critical reading and writing in the university community web viewavailable each semester- contact...

COURSES OFFERED SPRING 2016: UNDERGRADENG CATALOG NAME CREDITS/

GRADEFULFILLS PRE-REQUISITES INSTRUCTOR

COURSE #----HELD100 English Composition:

Writing Center1 creditPass/Fail

n/a n/a Available each semester- contact the Composition Office for more details

105 Critical Reading And Writing In The University Community

4 creditsLetter grade

Foundation Requirement ((English Placement Test Results (ACT 17+; Accuplacer WR 4-7; IELTS 6+; PLACE 30+; SATI 340+, TOEFL PB 525+/CB 193+/IB 70+)) or (Test Results (ACT < 7; AccuplacerWR < 4; PLACE 10; SATI < 340) and Corequisite: ENG 107))

Available each semester- contact the Composition Office for more details

107 Intensive Writing Lab

1 creditPass/Fail

n/a ACT < 17; AccuplacerWR < 4; PLACE 10; SATI < 340 Corequisite: ENG 105


110 Rhetoric In The Media 3 creditsLetter grade

Aesthetic and Humanistic Inquiry

n/a

121 The Story Of English 3 creditsLetter grade

Cultural Understanding n/a

130-001 Exploring Literature 3 creditsLetter grade


Freshman or Sophomore status Tim Yamamura(#5025) MW 2:20-3:35pm

In this class we will explore the world of literary study. This introductory-level course is designed for students with an interest in pursuing an education in English Literature, as well as students hoping to fulfill their general education requirements (Aesthetic and Humanistic Inquiry). In this course, we will familiarize ourselves with the poetics of various literary forms, including short fiction, poetry, non-fiction, dramas, novels, and the graphic novel. Topics to be covered will include language, imagery, narrative, theme, character, and setting in literary representation. Authors to be read include Octavia Butler, Franz Kafka, David Foster Wallace, Jamaica Kincaid, Tobias Woolf, August Wilson, Mary Shelley, Arthur Miller, Ursula K. Le Guin, Claudia Rankine, Allison Bechdel, and James Joyce. 199 Special Topics 1-3 credits

Letter grade

n/a n/a

205 The Academic Writer's Workshop


n/a ENG 105 or HON 190 or HON 191 or English Placement Test Results (Accuplacer WR 8; PLACE 40+) or International Exchange Student Group


210-001 Principles In Rhetoric 3 creditsLetter grade


ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group

Chase Edwards(#4193) TTh 2:20-3:35pm

COURSES OFFERED SPRING 2016: UNDERGRADEnglish 210 introduces students to a western approach to rhetorical principles beginning with Classical Rhetoricians (the Sophists, Plato), and concluding with more modern approaches to communicative acts. The end goal is for you to become more aware, more explicit, and more conscious on language, visual, audio, and video choice choices for communicating ideas. You will practice analyzing, researching, and presenting on theories as well as other people’s use of rhetoric. You will also practice creating and developing your own end products with rhetorical frameworks to guide your conscious decisions. The western sense of rhetoric has heavily influenced how U.S. universities perceive proper language use. Intellect, according to Aristotle, is fine but without an understanding of how to deliver that intellect for a given situation that intellect remains with the individual. The course readings, exercises, and research opportunities are meant for understanding how rhetoric has developed and how our understanding of rhetoric has influenced societal perspectives of truths.

211-001 Principles Of Written Argumentation




Greg Glau(#4823) TTH 9:35-10:50am

During the semester, we will discuss what argument means in our society. We will read many examples of arguments, and you will be able to differentiate the types, methods, and conventions of argumentation in articles you read and write. We will look at various ways of delivering argument, and thoroughly cover audience analysis. Your goal is to improve your argumentative writing skill for use in any discipline or situation. The central question for the semester will be, “Is everything an argument?” By evaluating your own habits, beliefs and interactions, along with current issues and events, we hope to definitively answer the preceding question. The subjects covered in class will most likely spur emotional and logical debate, and should be quite fun. Keep in mind that all opinions are to be valued and respected. You don’t have to agree with anyone else. You do have to respect everyone else and keep anything you say respectful. I don’t want to coddle people who are “offended” if anybody says anything they don’t happen to agree with. On the other hand, I don’t want to allow anybody to say hurtful, obscene, or derogatory things. Sometimes, this is a hard balance to find. As we grow as a class, your opinions may change or may become stronger, so it is important that we provide an atmosphere where everyone feels comfortable sharing their views and ideas. This is a Liberal Studies course in the Aesthetic and Humanistic Inquiry distribution block. Courses in this block involve students in the study of the human condition through philosophical inquiry and analysis of the various forms of creative expression. These courses help students develop an understanding of the relationship between context and human creative expression, major conceptual frameworks utilized to make sense of the creative arts, and how human experience and values are expressed through creative endeavors. Students will also develop their capacities for analysis and ethical reasoning along with an understanding of the multiple facets of the human condition. The mission of the Liberal Studies Program at Northern Arizona University is to prepare students to live responsible, productive, and creative lives as citizens of a dramatically changing world. To accomplish the mission of Liberal Studies, Northern Arizona University provides a program that challenges students to gain a deeper understanding of the natural environment and the world’s peoples, to explore the traditions and legacies that have created the dynamics and tensions that shape the world, to examine their potential contributions to society, and thus to better determine their own places in that world. Through the program students acquire a broad range of knowledge and develop essential skills for professional success and life beyond graduation.Through the program students acquire a broad range of knowledge and develop essential skills for professional success and life beyond graduation. In addition to discipline specific skills, this course will emphasize effective writing, an essential skill defined in the University’s Liberal Studies Program.Course Goals and Student Learning Expectations/Outcomes for this CourseTo successfully complete this course, students must do the following in written and oral forms:

1. Identify and discuss strategies of argumentation (an outcome linked to the aesthetic & humanistic inquiry distribution block)2. Demonstrate developed critical thinking and writing skills through interpretation and analyses of the readings in the text, as well as other readings supplied throughout the semester (effective writing

is the essential skill that will be assessed for the Liberal Studies program)3. Strengthen writing skills by engaging in varied forms of writing assignments (effective writing is the essential skill that will be assessed for the Liberal Studies program)

220-001220-002220-003

English Grammar And Usage


Cultural Understanding ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group

Okim Kang(#1161) MW 9:10-10:00am and F 9:00-10:00am(#3383) MW 9:10-10:00am and F 10:20-11:10am(#3384) MW 9:10-10:00am and F 11:30-12:20pm

Current views on American English usages. Surveys prescriptive-descriptive grammar debate in relation to norms, dialects, and cultural values. Letter grade only.

223 Language In The United States


Cultural Understanding ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group

COURSES OFFERED SPRING 2016: UNDERGRAD230 Introduction To

Literature3 credits

Letter grade



231-001 British Literature To 1750




Ryan Farrar(#1150) TTh 12:45-2:00pm

This course will familiarize students with the developments of British literature from its early beginnings to 1750. We will overview a variety of literature, such as the epic poem, sonnets, plays, and the novel while overviewing their respective historical contexts. Readings may include works from Geoffrey Chaucer, Thomas More, Edmund Spenser, Philip Sidney, John Webster, John Milton, Aphra Behn and more. Students will be evaluated based on class participation, journals, short formal papers, a creative group presentation, and exams.232 British Literature After

17503 credits

Letter grade



242-001 American Literature From Colonial Times To 1865




Karen Renner(#3127) MW 12:45-2:00pm

This course is designed to familiarize you with the themes, stylistic features, and historical/cultural contexts of major works of American literature before 1865. Readings will include works by Anne Bradstreet, Benjamin Franklin, Hannah Webster Foster, Edgar Allan Poe, Ralph Waldo Emerson, Nathaniel Hawthorne, and Frederick Douglass. Instruction is discussion based, and assignments will include in-class and take-home quizzes, formal essays, and class participation.

243 American Literature From 1865 To Present




245 U.S. Multi-ethnic Literature Survey


Aesthetic and Humanistic Inquiry and Ethnic


247-001 Introduction To African American Literature


Aesthetic and Humanistic Inquiry and Ethnic

ENG 105 or HON 190 or English Placement Test Results (PLACE 60+)

Monica Brown(#7689) Online Asynchronous

This course will survey works of African-American Literature.

253-001253-002

World Literature 3 creditsLetter grade



Tim Yamamura(#5246) TTh 11:10-12:25pm(#7690) TTh 9:35-10:50am

This class will examine the global genre of science fiction from countries and communities throughout the world. Over the course of the semester, we will examine the global emergence of science fiction across national, cultural, and linguistic borders, exploring how the circulation of science fiction narratives, tropes, and forms across the world can help us consider the problems, and possibilities, of world literature in our present context of globalization. Topics to be covered include science and techno-culture, nationalism, diaspora, globalization, as well as the representation of futurity in literature. Authors to be read in the course include Jules Verne, Edgar Allen Poe, Percival Lowell, Lafcadio Hearn, Ursula K. Le Guin, Abe Kobo, Liu Cixin, William Gibson, Stanislav Lem, Ken Liu, and Octavia Butler.

261-001 Introduction To Women Writers




Mara Reisman(#3015) TTh 2:20-3:35pm

The goal of this course is to introduce you to a wide range of women writers. We will pay particular attention to the historical and cultural issues surrounding each text and each period. Among the major issues we will address are the following: humor, subversion, revision, social criticism, domestic space, politics, motherhood, and identity. We will also discuss the sometimes fraught issue of authority for women writers. In short, we will cover personal, public, and professional issues. One of the big topics we will consider is the relationship between expectations for women and the realities of their lives, and we will address what Angela Carter calls the “social fiction of femininity”—the cultural construction of gender roles—and how the authors under consideration deal with this subject. In other words, how do these women

COURSES OFFERED SPRING 2016: UNDERGRADwriters adhere to social fictions, defy them, or redefine them? Requirements: quizzes, response papers, exams, presentations, and an active participation in class discussions.

266-001266-002

World Cinema: An Introduction


Cultural Understanding ENG 105 or HON 190 or instructor's consent Rebecca Gordon(#3493) W 4:00-6:30pm(#4318) W 4:00-6:30pm

An introductory survey of the first one hundred years of cinema, including histories and texts from traditionally underrepresented areas such as Africa, the Middle East, Australasia, Asia, and Latin America. Letter grade only.

270-001 Introduction To Creative Writing: Fiction

3 credits Letter grade

n/a ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group

STAFF(#3497) T 4:00-6:30pm

Beginning course in short-story writing that emphasizes the composition and revision of student stories. Letter grade only.

270-002270-003

Introduction To Creative Writing: Fiction



Lawrence Lenhart(#3498) W 4:00-6:30pm(#7559) F 12:45-3:15pm

In How Fiction Works, preeminent literary critic James Wood insists fiction is “both artifice and verisimilitude.” In this course, students will study these terms (and many others) as they become conversant in the genre. If fictions are, as Wood suggests, plausible inventions, which do we value more: The plausibility? The inventiveness? Students will strive to understand the genre on a conceptual level—its origins, usages, potentials, permutations, and (perchance) limitations. They will examine and emulate core craft through readings and writing exercises, respectively.

271-001271-002

Introduction To Creative Writing: Poetry



Justin Bigos(#4054) T 4:00-6:30pm(#4630) Th 4:00-6:30pm

This course will introduce students to the genre of poetry – not some rarified, dusty old thing, but an ancient art form that is continually being reinvigorated with each new generation of poets. We’ll read a culturally and aesthetically diverse array of contemporary American poets, as well as a hands-on primer, and respond to these works both in class and in reading responses. We will focus on how use of syntax and line, rhythm and meter, imagery, diction, structure, and tone contribute toward the making of poems. Students will have their poems workshopped by their peers and teacher – verbal participation is crucial. While some class time will be devoted to in-class writing exercises (such as the “textu,” or poem-as-text-message, coined by poet Fady Joudah), students should expect to spend a few hours per week writing and revising poems outside of class. The final portfolio will consist of five poems (two substantially revised).

272-001

Introduction To Creative Writing: Creative Nonfiction

3 creditsLetter grade n/a ENG 105 or HON 190

Nicole Walker(#3381) TTh 11:10-12:25pm

This course will introduce students to the genre of creative nonfiction. We will focus on how style, technique, voice, and narrative development help form successful essays. We’ll read an anthology of contemporary essayists, as well as a full-length memoir, and respond to these works both in class and in written reading responses. Students will have their essays workshopped by their peers and teacher – verbal participation is crucial. While some class time will be devoted to in-class writing exercises (such as the “Tiny Truths Contest,” sponsored by Creative Nonfiction magazine, in which people tweet 130-character “true stories”), students should expect to spend a few hours a week writing and revising essays outside of class. The final portfolio will consist of two essays (one substantially revised), as well as a short, reflective essay on the craft of creative nonfiction.

272-002 Introduction To Creative Writing: Creative Nonfiction


n/a ENG 105 or HON 190 Lawrence Lenhart(#7560) M 4:00-6:30pm

Since Michel de Montaigne’s Essais (1580), the prose writer has transitioned from a position of expertise to one of inquiry: Que sais-je? (“What do I know?”). The essai, or essay, comes from the French word for “trial” or “attempt.” In this course devoted to creative nonfiction, students will attempt to honor the self (memoir), others (biography), and the zeitgeists of the moment (long-form journalism) via the myriad styles associated with the genre. We will debate the merits of fact, consider the meaning of non-fictio (non-fashioning), and be trained to read the essay equally for polygraphy and pleasure. By examining and emulating core craft elements through readings and writing exercises, respectively, students will become conversant in the genre. This course is, first and foremost, a workshop. This means that students will

COURSES OFFERED SPRING 2016: UNDERGRADgenerate the primary body of text that will be read, analyzed, and discussed. Students will write two essays, each 12-20 pages in length, and the essays will be “workshopped” during class time. Students will be required to read peers’ essays thoughtfully and critically, offering constructive feedback in the form of critique letters AND discussion.

299 Special Topics 1-3 credits n/a n/a

300-001 Current Trends and Theories in the

Teaching of English


n/a ENG 105 or HON 190 or English Placement Test Results (Accuplacer WR 8; PLACE 50+)

Sandra Raymond(#7570) MW 12:45-2:00pm

Current pedagogical, technological, and professional issues facing public school English teachers. Letter grade only. Course fee required.

301W-001 Language and Literacy 3 creditsLetter grade

Junior Writing Requirement


Lisa Ashley(#1411) MW 4:00-5:15pm

This course will explore the complex relationship between language, literacy, and learning in today’s secondary English/Language Arts (ELA) classroom. Special consideration will be given to reading strategies, issues of diversity and culture, English Language Learner challenges, and Common Core literacy practices. Students in this course will gain a solid understanding of the theoretical issues and the practical applications in the teaching of language and literacy in the secondary ELA classroom. This class is most relevant for English Education students who wish to become secondary ELA teachers.

302W-001302W-002302W-003302W-004

Technical Writing 3 creditsLetter grade



Mark Gula(#1162) MWF 8:00- 8:50 am(#5202) MWF 9:10-10:00 am(#5203) MWF 10:20-11:10 am(#5204) MWF 11:30-12:20 pm

This course provides instruction in the characteristics of technical communication, and the qualities that comprise excellence in technical communication. Students will receive instruction and experience in writing different types of technical communications, including proposals, technical descriptions and instructions, analyses, evaluation and recommendation reports, abstracts, progress reports, business letters, technical articles, resumes, and correspondence.

302W-005302W-006302W-007302W-008

Technical Writing 3 creditsLetter grade



Sharon Crawford(#5205) TTh 9:35-10:50 am(#5208) TTh 9:35-10:50 am(#7576) TTh 11:10-12:25 pm(#7578) TTh 12:45-2:00 pm

305W-001305W-002

Writing in Disciplinary Communities




Alana Kuhlman(#1476) MW 12:45-2:00pm (#4221) MW 2:20-3:35pm

COURSES OFFERED SPRING 2016: UNDERGRAD305W-003305W-004

(#5195) TTh 9:35-10:50am(#7580) TTh 11:10-12:25pm

English 305w: Writing in Disciplinary Communities is a survey course which assists with writing expectations and performances required in specific majors and with writing in professional settings. Assignments, strategies, and theories are geared towards genres and conventions of academic disciplines and departments. 305w emphasizes critical reading, analytical writing, research, presentation, and rhetorical strategies in conjunction with these six writing principles:

Purpose Audience Document design Sentence control Disciplinary writing strategies Workplace writing

Students in English 305w are encouraged to explore and to engage with material inside and outside of their disciplinary areas of study. This will encourage you to engage multiple audiences with the topics that you will explore in this course. 308 Introduction to

Linguistics3 credits

Letter gradeCultural Understanding Liberal Studies Essential Skills: Scientific Inquiry


310W Advances Writing for Different Communities


Junior Writing Requirement and Ethnic Studies

ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 3 hours of

ENG-English coursework or International Exchange Student Group

313W-001 Literacy, Language, and Bias





Nicole Pfannenstiel(#4946) TTh 12:45-2:00pm

English 313W focuses on theories and practices of text and digital literacies as influenced by political, social, cultural, and historical situations. This course fulfills NAU’s junior-level writing requirement. This particular course explores theories and practices of text and digital literacies through Videogames, specifically focusing on ideas of learning, language, and play.

321-001321-002321-003

English Grammars 3 creditsLetter grade

Cultural UnderstandingLiberal Studies Essential Skills: Scientific Inquiry


William Crawford(#1163) MW 10:20-11:10 am and F 9:10-10:00am(#3298) MW 10:20-11:10 am and F 10:20 -11:10am(#3299) MW 10:20-11:10 am and F 11:30-12:20pm

What do we mean by "grammar"? Is the grammar one uses in conversation different from the grammar used in writing? Is there one correct grammar that is suitable for all purposes and contexts? Do professors have better grammar than a New York City stock broker? English 321 answers these questions by describing the systematic nature of English grammar as it relates to the contexts in which it is used and the speaker/writers who use it. Overview of significant grammatical approaches to the English language. Letter grade only. 327 British Fiction 3 credits

Letter graden/a ENG 105 or HON 190 or English Placement

Test Results (PLACE 60+) and 3 hours of ENG-English coursework or International

Exchange Student Group

333 Chaucer 3 creditsLetter grade

n/a ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 231 or

ENG 231H or ENG 232 or ENG 232H or International Exchange Student Group

335-001 Shakespeare 3 credits Aesthetic and Humanistic ENG 105 or HON 190 or English Placement Ryan Farrar

COURSES OFFERED SPRING 2016: UNDERGRADLetter grade Inquiry

Liberal Studies Essential Skills: Critical Thinking

Test Results (Accuplacer WR 8; PLACE 50+) or International Exchange Student Group

(#1164) MW 2:20-3:35pm

Hardly anyone involved with literature can mutter the words “William Shakespeare” without the impression of a great English writer coming to mind. But was he so great? Why is there so much recognition paid to one author? In this class, we will tear past mere impressions and try to explore what made the work of this particular playwright notable for 400 centuries following his death. We will read seven or eight plays, which may include Hamlet, Macbeth, The Merchant of Venice, Twelfth Night, and The Tempest among others. Students will be evaluated based on class participation, formal papers, creative presentations, and exams.

335-002 Shakespeare 3 creditsLetter grade




Jay Farness(#1165) TTh 11:10-12:25pm

“Reading and discussion of selected works of Shakespeare,” says the NAU Catalog, but there’s more. This class studies the best examples of Shakespeare's comic and tragic playwriting and explores those persistent themes and insights that have won Shakespeare a reputation as the master pessimist of English literature. Probable readings include Much Ado about Nothing, Julius Caesar, The Merchant of Venice, Othello, one more tragedy, and one more comedy. Study of Shakespeare's backgrounds will focus on remarkable developments in Elizabethan attitudes about theater, about the family, and about the human person in society--developments that helped make possible the dazzling power and success of Shakespeare's plays. Class format emphasizes close reading and discussion. Assignments include two essays, three essay-tests, and a short objective test.

337-001 Studies in Poetry 3 creditsLetter grade

n/a ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 3 hours of


Donelle Ruwe(#4809) MW 12:45-2:00pm

Nineteenth- and early twentieth-century students were expected to memorize and recite poems as part of a standard grade-school and upper-grade curriculum. Each school year would end with a recitation of verse extracts by major poets or by the “schoolroom poets,” those writers who specialized in heartfelt or funny verse that appealed to popular tastes. Pieces such as “Casey at the Bat,” Tennyson’s “Charge of the Light Brigade,” Henley’s “Invictus,” Longfellow’s “Hiawatha,” Hemans’s “Casabianca,” and Barrett Browning’s “How do I Love Thee, Let me Count the Ways” were learned by heart and became a treasured memory for later years. Indeed, I can remember my grandfather proudly reciting from memory whole extracts of his favorite poems, including a piece that listed all of the presidents up to F.D.R.: “First on the list is Washington, Virginia’s proudest name! / John Adams next, a Federalist, into the White House came . . .“ These shared verses once represented a powerful cultural legacy that many felt was part of the lifeblood of the nation. Sadly, we have lost the noble practice of poetry recitation and no longer see verse as a civic duty and a public institution. Our class will reverse this trend. We will examine the best loved poems of the nineteenth and early twentieth century and, like students of old, we will conclude our class with a formal recitation of verse to which an audience will be invited. Students will prepare a spoken presentation, a short essay, and short poetry-reading activities. The focus of this class is to help students learn the ins and outs of reading verse and learning how to appreciate its sounds and its forms.340 Studies in Children’s

Literature3 credits


Test Results (PLACE 60+) and 3 hours of ENG-English coursework or International Exchange Student Group

341 American Fiction 3 creditsLetter grade


ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 3 hours of ENG-English coursework or International Exchange Student Group

345 Topics in U.S. Multi-ethnic Literature




351-001 Post-Colonial Literary Traditions


Global Diversity ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 3 hours of


Tim Yamamura(#5247) MW 12:45-2:00pm

This class will explore the literary traditions of the Asian diaspora, including, but not limited to, Chinese, Japanese, Indian, Korean, Vietnamese, Thai, and Filipino/a communities outside of Asia.

COURSES OFFERED SPRING 2016: UNDERGRADOver the course of the semester, we will examine how writers of Asian descent have experimented across literary forms, conventions, and genres in the representation of the historical experiences of Asian diasporic communities discrepantly impacted by colonialism, war, and migration in the modern period. Topics to be considered include ethnic and diasporic identity, the Asian American movement, transnationalism in literature, post-colonialism in Asia, and globalization. Authors to be read include Karen Tei Yamashita, Maxine Hong Kingston, Jessica Hagedorn, Carlos Bulosan, E. Lily Yu, Chang Rae Lee, Lily Hayslip, S.P. Somtow, Amitav Ghosh, Ruth Ozeki, Monique Truong, Teresa Cha, and Bharati Mukherjee.358 Ancient Literature 3 credits

Letter gradeAesthetic and Humanistic

InquiryENG 105 or HON 190 or English Placement


Exchange Student Group360W-001 Literary Criticism 3 credits

Letter gradeJunior Writing Requirement



Jay Farness(#7700) TTh 2:25-3:35pm

Think of ENG 360W as an "introduction to literature, criticism, and theory" since that's the title of a textbook we'll depend on. In this book are two-dozen-plus chapters, each an essay on a topic in literature, criticism, or theory, each providing a distinctive cross-section of the state of literary study early in the twenty-first century. These essays are introductory, contemporary, sophisticated, stylishly written, and relatively short. They focus on concepts both familiar—"the author," "character," "the tragic"—and less familiar—"the uncanny," "queer," "the performative." They employ many examples and illustrations, and they deliberately drop lots of names to encourage further reading and study, both yours and mine. I will match chapters and topics to selected poems and stories so that we can experiment with the insights and perspectives we’re reading about. No matter what level of literary literacy you bring to this course, by the end of the term you will know more about what writers do and, especially, about what professional readers do—readers who are teachers, professors, critics, or theorists.Because this course satisfies NAU’s junior-level writing requirement, plan to write and to revise. I will assign several page-and-a-half informal response papers (500 words or so each), at least two short formal papers (1500 words each), and one longer paper (2000-plus words) that includes revision of earlier work. And there’s one test.361-001 Special Topics in

Women Writers3 credits


InquiryENG 105 or HON 190 or English Placement


Exchange Student Group


This course will focus on 20th- and 21st-century British women writers. In particular, we will look at literature from 1950-present. We will discuss these works in relation to their cultural context and in relationship to contemporary feminism. Among other issues, we will address the ways in which these authors engage with and revise familiar stories and histories, are stylistically innovative, and subvert cultural and literary expectations. Required work includes quizzes, in-class writings, response papers, an oral presentation, an annotated bibliography, a research paper, and active participation in class discussions. 362 Drama 3 credits


InquiryLiberal Studies Essential Skills: Critical Thinking


364 Popular Literature 3 creditsLetter grade

Cultural UnderstandingLiberal Studies Essential Skills: Effective Writing



365-001365-002

Contemporary Literature



Liberal Studies Essential Skills: Effective Writing


Jeff Berglund(#7692) TTh 9:35-10:50am(#7693) TTh 2:20-3:35pm

This course provides an introduction to a variety of contemporary literary texts and an introduction to some of the critical issues involved in studying them. The course will provide an overview of trends in contemporary writing, not only through close reading and aesthetic inquiry, but also through a study of the historical, social contexts that inform contemporary texts. This dual focus (on aesthetics and social contexts) is necessary because, as in other periods, contemporary American texts take up a diverse range of human experience, often examining American institutions and ideologies (the family, war and nationalism, democratic process, gender, racial identities, religious experience, and more) through interesting developments in both form and subject matter.366 Film as Literature 3 credits Aesthetic and Humanistic ENG 105 or HON 190 or English Placement

Test Results (PLACE 60+) and 3 hours of

COURSES OFFERED SPRING 2016: UNDERGRADLetter grade Inquiry



370W-001 Intermediate Fiction Writing



ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 270

Lawrence Lenhart(#4636) T 4:00-6:30pm

In this course, students will continue thinking about the concepts introduced in ENG 270 while striving to evoke deeper levels of pathos and a certain level of finesse (a lighter hand) as they draft and craft two smart and heartfelt stories. Students will experiment with revision techniques as they polish both stories for a final portfolio. This course is, first and foremost, a workshop. This means that students will generate the primary body of text that will be read, analyzed, and discussed. Students will write two short stories, each 12-20 pages in length, and the stories will be “workshopped” during class time. Students will be required to read peers’ stories thoughtfully and critically, offering constructive feedback in the form of critique letters AND discussion.371-001 Intermediate Poetry

Writing3 credits


Test Results (PLACE 60+) and WNG 271Justin Bigos(#1452) M 4:00-6:30pm

This course will build upon what student learned in ENG 371, in order to strengthen their abilities to analyze and describe poetry from a poet’s perspective. Students will read an anthology that includes brief essays on poetic craft alongside the poems, as the anthology’s poets examine particular issues in their own work, e.g., landscape, persona, humor, elegy, and poetic sequence. Students will workshop five poems, including a poetic sequence and a catalog of praise.380 American Folklore 3 credits

Letter gradeCultural UnderstandingLiberal Studies Essential Skills: Critical Thinking


381 Cross-cultural Approaches to Folklore





389 Cooperative Education 1-12 creditsP/F

n/a n/a

399 Special Topics 1-6 creditsLetter grade

n/a n/a

400-001 Methods of Teaching Literature in the

Secondary Classroom


n/a ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 9 hours of

ENG-English coursework

Angela Hansen(#1166) W 4:00-6:30pm

This course will focus on a balance between the theoretical and practical approaches necessary to teaching literature at the secondary level. In addition, much of the course will focus on the professional and pedagogical approaches to teaching all aspects of the English language arts at the secondary level. Students are required to write an extensive unit plan upon which successful completion is part of the evaluation process for admittance into student teaching. In order to maximize success in the class, students should not enroll in ENG 400 until they have fulfilled the majority of their English education requirements (such as ENG 300, ENG 301W, and ENG 403 and appropriate English content courses).401-001 English Education

Practicum1 credit

P/Fn/a ENG 105 or HON 190 or English Placement

Test Results (PLACE 60+) and 9 hours of ENG-English coursework

Lisa Ashley(#1167) W 6:00-6:50pm

This practicum provides English Education students with field experience in middle and high school English language arts classrooms. Students spend 45 contact hours in ELA classrooms, approximately 22-23 hours at each level, observing teacher practices, classroom routines, management styles, and working with students under the direction of the “host” teacher. In order to participate in the practicum, students must have a Fingerprint Clearance Card and be accepted to the Teacher Education Program (TEP). This course is a one (1) credit, pass/fail course.403-001 Approaches to Teaching

Writing in the 3 credits



Sandra Raymond(#1168) MW 2:20-3:35pm

COURSES OFFERED SPRING 2016: UNDERGRADSecondary Classroom

This course is designed to prepare secondary and elementary education majors to teach writing in their future classrooms. Current teachers and those planning to teach at a university or community college may also find this course useful. This course requires and expects participants to look at writing from a pedagogical viewpoint. Students will examine and discuss theories, methods, trends and practices in the areas of composition, rhetoric, and creative writing; the rhetorical tradition as a historical framework for current issues in writing instruction; and the issues and concerns facing writing teachers today. This is a very intensive course attempting to cover a large amount of information in a short period of time. Expect to do a great deal of reading and writing.404 Seminar in the Teaching

of English3 credits



406-001 ESL Methods and Materials for Secondary

Teachers


n/a ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 301W

Staff(#4700) TTh 9:35-10:50am

English as a second language useful for middle- and secondary-level English teachers. Letter grade only.

408 Field Work Experience: Cooperative Education

1-12 creditsP/F

n/a n/a Nancy Barron

Individualized supervised field experience in an appropriate agency or organization. Department consent required. Pass-fail only. No repeat limit.

410C-001 Seminar in Rhetoric 3 creditsLetter grade

Senior Capstone ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and 9 hours of


Nicole Pfannenstiel(#4947) TTh 2:20-3:35pm

Students apply theories and research skills surrounding rhetoric and digital media to create capstone projects and texts that show their knowledge of the social and cultural dimensions of print and digital culture. This course develops ideas, practices and discussion about digital rhetorics through blog posts, theories of digital rhetorics, and creative making.411C Diversity and Culture 3 credits

Letter gradeSenior Capstone ENG 105 or HON 190 or English Placement


420C-001 Seminar in Language 3 creditsLetter grade



Staff(#4182) TTh 12:45-2:00pm

Intensive study of selected topics in language and linguistics. Letter grade only. May be repeated for up to 9 units of credit with different content.

421C Seminar in The History of the English Language




422C Seminar in Stylistics 3 creditsLetter grade



431C-001 Seminar in British Literature




Ryan Farrar(#7691) MW 4:00-5:15pm

During the era of the English Renaissance, the stage thrived with the work of playwrights besides Shakespeare. The plays of these writers, too, featured various treatments of social hierarchy, revenge, villainy, incest, carnival, comedy, and tragedy. In this class, we will take a close look at Shakespeare’s predecessors, contemporaries, and successors while also exploring how the socio-cultural climate of Elizabethan and Jacobean England informed the content of their work. We will revisit authors such as Thomas Kyd, Christopher Marlowe, Thomas Dekker, Ben Jonson, Thomas Middleton, and John Webster. Students will be evaluated based on class participation, a short paper, a research paper, and exams.435 Topics in Shakespeare 3 credits


Test Results (Accuplacer WR 8; PLACE 50+)

441C Seminar in American 3 credits Senior Capstone ENG 105 or HON 190 or English Placement

COURSES OFFERED SPRING 2016: UNDERGRADLiterature Letter grade Test Results (PLACE 60+) and 12 hours of


445C-001 Seminar in U.S. Multi-ethnic Literature


Senior CapstoneEthnic Studies



Jeff Berglund(#3495) TTh 11:10-12:25pm

This seminar will examine Indigenous film and narrative from the Anglophone world. We will look briefly at the history of American Indian representation in movies, but will spend the bulk of the semester analyzing Native-and Indigenous productions from U.S.-, Canadian-, Australian-, and New Zealand-based filmmakers. We may also consider original source material--novels, memoirs, and short stories--and the adaptation process. An insistence on cultural specificity, historical accuracy, and context will ensure that students will develop a well-rounded look at a variety of traditions from specific tribal and/or cultural contexts. Particular emphasis will be placed on the necessary historical and cultural context required for a thorough understanding of Indigenous filmmaking. 451C Seminar in Comparative

Literature3 credits



460C-001 Seminar in Literary History




Karen Renner(#3161) T 4:00-6:30pm

Since the middle of the twentieth century, depictions of “evil” children in literature, film, television, and even video games have been on the rise. What is the appeal of the evil child? What sort of cultural work does it perform? These are the questions that we will seek to answer in this course. Rather than approach the “evil child” as a singular convention, we will consider the historical contexts and ideological implications of several subtypes of evil children, which may include the possessed child, the feral child, and the serial killer-as-child. Texts studied will include The Bad Seed, Lord of the Flies, and short stories by Ray Bradbury, Jerome Bixby, and Peter Straub; clips from video games; and several films. Instruction is discussion based, and assignments will include weekly response papers and a 12-15-page research paper on a text of your choice that focuses on a child figure.461C-001 Seminar in Literary

Genres3 credits




This seminar will look at British gothic novels from the 18th-century to the present. We will look at various definitions of the gothic novel and consider how and why the definition shifts in each period. We will also address what is culturally at stake in these novels. We will begin the course by reading Horace Walpole’s The Mystery of Otranto (1764) and end with a contemporary gothic novel. Other authors we will be reading include Matthew Gregory Lewis, Ann Radcliffe, Jane Austen, Wilkie Collins, Bram Stoker, and Patrick McGrath. Required work includes quizzes, in-class writings, response papers, an oral presentation, an annotated bibliography, a research paper, and active participation in class discussions.464 Literature of the

Southwest3 credits

Letter grade n/a ENG 105 or HON 190 or English Placement


466 Legislative Internship 1-12 creditsP/F

n/a n/a

467C Seminar in Film Studies 3 creditsLetter grade



470C-001 Seminar in Creative Writing: Fiction


Senior Capstone ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 370W

Allen Woodman(#3162) F 12:45-3:15pm

This special section of ENG 470 is designed for creative writing students interested in structuring and writing parts of a novel. Students will do an intensive study and application of Blake Snyder’s fifteen storytelling beats (Save the Cat!) and create an original logline, beat sheet, and three chapters of a novel. If you have already taken a 470C course, you will be expected to work on a new project. The heart of the course is the workshopping of original novel plans and chapters. 471C-001 Seminar in Creative

Writing: Poetry3 credits


Test Results (PLACE 60+) and ENG 371Justin Bigos(#4183) W 4:00-6:30pm

This course will focus on the “persona” poem, which creates a voice other then the author’s, whether the voice is Flavor Flav, John F. Kennedy, a buffalo, or some anonymous farmer in Nebraska. Students will read an anthology of persona poems, as well as two collections of poetry using persona, including Letters to Wendy’s, a collection in which a regular customer at Wendy’s obsessively writes letters to the fast-food restaurant. This course will also spend time workshopping student work, and the final portfolio will include nine poems.

COURSES OFFERED SPRING 2016: UNDERGRAD472C Seminar in Creative

Writing: Creative Nonfiction


Senior Capstone ENG 105 or HON 190 or English Placement Test Results (PLACE 60+) and ENG 270 or

272

485 Undergraduate Research

1-6 creditsLetter grade

or P/F

n/a n/a

TBA

497 Independent Study 1-6 creditsLetter grade

or P/F

n/a n/a

Individualized approach to selected topics by guided reading and critical evaluation. Instructor consent required. Letter grade or pass-fail. No repeat limit.

494C Supervised Teaching: Secondary

1-12P/F

Senior Capstone Student Teaching Milestone and Secondary Education

Milestone or ISTEP Student Group or SITE Student Group

TBA

499-002 Contemporary Developments

1-3Letter grade

n/a n/a John Rothfork(#9122) TTh 11:10-12:25pm

This course will examine 3 Asian cultures through a study of literature written by contemporary Asian authors in English. The cultures are those of contemporary China, Japan, & India. The novels were written in English, but express cultural values defined by Confucian, Buddhist, & Hindu cultures. The literature includes works by Timothy Mo (China), Lisa See (China), Yiyun Li (China), Kazuo Ishiguro (Japan), R.K. Narayan (India), & Ruth Prawer Jhabvala (India). A secondary work by Ruth Benedict will explain Confucian ethics in Japan. Other secondary works are suggested, but not required. Work for the course will include an out-of-class reaction or analytic paper on each of the 3 cultures. Reaction papers assume that you are familiar with the culture from living in it. (I’m thinking of Chinese students who, of course, are familiar with Chinese culture.)For a list of books see: https://oak.ucc.nau.edu/jgr6/499_syllabus.htm

https://oak.ucc.nau.edu/jgr6/499_syllabus.htm

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