Spring 2016

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.

130I 130PI 203 220I 240 252
258 258I 260 261 264I 276
277 278 279 320 321 327
332 333 335 338Z 340 341
342 342I 350I 353 354 356
364I 371 375 415 420 421
431 441 447 450 464 465
470 471 474 475    

English 130I: Academic Writing

English 130I, “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 or 130P 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.

Depending on your instructor, the focus for research in English 130I varies. Your specific course may research issues in digital culture, identity, food, popular culture, or music, just to name a few of the options. The common thread among all sections is an inquiry-based approach to pursuing research questions that are interesting to students. 

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English 130PI: Academic Writing

Please note: English 130PI is not offered every semester.

English 130I, “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 or 130P 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.

Depending on your instructor, the focus for research in English 130I varies. Your specific course may research issues in digital culture, identity, food, popular culture, or music, just to name a few of the options. The common thread among all sections is an inquiry-based approach to pursuing research questions that are interesting to students. 

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English 203: Shakespeare On Film

Instructor: Erin Kelly

Shakespeare’s plays were originally performed on the public stage in Elizabethan and Jacobean London. Since then, they have been performed on stages around the world and adapted for the silver screen countless times. In English 203, we will engage with a range of film adaptations of Shakespeare’s work, exploring what Shakespeare has meant for different cultures and in different time periods. In order to aid our discussions, students will read the texts of Shakespeare’s plays as well as shorter readings on film theory and terminology. We will think about how his texts work on the page, on the stage, and on the screen. Classes will be a mixture of lectures, discussions, and film viewings.

Our readings and viewings will include Henry V (Kenneth Branagh), Much Ado About Nothing (Joss Whedon), Romeo & Juliet (Baz Luhrmann), and King Lear (Akira Kurosawa’s Ran).

This course may be taken as an elective or to fulfill the General Education arts requirement.  


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English 220I: Beginning Creative Writing

Professor: Jeanne Clark

English 220 is a General Education C-2, Writing Intensive (WI) course in the Food Pathway.  As such the course will incorporate and foster the following GE values:

 

  • Active Inquiry—a spirit of curiosity to ask questions, seek answers, contemplate, and pursue investigations with intellectual rigor, while making connections between cognitive and personal development, both inside and outside traditional instructional settings.
  • Diversity—an understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes.
  • Creativity— the generation of new idea and original expressions in light of past innovations, traditions, and the history of ideas, accompanied by a willingness to take intellectual risks and consider novel approaches.

 

Since English 220 is a course in the Food Pathway, you will read and analyze contemporary literature that uses food in a variety of contexts: social, cultural, historical, ideological, and of course communicative.  Many of the readings and writing assignments in the course will allow you to

 

  • discuss the many roles that food plays in our lives—as sustenance, as expression of identity, as a form of entertainment, as ritual, and as a means to bring people together into a community;
  • show how food transmits culture;
  • compare and contrast food and its social role from a variety of cultures and ethnic traditions;
  • analyze the differences and consequences of food habits cross-culturally;
  • understand the social, cultural, and historical contexts of food;
  • recognize the concept of foodways—the beliefs, behaviors, attitudes, and values involved in the production, distribution, and consumption of food;
  • articulate the role of food in constituting national, gender, and ethnic identity.

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English 240: Literature of Life

Professor: TBA 

In this course, we will read and discuss literature from various nations and cultures, with an emphasis on the relationships of these works to our lives and current events:  what can these works tell us about how different societies function, about relationships between and among people, about human behavior?  What can we learn about our own and others’ lives from what we read? Where does personal responsibility come in?  The required reading will include outstanding works of fiction, poetry and drama by American and international writers, and class will be focused primarily on discussion, with occasional quizzes and group assignments.  Students will also write responses to themes and issues raised by the reading and complete two projects.

Literature for Life is an approved General Education course in Lifelong Learning (area e), and it is included in two of the General Education Pathways in which students can complete an interdisciplinary minor:  1) Ethics, Justice, and Policy and 2) Great Books and Ideas.

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English 252: American Indian Literature

Professor: Heather Fisher

English 252 will emphasize the plurality of the Native American voice, both in the oral tradition prior to European contact, and in the written literature post-contact, and to examine how the literature shapes, and attempts to shape, our understanding of over five hundred distinct cultures, nine distinct language groups, and the myriad of individual voices within.  How does the image of the Indian shape our sense of concepts such as sustainability, environmentalism, and stewardship?  What are some of the perpetuated stereotypes in depictions of native cultures, and how do contemporary texts re-inform us of their current lives?  What can we understand about native peoples with respect to the role of culture, belief, and practice in a literary context?  How will an understanding of these issues inform and shift our own sense of identity?  We will be reading texts from Sherman Alexie, Louise Erdrich, Leslie Marmon Silko, Theodora Kroeber, and other fine writers.  Finally, in our aim to understand the contemporary voices in Native American literature, you will have direct experience with several local and regional California Indian guest speakers.

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English 258: World Literature

Professor: Rob Burton

English 258 uses various technology tools (such as Blogs and PowerPoints) as a way of encouraging students to discuss and write about contemporary world authors such as Kukrit Pramoj (Thailand) and Nawal el Saadawi (Egypt). It is a Writing Intensive (WI) course in the Global Development Pathway (Area C-2). 

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English 258I: World Literature

Professor: Rob Burton

English 258 uses various technology tools (such as Blogs and PowerPoints) as a way of encouraging students to discuss and write about contemporary world authors such as Kukrit Pramoj (Thailand) and Nawal el Saadawi (Egypt). It is a Writing Intensive (WI) course in the Global Development Pathway (Area C-2). 

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English 260: Great Books

Professor: Corey Sparks

Hacking/Great Books

MW 4:00-5:15PM

This course will engage texts that probe issues central to the hacker ethos: creation, adaptation, and disruption. These texts will come from a range of time periods, genres, and media. We will use contemporary digital media to create, adapt, and disrupt right alongside the books we read. If this course can be said to have a central claim, it is that the core concepts of “hacking”—creation, adaptation, and disruption—have a long, varied history in literary texts. Not only does this course mean to explore the ways that new media technologies might help us engage these texts, this course is a chance to think about how great books might hack back.

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English 261: Women in Hip Hop (Women Writers)

Professor: Kelly Candelaria

In the last decade there has been a resurgence of Dystopian Literature. This rise has been led by women authors and their heroines. Through these novels, that have greatly influenced pop culture, we find an interesting focus on the growth of these heroines, their personal agency and political power, and how they are breaking away from traditional gender roles. ENGL 261 will focus on the ways women writers are influencing women and how we are shifting to a stronger, more powerful role in our society through the pages of dystopian literature. By looking through theoretical lenses and the characters in the novels, we will consider how these narratives are breaking all of the rules when it comes to gender constraints.

We will watch films like the Hunger Games and Divergent Series.  This class is M&W from 4 to 5:15.  It counts as C2 (Humanities) and it is a pathway course under Gender and Sexuality Studies.

I'd love for you to join me!

Kelly


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English 264I: Amer Eth/Reg Writers-WI

Professor: Nathaniel Heggins Bryant

 

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English 276: Survey of Early British Lit

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 Blackboard 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

Professor: Teresa 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 journal entries in response to specific prompts. Assignments also include in-class writing assignments, a mid-term and a final exam. Class participation and attendance are required.


Required Texts: (Subject to change) Broadview Anthology of British Literature Concise Volume B; The Longman’s 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

Professor: Matthew Brown

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English 279: Survey of Later American Lit

Professor: Nathaniel Heggins Bryant

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English 320: Poetry Writing

Professor: Jeanne Clark

One breath taken completely; one poem, fully written, fully read - in such a moment, anything can happen.

—      Jane Hirshfield (Nine Gates: Entering the Mind of Poetry)

 

The aim of this course is to make you a better writer of poetry by making you a better reader of poetry.  Reading poetry—and writing it—is a matter of paying attention, of being alive to the possibilities of language, of learning to appreciate craft, and allowing the poem to be what it wants to be, and all it can be, in combining and reacting with the speaker’s sensibility.  You will read poems by both established and up-and-coming poets, representing a wide constellation of voices, approaches, and subjects. 

 

Each week you’ll complete a poem draft—writing (or rewriting) a poem in response to an instructor prompt.  We’ll read poems—yours and those of well-known and emerging poets—and talk about what we find there in terms of news and craft.  We’ll experiment with revision and talk about the art of submitting work for publication.  Some of the scheduled class periods will be devoted to reading and to craft issues, and some will be devoted to “workshopping” your poems.  The “fifth hour” will be used for alternative activities, both individual and small group activities rather than whole class meetings: visiting art galleries, sauntering through woodlands, talking with visiting writers about writing and the writing life, and so on.

 

Questions?  Contact Jeanne E. Clark (Siskiyou 133), jeclark2@csuchico.edu

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English 321: Fiction Writing

Instructor: Anna Moore

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English 327: Creative Nonfiction

Instructor: Paul Eggers

Creative nonfiction is the kind of writing you’ll find in magazines such as The New Yorker, as well as in memoirs and investigative journalism. It’s “nonfiction” in that it’s fact-based, exploring real-life events and experiences (especially your own); and it’s “creative” in that it recognizes and makes use of the writer’s presence and imagination, and the unreliability of memory. This kind of writing leads to interesting essays that draw upon the writer’s own life and engagement with the outside world. It tells the truth—the real, not-made-up truth—but it sculpts that truth, making the truth vivid and convincing, using the same techniques fiction writers use.

            We’ll likely do three kinds of creative nonfiction: memoir, personal essay, and literary journalism (we’ll also discuss what these labels actually mean). We’ll draft the stories first, then workshop them, then revise them. Along the way we’ll discuss theoretical matters—e.g., is objectivity possible? how reliable is memory?—and we’ll do idea-generation and drafting work, as well as read and discuss the writing of some of our best creative nonfiction writers, including Truman Capote, Norman Mailler, Annie Dillard, and others. No tests and no final.

            For our text, we’ll use Bill Roorbach’s Contemporary Creative Nonfiction: The Art of Truth; additionally, I’ll pass out relevant articles along the way.

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English 332: Intro to Literacy Studies

Professor: Tom Fox


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English 333: Adv. Comp. for Future Teachers

Professor: Sarah Pape

Professor: Kelly Candelaria 

Advanced Composition for Future Teachers is designed for future multiple-subject teachers. The two primary goals of the class are related: the improvement of your own writing, and the increase of your knowledge about the ways writing can be effectively taught in elementary school classrooms. Over the course of the semester, you can expect to read professional books and articles about the teaching of writing, while conducting self-designed research and composition projects. Course work will include weekly reading responses, multimodal and technology-facilitated composition projects, and a culminating research project.

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English 335: Rhetoric and Writing

Professor: Laura Sparks

Professor: Chris Fosen

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English 338Z: Environmental Rhetoric

Professor: Chris Fosen

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English 340: Approaches to Literary Genres

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 involve a number of assignments.  Assignments will include the following:  a midterm and a final; two papers; shorter writing assignments (such as postings on Blackboard); 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).  Please make sure to use this edition.

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


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English 341: Reading Lit for Future Teachers

Professor: Peter Kittle

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English 342: Literature of the Child

Professor: Teresa 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. As part of the Health and Wellness pathway, this course emphasizes the following dimensions of wellness: emotional, social, spiritual and intellectual. As we examine didactic texts from previous centuries, we may ask what role such literature plays in developing children’s intellectual and spiritual wellbeing. Other texts we’ll read focus on children as embodied beings, raising questions about physical, emotional and social health. Assignments include a paper with multiple drafts, a presentation, online journal entries, a midterm and a final exam. Class participation and attendance are required. (Note: I recommend that English majors interested in 342 take the writing-intensive section, if possible.)

Required Texts: (Subject to change): J.M. Barrie’s Peter Pan; Francis Hodgson Burnett’s The Secret Garden; J.K. Rowling’s Harry Potter and the Sorcerer’s Stone; Judie Blume’s Are You There God? It’s me, Margaret; and R.J. Palacio’s Wonder.


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English 342I: Literature of the Child (Writing Intensive)

Professor: Teresa 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 arechildren 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 two papers with multiple drafts, eight journal entries, oral presentations, a midterm and a final exam. (Note: this class does require more writing than the regular section, but it is a smaller class that allows more lively interaction, so I highly recommend it to English majors interested in children’s literature.) Class participation and attendance are required.

Required Texts: (Subject to change): J.K. Rowling’s Harry Potter and the Sorcerer’s Stone, 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 and R.J. Palacio’s Wonder.

English 350I: Science, Technology and Lit

Professor: Matthew Brown

Professor: Nathan Heggins Bryant

This basic premise of this course is to examine the fear or distrust of science—especially the role of advanced technology—in literature, particularly though not exclusively in American literature. The semester will begin with a brief examination of the working-class Luddite movement in England and a reading of the most famous technophobic novels of all time, Mary Shelley’s Frankenstein; or, the Modern Prometheus (1818). This unit will conclude with a viewing of Charlie Chaplin’s silent masterpiece and technophobic film Modern Times.

 We will then turn to consider different dimensions of technophobia in American literature, taking up various ecological, ethical, and philosophical concerns embedded in technological progress. Course unit titles include “The Bomb,” “Machines in the Garden,” and “I, Robot?” For these units, we will read a representative novel (including, perhaps, A Canticle for Leibowitz; Watermind; Do Androids Dream of Electric Sheep?) and view a corresponding film (Dr. Strangelove; Nausicaa in the Valley of the Wind; Sleep Dealer; and Ex Machina). In all of them, we will consider historical and contemporary anxieties about technology, especially as those anxieties involve questions of issues of race, class, and gender. Reading quizzes and short response papers will contribute to the grade, and the final half of the semester will be dedicated to a research paper sequence, including project proposal, annotated bibliography, and final paper.

 

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English 353: Multicultural Literature

Professor: Rob Burton

English 353 uses various technology tools (such as Blogs and PowerPoints) as a way of encouraging students to discuss and write about contemporary Multicultural Literature, from the essays of Andrew Lam (Vietnam-U.S.) to the short stories of Jhumpa Lahiri (India-U.S.). It is a GE Upper Division Area C course (Arts and Humanities) in the Global Development Studies Pathway.

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English 354: Classical Literature

Professor: John Traver

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.

This course fulfills the “early literature” requirement in the Literature major or the “Comparative, Continental European, World, and Multicultural Literatures” requirement for the English Studies major. 

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English 356: Lit, Politics, and Activism

Professor: Corey Sparks

Slacktivism & Literature

TR 9:30-10:45AM

Care about animals? Click a link. Have a favorite political candidate? Hashtag them. Support a particular cultural group? Change your Facebook profile picture. In our digital world it is easier than ever to show support for causes traditionally associated with energetic advocacy. Some read these behaviors as the laziness and disengagement of younger generations. Others note the ways “slacktivism” or “clicktivism” is associated with heightened civic participation. This course seeks to think about the strange conjunctions and disjunctions of slacker activism, including discussions of online identities, of politically engaged literary texts, and of the problems and possibilities posed for activism in a digital world. 

English 364I: American Ethnic & Reg Lit - African American Literature (Writing Intensive)

Professor: TBA


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English 371: Principles of Language

Professor: Ela Thurgood

This course will introduce students to the general nature and structure of human language. It covers the core areas of linguistics (a) phonetics: the production, description, classification and transcription of speech sounds; (b) phonology: the description of the systematic patterning of sounds in human language; (c) morphology: the study of the internal structure of words; (d) syntax: the study of sentence structure; and (e) semantics: the study of linguistic meaning. In addition, this course addresses other important areas of linguistics, including pragmatics, psycholinguistics, sociolinguistics, and historical linguistics.

Pragmatics is concerned with how people use language within a context and why they use language in particular ways. Psycholinguistics is the discipline that tests assumptions about the processing and the learning of language. It attempts to answer questions about how language is represented and processed in the brain and what areas of the brain are used for language functions and processes. Socio-linguistics deals with the relationship between language and society. The knowledge the students gain in this part of the course will help them to fully comprehend variation in language use; that is, students will address issues in inter-speaker and intra-speaker variation. historical linguistics looks at language change through time (diachronic change) and language change at any given point in time (synchronic change/variation). It also addresses language relationships, both genetic and areal.

This course fulfills the GE breadth requirement for area C2.

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English 375: Introduction to Engl Grammar

Professor: Sara Trechter

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English 415: Editing Literary Magazines

Professor: Sarah Pape

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English 420: Advanced Poetry Writing

Professor: Jeanne Clark

In this course, you will write new drafts of poems, poems of your own wild imaginings. You will read brand-new, hot-off-the-press poems by both established & up-&-coming poets, representing a wide constellation of voices, approaches, & subjects. And you will take oe or more of your poems "off the page."

You will consider in depth the following craft issues: voice & tone, structure & form, titles, deep revision, & preparing manuscripts for publication.

News Flash: This semester the class will have access to the Turner Print Collection.  We will be writing “in conversation”/response to pieces from the collection.  And—drum roll, please—student poems & the original artwork that inspired it will be exhibited in our new building for the grand opening.  A print catalogue of this ekphrastic work will be published.

Prerequisite: English 320, or permission of the instructor.  Graduate students may take this course for credit.  Questions?  Contact Jeanne E. Clark (Siskiyou 133, jeclark2@csuchico.edu)

English 421 Advanced Fiction & Nonfiction Writing

Professor Paul Eggers

English 431: Theory/Practice in Tutor Comp

Instructor: Kim Jaxon

English 431 offers training and experience in the tutoring of students in composition. Paid positions in the English 30 Writing Workshop Program require successful completion of this course. 431 provides an introduction to theories and practices of writing instruction and is a recommended prerequisite for English 634: Teaching Academic Writing, the graduate course for teachers of English 130: Academic Writing.

English 431 includes a weekly seminar in which we attempt to understand what it means to teach and support the teaching of writing. While the course is closely connected to our first year writing program, particularly English 130 and English 30, we will think about our work with these spaces as cases that help us explore concepts in teaching and learning related to writing instruction. One unit of this four-unit course is a practicum, which requires you to intern in an English 30 workshop or the ESL Resource Center.  This practicum experience provides a rich resource for us to explore how to mentor student writing.

To get a feel for the course, you can check out our website:http://www.kimjaxon.com/engl431/


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English 441: Shakespeare

Professor: Erin Kelly

English 441 is an introduction to the plays of William Shakespeare. We will read plays from all four dramatic genres – comedy, history, tragedy and romance -- including A Midsummer Night's Dream, Twelfth Night, Henry V, Hamlet, and The Winter's Tale. In this course, we will focus on Shakespeare in theatrical performance, learning the conventions and conditions of performance in Renaissance playhouses and watching excerpts of modern theatrical productions. Through this approach, we will discuss how Shakespeare works within and against the conventions of dramatic genres and consider the variety of ways that these plays can be presented on stage. 

The goal of this course is for students to improve their ability to critically read, discuss, and write about Shakespeare’s works. In addition, the course is designed to improve students’ historical and cultural knowledge of Shakespearean theatrical practice.

This is an approved Writing Proficiency course; a grade of C- or better certifies writing proficiency for majors. Prerequisites: ENGL 130 or JOUR 130 (or equivalent) with a grade of C- or higher; ENGL 276, ENGL 340. 


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English 447: 17th Century Literature

Professor: John Traver

The seventeenth century is a period that delights in dramatic experimentation and outright contradiction. Metaphysical poets such as John Donne and George Herbert risk apparent ridiculousness, whether it is an extended analogy between love and a blood-sucking flea, or a poem written in the shape of a pair of wings. Political upheaval prompts many writers openly to contradict themselves, such as during the English Civil War and the Restoration, where the poet John Dryden can praise the end of monarchy in a 1658 poem and celebrate its re-institution in another poem just two years later. We see not simply the closing of the theaters and the rise of Puritanism, but also the re-opening of the theaters and the rise of libertinism. We will consider these dramatic shifts in perspective through the literature of the time from a variety of genres, such as poetry (e.g., John Donne, Aphra Behn, Katherine Philips, and Andrew Marvell), plays (e.g., William Shakespeare’s Hamlet and William Congreve’s The Way of the World), and prose (e.g., John Milton’s Areopagitica and John Bunyan’s The Pilgrim’s Progress).

This course fulfills the “early literature” requirement in the Literature major or the “British Literature: Middle Ages to the Eighteenth Century” requirement for the English Studies major. If you are in the English Education major, it can fulfill one of the requirements for the “Teacher Preparation Option Core”(one course selected from ENGL 440-480), or for the “General Studies” pattern (one of two courses selected from ENGL 440-480), or for the “literature” pattern (one of four courses selected from ENGL 440-480).

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

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English 450: The Victorian Period

Professor: Teresa Traver

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English 464: Modern World Literature

Professor: Rob Burton

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English 465: American Literary Topics

Professor: Matt Brown

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English 470: Second Language Acquisition  

Professor: Ela Thurgood

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English 471: Intsv Theo & Prac 2nd Lang Acq

Professor: Ellen Eggers

Professor: Sara Trechter

Professor: Saundra Wright

Professor: Ela Thurgood

English 471 is a linguistic approach to investigating the complex phenomenon of second language acquisition. We will begin by looking closely at the field of linguistics, primarily through an inductive exploration of the rule-governed systems in language. We will then apply this knowledge to our examination of the issues and theories related to language acquisition from a variety of perspectives (e.g., linguistic, cognitive, social, and educational) in order to gain a better understanding of the processes involved in learning a second language.

 
Note: Starting Fall 2011, English 471 is a required course for all Liberal Studies students and for students entering the Credential Program. There are, however, two exceptions:

  • Students pursuing a degree in English Education should not take Engl 471. Instead, English Education students should take the sequence Engl 371/470.
  • Students wishing to pursue a Certificate in TESOL (Teaching English to Speakers of Other Languages) should not take Engl 471. Instead, TESOL students should take the sequence Engl 371/470.

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English 474: Syntactic/Morphological Analysis

Professor: Saundra Wright

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English 475: History of the English Language

Professor: Sara Trechter

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