English course descriptions: Winter 2022

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1000 level

ENG 1010 - Basic Writing

All sections

English 1010 prepares students for English 1020 by building upon their diverse skills to help them become critical readers and effective writers at the college level. The main goals of the course are (1) to teach students to integrate reading and writing in basic academic genres; (2) to use a writing process that incorporates drafting, revising, and editing for grammar and mechanics; and (3) to write according to the conventions of college writing, including documentation.

To achieve these goals, the course encourages students to read carefully; respond analytically and critically; and write in a variety of academic genres, including summary, response, analysis and argument for an academic audience.

ENG 1020 - (BC) Introductory College Writing

All sections

In ENG 1020 you’ll apply the Wayne State writing curriculum’s core emphases of discourse community, genre, rhetorical situation, and metacognition/reflection to written and multimedia works focused on specific audiences, such as your classmates, academic and professional audiences of various types, or civic communities you might belong to or wish to influence in a particular way. While, as with all of the courses in the Wayne State required writing sequence, mechanical correctness and appropriate academic writing styles are a key concern, in ENG 1020 you’ll also concentrate specifically on rhetoric (or persuasion) and argument as major objectives of many important kinds of writing you may be asked to produce. By focusing on rhetoric and on audience, assignments in ENG 1020 will require you do two major types of work. In one type, you’ll analyze a particular piece of argumentative discourse to determine how it succeeds (or fails) to appropriately impact its audience. In another type, you’ll choose a particular issue and a relevant audience for that issue and then argue for a certain point or for a certain action to be taken by that audience. Work in 1020 often takes place through the following key writing tasks, several of which might serve as long-term projects in your 1020 course: genre and subgenre analyses, genre critiques, researched position arguments, rhetorical analyses, definition analyses and arguments, proposal arguments, and reflective argument and portfolio.


2000 level

ENG 2000 – (CI) Shakespeare

Robert Chapman-Morales

This course will introduce students to a variety of Shakespeare's plays in the genres of comedy, tragedy, history, and later tragicomedy with an emphasis on the dramatic and literary qualities of the plays. We will also discuss the cultural and historical context of Shakespeare's plays.

ENG 2390 – (DEI, IC) Introduction to African American Literature (AFS 2390)

Laval Duncan

AFS 2390/ENG 2390 seeks to convey a sense of African American Literature through six blocks of historical time, from the period of Slavery to the Present. We will begin with Someone Knows My Name, a contemporary novel on slavery. We are also reading Frederick Douglass’ classic Narrative. Among other works are poems by Langston Hughes, Gwendolyn Brooks, Robert Hayden, and Lorraine Hansberry’s play Raisin in the Sun. We will also probably read something by Toni Morrison. In our reading, we want to understand the context and shaping power of each historical period. Each person in the class will be part of group that presents an overview on one of these 6. Each person also will do a short Individual Presentation on a Research Topic or an Interpretation of one of our assigned readings. As readers, we will also pay close attention to specific language and to writing about what we have read. Most weeks there will be a short-answer quiz. While there will be no final exam, there will be three Outside Essays due at different points in the semester.

ENG 2450 – (CI) Introduction to Film

Hunter Tuinstra

This course will offer an introduction to the study and analysis of film. Throughout the semester we will screen films from throughout the medium’s history and investigate the formal elements (mise-en-scene, cinematography, sound, and editing) that make up a film, individually and as a whole. In doing so students will learn about and practice describing, interpreting, and appreciating film. Though we will screen films from a wide range of eras, styles, and genres, this semester’s film selection will focus broadly on “genre” film (horror, sci-fi, western, fantasy, etc.).

ENG 2450 – (CI) Introduction to Film

Steven Shaviro

This course introduces students to films from a broad-based spectrum of styles, genres, historical periods, and national cultures. The primary method of the course is to break films down into their component features—i.e., narrative, mise-en-scène, cinematography, editing, and sound; to analyze the operations of each of these constituent parts in detail; and then to return each of the parts to the whole. In this course, students will learn, practice, and perform the analytical and critical methods necessary to describe, interpret, and appreciate the film text. There will be weekly screenings and lectures. This course fulfills the Cultural Inquiry requirement of the general education program.

ENG 2560 – (CI) Children’s Literature: Literature and Writing

Lisa Maruca

This course introduces students to some of major works of children's literature from a literary-historical and cultural studies perspective. The course will cover a variety of trends and genres in children's literature from the oral tradition to the present in both Great Britain and the United States. We will examine the creation of and changes to the literary market for children; the shifting image of the child and of childhood over time and through culture; and the ways this literature constructs various intersectional identities. Students will also learn to analyze and write about literary texts.

ENG 2570 – (CI, DEI) Writing about Literature: Women Writers

Elizabeth Evans

In this course we will read and analyze powerful books written by women about what it means to be a woman in different places, times, and circumstances. Through our reading and writing, we’ll examine how gender intersects with other important aspects of identity, including race, class, ethnicity, sexuality, and religion. With this intersectionality in mind, we’ll consider to what extent women’s writing constitutes a distinct literary subculture forged out of what women may have in common, despite obvious and important differences. By writing about challenging fiction, students will improve their analytic skills and their ability to write critically and persuasively. Questions we’ll ask include: How have women writers addressed the significance of gender in women’s daily lives? How have they negotiated their own relationships with language and literary history when patriarchal systems have so often limited women’s access to literacy and sociopolitical agency? How does their writing challenge literary conventions and reimagine history, tradition, and resistance? Our authors are likely to include most of the following: Alison Bechdel, Bernardine Evaristo, Toni Morrison, Arundhati Roy, Zadie Smith, and Virginia Woolf.

ENG 2570 – (CI, DEI) Writing about Literature: Women Writers

Werewolves in Love: The Lais of Marie de France

Hilary Fox

This class takes a deep dive into the world and poetry of Marie de France, a 13th-century writer responsible for producing a large collection of 'lais'--short narrative poems filled with romance and magic that form the basis for contemporary fantasy and romantic literature. We will read stories about werewolves, mysterious white deer, fairy queens appearing out of nowhere, and hawk shapeshifters and along the way learn about how Marie transforms women's roles in literature and love by studying sources and documents that shaped the lives of her contemporaries.

ENG 2720 – (CI) Basic Concepts in Linguistics (LIN 2720)

Petr Staroverov

This course provides an introduction to the nature and complexity of human language. We will study the structure of language at the level of words (morphology), the level of sounds (phonetics and phonology), and the level of phrases and sentences (syntax). We will also consider common attitudes that people hold about language, and how the discipline of linguistics can lead to a deeper understanding of these issues. Much of the data we analyze will come from English; however, since the principles we discuss have universal validity, we will work with data from other languages as well. This course fulfills the “Cultural Inquiry” General Education requirement.

ENG 2730 – (GL) Langauges of the World (LIN 2730)

Natalia Rakhlin

The course will introduce students to global linguistic diversity. We will survey the major language families spoken in different regions of the world and discuss typological characteristics of diverse languages. We will examine which languages are related to each other, and historical reasons for these relationships. The course should broaden the students' understanding of the diversity, as well as unity, that exists among languages (and their speakers). We will also discuss the causes and consequences of widespread language loss. This course fulfills the General Education Global Learning Inquiry requirement.

ENG 2800 – (CI) Techniques of Imaginative Writing

Chris Tysh

Whether prose or poetry, imaginative writing is removed from ordinary channels of communication. This space is what we call the “poetic.” The present course should be viewed as an introduction to some of the most innovative contemporary writing in English. Emphasis will be laid upon various conventions governing literary production. The goal is to develop a certain competency in the reading and writing of an imaginative text and acquaint students with a basic repertoire of interpretive operations and language moves necessary to the reading and writing of modern texts. The class will read short stories, plays and poems which will be the basis for students’ own writing. The format of the class will be a combination of lecture and discussion. Requirements: attendance, preparedness, participation, ten weekly assignments (approx. 1 page) and a final manuscript (15 pages minimum), reflective of the three genres studied and practiced during the semester.


3000 level

ENG 3010 - (IC) Intermediate Writing

All sections

Building on students’ diverse skills, ENG 3010 prepares students for reading, research, and writing in the disciplines and professions, particularly for Writing Intensive courses in the majors. To do so, it asks students to consider how research and writing are fundamentally shaped by the disciplinary and professional communities using them. Students analyze the kinds of texts, evidence, and writing conventions used in their own disciplinary or professional communities and consider how these items differ across communities. Thus students achieve key composition objectives: (1) learn how the goals and expectations of specific communities shape texts and their functions; (2) learn how writing constructs knowledge in the disciplines and professions, and (3) develop a sustained research project that analyzes or undertakes writing in a discipline or profession.

ENG 3020 - (IC) Writing and Community

All sections

ENG 3020 satisfies the Intermediate Composition (IC) requirement. It combines advanced research writing techniques with community-based activities with local community organizations. In addition to coursework, the course requires community-based work outside of normal class time distributed across the semester. Satisfies the Honors College service-learning requirement.

ENG 3050 - (IC) Technical Communication I: Report Writing

All sections

ENG 3050 prepares students from across disciplines for the reading, researching, writing, and designing Technical and Professional genres. The value that technical communicators provide stems from making technical or professional information more usable and accessible to diverse audiences, most often to advance the goals of a workplace, organization, or company. While some technical writing in 3050 addresses a general audience (e.g., instructions for online communities), technical documents are often written for multiple audiences with different specializations (e.g., technical reports for executives and implementers). Technical documents incorporate both textual (writing) and visual (graphics, illustrations, media, etc.) elements of design, and deal with topics that range from technical or specialized (computer applications, medical research, or environmental impacts), to the development or use of technology (help files, social media sites, web-pages) to more general instructions about how to do almost anything (from technical instructions to managerial and ethical workplace procedures).

ENG 3060 - (OC) Technical Communication II: Writing and Speaking

All sections

ENG 3060 prepares students for researching and developing technical proposals and presentations as members of collaborative writing teams. Technical proposals are a central genre in the workplace, often developed collaboratively and delivered in presentation form to multiple audiences. Research-based technical presentations incorporate both textual (written information) and visual (graphics, illustrations, etc.) elements of design, often in digital environments (e.g., PowerPoint, Prezi, Wikis, etc.). The main goals of the course are (1) to teach students to consider the audience(s) and purpose(s) in developing proposals and presentations as members of collaborative teams; (2) to teach students presentation delivery skills; (3) to integrate research, design, and writing in the effective development of technical presentations, including text, slides, visuals, format, and mechanics; and (4) to work with current technologies for technical proposal and presentation design designed for multiple audiences with different specializations (e.g., researchers, executives, implementers, communications or media representatives).

ENG 3085 – Introduction to Rhetoric and Writing

Suzette Bristol

In this introduction to the theories and practice of rhetoric and writing studies, students will explore various social issues through the lens of exclusionary and inclusionary rhetoric. We will examine how language that is meant to be inclusive can often function in the opposite way. This language is often based on the language of those who have power and privilege. Students will analyze and report on social media, news media, mainstream entertainment, and political expressions to reveal how these communications function as persuasive arguments that can have an impact on our social and cultural perspectives. Students will build a portfolio of reports, based on their choice of topic, that will culminate in a final persuasive paper.

ENG 3090 – Introduction to Cultural Studies

Sarika Chandra

This course focuses on urgent topics for our contemporary moment, including race, gender, migration, the environment, health, work, nations, and borders. How do these concepts help us understand the relationship between culture and society? We will examine various cultural texts, including film and other media. Students will be encouraged to develop their critical thinking/writing according to their own intellectual interests.

ENG 3110 – English Literature to 1700

Kenneth Jackson

Most of prefer to toilet alone. And, depending on the state of our romantic lives, most of us prefer to sleep alone. When we sit down to eat (with others) we don't think twice about using a knife and fork. These things all seem rather "natural." But they really aren't. Like so much else these common habits or preferences are socially and historically determined. The way we speak, dress, address others - all these things derive from our history. Briefly, the aristocracy needed ways to distinguish themselves from others and started behaving differently. We all followed suit. Still do. It is a lot like jr. high actually. Everyone apes the manners of those at the top of the social pyramid. We will explore this dynamic through early English literary texts - Beowulf to Alexander Pope. Participation. In person (if possible). Exams. Hard ones. No papers.

ENG 3120 – English Literature after 1700

Elizabeth Evans

This course provides an introduction to British literature, exploring major works from the 18th century to the present in a range of genres, from poetry and drama to novels and short fiction. Our study of these diverse texts will be united by our investigation of an overriding theme throughout the centuries: the nature of “the self.” What is “the self”? An integrated whole or a mass of fragments? Is each of us connected to others, and if so, which others? Are we mired in the past, or can we break from old experiences, habits, and beliefs to create new selves and new worlds? How affected are we by status: as servant or slave, explorer or settler, indigenous or immigrant? How do we come to define—or redefine—ourselves in relation or opposition to our social worlds?

ENG 3130 – American Literature to 1865

Laval Duncan

English 3130 is a survey of how American Literature developed up to and through the Civil War. The first phase of our survey begins before the European settlements of North America and continues that development with the formation of the Nation and early 19th century writers, like Irving and Cooper, who experimented with the idea of an American Literature. The second phase takes up the Transcendentalists and anti-slavery writers, as well as Poe, Hawthorne, Melville—and others who powerfully define the idea of a National Literature from the mid-19th century through the Civil War: notably Whitman and Dickinson. At various times, as we proceed, we will pay some attention to various recent treatments of this early American Literature. There will be almost weekly quizzes, a midterm and a final—and both a short research presentation and a leadership role in discussing one of our assigned readings.

ENG 3190 – Rhetoric after 1800

Jared Grogan

This historical survey of rhetoric from 1800 to the present trains students to analyze and write about important texts and ideas from the history of rhetoric. Each historical period puts rhetorical thinkers and their ideas in relation to historical contexts, social problems and social movements. Students will work closely with the instructor, and each other, to strive for clarity in understanding both the texts being read/analyzed, and the historical, political or economic contexts -- with an emphasis on why and how these issues mattered at the time, and still do. "Rhetoric" has so consistently surfaced in history as a set of ideas and tools to understand social problems, or to create or intervene in social movements. The course will consistently focus on reading/analyzing problems of our present day in relation to the texts under consideration, demonstrating how rhetoric intersects with other disciplines and social movements. Each week will focus weekly on different techniques for not only reading/analyzing, but how to experiment with our writing style and technique.


5000 level

ENG 5030 – Topics in Women’s Studies

Desiring Medieval Women

Hilary Fox

Most modern takes on medieval women hold that medieval women were virginal, prudish, disinterested in sex and more interested in chastity--damsels in distress who needed defending, the mostly-unattainable objects of male desire. This class seeks to break down this stereotype by exploring medieval women's writing as both stylized and spontaneous means of both expressing desire and reaching for agency in romantic matters. We will study lyric poetry by named and anonymous female troubadours (the trobairitza), anonymous Latin lesbian poems, the short poetic romances of Marie de France, the religious biography of Margery Kempe, and other texts to examine the ways in which medieval women gave voice to a range of desire, from the romantic to the spiritual, despite conventions and traditions that typically suppressed or demonized that desire.

ENG 5090 – Topics in Literary and Cultural Studies

Theories of Race

Sarika Chandra

This course introduces students to various theories of race. It explores how race relates to other urgent political problems such as those of racism, antiracism, gender, class, migration, and climate catastrophe. Our readings will challenge common understandings of race in order to better understand our social system. How have ideas of race changed over time, and how do they continue to shape our contemporary society? Among other topics such as slavery and colonialism, readings also focus on antiracist social movements against climate, border, economic, work, health crises. We will examine various cultural texts, including films and other media. Students will be encouraged to develop their critical thinking/writing according to their own intellectual interests.

ENG 5480 – Topics in African American Literature

Radical Black Love

Lisa Ze Winters

This seminar explores the concept of radical Black love and its representation in 20th- and 21st-century African American literature. A set of questions will guide our inquiry: What are the relationships between Black love and joy on one hand, and Black liberation on the other? How do we identify Black love? What is radical about it? How do social factors including race, class, gender, and sexuality shape Black people's understandings and experiences of love, joy, rage, and freedom? How have African American writers represented and theorized experiences of love and joy in the long struggle for Black liberation in the United States? Course requirements include regular formal and informal writing assignments that build towards a final research project.

ENG 5710 – Phonology (LIN 5710)

Petr Staroverov

This course provides an introduction to phonological theory and phonological analysis. We will study linguistic sound patterns paying particular attention to two aspects: (i) the nature and structure of sound representations, and (ii) the nature of the mapping between the abstract representation of sounds in the mind and actual human speech. The course will also cover the relationship between phonology and the neighboring disciplines such as morphology and phonetics. Prerequisites: ENG/LIN 5700 (MA students and UG students), or 2720 (UG students only), or consent of the instructor.

ENG 5770 – Sociolinguistics (LIN 5770)

Walter Edwards

This course will first distinguish sociolinguistics from formal linguistics by clarifying the main assumptions of sociolinguistics and then comparing and contrasting these assumptions with those of formal linguistics.  Essentially, sociolinguistics is the science of “parole” i.e. how language is used in society. A central tenet of sociolinguistics is that language behavior is always variable, either inherently or as a consequence of linguistic adjustments speakers make in various social contexts. In this regard, sociolinguistics is fundamentally different from formal linguistics which is essentially the science of “langue”, i.e. the abstract, idealized rules that underlie human Language and languages. A central concern of sociolinguistics is the correlation of language use with social and cultural constructions including social class, social networks, ethnicity, and gender. This course is principally about these correlations. Students will study how sociolinguists measure and codify language variation and discover, analyze and report patterns of linguistic correlations with social variables. These systematic correlations provide sociolinguistic explanations which give insights into the way language behavior helps to define cultures. Sociolinguistics is also concerned with how varieties of the “same” language differ from region to region and from country to country; and with how new languages, including pidgins and creoles, are created because of contact between groups speaking mutually unintelligible languages. The Internet provides people across the globe with tools and programs to communicate in many ways that resemble but not replicate speech and writing, thus making it a domain for sociolinguistic enquiry. Accordingly, the course will also briefly discuss the languages of the Internet. Specifically, it will examine the linguistic characteristics of such Internet outputs as blogs, texts, email, IMs, and communications on such social networking programs as Facebook, Twitter and Instagram. 

ENG 5790 – Writing Theory

Adrienne Jankens

Students in this hybrid class will begin by reading and analyzing texts demonstrating the ways that “writing enacts and creates identities and ideologies,” a threshold concept of Writing Studies (Adler-Kassner and Wardle, 2015) and how arguments can be constructed through foregrounding narrative and emotion (Inoue, 2021). In constructing analyses of languaging practices, students will employ silence, listening, empathy, and reflection as tenets of the rhetorical practices of “strategic contemplation” (Royster and Kirsch, 2012). Finally, in partnership with teachers from Cass Technical High School in Detroit, students will work with high school students on listening to and engaging multiple perspectives in writing about a topic. Students will individually compose several short papers (2 pages) and a longer analytical paper (8-10 pages); students will collaborate on designing and presenting materials for engagement with high school writing students and will compose reflections on this experience. Each week in the course, we will engage in some asynchronous learning activities in Canvas and will meet Wednesdays, from 10-11:15 on campus to collaborate with each other.

ENG 5820 – Internship Practicum

Jared Grogan

Students find, or are offered, available internships in tutoring, teaching, publishing, non-profit organizations, social media marketing, professional or technical writing, libraries, museums, government organizations or law clinics. Interns work a minimum of 8 hours a week and earn credit while being guided through a set of supportive modules, short assignments, and helpful conversations designed to support students while working, helping them grow and reflect on new skills and experiences. Readings, discussions and writings are curated to support each student's workplace experience, and to guide students in creating a portfolio of works created from the internship.

ENG 5840 – Theoretical Approaches to Technical and Professional Writing

Kathy Elrick

English 5840 covers the rhetorical situation of technical and professional communication (PTC) with an emphasis of “praxis,” or how theory can be applied to practice. This course considers pragmatic approaches and questions, alongside theory, relating to the university, technology, ethics, writing, and the evolution of professions. The course questions what is pragmatic/practical, and for whom, as well as considers the rhetorical and argumentative nature of technical and professional discourse, media, interfaces, and professional environments. The main directive will be to get practice analyzing or composing in technical and professional genres as well as becoming familiar with that process. That includes, but is not limited to, considering design elements of documents, topics from usability studies, delving more into media literacy, considering core facets of organization, interpersonal communication and networking, and practical theories of learning. In this course, you will be drafting papers taking research from a variety of sources including: interviews with Tech Town participants, social media analysis, various online analytics, academic and trade journals, government statistics and analysis, etc. You will also often be working in groups and working through agile/scrum systems of communication, file-sharing, and organization principles that emphasize problem-solving and perspective building. While there are specific text-based deliverables, the work done in class and the additional content created from the research and discourse are “praxis.”

ENG 5860 – Topics in Creative Writing

Performance Art

M.L. Liebler

This course will utilize and consider fiction, poetry, drama/dialogue, film, music, sound, photographs, fine art, dance, puppetry, mime (really??) and things yet unknown to humankind. We will do some writing & performance exercises, read performance texts, view films, clips, sketches, skits, etc. The emphasis will be to combine creative writing with art, music, film, etc. The way I teach such an abstract, unique and highly subjective subject as performance art as creative writing is by exposing you to the history of performance from the 1800s to today. To do this, I use many different examples of performance art from Futurism to Russian Futurism to Dada through Surrealism, Bauhaus, Black Mountain College, Living Arts, The Kitchen and into the 21st century. We will view, listen to, observe, and take part in as many “performance art” activities, projects and prompts. All of our discussions and prompts are designed to stimulate your creativity and to help give your ideas, definition and focus for your small and larger projects. This is a "Think Outside of the Box" type of class. I will put course readings and clips on our canvas site throughout the term. We will do a live final performance tentatively scheduled at The Jazz Cafe at The Music Hall by mid-April. We will plan to hold classes in person on campus. We will have plenty of workshops and one on one conferences. Several well-known writers and artists will visit.

ENG 5880 – Fiction Writing Workshop

Natalie Bakopoulos

English 5880 is an intermediate-level fiction writing seminar, where we will closely examine the art, craft, and process of building a story. It is a "workshop" in the sense of a place where things are built and made, designed, reconsidered, made again, and a "workshop" because it’s a place where we are accountable to our own work, each week, and to the generous and thoughtful discussion on the work of others. The primary focus of the class will be on short stories (though memoirists/creative nonfiction writers are welcome!), both on writing them and reading them, and we will emphasize both the processes of drafting (where story ideas come from) and revising (how we fully realize those ideas). And we will particularly explore the ways our own memories and experiences translate, and transform, when we cast them into fiction. Most weeks, you’ll be required to produce another 500 words of your story, so by 7-8 weeks you’ll have a complete, albeit rough, draft, as well as various informal reflections. Frequent, consistent, and engaged participation is essential. This is a synchronous, online/Zoom class, but expect a few asynchronous writing days throughout the semester.

ENG 5992 – Senior Seminar (ENG 4991)

Lisa Maruca

This capstone course will be a true culmination of the English major—a chance for students to reflect on what they’ve learned so far, dig deep into a research project of their choice, and launch themselves into the future with a sense of readiness. In this highly individualized class, students will undertake independent research projects, either traditional or innovative, that build on past course work and areas of intellectual interest. Class sessions will focus on choosing and developing a topic, practicing advanced research skills, improving our writing and editing, and sharing work in progress. We will also read about and mull over the bigger ideas engendered by the English major and the study of the humanities: What are the methodologies of humanistic study? Why is careful reading and precise writing so important? What do we mean when we talk about “critical thinking”? Can we be ethical humans and creative agents and still pay our rent? At the same time, students will engage with the practical elements of career readiness. The class will end with students presenting their projects in a year-end virtual conference. Note: the class is listed as SYNC, but Zoom meetings will be short and asynchronous activities are also required. Two one-on-one meetings with the instructor (over Zoom) will allow for more tailored feedback.


6000 level

ENG 6002 – Teaching of Literary and Cultural Studies

Jaime Goodrich

This course will prepare graduate students to teach one or more of the following General Education courses: ENG 2200 (Shakespeare), ENG 2390 (Introduction to African-American Literature), and ENG 2570 (Writing about Literature: Women Writers). We will discuss the following topics: how to teach literature at the General Education level; how to select and utilize course modes; how to design course policies, syllabi, and assignments; and how to develop pedagogical styles informed by anti-racist and feminist principles. Assignments will include short readings, a short essay on a classroom observation, a service-learning activity in the community, and a final portfolio with materials for one course (a complete syllabus, course schedule, assignment guidelines, and sample discussion materials).

ENG 6010 – Tutoring Practicum

Service Learning and Teaching Writing in the Secondary Classroom

Jule Thomas

This course will investigate the theories of tutoring and secondary educational pedagogy. This class has a service learning component that connects both theory and practice by requiring every student to tutor in the Wayne State WRT Zone (http://clas.wayne.edu/writing/) or 826Michigan (https://www.826michigan.org/our-programs/) for 20 hours by the end of the semester. Failure to complete the full 20 service hours will result in failure to pass the course. Students will be required to read and sign a tutoring contract. Students will research best practices for tutoring and teaching. Students will also investigate secondary pedagogical approaches for teaching writing. We will discuss and respond to this scholarship in class and use it to complete assigned projects.

COURSE GOALS

This course will introduce students to the idea of a Writing Center and to a tutoring pedagogy which embraces collaborative methods as a means to develop best practices for teaching. The course will lead students through both observations of and engagement of tutorial sessions. This course will also explore writing pedagogy and writing workshops as a mode for writing instruction. Students will utilize tutor and writing pedagogy theory for construction of projects leading towards their development of best practices for teaching writing.

COURSE OBJECTIVES

Students will

● Embrace collaborative methods as a means of developing stronger writers, and not merely of strengthening or helping to “fix” individual writing assignments.

● Engage in best practices of the writing process, error analysis, and tutoring students.

● Be exposed to a range of pivotal readings in the field.

● Use writing, research, and reflection to develop pedagogical best practices for teaching.

● Develop instructional strategies that incorporate theories and practices from the fields of writing center studies and writing pedagogy.

● Engage in assigned projects to refine their personal pedagogy.

ENG 6720 – Topics in Language (LIN 6720)

Language and Thought

Natalia Rakhlin

The course will examine the position of language within the mind and ways in which language and thought may be interrelated. Languages are not “neutral coding systems of an objective reality” (Slobin, 1996, p. 91). Despite language universals, there are interesting differences in how languages ‘carve up’ physical and psychological reality (i.e., continuous flow of events and thoughts) into discrete units that can be given unique labels, form a conceptual category and be grammaticalized. We will ask whether these differences found across languages lead their speakers to think in different ways. Does speaking different languages shapes one’s perception of time, space, or color? Do bilinguals think differently when speaking different languages? Is babies’ non-verbal cognition altered after they acquire language, and are some thoughts unthinkable without language? The course will bring together ideas and findings from linguistics, cognitive and developmental psychology, and anthropology. It will be conducted as a seminar, with a heavy emphasis on discussion and student participation.

ENG 6800 – Advanced Creative Writing

Natalie Bakopoulos

This section of English 6800 is an asynchronous, advanced creative writing workshop for students enrolled in the MA in English/Creative Writing. It’s a workshop in the sense of a place where things are built and made, designed, reconsidered, polished, made again; a space in which we are accountable to ourselves and to our peers—for our own work and for generously and thoughtfully approaching the work of others. The format of this class may be less familiar to you than the more traditional workshop, where a few students submit, each week, a complete draft of a work-in-progress. Instead, this course will focus more on the process of creating new work--and examining it--in stages. In addition to creative work, students will also be required to write a “craft essay,” looking closely at a published work in their chosen genre, and how it has influenced their own writing. There will be weekly assigned readings for discussion, as well as individualized readings chosen with students’ specific projects in mind. Particularly because this class is asynchronous, weekly accountability and engagement will be essential.


7000 level

ENG 7007 – Composition Theory

Richard Marback

In this course we will analyze the ways composition theory has engaged issues of racial identity and politics from “Students’ Right to Their Own Language” (1967) to current anti-racist pedagogies. The goal is to gain an historical overview from which to critically engage the response of composition theory to the disciplinary ambitions of respecting difference and promoting inclusion.

ENG 7015 – Studies in Shakespeare

Simone Chess

Our focus for the semester will be the broad theme of “Shakespeare and Identity.” We will read a broad range of Shakespeare’s plays and poems attending to identity, representation, and the construction and deconstruction of normalcy. Topics, informed by current and emergent scholarship in Shakespeare and early modern studies, will include disability, gender, sexuality/queerness, race/whiteness, class, supremacy and subversion.

ENG 7063 – Historical Studies in Rhetoric and Composition

Jeff Pruchnic

Participants in this seminar will study a range of historical approaches to producing research in Rhetoric and Writing Studies, including archival research, microhistory, “counter-history,” and various other ways in which scholars analyze the past of rhetoric, writing, and writing instruction in order to address contemporary questions. Our class will be hybrid. Our major texts will these book-length studies: Dana Anderson & Jessica Enoch / Burke in the Archives: Using the Past to Transform the Future of Burkean Studies (University of South Caroline Press, 2013) David Bartholomae / Like What We Imagine: Writing and the University (University of Pittsburgh Press, 2021) Ralph Cintron / Democracy as Fetish (Penn State University Press, 2020) Jessica Enoch / Domestic Occupations: Spatial Rhetorics and Women’s Work (Southern Illinois University Press, 2019) Byron Hawk / A Counter-History of Composition: Toward Methodologies of Complexity (University of Pittsburgh Press, 2007) Timothy Johnson / Rhetoric, Inc.: Ford’s Filmmaking and the Rise of Corporatism (Penn State University Press, 2020) Carmen Kynard / Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacies Studies (State University of New York Press, 2014) Mark Garrett Longaker / Rhetorical Style and Bourgeois Virtue Capitalism and Civil Society in the British Enlightenment (Penn State University Press, 2015) Jeff Rice / Digital Detroit: Rhetoric and Space in the Age of the Network (Southern Illinois University Press, 2012) Stephen A. Schneider / You Can't Padlock an Idea: Rhetorical Education at the Highlander Folk School, 1932–1961 (University of South Carolina Press, 2014) Ryan Skinnell / Conceding Composition: A Crooked History of Composition’s Institutional Forces (Utah State University Press, 2016)

ENG 7820 – Graduate Internship Practicum

Jared Grogan

Students find, or are offered, available internships in tutoring, teaching, publishing, non-profit organizations, social media marketing, professional or technical writing, libraries, museums, government organizations or law clinics. Interns work a minimum of 8 hours a week and earn credit while being guided through a set of supportive modules, short assignments, and helpful conversations designed to support students while working, helping them grow and reflect on new skills and experiences. Readings, discussions and writings are curated to support each student's workplace experience, and to guide students in creating a portfolio of works created from the internship.

ENG 7860 – Pedagogical Practicum II

Ruth Boeder

Students completing Practicum II will be able to: 1) Produce pedagogical materials that reflect accepted practices in the field and 2) Locate, evaluate, and integrate teaching practices in the context of relevant contemporary and historical scholarship. Assignments and activities are designed to support teaching of ENG 3010 specifically as well as deepening teacher-learner's pedagogical practices in general.


8000 level

ENG 8006 – Seminar in Film and Media Studies

Digital Archives

Chera Kee

During the pandemic, many physical archives have been inaccessible to researchers, and scholars have had to delay research, reconceive it, or turn to digital archives. While online and digitized records can prove valuable to scholars who otherwise couldn’t engage with materials, there are multiple reasons why not all materials can be digitized, including limited funds or a lack of trained employees. Yet, many agree that digital archives are the way of the future—so what does that mean for us as researchers? Thinking about the role digital archives play in scholarly research, this course moves from exploring theoretical works about archives and archiving into practical considerations of both how digital archives are created and maintained and how we, as researchers, navigate them. As such, this course will be split into a series of sections, each building on the last: at the beginning of the semester, we will think theoretically about archiving, asking questions about the archival impulse as well as who and what get prioritized in the creation of archives and who and what get left out. Then, we will explore digital archives, asking questions about how they are organized and how we explore them, trying to apply the theory to what we actually find online. Next, students will engage with digital archives to conduct their own research, and finally, we will end the semester thinking about our own archival methods. The aim of this course is to engage with archival theory and to put that theory into conversation with the digital archives we use in our own research. Each student will be encouraged to apply course discussions and activities to their own interests with the hope that they can make significant progress towards a personal research goal during the semester. This is a hybrid course, conducted through a mixture of in-person and online meetings.

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