Instructions "pages 1-3"

Concentration Areas

Announcement of Classes

R1A/1B Courses

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

Areas of Concentration: 1E; 3

Book List: See below

Course Description: The major works of the poet W. H. Auden

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/2
Senior Seminar: Recent Innovations in American Poetry
L. Hejinian
MW 12-2
103 Wheeler

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

Areas of Concentration: 1E; 3

Book List: Coolidge, C: The Crystal Text; DuPlessis, R: Drafts 1-38, Toll; Harryman, C: There Never Was a Rose Without a Thorn; Howe, S: The Nonconformist’s Memorial; Mackey, N: Whatsaid Serif; Mayer, B: Midwinter Day; Mullen, H: Sleeping With the Dictionary; Scalapino, L: Way; Watten, B: Bad History

Course Description: Ezra Pound has famously described the epic as a "poem containing history." In this seminar we will examine various ways in which innovative (or avant-garde) poetry addresses history in a very different way, as history in the making. Such work is, arguably, epochal, if not epic. We will begin by examining a selection of descriptive polemics, manifestoes, and writings from the genre of contemporary poetics (to be supplied in a reader). We will then address our attention to some key texts in current American innovative (and avant-garde) poetry. The result, one hopes, will be close readings in contemporary cultural history.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/4
Senior Seminar: Postcolonial Literature and Theory
C. Lye
MW 2-4
103 Wheeler

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

Areas of Concentration: 1E; 2; 6

Book List: Dower, J.: Embracing Defeat; Hersey, J.: Hiroshima; Ishiguro, K.: When We Were Orphans; Jin, H.: Waiting; Lee, C. R.: A Gesture Life; Murakami, H.: The Wind-Up Bird Chronicle; Negri, A. and Hardt, M.: Empire; Okada, J.: No-No Boy; Ondatjee, M.: Anil’s Ghost; Yamanaka, L. A.: Blu’s Hanging; A course reader

Course Description: Is there anything that unifies the Asia-Pacific as a literary region? What critical paradigms of postcolonial theory apply and don’t apply to a post-1945 Asia secured by an "American peace"? Can Cold War Asia be considered the proper ground of American empire? We will be concerned with such issues as: the heterogeneity and relative informality of historical Western colonialisms in Asia; the question of Japanese imperialism and Japan’s postwar role as a U.S. proxy; the relationship between international politics and the cultural formations of Asian immigrant populations in the U.S.; the shifting boundaries between Anglophone Asian literature and Asian American literature; and the ideologies of Asian American and Asian diasporic identity. A consideration of works by authors of Asian descent, in particular those that have attained to the status of "world literature" or "American literature," will be supplemented by immersion in some critical scholarship on colonialism, imperialism and nationalism.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/6
This section has been cancelled.

150/7
Senior Seminar: John Milton
K. Goodman
TTh 9:30-11
39 Evans

Areas of Concentration: 1B or 1C

Book List: Milton, J.: Complete Shorter Poems (ed. J. Carey), Paradise Lost (ed. S. Elledge), a Course Reader (containing selections from Milton’s prose, plus selected essays on Milton and the English Revolution).

Course Description: This is an advanced course in the study of Milton and his critics: prior completion of either English 45A or English 118 is strongly recommended. We will have the rare opportunity to discuss in a small group Milton’s major poetry (Paradise Lost, Paradise Regained, Samson Agonistes and the shorter verse) and controversial prose, including parts of his justification of regicide, his defense of divorce, and his vehement attack on governmental licensing of the press. Concerns that will receive particular attention will include the problem of literary agency in an age of revolution, poetry’s mediation of history, poetry and science, changing notions of the temporal process; however, each student will be encouraged to develop his or her own interest. You will also be introduced to methods of research, and as the seminar papers get underway and you are developing your own critical approach, we will consider in common a variety of responses to Milton’s work-from the eighteenth century "editor" who rewrote Paradise Lost in an attempt to "correct" it through Milton’s late-twentieth-century readership, poets and scholars alike.

Requirements will include a long paper (about 20 pages), drafted in stages, and a seminar presentation; above all, regular attendance and active participation in all of our meetings are essential.

This section of English 150 satisfies the pre-1800 requirement for the English major.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/8
Senior Seminar: June Jordan
S. Schweik
TTh 11-12:30
204 Wheeler

Areas of Concentration: 1E; 2; 4

Book List: See below

Course Description: Last year, after the death of June Jordan, the author, political activist and UCB faculty member who founded Berkeley’s Poetry for the People, I decided to offer this course as a form of both mourning and celebration. In this class we will carefully and critically analyze Jordan’s work, reading some of her writing (poetry, essays, plays, memoir and novel, and even course syllabi) very closely and placing it in a variety of contexts. Topics we’ll follow Jordan in addressing include: autobiography, children’s literature, and the politics of childhood; Jamaican American writing; black English and the politics of language; contemporary poetics; war and violence (including writings on Nicaragua, South Africa, Bosnia, Ireland and the Middle East); the Civil Rights and Black Power movements; feminism; analyzing race and racism; queer sexualities; music (blues, jazz, and opera, among many others) and poetry; globalization; poetry and journalism; Jordan’s relation to earlier and her influence on later writers; the love poem; responses to September 11 2001; poetry and performance; pedagogy and the phenomenon of Poetry for the People. Both together in class and in the long (20 page) research papers each of you will produce, we’ll be considering Jordan’s work in relation to the work of others (these might include Paule Marshall, Frederick Wiseman, George Orwell, Anne Moody, Richard Wright, James Baldwin, Buckminster Fuller, Adrienne Rich, Martin Luther King, Malcolm X, Suhier Hammad, Joy Harjo, Sweet Honey in the Rock, Janice Mirikitani, Herb Kohl, Sara Miles, Nicki Giovanni, Angela Davis, Adrienne Torf, John Adams, Cornelius Eady, and the collective projects of Poetry for the People). Course requirements: a 20 page, extensively researched senior thesis; regular journal entries, some of which will be on formally assigned topics inspired by some of Jordan’s own assignments in her courses; a substantive, graded oral report.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/9
Senior Seminar: Mark Twain
G. Starr
TTh 11-12:30
103 Wheeler

Areas of Concentration: 1D; 3

Book List: Adventures of Huckleberry Finn; Adventures of Tom Sawyer, Complete Short Stories; Connecticut Yankee at King Arthur’s Court; Devil’s Race-track; Innocents Abroad (selections, photocopy); Life on the Mississippi (selections, photocopy); Number 44 The Mysterious Stranger; Pudd’nhead Wilson and Other Tales; Roughing It

Course Description: Intense study of the more important works of Mark Twain.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/10
This section has been cancelled.

150/11
Senior Seminar: Late Medieval Complex Fictions
A. Middleton
TTh 12:30-2
251 Dwinelle

Area of Concentration: 1A; 3

Book List:

REQUIRED:
- Piers Plowman: An Edition of the C-Text,
- The Vision of Piers Plowman: A Complete Edition of the B-Text,

[Note: BOTH of these editions will be used; they are of the "same" poem in two successive, quite different versions - and the nature and even the very fact of the differences will concern us.]
- The Riverside Chaucer, ed Larry Benson. Boston: Houghton-Mifflin, 1987
new: $73.56; used ~ $29.95
[Note: This HUGE, heavy hardcover book is widely available used. A paperback of this very same edition is available only in the UK, Oxford UP, 1988 0-19-282109-1, online from amazon.co.uk: new at about £18, used about £9. It is smaller, portable - though less durable - and printed on paper you can write on. Since you will often want to bring your Chaucer text to class, order the latter if you can.]

RECOMMENDED secondary material, if you can find copies (NOT ordered):
- J Wogan-Browne, N Watson, A Taylor, R Evans, eds. The Idea of the Vernacular: An Anthology of Middle English Literary Theory, 1280-1350. Penn State U Press, 1999.
0-271-01758-9. Paperback; $23.50

- Minnis, Alistair J, and A. B. Scott. Medieval Literary Theory and Criticism, c. 1100-1375: The Commentary Tradition. Oxford: Clarendon, 1992 (revised edn).
0198 112742. Paperback; $36.

Course Description: In this seminar we will examine what appears to be a late-medieval invention, the multiform fictive long work in the vernacular - mainly secular, mostly in verse, and with designs both expository and narrative. Though our central examples will be from 14th century England - Chaucer's Canterbury Tales and the poem Piers Plowman attributed to William Langland - we will range more widely for comparative analysis: long works of Dante, Boccaccio, and Jean de Meun, Christine de Pizan, as well as some Latin works (all in translation; we'll discuss editions early in the term) will also be in our sights. Our aim will be to examine critically the literary and cultural forms mobilized in these productions, which have multiple voices and points of view, and no single reliable narrative progression: what is new about them, and what do they make of their newness, as well as of the longer literary lineages they explicitly claim for themselves? How do these late-medieval new literary forms negotiate and situate the very category of the fictive, within a broader culture that asserts "truth" as a paramount value?

There will be a long paper (20 pages or so), built and presented to the class in stages, as well as preparatory bibliographical and critical exercises. These are designed to familiarize you with the ways in which research and critical thinking modify each other over a sustained inquiry. (There will be a reserve list of primary and secondary materials at Moffitt; a few useful comparative materials are listed below for optional purchase.)

This section of English 150 satisfies the pre-1800 requirement for the English major.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/12
Senior Seminar: Modernism and Epistemology—Or, What Happened in the Cave?
K. Magowan
TTh 12:30-2
103 Wheeler

Areas of Concentration: 1E; 3

Book List: Conrad, J.: Heart of Darkness; Faulkner, W.: Absalom, Absalom!; Ford, F.M.: The Good Soldier; Forster, E.M.: A Passage to India; Hemingway, E.: The Sun Also Rises; Woolf, V.: To the Lighthouse

Course Description: "It’s just incredible. It just does not explain. Or perhaps that’s it: they don’t explain and we are not supposed to know." (Absalom, Absalom!)

In his famous apocalyptic poem, "The Second Coming," William Butler Yeats writes, "Things fall apart; the centre cannot hold;/ Mere anarchy is loosed upon the world." This course will explore the nature of that center which does not hold together, the "darkness," to paraphrase Conrad, which is at the "heart" of Modernism. In these six Modernist texts, we will see an obsessive, almost hysterical, concern on the part of narrators and characters with knowing. All of these texts depict characters trying to get to the bottom of a mystery. At the same time, their efforts to decipher are thwarted by a thick, impenetrable obscurity. Something crucial happened in the cave in Forster’s A Passage to India, but what? Even the characters "it" happened to cannot name "it." Hemingway’s The Sun Also Rises is about a man with a war wound, but that wound is wrapped in a gauze of obscurity; Jake refuses to disclose it. Faulkner’s Absalom, Absalom! is a mystery story, but not in the conventional sense: it is a whydunnit rather than a whodunnit. Ultimately that "why" is only partially resolved. The reader’s own need to know in these texts goes unsatisfied; the hysteria over epistemology is contagious, and we catch it. There is no light at the end of the tunnel, when the tunnel turns out to be a cave.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/13
This section has been cancelled.

150/14
Senior Seminar: Comic Experimental Fiction
J. Turner
TTh 3:30-5
78 Barrows

Areas of Concentration: 1C or 1E; 3

Book List: Swift, J.: Gulliver's Travels; Sterne, L.: Tristram Shandy; Joyce, J.: Ulysses; Blamires, H.: The New Bloomsday Book

Course Description: Intensive reading and discussion of three world-changing works of prose fiction -two Enlightenment, one Modern -that challenge the conventions of story-telling. Most readers of the novel assume, with Aristotle, that a good story has a beginning, a middle and an end -with a logical thread that connects all three, and a consistent narrative voice. Swift's Gulliver, Sterne's Tristram Shandy and Joyce's Ulysses subvert that idea and turn language (and "reality") on its head.

Requirements: full attendance and participation in the seminar; a sense of adventure; a short paper (5 pages minimum, longer if inspired) before mid-term; a quiz to help you get to know Ulysses, the longest and most complex work on our list; a full seminar paper of at least 20 pages, part of which can include a rewrite of your short paper. You will be free to choose your own paper topics, and I will meet with each of you individually to help you design this essay. (The Senior Seminar is the most important course in the English major, and the essay is its high point.) You can concentrate on one work, but you must bring at least two of our three novels into the paper at some point. No final exam.

Students who choose to concentrate their writing on Swift or Sterne may use this course to satisfy the pre-1800 requirement for the English major.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

150/15
This section has been cancelled.

150/16
Senior Seminar: Zora Neale Hurston
TTh 3:30-5
204 Wheeler

Areas of Concentration: 1E; 2; 4; 6

Book List: Hughes, L. and Z. N. Hurston: Mule Bone; Hurston, Z. N.: Folklore, Memoirs, and Other Writings, Novels and Stories

Recommended Texts: Boyd, V.: Wrapped in Rainbows: The Life of Zora Neale Hurston; Davis, A.: Blues Legacies and Black Feminism; Hemenway, R. E.: Zora Neale Hurston: A Literary Biography; Kaplan, C., ed.: Zora Neale Hurston: A Life in Letters

Course Description: The two-volume Library of America edition of Hurston’s major works will provide the foundation for our exploration of one of the twentieth century’s most brilliant, elusive, and contradictory writers. Our goal will be to understand how Hurston used her talent and her training ("the spy-glass of Anthropology") to give artistic form to the genius of African American culture. Drawing on recent criticism that takes seriously Hurston’s initiation into voodoo practice, and theory that compares her purpose to that of blues singer Bessie Smith, we will consider the literary as well as the extra-literary dimensions of this project. We will begin with Hurston’s earliest published stories and Mule Bone, the play she wrote with Langston Hughes in an effort both to capture the drama of the black vernacular and to transform American theater. These readings will prepare us for a sustained examination of Hurston’s four novels, two collections of folklore, and her famously slippery autobiography.

Requirements: weekly written responses to the reading, a 10-15 minute presentation to be written up as a 4-5 pages paper, and a 20 page seminar paper.

Enrollment is limited and a written application is due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph on page 2 of this Announcement of Classes regarding enrollment in English 150!

152
Women Writers: 20th-Century American Women Writers
C. Porter
TTh 9:30-11
110 Wheeler

Areas of Concentration: 1E; 3; 4

Book List: Barnes, D: Nightwood; Cather, W: A Lost Lady; McCarthy, M: The Company She Keeps; Morrison, T: Sula; Porter, K: The Collected Stories of Katherine Anne Porter; Stein, G: The Autobiography of Alice B. Toklas; Welty, E: The Golden Apples; Wharton, E: The Age of Innocence. (Additional shorter readings , by Janet Flanner, Dorothy Parker , among others ,to be included in a xeroxed reader.)

Course Description: A survey of fiction by American women writers in the 20th century.

160
This course has been cancelled.

165/1
Special Topics: Elegy, Mourning, and the Holocaust
K. Goodman
TTh 3:30-5
50 Barrows

Area of Concentration: 3

Book List: Shakespeare, W.: Hamlet, Levi, P.: Survival in Auschwitz, Teichmann, M. and Leder, S., eds.: Truth and Lamentation: Stores and Poems on the Holocaust; Friedlander, S. ed.: Probing the Limits of Representation: Nazism and the Final Solution; plus a Course Reader, containing poems by Wordsworth, Hardy, Yeats, Auden, Bishop, Plath, etc, and several critical essays.

Course Description: The German critic Theodor Adorno is famous for commenting that it is "barbaric" to continue to write poetry after Auschwitz, that any attempt to convert such suffering into aesthetic images commits an ethical injustice against the victims. Yet in spite of Adorno’s challenge, Holocaust literature (poetry, fiction, memoirs, and other forms of representation, including film and memorials) has had an insistent vitality from the very beginning, as artists have recognized that failure to represent and to transmit the event and its implications constitutes an injustice of another sort.

As a result, the Holocaust has presented a particular problem in the history of literary mourning and the elegiac form in particular. (An elegy is a text, traditionally a poem, that is written on the occasion of human loss. It is writing that accomplishes--or tries to accomplish--a "work of mourning," where work has the usual meaning of a product and the more dynamic sense of the working through of an experience; it enacts--or wants to--the difficult movement from loss to consolation). This seminar has two main parts. [1] We will first establish a background and vocabulary by reading elegiac texts from different traditions and historical moments; readings in this part include selected pastoral elegies, Hamlet, elegiac lyrics and narrative poems by Wordsworth, Hardy, Yeats, Auden, Bishop, Plath, and several contemporary poets. [2] We then move to problems in Holocaust representation, examining short poems by Paul Celan, Dan Pagis, Nelly Sachs, Geoffrey Hill, Anthonty Hecht, and others; prose by Primo Levi, Aharon Appelfeld, and Ida Fink; and also the special genre of testimony, including videotestimony. Throughout this course, we will ask questions about the relationships between writing and loss, mourning and historiography (the writing of history), elegy and trauma, personal grief and communal expression.

Course requirements include regular attendance and informed class participation, plus 2 or 3 essays interpreting the primary, literary texts and making use of theoretical texts where appropriate. There may be brief oral reports assigned as well.

165/2
This course has been cancelled.

166/1
Special Topics: Is It Useless To Revolt?
S. Goldsmith
TTh 12:30-2
102 Wurster

Areas of Concentration: 5; 6

Book List: To be announced

Course Description: "Is it useless to revolt?" Our course borrows its leading question from the title of an essay by Foucault on the Iranian Revolution of 1979. Foucault urges us to listen to the voices of revolt, even as they seem entangled in a history of inescapable, recurrent violence. Attracted and repulsed by the decisive violence of revolt, the authors in this course test Foucault’s proposition that, "While revolts take place in history, they also escape it in a certain manner." The conjunction of religion, literature, and politics will also loom large in our discussions. Starting with Milton’s Samson Agonistes, we must consider how religious convictions inform both political aspiration and a willingness to justify acts of violence. Such questions will lead us back to the Bible, to two foundational representations of revolt (Exodus and Revelation), and they will lead us forward to contemporary questions about "terrorism." (Since 9/11, a much publicized debate on Samson Agonistes has asked whether its central character is best described as a terrorist.) Other readings will range widely across historical periods and national cultures, including works by Blake, Shelley, and Melville in the nineteenth century, Yeats in the twentieth, and on to contemporary writers such as Palestinian poet Mahmoud Darwish and Japanese novelist Kenzaburo Oe. On occasion, we will also take up theoretical writings on the subject of revolt, liberation, and violence by such authors as Kant, Benjamin, Arendt, Derrida, and-of course-Foucault.

166/2
Special Topics: Readings for Writers
B. Blaise (Mukherjee)
TTh 2-3:30
9 Lewis

Area of Concentration: 3

Book List: Melville, H.: Billy Budd, "Benito Cereno", "Bartleby"; Fitzgerald, S.: The Great Gatsby; Ford Maddox Ford, The Good Soldier; Morrison, T.: Paradise; Erdrich, L.: Love Medicine; Achebe, C.: Things Fall Apart; Ondaatje, M.: In the Skin of the Lion; Mukherjee, B.: Desirable Daughters; Malouf, D.: Remembering Babylon; Marquez, G.G.: The General in his Labyrinth. Handouts re aspects of narrative strategy (e.g. manipulation of point of view, texture)

Course Description: Through close scrutiny of selected texts, students will explore the forms and theories of the novel, the novella, the recit, the short story, the short-short story and "sudden" fiction. Particular attention will be paid to modes of representation of history/social commentary/politics in fiction. Students will concentrate on the intimate connection between choice of aesthetic strategies and the construction of meaning.

170
This course has been cancelled.

173
This course has been cancelled.

Newly added course:

176
Literature and Popular Culture: The Culture of the Early Cold War
S. Saul
TTh 9:30-11
109 Wheeler
Course Control #: 28936

Please note that this semester this course will be a small seminar, so all the seats are being reserved for declared English majors; only declared English majors may enroll in or wait-list themselves for this course.

Areas of Concentration: 1E; 2; 6

Book List:
Ralph Ellison, Invisible Man
George Lipsitz, Rainbow at Midnight: Labor and Culture in the 1940s
Karal Ann Marling, As Seen on TV: The Visual Culture of Everyday Life in the 1950s
J.D. Salinger, Catcher in the Rye
a course reader

Course Description: This seminar will look at the many transformations in postwar American life between the home front mobilization of the early 1940s and the arrival of the New Left and JFK's "New Frontier." It will use the immediate postwar period to reflect on 1) the different subgenres of literature, music and film that emerged in the period (confessional poetry, the novel of black humor, rock 'n' roll, film noir, the Hollywood melodrama); 2) the larger cultural debates circulating through and around those texts, and the structural realignments that helped produce them (the corporate-labor truce, McCarthyism and the liberal response, the Civil Rights Movement, the invention of the "nuclear" family); and 3) the most recent approaches in relating popular culture to broader histories of social change.

Course requirements include active participation in discussion, one short paper (5-7 pages) and one long paper (15-20 pages).

179
Literature and Linguistics
A. Banfield
MW 10-12
110 Wheeler

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

Areas of Concentration: 5; 7

Book List: Nigel Fabb, Linguistics and Literature; Albert Lord, A Singer of Tales; John Miles Foley, The Theory of Oral Composition;

Required Literary Texts: Samuel Beckett, Nohow On Beowulf, dual language edition, Seamus Heaney, translator; James Joyce, Portrait of the Artist as a Young Man; Virginia Woolf, To the Lighthouse

Recommended Text: Steven Pinker, The Language Instinct, Word and Rule

Course Description: This course will examine the linguistic features which mark specifically "poetic" or "literary" uses of language from those which are not. These features will include meter, rhyme, repetitions or grammatical patterns as well as the "oral formulaic theory" of the epic, all specific to poetry, and then the uses of pronouns, tenses and subjective features of language particular to written prose narratives, particularly the novel and the style known as "free indirect style" or 'represented speech and thought". We will also consider Samuel Beckett’s late style. Some questions we will raise are: Can we define genres (novel, lyric, etc.) linguistically? Are there differences between written language and oral forms? The course also aims to provide methods for analyzing literary texts that can be the first step to interpretation. No knowledge of linguistics will be presupposed, but linguistic concepts will be introduced and explained.

180A
Autobiography: Disability Memoir
G. Kleege
TTh 3:30-5
110 Wheeler

Areas of Concentration: 1E, 2, 3

Book List: Finger, A.: Past Due; Grandin, T.: Thinking in Pictures; Grealy, L.: Autobiography of A Face; Hathaway, K.: The Little Locksmith; Hockenberry, J.: Moving Violations; Husson, T-A, Kudlick, C. and Z. Weygand, eds.: Reflections: The Life and Writings of a Young Blind Woman in Post-Revolutionary France; Keller, H.: The Story of My Life; Mairs, N.: Waist-High in the World; plus a course packet of excerpts from other works.

Course Description: Autobiographies written by people with disabilities offer readers a glimpse into lives at the margins of mainstream culture, and thus can make disability seem less alien and frightening. Disability rights activists, however, often criticize these texts because they tend to reinforce the notion that disability is a personal tragedy that must be overcome through superhuman effort, rather than a set of cultural conditions that could be changed to accommodate a wide range of individuals with similar impairments. Are these texts agents for social change or merely another form of freak show? In this course, we will examine a diverse selection of disability memoirs and consider both what they reveal about cultural attitudes toward disability and what they have in common with other forms of autobiography.

H195A/1
Honors Course
K. Puckett
MW 10-12
106 Wheeler

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

Area of Concentration: 5

Book List: Coleridge, Samuel Taylor.: The Rime of the Ancient Mariner; Lentricchia, F. and T. McLaughlin, eds.: Critical Terms of Literary Study; Lodge, D.: Modern Criticism and Theory; a course reader

Recommended Text: Gibaldi, J.: MLA Style Manual

Course Description: This is a course for qualified students looking to write an honors thesis of forty or more pages. There are a number of things to do in the fall: we'll want to read through some different works of literary and cultural theory in order to think about what kinds of relationships exist between literature, culture, society, politics, and so on. We'll also want to consider what constitutes "good research" in literary study while working on library skills and putting together an annotated bibliography in preparation for writing the thesis. The semester's efforts will result in a ten-page prospectus. In the spring, students will organize into writing groups and meet to help one another with their research projects.

Students admitted to H195 may choose to waive the 150 (Senior Seminar) requirement.

Enrollment is limited and a written application (and a photocopy of a critical paper that you wrote for another class) are due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph beginning on page 2 of this Announcement of Classes regarding enrollment in the Honors Course!

H195A/2
Honors Course
D. Hale
TTh 11-12:30
221 Wheeler

Area of Concentration: 5

Book List: Barthes, R: S/Z; Beider, P., ed: The Turn of the Screw; Booth, W: The Craft of Research; Eagleton, T: Literary Theory: An Introduction; Foucault, M.: The History of Sexuality: An Introduction, vol 1; Gay, Peter, ed: The Freud Reader; Gibaldi, J: MLA Handbook for Writers of Research Papers, Theses, and Dissertations; Tucker, R: The Marx-Engels Reader, 2nd ed.

Recommended Books: Eagleton, T: Marxism and Literary Criticism; Hawkes, T: Structuralism and Semiotics; Norris, C: Deconstruction: Theory and Practice.

Course Description: This section of H195 will engage students in two related literary-critical endeavors: the refinement of practical research skills on the one hand, and the study of literary theory on the other. We will begin the term by examining four thinkers who have each had a profound influence on contemporary literary studies: Freud, Marx, Barthes, and Foucault. Through extensive reading in primary texts, we will seek to understand both the philosophy and interpretative method of each theorist. In the second half of the fall term, we will turn out attention to contemporary Anglo-American theory, focusing on five schools of post-structuralist thought which either apply, extend or revise the philosophies of Freud, Marx, Barthes, and Foucault: cultural studies, gender studies, political criticism, new historicism, and theories of influence. Our discussion of contemporary literary criticism will be student-led. Written work for the fall term will include a short critical essay on a literary-theoretical topic.

In the fall semester students will also launch their work for the Honors thesis, a 40-60 page research essay due by the end of the spring semester. Research topics should be firmly established by the beginning of October; a bibliography and a prospectus are required by the end of the fall term. Students will be graded on all written work accomplished in the fall semester.

In the spring students will organize into writing groups and meet regularly to help one another with their individual research. There will be a few required meetings of the class as a whole but no required course reading and no written work other than the Honors thesis.

Students admitted to H195 may choose to waive the 150 (Senior Seminar) requirement.

Enrollment is limited and a written application (and a photocopy of a critical paper that you wrote for another class) are due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph beginning on page 2 of this Announcement of Classes regarding enrollment in the Honors Course!

H195A/3
Honors Course
J. Bader
Note new time: Thurs. 5:30-8:30 P.M.
Note new room: 279 Dwinelle

Area of Concentration: 5

Book List: Lodge, D.: Modern Criticism and Theory; Wharton, E.: The House of Mirth; Culler, J.: Literary Theory: A Very Short Introduction

Recommended: Mukherjee, B.: Desirable Daughters; Childers, J. Y G. Hentzi, eds.: Columbia Dictionary of Modern Literary and Cultural Criticism; Selden, R. and P. Widdowson: A Reader’s Guide to Contemporary Literary Theory; McEwan, I.: Atonement; Crowley, J.: The Translato; Freund, D.: Four Corners; Witchell, A.: Me Times Three; Shaine, L.: Beautiful Bodies; Templeton, E.: The Darts of Cupid; Barrett, A.: Servants of the Map; Rice & Waugh, eds.: Modern Literary Theory

Course Description: We will concentrate on readings in literary theory and the acquisition of critical skills be applied to individual thesis topics.

Students admitted to H195 may choose to waive the 150 (Senior Seminar) requirement.

Enrollment is limited and a written application (and a photocopy of a critical paper that you wrote for another class) are due BY 4:00 P.M., TUESDAY, APRIL 22; be sure to read the paragraph beginning on page 2 of this Announcement of Classes regarding enrollment in the Honors Course!

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