination. Our text will be the two-volume, second edition of The Norton Shakespeare.

The course may be taken as an elective or to satisfy the General Education arts course requirement (Disciplinary Area C1).

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English 220: Beginning Creative Writing

Section(s): 1
Professor:  Rob Davidson

English 220 is designed to introduce you to the writing of poetry, fiction, and creative non-fiction. You will be asked to write “literary” work in this class (i.e., work that is serious, ambitious, well-crafted, contemporary, adult-oriented, emotionally engaging, and so forth). Work that does not aspire to the literary is outside the domain of this class. This includes literature for children, the sentimental romance, formulaic mystery writing, and the like. We shall study writing techniques and craft in each genre by reading each other’s work and by studying the work of established authors. Expect to do a lot of writing and revision.

Each student is required to attend four out-of-class literary events. These events can include author readings, dramatic performances, poetry open-mikes, and so forth.

Required Texts (available at the Associated Students Bookstore in Bell Memorial Union)

Ford, Richard, ed. The Granta Book of the American Short Story, Volume 2. London: Granta, 2008.

McClatchy, J.D., ed. The Vintage Book of Contemporary American Poetry. Second ed. New York: Vintage, 2003.

Williford, Lex, and Michael Martone, eds. Touchstone Anthology of Contemporary Creative Nonfiction: Work from 1970 to the Present. New York: Touchstone-Simon & Schuster, 2007.

Required Course Materials

Examination Book(s)—you will need one or two examination “blue books” for three required exams.

Photocopying & Printing—budget for up to 100 pages of required photocopying or printing for the workshop and peer review portions of this class..

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English 240: Literature of Life

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English 252: American Indian Literature

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English 258: World Literature

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English 260: Great Books

Section(s): 1
Professor: Geoff Baker

The goal of this course is to introduce you some great novels, poetry, drama, and non-fiction prose, a body of work that stretches back thousands of years. On your own, you will be expected to read each text carefully. As a class, we will attempt to place each work in its larger context and see what it seems to want to say to its reader and what tools it uses to say it. Grades will be based on a few short writing assignments on Vista, a midterm, a final exam, and an analytical paper.

In addition to very brief excerpted portions of the Analects of Confucius, Aeschylus’s Prometheus Bound, Dante’s La Vita Nuova, and Plato’s Republic, there are the following required texts:

Symposium (Nehamas & Woodruff translation, Hackett)        ISBN: 0872200760
Dante, Inferno (Hollander translation, Anchor)                                  ISBN: 0385496982
Mary Shelley, Frankenstein (Oxford)                                                 ISBN: 019953716X
Jane Austen, Pride and Prejudice (Oxford)                                       ISBN: 0199535566
Honoré de Balzac, Père Goriot (Burton Raffel translation, Norton) ISBN: 039397166X
Yevgeny Zamyatin, We (Clarence Brown translation, Penguin)        ISBN: 0140185852

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English 261: Women Writers

Section(s): 1
Professor:  Teresa Huffman Traver

This course focuses on the two centuries of literature by women authors. Our focus is on “writers in conversation” with each other. That is, we’ll look at texts from different time periods which respond to each other in interesting ways. The course covers a broad range of readings, from nineteenth-century poetry to twenty-first century manga (Japanese graphic novels).  This reading list will allow us to explore women’s writing—and women’s lives—in different historical periods and different cultural contexts. Assignments include short papers, presentations, two midterms and a final exam.

Required Texts: (Subject to change): Charlotte Brontë’s Jane Eyre; Jean Rhys’s Wide Sargasso Sea; Virginia Woolf’s A Room of One’s Own; Bisco Hatori’s Ouran High School Host Club; Ann-Marie MacDonald’s Goodnight Desdemona, and Caryl Churchill’s Top Girls.

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English 264: Amer Eth/Reg Writers-WI

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English 276: Survey of Early British Lit

Section(s): 1
Professor: John Traver

“Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.”  -Sir Francis Bacon

This course provides you with a full-course meal of British literature.  We will survey the development of British literature, beginning with the Medieval period (with works such as Beowulf and The Canterbury Tales), continuing through the Renaissance and early Seventeenth Century (with authors such as Shakespeare and Donne), and concluding our repast with the Restoration and Eighteenth Century (with works such as Pope’s The Rape of the Lock and Swift’s Gulliver’s Travels).  In order to survey such a wide-spanning period of history, our pace will have to be fast (i.e., a lot of texts will be “tasted” or hastily “swallowed”).  As a result, you will not only discover how British literary traditions develop over time, but also be introduced to a variety of delectable texts for future periods of digestion.

Assignments will include the following:  a mid-term examination and a final; journals and vista postings; a group presentation; poetry memorization; quizzes.

Required Texts: 

Volumes 1-3 of The Broadview Anthology of British Literature.  (Please get the most recent editions.)

Samuel Johnson’s The History of Rasselas, ed. Jessica Richard (Broadview).

(Note that all 4 Broadview texts are available at a discount when purchased together.)

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English 277: Survey of Later British Lit

Section(s): 1
Professor: Teresa Huffman Traver

This course provides an overview of two centuries of literature, from the Romantic era to the dawn of the twenty-first century. We will also explore the historical and cultural contexts that shaped the literature of these time periods. Readings will include poetry, non-fiction prose, drama, and both short and long fiction. Note: In this class, rather than writing one or two “major” papers, you will produce a series of two-page argumentative papers in response to specific prompts. This does not mean that the writing load for this class is easy or light: short papers may still take a good deal of time. Assignments also include required discussion posts, a mid-term and a final exam. Class participation and attendance are required.

Required Texts: (Subject to change) The Broadview Anthology of British Literature volumes 4, 5, and 6; The Longview edition of Jane Austen’s Northanger Abbey; E.M. Forster’s Passage to India.

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English 278: Survey of Early American Lit

Section(s): 1
Professor: Aiping Zhang

This course is a survey of early American literature. We will start the course with a quick look at the literature of the New World, from the Native American oral tradition to the letters of Columbus and Las Casas. Through a selected reading of various works, such as treatise, memoirs, autobiography, essay, poetry, and fiction, we will examine major literary movements, schools, and writers that have made key contributions to the emergence and development of what we call "American literature" today.

Required Texts

Nina Baym, ed., The Norton Anthology of American Literature,

Vols. A and B, 8th edition.

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English 279: Survey of Later American Lit

Section(s): 1
Professor: Tracy Butts

ENGL 279 is a survey of American Literature from the Civil War to World War II.  We will read both traditionally canonical and non-canonical authors from a wide range of literary genres—slave narratives/autobiography, short stories, excerpts from novels, poems, essays, and dramas.  Students can expect to write 2-3 shorter analytical papers. A mid-term and final exam are also required.

Required Texts: The Heath Anthology of American Literature, Volumes C, D, & E, general ed. Paul Lauter.

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English 320: Poetry Writing

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English 321: Fiction Writing

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 English 327: Creative Nonfiction

Section(s): 1
Professor: Rob Davidson

English 327 is an intensive workshop-based course in the writing of the non-fiction essay. You will be asked to write “literary” work in this class (i.e., work that is serious, ambitious, well-crafted, contemporary, adult-oriented, emotionally engaging, and so forth). Work that does not aspire to the literary is outside the domain of this class. We shall study writing techniques and craft by reading each other’s work and by studying the work of established authors. Expect to do a lot of writing and revision.

Please note that this course is specifically designed with the short essay in mind. As a general rule, a short essay is a self-contained prose narrative that does not exceed twenty-five double-spaced pages (roughly 6,000 words). Longer essays, including chapters from longer works that cannot be read as stand-alone essays, are outside the domain of this class.

The following texts are required for all students:

Kincaid, Jamaica. A Small Place. New York: Penguin, 1988.

Roorbach, Bill, ed. Contemporary Creative Nonfiction: The Art of Truth. New York: Oxford UP, 2001.

Wolff, Tobias. This Boy’s Life: A Memoir. New York: Grove, 1989.

The texts are available at the Associated Students Bookstore in Bell Memorial Union. Also, students must budget for up to 500 pages (or more) of required photocopying or printing for the workshop portions of this class.

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English 332: Intro to Literacy Studies

Section(s): 1
Professor: Kim Jaxon

English 332 introduces you to the interdisciplinary field of literacy studies. We will look at historical and current discussions that play out in our culture around the uses of literacy. We’ll especially explore digital literacy and consider how technology has rapidly changed the ways that literacy is used and understood. We will also pay particular attention to adolescent literacy, including adolescents’ use of digital platforms.

Questions we will consider: What is the nature of literacy? What is the relationship between language and thought? Between literacy and learning? What is the relationship between literacy and schooling? And what is the relationship between literacy and social, economic, and political development? We will work toward an understanding of literacy as enabling rather than causal, as embedded within society, and as depending for its meaning and practice upon social institutions and conditions.

English Education candidates enrolled in English 332 will also participate in an internship through CAVE as part of the secondary placement requirement for the pre-credential. You will be placed with a secondary educator and work 45 hours in a secondary classroom. You’ll enroll in English 489 (I unit) in conjunction with the English 332 course. We will discuss this on the first day of class. NO need to sign up for English 489 prior to attending our first class; I will bring the paperwork.

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English 333: Adv. Comp. for Future Teachers

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English 335: Rhetoric and Writing

English 338: Environmental Rhetoric

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English 340: Approaches to Literary Genres

Section(s): 1
Professor: John Traver

This course introduces you to several literary genres (fiction, poetry, and drama) and provides you with a set of analytical skills and strategies for interpreting literary texts.  You will learn to recognize common genre conventions, as well as how skilled authors may work within (or even defy) these conventions in ways which surprise us.  You will also become familiar with common literary terminology and learn how to construct an effective literary argument.

Note:  because this course provides important preparation for the English major, it will be writing intensive.  Assignments will include the following:  a midterm and a final; two papers; shorter writing assignments (such as postings on vista); quizzes; memorization of one poem of your choice; class participation.

Required texts: 

Henry James’s The Turn of the Screw, ed. Peter G. Beidler (3rd edition). 

The Compact Bedford Introduction to Literature, ed. Michael Meyer.

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English 341: Reading Lit for Future Tchrs

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English 342: Literature of the Child

Section(s): 1
Professor: Teresa Huffman Traver

Literature of the Child is an introduction to literature written for or about children.  Our readings draw from three centuries of literary depictions of children. Some of the questions we’ll pose include: what is the purpose of children’s literature? Why are children depicted the way they are in literature? What kinds of things does this literature suggest about the role of the developing child in relation to the family, the local community, the environment, and the wider world? Assignments include papers, a presentation, discussion board postings, a midterm and a final exam.

Required Texts: (Subject to change): J.M. Barrie’s Peter Pan; Mildred Taylor’s Roll of Thunder, Hear My Cry; Francis Hodgson Burnett’s The Secret Garden; Judie Blume’s Are You There God? It’s me, Margaret; and Rodman Philbrick’s Freak the Mighty.

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English 350: Science, Technology and Lit

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English 353: Multicultural Literature

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English 354: Classical Literature

Section(s): 1
Professor: Geoff Baker

(Listed as HUMN 300, Great Books & Ideas: Arts/Humanities)

 Gods or Monsters?  The Invention of the Human in Classical Literature

With too much knowledge for the Sceptic side,
With too much weakness for the Stoic's pride,
He hangs between; in doubt to act, or rest;
In doubt to deem himself a God, or Beast.  (Alexander Pope’s An Essay on Man)

This course explores how classical Greek and Roman literature conceptualized “the human” as a category which often overlapped with the opposite extremes of the divine and the monstrous.  From the frequent pettiness of the gods in Ovid’s Metamorphoses, to the inordinate pride (or “hubris”) of rulers in Sophocles’s Oedipus the King and Antigone, classical literature considers the possibilities and pitfalls in the analogy between the divine and the human.  In its many forms (such as Stoicism, Socrates’s dialogues, etc.), philosophy seems to provide humanity not only with a valuable source for truth to reach their potential, but also with a dangerous source for manipulative rhetoric and degenerative corruption (such as in Aristophanes’s The Clouds).  Human characters define themselves not simply in contrast to beasts, such as in the creatures of the Underworld or monsters in The Odyssey, but through resemblance in “metamorphosis,” as human characters become figuratively or even literally beastlike (such as in Apulieus’ The Golden Ass).  In addition to introducing you to important texts and ideas on the nature of “the human,” this class will provide you with a set of analytical skills and strategies for interpreting a diversity of texts and developing an argumentative paper.  This course can fulfill the genre or early period requirement for the English major, the General Education capstone requirement in the “great Books and Ideas” pathway, or the Upper-Division Humanities requirement.

Course expectations:  short writing assignments (including regular Blackboard postings), 2 papers, a group presentation, a mid-term, and a final exam.

Assigned texts will include some of the following:

Apulieus’ The Golden Ass

Aristopanes’ The Clouds

Homer’s The Odyssey

Juvenal (selections)

Ovid’s Metamorphoses (selections)

Plato (selections)

Sophocles’ Theban Plays

Virgil’s  The Aeneid (selections)

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English 355: Bible, Lit, and Culture

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English 356: Literature, Politics, and Activism

Section(s): 1
Professor: Geoff Baker

What’s the point of books and movies, when the real history happening around us is often so immediate and so troubling? Does art have any effect on the real world, or is it just a distraction? If art does matter, politically speaking, then how does it effect change? What do we mean when we say that a work of art is “political”? In this upper-division class for GE students and English majors, we’ll address these fundamental questions about the function of literature in society by focusing on a cluster of texts from the early 19

th century to the present. The reading list will include some canonical classics as well as some popular new works that respond in direct ways to the longer tradition of political literature.

Texts will be chosen from:

  • (Portions of) angry manifestos and essays by Friedrich Nietzsche, Émile Zola, surrealist André Breton, Antonin Artaud, Jean-Paul Sartre, Carlos Fuentes, Simone de Beauvoir
  • Drama by Bertolt Brecht, Henrik Ibsen, Anton Chekhov, Gerhart Hauptmann, Wajdi Mouawad, Caryl Churchill, and Tony Kushner
  • Poetry by Nelly Sachs, William Blake, Léopold Senghor, and Aimé Césaire
  • Fiction by Harriet Beecher Stowe, Émile Zola, Thomas Mann, George Orwell, Yevgeny Zamyatin, Fyodor Dostoyevsky, Simone de Beauvoir, Albert Camus, Christa Wolf, Isabel Allende, Naguib Mahfouz, Haruki Murakami, J.M. Coetzee, Toni Morrison, Margaret Atwood, and Suzanne Collins
  • Films like V for Vendetta, The Lives of Others, or Pan’s Labyrinth
  • …and brief critical or theoretical works on the function of art and intellectuals in society by Theodor Adorno, Herbert Marcuse, Georg Lukács, Martha Nussbaum, Bruce Robbins, and Caroline Levine.
*This course fulfills credit toward the GE pathway in Ethics, Justice, and Policy, and it counts as an Elective for English majors in the English Studies option.

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English 364: American Ethnic & Reg Lit - WI

Section(s): 1
Professor: Tracy Butts

ENGL 364 explores the way place, socio-economic status, gender, and sexuality inform and inflect the experience of particular cultural groups set against the larger American culture. Our focus this semester is the Black South.  We will be reading texts by black authors who were either born in and/or set the events in their works in the American South.

Tentative Reading List:

Octavia Butler’s Kindred

Zora Neale Hurston’s Their Eyes Were Watching God

Richard Wright’s Uncle Tom’s Children

Alice Walker’s The Third Life of Grange Copeland

Ernest J. Gaines’s A Lesson Before Dying

Daniel Black’s Perfect Peace

Gloria Naylor’s Mama Day

ENGL 364 is an approved General Education course that fulfills the upper division Arts/Humanities requirement.  An approved US Diversity course, ENGL 364 is also part of the Diversity Studies Pathway and can be used to fulfill the requirements for that minor.  You can find more information on the Diversity Studies Pathway website.  The General Education program at Chico State has 10 goals for student learning.  This course in particular aims to contribute to 4 of those goals:

  • written communication (you will be asked to express communicate what you have been learning both formally and informally);
  • diversity (much of the course will examine the diversity of experience, beliefs, and perspectives within the African American community);
  • sustainability (you will be asked to consider questions such as how has the natural world shaped our political, social, and economic systems, particularly where African Americans in the American South are concerned); 
  • creativity (so in some cases you will be asked to move beyond analysis to creatively re-imagine or consider the texts we will be reading).  
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English 371: Principles of Language

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English 372: Pedagogical Grammar

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English 375: Introduction to Engl Grammar

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English 431: Theory/Practice in Tutor Comp

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English 441: Shakespeare 

Section(s): 1, 2
Professor:  Rob Burton

'Tis your thoughts that now must deck our kings.

In this course, we will read plays from four genres—comedy, history, tragedy, and romance—following Shakespeare's career, with some digressions, from A Midsummer Night's Dream (1594-96) to The Winter's Tale (1609). Classes will be a mixture of lectures, discussions, and scene readings; you will write some short essays and a term paper and take an early-term and a final examination. Our text will be the two-volume edition of The Norton Shakespeare.

The course may be used for degrees in English Education, English Studies (as a "Middle Ages to Eighteenth-Century" course), and Literature (as a "Literary Figures" or "Early Literature" course).

It may also be taken as an elective: no one, especially not an English major, should miss taking a Shakespeare course before graduating from college.

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English 448: The Long Eighteenth Century

Section(s): 1

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 English 450: The Victorian Period

Section(s): 1
Professor: Teresa Huffman Traver

Queen Victoria reigned from 1837 to 1901, a time when many of works we now think of as “classics” of British literature appeared. This course provides students with exposure to (and understanding) of the literature and culture of the Victorian era. We’ll read a broad range of Victorian literature, including non-fiction prose (essays), poetry, drama, and both short and long fiction, but we will also pay attention to the broader cultural context in which these literary works appear. The course will also familiarize you with some of the kinds of criticism produced by Victorian studies scholars. Assignments include a mid-term and final exam; two papers; additional short assignments and occasional quizzes. Class participation and attendance are required.

Required Texts: (Subject to change)

Broadview Anthology of British Literature: The Victorian Era; Emily Brontë Wuthering Heights; (Bedford Edition); Sir Arthur Conan Doyle The Sign of Four (Dover Thrift);

Plays by Tom Taylor (Cambridge).

English 451: Modern Poetry

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English 453: Modern Drama  

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English 454: Comparative Literature 

Section(s): 1
Professor: Geoff Baker

Keeping It Unreal: Natural and Supernatural from Frankenstein to Stephen King

This course begins at the pivotal moment in Western culture when a certain idea of what is “natural”—or possible in the natural world as we generally know it—begins to take root. It is only at this point that any idea of a “supernatural”—or what is not possible in the natural world as we know it—begins to be articulated. Authors will go on to use the tension between what is real and unreal, what is natural and supernatural, in a variety of ways: for the readerly pleasures of terror and suspense; as allegories of personal or political or social trauma; as problematic symbols of dangerous foreignness or femininity; and perhaps also as a site from which the oppressed “foreign” or “feminine” can fight back.

Some of the questions we might ask and answer:

  • Why does the popularity of the supernatural overlap with the process of secularization in western culture, what sociologist Max Weber called in 1918 the “disenchantment of the world”? Is the desire for the “unreal” only possible in an era that no longer “believes”?
  • Why and how does western literature in the age of imperialism represent the supernatural as foreign or the foreign as supernatural? Does non-western literature embrace this arrangement as well?
  • Why and how do authors use spectral figures to embody real political traumas?
  • Are the rise and popularity of the fantastic merely natural fictional responses to very real cultural shifts? How might we account for the popularity, today, of Rowling’s Harry Potter series and Meyer’s Twilight novels? What needs do these works satisfy in us?

Brief excerpts from essays by John Locke, David Hume, Anna Letitia Aikin, Immanuel Kant, William Wordsworth, Simone de Beauvoir, Ashis Nandy, etc.

Fiction chosen from:

Mary Shelley (Frankenstein!)
E.T.A. Hoffmann (“The Sandman”)
Washington Irving (headless dude!)
Honoré de Balzac (a talisman grants your wishes but kills you!)
Edgar Allen Poe
H. Rider Haggard (just like Indiana Jones!)
Bram Stoker (Dracula!)
Franz Kafka (dude becomes cockroach!)
Alejo Carpentier (magical realism!)
Karen Blixen
Tayeb Salih
Isabel Allende (magical realism!)
Stephen King (Carrie!)

*This course fills a Later Literature requirement for the Literature option; and either the Comparative, Continental, etc. or Elective category for English Studies.

*ENGL 454 can be taken more than once for major credit, if the syllabi are different. So, if you took “Novels of Development” in Fall 2011, you can still take this class and get credit for it.

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English 459: Later American Literature

Section(s): 1
Professor: Tracy Butts

“Though 45 years separate Their Eyes Were Watching God and The Color Purple, the two novels embody many similar concerns and methods, ones that characterize the black women’s literary tradition . . . .”

--Trudy Bush

ENGL 459 is an in-depth study of major themes, authors, and works in the twentieth-century and contemporary American literature.  This semester, we will focus on Zora Neale Hurtson and her literary daughters—Toni Morrison, Paule Marshall, Gloria Naylor, Toni Cade Bambara, Ntozake Shange, and Audre Lorde.  Hurston served as a literary pioneer, forging a path to defining and expressing black women’s existence.  We will study the trajectory of the black women’s literature, noting the ways in which it has built upon and strayed from the path set out upon by Hurston. 

Our reading list may include:

Zora Neale Hurston’s Their Eyes Were Watching God

Paule Marshall’s Brown Girl, Brown Stones

Gloria Naylor’s Linden Hills

Ntozake Shange’s For Colored Girls Who’ve Considered Suicide When the Rainbow is Enuf

Toni Morrison’s Home

Audre Lorde’s Collected Works

Toni Cade Bambara’s The Black Woman: An Anthology

 English 462: Study in Major Amer Authors

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 English 467: Teaching Multicultural Lit

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English 470: Second Language Acquisition   

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English 471: Intsv Theo & Prac 2nd Lang Acq   

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English 476: Phonological Analysis

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English 477: Semantics: Lang and Meaning

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