Instructions "p.1-3"

Concentration Areas

Schedule of Courses

RIA/1B Descriptions

When demand for a graduate course exceeds the maximum enrollment limit, the instructor will determine priorities for enrollment and inform students of his/her decisions at the second class meeting. Tele-BEARS enrollment does not guarantee a place in a graduate course that turns out to be oversubscribed on the first day of class; in fact, a few students could be required to drop the course, starting with people who are not English Department graduate students--though, fortunately, this situation does not arise very often.

200/1
Gallagher, Catherine
Problems in the Study of Literature
MW 10-12
201 Wheeler

(Though the official time of this course is 10-12, on most days it may end by 11:30.)

Book List: Muller, J. and W. Richardson, eds.: The Purloined Poe; The Norton Anthology of Theory and Criticism; a Course Reader

Course Description: Approaches to literary study, including textual analysis, scholarly methodology and bibliography, critical theory and practice.

200/2
Otter, Sam
Problems in the Study of Literature
MW 10-12
108 Wheeler

(Though the official time of this course is 10-12, on most days it may end by 11:30.)

Book List: Dickinson, E: The Poems of Emily Dickinson; Melville, H: Billy Budd, Sailor; Richter, D.: The Critical Tradition; Harner, J.: Literary Research Guide; Photocopied Reader

Recommended: Cuddon, J. The Penguin Dictionary of Literary Terms and Literary Theory; Lanham, R. A Handlist of Rhetorical Terms; Williams, R. Keywords

Course Description: Approaches to literary study, including textual analysis, scholarly methodology and bibliography, critical theory and practice.

203/1
Breitwieser, Mitchell
Graduate Readings
MW 2-4
204 Wheeler

(Though the official time of this section is 2-4, on most days it may end by 3:30.)

Book List: No texts

Course Description: Dissertation prospectus writing workshop

203/2
Middleton, Anne
Graduate Readings: 14th-Century Literature in Relation to Didactic Traditions
MW 3-4:30
305 Wheeler

Books ordered:
Required:
- Poems of the Pearl Manuscript, ed. M. Andrew and R. Waldron. University of Exeter [England] Press (distr. in US by Northwestern UP), 1997. 0-85989-514-9 [$19.95]
Optional:
- Medieval Popular Religion: A Reader, ed. J. R. Shinners (Readings in Medieval Civilizations and Cultures, 2) Broadview Press. 1551111330 [$29.95]
- Pastors and the Care of Souls in Medieval England, ed John Shinners and William J. Dohar. Notre Dame, Indiana: U of Notre Dame Press, 1998. 0-268-03850-3 [$25.00]
- The Idea of the Vernacular: An Anthology of Middle English Literary Theory, 1280-1520, ed. Jocelyn Wogan-Browne, Nicholas Watson, Andrew Taylor, Ruth Evans. Penn. State U Press, 1999. 0-271-01758-9 [$23.50]

Course Description: The four alliterative poems surviving in a single manuscript (BL Cotton Nero A.x) – now commonly referred to as Sir Gawain and the Green Knight, Patience, Clenenesse, and Pearl, though they have no titles in the manuscript - will be our central exhibit throughout the term, as our gateway to some fundamental interpretative issues in the textual and ideological culture of the later 14C in England. We will consider the material, formal, generic, and ideological affinities of the poems with a variety of other phenomena contemporary with them; we will also ponder what "goes without saying" in them, their resistance and opacities, and what we can or should do about these. There will be a reserve list, and a substantial photocopied reader.

There will be two papers of about 8-10 pages each: due around mid-term will be an annotated bibliography and overview, situating an aspect of these poems in a larger textual, ideological, or social field. The final paper will bring this inquiry to bear on one of more of these poems in some detail. An ideal take-home product of the course might be a compilation of the annotated bibliographies, as a group-produced "reader" for future reference; an ideal intellectual result would be durably useful thought on what "context" is, how it is used critically, and what beyond it might distinctively elucidate these poems without names.

203/3 This course has been changed to English 246K; please see that listing.

Newly added section:
203/4
Hanson, Kristin
Graduate Readings: Poetic Melody
TTh 3:30-5
103 Wheeler
Course Control #: 29183

Book List: A course reader including poems and excerpts of poems by Chaucer, Langland, Shakespeare, Pope, Byron, Tennyson, Dickinson, Yeats, Hopkins, (Dylan) Thomas, (Bob) Dylan, Merrill, Walcott, Heaney and Pinsky, as well as various articles.

Course Description: This course will basically be about rhyme and alliteration, but it has its more opaque name for a reason. In language, sound is organized along two distinct though related dimensions. One is rhythm, involving syllables, stress and phrasing; the principal verse form based on linguistic rhythm is meter. The other, in technical linguistic terminology, is melody, involving the qualitative characteristics that distinguish individual speech sounds such as n, p or a. Rhyme, alliteration and their various friends and relations such as assonance and consonance have in common that they are based on structured relationships among aspects of linguistic melody; and the course's name is intended to suggest that we will explore these verse forms in a unified way. We will focus on the variations different poets allow within these different forms (e.g. Shakespeare's famous love/prove rhymes, or the slight differences in final consonants in slant rhymes like lost/placed in Pinsky's translation of Dante's Inferno, or the Old English alliteration of different vowels recalled in Heaney's line on out into the ocean's sway in his translation of Beowulf). We will consider how these forms can be defined to encompass such variation, what expressive effects the forms and their variations achieve, and how answers to such questions can enhance our understanding of poetry as a specifically linguistic art. We will look at some poets' practice together, but over the course students will also develop an extended study of the practice of one poet of their own choosing. No background in linguistics is required.

217
Knapp, Jeffrey
Shakespeare
Thurs. 2-5
225 Dwinelle

Book List and Course Description: Prof. Knapp will soon give additional information on this course to the graduate office (319 Wheeler) for posting there; please check the large bulletin board in the hall across from 322 Wheeler (where a copy of this Announcement of Classes is posted), as well.

243A This section has been cancelled (postponed till Spring 2005).

243B
Hejinian, Lyn
Poetry Writing Workshop
MW 4-5:30
301 Wheeler

Book List: No texts required

Course Description: This workshop is for poets who already have a body of work (however large or small) and who are currently working on a project or collection. It presupposes two things: that poetry as a project is as rigorous an undertaking as more typically scholarly undertakings; and that participants have an interest in theoretical concerns and see certain philosophical and/or social issues as relevant to poetry and to the particular technical problems (praxis or craft) that any work entails.

To be considered for admission to this class, please submit five photocopied pages of your poems, along with an application form, to Professor Hejinian’s mailbox in 322 Wheeler, BY 4:00 P.M., TUESDAY, APRIL 20, AT THE LATEST.

Be sure to read the paragraph concerning creative writing courses on page 2 of this Announcement of Classes for further information regarding enrollment in such courses!

246F
Turner, James
Graduate Pro-Seminar: Later 18th Century
TTh 11-12:30
233 Dwinelle

Book List: Pope, A.: The Dunciad; Montagu, M. W.: selected letters; Thomson, J.: The Seasons; Haywood, E.: Fantomina; Richardson, S.: Pamela (optional Clarissa reading group); Fielding, H.: Joseph Andrews (optional Tom Jones reading group); Fielding, S.: David Simple; Boswell, J.: London Journal; Gray, T.: Elegy; Goldsmith, O.: She Stoops to Conquer, Deserted Village; Wheatley, P.: selected poems; Sterne, L.: Sentimental Journey; Jefferson, T.: Declaration of Independence; Crabbe, G.: The Village; Equiano, O.: Life of Gustavus Vasa; Wollstonecraft, M.: Vindication of the Rights of Woman; Beckford, W.: Vathek

Course Description: A sampling of writings in English from the last years of Pope to the stirrings of Revolution and abolitionism. Texts have been included from the Irish, Scots, African, and English diasporas, and from verse satire, drama, criticism, autobiography, and novels both epistolary and narrative. Central issues are likely to be the gendering of political and moral controversy, and the unstable relationship of "high" and "low" literary forms. Some texts may be read in anthologized versions (e.g. Norton), and some will be available in a course pack.

Newly added course (was previously labeled 203/3):
246K
Cheng, Anne
Literature in English, 1900-1945
TTh 12:30-2
305 Wheeler
Course Control #: 28942

Book List: Conrad, J.: Heart of Darkness; Lawrence, D. H.: The Rainbow; Eliot, T.S.: "The Waste Land"; Pound, E.: "Cathay"; Ford, F.M.: The Good Soldier; Ishiguro, K.: When We Were Orphans; Yeats, W.B.: Collected Poems; Woolf, V.: Between the Acts; Beckett, S.: Company; and required Course Reader

Course Description: This course explores the ways in which nostalgia operates as an epistemological mode in the development of British modernism. We will focus especially on how Primitivism, Orientalism, and other "originary" fantasies enabled the imagination of the future for the moderns. With one exception, all the primary texts come from the first half of the twentieth century. Course requirements include regular class attendance, active participation, one in-class presentation, and two 2000-words papers.

250/1
Hartman, Saidiya
Research Seminar: Narratives of Slavery
Tues. 2-5
206 Wheeler

Book List: Claude Meillassoux, The Anthropology of Slavery; Orlando Patterson, Slavery and Social Death: A Comparative Study; Joseph Miller, Way of Death; Philip Curtin, ed., Africa Remembered: Narratives by West Africans from the Era of the Slave Trade; Henry Louis Gates, Jr. & William Andrews, eds., Pioneers of the Black Atlantic: Five Slave Narratives from the Enlightenment; Moira Ferguson, ed., The History of Mary Prince; Harriet Jacobs, Incidents in the Life of A Slave Girl; Frederick Douglass, The Narrative of the Life of Frederick Douglass; Frederick Douglass, My Bondage, My Freedom; Achille Mbembe, The Postcolony; Yambo Ouologuem, Bound to Violence; Marcia Wright, Women in Peril

Course Description: The course will examine issues of power and representation by considering the ways in which slavery as a form of production and mode of domination determine the rhetorical strategies, forms of emplotment, argumentation, and figurative language employed in autobiographical and historical narratives of slavery. The course will address diverse forms of servitude, bondage, and captivity, the entanglements of freedom and captivity in plantation and colonial societies in the Americas and Africa, and the extant legacy of slavery in popular memory. The course materials will focus on eighteenth, nineteenth and twentieth-century narratives of slavery and theories of slave systems. While most of the literature of the course focuses on the trans-Atlantic slave trade and plantation societies in the Americas, questions of indigenous slavery in Africa and other forms of unfree labor also will be considered. The course will be particularly concerned with the ethical and political consequences of slavery's narrativization. For example, why is romance the most popular mode of representing slavery? Why do studies of African slavery often minimize domination by asserting the benignity of indigenous slavery as compared with plantation slavery? With this in mind, how do we understand the varieties of enslavement and the particular modalities of exploitation and dominance without resorting to reductive models that attempt to quantify coercion or impose historicist boundaries between "modern" and "pre-modern" forms of power?

250/2
Rubenstein, Michael
Research Seminar: The Postcolonial and the Global
Tues. 3:30-6:30
205 Wheeler

Book List: Salih, T.: Season of Migration to the North; Chamoiseau, P.: Texaco; Dangarembga, T.: Nervous Conditions; Toibin, C.: The Story of the Night; Kincaid, J.: A Small Place; a course reader

Films: tentative titles include S. Black: Life and Debt; J. Furtado: Ilha das Flores; S. Frears: Dirty Pretty Things; P. Devlin: Power Trip

Course Description: This course is intended in part to be a survey and an introduction to postcolonial studies. In the first half of the semester we will pay attention to the backgrounds and foundations of the field, both as a series of historical events and as the articulation of a new theoretical idiom. Towards the second half of the term, we’ll focus more and more on both the economic motors and the cultural consequences of globalization, and the theoretical intersections of the postcolonial and the global. We’ll trace some of the proposed paradigm shifts in postcolonial studies: notions like Wallerstein’s "world system," Spivak’s "transnational cultural studies," Kumar’s "world bank literature," Hardt and Negri’s "Empire." One long paper of about 20 pages is required, alongside an in-class presentation, active and regular class participation, and 3 or 4 film screenings. A course reader will include articles from A. Mbembe, F. Moretti, B. Anderson, F. Braudel, A. So, F. Fanon, E. Apter, B. Robbins, and others.

250/3
Gonzalez, Marcial
Research Seminar: Chicana/o Novels and the Dialectics of Form
Thurs. 3:30-6:30
202 Wheeler

Book List: Acosta, Oscar: Revolt of the Cockroach People, Autobiography of a Brown Buffalo; Castillo, Ana: Sapogonia; Pineda, Cecile: Face; Rechy, John: The Miraculous Day of Amalia Gómez; Ruiz, Ronald: Happy Birthday Jesus, Big Bear; Viramontes, Helena: Under the Feet of Jesus; Santiago, Danny: Famous All Over Town; Bewes, Timothy: Reification, or the Anxiety of Late Capitalism

Course Description: Theodor Adorno refers to the position of the narrator in contemporary novels as a paradox: "it is no longer possible to tell a story, but the form of the novel requires narration." In this course, we will examine narrative form in several Chicana/o novels, focusing on the role of problematic narrators. In our examination of these novels, we will bring to the forefront the concept of reification, both as an analytical category and as a formal aspect of the narrative itself. We will explore the specific ways these novels tend to reify the social world through the eyes and voice of their narrators as well as the ways in which they attempt to break with the rigidity of the limited viewpoints they embody. The novels represent the lives of class subjects who strive to understand the world beyond their immediate circumstances but ultimately fail to grasp the historicized class character of their experiences. Given the limits of their viewpoints, how do these novels approximate the larger social frameworks that give meaning to the specific experiences they represent? In an effort to answer this question, we will examine how the novels may say as much about history through their structural tensions and formal contradictions as they do through the stories they tell.

310/1
Staff
Field Studies in Tutoring Writing
Times and rooms TBA

Book List: Meyer, E. and L Smith: The Practical Tutor

Recommended Text: Leki, I.: Understanding ESL Writers

Course Description: Through seminars, discussions, and reading assignments, students are introduced to the language/writing/literacy needs of diverse college-age writers such as the developing, bi-dialectal, and non-native English-speaking (NNS) writer. The course will provide a theoretical and practical framework for tutoring and composition instruction.

The seminar will focus on various tutoring methodologies and the theories which underlie them. Students will become familiar with relevant terminology, approaches, and strategies in the fields of composition teaching and learning. New tutors will learn how to respond constructively to student writing, as well as develop and hone effective tutoring skills. By guiding others towards clarity and precision in prose, tutors will sharpen their own writing abilities. New tutors will tutor fellow Cal students in writing and/or literature courses. Tutoring occurs in the Cesar E. Chavez Student Center under the supervision of experienced writing program staff.

In order to enroll for the seminar, students must have at least sophomore standing and have completed their Reading and Composition R1A and R1B requirements.

Some requirements include: participating in a weekly training seminar and occasional workshops; reading assigned articles, videotaping a tutoring session, and becoming familiar with the resources available at the Student Learning Center; tutoring 4-6 hours per week; keeping a tutoring journal and writing a final paper; meeting periodically with both the tutor supervisor(s) and tutees' instructors.

This course meets the field study requirements for the Education minor, but it cannot be used toward fulfillment of the requirements for the English major. It must be taken P/NP.

Pick up an application for a pre-enrollment interview (for this section of English 310) at the Student Learning Center, Atrium, Cesar Chavez Student Center (Lower Sproul Plaza), beginning April 1. No one will be admitted after Wednesday of the first week of fall classes.

Please read the paragraph on page 3 of this Announcement of Classes regarding enrollment in English 310!

310/2
Staff
Field Studies in Tutoring Writing
Times and rooms TBA

Book List: Meyer, E. and L. Smith: The Practical Tutor

Recommended Text: Leki, I.:

Understanding ESL Writers

Course Description: English 310, section 2, is designed to provide an overview of the language, writing, and literacy needs of university writers and to train students as peer writing tutors for the Re-Entry Program. The course focuses on various tutoring methodologies and the theories which underlie them. Students learn terminology, approaches, and strategies in the field of composition teaching and learning. Moreover, they gain a theoretical and practical framework for tutoring. In addition to participating in the training seminar, students are required to tutor in the Re-Entry Writing Program, keep a journal of their tutoring experience, videotape a tutoring session, and write a final (4-5 pp) paper for the course.

This course cannot be used toward fulfillment of the requirements for the English major.

Pick up an application for a pre-enrollment interview (for this section of English 310) at the Re-Entry Program office in the Cesar Chavez Student Center, room 104, beginning April 1. No one will be admitted after Wednesday of the first week of fall classes.

Please read the paragraph on page 3 of this Announcement of Classes regarding enrollment in English 310! [an error occurred while processing this directive]