2014-2015 Academic Catalog 
    
    Jun 25, 2024  
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2014-2015 Academic Catalog [ARCHIVED CATALOG]

Courses of Instruction

 

Dance

Technique Courses

Dance technique courses meet for three to five hours a week and are worth 0.5 course units. The fine arts (A) general academic requirement applies when two dance idioms are completed in the same semester, and effective Fall 2013 two dance idioms completed in the same semester will satisfy the Arts (AR) distribution requirement. Technique courses at all levels are repeatable for credit.

Placement at the appropriate level is determined by level of expertise in the dance idiom. Beginning classes are designed for students with very little or no prior experience in the dance form. Intermediate classes are for those with several years of prior training while advanced classes are for those with significant professional training and demonstrated advanced skills.
  

  • DNC 965 - Teaching Dance Practicum

    0.5 course unit
    Gives students an opportunity to assist a professional teacher, engage in lesson plan building, and writing a teaching philosophy

Economics
  

  • ECN 101 - Principles of Macroeconomics

    1 course unit
    The fundamental determinants of economic activity, inflation, depression, international finance, and development. Monetary, banking, and fiscal institutions are considered in relation to their role in contemporary public policies designed to cope with these problems.
    Meets general academic requirement B and effective Fall 2013 SL.
  

  • ECN 102 - Principles of Microeconomics

    1 course unit
    The operation of the price mechanism in modern enterprise economies. Allocation of resources and distribution of income in competitive and monopolistic markets for products, labor, and other resources. Contemporary issues in microeconomic theory and policy are examined.
    Meets general academic requirement B and effective Fall 2013 SL.
  

  • ECN 220 - Intermediate Microeconomic Theory

    1 course unit
    A specialized examination of certain aspects of price analysis, such as the consumer, the firm, market structures, price determination, and income distribution.
    Prerequisite(s): ECN 102 Principles of Microeconomics  and MTH 121 Calculus I .
  
  

  • ECN 243 - Health Care Economics

    1 course unit
    The purpose of this course is to study the facts, concepts, and analyses necessary to understand national health care. The emphasis of the course will be on the economic arguments for or against alternative public policy initiatives in health care and public and private health care systems.
    Prerequisite(s): ECN 101 Principles of Macroeconomics  or ECN 102 Principles of Microeconomics .
  

  • ECN 245, 246 - Environmental Economics

    1 course unit
    This course explores the relationship between the economy and the environment. Mainstream economic theories and policies will be analyzed from a critical and American policy perspective. The impact of externalities, social costs, property rights, market controls, government regulations, economic development on environmental protection will be analyzed. Other topics covered will include accounting for pollution and resource depletion in GDP statistics, cost-benefit analysis, population, and sustainable development. Offered in the spring semesters of odd numbered years.
    Prerequisite(s): ECN 101 Principles of Macroeconomics  or ECN 102 Principles of Microeconomics .
    Meets general academic requirement W when offered as 246.
  

  • ECN 247, 248 - Economics of Men & Women at Work

    1 course unit
    An examination and comparison of the behavior and problems of men and women in the economy as workers, consumers, and household members. Economic institutions and outcomes will be analyzed using neoclassical or mainstream economic theories contrasted with newly emerging feminist economic research and theoretical perspectives. Offered in fall semesters of odd numbered years.
    Prerequisite(s): ECN 101 Principles of Macroeconomics  or ECN 102 Principles of Microeconomics .
    Meets general academic requirement W when offered as 248.
  

  • ECN 251, 252 - Development Economics

    1 course unit
    The course begins with an introduction of the concept and measurement of economic growth and development. Models of growth and development processes are then analyzed. Problems in areas such as population, education, savings and capital formation, natural resources, foreign trade, foreign aid, etc. are examined, and possible policy measures are explored.
    Prerequisite(s): ECN 101 Principles of Macroeconomics  or ECN 102 Principles of Microeconomics .
    Meets general academic requirement W when offered as 252.
  

  • ECN 332, 333 - Public Finance

    1 course unit
    Analysis of government’s role in a mixed economy. Principles of government expenditure and taxation and structure of the U.S. tax system, with emphasis on tax incidence and the effect of tax and spending policies on economic efficiency. The effects of the public debt and deficit are analyzed. Offered in the spring semesters of even numbered years.
    Prerequisite(s): ECN 220 Intermediate Microeconomic Theory  or 221 Intermediate Microeconomic Theory.
    Meets general academic requirement W when offered as 333.
  

  • ECN 334, 335 - International Trade & Globalization

    1 course unit
    The study of the benefits and costs of international trade, including the effects of trade on employment, the distribution of income within nations and across nations, and the environment. The public policy implications will be a central part of the analysis of international trade.
    Prerequisite(s): ECN 101 Principles of Macroeconomics  and ECN 102 Principles of Microeconomics .
    Meets general academic requirement W when offered as 335.
  
  

  • ECN 348 - Game Theory & Applications

    1 course unit
    This course will introduce the student to game theory and its applications in describing the behavior of firms and individuals. We shall examine market structure and its effect on firm behavior and apply modern analytic techniques to develop a thorough understanding of strategic decisions.
    Prerequisite(s): ECN 220 Intermediate Microeconomic Theory  or 221 Intermediate Microeconomic Theory or permission of instructor.
  
  

  • ECN 490 - CUE: History of Economic Thought

    1 course unit
    This course traces the development of systematic economic reasoning from the pre-Mercantilist period to modern times. Attention is given to the influence of changing economic conditions and institutions on the progress of economic thought. The seminal ideas of Smith, Malthus, Ricardo, Marx, Walras, Marshall, Keynes, and others are examined. The schools of economic thinking that grew out of the work of these major contributors are studied, including Classical, Marginalist, Neo-Classical, Institutionalist, Keynesian, and Radical economics. The evolution of mainstream economics from its early beginnings as laissez-faire political economy to its contemporary scientific approach is considered. The role of scientific methodology in economic inquiry is examined. The historical roots of current economic issues and debates are studied.
    Prerequisite(s): ECN 220 Intermediate Microeconomic Theory  or 221 Intermediate Microeconomic Theory and ECN 222, 223 Intermediate Macroeconomic Theory .
    Meets general academic requirement W.
  

  • ECN 960 - Economics Internship

    1 course unit
    Under faculty supervision, students will be placed in internship positions with local business and other related organizations in order to gain experience in the application of the theories and concepts learned in the classroom. Students will be required to document their experiences in a written journal, to share their experiences with others in a classroom setting, and to prepare a significant term paper or project report. Open to juniors and seniors only. Pass/fail only.

Education
  

  • EDU 101 - History & Politics of American Education

    1 course unit
    This course examines the larger historical and sociopolitical forces that have shaped the rise and development of the institutional school in America. Beginning with Jeffersonian America through the late industrial period to the present day, the course traces changes in the political economy and how these changes have influenced educational policy and practice, such as rise of the common school and educational policy debates regarding the appropriate role of education in a democratic industrial and plural society. The course also addresses how schools interpret, translate, and transfer American culture through the overt and covert curriculum as well as public policy by studying the various conflicting aims of education in a democracy. The purpose of the course is to develop the students’ potential for thinking critically about American education and its institutions in preparation for ethical citizenship and/or educational leadership.
    Meets general academic requirement H and effective Fall 2013 SL.
  

  • EDU 104, 105 - Educational Psychology: Child Learning & Development

    1 course unit
    This course reflects knowledge derived from theory, research, and professional practice as it covers the physical, cognitive, and socio-emotional development of infants and children (birth-9 years old) and the impact of this study for teaching and learning. In addition to classic developmental theorists (Piaget, Vygotsky, and Erikson among others), students will explore a variety of topics that impact the child as learner at these stages of development, including but not limited to attachment, brain development, memory, fantasy and the imagination, the arts as a way of knowing, play behavior, friendship, the development of empathy, early understandings of justice, the use of public and private space, transition from home to school, and children in relation to authority. Fieldwork is required.
    Prerequisite(s): Provisional admission to the program or permission of the instructor.
    Meets general academic requirement B and effective Fall 2013 SL (and W when offered as 105).
  

  • EDU 105 - Educational Psychology: Child Learning & Development

    1 course unit
    This course reflects knowledge derived from theory, research, and professional practice as it covers the physical, cognitive, and socio-emotional development of infants and children (birth-9 years old) and the impact of this study for teaching and learning. In addition to classic developmental theorists (Piaget, Vygotsky, and Erikson among others), students will explore a variety of topics that impact the child as learner at these stages of development, including but not limited to attachment, brain development, memory, fantasy and the imagination, the arts as a way of knowing, play behavior, friendship, the development of empathy, early understandings of justice, the use of public and private space, transition from home to school, and children in relation to authority. Fieldwork is required.
    Prerequisite(s): Provisional admission to the program or permission of the instructor.
    Meets general academic requirement B and effective Fall 2013 SL (and W when offered as 105).
  

  • EDU 106, 107 - Educational Psychology: Adolescent Learning & Development

    1 course unit
    This course reflects knowledge derived from theory, research, and professional practice as it covers cognitive, social, and personal development and the psychology of teaching and learning. We will use our classroom as an “experiment” in methods of teaching, learning, and educating ourselves about the sociopolitical contexts for development and learning in American classrooms. The focus of this course is on the developmental changes and challenges that occur approaching and during the adolescent years. We will explore both what is understood as “typical” adolescent development as well as the ways in which individual adolescent experience may be unique. We will view the adolescent in a range of social contexts (e.g., family, peer group, school, culture) as we consider how issues of diversity (i.e., race, culture, class, gender, sexual identity) impact learning, and development. Fieldwork is required.
    Prerequisite(s): Provisional admission to the program or permission of the instructor.
    Meets general academic requirement B and effective Fall 2013 SL (and W when offered as 107).
  

  • EDU 107 - Educational Psychology: Adolescent Learning & Development

    1 course unit
    This course reflects knowledge derived from theory, research, and professional practice as it covers cognitive, social, and personal development and the psychology of teaching and learning. We will use our classroom as an “experiment” in methods of teaching, learning, and educating ourselves about the sociopolitical contexts for development and learning in American classrooms. The focus of this course is on the developmental changes and challenges that occur approaching and during the adolescent years. We will explore both what is understood as “typical” adolescent development as well as the ways in which individual adolescent experience may be unique. We will view the adolescent in a range of social contexts (e.g., family, peer group, school, culture) as we consider how issues of diversity (i.e., race, culture, class, gender, sexual identity) impact learning, and development. Fieldwork is required.
    Prerequisite(s): Provisional admission to the program or permission of the instructor.
    Meets general academic requirement B and effective Fall 2013 SL (and W when offered as 107).
  

  • EDU 201 - Introduction to Special Education: Diverse Learners & Inclusive Classrooms

    1 course unit
    This course is designed to broaden knowledge and understanding about students with disabilities and how they develop and learn. Emphasis is placed on the roles and responsibilities of regular education teachers in meeting the needs of these students in order to create positive inclusive learning environments as informed by relevant research. The course introduces the preservice teachers to topics including health impairments, intellectual disabilities, learning disabilities, ADHD, emotional disturbance, autism, sensory impairments, physical disabilities, and giftedness. These topics are examined from the perspective of causation, diagnosis, cognitive and social-emotional characteristics, learning styles, early intervention, and differentiated instructional strategies with a focus on meeting the needs of students in the context of the regular classroom. The role of the regular classroom teacher in the referral/evaluation process and working with appropriate school personnel and families is emphasized. Also examined are multicultural and bilingual issues as they pertain to special education. Fieldwork is required.
    Prerequisite(s): Provisional admission to the program or permission of the instructor.
    Meets general academic requirement B and effective Fall 2013 SL.
  

  • EDU 202 - Introduction to Early Childhood Education

    1 course unit
    This course presents the history, philosophy, and theory of early childhood education and surveys major models and programs that educate young children, including Bank Street (traditional nursery), Montessori (child-centered), and DISTAR (direct instruction) among others. It focuses on the role of the teacher in designing, organizing, and implementing educational programs for children in preschools, kindergartens, and early elementary grades as informed by the recommendation of professional organizations such as the National Association for the Education of Young Children (NAEYC). Fieldwork is required.
    Prerequisite(s): Provisional admission to the program.
  

  • EDU 204 - Integrating Curriculum & Instruction for Young Learners

    1 course unit
    This course focuses on understanding educational research, theory, and reflective practice in planning for and implementing content- and age-appropriate instructional strategies resulting in the effective teaching of diverse young learners (ages 4-9). This includes an investigation of a range of the essential teaching skills, including the planning, implementation, and adaptation of meaningful instruction and the development of a supportive learning environment. Students are introduced to a broad range of research-based teaching methodologies, classroom management strategies, and fair assessment techniques. Focusing on the conceptual understanding of big ideas, students will use national, state, and district standards to plan, implement, and adapt lessons and units in early grades. Fieldwork is required.
    Prerequisite(s): EDU 104, 105 - Educational Psychology: Child Learning & Development  or EDU 105 - Educational Psychology: Child Learning & Development  and provisional admission to the program.
  

  • EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners

    1 course unit
    This course focuses on understanding educational research, theory, and reflective practice in planning for and implementing content- and age-appropriate instructional strategies resulting in the effective teaching of diverse adolescent learners (ages 9-18). This includes an investigation of a range of the essential teaching skills, including the planning, implementation, and adaptation of meaningful instruction and the development of a supportive learning environment. Students are introduced to a broad range of research-based teaching methodologies, classroom management strategies, and fair assessment techniques. Focusing on the conceptual understanding of big ideas, students will use national, state, and district standards to plan, implement, and adapt lessons and units in their content areas. Fieldwork is required.
    Prerequisite(s): EDU 106, 107 - Educational Psychology: Adolescent Learning & Development  and provisional admission to the program.
  

  • EDU 211 - Theory & Practice of Teaching English Language Learners

    1 course unit
    This course examines the multifaceted issues facing English language learners in American public schools. Course topics include theories of second language acquisition and bilingualism, educational language policies such as the “English-only” movement with an emphasis on practical approaches to teaching English language learners. The current curricular approaches in ELL instruction such as SIOP (Structured Instruction Observation Protocol) and CALLA (Cognitive Academic Language Learning Approach) will be presented. Course readings draw from relevant literature in sociolinguistics, language acquisition, educational anthropology, and literacy education. Fieldwork is required.
    Prerequisite(s): Provisional admission to the program.
    Meets general academic requirement D and effective Fall 2013 DE.
  

  • EDU 326 - Language & Early Literacy

    1 course unit
    This course aims to provide an understanding of language and early literacy development of diverse young children (birth to age 9). Theories of first language acquisition provide a framework for understanding stages of oral language development and functions of oral language. The relationship between language acquisition and reading and writing processes are explored through the emergent literacy perspective. Topics in early literacy development include print awareness, phonemic/phonological awareness, phonics instruction, decoding and oral reading fluency, and developmental writing. These theoretical backgrounds inform various instructional approaches to early literacy instruction such as constructivism/whole language, balanced literacy program, and guided reading. This course also offers an overview of children’s literature, including an introduction to the genres, notable books and authors, and resources for incorporating children’s literature in literacy education programs. Fieldwork is required.
    Prerequisite(s): EDU 204 - Integrating Curriculum & Instruction for Young Learners  and formal admission to the Education Certification Program.
    Meets general academic requirement W.
  

  • EDU 327, 328 - Literacy & Social Studies Education

    1 course unit
    This course focuses on literacy development and instruction in grades 3-8, particularly on construction of meaning during the reading and writing processes. Topics of study in this course include reader response theories, theories of comprehension, comprehension strategies (such as inferring and summarizing), and vocabulary development and instruction. The course has an emphasis on content area literacy with an introduction to instructional strategies and activities to promote content area learning. Writing theories and instruction are presented through model frameworks and programs. In addition, this course will provide perspectives, methodologies, and philosophies of teaching social studies as a content area subject in the elementary and middle schools. Fieldwork is required.
    Prerequisite(s): EDU 204 - Integrating Curriculum & Instruction for Young Learners  or EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
    Meets general academic requirement W when offered as 328.
  

  • EDU 328 - Literacy & Social Studies Education

    1 course unit
    This course focuses on literacy development and instruction in grades 3-8, particularly on construction of meaning during the reading and writing processes. Topics of study in this course include reader response theories, theories of comprehension, comprehension strategies (such as inferring and summarizing), and vocabulary development and instruction. The course has an emphasis on content area literacy with an introduction to instructional strategies and activities to promote content area learning. Writing theories and instruction are presented through model frameworks and programs. In addition, this course will provide perspectives, methodologies, and philosophies of teaching social studies as a content area subject in the elementary and middle schools. Fieldwork is required.
    Prerequisite(s): EDU 204 - Integrating Curriculum & Instruction for Young Learners  or EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
    Meets general academic requirement W when offered as 328.
  

  • EDU 330 - Social Studies Education for Adolescent Learners

    1 course unit
    This course presents the history and development of social studies in middle and high schools. It provides both an historical and political context to study the best teaching practices in the disciplines at the heart of social studies: American and Pennsylvania history, world history, civics, economics, and geography. With a focus on state and national standards in these disciplines, including the themes from the National Council for the Social Studies, students will develop lesson plans, instructional strategies, and assessments for diverse learners and will learn to supplement the textbook with primary sources, newspapers, websites, and curricula developed by professional national organizations. Relevant to content certification. Fieldwork is required.
    Prerequisite(s): EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
  

  • EDU 334 - Mathematics Education for Young Learners

    1 course unit
    This course will analyze the content, pedagogy, and management of the Pre-K to grade 4 mathematics curricula in diverse classrooms. Emphasis will be placed on how young children learn mathematics, problem solving, reasoning and proof; communication; making connections within mathematics and with the world outside the classroom; multiple representations; and research based instructional strategies, all within the context of developing number sense, operations, patterns and functions, geometric shapes, data analysis and probability, and measurement. Students will use national, state, and district standards to plan, implement, and adapt lessons for the early grades. Fieldwork is required.
    Prerequisite(s): EDU 204 - Integrating Curriculum & Instruction for Young Learners  and formal admission to the Education Certification Program.
  

  • EDU 336 - Mathematics Education for Adolescent Learners

    1 course unit
    This course presents theories and practices of teaching mathematics in middle and high school classrooms with focus on 1) discrete and integrated mathematics knowledge such as algebra, geometry, statistics, and probability; 2) pedagogy; and 3) curriculum design. Course content includes learning theories, national and state standards for the mathematics school curriculum, planning and material development skills, assessment, use of appropriate technology, and classroom management. Relevant to content certification. Fieldwork is required.
    Prerequisite(s): EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
  

  • EDU 344 - Science Education for Young Learners

    1 course unit
    This course will enable the student to develop a professional practice as a science educator based on the best current knowledge about how young children learn science, the nature of science, and research-based methods of science teaching. Emphasis will be placed on developing inquiry oriented pedagogical strategies that foster children’s natural curiosity; building an understanding of the nature of science; creating curricula, materials, and resources for instruction in diverse classrooms; devising authentic experiences with scientific questions and phenomena, and using assessment in the service of instruction, all within the framework of the PA Academic Standards for Science & Technology and for Environment & Ecology. Fieldwork is required.
    Prerequisite(s): EDU 204 - Integrating Curriculum & Instruction for Young Learners  and formal admission to the Education Certification Program.
  

  • EDU 346 - Science Education for Adolescent Learners

    1 course unit
    This course will enable the student to develop a professional practice as a science educator based on the best current knowledge about how adolescents learn science, the nature of science, and research-based methods of science teaching. Emphasis will be placed on incorporating inquiry oriented pedagogical strategies that encourage student-generated scientific questions; developing basic and integrated process skills to answer scientific questions; building an understanding of the nature of science; creating curricula, materials, and resources for instruction in diverse classrooms, devising hands-on experiences with scientific questions and phenomena, focusing on collecting and interpreting authentic data, and using assessment in the service of instruction, all within the framework of the PA Academic Standards for Science and Technology and for Environment and Ecology. Fieldwork is required.
    Prerequisite(s): EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
  

  • EDU 362 - Languages Education

    1 course unit
    This course will prepare students to be a teacher of foreign languages in grades K-12. Topics include school contexts for language learning, processes of secondary language acquisition, exemplary instructional strategies, and professional resources for curriculum and instruction. Students will be actively engaged in fieldwork placements to put the knowledge gained in the course into effective practice. By the end of the course, students will develop a philosophy of teaching languages and gain a repertoire of strategies that will make them effective teachers of languages. Fieldwork is required.
    Prerequisite(s): EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
  

  • EDU 363 - English Education for Adolescent Learners

    1 course unit
    This course is designed to provide advanced instruction in preparation for a teaching career by focusing on providing theoretical background and practical guidance specifically targeted to secondary English teachers. Based on the understanding that learning is more concurrent than sequential, the course examines effective strategies to prepare, execute, and continually reflect on lessons used in the teaching of English. Students will have an opportunity to articulate their vision as English teachers, to develop a working knowledge of the various teaching theories and strategies, and to apply and evaluate instructional practices and theories to determine those which will best facilitate attainment of their vision. Relevant to content certification. Fieldwork is required.
    Prerequisite(s): EDU 206 - Integrating Curriculum & Instruction for Adolescent Learners  and formal admission to the Education Certification Program.
  

  • EDU 370 - Urban Ethnography

    1 course unit
    The focus of this interdisciplinary course is on the relevance of the qualitative research method of Ethnography for exploring issues pertaining to youth in urban contexts. We will explore the complex relationships among schooling, social structure, and culture through research projects conducted by course participants. Students will be taught methods of data collection and analysis, including how to examine research subjectivities, “gain entry” in the field, manage data, frame assertions, seek confirming and disconfirming evidence, consider diverse audiences for reporting, and try out various narrative styles and voices in their interpretive writing. This course has been relevant to students interested in youth and urban issues across a variety of majors, including Art, Theatre, Dance, Media and Communication, English, Sociology, Psychology, Spanish, and American Studies.
    Meets general academic requirement W.
  

  • EDU 410 - Seminar in Assessment & Evaluation

    1 course unit
    This course is designed to provide an overview of developmentally appropriate assessment/evaluation issues, techniques, and practices. Both on-going informal and formal assessment as integral to the teaching and learning process are emphasized. The course examines topics including formative and summative assessment, teacher made tests, standardized testing, alternative/authentic assessment techniques, grading practices, and parent conferences. The course introduces ways in which technology can be integrated into the assessment and evaluation process. Throughout the course, students are encouraged to think critically about the issues surrounding assessment within the context of educational practices and political realities.
    Prerequisite(s): Admission to professional semester.
  

  • EDU 420 - Seminar in Professional Studies & Community Education

    1 course unit
    As part of the Professional Semester, this course will provide teacher candidates an overview of the education profession with an emphasis on studies and experiences connected with individual teacher professionalism and ethical practice. The course will investigate issues confronting the professional educational community, such as standardized testing, school reorganization, and appropriate school/ community/family relationships in the context of the rights and responsibilities of the professional teacher. Other topics of exploration will include Pennsylvania school law (i.e. Chapter 4: Academic Standards and Assessment; Chapter 11: Student Attendance; and Chapter 12: Students and Student Services) and national professional organizations and standards.
    Prerequisite(s): Admission to professional semester.
  
  
  

  • EDU 950 - Student Teaching I

    1 course unit
    Student teaching is the core component of the professional semester. As interns in the public schools, students have the opportunity to apply the content knowledge and pedagogical skills gained in their academic preparation to actual classroom situations. Lesson and unit planning as well as assessment and classroom management skills are honed with the support of a mentor teacher and a college supervisor. Daily seminars prior to student teaching focus on differentiated instruction, questioning strategies, lesson planning, meeting the needs of a diverse public school population, and strategies to enhance student motivation. Weekly seminar sessions during the semester provide the student teachers with a forum to reflect analytically on their classroom experiences as they develop their professional skills and voice. This semester consists of two full-time teaching experiences in grade levels appropriate to the area of certification.
    Prerequisite(s): Admission to the professional semester.
  

  • EDU 951 - Student Teaching II

    1 course unit
    Student teaching is the core component of the professional semester. As interns in the public schools, students have the opportunity to apply the content knowledge and pedagogical skills gained in their academic preparation to actual classroom situations. Lesson and unit planning as well as assessment and classroom management skills are honed with the support of a mentor teacher and a college supervisor. Daily seminars prior to student teaching focus on differentiated instruction, questioning strategies, lesson planning, meeting the needs of a diverse public school population, and strategies to enhance student motivation. Weekly seminar sessions during the semester provide the student teachers with a forum to reflect analytically on their classroom experiences as they develop their professional skills and voice. This semester consists of two full-time teaching experiences in grade levels appropriate to the area of certification.
    Prerequisite(s): Admission to the professional semester.

English, Writing

General Literatures

Note: 100 level courses may NOT be counted toward the English major or minor.

Advanced Courses

Note: All 300 level courses require the prerequisite of a 200 level ENG course.
  

  • ENG 113 - British Writers

    1 course unit
    A concentrated survey of the work of some of the most influential British writers and of the development of British literary traditions; intended to help non-majors become close and informed readers of literature. Focus will vary from semester to semester.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 115 - American Writers

    1 course unit
    A concentrated survey of the work of some of the most influential American writers and of the development of American literary traditions; intended to help non-majors become close and informed readers of literature. Focus will vary from semester to semester.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 201 - Poetry & Fiction Writing

    1 course unit
    An introductory course in the craft of short story and poetry writing. This course will focus on issues of craft and form, learning about both through reading a wide variety of contemporary fiction and poetry and through writing exercises and experiments. There will be weekly writing assignments, often based on the readings that will be discussed and critiqued in the larger class as well as in small groups for peer feedback. The emphasis of the course will be on student writing and will lead to a final portfolio.
    Meets general academic requirement A and effective Fall 2013 AR.
  

  • ENG 202 - Reading Emily Dickinson

    1 course unit
    Emily Dickinson’s life, letters, and poems have attracted an unusually diverse set of “labels.” She is variously described as Romantic, Modern, Post-Modern, Puritan, anti-Puritan, feminist, anti-feminist, a victim of psychological disorders (agoraphobia, anorexia, depression), a victim of patriarchal oppression, a genius, a great ironist, and more. So Dickinson’s poetry offers us much to negotiate in the course, ways of reading as well as readings of individual poems. We will have the advantage of abstracts of book-length Dickinson criticism written by members of a previous seminar, a sort of readers’ guide to Dickinson which we will expand. We will also study poems by two twentieth century women writers, Elizabeth Bishop and Adrienne Rich, in light of Dickinson’s legacy, and try to trace Dickinson’s particular kind of “nature” poetry back to a seventeenth century tradition she admired.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 205 - Creative Nonfiction Writing

    1 course unit
    The course will focus on creative nonfiction writing. Students will spend an equal amount of time writing and reading essays and longer works of nonfiction. Class discussion will focus on craft and rhetorical issues, such as narrative voice, story, exposition, scene, imagery, and dialogue.
    Meets general academic requirement A and effective Fall 2013 AR.
  

  • ENG 206 - Reading Austen

    1 course unit
    This course explores the novels of Jane Austen and their contemporary revisions. Roughly half of the course consists of an intensive and historically-contextualized study of four of Austen’s novels along with a reading of a biography of Austen. The other half consists of a cultural materialist study of the revisions, sequels, and film adaptations of Austen produced predominantly in the 1990s and 2000s. In this way, we explore the continuing importance of Austen to contemporary readers as well as the structure and significance of fan culture. In addition to several of Austen’s original novels, texts and films may include Jon Spence, Becoming Jane Austen; Linda Berdoll, Mr. Darcy Takes a Wife; Pamela Aidan, An Assembly Such as This: Fitzwilliam Darcy, Gentleman, Part 1; BBC Mini-Series, Pride and Prejudice (1995); Clueless (1995); Joan Aiken, Jane Fairfax: The Secret Story of the Second Heroine in Jane Austen’s Emma.
    Meets departmental Transformations approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 207 - Dramatic Writing

    1 course unit
    Students will learn the rudiments of dramatic writing through lecture, readings, and weekly assignments dealing with structure, characterizations, dialogue, and other areas of the playwright’s art. Students’ works will be shared and critiqued by the class, operating as a playwrights group. Each student will complete at least a ten-minute play and a 30-minute one-act play during the semester.
    Meets general academic requirement A and effective Fall 2013 AR.
  

  • ENG 208 - Reading Alice in Wonderland

    1 course unit
    This course investigates Lewis Carroll’s Alice books-Alice’s Adventures in Wonderland and Through the Looking Glass-in themselves and as they are transformed into a larger cultural “Alice Myth” with a life of its own. The course examines these texts in a variety of cultural and aesthetic frames. These are primarily British and Victorian, considering the Alice books as children’s stories, as dream-texts, and as complexly comic representations of gender, class, and childhood. In addition, the course will consider the relation between the texts and their author, who led a triple life as Charles Dodgson, Oxford don in mathematics, as the writer Lewis Carroll, whom Dodgson never acknowledged, and as one of the fathers of photography, a famous portrait photographer. In the latter part of the course we will pursue the afterlife of the Alice Myth up to the present day. We will look at adaptations of the books, film versions by the surrealist Svankmajer and by Disney, and perhaps the video game based on the Alice books.
    Meets departmental Transformations approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 211 - Reading T. S. Eliot’s The Waste Land

    1 course unit
    T. S. Eliot’s The Waste Land is probably the most famous English-language poem of the twentieth century. On its completion, Eliot’s editor and in some sense co-author, Ezra Pound, called it “at 19 pages the longest poem in the English language (sic).” Why? Because the poem is a curriculum as much as a poem. It enfolds a number of discourses: literature, economics, music, Buddhism, the Music Hall, etc. This course will ask students to read the books that lie behind Eliot’s poem. These would include, in addition to the facsimile drafts of the poem, the books Eliot cites in his notes for the poem, the relevant English literature as well as Jessie Weston’s work of cultural anthropology, From Ritual to Romance, and works he doesn’t cite but which he read and which influenced the poem, notably John Maynard Keynes’ The Economic Consequences of the Peace. We will listen to and try to make sense of Wagner; certainly we will become aware of his overwhelming importance as the greatest artist of the nineteenth century and the long shadow he cast over Eliot’s generation as instanced by the poem. We will read an account of the First World War, probably Erich Maria Remarque’s All Quiet on the Western Front.
    Meets departmental Transformations approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 212 - Reading Frankenstein

    1 course unit
    Students will examine the three distinct versions of Mary Shelley’s novel (1818, 1823, 1831), read selected criticism and biographical material, and then focus on various literary, film, and theatrical adaptations, including H.G. Wells’ The Island of Dr. Moreau (1896), Lynd Ward’s woodcut adaptation of the novel (1934), the original Boris Karloff film (1931), Ridley Scott’s Blade Runner (1982), and The Rocky Horror Picture Show (1975). The course will begin by examining Frankenstein’s important progenitors: The Book of Genesis, the Pygmalion and Prometheus myths, and selections from Milton’s Paradise Lost.
    Meets departmental Transformations approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 214 - Reading Whitman’s America

    1 course unit
    This course will study the United States that Walt Whitman knew and interpreted in his writing. First it will focus on the longer poems of Leaves of Grass, framing this work between the two poetic manifestos, “Song of Myself” and “Crossing Brooklyn Ferry.” Then it will move between Whitman’s poetry and other works, visual as well as verbal, that give testimony to the politics and culture of his time. When the Civil War broke out, Whitman worked in the battlefield hospitals as a nurse and produced the volume “Drum Taps” from this experience. We’ll read several poems from this collection to investigate Whitman’s visions of what the war meant and how it would impact the country’s future. The course will show that Whitman’s America wasn’t a single place or culture but a dynamic of people, speech, custom, ideology, and a series of visions the poet had for the future of his ideal democracy. Texts will include the 1855 edition of Leaves of Grass and single poems from subsequent editions, including “When Lilacs Last in the Dooryard Bloom’d,” readings in Mason Lowance’s, Against Slavery: An Abolitionist Reader; David Reynold’s Walt Whitman’s America: A Cultural Biography; and Ted Genoways’ Walt Whitman and the Civil War.
    Meets departmental Texts/Contexts approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 216 - Reading Romance

    1 course unit
    In this course, students study the genre of the medieval romance, a genre which eventually gives rise to the novel. Through a focus on four literary texts, students explore the importance of literary structure, narrative voice, and the way that social and cultural values are foundational to the representation of the protagonist. The first two texts are a romance by Chrétien de Troyes, the essential model of the medieval romance, and an additional English romance. The next reading, Sir Gawain and the Green Knight, puts chivalric and romance values into a more ironic context. Selected tales from the Canterbury Tales in Middle English highlight Chaucer’s important transformation of romance conventions in the context of emerging bourgeois and mercantile social values as well as new understandings of authorship.
    Meets departmental Genealogies approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 217 - Reading India

    1 course unit
    For two centuries, India was both “the jewel in the crown” of the British Empire and a bewilderingly complex civilization whose mysteries rendered it largely illegible to outsiders. In the sixty years since independence, a wide array of English-language writers have taken up the charge of representing India, both from within the subcontinent itself and from such far-flung sites of the Indian Diaspora as London, Trinidad, Toronto, and New York. This course will explore some of the more intriguing ways in which India has been represented by colonizers, natives, and first and second-generation emigrants alike, ranging from Kipling’s “city of dreadful night” and E.M. Forster’s acid depictions of British misfeasance in the late imperial period to the social comedies of R.K. Narayan, the dizzying experiments with magic realism of Salman Rushdie, and the cultural collisions recorded by such London-based writers as Hanif Kureishi and Monica Ali in the last decade of the twentieth century.
    Meets departmental Texts/Contexts approach.
    Meets general academic requirements L or D and W and effective Fall 2013 HU and DE and W.
  

  • ENG 218 - Reading the South

    1 course unit
    This course will study how novelists, poets, and playwrights have treated the American South, and the extent to which they have challenged or fostered prevailing popular representations in songs and movies and political rhetoric (e.g. Dixie, down-home, Jim Crow, “a civilization gone with the wind,”). We will consider how their work addresses what ideologues and historians have characterized as the “peculiar” political and social conditions that have made the South distinctive: slavery and its Jim Crow aftermath.
    Meets departmental Text/Contexts approach.
    Meets general academic requirements L and W and effective Fall 2013 HU and W .
  

  • ENG 231 - Modern Drama

    1 course unit
    This course will examine how Modern Drama emerged to challenge the dominate genres and styles of the Victorian theatre. We will examine the development of modern dramatic practice in writers, such as Ibsen, Strindberg, Shaw, Wilde, and Chekhov, and its variegated developments in the plays of O’Neill, Glaspell, Miller, Brecht, and Beckett.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 232 - African American Drama

    1 course unit
    A study of nineteenth and twentieth century plays addressing the cultural impact of the African Diaspora. In addition to plays, the syllabus incorporates theoretical and historical writing exploring Africanisms in the work of writers like Suzan-Lori Parks and August Wilson and the efforts of African American playwrights to remember often unrecorded histories.
    Meets general academic requirement D or L and effective Fall 2013 DE and HU.
  

  • ENG 235, 236 - Contemporary Drama & Performance Art

    1 course unit
    A survey of contemporary theatre practice which includes not only the study of new literary plays by writers such as Stoppard, Kushner, Wolfe, and Mann, but also of other kinds of performances, such as avant-garde theatre, performance art, the new vaudeville, and the one-person show. Artists to be studied may include Anna Devere Smith, John Leguizamo, Pina Bausch, The Theatre of the Ridiculous, and The Wooster Group.
    Meets general academic requirement A and effective Fall 2013 AR (and W when offered as 236).
  

  • ENG 237 - Postwar Drama

    1 course unit
    An exploration of the ways in which theatre and representational practice were challenged and changed by the Second World War and its political, cultural, and social aftermath. We will examine British, American, and German plays by writers such as Osborne, Pinter, Weiss, Handke, Miller, Bond, and Griffiths.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 238, 239 - Plays on Film

    1 course unit
    Plays on Film is a study of the (all too few) aesthetically successful films made from stage plays, approached in the context of why adaptations of plays to film typically do not in fact, work. In addition to studying a canon of plays and films, this course will also engage (and contrast) textual, performance-based and image-based methodologies, and students will be asked to write papers demonstrating proficiency in all three theoretical approaches.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 239).
  

  • ENG 240, 241 - The Nature of Narrative

    1 course unit
    This course will explore the forms and functions of primarily prose narratives with particular attention to structure, point of view, and narrative conventions of time, space, plot, character, and “realism”. Different versions of the course will vary in focus and emphasis: some may survey a variety of forms and genres (short story, novel, memoir, autobiography) while others may concentrate on one or two of these.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 241).
  

  • ENG 241 - The Nature of Narrative

    1 course unit
    This course will explore the forms and functions of primarily prose narratives with particular attention to structure, point of view, and narrative conventions of time, space, plot, character, and “realism”. Different versions of the course will vary in focus and emphasis: some may survey a variety of forms and genres (short story, novel, memoir, autobiography) while others may concentrate on one or two of these.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 241).
  

  • ENG 243, 244 - Genres of Popular Fiction

    1 course unit
    A study of the nineteenth century genesis and twentieth century development of three of the major genres of popular writing: mystery, horror, and science fiction. We will be reading not only particular works from these categories but theoretical essays on the nature of the genre itself. Authors will include Poe, Lovecraft, Conan Doyle, Hammett, Chandler, Shelley, Le Guin, and others. This course will not only focus on reading popular literature and writing standard literary critical papers but will also examine literary genre as a category and ask students to write creatively within the specific literary genres-mystery, horror, romance, adventure, science fiction-studied by the course. In this way, the course will provide a thorough exploration (i.e. historical, theoretical, and practical) of the various modes of popular literary expression.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 244).
  

  • ENG 245, 246 - Poetry & the Imaginative Process

    1 course unit
    What is poetry? How is it made or constructed? Is it the product of sudden inspiration or of something more mundane? This course will address such questions by examining the work of poets who, in addition to their poems, have left behind letters, journals, and notebooks that allow us to reconstruct the processes through which their poems develop and progress to completion. Students will be encouraged to write and chart the development of their own poems in process.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 246).
  

  • ENG 246 - Poetry & the Imaginative Process

    1 course unit
    What is poetry? How is it made or constructed? Is it the product of sudden inspiration or of something more mundane? This course will address such questions by examining the work of poets who, in addition to their poems, have left behind letters, journals, and notebooks that allow us to reconstruct the processes through which their poems develop and progress to completion. Students will be encouraged to write and chart the development of their own poems in process.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 246).
  

  • ENG 247, 248 - Shakespeare

    1 course unit
    A study of Shakespeare’s work in different genres drawn from the full range of his career as poet and playwright and, occasionally, of one or two plays by his contemporaries. Plays are treated both as literary texts requiring close reading and as scripts designed for theatrical performance in public playhouses of Elizabethan and Jacobean England. Attention paid throughout to questions of gender and sexuality, authority in family and state, and drama as social expression.
    Meets departmental Genealogies approach.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 248).
  

  • ENG 249, 250 - Science Fiction & Fantasy

    1 course unit
    This course undertakes an in-depth and literary exploration of a few representative texts in the vast genre of Science Fiction/Fantasy. We pay special attention to the particular ways in which science fiction and fantasy engage with the concerns of the terrestrial present which produces them or in which they are read. We will consider science fiction as a literary exploration of historical, scientific, social, political, and personal issues under consideration by actual humans in the here (or near here) and now (or not so long ago). In particular, our syllabus highlights texts that think about ecology and bodily identity. We also consider Science Fiction/Fantasy as a literary form-a discourse with its own rules, methods, and history. Readings may include such works as “Bloodchild” by Octavia Butler, The War of the Worlds by H.G. Wells, The Female Man by Joanna Russ, Dune by Frank Herbert, The Left Hand of Darkness by Ursula K. Le Guin.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 250).
  

  • ENG 251, 252 - Contemporary Fiction

    1 course unit
    A study of representative late twentieth and twenty-first century English language novels and stories.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 252).
  

  • ENG 255 - Literature & Film

    1 course unit
    This course examines the relationship between novels and plays and their film-adaptations, concentrating on the different ways we read and interpret these narrative forms. The course will attend closely to the variety of decisions that inform the translation of literary works into a different medium with different conventions for a different audience. Emphases and subject matter will change.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 257 - Literature & Evolution

    1 course unit
    By tracing the development of evolutionary thinking in the poetry, fiction, and science writing of Darwin’s century, this course considers some of the ways science and other forms of culture inform each other. We pay particular attention to how evolutionary narrative shapes and is shaped by nineteenth century British conceptions of the individual, species, race, nation, sexuality, and nature. We will read Darwin in the original, as well as some of his influences, including Malthus and Paley, and much of the poetry, fiction, and popular science that helped build and disseminate evolutionary thinking, including Alfred Lord Tennyson, Robert Browning, Robert Louis Stevenson, and H.G. Wells.
    Meets departmental Texts/Contexts approach.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 259, 260 - Literature & the Environment

    1 course unit
    An examination of complex relationships between the various meanings of what we call “nature” and the representations of such concepts in literary writing and other kinds of texts that raise environmental questions. A field work component will require students to survey nearby landscapes and to “read” their historical transformations.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 259).
  

  • ENG 261 - Literature & The Visual Arts

    1 course unit
    The course will explore the multiple relationships between word and image in a variety of interdisciplinary texts. We will examine the genres of illustration (poem and novel), composite text, ekphrasis, children’s story, concrete and imagist poetry, the graphic novel, and film. Historically, the scope of the course is broad, reaching from the classical period to last year. We’ll move from The Iliad to a comic strip, from a children’s picture book to the revolutionary poetics of Blake’s dynamic art. The course will trace the increasing sophistication and partnership of the word/image relationship as we move deeper into the digital age. Texts may include William Blake, Songs of Innocence and of Experience (1794); Coleridge, The Rime of the Ancient Mariner (illus. Gustave Doré, 1877); W. C. Williams, Pictures from Brueghel (1960); Foucault, This is Not a Pipe (1977); Spiegelman, In the Shadow of No Towers (2004); and critical works such as Scott McCloud’s Understanding Comics (1993) and W. J. T. Mitchell’s Picture Theory (1993).
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 263, 264 - Postwar British Theatre & Film

    1 course unit
    This course explores what has been called the “second renaissance” of British drama ? “the new drama” of 1956 and after ? and the parallel British New Wave of cinema. We will begin by examining the cultural and social influences leading up to the “annus mirabilis” of 1956. We will then trace the emergence of John Osborne and other “Angry Young Men” and the development of a drama overtly engaged with issues of class, gender, and sexuality. We will then look at the ways these plays helped to revitalize the British cinema of the postwar era, creating a cinematic scene in which the free cinema and “kitchen sink” films of the 1950s gave way to the bold, taboo-breaking movies of the 1960s. Playwrights may include John Osborne, Arnold Wesker, Ann Jellicoe, Harold Pinter, Joe Orton, Edward Bond, and Shelagh Delaney. Films are likely to include Billy Liar, The Loneliness of the Long Distance Runner, Alfie, Tom Jones, The Servant, The Knack and How To Get It, and A Hard Day’s Night.
    Meets department Text/Contexts approach.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 264).
  

  • ENG 267 - Literature & Sexuality

    1 course unit
    An exploration of the way literature reflects and shapes understandings, attitudes toward, and representations of, sexual identities and practices.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 269, 270 - Literature & Mass Media

    1 course unit
    A study of the relationship between ostensibly literary writing and mass entertainment (movies, rock-and-roll, TV) as sometimes competing yet symbiotic constellations of cultural practices that trace their modern institutional form to the eighteenth and nineteenth centuries, to the emergence of “Grub Street” and the Romantic idealization of the artist-hero.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 270).
  

  • ENG 270 - Literature & Mass Media

    1 course unit
    A study of the relationship between ostensibly literary writing and mass entertainment (movies, rock-and-roll, TV) as sometimes competing yet symbiotic constellations of cultural practices that trace their modern institutional form to the eighteenth and nineteenth centuries, to the emergence of “Grub Street” and the Romantic idealization of the artist-hero.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 270).
  

  • ENG 271, 272 - Ethnicity in US Literature

    1 course unit
    A study of the construction and representation of ethnic heritages, affiliations, differences, and commonalities in narratives, poetry, and plays by American writers from a variety of ethnic backgrounds, writing in English and adapting and revising established literary practices.
    Meets departmental Transformation approach.
    Meets general academic requirements L and effective Fall 2013 HU (and W when offered as 272).
  

  • ENG 273 - African American Literature

    1 course unit
    A study of works by African American writers from colonial times to the present, ranging from early slave narratives to the poetry of Amiri Baraka and the fiction of Ralph Ellison and Toni Morrison.
    Meets general academic requirement D or L and effective Fall 2013 DE and HU.
  

  • ENG 275 - Theory & Methods of English Studies

    1 course unit
    An introduction to the practices, assumptions, and goals that differentiate English Studies from other approaches to texts; intended exclusively as a foundations course for current and prospective English majors and minors and requiring close readings of works in various genres in a pursuit of working definitions of literature and literariness. Questions addressed include: How do we distinguish literary work from other kinds of writing? What distinguishes literary complexity over simplicity? How do literary and critical practices evolve?Current and Prospective English majors and minors only.
    Meets general academic requirements L and W and effective Fall 2013 HU and W.
  

  • ENG 277, 278 - Nationalism, Romanticism, & American Literature

    1 course unit
    A study of the first flourishing of American literature in the generation preceding the Civil War, focusing on such influential figures as Emerson, Hawthorne, Melville, Stowe, Thoreau, Poe, and Whitman.
    Meets departmental Genealogies approach.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 278).
  

  • ENG 278 - Nationalism, Romanticism, & American Literature

    1 course unit
    A study of the first flourishing of American literature in the generation preceding the Civil War, focusing on such influential figures as Emerson, Hawthorne, Melville, Stowe, Thoreau, Poe, and Whitman.
    Meets departmental Genealogies approach.
    Meets general academic requirement L and effective Fall 2013 HU (and W when offered as 278).
  

  • ENG 279 - Literature as Politics

    1 course unit
    Students in this class will approach narratives, poems, and plays as rhetorical acts and sites of ideological struggle and will address and question widespread arguments that, on the one hand, reduce, literary works to the politics of writers and their times and, on the other hand, claim that as “art,” literary works “transcend” politics. Writers studied are likely to include Shakespeare, Burke, Paine, Blake, Hawthorne, Melville, Yeats, Conrad, DuBois, S. Lewis, Orwell, Bowen, Woolf, Warren, Wright, Garcia Marquez, Didion, Roth, Rushdie, McEwan, and Hitchens.
    Meets general academic requirement L and W and effective Fall 2013 HU and W.
  

  • ENG 291, 292 - Caribbean Writing

    1 course unit
    Nobel-prize laureate Derek Walcott has called Port-of-Spain, the capital of Trinidad, a “babel of shop signs and streets, mongrelized, polyglot, a ferment without a history, and a writer’s heaven.” Martinican writer, Edouard Glissant, speaks of the Caribbean itself as “a multiple series of relationships, a sea that exists within us with its weight of now revealed islands.” This course will explore this range of differences and relationships as they are represented in the work of English, French, and Spanish-language writers from St. Lucia, Jamaica, Trinidad, Haiti, Antigua, Cuba, Dominica, Grenada, and Martinique, concentrating on the work of Walcott, V.S. Naipaul, Jean Rhys, Patrick Chamoiseau, and Jamaica Kincaid. Efforts will be made throughout both to untangle and respect the “polyglot” nature of Caribbean experience.
    Meets general academic requirement D or L and effective Fall 2013 DE and HU (and W when offered as 292).
  

  • ENG 293 - Living Writers

    1 course unit
    This team-taught course focuses on the work of six well-known writers (of fiction, nonfiction, or poetry) who visit Muhlenberg to discuss their work, meet with students, and give a public reading. The class meets as one group on a weekly basis, either for a lecture or for a presentation by one of the visiting writers, and again in sections for discussions of each writer’s work. Writers who have participated in this course include Peter Carey, Jonathan Franzen, Galway Kinnell, Philip Levine, Andrea Barrett, Robert Pinsky, Carolyn Forche, Paul Muldoon, David Bradley, Alice Fulton, and Jay Wright. Offered every three years.
    Meets general academic requirement L and effective Fall 2013 HU.
  

  • ENG 295, 296 - The English Language

    1 course unit
    What is the nature of language? Where and when did English begin? How has our language changed, and why is it still changing? What will it sound like a thousand years from now, or will it have disappeared from the earth? Today English is the international language of commerce, government, science and journalism, but do all English users speak and write the same language? Hundreds of English dialects exist today; perhaps thousands have come and gone since our language was born in 449 A.D. Is Standard English the same in England, South Africa, Canada, Australia, and the United States? Are all nonstandard English dialects just Standard English with mistakes? Was Standard English just another dialect that happened to be in the right place (London) at the right time (1400)? To answer these and many other questions, we will examine the phonology, derivational and inflectional morphology, syntax, and semantics of Modern English. As we understand our language more deeply, we will become more powerful and more sensitive readers, writers, speakers and listeners who are better prepared to pass along our language and culture to our children.
    Meets general academic requirement W when offered as 296.
  

  • ENG 298 - Writing Theory

    1 course unit
    A required course open only to students who have been selected to serve as Writing Center tutors and Writing Assistants. The course will focus (1) on writing, reading, and evaluating analytic and literary essays and (2) on writing theory and how various theories translate into classroom and one-on-one tutorial practice. In addition, students will spend an hour a week in the Writing Center, first observing tutorial sessions, then co-tutoring, and finally tutoring students one-on-one.
    Prerequisite(s): Instructor permission.
    Meets general academic requirement W.
  

  • ENG 303 - Nonfiction Workshop

    1 course unit
    An intensive course in creative nonfiction. This upper level workshop will focus on the personal essay, such as memoir, travel writing, and portrait, and students will read examples. Writers will comment on each other’s work in a workshop setting. Issues of linguistic theory, the form of the essay, and other conventions of nonfiction will be discussed. It will culminate in a portfolio, final project, and/or student reading.
    Prerequisite(s): Any 200 level creative writing course or ENG 240, 241 The Nature of Narrative  or ENG 241 The Nature of Narrative .
    Meets general academic requirement A and effective Fall 2013 AR.
  

  • ENG 305 - Fiction Workshop

    1 course unit
    An intensive course in the craft of the short story. Fiction writers will comment on each other’s work in a workshop setting. Issues of linguistic theory, the literary tradition, and aesthetics will inform our discussions. The course will culminate in a public reading and submission of a portfolio.
    Prerequisite(s): Any 200 level creative writing course or ENG 240, 241 The Nature of Narrative  or ENG 241 The Nature of Narrative .
    Meets general academic requirement A and effective Fall 2013 AR.
  

  • ENG 307 - Playwriting Workshop

    1 course unit
    An intensive course in the craft of playwriting in which writers comment on each other’s work, focusing on the elements and structure of a play (character, action, spectacle, diction, “music”, thought), dramatic forms and conventions (monologue, farce, melodrama, comedy, tragedy), selected published plays, and attending theatrical performances, all culminating in staged readings of selected student work and submission of a portfolio.
    Prerequisite(s): Any 200 level creative writing course.
  
  

  • ENG 313, 314 - Medieval Literature

    1 course unit
    A broad-based study of the literature of the European Middle Ages. Readings will include selections from the romances of Chretien de Troyes, the lais of Marie de France, Dante’s Inferno, Boccaccio’s Decameron, Sir Gawain and the Green Knight, one of Chaucer’s dream-visions, and a representative sampling of his Canterbury Tales.
    Meets departmental Genealogies approach.
    Meets general academic requirement W when offered as 314.
  

  • ENG 315, 316 - The Renaissance Imagination

    1 course unit
    A study of the writing and other popular art forms of Renaissance England with attention to the newly articulated stress on self and the emergence of Tudor England as a world power.
    Meets departmental Genealogies approach.
    Meets general academic requirement W when offered as 316.
  

  • ENG 317, 318 - Lyric Traditions

    1 course unit
    The course starts with forms and kinds of lyric poetry written before 1800 and then invites class members to consider how selected poets of the nineteenth, twentieth, and twenty-first centuries rework and reinvent these traditions. We will learn about various lyric traditions by experimenting with writing as well as reading them. Students can expect to read poems by John Donne, Shakespeare, George Herbert, and Andrew Marvell, and poems by Emily Dickinson, Allen Ginsberg, Hart Crane, Adrienne Rich, and others.
    Meets departmental Genealogies approach.
    Meets general academic requirement W when offered as 318.
  

  • ENG 321, 322 - Shakespeare Reproduced

    1 course unit
    A study of the reproduction of Shakespeare’s plays on film and television and of the appropriation of Shakespeare’s plays by modern playwrights, concentrating on the most adventurous recent work in these genres. Particular emphasis throughout on strategies of adaptation, substitution, and transformation.
    Prerequisite(s): THR 100 Theatre & Society: An Historical Introduction  or ENG 275 Theory & Methods of English Studies  or permission of instructor.
    Meets departmental Transformations approach.
    Meets general academic requirement W when offered as 322.
  

  • ENG 323, 324 - Renaissance Plays in Process

    1 course unit
    This course will involve students in intensive semester-long research projects focused on the social, political, literary, and cultural conditions that informed the composition, structure, and production of one or two plays of the Elizabethan and Jacobean periods. It will require students to perform hands-on research on subjects such as the status of women in Elizabethan England; established and evolving views on marriage; legal statutes and judicial practices; crime and punishment; the licensing and censorship of plays; attitudes toward homosexual practices; social mobility; and the legal and social standing of citizens, apprentices, foreigners, and masterless men. The focus will be on plays that are topically or historically oriented, either drawn from the annals of English history, from the news of the day, or from pronounced social anxieties of the time, such as the fear of witches. Students will be required to develop a broad range of interpretive skills and encouraged to bring their enriched understanding of the plays into the present in the form of research papers, study guides, production histories, black-box performances, set-designs, and video projects.
    Prerequisite(s): THR 100 Theatre & Society: An Historical Introduction  or ENG 275 Theory & Methods of English Studies  or permission of instructor.
    Meets departmental Genealogies approach.
    Meets general academic requirement W when offered as 324.
  

  • ENG 325, 326 - Milton & the Age of Revolution

    1 course unit
    A study of Milton’s major works, especially Paradise Lost, and his impact on later poets, most notably the visionary and revolutionary strain in English Romanticism. Other readings will focus on contexts for understanding this impact, such as the Bible, epic traditions, civil war, and sectarian strife in seventeenth century England, colonialism, gender, and psychology.
    Meets departmental Genealogies approach.
    Meets general academic requirement W when offered as 326.
  

  • ENG 326 - Milton & the Age of Revolution

    1 course unit
    A study of Milton’s major works, especially Paradise Lost, and his impact on later poets, most notably the visionary and revolutionary strain in English Romanticism. Other readings will focus on contexts for understanding this impact, such as the Bible, epic traditions, civil war, and sectarian strife in seventeenth century England, colonialism, gender, and psychology.
    Meets departmental Genealogies approach. Meets general academic requirement W when offered as 326.
  

  • ENG 328 - Staging the Restoration

    1 course unit
    This course examines stagings of Restoration England. The first half of the course investigates Restoration Comedy in historical and theatrical context. Likely themes include the relationship between theatre and politics, the intersection of nationality and sexuality, and the shift from aristocratic to bourgeois cultural forms. The second half of the course examines recent theatrical and cinematic representations of the Restoration era. We will look at contemporary productions of Restoration plays, new plays set in the Restoration era, and feature films. The Restoration emerges as a period of sex, fashion, class struggle, and nascent imperialism. What is at stake in these representations for our own historical moment? Why stage the past to address the present?
    Prerequisite(s): THR 100 Theatre & Society: An Historical Introduction  or any 200 level ENG course or permission of instructor.
    Meets departmental Transformations approach.
    Meets general academic requirement W.
 

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