Academic Year 2017-2018 Bulletin
Undergraduate Writing Programs
214 - Second Year Composition
Second Year Composition emphasizes developing more flexibility in your reading and writing practices so that you can successfully tackle a wide range of writing situations or tasks. The course helps you to develop more advanced research skills, to practice responding to a wider variety of ideas and perspectives, and to create more sophisticated academic arguments in your writing. By practicing academic argumentation and inquiry and engaging with real-world issues, students will create varied, rhetorically-aware compositions. To develop responsible positions, students fine-tune their research skills, evaluating scholarly and non-scholarly sources and incorporating a variety of perspectives.
Beginning in Spring 2017, three formats of ENG 214 are available:
- Traditional classroom sections geared towards students who learn best by actively interacting with peers/instructor in person, and those who prefer a range of interactive class activities to them understand course content and assignment requirements.
- Hybrid sections which meet less frequently during the week but require more self-directed online work. These sections are appropriate for motivated, independent students with the sufficient self-discipline to manage their own workload and regular assignments on a weekly basis. To register for hybrid sections, search for "hybrid" under course attributes.
- Community Service Learning sections which integrate academic concepts and service work in the community. These sections are geared towards students who want an active, real-world learning experience focused on learning from and with community partners. To register for hybrid sections, search for "service learning" under course attributes.
417 – Academic Literacy and the Urban Adolescent
2017-2018 Bulletin: Service Learning, focusing on the acquisition of academic literacy by urban teens; requires 25 hours volunteering in middle or high school classrooms. Partly satisfies Early Field Experience requirement for Single Subject Credential Program. [CSL is available; consult index for page reference.] Prerequisite: ENG 214 or equivalent; English majors. Course Attributes: Social Justice.
Section 01 – Paul Morris | Detailed Information: This community-service-learning course satisfies the 45-hour pre-service requirement for admission to the single-subject credential program. Working with the community organization 826 Valencia, students will volunteer in local middle and high schools to help adolescents improve their writing. Your own reading, writing, and discussion in the class will help you understand academic literacy, particularly in urban contexts, and how adolescents develop academic literacy.
419 – Advanced Composition for Teachers
2017-2018 Bulletin: The composing process: purpose, audience, types of discourse, rhetorical strategies, syntactic structures, response groups. Partly satisfies Early Field Experience requirement for Single Subject Credential. Service Learning requires 20 hours tutoring in secondary Language Arts classes. [CSL is available; consult index for page reference.] Prerequisite: ENG 214 or equivalent; English majors.
Section 01 – James Gilligan | Detailed Information:
655 – Literature & the Adolescent Reader
2017-2018 Bulletin: Analysis and evaluation of literature about and for adolescents. Teaching approach based on reader response theory. Required for students completing the Single Subject Waiver in English. Prerequisite: ENG 214 or equivalent. Course Attributes: Am. Ethnic & Racial Minorities
Section 01 – James Gilligan | Detailed Information: Two central purposes inform the design of this complex course: to help you develop a broad familiarity with the genre of young adult (or adolescent) literature and to help you consider the teaching of literature to adolescents. The course is designed with the presumption that everyone in the class shares a keen interest in adolescent literacy, adolescent development, and pedagogy. Our work will focus on the following important questions: Who are adolescents? Why should adolescents read? How do the ways we teach reading influence the meaning students make from literature (and other texts)? What should adolescents read in school? How can different theoretical approaches facilitate the study and teaching of Young Adult Literature (YAL)? Considering YAL as both “literary art and cultural artifact,” we will “evaluate YAL based on the complexity with which the author mobilizes and/or critiques adolescence as a social construct and depicts intersectionalities within youth experiences” (Sulzer & Thein, 2016, p. 169). Through microteaching assignments and group presentations, students will design the majority of class activities and engage in peer-facilitated lessons (i.e., students enrolled in this course will also function as instructors).
688 – Assessment tin English Language Arts
2017-2018 Bulletin: Creation of an English Education e-Portfolio to demonstrate mastery of subject matter competency in English. Prerequisite: Senior standing and interview with English Single Subject Credntial adviser.
Section 01 – Paul Morris | Detailed Information:
420 – Intro to Study of Language
2017-2018 Bulletin: Linguistic investigation of sounds, words, sentences, conversations. Relationships between language, culture, dialects, mind, animal communication examined. Recommended as first language structure course. Prerequisite: ENG 114 or equivalent.. Course Attributes: UD-C: Arts and/or Humanities; Global Perspectives.
Section 01 – Jenny Lederer | Detailed Information: An investigation of language patterns in sounds, words, sentences, conversations. We also explore language and culture, dialects, language and the mind. Highly recommended as a structure of language course for English majors, teachers, and others interested in language analysis
421 – The Structure of English
2017-2018 Bulletin: Introduction to contemporary syntactic theory and fundamentals of linguistic data analysis. Prerequisite: Upper division standing or ENG 420. Priority to English majors, minors, and MA TESOL and Linguistics students.
Section 01 – Anastasia Smirnova | Detailed Information: This is not a grammar class. Rather than learning proper punctuation and whether to split innitives, the study of syntax is concerned with explaining why native speakers have strong intuitions about what sounds \right." Traditional grammar classes may teach us not to end sentences with prepositions, but they do not need to warn against constructions like What do you like the man who sells? 1 Why not? Because we already know not to use them. Syntax is the study of why native speakers accept certain constructions as acceptable and reject others. What is the underlying structure that guides sentence formation in the world's languages? Linguists aim to nd the commonalities that unite human languages, and discover systematicities in the differences that divide them.
423 – Language Analysis for Language Teachers
2017-2018 Bulletin: Introduction to English language structures and common English learner errors. Analysis of form, meaning and use in spoken and written texts, including academic genres. Focus on understanding cross-linguistic influences and strategies for responding to learner challenges in grammar and pronunciation. Prerequisite: Upper division standing or ENG 420.
Section 01 – David Olsher | Detailed Information:
424 – Phonology & Morphology
2017-2018 Bulletin: Theories and techniques of phonological and morphological analysis using data from English and other languages. Prerequisite: Upper division standing or ENG 420. Priority to ENG majors, minors, MA Linguistics and TESOL students.
Section 01 – Anastasia Smirnova | Detailed Information: This course will explore the nature of phonological and morphological phenomena in natural languages.
425 – Language in Context
2017-2018 Bulletin: Introduction to language variation relating to age, ethnicity, gender, region, class, occupation; language and culture; multilingualism. [CSL may be available; consult index for page reference.] Prerequisite: Upper division standing or ENG 420. Priority to English majors, minors, and MA Linguistics and TESOL students.
Section 01 – Troi Carleton | Detailed Information: This course looks at the ways in which various aspects of society influence language. Questions that will be explored include the following: How do factors such as age, ethnicity, region, social class, education, and occupation effect the way we talk? How does the way we talk effect the attitudes of those who listen to us? What is a pidgin language and how does it emerge? Does language shape culture or does culture shape language? What does it mean to be part of a speech or linguistic network? Why does cross-cultural and cross-gender miscommunication occur? Grading will be based on a final research project, two in-class exams and class participation.
Section 02 – Jenny Lederer | Detailed Information:
426 - Second Language Acquisition
2107-2018 Buletin: Survey of research and issues in second language acquisition. Required for entrance into M.A. TESOL program. Recommended for ESL/EFL and foreign language teachers and credential candidates. Prerequisite: Upper division standing; concurrent enrollment in a foreign lange required.
Section 01 - Robert Kohls | Detailed Information:
670 - Writing for Graduate Studies in Liberal and Creative Arts
2017-2018 Bulletin: Development of writing skills for graduate work in the Liberal and Creative Arts, focusing on the kinds of writing needed in these disciplines. May not be used for master's degree ATC requirements. Prerequisites: Graduate status, or application in progress, or consent of instructor. Registration priority will be given to students enrolled in graduate programs in the College of Liberal and Creative Arts.
Section 01 - Maricel Santos | Detailed Information:
240 - Heroes & Anti-Heroes in Literature
2017-2018 Bulletin: Examination of archetypes of heroes and antiheroes in English language literature. Detailed analysis of identity, power, hierarchy, and privilege in complex literature, primarily from the 16th-20th centuries. Prerequisite: ENG 114 or consent of instructor. Course Attribute: C3: Humanities: Literature
Section 01 - Jennifer Mylander | Detailed Information:
251 – The Lyric Poem in English
2017-2018 Bulletin: Examination of a wide range of forms, styles, themes, and modes available in short lyric poetry. Detailed analysis of both form and content in the work of a variety of major and lesser-known poets. Prerequisite: ENG 114 or equivalent or consent of instructor. Course Attributes: C3: Humanities: Literature
Section 01 – Summer Star | Detailed Information: The Lyric Poem In The Birth of Tragedy (1872), Friedrich Nietzsche traced the birth of ‘the lyric voice’ to the tragedies of Euripedes. As the Greek chorus formed a communal presence on stage, traditional from the great choric odes of Sophocles, a new phenomenon broke forth: a single speaker, a single voice rose up. For Nietzsche, this “I,” speaking at once deeply alone and for the subjective experience of all mankind, was the same resounding “I” that grew in volume and variety through the poetry of the following centuries. In the sound of one voice that gave voice to the deepest, most persistent experiences of all, the lyric voice – of William Shakespeare and John Donne, John Keats and Walt Whitman, Elizabeth Bishop and Louise Bogan, Bob Dylan and Johnny Cash – was born. The purpose of this course is to chart the development of the lyric voice and forms of lyric poetry through the works of 19th and 20th-century English language poets. How are the characteristics of the lyric mode revealed in these works – in their formal innovations and in your affective experience of them as readers? Despite differences in culture, era and argument, what qualities of voice unite these works as ‘lyrical’?
Lectures and discussion will focus equally on poetic form and terminology, methods of interpretation, and cultural context. Terms of poetic form and meter (the measure of poetic rhythm) will be taught in lecture, practiced in class and in homework, and tested at midterm. As music works with lyrics in any song you hear, meter, the careful timing and manipulation of rhythm in language, is the musical, physical counterpart of expression in poetry – and particularly prominent in the “lyric” poem. You will be asked to not only know these terms, but to use them in developing your understanding of poetic rhythm in written work for the class. Finally, you will, individually, be engaging in a serious and on-going creative encounter with the lyric voice. Whether in poetic or musical form, you will produce, revise, critically consider, and perform you own lyrics: experiencing personally the creative challenges and critical stakes of participating in lyric tradition.
The readings for this course will be distributed in class meetings and posted on iLearn. Course requirements include active class participation, one exam on poetic meter, two critical essays, one creative project, as well as 2 recitations of memorized poems.
252 – The Novel in English
2017-2018 Bulletin: Major English and American novelists and variations in the genre between Defoe and the present. [Formerly ENG 152]. Prerequisite: ENG 114 or equivalent or consent of instructor. Course Attributes: C3: Humanities: Literature
Section 01 – Martha Klironomos | Detailed Information: A survey of the novel written in the English language from the Modernist to Postmodernist periods. Exploration of varying genres including romantic comedy, the travel experience, historical fiction, and the epistolary novel.
Novels to be examined include:
- E.M. Forster, Room with A View
- Virginia Woolf, Jacob's Room
- Henry Miller, Daisy Miller
- E.L. Doctorow, Ragtime
- Alice Walker, The Color Purple
In considering these novelists we will explore a number of sub-themes, topics and social issues including:
- travelers abroad and the representation of the Mediterranean in the English and American imaginations
- the national vs. the local
- the construction of national vs. ethnic identity in the U.S. in the era of mass migration and the post civil rights era
- immigration in the era of mass migration
- U.S. feminism in the late 20th century
- theories of the novel
- what is historical fiction
258 – American Literature
2017-2018 Bulletin: Selected masterpieces of American literature. Prerequisite: ENG 114 or equivalent or consent of instructor. Course Attributes: C3: Humanities: Literature
Section 01 – Sarita Cannon | Detailed Information:
259 – Introduction to Shakespeare
2017-2018 Bulletin: For potential English majors unacquainted with Shakespeare's work, and non-majors not yet conscious of themselves as heirs of Shakespeare's language and culture, and beneficiaries of his dramatic gifts. [Formerly ENG 159]. Prerequisite: ENG 114 or equivalent or consent of instructor. Course Attributes: C3: Humanities: Literature
Section 01 – Lois Lyles | Detailed Information: Course texts: Julius Caesar, The Merchant of Venice, Macbeth, Hamlet, Othello. The course texts will occasionally be supplemented with audio recordings and videocassette tapes of Shakespeare's plays and lyrics. There will be some handouts of poetry and literary criticism related to Shakespearean drama. Some of the poetry will be only poets and dramatists of the Elizabethan and Jacobean periods.
261 - The Vampire Tradition
2017-2018 Bulletin:The vampire in literature and film as a rich, complex icon that exaggerates culture anxieties about otherness, morality, and identity, and reveals changing social attitude about race, class, gender, and sexuality. [Formerly ENG 160]. Course Attributes: C3: Humanities: Literature
Section 01 - Sara Hackenberg | Detailed Information:
280 - Popular Drama and Social Critique
2017-20178 Bulletin: Examination of the drama performed in the street from the middle ages to present with a focus on performances in Britain and the U.S. Prerequisite: ENG 114 or equivalent or consent of instructor. Course Attributes: C3: Humanities: Literature; Social Justice
Section 01 - Julie Paulson | Detailed Information: This course examines popular drama as a medium for social critique. We will examine plays that range from the medieval morality play Mankind to the late 20th c. street theater of San Francisco Mime Troupe and Teatro Campesino. What are the politics of these plays? What modes of social critique to they embody? What are their influences? How do they seek to intervene in the events and situations that have shaped them? What special properties does drama offer as a mode of thinking about social relations and enacting social change?
460 – Literature in English I: Beginnings through the 17th Century
2017-2018 Bulletin: Introduction to the history and aesthetics of influential Old English, Middle English, sixteenth- and seventeenth-century texts written in English and America. Prerequisite: ENG 214 or equivalent, or consent of instructor.
Section 01 – Jennifer Mylander | Detailed Information:
461 – Literature in English II: 18th and 19th Centuries
2017-2018 Bulletin: Introduction to the history and aesthetics of influential eighteenth- and nineteenth-century texts written in England and America. Prerequisite: ENG 214 or equivalent, or consent of instructor.
Section 01 – William Christmas | Detailed Information:
462 – Literature in English III: The Twentieth Century
2017-2018 Bulletin: Survey of key texts, debates, and literary historical landmarks in the study of twentieth-century literature in English. Prerequisite: ENG 214 or equivalent, or consent of instructor.
Section 01 – Sarita Cannon | Detailed Information: This survey course will provide an overview of literature written in English from the beginning of the twentieth century to the present. We will focus on important literary movements since 1900, including Modernism, Postmodernism, and Postcolonialism, but we will also pay attention to the historical and social realities that influenced these developments.
Section 01 – Kathleen De Guzman | Detailed Information:
465 - Post-Apocalyptic Science Fiction
2017-2018 Bulletin: Examination of how post-apocalyptic narratives in mid to late 20th century science fiction reflect cultural anxieties, explore ethical dilemmas, and propose a variety of dystopian and utopian solutions to the threat of rapid social, political, and environmental change. Prerequisite: ENG 214 or equivalent or consent of instructor. Course Attributes: UD-C: Arts and/or Humanities; Environmental Sustainability
Section 01 - Meg Schoerke | Detailed Information:
480 – Junior Seminar
2017-2018 Bulletin: Practical criticism; techniques in the art of reading literature and writing about it in a series of short papers. Majors must complete this course before the end of the junior year. (ABC/NC grading only). Prerequisite: ENG 214 or equivalent with grade of C or better. English major (who must complete ENG 480 before the end of the junior year) and minor. Course Attributes: Graduation Writing Assessment
Section 01 – Larry Hanley | Detailed Information:
Section 02 – Angela Jones | Detailed Information: In this junior seminar students will develop reading, writing, and research practices that are fundamental to advanced literary study and everyday critical literacy. Students will examine the claims that different types of texts make on them and will use formal and informal writing assignments to analyze, synthesize, and interpret language. Biography, memoir, and personal essay are among the types of literature students will read and questions of what makes a text literary, historical, or aesthetically valuable will guide discussion.
Section 03 – Mary Soliday | Detailed Information: English 480: Junior Seminar introduces English majors to the habits of mind typical of English Studies; and it fulfills the Graduation Writing Assessment Requirement (GWAR). To accomplish both aims, this section of 480 will focus on ways of reading and writing. Analysis is only one mode of reading and writing: we will consider other pleasurable modes as well, including an emphasis on integrating what you are learning in other English classes into this one. We’ll spend part of the semester reading a long novel, and the rest on reading poetry; you will choose most of the poems we read, and some will be performed. You’ll write short pieces every week, and these will form the basis of class discussion; several classes will be devoted to writers’ workshops, where you will, among other things, select a weekly piece to develop into a culminating, and creative, essay that richly interprets a literary text in your own, genuine voice. Required texts at the SF State Bookstore include the Broadview edition of Thomas Hardy’s Tess of the D’Urbervilles and a poetry anthology.
Section 04 – Loretta Stec | Detailed Information:
503 – Studies in Medieval Literature: Chaucer’s Women
2017-2018 Bulletin: Rotating course on a specific topic, theme, genre, work, or issue in Medieval literature. Topic to be specified in Class Schedule. May be repeated when topics vary. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Julie Paulson | Detailed Information: The sixteenth-century Scottish poet Gavin Douglas famously wrote that Chaucer “was ever, God wait, wemenis frend” (“was ever, God knows, a friend to women”). Chaucer and “the woman question”—how Chaucer thought about the role and nature of women—has been of abiding interest to his readers. In this course, we will read some of Chaucer’s most famous works with a focus on how he represented women, gender issues and stereotypes, and power relations between men and women. In doing so, the course will also introduce students to the social, cultural, political, and religious contexts of Chaucer’s writing; familiarize students with literary critical approaches to Chaucer’s poetry, especially feminist ones; and develop students’ research, critical thinking, and writing skills. No prior knowledge of medieval literature required.
495 - Digital Humanities and Literacies
2017-2018 Bulletin: Introduction to topics, issues, practices, and tools to develop a critical engagement with digital culture, with special focus on reading, writing, and understanding literature in the digital age. Prerequisite: ENG 214 or equivalent.
Section 01 - Larry Hanley | Detailed Information:
514 – Age of the Romantics
2017-2018 Bulletin: Poetry and prose of Blake, Coleridge, Byron, Wordsworth, Shelley, and Keats.. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Wai-Leung Kwok | Detailed Information: This class will explore what is distinctive about the literature of the Romantic writers and how their writings respond to the political and cultural climates of England and Europe in the late eighteenth and early nineteenth centuries. We will examine how the Romantics address concerns that are still important to us, and in doing so, gain a better understanding not only of ourselves but also of the various ways in which literature and the past continue to speak to our present.
525 - Sudies in American Literature
2017-2018 Bulletin: Rotating course on a specific topic, theme, genre, work, or issue in American literature. Topic to be specified in Class Schedule. May be repeated when topics vary. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 Bob Dylan - Geoffrey Green | Detailed Information:
526 – Age of the American Renaissance: 1830-1860
2017-2018 Bulletin: Achievement of a national literature in the works of such writers as Ralph Waldo Emerson, Henry David Thoreau, Walt Whitman, Nathaniel Hawthorne, Herman Melville, and Frederick Douglass, with reading of earlier authors. Prerequisite: ENG 214 or equivalent or consent of instructor. Course Attributes: UD-C: Arts and/or Humanities; Am. Ethnic & Racial Minorities; Social Justice.
Section 01 – Meg Schoerke | Detailed Information:
527 – American Literature: 1860-1914
2017-2018 Bulletin: Major American writing from romanticism to realism and naturalism: Walt Whitman, Emily Dickinson, Mark Twain, Henry James, Stephen Crane, Kate Chopin, Henry Adams, Edwin Arlington Robinson, Edith Wharton, and Theodore Dreiser. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Lois Lyles | Detailed Information: This is a lecture-discussion course involving the study of prose and poetry. Authors to be discussed in this class include Samuel Clemens, Bret Harte, Ambrose Bierce, Henry James, Sarah Orne Jewett, Kate Chopin, Mary E. Wilkins Freeman, Charlotte Perkins Gilman, Edith Wharton, W.E.B. DuBois, Stephen Crane, Jack London, and Theodore Dreiser.
One focus of the course will be an historical perspective upon American Literature. We will study the relationship of the growth of literary forms to major social, economic, and political changes, of which there were many period 1860-1914 (between the end of the Civil War and the beginning of WWI). Six hundred thousand soldiers died in the Civil War, which cost several billions of dollars. Despite the enormous depletion of human and material resources which was the consequence of the war, the engineering of the movement of men and material became technologically advanced because warfare had necessitated this development. Thus, the way was prepared for the completion of four transcontinental railroad lines by 1885. The invention of the refrigerated railway car facilitated the centralization of meat-packing industry in Chicago. Metropolitan areas saw burgeoning population growth as cities became the hub of trade and industry. Furthering the population explosion in the cities was large-scale immigration (for example, to New York) from Europe. This was the period in which America ceased to be mainly a country of farms, villages, and little towns. By the end of World War I half of the American citizenry lived in about a dozen cities. Factories and large corporations now had the majority of American workers. Moreover, power lay in the hands of the owners and managers of big businesses, particularly in meat-packing, oil, steel, and railroads. Political corruption was rampant; men, women, and children worked under very disagreeable conditions, and received low wages; labor unions were still in the future; and the right to strike did not become a reality until the 1930s.
528 – American Literature: 1914-1960
2017-2018 Bulletin: Stories, drama, and criticism by such authors as Ezra Pound, T. S. Eliot, William Faulkner, Ernest Hemingway, F. Scott Fitzgerald, Ralph Ellison, Richard Wright, Wallace Stevens, Robert Lowell, and Sylvia Plath. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Larry Hanley | Detailed Information: This course will survey representative movements, figures and periods in modern U.S. literature. We’ll get a running start with a quick look at the fin-de-siecle crisis of American culture (DuBois, Adams, Marti, and Perkins Gilman) and then move on to variants of modernism. These include modernism in the American grain ( Masters, Lindsay, Sandburg, Frost, Millay, Williams), modernism in exile (Eliot, Stein, Pound, Hemingway, Dos Passos) and the Harlem Renaissance (Locke, Hughes, Toomer, Hurston, Larsen, Brown). We will pass through the radicalized writing of the 1930s (Gold, Conroy, Rolfe, Wright, Olsen, Le Sueur) and then conclude with a foray into post-war and Cold War writing in the United States (Miller, Ginsberg, Lowell, Plath). The pace will be swift; the pleasures will be immense.
533 - Holocaust and Literature
2017-2018 Bulletin: Fiction and non-fiction Holocaust literature by Saul Bellow, T. Borowski, Etty Hillesum, I.B. Singer, and Elie Wiesel. (This course is offered as JS 437, ENG 533, and CWL 437. Students may not repeat the course under an alternate prefix.) Prerequisite: ENG 214. Course Attributes: UD-C: Arts and/or Humanities; Gloabal Perspectives; Social Justice
Section 01 - Kitty Millet | Detailed Information:
535 – Literature and Ecology
2017-2018 Bulletin: An appraisal of literary works in light of their representation of nature and their ecological wisdom. Examples of post-romantic American literature of nature. The theory and practice of ecocriticism. Prerequisite: ENG 214 or equivalent or consent of instructor. Course Attributes: UD-C: Arts and/or Humanities; Environmental Sustainability
Section 01 – Angela Jones | Detailed Information: The readings for this course examine American writers’ individual relationships to the natural world and to human communities shaped by the environment. Our core text, American Earth, assembles nature writing from Thoreau to the present and enables readers to trace the complex evolution of human interactions with and attitudes toward the natural world. We will also read authors whose solo encounters with nature shaped their identities and life trajectories. Moving beyond the familiar binary of human vs. nature, the readings for this course invite us to rethink who we are in the wider world, how we define nature, and how we create community.
550 - The Rise of the Novel
2017-2018 Bulletin: Emergence of the English novel in the work of such writers as Defoe, Richardson, Fielding, Sterne, Smollett; the relationship of the new genre to changes in social and philosophical experience. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 - Ellen Peel | Detailed Information:
558 - Early Twentieth Century Poetry in the United States
2017-2018 Bulletin: Development of modernism during the first half of the 20th century; the tension between the poets' experimentalism and their relation to tradition. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 - Meg Schoerke | Detailed Information:
571 – Shakespeare’s Rivals
2017-2018 Bulletin: Close study of the drama of Shakespeare's contemporaries and immediate successors. Class will combine modes of literary analysis with theatrically-informed approaches. Prerequisite: ENG 214 or equivalent or consent of instructor. Course Attributes: E1: Lifelong Learning Develop
Section 01 – Gitanjali Shahani | Detailed Information:
580 – Individual Authors
2017-2018 Bulletin: Rotating course on a specific author, or group of authors, in British, American, or Global literatures of any period. Topic to be specified in the Class Schedule. May be repeated for credit when topics vary. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 George Eliot – Summer Star | Detailed Information:
583 – Shakespeare: Representative Plays
2017-2018 Bulletin: Shakespeare and his age; his development as a dramatist and his literary, intellectual, and social milieu. Reading of representative comedies, histories, and tragedies as well as some non-dramatic poetry. Prerequisite: ENG 214 or equivalent or consent of instructor. Course Attributes: E1: Lifelong Learning Develop
Section 01 – Gitanjali Shahani | Detailed Information: This course is designed to introduce students to a range of representative plays—comedies, tragedies, romances and ‘problem plays’—from the Shakespearean corpus. Through close readings (and occasional film screenings) of representative plays, we will explore a range of topics related to Shakespearean drama. In the course of the semester, we will acquaint ourselves with the society and culture in which these plays were created, the theatrical context in which they were performed, and the historical processes by which they have come down to us. Some of the following questions will inform our discussions: How is gender negotiated on the Shakespearean stage? How is religious difference performed? How is the body subject to discipline and punishment? How are representations of the body linked with emerging discourses of nationhood, race, class, and sexuality in early modern England? Plays will include The Merchant of Venice, Twelfth Night, Measure for Measure, Othello, and The Tempest.
584 – Shakespeare: Selected Plays
2017-2018 Bulletin: Study of a few plays in relation to the textual problems, dramatic technique, and problems of interpretation. Analysis of language, imagery, and structure. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Lois Lyles | Detailed Information: Study of dramatic technique and problems of interpretation (such as those arising from issues of national identity, gender identity, eroticism, ethnicity, and socioeconomic status). About five of Shakespeare’s plays, including Hamlet and Macbeth will be studied. Analysis will be made of Shakespeare’s rhythmic structures, imagery, metaphors, dramatic structure, and characteristic themes. A midterm and a final examination will be given in this class, and there will be two papers required.
611 – Modern Criticism
2017-2018 Bulletin: Examination of critical approaches including the formalist and the psychoanalytic. Application of one or more critical methods to works of imaginative literature. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Wai-Leung Kwok | Detailed Information: Through a close reading of selected texts in literature and criticism, we will examine how the phenomenon of "literature" and the notion of "literariness" have been defined and characterized in modern times. Among the topics we will be exploring together: the relationships between literature and history, literature and ethics, literature and politics; the ontology of the literary work; the debates over canonization; the polemic over feminist criticism and cultural criticism; the responsibility of the intellectual as literary scholar, critic, and teacher.
612 - Serial Narrative
2017-2018 Bulletin: Serial narrative from its eighteenth-century roots to today, considering the novel, cinema, and television. Prerequisites: ENG 214 or equivalent or consent of instructor.
Section 01 - Sarah Hackenberg | Detailed Information:
630 – Selected Studies
2017-2018 Bulletin: Rotating course on a specific topic, theme, genre, or issue in literature from a variety of national traditions and/or historical periods. Topic to be specified in Class Schedule. May be repeated when topics vary. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 Nabokov and Hitchcock – Geoffrey Green | Detailed Information: An exploration of selected literary-cultural masterpieces of Vladimir Nabokov and Alfred Hitchcock, with a focus on the literary-cultural representation of themes of exile and estrangement in modernist and postmodernist art. Lecture-discussion format. Extra credit in-class presentation, midterm/paper, final, attendance/class participation.
631 – Post-Colonial Literature in English
2017-2018 Bulletin: Contemporary literature in English by writers from former Third World colonies. Prerequisite: ENG 214 or equivalent or consent of instructor. Course Attributes: UD-C: Arts and/or Humanities; Global Perspectives
Section 01 – Loretta Stec | Detailed Information:
632 - Literature of Exile and Migration
2017-2018 Bulletin: Investigation of literary texts that narrate experience of exile, migration, and immigration, and consideration of theoretical contexts about diaspora, exile, and transnational movement. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 - Martha Klironomos | Detailed Information:
636 – Greek and Roman Myth and Modern Literature
2017-2018 Bulletin: Contemporary writers of fiction, poetry, and drama who use subjects and themes from classical Greek and Roman mythology. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 – Martha Klironomos | Detailed Information: As this is a 600 level course (one step below the Master's level), students should have already taken at least one lower-division literature course.
In this course, we will look at the appeal of Greek and Roman myth to Anglo American, European and African writers from the 20th to 21st centuries.
In discussing these writers in relation to classical reception, we will look at a few representative ancient texts including excerpts from Homer, fragments of Stesichoros, and plays by Aeschylus.
Writers to be explored include:
- William Butler Yeats
- Ezra Pound
- T.S. Eliot
- James Joyce
- C.P. Cavafy
- Seamus Heaney
- Wole Soyinka
- Margaret Atwood
- Anne Carson
638 - Global Cities
2017-2018 Bulletin: Study of Anglophone literature from the twentieth century to the present from cities around the world. Examination of the concept of "the city" with emphasis on cross-cultural issues of globalization, gentrification, and migration. Prerequisite: ENG 214 or equivalent or consent of instructor.
Section 01 - Kathleen De Guzman | Detailed Information: This class examines twentieth-century and contemporary global Anglophone literature and media within the context of the city. We study how writers and artists use mediums such as the novel, poetry, and photography to represent the intimacies, distractions, and broader social issues tied to life in cities. Readings include fiction, poetry, and selections from critical theory and urban studies. The class also studies one or two movies and/or TV episodes. Fulfills the global literatures requirement for the Literature concentration.
690 – Senior Seminar
2017-2018 Bulletin: Rotating course on a specific topic, theme, literary form, historical period, or theoretical tradition in British, American, or Global literatures. Topic to be specified in Class Schedule. Intensive study of a literary topic culminating in a research paper. May be repeated when topics vary. Prerequisite: Successful completion of ENG 480GW with a grade of C or better; or consent of instructor; priority enrollment given to English literature and English education majors in their senior year.
Section 01 Major Victorian Poets – Summer Star | Detailed Information:
Section 02 Devils and Angels – Jennifer Mylander | Detailed Information: Devils and Angels focuses on the representation of devils and angels, in poetry, prose, and drama as well as in visual art and film. The semester is split between edgy contemporary texts and ground-breaking early modern works. Where else might you explore pop culture representations like classic Twilight Zone episodes alongside the best of literature like Paradise Lost? Senior Seminar is a capstone course asking all students to apply a range of methodologies learned over in the course of the major in a small, writing intensive seminar. All Senior Seminars culminate with research papers, so expect to use your existing research skills and to develop new ones as you produce one of the best portfolios of your undergraduate career. Expect active discussion and authentic inquiry in a Tuesday night, once a week seminar. This course fulfills the pre-1800 requirement for majors. Students must have successfully completed English 480 GWAR to enroll and should ideally have completed English 460 before registering for Devils and Angels.
Technical & Professional Writing
400GW – Fundamentals of Technical and Professional Writing – GWAR
2017-2018 Bulletin: Forms, methods, standards, and issues central to the work of career writers. Students produce technical instructions, reports, promotions, and correspondence. (ABC/NC grading only.) Prerequisite: ENG 214 or equivalent with grade of C or better. Course Attributes: Graduate Writing Assessment.
Section 01 – Louise Rehling | Detailed Information:
470 – Writing Professional Promotions
2017-2018 Bulletin: Developing documents for corporate communications, marketing, public relations, and development purposes. High-tech and non-profit applications. (Plus-minus letter grade only.) Prerequisite: ENG 214 or equivalent with grade of C or better; TPW student or consent of instructor.
Section 01 – Megan Little | Detailed Information:
490 – Grantwriting
2017-2018 Bulletin: Practice in grant proposal writing and research. Requests from private non-profit organizations to various funding agencies. (Plus-minus letter grade only.) [CSL may be available; consult Index for page reference.] Prerequisite: ENG 214 or equivalent with grade of C or better; TPW student or consent of instructor. Course Attributes: Social Justice.
Section 01 – Regina Neu | Detailed Information:
550 – Professional Editing
2017-2018 Bulletin: Expectations for professional editing in the workplace. Development of specialized projects; practice in relevant techniques; application of professional skills, standards, ethics, and methods. Review of grammar, punctuation, and usage. (Plus-minus letter grade only.) Prerequisite: ENG 214 or equivalent with grade of C or better; TPW student or consent of instructor
Section 01 – Louise Rehling | Detailed Information:
555 – Visual Rhetoric and Document Design
2017-2018 Bulletin: Principles of design and visual rhetoric; application of those principles in document design. Workshop teaches publication design software. Required laboratory. (Plus-minus letter grade only.) Prerequisite: ENG 214 or equivalent with grade of C or better; TPW student or consent of instructor
Section 01 – Neil Lindeman | Detailed Information:
600 – Individual and Team Writing
2017-2018 Bulletin: Developing professional skills for project management, research, group work, genre analysis, writing, editing production, and presentation. Individual projects explore current tools, trends, and technologies. Teams develop professional materials for local non-profits. (Plus-minus letter grade only.) [CSL may be available; consult index for page reference.] Prerequisite: TPW 400, TPW 550, and TPW 555 with grades of C or better.
Section 01 – Louise Rehling | Detailed Information:
695 – Internship in Technical and Professional Writing
2017-2018 Bulletin: Develop resume and portfolio. Practice job search and interviewing skills. Field experience: professional writing or editing, including structured supervision and evaluation by program faculty and placement sponsor. (Plus-minus letter grade only.) Prerequisite: Five TPW core or skill elective courses (all with grades of C or better), including TPW 400, TPW 550, and TPW 555.
Section 01 – Neil Lindeman | Detailed Information:
699 – Independent Study
2017-2018 Bulletin: Special study in some aspect of technical and professional writing, performed under program faculty supervision. May be repeated for a maximum of 4 units. Prerequisite: Five TPW core or skills elective courses, all with grades of C or better, including TPW 400, TPW 550, and TPW 555. Enrollment requires consent of TPW instructor.
Section 01 – Neil Lindeman | Detailed Information:
700 – Composition Theory (Introduction to Composition Studies)
2017-2018 Bulletin: Issues of composition theory, research, and classroom practice. (Plus-minus letter grade only.) Prerequisite: Admission to MA Composition Program or to Composition or Post-Secondary Reading Certificate Program.
Section 01 – Robert Kohls | Detailed Information: The purpose of this course is to introduce you to the scholarly field known as “composition studies.” Yes, there is such a thing. Although often primarily concerned with the teaching of writing in school contexts, composition studies (or, as it is sometimes called, “writing studies”) is more generally concerned with written discourse as a phenomenon. By the end of this course, you will not know everything there is to know about the field, but you will have a broad understanding of the theoretical frameworks and pedagogical approaches that have come to occupy scholars and teachers over the past few decades.
Why bother? Most of you are here, probably, because you want to become writing teachers. For much of the twentieth century, composition teachers got by on what Stephen North has called “lore,” or techniques and practices for teaching writing that was handed down from instructor to instructor. Many of these techniques worked, in that they seemed to improve student writing in some way, but such lore will always be too idiosyncratic to be systematic. Then, in the late 1960s and early 1970s, scholars began to theorize the teaching of writing in ways that we will explore in this course. Our aim, then, is to examine the various theories and approaches that enable much more informed and systematic teaching of writing.
But figuring out “what works” is only half the battle. In addition to preparing you to become a writing teacher, this course’s aim is to prepare you to become a scholar in the field of composition studies. There is a complex relationship between being a teacher and being a scholar, but the main purpose of doing both is so that you can become reflective practitioners—teachers who not only know what to do, but why they are doing it, and have the flexibility to adjust their teaching as the situation calls for it. By listening in on scholarly conversations in the field, and by joining in those conversations, you will prepare yourself to make informed pedagogical choices in your own future teaching.
701 – Reading Theory
2017-2018 Bulletin: Review of research on the physiological, psychological, and linguistic processes involved in developing literacy skills on the community college and college levels; examination of the relationships between reading and writing competencies, and reading and reasoning strategies. (See index for repeat policy.) Prerequisite: Graduate standing or consent of instructor.
Section 01 – Mark Roberge | Detailed Information:
704 – Pedagogical Grammar (Responding to Writing)
2017-2018 Bulletin: Theory and practice of responding to linguistic, stylistic, and rhetorical issues in student writing. (Plus-minus letter grade only.) Prerequisite: Admission to MA Composition Program or to Composition or Post-Secondary Reading Certificate Program.
Section 01 – Mary Soliday | Detailed Information: This course focuses on the theory and practice of responding to linguistic, stylistic, and rhetorical issues in student writing.
709 - Seminar in Teaching Integrated Reading and Writing
2017-2018 Bulletin: Exploration of the integration of reading and writing from both a theoretical and pedagogical perspective. Prerequisite: Admission to MA Composition Program or to Composition or Post-Secondary Reading Certificate Program.
Section 01 & 02 - Mark Roberge | Detailed Information:
718 - Supervision of Teaching Experience
2017-2018 Bulletin: Supervision and training in curriculum, teaching techniques, grading procedures, etc. Prerequisite: Teaching assignment in college-level composition course.
Section 01 – Jennifer Trainor | Detailed Information:
895 – Field Study
2017-2018 Bulletin: Field study or research project incorporating application of knowledge and techniques acquired in the student's program of study. (CR/NC grading only) Prerequisite: Consent of instructor, adviser, department chair, and committee; approval of Advancement to Candidacy (ATC) and Culminating Experience (CE) forms by Graduate Studies.
Section 01 – Jennifer Trainor | Detailed Information: English 895 is not so much a course as it is a space for you to collect, revise, and reflect on materials for your culminating experience portfolio, which will satisfy your final requirements for the MA in composition. Though there will be some common assignments and readings, the majority of this course will focus on sharing and workshopping the various items that will go into your portfolio. Your overall aim is to produce a portfolio that best represents what you have learned and experienced in this program.
713 – Curriculum & Instruction I
2017-2018 Bulletin: Theory, curriculum design, instruction and assessment methods for teaching English language, literature, and oral and written performance, grades 6-12. [Formerly ENG 650] Prerequisite: Completion of subject matter certification in English or consent of instructor.
Section 01 – Paul Morris | Detailed Information:
741 – Seminar: Literary Theory and Research Methods
2017-2018 Bulletin: Practice in the theory, criticism, and research methods of literary study, leading to a major research project. Prerequisite: Classified graduate status in English literature master's degree program or consent of instructor.
Section 0 1- Julie Paulson | Detialed Information: This is the portal course for the master's program in English and American literature. We will study representative works in the large field of theory of literature, from the ancients to the postmoderns; the course also functions as an introduction to graduate study of literature, including literary research, bibliography, and textual criticism. I will try to group the theoretical works in interesting clusters, such that they begin to speak to each other, with our help as intermediaries and interlocutors. The literary focus of the course will be Melville's Moby-Dick. I am ordering The Norton Anthology of Theory and Criticism (2nd ed.) and Moby-Dick (Norton Critical Edition, 2nd ed.), as well as a few other books that should be useful to you throughout your career as a scholar, teacher, or writer--or simply in your life as a serious lover of literature. Assignments include three essays of about 8-10 pages and a presentation. This course will be stimulating for instructor and seminar members alike. Prerequisite: classified standing in the MA literature program, or consent of the instructor.
742 - Seminar: Studies in Criticism
2017-2018 Bulletin: Examination of specific topic, critic or group of critics, and/or tradition in literary criticism. Topic to be specified in Class Schedule. May be repeated when topics vary. Prerequisite: ENG 741 (may be taken concurrently) or consent of instructor.
Section 01 - Geoffrey Green | Detailed Information:
754 - Seminar: The Romantic Movement
2017-2018 Bulletin: Ideas, themes, or literary problems in the works of such late eighteenth and early nineteenth century authors as Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats. Prerequisite: ENG 741 (may be taken concurrently) or consent of instructor.
Section 01 - Wai-Leung Kwok | Detailed Information:
785 - Seminar: Shakespeare
2017-2018 Bulletin: Representative plays: examination of textual problems, dramatic technique, language, imagery, and interpretation. Prerequisite: ENG 741 (may be taken concurrently) or consent of instructor.
Section 01 - Gitanjali Shahani | Detailed Information:
790 - Seminar: Selected Studies
2017-2018 Bulletin: Examination of topics in British, American, or Global literatures, and/or literary theory. Topic to be specified in Class Schedule. May be repeated when topics vary. Prerequisite: ENG 741 (may be taken concurrently) or consent of instructor.
Section 01 Narrative Theory - Sara Hackenberg | Detailed Information:
Section 01 - Amarican Autobiography | Detailed Information:
803 – Teaching Practicum: Literature
2017-2018 Bulletin: Pedagogical issues in the teaching of literature by assisting professors in conducting large lecture courses. May be repeated for a total of 6 units. Prerequisite: by application only; contact English Department or see English Department website for details.
Section 01 – Julie Paulson | Detailed Information:
730 – Intro to Graduate Study
2017-2018 Bulletin: Contemporary theories, approaches, theories, and practical procedures in teaching English as a second or foreign language. Principles and current practices in curriculum development, lesson design, skill development, classroom management, and assessment. Prerequisite: Completion of Level One Writing Proficiency requirement; ENG 425 and ENG 426 or equivalents. Restricted to MA TESOL student.
Section 01 – Maricel Santos | Detailed Information: English 730 provides an introduction to the field of teaching English as a second or foreign language. Focus includes principles and current practices in curriculum development, lesson design, teaching language skills, classroom management, and assessment. Application of these concepts includes analyses of second/foreign language teaching approaches and their appropriateness for specific teaching contexts.
732 – TESOL – Reading and Writing Skills
2017-2018 Bulletin: The teaching of reading and writing skills to adult non-native speakers of English. Theory and research in ESL/EFL reading and composition, curriculum and lesson planning, teaching techniques and activities, materials selection and development, responding to student work, and assessment. Prerequisite: ENG 730.
Section 01 – Maricel Santos | Detailed Information:
733 – Student Teaching – TESOL
2017-2018 Bulletin: Teaching experience with a faculty supervisor who meets with the student teachers both individually and in groups, observes them, and reads and responds to four written papers. (CR/NC grading only.) Prerequisite: ENG 731 and ENG 732.
Section 01 – Maricel Santos | Detailed Information: English 733 (Student Teaching—TESOL) is an opportunity for you to get intensive, hands-on experience working in an ESL class either on campus or off campus. It is a semester-long course whose primary focus is teaching experience. Listed below are the specific course requirements, which are designed to provide you with some structure, as well as opportunities for reflection and feedback, as you engage in this important part of your M.A. TESOL education.
734 – Curriculum & Assessment
2017-2018 Bulletin: MA TESOL students develop an original curriculum and assessment procedure for a specific learning context. Assigned readings cover theoretical and practical issues in syllabus design, materials development, and language assessment. Prerequisite: ENG 730, ENG 731, and ENG 732, or consent of instructor.
Section 01 – Priyanvada Abeywickrama | Detailed Information:
738 – Pragmatics & Oral Skills
2017-2018 Bulletin: Pragmatics research and methods for teaching social interaction skills for TESOL; application of materials appropriate to specific cultural and educational contexts. Prerequisite: ENG 425 and 730.
Section 01 – David Olsher | Detailed Information: This seminar is a critical examination of ideas about Palestine in American religious and national thought and the ways these ideas are expressed in as well as interrogated in works of American literature.
We begin with a few key Puritan texts from the seventeenth century, about the colonists of New England as a second Israel with a covenant with God and on an errand into the wilderness, as a redeemer nation, and as a city on a hill and a light unto the nations--and scholarship on how these tropes have constituted an American ideology. We trace the transformations of this ideology in the 18th and 19th centuries, particularly in the strong millennialist strand in American Protestantism that not only pictured the restoration of the Jews to Palestine (frequently called the Holy Land) as preparation for the second coming of Jesus, but also proposed to aid this restoration. This Protestant Zionism preceded Jewish Zionism. The 19th century was also the period of the decline of the Ottoman Empire and of the Eastern Question, when the major powers—England, France, and Russia—took a strategic interest in the eastern Mediterranean. Americans also turned their gaze to Palestine and projected ideas onto it. A number of American and British travel narratives were written about Palestine and circulated widely in the US. Visual images were also important bearers of meaning—book illustrations, panoramas, paintings, prints, and after mid century, photographs and stereographs. We will use the Sutro Library on our campus, which holds some of the major works in this corpus, and other library resources, and then turn to the more literary treatments, including selections from Twain's Innocents Abroad and Tom Sawyer Abroad, Melville's Clarel: A Poem and Pilgrimage in the Holy Land, Lew Wallace’s best-selling Ben Hur, and less-known works by women authors.
Because American imaginings of Palestine so often lacked engagement with contemporary Palestinians and because some of what we are tracing, together with other historical developments, led in the 20th century to the dispossession of Palestinians, we will also include selections from Said’s The Question of Palestine.
891 – Integrative Seminar: TESOL
2017-2018 Bulletin: Major issues in teaching English to speakers of other languages. For Master of Arts candidates in English with Concentration in Teaching English to Speakers of Other Languages. (CR/NC grading only) Prerequisite: Final semester in M.A. program.
Section 01 – Maricel Santos | Detailed Information: Synthesis of academic and practical components of M.A.TESOL course work while compiling a comprehensive portfolio of graduate work; delivery of a professional presentation at the MATESOL conference.