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Announcement of Classes |
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R1A/1B Courses |
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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 students—though, fortunately, this situation does not arise very often.
Graduate
Areas of Concentration:
Book List: The exact book list is not available at this time, but the texts will be in the bookstore by the time classes begin.
Course Description: A survey of English drama from the sixteenth to the seventeenth centuries. We will consider the drama from a variety of perspectives: its roots in Roman and medieval theater; its generic diversity and complexity; the business practices of the professional theater companies; the social status of actors and playwrights; pro- and antitheatrical literature; and the different modes of playwrighting throughout the period: for instance, closet drama, university drama, and court masques, along with the better-known entertainments for the “public” or arena theaters. (This is a reading course, which means that there will be plenty to read but little to write.)
Graduate
Turn in the Study of
Book List: Anzaldua, G.: Borderlands/La Frontera; Burroughs, E.: Tarzan of the Apes; Du Bois, W.E.B.: The Oxford W.E.B.Du Bois Reader; Gatewood, W.: “Smoked Yankees”; Iglesias, C.: Memoirs of Bernardo Vega; Allen, E., ed.: Jose Martí: Selected Writings; Leonard, E.: Cuba Libre; Barnet, M.: Biography of a Runaway Slave; Ridge, J.: The Life and Adventures of Joaquin Murieta; Rizal, J.: Noli Me Tangere; Roosevelt, T.: The Rough Riders; Kaplan, A.: The Anarchy of Empire; Negri, A. and M. Hardt: Empire; Retamar, R.: Caliban and Other Essays; Perez, L.: The War of 1898; Streeby, S.: American Sensations; Said, E.: Culture and Imperialism; Rowe, J.: Literary Culture and U.S. Imperialism; De Leon, ed.: Our Word Is Our Weapon: Selected Writings: Subcomandante Insurgente Marcos
Course Description: This course has a double focus. One examines representations of the cultures
of
Depending upon the constituency and reading experience of members of the class, we may not read all of the books listed above. A supplementary reader of relevant essays will also be required.
Course requirements include regular attendance and participation and one short paper (2-4 pages) and one longer paper (12-15 pages).
Graduate
Book List: Cantú, N. E.: Canícula: Snapshots of a Girlhood in la Frontera; Cha, T.H.K.: Dictée; Cruikshank, J. (in collaboration with Angela Sidney, Kitty Smith, and Annie Ned): Life Lived Like a Story: Life Stories of Three Yukon Native Elders; Endrezze, A.: Throwing Fire at the Sun, Water at the Moon; Hoffman, E.: Lost in Translation: A Life in a New Language; Kaysen, S.: Girl, Interrupted; Lorde, A.: Zami: A New Spelling of My Name; Smith, S. and J. Watson: Reading Autobiography: A Guide for Interpreting Life Narratives; Spiegelman, A.: Maus: A Survivor’s Tale, Part I: My Father Bleeds History, Part II: ...And Here My Troubles Began; Stein, G.: Everybody’s Autobiography; Williams, T.T.: Refuge: An Unnatural History of Family and Place; Hogan, L.: The Woman Who Watches Over the World: A Native Memoir; a course reader (available from Copy Central)
Course Description: We’ll examine the history of autobiography as it emerges as a literary genre, the central, ongoing debates within the field of autobiography studies (about the nature of the autobiographical subject, the possibilities or impossibilities of self-representation, the relationship between memory/imagination and identity, etc.) and the special position of (and many challenges to) life writing within the United States. Finally, we’ll read/view samples of a variety of autobiographical forms (textual, visual, oral, collaborative, among them) from diverse communities.
203/4 This section has been cancelled.
Book List: Burrow and Turville-Petre: A Book of Middle English; Crampton, G., ed.: Shewings of Julian of Norwich; and several other things
Course Description: The course will introduce Middle English literature (broadly construed, chiefly non-Chaucerian) and the social and linguistic circumstances of its development. The first weeks will present Middle English as a historical stage of the language—history and development, syntactic and morphological peculiarities, dialectal varieties—and give you some practice in reading it, using a variety of short and excerpted texts, from the 13th through the early 15th centuries. We will spend the next weeks on a more focused set of Middle English readings, alongside some of the most important recent essays on the development and consequences of vernacular culture in the late fourteenth and early fifteenth centuries. And we will conclude by reading one major work of poetry or intellectual prose, which I will choose after I’ve had a chance to see the drift of the students’ interest.
Fiction Writing Workshop
Book List: TBA
Course Description: Students in this limited-enrollment workshop will concentrate on the form, theory, and practice of fiction. Workshop participants are required to write approximately 45 pages of original fiction and to participate in discussions of peers' manuscripts.
Students interested in being considered for admission to this course must submit approximately 15 pages of their fiction (short story or chapter of a novel) to Professor Mukherjee’s mailbox in 322 Wheeler Hall by 4:00 P.M., TUESDAY, OCTOBER 29, AT THE LATEST.
Be sure to read the paragraph concerning creative writing courses on page 2 of this Announcement of Classes for further information on enrollment in such courses!
Graduate Pro-Seminar: Later 18th Century
Tentative Book List: Johnson, S.: Selected Poetry and Prose; Sterne, L.: A Sentimental Journey; Burney, F.: Evelina; Walpole, H.: The Castle of Otranto; Burke, E.: A Philosophical Inquiry; Reflections on the Revolution in France; Smith, C.: The Poems of Charlotte Smith; Austen, J.: Northanger Abbey, Sense and Sensibility; Blake, W.: Songs of Innocence and Experience; Wordsworth W. and S.T. Coleridge: Lyrical Ballads, 1798; plus 1-2 course readers with selections from David Hume, Adam Smith, Mary Wollstonecraft, Thomas Gray, William Collins, Oliver Goldsmith, William Cowper, Christopher Smart, and an array of critical essays
Course Description: As a period, the later eighteenth century has
had many titles (Pre-Romantic, Post-Augustan, the Era of Sensibility, the Age of Johnson); with its excesses and eccentricities,
it has also had something of a bad name. Yet
the abundance and variety of poetry and prose produced between from 1740 to
1800 is remarkable, and we will explore different ways of charting the territory.
Problems that will receive special attention include: the
culture of conversation and the limits of what David Hume called the conversable
world; the condition of poetry in an age of prose; residual and simulated oral
culture in an age of print; sensibility and its discontents; the politics of
sublimity; the Scottish Enlightenment; romance and Romanticism. Our concerns will be methodological as well
as literary-historical: what sorts of
critical approaches have shaped and reshaped this heterogeneous field?
Graduate Pro-Seminar: Romantic Period
Book List: Austen, J.: Persuasion; Coleridge, S.T.: Biographia Literaria; De Quincey, T.: Confessions of an English Opium-Eater; Schiller, F.: On the Aesthetic Education of Man; Shelley, M.: The Last Man; Smith, C.: The Poems of Charlotte Smith; Wordsworth, D.: The Journals of Dorothy Wordsworth; Wu, D.: Romanticism: An Anthology
Course Description: This class is not a 203 or a 250 in disguise. We will read widely in and around Romanticism, taking up as many pertinent topics as we can, perhaps including: aesthetics, politics, and ideology; the emergence of lyric (and performative) subjectivity; the gendering of genre; historical trauma and political melancholy, especially in relation to the French Revolution; affect and agency; negotiations of a newly dominant print culture; poetry and social competence; the sublime and the avant-garde. We will also spend time tracing a genealogy of recent critical engagements, showing how deconstruction, historicism, and (for want of a better term) the new formalism have passed through the period, trying to make Romanticism their own.
Research Seminar: Adorno and Contemporary Aesthetics
Book List: Adorno, T.W.: Adorno and Contemporary Aesthetics, Minima Moralia: Reflections from Damaged Life, Negative Dialectics, Aesthetic Theory, Dialectic of Enlightenment (with Max Horkheimer); Buck-Morss, S.: The Origins of Negative Dialectics; Jameson, F.: Late Marxism; Jay, M.: The Dialectical Imagination; Miller, D.A.: Place for Us; Zuidervaart, L.: Adorno's Aesthetic Theory
Course Description: in the last few years, the work of Theodor Adorno has enjoyed a significant revival in the English-speaking academy; it suddenly seems as though everyone's writing about him, and "using" his work to interpret 21st century culture and aesthetics. One way to think about this course is as an attempt to answer the question, why Adorno now? With the help of some secondary sources, we'll spend the bulk of the terms working with a few key texts: Aesthetic Theory, Negative Dialectics, The Dialectic of Enlightenment, and Minima Moralia. We'll wind up the semester with a look at how some contemporary theorists and writers are working with and against an Adornian aesthetic-theoretical heritage. Requirements: one class presentation, and a long final paper.
Research Seminar: Literature of Slave Revolt
Book List: Behn, A.: Oroonoko; Greenberg, K., ed.: Confessions
of Nat Turner; Walker, D.: Appeal; Delany,
M.: Blake; Melville, H.: Benito Cereno;
Bontemps, A.: Black Thunder; James, C.L.R.:
Black Jacobins; Carpentier, A.: Kingdom
of this World; Montejo, E.:
Course Description: This course will explore literary and historical
accounts of slave uprisings in the
Research Seminar: 19th-Century American Literature— “Beyond the Separate Spheres”
Book List: Canonical works by Hawthorne, Poe, Whitman, Melville, and Dickinson will be treated in conversation with Margaret Fuller’s feminist vision, spiritual autobiography by Nat Turner and Rebecca Cox Jackson, sensation and gothic fiction by Southworth, Lippard, Alcott, and Spofford.
Course Description: This course examines both the long-standing critical division of antebellum literature into separate gendered spheres and recent attempts to interrogate and deconstruct those binaries. We will take the long view of this terrain by reading selected influential critics of the second half of the twentieth century that divide and conquer antebellum literature to lay claim to particular canon formations, so that we can better understand the ground upon which current revisionist debates, which we will also survey, are waged. Student research papers will be rooted in an understanding of the ways in which the period has been conceptualized and requires rethinking.
The course is structured to invigorate comparative study of works across race and gender. Literary works will be selected at least partially with a view to what has been excluded, minoritized, or made anomalous by the terms of past and present critical schools. While current discussions tend to center on the status and location of the domestic and the sentimental, we will resuscitate certain tropes and modalities still largely regarded (or disregarded) as the property of antebellum male romantic writers—dreams, visions, the erotic, death, and fantasy.
Research Seminar: The Jamesian Novel—Practice and Theory
Book List: James, H.: The Portrait of a Lady, The Bostonians, The Spoils of Poynton, The Turn of the Screw, The Wings of the Dove, The Ambassadors. A course reader will additionally be required.
Recommended: James,
H.: Daisy Miller and Other Stories, The
Awkward Age, The Sacred Fount, The Golden Bowl; Freedman,
J. ed.: The
All
texts have been ordered through University Press Books,
Course Description: This seminar seeks to find the pleasure of Jamesian difficulty. We will undertake an intensive reading of James’s novels, paying close attention to the problems of narrative structure and technique that he himself took so seriously. To understand the kinds of pleasure—and frustration—other scholars have found in James, we will also read widely in James criticism. Student interest will direct our discussion. Topics might include the consolidation during this period of the “high art” novel; James’s canonization as a literary “master”; James’s contribution to the invention of novel theory; Jamesian realism; Jamesian gothicism; the “international theme”; the problem of knowledge; the moral value of renunciation; the aesthetic and moral value of appreciation; the limits of the sayable (especially in the context of the hyper-articulated); the erotics of wealth; the representation of characterological consciousness; the privileging of female point of view; and the famous timbres of the Jamesian narrating “voice.”
Students are expected to conduct independent research on a topic related to James. A prospectus and bibliography will be required by midterm; the final research paper (25 pages) is due at the end of the term. Time will be made throughout the semester to talk about our research.
If you are using this course to fulfill a breadth requirement, please consult with the professor. Credit will be assigned according to the topic of the student’s research paper.
The Teaching of Composition and Literature
Book List: No texts required
Course Description: This course is designed for experienced G.S.I.s who have already taught as associates but who have not yet fulfilled the departmental 302 requirement. The precise content and order of the syllabus will be determined in the first meetings of the class; however, those who enroll should expect to cover topics from syllabus formation and grading strategies to teaching for different learning styles and working with diverse student populations.
Field Studies in Tutoring Writing
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 pre–enrollment interview (for this section of English 310) at the Student Learning Center, Atrium, Cesar Chavez Student Center (Lower Sproul Plaza), beginning October 14. No one will be admitted after Wednesday of the first week of spring 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 Smith, L.: 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!
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