This list does not include composition and technical writing classes.
English 125.01: Introduction to Peace and Conflict Studies
Dr. Paul Baggett
The primary objective of this course will be to examine and discuss alternative means of conflict resolution on the personal, local, state-wide, national, and global levels. The objective will be achieved through reading and discussing the assigned literature, through discussions with guest speakers, through attending a selection of relevant campus events, and through a service learning experience. Possible texts include Thich Nhat Hahn's Peace Is Every Step, Gaines's A Lesson Before Dying, Lederach's The Little Book of Conflict Resolution, Hedges's War Is A Force That Gives Us Meaning, Kaldor's New and Old Wars, and Barach and Webel's Peace and Conflict Studies.
ENGL 151.01: Introduction to English Studies
Dr. Nicole Flynn
This course is designed to introduce you to the field of English studies and give you the tools you need to become a successful English major. The skills you learn here will help you read and write in any other English course you take. You will learn about the history of the discipline, how to discuss and write about literary texts, and how to conduct research in the discipline. We will focus on improving your skills for close reading, using class discussion to expand your understanding of a text, and writing argument-based textual analyses.
In addition to selected literary texts, textbooks will include:
- Studying English: A Guide for Literature Students by Robert Eaglestone & Jonathan Beecher Field
- They Say/I Say: Moves that Matter in Academic Writing by Gerald Graff & Cathy Birkenstein (3rd edition)
- MLA Handbook for Writers of Research Papers (8th edition)
- Broadview Pocket Glossary of Literary Terms
ENGL 151.02: Introduction to English Studies
Dr. Jason McEntee
This course, required of all first year English majors, will provide students with the background and professional skills to read critically and write analytically about literary texts. In addition, the course provides training in research methods for the discipline, including use of print and electronic sources and MLA documentation style. Students will generate bibliographies, source studies, and both documented and undocumented critical essays. Essays will be based on readings from poetry, fiction, and drama and may include other genres such as non-fiction and film.
Description: English 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing, and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama, and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English. You will write several literary analysis papers, including a research paper that will require you to acquire and engage with secondary literary criticism. As the semester progresses, we will discuss how the skills you develop as an English major can support a variety of educational and professional goals, as well as how they can contribute to an inclusive understanding of the world that values diverse perspectives, including those informed by race, gender, ethnicity, class, sexuality, physical ability, culture, nationality, and historical context. In addition, you will learn to recognize the differences and connections among the various sub-disciplines of English studies, such as literary studies, creative writing, rhetoric/composition studies, linguistics, and English education.
ENGL 210:S01D: Introduction to Literature
In this course, we will read, analyze and discuss several literary works in the main genres of the short story, novel, poetry and drama. After successful completion of the course, students will have a working knowledge of the characteristic of literary genres, and a deeper appreciation of literature as an expression of human values within a historical and social context. They will have also improved their ability to write clearly, coherently and effectively about various literary genres. This online class will be both reading and writing intensive.
English 221.01: British Literature I
Dr. Sharon Smith
In this survey of the first half of British literature, we will read and discuss a selection of poetry, drama, and prose from the Anglo-Saxon period through the eighteenth century. As we study these texts, you will become familiar with their cultural, social, economic, political, philosophical, and theological contexts. Throughout the semester, we will encounter a diverse array of characters—monsters, warriors, adventurers, travelers, sinners, devils, murderers, coquettes, “fallen” women, and tyrants—and we will find them embroiled within a variety of conflicts—personal, familial, romantic, religious, and moral. As we engage with these characters and conflicts, we will pay particular attention to the ways in which authors use literary form to give expression to ideas and experiences. Why does a writer choose a particular form? How does form affect meaning and vice versa? How do authors manipulate established forms and create new ones to suit their purposes? How does choice of form support or disrupt the status quo? To what extent does form determine—or overly determine—the reader’s experience with a text? To support your exploration of these and other questions, you will learn a variety of useful literary terms and concepts. Writing is an essential component of the course, and we will spend a good amount of time discussing how to write about literature creatively and imaginatively while adhering to established standards of literary criticism and effective writing. The primary text used in the course will be The Norton Anthology of English Literature, 9th ed., Volumes 1A, 1B, and 1C.
English 221.S02: British Literature l
Dr. M. Nagy
English 221 is a survey of early British literature from its inception in the Old English period with works such as Beowulf and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain-poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will be expected to bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy, and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final.
- The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. Volumes A, B. & C. New York: W. W. Norton & Company, 2012.
- Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 6th ed. New York: The ModernLanguage Association of America, 2003.
- Any Standard College Dictionary.
English 240.03 Juvenile Literature, 5th-12th grade
Jennifer Kluck, M.A.
Juvenile Literature is a literature course in which students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This semester’s course focuses on children’s literature from approximately 6th through 12th grade. We will read a large range of literature for young adults and discuss the history and development of today’s literature. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, various writing assignments, and other work. Any major is welcome to take the course; it does not need to be education nor English; keep in mind, though, that some assignments will focus on this area. Also be aware that literature courses are reading-intensive and do not offer detailed instruction in writing or research. Although there are no prerequisites for this course, because it is sequenced after English 101 and 201, I expect that you already know how to develop a thesis statement, support an argument, and cite your sources.
English 241.01: American Literature I
Dr. Paul Baggett
This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality, and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender, and democracy continue to influence how Americans see themselves and their society. Assignments include reading selections from our American literature anthology (title TBD), two short papers, a midterm, and a final.
ENGL 241.S02: American Literature I
Dr. Sarah Hernandez
This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. This class will focus on “major” literature and the formation of the American literary canon. In this course we will start to examine the following questions: “What is America?” “Who qualifies as an American? Who decides?” “What is “literature,” and what constitutes literary value?” To answer these questions, we will read and analyze writers and writing that falls outside the canon – including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality, and stories of industrial exploitation. Our text will be the Heath Anthology of American Literature, Volumes A and B, Seventh Edition.
English 248: Women in Literature
Dr. Christine Stewart
Women in Literature can encompass a wide variety of literature and approaches to literature. I have carved out a small body of work—poetry, two novels, and two memoirs—written by authors from a variety of social locations (race, class, sexual orientation, nationality, etc.) and who represent a diverse array of literary styles. What “unifies” our inquiry, then, is its focus. We will take up questions of feminist inquiry: What social and cultural factors shape these women’s narratives? What impact does being a “woman” have for the characters and speakers of the literature we read? What are the concerns of women writers as represented by these works? How do these writers, either directly or indirectly, engage feminist theory? Some of the themes we will explore include gender, ethnicity, class, sexuality, memory, history, language, body, female empowerment, female desire, relationships, family, and love. You will be assessed on your close reading and insights during class discussion, critical and creative writing projects, a collaborative presentation, and a final course narrative.
- Barnstone, Aliki and Willis Barnstone (Editor). A Book of Women Poets from Antiquity to Now. Schocken; Rev Sub edition, 1992) ISBN-10: 0805209972 ISBN-13: 978-0805209976
- Jacobs, Harriet. Incidents in the Life of a Slave Girl: restored version complete and unabridged. CreateSpace, 2009. ISBN-10: 1438299583 ISBN-13: 978-1438299587
- Lorde, Audre. Zami: A New Spelling of My Name - A Biomythography. The Crossing Press, 1982. ISBN-10: 0895941228 ISBN-13: 978-0895941220
- Shafak, Elif. The Bastard of Istanbul. Penguin, 2008. ISBN-10: 0143112716 ISBN-13: 978-0143112716
- Woolf, Virginia. Orlando (Annotated): A Biography. Mariner Books; Annotated edition, 2006.
- ISBN-10: 0156031515 ISBN-13: 978-0156031516
ENGL 250: Science Fiction
12:00 - 12:50 MWF
Prof. Steven Wingate
This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selection will be announced in spring 2017, but will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick, and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works. Note: Students will be expected to watch films out of class time using a streaming service of their own choosing.
English 283: Creative Writing
Section 1: 11:00-11:50 MWF
Section 2: 12:00-12:50 MWF
Dr. Christine Stewart
In English 283, which fulfills SGR #2 requirements for advanced composition, you will use primary research to write in creative genres (in Dr. Stewart’s sections, poetry and creative nonfiction). During the first half of the semester, you will learn how to craft poetry by developing your imagery, lineation, and sound skills; you will conduct primary research in the Agricultural Heritage Museum to inspire your poems. During the second half of the semester, you will learn how to craft creative nonfiction by strengthening your scene-building, dialogue-creating, and reflection skills; you will conduct primary research at the United Living Center, braiding a resident’s narrative with your own personal story. A cornerstone to any creative writing course is learning to read through the eyes of a writer; sharing your work for response from both peers and the professor is also an essential component. We will be doing both. I use portfolio assessment as the main assessment tool; I do not give exams. If you have any questions about this fast-paced, experience-immersed, meaning-making writing course, please do not hesitate to contact me. Prerequisites: Successful completion of ENGL101.
- Kooser, Ted. The Poetry Home Repair Manual. Nebraska UP. 2005.
- Perl, Sondra and Mimi Schwartz. Writing True: The Art and Craft of Creative Nonfiction. 2013. WE WILL USE THE SECOND EDITION
English 330.01: Shakespeare
Dr. Sharon Smith
In this course, we will focus on William Shakespeare’s poetic and dramatic works, as well as the cultural, social, and political contexts in which he produced them. Assignments for the course will include a reading journal, papers (including a research paper), a midterm exam, and a final exam. After spending some time at the beginning of the semester on a selection of Shakespeare’s sonnets, we will read roughly a dozen of his plays (or about a play a week), which will likely be drawn from the following list (subject to change):
Comedies: The Taming of the Shrew; A Midsummer Night’s Dream; The Merchant of Venice; As You Like It; Twelfth Night
Histories: Henry IV, Part 1; Henry IV, Part 2; Henry V
Tragedies: Hamlet; Othello; King Lear; Macbeth; Antony and Cleopatra
Romances: The Winter’s Tale; The Tempest
ENGL 363.01: American Muckraker Literature
11:00 - 11:50 MWF
Dr. Paul Baggett
This course on the genre of exposé and disclosure in the United States, also known as muckraker literature. We typically identify the first muckrakers as journalists, those whose bold, investigative reporting exposed corporate corruption and crooked political machines while raising public awareness about urban poverty, unsafe working conditions, racism, and issues such as child labor. But a number of prominent literary figures—most of them literary naturalists who were also experienced journalists—also gained reputations as muckrakers, the most famous being Upton Sinclair, whose novel The Jungle exposed the exploitation of immigrant workers and the corruption of the meatpacking industry. In addition to Sinclair, we will examine works by Jack London, Edward Bellamy, Sinclair Lewis, and Frank Norris, as well as by the prominent feminist Charlotte Perkins Gilman and African American writer Charles W. Chesnutt. Before doing so, we will familiarize ourselves with the period of muckraking, the Progressive Era. In addition to reading some significant muckraking pieces by journalists such as Ida Tarbell, Lincoln Steffens, and Ray Stannard Baker, we will examine the speech by Theodore Roosevelt, who coined the label “muckrakers.”
One of our primary interests is to treat muckraking, in whatever form, as a narrative art. To get some preliminary knowledge of narrative theory, we will read selections from two foundational texts in the field, Hayden White’s The Content of Form: Narrative Discourse and Historical Representation and James Phelan’s Narrative as Rhetoric: Technique, Audience, Ethics, Ideology. In light of their theoretical insights, we will consider how the literary muckrakers shared with journalists a commitment to immersion and comprehensive reporting, and conversely, how the journalists employed some of the same narrative devices of voice, plot, character development, and symbolic language as their literary counterparts. Finally, while we will devote the majority of our time to authors of the early twentieth century, we will also consider the narrative art of some contemporary muckrakers, including journalists Eric Schlosser and Chris Hedges, documentary film maker Michael Moore, and Julian Assange, founder of the non-profit media organization www.wikileaks.org, which describes itself as fearless in its efforts to “get the unvarnished truth out to the public.” This course will require heavy reading, active class participation, an oral report, a midterm paper, a final paper proposal and annotated bibliography, and a final research paper.
ENGL 424/SEED 424: Methods of Teaching English Language Arts, Grades 7-12
1:00-3:50 p.m., Tuesdays
Ms. Rebecca Ekeland and Ms. Jennifer Lacher-Starace
This is a course designed to introduce teacher candidates to techniques, materials, and resources for teaching English language and literature to middle and high school students. This course is required of students in the English Education Option. The assignments for this course will be used to assess the following course goals: (1) Use classroom-based experiences and professional literature as sources for reflecting on professional practices and for supporting self-development as a learner and as a teacher; (2) distinguish among the characteristics and purposes of various instructional methods commonly used in English Language Arts classes; (3) align lesson objectives and unit goals with Common Core State Standards for English Language Arts. (4) develop lesson plans and curriculum units that are logically sequenced to provide scaffolding for student learning; (5) design assessments that are aligned with lesson objectives and unit goals and that challenge students to think critically and creatively; (6) analyze and synthesize details from a variety of informational texts related to a student-selected topic of inquiry; (7) apply new knowledge of “best practices” about teaching English Language Arts to the design and planning of various curriculum units and lesson plans.
Engl 445.S01: American Indian Literature of the Past
Professor Sarah Hernandez
This course is designed to introduce students to the Dakota literary tradition. The Dakota literary tradition is a rich and complex tradition composed of oral stories that have been translated and re-translated into written form by many different writers and scholars to serve various, and at times opposing, political agendas. Early missionaries and ethnologists translated traditional Dakota oral stories to document and record the Dakota past before it faded from living memory as a result of pressures to assimilate and integrate into Western society. However, neither the Dakota nation nor its stories ever truly faded away. On the contrary, the Dakota nation has continued to survive and even thrive into the 21st century, with many modern Dakota writers and scholars re-translating traditional Dakota oral stories in new and creative ways. In this course, we will use the tools of literary and cultural studies to analyze the published and unpublished works of Ella Deloria, Charles Eastman, and Zitkala Sa to name a few.
English 479 Capstone: The Aging of Arthurian Legend
Dr. M. Nagy
The aim of this course is to introduce students to the main outlines of the Arthurian legend, to trace its development, and to explore how it has retained its ability to hold the interest of creative artists despite immense changes in language, culture, and artistic medium. Some of the themes that we will discuss throughout the course of the semester will include myth, politics, the origins of war, science and magic, the idealization of women, and the quest for the Holy Grail (and any others that occur to us along the way).
- Arthurian Romances of Chrétien de Troyes. Trans. D. D. R. Owen. London: Everyman, 1993.
- King Arthur and his Knights: Selected Tales by Sir Thomas Malory. Ed. Eugene Vinaver. London: Oxford UP, 1975.
- The Mabinogion. Trans. Gwyn and Thomas Jones, rev. ed. New York: Alfred A. Knopf, 1993.
- Tennyson, Alfred. Idylls of the King. London: Penguin, 1996.
- White, T. H. The Once and Future King. New York: Ace Books, 1987.
- The Fisher King
- Monty Python and the Holy Grail
ENGL 492.S01/592.S01: Advanced Creative Writing: Screenwriting
Professor Steven Wingate
Students will learn the fundamentals of screenwriting: good format, believable and imaginative stories, solid characterization, and well-turned narrative arcs. The class will read outstanding screenplays as craft examples, adapt a literary work to learn format, then draft, workshop, revise, and expand original scripts or adaptations. At the end of the course, students should have either a complete and polished first act of a feature script they can complete on their own time, or a fully-realized script for a short film or series episode. While we will not focus on “making it” in Hollywood, we will cover the basics of how the film industry works and what that means for writers who want to see their work onscreen.
BOOKS MOST LIKELY USED (SUBJECT TO CHANGE): Alternative Scriptwriting: Beyond the Hollywood Formula by Ken Dancyger and Jeff Rush; The Hollywood Standard: Script Format & Style by Christopher Riley.
ENGL 492.S02: Topics: Undergraduate Learning Assistants
Professor Nathan Serfling
Since their beginnings in the 1920s and 30s, writing centers have come to serve a number of functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis--that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets, and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as tutors, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.
Students wishing to enroll in this course must be of junior or senior standing and needs to provide the name of an English department faculty member who will serve as a reference for them.
ENGL 492.S03: Semantics
Professor Jeremy Rud
What does it all mean? Does language affect the way I think and interpret the world? In this course we will explore language and its relationship to meaning from a linguistic perspective. This includes in-depth analyses of the linguistic meaning of our utterances (semantics) as well as their contextual meaning (pragmatics). Through reading, discussion, self-reflection, and experimentation we will examine the following topics: signs and signifiers, prototypes, categories and exemplars, metaphor and metonymy, homonymy and polysemy, space, embodiment, and cognition, linguistic relativity, deixis and anaphora, speech acts, conversationalimplicature, presupposition, and conversation analysis. Overall, this course aims to widen students’ perspectives of language and challenge taken-for-granted conceptualizations of human understanding and language use. Textbook: To be determined.Prerequisite: Any 300+ level course of any prefix or instructor approval.
English 705: Seminar in Teaching College Composition
Dr. Michael Keller
This course is designed to ground you in the histories, theories, and practices of writing instruction and thereby: 1) prepare you to teach your own classes at SDSU and beyond, and 2) introduce you to issues and debates that have shaped and that currently shape the profession. To serve these aims, the readings, discussions, and writing assignments will address a variety of practical and theoretical concerns. The former include assignment and course design, assessment, and classroom pedagogies; the latter, theories of rhetoric and composition, as well as the social and institutional contexts that inform them.
Past texts have included the following:
- Reading Popular Culture: An Anthology for Writers, edited by Michael Keller
- They Say/I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein
- The St. Martin’s Handbook by Andrea Lunsford
- St. Martin’s Guide to Teaching Writing by Cheryl Glenn & Melissa A. Goldthwaite
- Teaching Composition: Background Readings, edited by T.R. Johnson
- A Teaching Subject: Composition Since 1966 by Joseph Harris
- Rhetoric, Poetics, and Cultures: Refiguring College English Studies by James A. Berlin
- Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s
- Educationally Underprepared by Mike Rose
- My Freshman Year: What a Professor Learned by Becoming a Student by Rebekah Nathan
- Understanding Popular Culture by John Fiske
- Trash Culture: Popular Culture and the Great Tradition by Richard Keller Simon
- The Empire of Illusion: The End of Literacy and the Triumph of Spectacle by Chris Hedges
- The Gutenberg Elegies: The Fate of Reading in an Electronic Age by Sven Birkerts
Written work for the course will include two short responses to the readings (2-3 pages), one research project (15 pages) that investigates an area of writing instruction of interest to you, and a syllabus for English 101 that includes a rationale (5 pages) for the sequence of reading selections and writing assignments. I recommend, too, that you keep a journal to record your thoughts on issues that arise in this class and in those you are teaching. In addition to class discussion, oral work will include two brief presentations: one to teach an essay from Reading Popular Culture and one to report progress on your research project.
English 725.01: Victorian Print Culture & The Novel
Dr. Katherine Malone
Beginning in the 1850s, rapid changes in printing technology, the repeal of “taxes on knowledge,” cheap paper, and increased literacy led to a boom in British periodicals and book publishing. Indeed, many of the novels we now consider classics first appeared serially in the pages of magazines where they ran alongside a variety of journalistic genres and advertisements. In this course, we will explore how the material conditions of those periodicals influenced the creation and reception of the Victorian novel. We’ll read serial fiction by Charles Dickens, George Eliot, Margaret Oliphant, Anthony Trollope, and others in their original magazine context to discover how they participated in larger cultural debates. We’ll also conduct reception histories to consider how reviewers and critics self-consciously reflected on the growth of print culture in their debates about authorship, reading practices, and the role of the literary critic. Besides reading several big, fat novels that will engage your sympathies, you can expect to gain a broad historical foundation in Victorian literature and culture, familiarity with a range of critical lenses and theories of the novel, and specialized research skills in periodicals studies and book history. Assessments include presentations, short research assignments, and a researched final seminar paper.
ENGL 729: Seminar in American Literature Since 1900
Dr. Sarah Hernandez
In this course, we will examine the genealogy of Dakota literature from the early 1900s to present by analyzing archival documents – Dakota orthographies, Dakota mythologies, and personal and professional correspondences – to better understand how this tradition has evolved from an oral to a written form. In addition to tracing the evolution of this tradition, we will also examine the various literary strategies and rhetorical devices used by several different writers and scholars to imagine and re-imagine the Dakota nation. Specifically, we will start to analyze the published and unpublished writings of Gideon Pond, Samuel Pond, Stephen Riggs, Ella Cara Deloria, and Elizabeth Cook-Lynn, to name a few.