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Graduate
students from other departments and exceptionally well-prepared undergraduates
are welcome in English graduate courses (except for English 200) insofar as
limitations of class size allow. Courses
numbered 203 are usually limited to 20 students; courses numbered 250 are
usually limited to 15. From time to
time, instructors of other graduate courses may find it necessary to limit
enrollment.
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 studentsóthough, fortunately, this situation does not arise
very often.
Problems
in the Study of Literature
200/1 MW
10-12
(Though the official time of this class is 10-12, on most days it may
end by
Book List: Muller and Richardson, eds.: The Purloined Poe;
Recommended Text: Lodge, D.:
Modern Criticism and Theory: A Reader
Course Description: Approaches to literary study, including
textual analysis, scholarly methodology and bibliography, critical theory and
practice.
Problems
in the Study of Literature
200/2 MW
10-12
(Though the official time of this class is 10-12, on most days it may
end by
Book List: A course reader
Course Description:
Approaches to literary study, including textual analysis, scholarly methodology
and bibliography, critical theory and practice.
Topics
in the Structure of the English Language
201AMW
3-4:30
A. Banfield
305 Wheeler
Book
List: Auerbach,
E.: Mimesis; Beckett, S.: Nohow On, How It Is; Heaney, S.,
translator: Beowulf; Dowling, W.: The Senses of the Text: Intensional Semantics and Literary Theory; Foley, J.
M.: The Theory of Oral Composition: History and Methodology; Joyce, J.: Portrait
of the Artist as a Young Man; Mansfield, K.: Stories; McKeon, M.: Theory
of the Novel: A Historical Approach, A Critical Anthology; Lord, A.: A
Singer of Tales; Pinker, S.: Word and Object; Radford, A.: Transformational
Grammar: A First Course; Woolf, V.: To the
Lighthouse
Recommended
Texts: Bickerton,
D.: Language and Species; Emonds, J.: Lexicon
and Grammar: The English Syntacticon; Watt,
Course
Description: This course will explore
the relations between syntax and literary form and how certain aspects of syntactic
theory might suggest precise ways of talking about genre and style. We will begin by acquainting ourselves with
grammatical theory and argumentation and then consider hypotheses about the
language of literature that they seem to open up. Specifically, we will look at the grammar of
direct and indirect speech and represented speech and thought ("style indirect libre"), the literary form for the representation of
subjectivity or point of view and what light it sheds on the related but
distinct genres epic and novel. This
will allow us to evaluate competing theories of epic and novel, including the
"oral formulaic theory" of the epic. We
will then consider recent theories of the lexicon as they suggest ways to
analyze Samuel Beckett's late style. In
trying to understand the nature of Beckett's experimentation, we will contrast
his "revolution of the syntax" with Joyce's "revolution of the word." This will lead us to look in a limited and
modest way at miniscule portions of Finnegans
Wake. Ultimately, we will return to
the subject of the novel and the question of whether Beckett's late works are
novels. This will also raise the
question of the nature of prose and the distinction between prose and verse,
which we will examine in the context of the linguist's Jean-Claude Milner's
hypothesis that verse is defined by the possibility of enjambement.. What I hope will
emerge in the course of the semester is how many interesting research projects
can be defined starting from certain conclusions of syntactic theory and how
few of them have been actually undertaken.
No prior background in linguistics will be assumed.
203/1 TTh 11-12:30
Book List: Ford, F. M.: The Good Soldier; Hemingway, E.: The Sun Also
Rises; Joyce, J.: Ulysses;
Lawrence, D.H.: Women in Love; Loy, M.: The Lunar Baedecker;
Pound, E: Selected Poems; Rhys, J.: Good Morning, Midnight;
Stein, G.: Three Lives; Woolf, V.: To The
Lighthouse; Yeats, W.B.: Selected Poems and Three Plays
Course Description: An integrative study of Anglo-American high modernism, with
a common focus on the texts listed above. We will be interested in exploring
these works on their own terms and in their authors' own conceptions, but also
in relation to the cultural, social, and discursive history out of which they
emerged, and in the light of recent revisionary
theories of modernism. As a way of filiating our
study of these texts with wider developments in European modernism, we will
also look into their relations to: the little-magazine and journal system of
publication that supported them; popular and mainstream culture (e.g.,
best-sellers); the other arts (music painting, and film); other national
modernisms; and theories of modernism promulgated from T.E. Hulme
to T.J. Clarke.
Depending upon the constituency and reading experience of members of the class,
we may of may not read all of the books listed above (or read them in their
entirety); and they will, in any case, be supplemented by a reader containing
works of short fiction, poetry, and relevant essays from and about the period.
Course requirements include regular attendance and participation, two short
concept papers
(2-3
pp.), an oral presentation based on one of these, and a longer end-semester
essay (12-15pp.).
Graduate
Arts and Theories of Entertainment and Edification
203/2 TTh 12:30-2
Book
List: Wogan-Browne,
J., N. Watson, A. Tayler, and R. Evans, eds.: The
Idea of the Vernacular: An Anthology of Middle English Literary Theory,
1280-1520; Shinners, J. and W.J. Dohar: Pastors
and the Care of Souls in Medieval
Course Description: Fable, exemplum, "poesie," and their several relatives in discourses of both entertainment and instruction ñ and the rationales and rules for their use and interpretation ñ are the large quarry of this course; our chief chronological scope the 13th-15th centuries. Our reading will be in schooltexts, prologues, ecclesiastical debates and polemics, and institutional documents, as well as in some of the chief collections of (mostly shorter) fictions.
There will be two papers of about 8 pages each: one involving an annotated bibliography and overview of an interpretive issue or crux in this large prescriptive literature about fiction, the other locating a critical challenge posed by a primary text concerning its own fictive status and use, and the pertinent theories derivable from and applicable to it.
Our
other "production" will be a common project: compiling and organizing an
anthology of pertinent texts on this topic ñ for teaching and further
study. Besides the texts ordered (above),
there will be a reserve list, and photocopied
materials available for purchase.
Graduate
203/3 TTh 2-2:30
Book
List: Wright, R.: Uncle Tom's
Children, Native Son, Black
Boy, The Long Dream; Baraka, A.: The Dutchman and the Slave;
Smith, L.: Strange Fruit; Morrison, T.: Beloved; Jones, G.: Corrigedora; Walker, A.: Third Life of Grange
Copeland; Gains, E.: A Lesson Before Dying; Wideman,
J.: The Lynchers; Dash, J. (film screening):
"Daughters of the Dust"
Course
Description: Lying precisely at the
intersection of hegemonic and violent forms of coercion and at the intersection
of absolute power and absolute powerlessness, the threat of death (lynching,
etc.) is arguably the most fundamental mode of coercion. The deployment of this mode of coercion
throughout slavery and Jim Crow society has produced an anomaly: while African
American literature is replete with meditations on the political economy of
death, the criticism of this literature has ignored it. This course will examine 1) the effects of
the threat of death on the formation of black subjectivity in 20th-century
African-American literature; 2) the different modes of resisting this threat;
3) the inchoate nature of resistance theory in general; and 4) the implications
of contemporary African-American literature's continued fascination with the
political economy of death at a time when it is no longer deployed as a mode of
coercion (at least in the form of lynching).
Graduate
203/4 TTh 3:30-5
Book
List: See below
Course
Description: My major concern is to look
at how modernist poets make use of the emphasis on sensation developed by
aesthetic theorists and visual artists near the close of the nineteenth
century. To what degree can writing
align itself with processes of sensation as its basis for understanding
"spirit" and for developing the kinds of values once afforded by religion and
by dominant culture? Then I want to see
if there are significant parallels and differences in another strand of modern
poetry based on the public dimension voice can establish. I think we will concentrate on T.S Eliot,
William Carlos Williams, and Elizabeth Bishop as poets extending the capacities
of sensation, and Yeats, Auden, and perhaps Adrienne
Rich as poets of voice in its potential public dimension. There will be a reader with excerpts from Adorno, Bergson, Pater and others, and we will use the following texts: Eliot, T.S.:
Collected Poems; Williams, W.C.: Collected Poems, Vol. I;
Stevens, W.: Collected Poems, Necessary Angel; Bishop, E.: Complete
Poems; Yeats, W.B.: The Poems of W.B. Yeats, Essays and
Introduction; Auden, W.: Collected Poems;
Rich, A.: Adrienne Rich's Poetry and Prose.
Graduate
203/5 TTh 3:30-5
Book
List: See below
Course
Description: This pilot course is meant
to make less painful and isolating the two crucial transitions graduate
students face as they start their dissertations: the transition from qualifying
exam to prospectus meeting, and that from prospectus to writing a first
chapter. The format of the class will depend on the needs of the students, but
it will certainly involve some variant of a writer's workshop, with students
regularly exchanging and discussing their own draft materials. All along, we
will attempt to demystify the two genres, with the aim that each student will
have finished either a prospectus or a strong chapter draft by the end of the
semester.
Graduate
203/6 TTh 5-6:30
Book
List: Bullett,
G., ed.: Silver Poets of the Sixteenth Century; Di
Cesare, ed.: George Herbert and the Ö Religious
Poets; Donne, J.: Complete English Poems; Ferguson, et al, eds.: Norton
Anthology of Poetry (long version); Herbert, G.: English PoetryÖ; Jonson, B.: Complete English Poems; Maclean, H., ed.: Ben Jonson
and the Cavalier Poets; Marlowe, C.: Complete Poems andÖ; Marvell,
A.: Complete Poems; Meserole, H., ed.: American
Poetry of the Seventeenth Century; Milton, J.: Poems of John Milton,
Paradise Lost; Rochester: Complete Poems of John Wilmot, Earl of
Rochester; Sidney, P.: Defense of Poesie, Sir
Philip Sidney; Spenser, E.: Spenser's Faerie Queen, Shorter Poems
of Edmund Spenser; Woudhuysen, H.R.: Penguin
Book of Renaissance Verse; Wyatt, T.: Complete Poems
Course
Description: We will use class time to
analyze about thirty selections, mostly good ones. I will choose about twenty of them. You can nominate about ten more, if you
like. If you don't like, I will pick the
rest of the poems myself. I mean to
spend longer on Marlowe's Hero and Leander and Marvell's "Upon
Appleton House" than anything else.
Outside
of class, your work for the course will be to read widely in the English verse
of the Sixteenth and Seventeenth Centuries.
Every
two-to-three weeks, I will ask you to write something brief but careful about
something you have read for the course and have something to say about. In weeks when you don't write, I will ask you
to read your colleagues' commentaries and give them genuinely helpful written
criticisms and suggestions.
This
will be a course on poems, not poets or what they write about or the culture
that produced them.
The
reading list is unthinkably long and costly.
Don't buy anything until after the first class. Not everyone will want or need all the
books. The principal purpose of the list
is to make sure that what you do want to buy is available.
(Ph.D. candidates in English
: Each individual student's particular
concentrationówhat he/she reads and writes aboutówill determine whether this
course fulfills the 16th-century requirement or the 17th-century one; where the
concentration is evenly split, the student can decide between 16th-century
credit and 17th. Everybody gets eggroll in any event.)
203/7 This section has
been cancelled.
Poetry
Writing Workshop
Book List: A course reader will be available for
purchase at Copy Central.
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 5 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 23, 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!
Graduate
Pro-Seminar: Renaissance (the 17th
Century)
Book
List: Jonson,
B.: Complete Poems, Plays and Masques; Orgel,
S. and J.Goldberg: John Milton; James I: Political
Writings of James I; Cavendish, M.: The Blazing World and Other Writings;
Bacon, F.: Essays; Donne, J.: Complete English Poems; Hutchinson,
L.: Order and Disorder; Marvell, A.: Complete Poems and Translations;
Herbert, G.: English Poems
Course
Description: An introduction to the
prose and poetry of the seventeenth century, up to
Graduate
Pro-Seminar: Victorian Period
(Though the official time of this course is 12-2, class sessions will
normally end at
Book List: Carlyle, T.: Past and Present; Arnold,
M.: Culture and Anarchy; Ruskin, J.: selections from Sesame and
Lilies and Modern Painters;
Mill, J.S.: Autobiography and The Subjection of Women; Pater, W.: The Renaissance; selected poems by
Tennyson, E. B. Browning, R. Browning, D.G. Rossetti,
C. Rossetti, Arnold, Swinburne,
Hopkins, Hardy; Bront", E.: Wuthering Heights;
Bront", C.: Jane Eyre; Dickens, C.: Bleak
House; Eliot, G.: Middlemarch; Hardy, T.: Tess
of the D'Urbervilles
Course Description: A survey of major Victorian texts.
Graduate
Pro-Seminar: American Literatureó1850-1900
Book List: Chesnutt, C.: The
Marrow of Tradition; Chopin, K.: The Awakening; Dreiser, T.: Sister
Carrie; Harper, F.: Iola Leroy; James, H.: The Portrait of a Lady;
Norris, F.: McTeague; Stowe, H.: Uncle Tom's Cabin. Short fiction, essays, and contextual
material will be drawn from such writers as Henry Adams, Henry Ward Beecher,
William Jennings Bryan, George Washington Cable, John C. Calhoun, Lydia Maria
Child, John Dewey, W.E.B. DuBois, Ralph Waldo
Emerson, George Fitzhugh, Charlotte Perkins Gilman, Henry Grady, Nicholas St.
John Green, Oliver Wendell Holmes (Sr. and Jr.), William James, Francis Lieber, Abraham Lincoln, Karl Marx, Herman Melville, S.
Weir Mitchell, Charles Sanders Pierce, Josiah Royce, Georg
Simmel, Joseph Story, Henry David Thoreau, Albion Tourgee, Mark Twain, Booker T. Washington, and Daniel
Webster.
Course Description: An exploration of the prose fiction,
autobiography, popular culture, political and literary essays produced in
Research
Seminar: Body Theory and Disability
Studies
250/1 F
12-3
Book
List: Shelley, M.: Frankenstein;
Faulkner, W.: The Sound and the Fury;
Moraga, C.: Heroes and Saints and Other Plays; Fausto-Sterling, A.: Sexing the Body: Gender Politics
and the Construction of Sexuality: Butler, J.: Bodies That Matter;
Garland Thomson, R.: Extraordinary Bodies: Disability in American Literature
and Culture; Longmore, P. and L. Umansky, eds.: The New Disability History; Mitchell,
D. and S. Snyder, eds.: Narrative Prosthesis: Disability and the
Dependencies of Discourse; Schneider, R.: The Explicit Body in
Performance; Kuriyama, S.: The Expressiveness
of the Body and the Divergence of Greek and Chinese Medicine; a xeroxed course reader
Course
Description:
Research
Seminar: Post-Napoleonism
250/2 F
12-3
Book
List: Texts will be selected from the
following list: [Primary:] Byron: Childe Harold's Pilgrimage, Don
Juan, Marino Faliero, The Deformed
Transformed, The Age of Bronze; Clare, J.: "Child Harold," "Don Juan
a Poem"; Hardy, T.: The Dynasts; Hazlitt, W.: Life
of Napoleon Buonaparte; Scott, W.:Life of Napoleon Buonaparte;
Shelley, M.: The Last Man;
Stendhal: The Red and the Black, The Charterhouse of Parma;
Whately, R.: Historic Doubts Relative to Napoleon
Bonaparte; Wordsworth,W.: The Prelude, The
Convention of Cintra, "Thanksgiving Ode". [Secondary:]
Arrighi, G.: The Long Twentieth Century;
Course
Description: Like any neologism worth
its salt, "post-Napoleonism" is meant to evoke a
complex of issues. Of chief interest in
this seminar will be three: post-historicism, post-humanism, and
post-colonialism. We will attempt to
develop a way of studying Romanticismólong defined by a contest between
historicizing and humanizing forms of criticismóthat refuses to employ
"Napoleon" either as a figure for the defeat of revolutionary democratic
aspiration or as a figure for the "commanding genius" capable of historical or
literary transcendence. By using Marx's
analysis of Napoleon as a figure of repetition,
we will consider the extent to which Napoleon induces a crisis of sovereignty.
Our
literary focus will be Byron, the self-described "grand Napoleon of the realms
of rhyme," though we will begin with that earlier scion of Napoleonic
"commanding genius," Wordsworth. Reading Don Juan as an epic of
multinational incorporation, we will pay particular attention to Byron's exploration
of national, cultural, and gender cross-dressing. But we will also pay significant attention to
the asylum poems written by John Clare in the belief that he was Byron, in order to explore the
"post-Napoleonic" function of those repetitions we call rhyme and meter. Mary Shelley and Stendhal will serve to
represent the deformations of post-Napoleonic narrative, Hardy's
The Dynasts the deformations of drama.
For an account of post-Napoleonic subjectivity, we will begin with
Richard Whately's 1819 Historic Doubts Relative to
Napoleon Bonaparte, which applies Hume's skeptical analysis of miracles to
the "historical" phenomenon of Napoleon.
From there it will not be implausible to consider Schreber's
"miracled" communications and their analysis by Freud,
Lacan, and Kittler in order to understand why post-Napoleonism should end in communications or media
theory. (Throughout the course,
multimedia effects of Napoleonóin painting, in cinema, and in musicówill be
subjects of discussion.)
Since much of this material will be new even to those intending to
specialize in 19th-century literature, students need not worry that
they don't know Byron or have an adequate background in the political,
economic, or military history of the period.
All that's necessary is a willingness not to be master.
Research
Seminar: Law, Rhetoric, and Drama in the
Renaissance
250/3
Tues. 2-5
Plays: Kyd, T.: The
Spanish Tragedy; Webster, J.: The Duchess of Malfi
and Other Plays; Jonson, B.: The Alchemist and
Other Plays; Shakespeare: Othello, Hamlet, Measure for
Measure, A Winter's Tale
Critical
Texts (in reader): Wilson, L.: Theaters
of Intention; Maus, K.: Inwardness and Theater;
Kahn, V.and L. Hutson: Rhetoric and Law in Early Modern Europe; Gowing, L.: Domestic Dangers; Eden, K.: Poetic and Legal Fiction; Baker, J.: An
Introduction to English Legal History; Wunderli,
R.: Church Courts and People
A
critical reader will include extracts from the following: Luke Wilson: Theaters of Intention: Drama and Law in Early Modern England
(Stanford, 2000); Katherine Eisaman Maus: Inwardness and
Theater in the English
Renaissance (Chicago, 1995); Paul S. Clarkson and Clyde T. Warren: The Law
of Property in Shakespeare and the Elizabethan Drama (Johns Hopkins Press,
1942); Victoria Kahn and Lorna Hutson: Rhetoric and Law in Early Modern Europe
(Yale, 2000); Hutson: The Usurer's Daughter; Laura Gowing: Domestic Dangers: Women, Words and Sex in
Early Modern London (Oxford, 1996); Martin Ingram: Church Courts, Sex and Marriage in England, 1570-1640 (Cambridge,
1987); J.H. Baker: An Introduction to English Legal History (Butterworths, 1979); Kathy Eden: Poetic and Legal Fiction in the Aristotelian Tradition (Princeton: 1986)
Course Description:
It's well known that the sixteenth century saw the rise of secular (at
least, non-sacramental) drama in England, but what's less well known is that,
at the same time, an ecclesiastical jurisdiction, with its concepts of guilt,
proof, and penance, was giving way on all fronts to the secular jurisdiction of
the common law. How do concepts of the juridical subject alter in the wake of
the Reformation? If the secular law has to become more sophisticated in
relation to the domain of inwardness and intention (previously adjudicated by
the Church through the confessional, purgatory, the Church courts), does this
secular construction of intention have parallels in the drama of the period?
What about gender? Do changes in
jurisdiction affect women and men unevenly? In this course we will read about
changes in the structure and working of the law in early modern
250/4 This section has
been cancelled (postponed till Spring 2003).
250/5 This section has
been cancelled.
The
Teaching of Composition and Literature
302 NOTE
NEW TIME!:
F 12-2
3 units
Book
List: Yet to be determined
Course
Description: This course had not yet
been staffed as of the publication of this Announcement of Classes. Please check the end of the copy of this
Announcement posted on the bulletin board in the hall across from 322 Wheeler
in late April or in May for more details on this course.
310/1 Times
and rooms TBA
Staff
Book List: Meyer, E. and L Smith: The Practical Tutor
Recommended Text: Leki,
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
In order to enroll for the
seminar, students must have at least sophomore standing and have completed
their
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
preñenrollment 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!
Field Studies in Tutoring Writing
310/2 Times
and rooms TBA
Staff
Book List: Meyer, E. and L. Smith: The Practical
Tutor
Recommended Text: Leki,
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
Please read the paragraph on
page 3 of this Announcement of Classes regarding enrollment in English 310!