English Winter 2020 course sampler

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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.

ENG 1050 - (BC) Freshman Honors: Introductory College Writing
All sections

Building upon students’ diverse skills, English 1050 prepares students for reading, research, and writing in college classes. The main goals of the course are (1) to teach students to consider the rhetorical situation for any piece of writing; (2) to have students integrate reading, research, and writing in the academic genres of analysis and argument; and (3) to teach students to develop analyses and arguments using research-based content, effective organization, and appropriate expression and mechanics, all while using a flexible writing process that incorporates drafting, revising, editing, and documenting sources.
To achieve these goals, the course places considerable emphasis upon the relationship between reading and writing, the development and evaluation of information and ideas through research, the genres of analysis and argumentation, and the use of multiple technologies for research and writing.


2000 Level

ENG 2200 - (CI) Shakespeare
Ken Jackson

No, not every girl got married at 14 in "Shakespeare's time." I'm sorry if someone told you that. Romeo was really meant to be understood as (at least) an 18 or 19 year old. It gets weirder. You do have to read. And you will have to increase your tolerance for complexity. But it is fun too. Lots of fun. The playwright liked his jokes. 8 to 9 plays. Plenty of film clips. You have to act a bit, but I don't care if you are any good at it. In short, there is a reason -- or many reasons -- Shakespeare has become "Shakespeare." I will walk you through it to the best of my ability. I've been at it quite a while and use these plays to live my life -- such as it is. Simple quizzes to make sure we can talk to each other. And short papers that ask you to focus and write clearly and explore the world and yourself in it. I encourage you to sign up but as you like it, or what you will.

ENG 2390 - (IC, DEI) Introduction to African-American Literature: Literature and Writing (AFS 2390)
Laval Duncan

As an Introduction, this course will identify and explore some of the works, themes and developmental stages that help define African American Literature. Important goals for the course will be to enhance students’ appreciation of historical and biographical contexts, the importance of the language and close reading, and the ways different works resonate with each other. An equally important goal is learning ways to write well about these. We will probably begin with Lawrence Hill’s Someone Knows My Name and close with either Charles Johnson’s Middle Passage or Colson Whitehead’s The Underground Railroad. Consistent class participation (25 % of the grade) is very important and includes both class discussion and regular short writing exercises. In addition, there will be frequent quizzes (15%), two class presentations (15%), and three outside essays (45%).

ENG 2450 - (CI, VPA) Introduction to Film (COM 2010)
All sections

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 Visual and Performing Arts requirement of the General Education Requirement in Humanities

ENG 2470 - (CI) Television Culture
Chera Kee

This course is an introduction to the study of television as a unique cultural, industrial, technological, and entertainment form. Students will be introduced to theories and concepts seminal in television studies, as well as its history. Some of the topics covered in the course include censorship, TV fandoms, transnational adaptations, and the rise of streaming services.  Screenings will include: Stranger Things, Luke Cage, Supernatural, The Office, Tales from the Crypt, and Parks and Recreation.

ENG 2570 - (CI, DEI) Literature By and About Women: Literature and Writing
Elizabeth Evans

In this course we will read and analyze powerful books written in the twentieth and twenty-first centuries by women from Britain, Canada, the Caribbean, India, and the United States. Reading literature written by women from a variety of backgrounds reminds us that gender intersects with other constituents of identity, including race, class, caste, sexuality, and religion. We will pay special attention to this intersectionality in our discussion of these books as we 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. We will ask: How have women writers negotiated their 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?

We will most likely discuss Margaret Atwood’s The Handmaid’s Tale, Alison Bechdel’s Fun Home, Toni Morrison’s Beloved, Jean Rhys’s Wide Sargasso Sea, Arundhati Roy’s The God of Small Things, and Virginia Woolf’s A Room of One’s Own and To the Lighthouse. By writing about and discussing challenging texts, students will improve their analytic skills and their ability to write critically and persuasively.

ENG 2585 - (CI) Literature of War
America at War Through Stories, Poems, Plays, Films & Songs (ONLINE)
M. L. Liebler

English 2585 War, War, War (American Wars through Literature). In this class, we will explore the literature (stories, novels, poems, music, films) from the major Wars involving America from the American Revolutionary War through Afghanistan and Iraq. I will post many stories and poems about wars that involved America. We will move through literature and film of the War of 1812, The Civil War, WW I, WWII, The Korean War, Vietnam, Afghanistan, both Iraq Wars and maybe the currently popular World War Z. The class will focus on short novels, short stories, poems and some films offering diverse voices and experiences of the war from women, African Americans, Latino, Asian Americans, et al from each major war: Books and Films may include: Revolutionary, Red Badge of Courage, Johnny Got His Gun, The Thin Red Line, The Things We Carry and Phil Klay's Redeployment award winning short fiction from the wars in Afghanistan and Iraq. The class will consist of a lot of online discussion, some meetings through Zoom and much analysis and discussion about lessons learned from US involvement in wars around the world and at home. There will only be a short analytical essay and a mini research paper on topics of your choice and other online participation.

ENG 2720 - (CI) Basic Concepts in Linguistics (LIN 2720)
Ljiljana Progovac

This course provides an introduction to the nature and complexity of human language. We will study the structure of language at the level of sounds (phonetics and phonology), the level of words (morphology), and the level of phrases and sentences (syntax). Topics also include the study of meaning, language change, language variation, language learning, language and the brain, and animal communication. We will 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 a General Education requirement.

ENG 2720 - (CI) Basic Concepts in Linguistics (LIN 2720)
Peter 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” and “Philosophy and Letters” General Education requirements.

ENG 2800 - (CI) Techniques of Imaginative Writing
Tysh, Chris

Whether prose or poetry, imaginative writing is removed from ordinary channels of communication.  It opens a space that we call the “poetic.”  The present course should be viewed as an introduction to some of the most inspiring writing in the canon.  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 creative works.  The class will read short stories and poems which will be the basis for the students’ own writing.  The format of the class will be a combination of lecture and discussion.  Some of the prose authors will include James Baldwin, Raymond Carver, Nadine Gordimer, Ernest Hemingway, Zora Neale-Hurston, Franz Kafka, and Joyce Carol Oates, among others. Our study of the lyric will take us from the classics of John Donne to Emily Dickinson; from Gertrude Stein to Langston Hughes and from Dudley Randall to Sherman Alexie, among others.  
Requirements: attendance, preparedness, participation, ten weekly assignments (approx. 1 page) and a final manuscript (15 pages minimum), reflective of the two genres studied and practiced during the semester. However, students will also have the choice of composing their final in their preferred genre.
Grading: : Participation/Preparation: 20%; weekly assignments: 40%; final manuscript: 40%.


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
Adrienne Jankens

Students in this class will consider rhetoric and writing scholarship and practices across several topics: listening, feeling, voicing, and engaging action. Readings range from ancient texts in rhetoric, to foundational disciplinary scholarship, to theoretical and pragmatic texts in contemporary rhetoric and writing studies. Tentative projects include weekly reading responses; creating a campus soundscape; composing a polyvocal dialogue on a topic; crafting an experience-, scholarship- and research-based collage essay; and composing a multimodal research and analysis presentation.

ENG 3110 - (PL) English Literature to 1700
The Strange, Weird, and Monstrous
Hilary Fox

In popular culture, early English literature is usually thought of as the “original” fantasy, the source of the worlds depicted in Lord of the Rings and Game of Thrones. This section of the survey will introduce you to some of these sources in person, as well as to their historical, social, and material contexts. As a focus for our discussion, we will look at some of the same things that interested J.R.R Tolkien and George R.R.Martin—the strange, the amazing, and the monstrous— across texts both major and minor from a range of genres. We will look at riddles and mysteries, epic, romance, vision literature and autobiography, dramatic encounters with other worlds both spiritual and geographical and finally, very early science fiction.

ENG 3120 - (PL) English Literature After 1700
Michael Scrivener

The course surveys British literature from the 18th to the 21st centuries.  As an introductory course, it will acquaint students with some important aspects of the literature (poetry, prose, fiction, drama) and literary history (from neoclassicism [Pope and Swift] to post-modernism [Salman Rushdie and Zadie Smith]).  The writing assignments include the following:  two papers (35%); six quizzes (35%); and a final (20%).  Attendance and participation count 10% of your grade.

ENG 3130 - (PL) 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 with the Puritans, 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 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. Throughout, we will pay attention to a variety of Native American voices and experience. (At various times, as we proceed, we will acknowledge some contemporary 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 3140 - (PL) American Literature after 1865
Matthew Wilkens

This course has two components. First, it's a survey of American literature from around 1865 to the present day. So we'll read a selection of major American authors and interesting but lesser-known writers working in fiction, poetry, and drama over the last 150+ years. The goal is less to cover everything (which we couldn't begin to do in a single semester) than to introduce a handful of important works, sketch some major developments and themes in American lit, and provide a framework within which to read other texts (American and otherwise) in the future.

The course is also an introduction to literary study in general. It's not a full-blown theory or critical methods class, but we'll pay some explicit attention to the different ways we might approach each text. We'll also read a smattering of secondary literature, and we'll consider the changes in critical technique that have taken place over the last century.

ENG 3200 – Grant Writing
Clay Walker

ENG 3200 (online) will cover researching grants, strategies for writing proposals (problem/proposal, cause/effect, feasibility arguments), and prose style. Students will have opportunities to talk with and/or work with local individuals/institutions seeking grant funding. Assignments include discussions, grant proposal drafts, and editing/style assignments. Successfully completing ENG 3200 counts towards the minor in Professional Writing.

ENG 3800 - Introduction to Creative Writing
Natalie Bakopoulos

This online version of English 3800, is for people who love to read and write and would like to develop their close reading and creative writing skills in a rigorous online format. There will be an emphasis on both drafting/process and on revision. Students will produce five works of poetry, five of prose (fiction and nonfiction), reflective responses to several course readings, critical responses to peer work, and a revised portfolio in both poetry and prose. Students will also be asked to write reflective responses on process for each genre.
         Our focus will be on fiction and nonfiction (prose) and poetry. Students will be required to read and discuss (on Canvas) assigned work by published authors, complete weekly creative and analytical assignments, thoughtfully critique the work of their peers, and produce both drafts and revised written work in each genre.


5000 Level

ENG 5020 - Topics in Media and Modern Culture
The Idea of the Avant-Garde
Jonathan Flatley

In this seminar we will consider works in different media (film, paintings, poetry, fiction, manifestoes, theoretical essays, paintings, photography, book art, magazines, sculpture) generated from within a range of politically motivated aesthetic movements.  Throughout we will be concerned with the avant-garde attempt to do away with art (“art into life”) and also with the function of the aesthetic within political movements.  We will start with an examination of the “historical avant-garde,” with particular focus on the extraordinary flourishing of imaginative activity before and after the Bolshevik Revolution in the Russian and then Soviet avant-garde (Mayakovsky, Khlebnikov, Malevich, Popova, Stepanova, Eisenstein, Vertov), before making a quick stop with Dada (Hoch, Tzara, Duchamp) and surrealism (Breton and others).  We will then move to look at a series of works from the traditions of black radicalism, such as works by Langston Hughes, Jacob Lawrence, Ann Petry, Roy de Carava, Aime Cesaire, Richard Wright, and others.    

ENG 5060 - Styles and Genres in Film
Music Videos
Steven Shaviro

Music videos are a relatively recent media form. Despite film shorts portraying musical performances starting in the 1930s, and video clips advertising or featuring popular music starting in the 1950s, music videos as we know them today date only to the establishment of MTV in 1981. Since then, music videos have proliferated, first on cable television, and more recently on YouTube and other websites. In this class, we will look at the history and formal development of music videos, predominantly English-language ones in the musical genres of rock, pop, r&b, and hip hop. We will approach these videos from a variety of perspectives. We will consider -- among other things -- the complex transmedia relations between musical and visual presentation, the formal experiments often made in music videos, the borrowings and appropriations from film, television, photography, fashion, and dance, sthe development of musical performers as celebrities, the way that music videos cross over between high and low culture, and the ways that music videos often foreground questions of race and ethnicity, and of sex and gender.

ENG 5065 – Identity and Difference in Media: Asian Cinema
Chera Kee

See one of China’s highest grossing films of all time! Watch a biting satire from the Philippines!  Be dazzled by an action-adventure musical from India!   
During the semester, we will travel across Japan, Korea, China, the Philippines, and India, studying the histories of their film industries, as well as screening the work of some of their most famous filmmakers—including India’s Satyajit Ray, Japan’s Hayao Miyazaki, and Korea’s Chan-wook Park. Our goals are to understand the history of film making within the region as well as to question the relevancy of the idea of "national" cinema in an era when funding, as well as talent, crosses borders with each new film.

ENG 5190 - Topics in Renaissance Literature
The Warrior Women Project
Simone Chess

This early modern digital humanities course will be an experimental collaboration between our class, graduate students from last semester’s ENG8002, and the University of California, Santa Barbara Early English Broadside Ballad Archive (EBBA, http://ebba.english.ucsb.edu). Over the course of the semester, we will learn about the histories and technologies of “cheap print” in the early modern period, with a special emphasis on gender and sexuality in broadside ballads of the 16th, 17th, and 18th centuries, and also reading other early modern crossdressing texts.

The class will be hands-on and experimental, and will include archival visits, and workshops with both old and new technologies: using a printing press, attempting print making, learning best practices in digital humanities indexing, editing, and publishing, and, of course, reading and discussing ballads across many thematic genres (especially race, class, ability, gender).

In place of traditional final essays, we will work collaboratively to contribute to the first open-access archive and critical edition of “Warrior Women” ballads. These ballads, which feature crossdressing and swashbuckling “women” soldiers, were first discussed at length in Dianne Dugaw’s Warrior Women and Popular Balladry, 1650-1850 (U Chicago Press, 1996).

Our work will include both traditional academic research and writing and technical work the Warrior Women Project site, bringing together site design and interface, with our own research and writing about the ballads, in the form of digital posters and short essays to be digitally published on our site. No prior technical experience is required for this course!

ENG 5260 - Literature of the Romantic Period
Michael Scrivener

The course will function as both a survey, as we cover some of the major Romantic poems and works of fiction, and a thematic course with an emphasis on the psychoanalytic unconscious and history.  The Romantic era (1780-1840) was unusually rich in great poetry and fiction.  The Romantics, according to Freud, were one of the first to “discover” the unconscious, and were also pioneers in the novel (domestic, historical, Gothic), political critique (radical, conservative, feminist, abolitionist), the visionary epic, autobiographical lyric, and writing about childhood.  We will read Blake, Shelley, Mary Shelley and her parents (Wollstonecraft and Godwin), Austen, Edgeworth, Wordsworth, Clare, Coleridge, and (time permitting) perhaps others.  Attention will be given to important historical developments both within Britain and Ireland, as well as Europe and the Americas:  French Revolution, Saint Domingue slave rebellion, Irish rebellion of 1798, and the Industrial Revolution.  Course requirements:  a research paper (10-12 pages), short response papers, poetry readings, oral reports, and regular attendance.

ENG 5500 - Topics in English and American Literature
Cites and Selves
renee c. hoogland

Today, for the first time in human history, the majority of the world’s population live in cities. Most people move to cities in search of better jobs and living conditions. Yet, cities are much more than settings for our lives: our bodies and selves are intimately bound to the spaces we move through. It is impossible to conceive of a meaningful space without considering it alongside embodiment and the practices that tie our selves to our bodies. “Urban identity” then is not only an expression of a time but also a function of buildings, culture, communities, available resources, and memories. In this course, we will investigate the intricate, productive relations between cities and selves by studying a selection of novels and feature films in which “the city” does not serve as mere backdrop to characters’ lives and narrative events, but takes on a life of itself, becomes a main character in its own right. In considering the co-production of space and selves in these texts, we will pay special attention to such aspects of identity as gender, race, ethnicity, sexuality, age, and ability.

ENG 5710 - Phonology (LIN 5290)
Peter 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 5745 – Semantics (LIN 5745)
Ljiljana Progovac

Semantics is a core area of Linguistics, focusing on capturing meaning in natural language within a linguistic model. It explores the interconnections between Semantics (and Linguistics in general) and other fields, such as Logic and Philosophy. The course investigates the theories of truth and predication, as well as meaning properties and relations, including entailments, implicatures, and presuppositions. We will examine two foundational assumptions of natural language semantics: (i) that the meaning of a declarative sentence is its truth conditions and (ii) that the truth conditions of an expression are determined compositionally (that is, they are determined as a function of its parts and how they are put together). Classes will consist of lecture, discussion, and problem-solving sessions. Grades are based primarily upon exams, with a term paper required only of graduate students.

ENG 5785 - Academic Writing for Graduate Students
Ruth Boeder

ENG 5785 offers graduate students the opportunity to practice and improve their mastery of academic written genres. Heavy attention is paid to genres based on secondary research. Academic writing practices are explored through the consideration of audiences and audience expectations. Students will use storytelling as a frame and method to analyze and produce written work. Online activities will be cooperative and collaborative. ELL/ESL students are recommended to take ENG 5850 prior to or concurrent with enrolling in ENG 5785.

ENG 5790 - Writing Theory
Thomas Trimble

This course will be divided into three units that all explore theories of writing and their application in a variety of settings and contexts. The first unit will look at scholarly theories of writing, including cognitive process, sociocultural, social cognitive, and ecological theory. The second part of the course will look at applications of writing theory in school-based, civic, and workplace settings. Lastly, the course will explore the future of writing and writing theory. Written products will include reading responses, research memos, and a series of 5-6 page papers that apply writing theory to primary data.

ENG 5795 - Topics in Rhetoric and Writing
Composing Usability:  Technical Communication, Usability Studies, and User Experience
Jared Grogan

There is a growing bodies of professionals who research, design and support user experiences of websites, apps, or products and services.  Many of these professionals are trained in Rhetoric and Composition, or specifically in Technical Communication and Usability Studies.  English students interested in these areas can become authoritative sources on the practice of usability, user-centered design (UCD), and UX (user experience), and can begin professional development and education within the growing UX field.  This course promotes the value and ethics of UX, research, design and evaluation to local businesses and other entities in the Wayne State community, and will foster a community of user experience students and professionals through knowledge sharing and networking.

This online class proceeds through three units, each with several modules that support asynchronous learning, but leading towards well-designed projects supported by Dr. Grogan to network and collaborate in projects that assess and document usability challenges.  The first unit is designed to survey and analyze where Technical Communication and Usability Studies have intersected over the past two decades.  The second unit frames several usability case studies to train students to analyze and adapt the best practices of usability practitioners and researchers.  The third unit offers modules applying theories and best practices from rhetoric and design to usability challenges for real people involved in creating technologies, products, policies and services that serve the needs of various participants in the Detroit or Wayne State Community.

ENG 5820 - Internship Practicum
Lisa Maruca

The Department of English Internship Practicum provides you with real-world career training and on-the-job experience in addition to a classroom component that allows you to reflect on your experiences and prepare for the future. You will be placed into a business, community non-profit, or public agency, doing work such as professional writing, editing, research, tutoring, and social media marketing, for a minimum of eight hours/week. A classroom component meets a few times a semester online on Canvas. For a final assignment, you will create a portfolio of your work that can be used when seeking future employment.

You must have a 3.0 GPA to apply. This class counts toward your 5000-level English major requirements can be taken a second time for university elective credits. To find out more, contact Dr. Maruca at aa2850@wayne.edu. Positions are limited, so apply soon for winter 2020.

ENG 5850 - Scholarly Writing for Non-native Speakers
Sara Tipton

This course is designed for advanced international graduate students at the doctoral level who use English as an academic and professional language.  Goals include supporting and nurturing writers to gain greater confidence; building a classroom community of practice; and encouraging writers to shift their focus from being an individual learner to learning by participation.  Students are expected to actively write new material for this class this term.
By the end of the course, successful students should be able to do the following:   
•    Demonstrate language style, grammar, punctuation, vocabulary, organization and tone appropriate for academic, scholarly and professional writing, including e-mail communication.
•    Write with fluency, clarity and style.
•    Employ the editing skills required to be self-sufficient as a writer
•    Conduct advanced research by developing a research question; locating, evaluating, and integrating primary and secondary sources; and placing project in the context of relevant scholarship.
•    Demonstrate expertise in close reading, analysis, and argument.
•    Meet expectations of  international professional readers and writers with appropriate genre and key rhetorical moves specific to scholarly writing in the following assignments: a critique of a journal article, a literature review, and either a research proposal or a full paper (introduction/methods/results/discussion).
•    Avoid plagiarism with mastery of summarizing, paraphrasing and citation conventions.
•    Think creatively and generate fresh perspectives.
•    Orally present research findings with clarity and conciseness.
•    Write arguments that are coherent, organized, and consistent.
•    Engage in scholarly conversations in the field as part of advanced research.
•    Relate course knowledge to issues within English Studies.
•    Successfully apply appropriate field-specific and interdisciplinary methodologies to the course topic.             
These learning outcomes will be achieved through examining journal articles from the student’s field to analyze genre, rhetorical moves, and language; writing multiple drafts with instructor and peer review; completing targeted grammar and language exercises; and practicing proper citation conventions to avoid plagiarism.

ENG 5880 - Fiction Writing Workshop
Natalie Bakopoulos

English 5880 is an intermediate- to advanced-level short fiction writing, discussion, and workshop course, where we will closely examine the art and craft of writing literary short fiction. What makes a good short story? How do we distinguish between a series of events that might happen in real life and a series of events that unfold in a story? What does it mean to say a good story has to have high emotional and/or dramatic stakes? How do we build compelling, interesting, strong characters? How do we use traditional story structure to our advantage, and how might we subvert it? We will examine these questions, and many others, as they arise from both published and student work.

Our classes will consist of discussion of original student work and assigned readings. The primary focus of the class will be on short stories, both on writing them and analyzing them, and we will emphasize both the processes of drafting (where story ideas come from) and revising (how we fully realize those ideas). We will examine the various choices and craft elements (plot, character, dialogue, point of view, etc.) that both published writers and you, our student writers, use to achieve their/your goals, and the way those choices affect the work as a whole.

In this course, we are not writing as a hobby or simply for expression; we are serious practitioners of an artistic and academic discipline. We are not writing simply to entertain; we are writing to capture something about what it feels like to be alive.

Prerequisite: A B or higher in English 3800.

ENG 5992 - Senior Seminar
From English to the World: Independent Project Capstone
Lisa Maruca

This section of senior seminar 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 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 a conference at which students present their projects using media that best fits their purposes.

ENG 5992 - Senior Seminar
Radical Black Love
Lisa Ze Winters

This senior 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 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.


6000 Level

ENG 6010 - Tutoring Practicum
Secondary Education Service Learning Course
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 at 826Michigan (https://www.826michigan.org/our-programs/) or in the Wayne State Writing Center (http://clas.wayne.edu/writing/) 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 research best practices for tutoring and teaching.   Students will also investigate genre theory as an approach towards 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 for developing best practices for teaching. The course will lead students through both observations of and engagement of tutorial sessions.  This course will also explore genre theory as a mode for writing instruction.  Genre theory examines how genres are socially and actively constructed, used, and altered.  Students will utilize tutor and genre theory for construction of projects leading towards their development of best practices for teaching reading and 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 genre theory.
●Engage in assigned projects to refine their personal pedagogy.

ENG 6800 - Advanced Creative Writing
Donovan Hohn

This is an advanced, multi-genre creative writing course open to graduate students, and, with permission of the instructor, to qualified undergraduates who have taken at least one 5000-level creative writing course. Writers of fiction and creative nonfiction will be required to write and revise between twenty-five and fifty pages of prose. Poets will write and revise a sequence or chapbook comprising at least ten poems. Students may, with the instructor’s permission, write in more than one genre. Playwrights are also welcome, despite the absence of plays on our reading list, which will include selections of poetry, fiction, and creative nonfiction to be chosen by students from one of our three anthologies. Most of our time will be devoted to workshop. Every week we will read a few student manuscripts and respond to them with detailed critiques.


7000 Level

ENG 7003 - Contemporary Literary Theory
Jaime Goodrich

Covering an archival turn that has transformed research in the humanities and social sciences, this course will provide an introduction to the archive that is both theoretically informed and praxis based.  On the one hand, we will trace the evolution of scholarly conceptions of the archive by analyzing critical texts that represent major theoretical schools (poststructuralism, deconstruction, feminism, queer studies, postcolonialism, critical race studies, new media).  On the other hand, the course will prepare students to undertake archival research of their own by introducing them to relevant scholarly fields (bibliography, textual criticism) and by covering the mechanics of locating, accessing, and working with archival materials, both digital and traditional.  Along the way, we will read widely across the archival turn, sampling recent scholarship from a range of disciplinary perspectives such as anthropology, archival studies, cultural studies, history, information science, media studies, and rhetoric and composition.  Over the semester students will engage in an archivally-based research project of their choice that reflects their own developing area of scholarly expertise.  Graded deliverables will include weekly written responses (culminating in a grant application), a mini-edition, a field report, and a final project (either a scholarly edition or a research paper).

ENG 7011 - Studies in Medieval Literature
Revisioning the Middle Ages
Hilary Fox

Although often written off as old, dead, and irrelevant, the Middle Ages--defined roughly as the millennium between 500 and 1500 CE--is of pressing relevance in contemporary culture and politics. Weaponized by the alt-right, medieval histories and cultures (and with them "Western civilization") have become the center of both popular and scholarly debate.

In "Revisioning the Middle Ages," students examine texts that lie outside the traditional medieval canon, and engage with current, crucial scholarship that strives to understand more fully the place of medieval Europe in its wider political and transnational contexts. We will also look at how the Middle Ages was mined for discourses surrounding otherness, insularity, and white supremacy, and consider how those discourses might be countered within and without the academy.

ENG 7032 - Modernism and Modernity
Elizabeth Evans

This course introduces students to conversations about mobility in modernist studies. Mobility is a keyword in discourses of modernity, evoking the circulation of people and texts through the operations of empire; challenges to traditional boundaries of gender and class – the movement of women “out of the cage” as one classic history of the period puts it; new technologies such as the car, the telephone, and the airplane that accelerated and intensified the movement of people and ideas from one place to another; and the multiplication of points of view in modernist artistic production spurred by all these transformations. Modernism – understood as aesthetic responses to the experience of modernity – and mobility go hand in hand. We will consider the rewards and the limits of theorizing modernism and modernity through the lens of mobility, reading texts by Walter Benjamin, Georg Simmel, Michel de Certeau, Ben Highmore, Virginia Woolf, Jean Rhys, Elizabeth Bowen, and others.

ENG 7043 - Twentieth-Century American Literature and Culture
U.S. Fiction after Postmodernism
Matthew Wilkens

This course is devoted to the last generation of U.S. fiction. Its aim is to provide an overview of currently developing -- and often competing -- trends in contemporary literature and to offer a preliminary theorization of the literary-cultural present in the United States.

To this end, we'll read seven or eight American novels published (mostly) since the mid-1990s, along with relevant theoretical and critical studies. These texts present an array of responses to the changing cultural landscape of what we might call late postmodernism, a period concerning which there is as yet little critical consensus. The books we read will provide us with material for an emerging understanding of what this moment and its aesthetic production look like; the ways in which they embrace, differ from, and reject the cultural dominants of postmodernism proper; the paths they suggest for twenty-fist century fiction; and the ways in which they adapt and redeploy earlier cultural forms. By the end of the semester, you will be in a position to offer your own analysis of contemporary cultural production and to speculate on the future of American literature.

Two notes. (1) There are no formal prerequisites, but it will help to know something about the history of twentieth-century fiction (modernism, postmodernism, the various realisms and naturalisms, etc.) and to have read as widely as possible in the primary literature of the period. (2) The reading load will be fairly heavy, especially during the first half of the semester, as befits a graduate seminar.

ENG 7053 - Film and Media Genres
Music Videos
Steven Shaviro

Music videos are a relatively recent media form. Despite film shorts portraying musical performances starting in the 1930s, and video clips advertising or featuring popular music starting in the 1950s, music videos as we know them today date only to the establishment of MTV in 1981. Since then, music videos have proliferated, first on cable television, and more recently on YouTube and other websites. In this class, we will look at the history and formal development of music videos, predominantly English-language ones in the musical genres of rock, pop, r&b, and hip hop. We will approach these videos from a variety of perspectives. We will consider -- among other things -- the complex transmedia relations between musical and visual presentation, the formal experiments often made in music videos, the borrowings and appropriations from film, television, photography, fashion, and dance, sthe development of musical performers as celebrities, the way that music videos cross over between high and low culture, and the ways that music videos often foreground questions of race and ethnicity, and of sex and gender.

ENG 7064 - The Teaching of Writing
Teaching Writing as Labor
Adrienne Jankens

This class takes up issues of the labor of teaching writing as well as supporting students through the labor of the writing process. Students in this class will work with Composition scholarship on teaching the writing process, using labor-based grading contracts to support inclusion in the writing classroom, and the labor of teaching writing (including discussions about performance, grading, emotion, and work-life balance). Tentative projects include the development of a labor-based grading contract and/or labor log, reading responses, an annotated bibliography, and a seminar paper engaging the topic of writing/teaching labor and questions relevant to students’ interests. The culminating event of the semester will be a student symposium on course topics.

 

8000 Level

ENG 8001 - Seminar in Literary and Cultural Studies
Propaganda and Agitation
Jonathan Flatley

Sometimes people use the term “propaganda” to refer to a text that is simplistic, reducible to an obvious political message or position, and thus beneath serious critical analysis.  Yet it is not well understood how exactly propaganda works when it does.  How do beliefs and feelings change?  How are people moved to action? What role does what we usually think of as “aesthetics” have in that movement?  We will read some recent work on propaganda, agitation and political formation from different disciplinary perspectives (Emily Gould on ACT-UP, James Jasper on Political Emotions, Ben Highmore on mood and the British Home Front campaign, LA Kaufman on direct action, Saidiya Hartman on intimate histories of social upheaval) and some classic theories of the political effects of rhetoric, art and poetry (Plato, Lenin, Stuart Hall).  Based on our common interests, we will draw from a range of examples from across the 20th and 21st Century (including, possibly, the Bolshevik Revolution and Russian avant-garde, the Communist International, the Dodge Revolutionary Union Movement, ACT UP, Occupy and Black Lives Matter).   My chief interest is in oppositional or revolutionary propaganda, but we will examine examples of state, fascist and far-right propaganda as well.

ENG 8007 - Seminar in Composition Studies
Richard Marback

The topic of this seminar is the rhetorical ecology of water resource infrastructure, with particular emphasis on the Flint Water Crisis. The term “rhetorical ecology” refers to an environment in which rhetorical agency is distributed across human and non-human actors.  Events surrounding contaminants leaching into the Flint water supply involved the collapse of a rhetorical ecology. The testimony of residents was ignored. Water quality tests were dismissed. Lines of communication between government officials and citizens were disrupted. Five years later, efforts to improve water quality in Flint have not yet addressed questions about rebuilding the rhetorical ecology. This seminar will examine the role for rhetorical theory and the
potential for community-engaged research to engage events like the Flint Water Crisis.

ENG 8998 - Prospectus and Dissertation Workshop
renee c. hoogland

This course seeks to provide relevant readings, a supportive student cohort, and structured guidance in the production of benchmark documents on the PhD track towards the degree, such as the dissertation prospectus and dissertation chapters. Readings, discussions, and weekly writing assignments will enable you to start working on successive versions of the prospectus or the introductory or a body chapter. The workshop offers a collaborative critical community not only to make the transition for mother Qualifying Examinations to the prospectus approval meeting and from prospectus approval to producing the first dissertation chapter, but also to learn from your peers’ and past practices in developing, organizing, and drafting these key documents. By the end of the semester, every participant should be ready to submit a prospectus or dissertation chapter to her or his faculty advisor. We will additionally discuss the dissertation in relation to the job market, conference papers, scholarly journals, the sub-disciplines of English, and publishable articles.

 

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