Instructions "pages 1-3"

Concentration Areas

Announcement of Classes

R1A/1B Courses

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
Problems in the Study of Literature
C. Lye
MW 10-12
205 Wheeler

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

Book List: A Course Reader

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

200/2
Problems in the Study of Literature
J. Miller
MW 10-12
201 Wheeler

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

Book List: TBA

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

203/1
Graduate Readings: The Prospectus
M. Breitwieser
TTh 9:30-11
201 Wheeler

Book List: No text.

Course Description: The class is open to Ph.D. candidates in the English program who have passed their orals and are embarked upon writing either a dissertation prospectus or first chapter. I hope to include some presentations from outside the group-a panel discussion among faculty advisers, for example, concerning the question of what a prospectus should be and do-but most of our time will be taken up reading and rereading drafts. I will emphasize the need to tolerate one’s own inchoate and nebulous beginnings, and to move gradually toward a clear-sighted articulation of underlying critical intuitions. I expect that our work together will be acute and rigorous, but also warm, generous, and interested in a successful collective outcome. Since the evaluation of your dissertation writing is the task of your committee members, final grades for this seminar will be based exclusively upon whether or not a prospectus or first chapter has been accepted by your adviser.

203/2
Graduate Readings: Poetic Meter
K. Hanson
TTh 11-12:30
205 Wheeler

Book List: Shakespeare, W. The Riverside Shakespeare; Hopkins, G.M. Complete Poems and Major Prose; a course reader containing miscellaneous poems of Wyatt, Surrey, Sidney, Donne, Milton, Blake, Tennyson, Swinburne, Yeats and Stevens, as well a draft book (see below)

Course Description: This course will provide a basic introduction to the major meters of the modern English poetic tradition, from the perspective of a specific theory of meter rooted in generative linguistics. Taking the "strict" iambic pentameter of Shakespeare's Sonnets, the "looser" iambic pentameter of his plays, and the "strong-stress" meter of Hopkins as representative of three distinct but overlapping meters, we will explore the structural properties of stress, syllable count, and caesura placement in these forms, the range of variation they allow, their different manifestations in closely related forms and in the practice of other poets, their aesthetic effects in particular poems, their formal relationships to their Romance, Old English and Classical Latin and Greek influences, and their relationships to the rhythmic structure of language itself. No prior background in either metrics or linguistics is required. The principal text for the course will be a draft of a book I am writing as an introduction to the subject; we will use it and the poetry on which its claims are based to establish a common foundation from which each student will explore the metrical practice of a poet of his or her own choosing.

203/3
Graduate Readings: Frederick Douglass/Herman Melville
S. Otter
TTh 11-12:30
202 Wheeler
Book List: Douglass, F.: My Bondage and My Freedom, Life and Times, Oxford Frederick Douglass Reader, Selected Speeches and Writings; McFeely, W.: Frederick Douglass; Chesnutt, C.: Frederick Douglass; Melville, H: Typee, Redburn, Moby-Dick, Great Short Works, Confidence-Man, Battle-Pieces, Clare, Journals; Robertson-Lorant, L.: Herman Melville; James, C.L.R.:Mariners, Renegades, and Castaways; course reader

Course Description: The careers of Douglass and Melville unfold in surprising relations to one another, relations that, for the most part, have not been acknowledged by scholars and critics. This course will examine those relations and follow the two careers, which span the second half of the nineteenth century. We will examine issues of authorship (including trajectories of success and failure), gender, family, audience, rhetoric, race, politics (the Civil War and Reconstruction especially), travel, memory, and aesthetics. We will attend to Douglass and Melville in international contexts: the Caribbean, revolutionary Europe, their visits to England. Among our readings, we will include well-known works of the two writers and also texts that have been less studied (Douglass's speeches and journalism; Melville's journals and poetry). We will read essays by James McCune Smith, a pivotal figure who wrote the preface to Douglass's My Bondage and My Freedom and published one of the earliest political reviews of Moby-Dick. We also will consider statements on Douglass and Melville by writers such as Charles Chesnutt and C.L.R. James. Requirements include two ten-page essays and an oral presentation. This course fulfills the "Nineteenth Century" historical breadth requirement.

203/4
Graduate Readings: The Female Gothic/Melodrama
J. Bader
Note new time: Tues. 5:30-8:30 P.M.
Note new room: 123 Dwinelle

Book List: Jackson, S.: The Haunting of Hill House; O’Connor, F.: The Complete Stories; Atwood, M.: Lady Oracle; Kristeva, J.: Powers of Horror; Gilman, C.: The Yellow Wallpaper; Carter, A.:The Bloody Chamber; Gledhill, C., ed.: Home Is Where the Heart Is; Doane, M.: The Desire to Desire; Thornham, S.: Feminist Film Theory; du Maurier, D.: Rebecca

Recommended: Creed, B.: The Monstrous Feminine; Masse, M.: In the Name of Love; Kosofsky Sedgwick, E.: The Coherence of Gothic Conventions; Napier. E.: The Failure of the Gothic; Fleener, J., ed.: The Female Gothic

Course Description: We will analyze some Gothic literary and film texts revolving around female figures and concerns and directed largely toward a female audience. We will also study feminist/gothic/melodrama criticism and theory, and consider assumptions about female subjectivity, the gaze, readership/spectatorship and genre theory.

203/5
This course has been cancelled.

205A
Old English
N. Howe
MW 12-2
108 Wheeler

(Though the official time of this class is 12-2, on most days it may end by 1:30.)

Book List: Mitchell, B. and F.C. Robinson: A Guide to Old English (6th ed. only); Davis, N.: Sweet’s Anglo-Saxon Primer; Liuzza, R.M., ed.: Old English Literature

Course Description: The aim of this course is to help students read Old English prose and poetic texts in the original language as quickly as possible. After covering fundamental aspects of Old English phonology, grammar and syntax, we will move into reading a variety of works from the period: excerpts from religious and historical texts, as well as some of the great lyrics in the language such as The Seafarer, The Dream of the Rood, and The Wife's Lament. Much of each class meeting will be devoted to close translation of Old English texts. No prior knowledge of Old English as a language is expected or required.

218
Milton
V. Kahn
W 3-6
180 Barrows

Book List: Milton, J.: Complete Poems and Major Prose; Kenyon, J.P.: Stuart England

Course Description: An introduction to the poetry and major prose of John Milton. Topics to be covered include Milton's conception of authorship, Milton and the English civil war, the politics of gender, humanism, the radical Reformation, and the thesis regarding the emergence of a new notion of subjectivity in this period. Extensive secondary reading in seventeenth-century texts and modern literary theory.

246J
Graduate Pro-Seminar: American Literature from 1855
C. Nealon
MW 1:30-3
305 Wheeler

For additional information on this course, please contact Prof. Nealon via email at scholar9@uclink4.berkeley.edu

250/1
Research Seminar: The Epistemology of Modernism
A. Banfield
M 3-6
129 Barrows

Book List: See below.

Course Description: This course will re-examine literary modernism in the light of other modernist movements, particularly in the visual arts and philosophy. It will address questions such as the relation of modernism to realism, both philosophical and literary, to Impressionism and to theories of perception, to Formalism in the arts, in logic and in literary theory (with a look at Russian Formalism), to science, to early twentieth-century linguistics. We will also consider the relation of British, Irish and American modernism to continental movements. We will read some modernist criticism and theory to see how differently modernism conceived itself from the way it is often now perceived. We will read philosophers as diverse as Frege, Husserl, Bradley, McTaggart, Russell, Wittgenstein, Bergson and William James. Our critical texts will include works by Roger Fry, T. E. Hulme, Percy Lubbock, Georg Lukacs, I. A. Richards, along with Adorno and Benjamin. Our literary texts will include works by T. S. Eliot, William Faulkner, James Joyce, D. H. Lawrence, Wyndham Lewis, Katherine Mansfield, Gertrude Stein, Virginia Woolf and W. B. Yeats. We will treat Henry James as an early modernist and Samuel Beckett as a late modernist.

250/2
Research Seminar: Walter Scott
I. Duncan
Note New Time: Thurs. 11:30-2:30
Note New Room: 305 Wheeler

Book List: Four or five novels by Walter Scott, chosen from among the following: Waverley, The Antiquary, Old Mortality, The Heart of Mid-Lothian, Ivanhoe, Kenilworth, Redgauntlet. Plus three or four of the following: Maria Edgeworth, Castle Rackrent and Ennui; Jane Austen, Persuasion; James Hogg, The Three Perils of Woman / Private Memoirs and Confessions of a Justified Sinner; John Galt, The Provost / The Entail; Mary Shelley, Valperga. Critical and contextual readings will be available in a course reader.

Course description: The seminar will focus on Scott’s novels. Arguably the most influential body of work in the history of the genre, they occupy an oddly marginal position in standard modern accounts of English literary history and British Romanticism. We shall read four or five of them in the light of their intellectual, literary, and historical contexts, explore the critical debates about them in their time and ours, and compare Scott’s work with some novels by his contemporaries that challenge his achievement. Time permitting, we might finish by looking at a Victorian or postmodern exercise in historical fiction.

250/3
Research Seminar: Race and Psychoanalysis
A. Cheng
Tues. 12:30-3:30
305 Wheeler

Book List: Abraham, N. and Torok, M.: The Shell and the Kernel; Freud, S.:General Psychological Theory; Faulkner, F.: Light in August; Klein, M.: The Selected Melanie Klein (J. Mitchell, ed.); Lacan, J.: The Four Fundamental Concepts of Psychoanalysis; Larsen, N.: Passing; Lee, C. R.: A Gesture Life; Morrison, T.: The Bluest Eye; Course Reader of additional materials (including essays from J. Benjamin, K. Silverman, D. Cornel, H. Bhabha, F. Fanon, among others)

Course Description: This course explores the roles that psychoanalysis -- in all its theoretical, historical, and critical manifestations -- might play in thinking about racial identifications and politics. The course is divided into three sections. Part One, "Psychoanalysis vs. Sociology?," opens the course by framing the perceived tension between psychoanalysis and cultural politics. We will examine questions such as: What are the assumptions underlying the general antagonism among psychology, psychoanalysis, and politics? Is it productive or even possible to move from models of developmental psychology to social analysis?

The rest of the course concentrates on several key psychoanalytic figures and investigates how specific psychoanalytic concepts might offer productive corollaries for analyses of socio-racial phenomenons. Part Two, "Freud and other Encryptions of Grief," studies theorizations of grief from Freud to Melanie Klein to Abraham and Torok and propose questions such as: What is cultural health, and is it related to psychic health? Are theories of trauma and melancholia "applicable" in rethinking racial grief? What might psychoanalytic models of incorporation (from Freud to Klein to Abraham and Torok) tell us about social and cultural modes of assimilation? How might theories of the fetish help us rethink the discourse of aesthetics and its implicit history of racial ideology?

Part Three, "Lacan and the Ethics of Psychoanalysis," traces the contemporary shift from identity-based critiques to new models for social subjectivity and the ethical implications of this move. This section focuses on the works of Lacan as a departure point for rethinking the politics of identification and the dilemma of recognition.

(Note: the primary texts of concentration will be in depth readings of psychoanalytic treatises. We will draw from literary and other cultural texts as secondary sources.)

250/4
Research Seminar: Writing Theology in England, c. 1375-c.1420
S. Justice
Tues. 3:30-6:30
206 Wheeler

Book List: Cloud of Unknowing, ed. Gallacher; Hilton, Walter:Scale of Perfection, ed. Bestul; Julian of Norwich: The Shewings of Julian of Norwich, ed. Crampton; Julian of Norwich:A Book of Showings to the Anchoress Julian of Norwich, ed. College/Walsh

Course Description: This will be a research seminar in the old-fashioned manner: we will begin with a small group of texts and a set of big questions generated by them and by their recent discussion, and spend the rest of the semester developing those trajectories of research and thinking that will eventuate in final papers. The central texts will be the works of what, back in the day, we used to call the "Middle English mystics": the Cloud of Unknowing and treatises related thereto, Julian of Norwich's Revelations, and Walter Hilton's Scale of Perfection. The big quetions will concern what kind of cultural and literary phenomenon this flowering of vernacular theologizing was: where it came from and it came to; what relation it had to Latin theologizing, to contemporary poetry and historiography, to pedagogy, and to heresy. I imagine our inquiries both narrowing in on these and closely related works--trying to establish how far this was a movement, deliberate and self-aware, what networks of readership might have transmitted them, what sort of intellectual and institutional project they imagined themselves to be prosecuting--and broadening to find what specific relations they might have had with other forms of contemporary writing, Latin, French, and vernacular. We will begin the semester by quickly reading these and related works, and canvassing for conceptual terms and paths of research by which we can approach them; by the fifth week, each of us (myself included; why not?) will have provisionally defined a topic and research program for the final paper.

250/5
Research Seminar: Jane Austen and the Theory of the Novel
D.A. Miller
W 3-6
129 Barrows

Book List: Jane Austen, The Oxford Illustrated Jane Austen, ed. R.W. Chapman, six volumes; Jane Austen’s Letters, ed. Deirdre Le Faye; E.M. Forster, Aspects of the Novel; Catherine Gallagher, Nobody’s Story; James Austen-Leigh, A Memoir of Jane Austen; Georg Lukacs, Theory of the Novel; D.A. Miller, Jane Austen, or the Secret of Style; Lionel Trilling, Sincerity and Authenticity; Alex Woloch, The One versus the Many; Course reader, with selections from Bahktin, Barthes, Moretti, O’Farrell, Said, Tave, Trilling, et al.

Course Description: While there is hardly a dearth of criticism on Jane Austen, it is rare to find her used, as Balzac, Flaubert, Dostoevsky, or Proust is used, as the basis for theorizing the Novel as a form. Classic continental novel theory ignores her, and even recent feminist historicism tends to do away with her originality as a creator of forms. Precisely this formal originality (to which we owe our very norms of impersonal narration, not to mention the virtual invention of free indirect style) will be the main object of our consideration in the seminar. We will also pursue some pertinent minor topics: the curiously popular genre of the Austen biography (so little life, so many lives!) and, on a broader scale, the late-twentieth-century transformation of Austen into that most unwriterly of things: an icon.

Requirements:
(1) As befits an advanced seminar, the instructor will assume a prior acquaintance with Austen’s work, though of course we’ll be reading all of it again. For the same reason, we will be using the only complete scholarly edition of Austen’s works: R.W. Chapman, ed. The Oxford Illustrated Jane Austen.

(2) Prospective students should submit, to the instructor’s mailbox in 322 Wheeler, by Monday, August 25, a short (two page) text on the following topic. "Pride and Prejudice begins by sounding like an essay, not a novel. At what point does it start sounding like the novel that it is? What is to be made of this dramatized shifting-into-gear?" Please write, on your submittal, your department and your level of graduate study (such as first year or second year).

(3) Before the first class meeting, students will have read Deborah Kaplan, "Circles of Support," an essay that can be found in the course reader.

250/6
Research Seminar: New Media, New Aesthetics, and the Problem of Novation: 1800/1900/2000
A. Liu
Thurs. 3:30-6:30
235 Dwinelle

Book List: Gamboni, G.: The Destruction of Art: Iconoclasm and Vandalism Since the French Revolution; Rush, M.: New Media in Late 20th-Century Art; Manovich, L.: The Language of New Media; Montfort, N., and Wardrip-Fruin, N., eds.: New Media Reade; Aarseth. E.: from Cybertext: Perspectives on Ergodic Literature; Ong, W.: Orality and Literacy: The Technologizing of the Word, 2nd ed.; Eliot, T. S.: Four Quartets

Course Description:
"Novation: legal term: Substitution of a new obligation for an old one."

This is a course that explores "new media" and "new aesthetics" from c. 1800 to the present in relation to the ideologies of "newness" modernity, creativity, innovation that have recently culminated in the so-called "creative destruction" of postindustrialism. The course emphasizes information-age new media and its social and aesthetic determinants, but substantial attention is paid to historical new media/new aesthetics from Romanticism to Modernism. The first unit of the course focuses on the theory of "novation" (Romanticism and originality, modernism and "make it new," avant-garde and destructive art, postindustrialism and innovation, originality and aboriginality/marginality). The second unit of the course studies the concept and practice of New Media (media theory, new media theory, remediation, immersion, performance, interactivity, algorithmic art, time-based art, hypertext literature). The third unit of the course studies some emergent "new aesthetics" (gathered under the headings of "cool," network aesthetics, viral aesthetics, allogenesis or alien aesthetics) alongside older "new aesthetics" (the picturesque, the sublime). The course is designed for students of literature, arts, or media arts; and it places equal emphasis on primary and theoretical works.

Requirements include one presentation and one final essay. Students may choose to produce instead of the final essay a shorter essay complemented by a Web site on their topic. In order to do some of the readings in the course, students need to have ready access to the Internet.

For a preliminary (under construction) syllabus, see http://www.english.ucsb.edu/faculty/ayliu/courses/english250

310/1
Field Studies in Tutoring Writing
Staff
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
Field Studies in Tutoring Writing
Staff
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!

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