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Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: ENGL 1001,1002
Description: Student may contact the instructor or department for information.
Instructor: Pistelli,John Paul
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: ENGL 1181, 1182
Description: Unlike you, Shakespeare hadn't the benefit of "writing-enriched" courses, but he did all right and better, as you will read for yourself. Reading and understanding his plays is indispensable for any real experience of them, and is the gateway also to a complex world of action very like our own and a vast range of cultural expression that began with him. Without Shakespeare there would have been no Hamlet to wonder forever whether "To be or not to be . . . ." Shakespeare was born an imaginative genius in an age when a multicultural and hugely expressive Early Modern English was aborning, partly with his help. This enabled the making of a literature and drama of extraordinary richness, social complexity, depth of perception, and even global vision. Shakespeare plays everywhere--and has been especially powerful in Japanese, for example, both in film and on stage. His gift for creating dramatic actions extravagant, disturbing, funny, profound, and searching by turns was complemented by a verbal gift of astonishing scope and wit, whether Hamlet, Ophelia, or a gravedigger speaks. The language may seem remote on first acquaintance, but it comes readily into focus and color for most who are willing to make the effort--and be rewarded forevermore. Seven or eight representative plays, with attention to contemporary contexts and antecedents, continuing social relevance, and some recent productions, with primary emphasis on understanding Shakespeare's text.
Class Time: 75% Lecture, 20% Discussion, 5% Small Group Activities.
Work Load: 75 pages reading per week, 15 pages writing per term, 2 exams, 3 papers, 30 quizzes.
Grade: 15% mid exam, 35% final exam, 35% reports/papers, 15% quizzes.
Exam Format: Some objective questions but substantially essay, typically including analysis of passages, comparison and contrast, and synthesis
Instructor:
Clayton,Tom
(Morse Alumni Award; Regents' Award)
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: ENGL 1181, 1182
Description: Student may contact the instructor or department for information.
Instructor: Hansen,Elissa
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: ENGL 1301,1302
Description: There can never been one single voice for the American experience, an idea that is illuminated through a study of American multicultural literature. How have African Americans, Latinos/as, Native Americans, and immigrants told of their experiences? How has the struggle for equality found its voice in novels, plays, and testimonies? How does literature both embrace and resist the dominant culture? These questions are answered in diverse ways by such authors as W.E.B. DuBois, Frederick Douglass, Joy Kogawa, Leslie Marmon Silko, and many others.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: ENGL 1401, 1402
Description: Colonialism, emigration, economics, war, famine, and slavery have worked in combination to make English a language spoken in almost every region of the world. The legacy of these forces is an international Anglophone literature that addresses issues such as displacement and difference, representation, poverty, nationalism, syncretism, and the fight for freedom. The voices that speak to these issues are varied and impressive and students will engage closely and critically with texts of multiple genres from Anglophone Africa, South Asia, and the Caribbean, discovering how the tools of oppression can be used strategically to dismantle the "master's house" and build other houses in its stead. This course will introduce questions raised by the interaction of the "First" and "Third" worlds and create, inevitably, questions about history, politics, social science, and how language operates in the so-called "Third World."
Instructor: STAFF
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 1501
Description: How has American literature addressed what it means to be a citizen? English 1501 examines literature written with the intent to leave an impression: works that have stunned, mobilized, stimulated, and galvanized the American public. The course is dialectical, setting diverse works against one another to form a dialogue that extends across chronological, geographic, and racial boundaries. "Literature" is defined broadly to include novels, speeches, essays, testimonies, sermons, plays, music, photography, and film. Recent readings have included Uncle Tom's Cabin, Maggie: A Girl of the Streets, The Souls of Black Folk, Twilight: Los Angeles, 1992, and Nickel and Dimed: On (Not) Getting By in America. This course doesn't sit on the shelf: it will ask students to examine and engage with the world around them.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Description: English 1701 provides an introduction to short stories and novels written after 1900, both in English originally, and in translation. During this time period, fascinating writers have graced the literary scene, including John Cheever, Ernest Hemingway, Franz Kafka, William Faulkner, Zora Neale Hurston, and James Baldwin. These are among the authors students are likely to study in Modern Fiction. Generally, the course is based around four to five novels and several short stories. This allows for slightly more time to be spent within each work than is often granted in broad survey courses. Because of the in-depth nature of this study, students learn to identify and analyze such elements of fiction as theme, genre, structure, form, language, and context.
Instructor: STAFF
Grading basis/credits:
Prereq: freshman
Description: Focusing on autobiography and memoir, this seminar will offer students the opportunity to explore their identity and place. It will ask them to set their memories and impressions against the history of their time and place and by so doing to enhance their understanding of both. The works we will read treat in various ways the experience of ?growing up,? the relationship between history and memory, and the meaning of place?within a family, a town or city, and a country, or as otherwise understood and defined. The seminar will prepare students to write a culminating essay in which they look at the beginning of their lives from a local as well as a broader perspective.
Instructor:
Garner,Shirley Nelson
(Outstanding Service Award; Morse Alumni Award)
Grading basis/credits:
Prereq: freshman
Description: The animal has recently come into focus as a subject of intellectually varied and stimulating scholarly attention in the humanities, making this in a sense, a time of the animal. But it is also a time for the animal?a time of unprecedented extinctions and once unimaginable abuses (witness the recent growth of a factory-farming system likened by some to Nazi concentration camps). In this seminar we will follow this turn toward the animal, asking along the way some fundamental questions: What is an animal? What makes the difference between human and animal? What constitutes human ethical treatment of animals? How have philosophers engaged the animal and to what ends? And finally, how has the animal been understood differently over time? We will read (novels, newspapers, philosophy), watch films (Grizzly Man, Balthazar, The Eel, The Cow), and possibly take field trips to sites of human-animal interaction.
Co-Instructor: Marran,Christine L
Co-Instructor: Brown,Tony C.
Grading basis/credits:
Description: This seminar will introduce students to some of the historical principles inscribed in the U.S. Constitution, state constitutions, and major statutes, and show how they play out in flashpoint contemporary issues. Students will read and evaluate a variety of materials including government documents, NGO reports, academic scholarship, journalism, and personal narratives/ethnographies; or, put another way, statistical studies and stories, precise analyses and partisan polemics, formal text, and popular discourse. Topics will include economic inequality, K-12 education, religion, and equal rights. Students will develop close reading and careful evaluation skills to help them become not only more engaged college students, but also engaged citizens.
Instructor: Messer-Davidow,Ellen
Grading basis/credits:
Prereq: freshman
Description: Yo, yo, yo, what's up with, rap music? Social blight or great art? Are the haters right or does hip hop keep it real? For that matter, just what does hip hop mean by `real'? Is 50 Cent's `real' the same as Talib Kweli's? And where did hip hop even come from? In this course, we'll take a VERY close look at hip hop, and as we do so, we'll learn how academic inquiry works at the University. Hip Hop is an exceptionally fruitful topic for scholarly study in the way it offers a variety of research `portals': not just the aesthetics of beats and rhymes, but issues of race, gender, sexuality, economics, marketing, fashion, violence, media representation, the history of American popular culture, and a host of others. We'll get our research on and read, write, listen, and watch our way to bangin' critical insight.
Instructor:
Sirc,Geoffrey Michael
(Morse Alumni Award)
Grading basis/credits:
Equivalencies:
Prereq: Honors, [English major or minor or approved BIS or IDIM program with English area] credit will not be granted if credit already received for: EngL 3001, 3801
Description: Student may contact the instructor or department for information.
Instructor: Craig,Siobhan S
Grading basis/credits:
Equivalencies:
Prereq: English major or minor or premajor or BIS/IDIM-English credit will not be granted if credit already received for: ENGL 3001, 3801
Description: This is a fully online section offered through Online and Distance Learning (ODL), College of Continuing Education. Visit "Class URL" for ODL policies, including fee and financial aid restrictions. Engl 3001W gives the interested student an exploration of literature through the last several centuries and a foundation in the practice of techniques of literary study. The course also provides an introduction to some major trends in contemporary criticism, as well as to the terminology that critics and scholars use to describe the forms and styles of literary works. In this course, you will read texts in poetry, fiction, and drama, with an emphasis on poetry. Each lesson calls for writing either informal paragraphs or formal literary essays using argument, evidence, and documentation. This course satisfies a writing intensive requirement. (Although Engl 3001W is a required course for all B.A. majors and minors in English, the English Dept. requires that majors take it in the classroom, not through ODL.) When we read literature, we read for pleasure, for moral uplift, and for insight into society and ourselves. When we study literature, we ask many questions about it: How does the writer engage us? Why does one story move us more than another? How does the writer make us feel as we do? How does poetry work differently from prose? Many more questions, mostly hows and whys, come to us as we study the art that is literature. As we ask these questions, we come to understand that no work of literature springs to life through pure inspiration. Writing is truly 90% perspiration! Why does a writer choose these words and not those or this kind of sentence and not that? How does this work relate to others like it? Why do we care about a character? How does the plot engage us? How does the work make us feel? How does it connect with the world it comes from? These are some of the questions we seek to answer, and this is the course that gives you the skills to analyze individual novels, plays, and poems, to compare and classify works and authors, to examine the contexts in which people write and read, and to discuss the nature of literary interpretation. Just as a carpenter can appreciate the structure of a house on more levels than as a dwelling, a student of literature can appreciate a story on more levels than as a tale, understanding the ways in which language, both literal and figurative, is used by poets, dramatists, and novelists. You will see beyond the surface meaning of a poem, play, or story to its metaphoric and symbolic levels and appreciate how the writers have constructed their works with these multiple layers. By deepening your abilities to analyze and interpret literature, you will come to appreciate characteristics of the literature of many different cultures and times.
Class URL: http://www.cce.umn.edu/odl
Class Time: 100% Web Based.
Work Load: --Course Completion Calendar --Written exercises in each lesson --4 oral recordings --6 short essays --A final proposal and formal essay
Grade: --Course Completion Calendar (ungraded but required) --Written exercises in each lesson (49%) --4 oral recordings (5%) --6 short essays (33.5%) --A final proposal and formal essay (12.5%)
Exam Format: There are no exams.
Instructor: Johnson McGarry PhD,Elizabeth M
Grading basis/credits:
Equivalencies:
Prereq: English major or minor or premajor or BIS/IDIM-English credit will not be granted if credit already received for: ENGL 3001, 3801
Description: Student may contact the instructor or department for information.
Instructor: Ismail,Qadri M
Grading basis/credits:
Equivalencies:
Prereq: English major or minor or premajor or BIS/IDIM-English credit will not be granted if credit already received for: ENGL 3001, 3801
Description: The class will start with portions of Terry Eagleton's very readable Literary Theory, together with excerpts from Gauri Viswanathan and others, to familiarize students with the major contemporary schools of thought about what "literature" is for and how texts should be read. We will then read several works, probably including Shakespeare's "The Tempest", Aime Cesaire's 1960 rewrite "A Tempest", and J.M. Coetzee's "Foe" (a South African revision of both "Robinson Crusoe" and "The Tempest"). The notion of "literature" will also be broadened and challenged by attention to recorded "dub" poetry, cinema, and video. Writing assignments will consist of a series of shorter papers rather than a single long paper at the end.
Instructor:
Sugnet,Charles J
(Morse Alumni Award; Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Equivalencies:
Prereq: English major or minor or premajor or BIS/IDIM-English credit will not be granted if credit already received for: ENGL 3001, 3801
Description: Student may contact the instructor or department for information.
Instructor: Kim,Chang-Hee
Grading basis/credits:
Equivalencies:
Prereq: English major or minor or premajor or BIS/IDIM-English credit will not be granted if credit already received for: ENGL 3001, 3801
Description: Student may contact the instructor or department for information.
Instructor: Tandy-Treiber,Ann Marie
Grading basis/credits:
Equivalencies:
Prereq: English major or minor or premajor or BIS/IDIM-English credit will not be granted if credit already received for: ENGL 3001, 3801
Description: Student may contact the instructor or department for information.
Instructor: Mrozowski PhD,Daniel Justin
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3802
Description: Student may contact the instructor or department for information.
Instructor: Hughes,Joseph P
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3802
Description: Student may contact the instructor or department for information.
Instructor: Zeck,Greg
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: EngL 3003
Description: This course, the first in the Survey of British Literature series, introduces students to the literature of the British Isles from the Anglo-Saxon period to the eighteenth century. This broad sweep through time covers the Medieval period, the Renaissance (or, Early Modern Age), Civil Wars, Restoration, and the Enlightenment and provides a fascinating variety of works in a multitude of genres including poetry, drama, plays, novels, essays, autobiography, and speeches. Students will read authors such as Milton, Chaucer, Spenser, Marlowe, and DeFoe, as well as lesser-known writers, thus gaining a more complete understanding of the literature of these periods. Because artistic expression is affected and informed by historical circumstances, texts are placed within their historical moments and considered in terms of their social, political, biographical, and economical contexts and close reading is used to connect features of the texts to their culture in order to gain a greater understanding of both. This course is demanding in its reading and writing requirements, but the variety and complexity of human experiences presented here affords great opportunity for stimulating discussion and thoughtful writing.
Instructor: STAFF
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: EngL 3003
Description: Engl 3003W is a two-semester look at English poetry and prose from its beginning into the 20th century. It focuses on works written between the Middle Ages and the end of the 18th century. You may have enrolled in this course as the first step toward studying English writers, working into modern times, or you may simply want to study writers from earlier centuries in order to gain a historical perspective on more recent literature. Either way, I want you to enjoy the experience, considering at every stage the ways in which early literature is still relevant to us in the present. This course is available in a choice of two formats. You may take the course either by submitting all answers as print documents OR by submitting your assignments as a combination of print answers and e-mail answers. There are distinct advantages attendant upon each option, so you will want to pick the one that seems more interesting or compatible to you. When you submit the first assignment, you will need to tell me (in a note) which option you have chosen. You may not change your option once you have made your initial choice. You will find several questions in each written assignment. You will not submit answers to all of these questions. For some lessons: you may choose which questions to answer; you may choose which question you do not want to answer; or I will specify which question can be ignored. If the choice is yours, be sure to indicate at the beginning of your submission which question you are not answering. (Though you are not required to do so, feel free to submit answers to all questions asked. I will gladly read any work you send me.) Web-enhanced option: The Web-enhanced format combines regular assignments with online and multimedia options. During the course of completing the 10 lessons in this course, you will conduct various research projects and complete some assignments by using the Internet. The total amount of work expected of students who choose the Web-enhanced option will not exceed that of students who prefer to take the course in the printed format. I hope that combining older with newer approaches to this fascinating material will allow you to expand your knowledge of the writers and issues even as it also encourages you to become rather more interactive than is usually the case with distance and independent learning situations. Print-based option: The amount of work expected of students who choose this option is similar to that of students who choose the Web-enhanced version. In both cases, there are 10 assignments and one exam. The virtual office hours are not available to students who choose this option. I am, however, available to you by e-mail at mcnar001@umn.edu.
Class URL: http://www.cce.umn.edu/odl
Class Time: Printed, correspondence section
Work Load: 1 exams, 10 homework assignments.
Grade: 20% final exam, 80% written homework.
Exam Format: Open-book, unproctored exam.
Instructor:
Mc Naron,Toni A
(Morse Alumni Award; UC Outstanding Teaching Award; CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3004
Description: Student may contact the instructor or department for information.
Instructor: McNeff,Heather J
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3004
Description: EngL 3004W covers the period from the late eighteenth century to recent times. You may have enrolled in this course after having taken EngL 3003W, or you may want simply to read such major writers as William Wordsworth, John Keats, Charles Dickens, Alfred Tennyson, Elizabeth Barrett Browning and Robert Browning, D. H. Lawrence, Virginia Woolf, Joseph Conrad, T. S. Eliot, and W. H. Auden, as well as some of their contemporaries and successors. Either way, you are encouraged to enjoy the experience, considering at every stage the ways in which this literature is relevant to us today. The Assignments: Each written assignment has several questions but you will not have to submit answers to all of them: ? For some lessons, you may choose which questions to answer. ? For some lessons, you may choose which question you do not want to answer. ? For some lessons, the instructor will specify which question can be ignored. If the choice is yours, be sure to indicate at the beginning of your submission which question you are not answering. (Though you are not required to do so, feel free to submit answers to all questions asked in a given lesson if you are so inclined. The instructor will gladly read any work you submit.) It is hoped that combining older with newer approaches to this fascinating material will allow you to expand your knowledge of the writers and issues even as it also encourages you to become rather more interactive than is usually the case with distance and independent learning situations. Please see the downloadable syllabus for more information. Instructor e-mail: mcnar001@umn.edu
Class URL: http://www.cce.umn.edu/odl
Class Time: Printed, correspondence section.
Work Load: 1 exams, 10 homework assignments.
Grade: 20% final exam, 80% written homework.
Exam Format: Open-book, take-home exam.
Instructor:
Mc Naron,Toni A
(Morse Alumni Award; UC Outstanding Teaching Award; CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3004
Description: Student may contact the instructor or department for information.
Instructor: Cox,Ryan Jacob
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3004
Description: Student may contact the instructor or department for information.
Instructor: Spuckler,Amanda
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Davis,Abigail F
Grading basis/credits:
Description: This is a fully online section offered through Online and Distance Learning (ODL), College of Continuing Education. Visit "Class URL" for ODL policies, including fee and financial aid restrictions. This writing intensive course is an introduction to some of the major texts that are part of the American literary canon. Not only does the course include traditional texts written by white male authors, it also gives students a much broader perspective as to the contributions that women, Native Americans, and African Americans made to the evolution of American literary traditions. Thus, students will not only have the chance to become familiar with well-known writers like Emerson, Thoreau, and Poe, but they will also be given an opportunity to read and engage with lesser-known authors like Frederick Douglass, Harriet Jacobs, and Abigail Adams. At the core of this course will be a series of questions that I hope will eventually inspire further discussion in the course Web site and beyond: --How can we begin to define the new American literary canon? --In what ways do the texts included in your Norton Anthology complicate or enrich your views of American history in the period leading up to the end of the American Civil War? --How have the views of Americans and American culture expressed by these writers influenced your thoughts about America in the twenty-first century? Course Materials Baym, Nina general editor. The Norton Anthology of American Literature, Vols. A & B. 7th edition. (2008). W.W. Norton.
Class URL: http://www.cce.umn.edu/odl
Class Time: 100% Web Based.
Work Load: 2 exams, 3 papers, 10 quizzes. Also 14 discussions, including self-introduction. Please see the downloadable syllabus for more information.
Grade: 15% mid exam, 15% final exam, 39% reports/papers, 10% quizzes. 14 discussions, including self-introduction (21%) Please see downloadable syllabus for complete information.
Exam Format: Supervised, in-person (not online) exams.
Instructor: Murray,Gregory Kirk
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Mrozowski PhD,Daniel Justin
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3006
Description: Student may contact the instructor or department for information.
Instructor: Hengen,Nicholas
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3006
Description: Student may contact the instructor or department for information.
Instructor: Anderson,Emily Kathryn
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: ENGL 3006
Description: Student may contact the instructor or department for information.
Instructor: Mikos,Keith Michael
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: Student may contact the instructor or department for information.
Instructor: Craig,Lindsay Arnold Ross
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: What makes the plays of William Shakespeare popular and interesting nearly 400 year after his death? We will read and discuss approximately ten Shakespeare plays in an effort to answer this question. The readings will represent a variety of genres and the chronological range of Shakespeare's career as a playwright. Likely readings "Romeo and Juliet," "A Midsummer Night's Dream," "Richard II," "As You Like It," "Hamlet," " Twelfth Night," "Macbeth," "The Merchant of Venice," "King Lear," "The Winter's Tale," and "Antony and Cleopatra." This course is a requirement for English majors, but non-majors are welcome too.
Class Time: 25% Lecture, 75% Discussion.
Work Load: 30 pages reading per week, 15 pages writing per term, 1 exams, 3-4 papers.
Grade: 20% final exam, 60% reports/papers, 20% class participation.
Exam Format: Multiple choice and essay on final exam.
Instructor:
Hirsch,Gordon D
(Morse Alumni Award)
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: William Shakespeare: poet, playwright, historian, and source of passionate debate; his cultural importance is the least controversial of the Bard of Avon's qualities. Often called the first 'psychological' writer because of his keen analysis of human motives and emotions, Shakespeare's writings and person provide material for endless study. This course will provide intermediate readers of Shakespeare with a new perspective on the writer, the man, and his body of works, considering him as both a creator and creation of his culture and ours. Attention will be paid to historical context as well as Shakespeare's continuing, contemporary social relevance. Students will develop a variety of critical reading and writing skills and strategies in order to respond thoughtfully and effectively in discussions and their writing. This course will clarify the sometimes challenging and archaic language of Shakespeare's writing while paying attention to recurring themes such as representations of beauty, marriage and death in order to explore the relationships between his diverse works and history.
Class Time: 75% Lecture, 25% Discussion. selected film clips
Work Load: 75 pages reading per week, 12-15 pages writing per term, 2 exams, 1 papers.
Grade: 20% mid exam, 30% final exam, 30% reports/papers, 10% class participation, 10% other evaluation. attendance
Exam Format: analysis of selected passages and/or essays
Instructor: Luke,David B
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: Student may contact the instructor or department for information.
Instructor: Kim,Chang-Hee
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: This is a fully online section offered through Online and Distance Learning (ODL), College of Continuing Education. Visit "Class URL" for ODL policies, including fee and financial aid restrictions. This course aims to give the beginning to intermediate reader of Shakespeare a fresh perspective on him as a figure in English-language literary history and on his body of works. We will read a selection of eight plays and consider Shakespeare as a poet and a product of his culture and ours, giving particular attention to generic conventions and innovation, contemporary historical contexts, and Shakespeare's language. We will also consider the ways the meaning of the literary text is compounded by its performance on the English Renaissance stage. After completing the course, you should be able to: --confidently read, comprehend, and analyze Shakespeare's dramatic works --explain the conventions of Renaissance dramatic and poetic genres (e.g., comedy, tragedy, history, romance, and sonnets) and Shakespeare's innovations --identify and explicate the poetic forms common to Shakespeare and Renaissance poetry (e.g., blank verse, iambic pentameter, sonnet forms) --consider Shakespeare's works in light of the historical context of early modern England --find and analyze recent Shakespearean literary scholarship Please see more information in the downloadable syllabus on the Media Upload page.
Class URL: http://www.cce.umn.edu/odl
Class Time: 100% Web Based.
Work Load: 1 exams, 2 papers, 5 quizzes. 6 online discussion postings. One paper is a literary analysis, the other is a research paper.
Grade: Grades are comprised of work that totals 500 points. For details, see the downloadable syllabus on the Media Upload page.
Exam Format: Supervised, in-person (not online) exam
Instructor:
Schumacher-Schmidt,Dana Michelle
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Syllabus
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: Student may contact the instructor or department for information.
Instructor: Carlson,Erik Andrew
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: Student may contact the instructor or department for information.
Instructor: Tandy-Treiber,Ann Marie
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3807
Description: Student may contact the instructor or department for information.
Instructor: Jones PhD,Timothy S
Grading basis/credits:
Equivalencies:
Prereq: Honors or instr consent credit will not be granted if credit already received for: EngL 3007, 3807
Description: Student may contact the instructor or department for information.
Instructor:
Clayton,Tom
(Morse Alumni Award; Regents' Award)
Grading basis/credits:
Equivalencies:
Description: EngL 3010: Some Poems About Some Cities EngL 3010 will provide students with the opportunity to read and respond to a selection of poems that are, in one way or another, about cities. The primary emphasis of the course will be on poetry written in English during the 18th, 19th, and 20th centuries, but poetry in translation and poetry from other periods will also be included. Students will be required to do some critical writing and, experimentally, some writing of poetry. Interested students are welcome to contact the instructor, by e-mail, with suggested readings for the course syllabus.
Instructor: Goldberg,Brian B
Grading basis/credits:
Description: This is a course for students ready to face more challenging assignments and deepen their comfort and skill with writing. The instructor helps the student develop more sophisticated research strategies and experiment with more creative stylistic choices. Assignments might include autobiographies, critical comparisons, reviews of articles or books, cultural analyses, persuasive essays, and annotated bibliographies. Students in this course learn to: Generate topics and develop essays with greater independence than they exercised in freshman composition. Write for multiple audiences -- academic and non-academic -- making appropriate decisions about content, rhetoric, structure, vocabulary, style, and format. Write creative non-fiction and other genres incorporating complex description and analysis. Analyze the conventions and styles of writing in their major field. Experiment with new and more sophisticated writing strategies and styles.
Work Load: 20-30 pages reading per week, 15-20 pages writing per term, 4 papers.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Craig,Siobhan S
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Brennan,Timothy Andres
Grading basis/credits:
Description: This course will examine Bram Stoker's _Dracula_ in its original historical setting as a text of the 1890s in Britain. We will consider such contexts as the rise of sexology, the prominence of queer themes in decadent literature, the salience of Oscar Wilde and the Wilde trials, the growth of scientific anthropology and psychology, and the development of a mass literary public. Students will also be expected to do original archival work in primary sources from the period.
Class Time: 100% Discussion.
Work Load: 200 pages reading per week.
Instructor:
Elfenbein,Andrew
(Morse Alumni Award; Ruth Christie English Award)
Grading basis/credits:
Description: Some of the most important Italian writers of the 19th and 20th century are from Sicily: by reading them we can get both a snapshot and a cross-section of Italian history and literature. The authors will range from Verga and Pirandello to Lampedusa, Sciascia, Bufalino and the contemporary Maraini and Camilleri. The class will be taught in English, but reading in Italian is encouraged and will be noted for possible extra credit for students who are studying Italian.
Instructor: Fitzgerald,M. J
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Liberman,Anatoly
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Liberman,Anatoly
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Liberman,Anatoly
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Liberman,Anatoly
Grading basis/credits:
Description: How did a Londoner view a Muslim or a Jew from the 1590s to the early 1700s? This course examines literary, documentary, and theological texts that furnish an answer to the question. Although Londoners and others in England met more Muslims than Jews, both groups were often lumped together by dramatists and historians alike. We shall start with Marlowe?s and Shakespeare?s plays (The Jew of Malta and The Merchant of Venice) and then turn to the surprising depiction of Muslim and Jewish women in three other plays - Elizabethan, Jacobean and Caroline. We will look at the 1655 conference for the readmission of the Jews to England, and the documents and debates that resulted from it, and then focus on the hilarious controversy surrounding the introduction of coffee to England by the ?Turks.? The course will end with John Locke?s call for the toleration of Muslims and Jews in Britain, and with the autobiography of the first Englishman who converted to Islam, and wrote about his experience. Requirements: Two mid-terms, a research paper, and active class participation.
Instructor: Matar,Nabil I
Grading basis/credits:
Description: Geoffrey Chaucer has been considered the "father of English poetry" for almost six hundred years, but just what this approving tag might mean has varied considerably. Some have seen him as a consummate craftsman, others as a deep philosopher, still others as one of the greatest jokers of all times. The Victorians praised his religious stories while excising his bawdy tales of adulterous bed-hopping; later generations found the very fabliaux Victorians censored a salutary antidote to Victorian piety, showing a poet unafraid to engage with the world as it was. Chaucer's writing has been praised by some for its irony, by others for its earnestness; by some for its complex ambiguity, by others for its straightforward way with a good story. In this class we will reach our own conclusions by reading Chaucer's major works, paying attention along the way to his social, political, religious, literary and linguistic milieu.
Instructor: Farber,Lianna
Grading basis/credits:
Equivalencies:
Prereq: Honors or instr consent
Description: We will read and discuss Victorian novels by such authors as Charlotte Bronte, Charles Dickens, Elizabeth Gaskell, Wilkie Collins, Anthony Trollope, George Eliot (Marian Evans), Robert Louis Stevenson, and Thomas Hardy.
Class Time: 20% Lecture, 60% Discussion, 20% Student Presentation.
Work Load: 200 pages reading per week, 20 pages writing per term, 4 papers, 2 presentations.
Grade: 60% reports/papers, 10% attendance, 10% in-class presentation, 20% class participation.
Instructor:
Hirsch,Gordon D
(Morse Alumni Award)
Grading basis/credits:
Equivalencies:
Prereq: Honors or instr consent
Description: The Fin de Siecle from 1890 to 1900 remains one of the most raucous and dynamic decades of modernity opening with Oscar Wilde?s celebrity and closing with the scandal of his disgrace, imprisonment, and death. In taking into account the great anxiety over decadence and the sex question evident in Wilde?s trials, this course aims at a ?slice of life,? horizontally and vertically, over a decade that also witnessed such technological wonders as the emergence of cinema and the discovery of ex-rays, revolutions in music and fashion, and an enormous interest in the occult, in such fictions as /Trilby/, /The Turn of the Screw/, /Dracula/, and /The Future Eve/, not to overlook Wilde?s own /The Picture of Dorian Gray/ and /Salome/. All of this we?ll treat to better appreciate the enormous cultural shifts in the literary, material, and technological history of the decade that resonate down to the present moment.
Instructor: Cucullu,Lois B
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Mabie,Joshua David
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Van Ausdall,Mimi S
Grading basis/credits:
Description: This course explores three significant environmental issues (biodiversity loss, toxic chemicals, and climate change) through the analysis of texts from three different literary genres (fiction, memoir, and nonfiction journalism). It focuses as much on issues of language and meaning as it does on the subjects these texts concern. Students examine the formal dimensions of these texts, as well as their social and historical contexts. In addition, students are introduced to the underlying scientific principles, the limitations of technologies, and the public policy aspects of each of these issues, in order to judge what constitutes an appropriate response to them. Students also learn how to identify and evaluate credible information concerning the environment. The course features many active learning components (small group discussions, work in pairs, and debates), as well as formal and informal writing assignments (4-5 page papers, short reading responses, and online discussion forums).
Class Time: 40% Lecture, 60% Discussion.
Work Load: 75 pages reading per week, 20 pages writing per term, 4 papers, 3 quizzes. 3 reading responses
Grade: 75% reports/papers, 15% quizzes, 10% class participation.
Exam Format: short-answer quizzes
Instructor:
Philippon,Daniel J
(COAFES Distinguished Tchg Awd)
Grading basis/credits:
Description: Since this is the first of a two-semester course, students registering for EngL 3505 will continue on to EngL 3506 (Community Learning Internships II). In class, students will explore literacy, educational theory, concepts of civic engagement, as well as the connections between literature and literacy, theory and practice, community work and academic study. Outside of class, students work 3-4 hours per week at participating nonprofit and educational organizations ranging from K-12 schools to adult education centers. Class presentations. Readings. Weekly reflective and analytical writing assignments will add up to a substantial portfolio. Students receive initial training from Career and Community Learning Center and Minnesota Literacy Council, and orientations at community sites.
Instructor: Daigre,Eric Stephen
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: Afro 3592, EngL 3592
Description: Student may contact the instructor or department for information.
Instructor: Pate,Alexs D.
Grading basis/credits:
Equivalencies:
Description: AFRO/ENGL 3597W African Americans are "America?s metaphor," Richard Wright declared, posing both a riddle and a riff that together reverse conventional perspectives and intimate how we might discover in the shadows of American literary life our brightest mirrors. Following his lead, we will try to see ourselves--and the paradoxes and potentialities of our national experience--through the world of words and images conjured up over the past two centuries by African American writers. In AFRO/ENGL 3597W, we will employ a cornucopia of literary texts, oral traditions, audiovisual materials, and internet resources to bring the figures of black literary tradition out of the shadows and under an extended exploratory gaze. Understandably, African American literature evolved as a heavily ?committed? tradition with both ancient African and Euro-American antecedents. Much of its mythological system and special ?equipment for living? has been built on the communal base of the most elaborate vernacular tradition in American English--epic tales and legends, spirituals, blues, work songs, ballads, rhymed toasts, riddles, proverbs, jazz, jokes, and the rhetoric of rap music. During this first semester, our caravan will lead us forward from pre-modern Africa itself and the era of the earliest African American literary works ? 18th and 19th century slave autobiographies, oral folk texts, abolitionist essays, orations and poems?on to the contemporary period of literature marked by burgeoning diversity and modernist innovation, by growing critical acclaim, and by the Jazz Age politico-aesthetic art movement known as the Harlem Renaissance. Final Course Grade Components: 3 short essays?1/6th each; combined quizzes--1/6th; final paper?1/3rd (80% for the final draft of the paper itself, 20% for the preliminary thesis and full sentence outline submitted at the Research Paper Workshop)
Co-Instructor:
Wright,John Samuel
(Morse Alumni Award)
Co-Instructor: Mangini,Anthony J
Co-Instructor: Aleixo,Marina Bandeira
Grading basis/credits:
Equivalencies:
Description: AFRO/ENGL 3597W African Americans are "America?s metaphor," Richard Wright declared, posing both a riddle and a riff that together reverse conventional perspectives and intimate how we might discover in the shadows of American literary life our brightest mirrors. Following his lead, we will try to see ourselves--and the paradoxes and potentialities of our national experience--through the world of words and images conjured up over the past two centuries by African American writers. In AFRO/ENGL 3597W, we will employ a cornucopia of literary texts, oral traditions, audiovisual materials, and internet resources to bring the figures of black literary tradition out of the shadows and under an extended exploratory gaze. Understandably, African American literature evolved as a heavily ?committed? tradition with both ancient African and Euro-American antecedents. Much of its mythological system and special ?equipment for living? has been built on the communal base of the most elaborate vernacular tradition in American English--epic tales and legends, spirituals, blues, work songs, ballads, rhymed toasts, riddles, proverbs, jazz, jokes, and the rhetoric of rap music. During this first semester, our caravan will lead us forward from pre-modern Africa itself and the era of the earliest African American literary works ? 18th and 19th century slave autobiographies, oral folk texts, abolitionist essays, orations and poems?on to the contemporary period of literature marked by burgeoning diversity and modernist innovation, by growing critical acclaim, and by the Jazz Age politico-aesthetic art movement known as the Harlem Renaissance. Final Course Grade Components: 3 short essays?1/6th each; combined quizzes--1/6th; final paper?1/3rd (80% for the final draft of the paper itself, 20% for the preliminary thesis and full sentence outline submitted at the Research Paper Workshop)
Co-Instructor: Mangini,Anthony J
Co-Instructor:
Wright,John Samuel
(Morse Alumni Award)
Co-Instructor:
Aleixo,Marina Bandeira
(Morse Alumni Award)
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: EngL 3601W
Description: A 4-part introduction to the analysis of the English language: (1) basics (phonetics, morphology, syntax, semantics); (2) sociolinguistic and psycholinguistic approaches to English; (3) overview of the history of English; (4) literary stylistics.
Class Time: 60% Lecture, 10% Discussion, 10% Small Group Activities, 20% Demonstration.
Work Load: 50 pages reading per week, 5-10 pages writing per term, 4 exams, 8 problem sets, 2 quizzes.
Grade: 15% mid exam, 20% final exam, 25% quizzes, 30% written homework, 5% attendance, 5% class participation.
Instructor:
Elfenbein,Andrew
(Morse Alumni Award; Ruth Christie English Award)
Grading basis/credits:
Description: In the first of two sequential courses (ENGL 3712 registration required), students produce the undergraduate art and literary magazine Ivory Tower. Students decide upon the desired identity, tone, and direction of the issue. They explore and take on magazine staff responsibilities. They call for submissions, make selections, investigate the edit and design processes, set a budget and begin fund-raising.
Instructor: STAFF
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: EngL 3606
Description: Student may contact the instructor or department for information.
Instructor: DeLong,Renee
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: EngL 3606
Description: Students will serve as literacy workers for 2 hours a week outside of class at participating organizations in the nonprofit and educational sectors. This class combines academic study with experiential learning in order to collectively build a more engaged, complex understanding of the functions of literature, literacy, educational institutions, counter-institutional literacy programs, and the different cultures and communities in Minnesota and the Americas in general. We'll explore questions of "praxis," considering and applying our readings to the concrete circumstances of our community work, at all points trying to "make the connection" between our classroom and community work. In asking what literacy really means and what it means to be "democratic educators" in both spheres, we will challenge the distinction between classroom and community as an artifact of the modern research university. Reading: literary texts, sociological and educational theory, literacy studies. 2 papers, 2 presentations.
Instructor: Daigre,Eric Stephen
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: EngL 3606
Description: Student may contact the instructor or department for information.
Instructor: Minahal,Maiana
Grading basis/credits:
Prereq: Honors candidacy in English, consent of English honors advisor credit will not be granted if credit already received for: EngL 3883
Description: This individually contracted course is required of English summa cum laude degree candidates. The resulting thesis (about 40 pages) may be analytical, theoretical, or creative. For complete information, students will read the relevant pages on http://english.cla.umn.edu/ugrad/degree.html#honors. Using a contract form available at the URL or in the English Undergraduate Studies Office, 227 Lind, students make arrangements with a professor no later than the term preceding their last two terms. (It is strongly recommended that they do so by midterm.) They can expect to spend two semesters to research, collect, discuss, create, write, revise and revise, and then to seek approval from the supervising professor and two additional readers. Students work somewhat independently, meet periodically with the professor, and attend the English honors thesis writers' workshop as noted in the Class Schedule. It is recommended that they attend a thesis preparation and writing workshop offered by the University Honors Program (UHP) advisers, consult with the English Honors adviser, and work closely with the professor. Students find it helpful to have a peer English honors student (in the workshop) serve as a discussant and reader during the process of developing ideas and writing. Class time: average 50 minutes every other week in workshop.
Class URL: http://English.cla.umn.edu/
Class Time: discussion, Individual research, reading, writing,. One-to-one discussions with faculty advisor in addtion to the workshop
Work Load: The work load varies with the project.
Grade: 100% reports/papers. Grade is based on the completed thesis, the process leading to the final paper and the discussions with the faculty advisor.
Instructor: Atkinson,Beverly M
Grading basis/credits:
Prereq: English major, [jr or sr], major adviser approval, dept consent credit will not be granted if credit already received for: EngL 3960
Description: Student may contact the instructor or department for information.
Instructor:
Weinsheimer,Joel Clyde
(Morse Alumni Award; Ruth Christie English Award)
Grading basis/credits:
Prereq: English major, [jr or sr], major adviser approval, dept consent credit will not be granted if credit already received for: EngL 3960
Description: Student may contact the instructor or department for information.
Instructor:
Watkins,John
(Morse Alumni Award; Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Prereq: English major, [jr or sr], major adviser approval, dept consent credit will not be granted if credit already received for: EngL 3960
Description: While the figure of the picaresque has been celebrated for its long and distinguished masculine lineage (Quixote, Tom Jones, Huck Finn, Holden Caulfield), no less rich are female representations of the picaresque. This seminar considers the figure of the female picaresque across several genres and media: from its novelistic roots in Moll Flanders to its cinematic guise in Thelma and Louise; from such liberation narratives as Harriet Jacobs? Incidents in the Life of a Slave Girl to Nella Larsen?s experimental novella Passing. Over the course of the term, we will consider how those traits often deemed emancipatory for the male picaro?such as corporeality, promiscuity, roguishness, independence?are treated when the subject is female.
Instructor: Cucullu,Lois B
Grading basis/credits:
Prereq: One 3xxx, [English major or minor or [BIS or IDIM or ICP] with English concentration], [jr or sr], instr consent , dept consent , college consent
Description: Guided individual study. Open to qualified students for one or more semesters. Before receiving permission to register, students submit to the English Undergraduate Studies office a signed contract using the CLA "Student/Faculty Learning Contract" available in all CLA offices.
Instructor: STAFF
Grading basis/credits:
Description: The course will study the cultural developments of the 19th-C English Novel from Mary Shelley's "Frankenstein" (1818) through Bronte, Dickens, Eliot and Hardy, to Joseph Conrad's "Heart of Darkness" (1898) in terms of aesthetic, psychological, philosophical, and social issues.
Class Time: 75% Lecture, 25% Discussion.
Work Load: 200 pages reading per week, 15-20 pages writing per term, 2 exams, 1 papers.
Grade: 20% mid exam, 30% final exam, 30% reports/papers, 10% class participation, 10% other evaluation. attendance
Exam Format: short answers and/or short essays
Instructor: Luke,David B
Grading basis/credits:
Description: This course focuses on the literary and theatrical contributions of American artists of Asian descent. Through these novels, memoirs, poetry, stories, and plays, we can understand the particular connections between literary form, expression, and production and the social formations of race, ethnicity, nationalism, class, gender, and sexuality. Asian Americans come from a diverse range of national and cultural backgrounds; likewise their literature and drama presents many different perspectives and experiences. This course will not attempt a survey of these works; rather our readings and discussions will reflect particular preoccupations that regularly surface in these works. These include migration (and its accompanying states of disorientation and acts of reinvention), racism and stereotypes, the road trip, and redefining home. We will pay special attention to Asian American experiences in Minnesota and other parts of the Midwest. This course satisfies the core requirement for the Asian American Studies minor as well as elective requirements for the English major and minor.
Instructor:
Lee,Josephine D
(Morse Alumni Award; Grad and Profl Teaching Award)
Grading basis/credits:
Equivalencies:
Description: AFRO /ENGL 4593: The African American Novel Since romanticism and literary abolitionism converged in the 1850s, African American storytellers have discovered strategic uses for the modern novel -- making it both an ethical instrument and a vessel of ancestral traditions. Inclined initially more to social realism than to fantasy, romance, or surrealism, black American novelists have created a ?committed? literature rooted in the view that the images and ideas of the novel are potential weapons in the struggle for social justice and social transformation. Yet an ever-ready countercurrent of comedies, satires, historical fables, and speculative fictions conjured up by African American novelists express their indebtedness also to philosophical and folk traditions that view literature as a ritualistic and healing exploration of human possibility and the transmundane -- of alternate worlds and worldviews. This course explores these African American novelistic traditions -- plot patterns, character types, settings, symbols, themes, movements, and mythologies. From the little known novelistic worlds of late nineteenth century preachers and journalists to Harlem Renaissance political thrillers and urban picaresques to internationally renowned neo-slave narratives, Black Arts magic realism, and philosophical metafictions from the late twentieth century, we will steer a course through the creative and critical torrents of the modern black imagination. Because these writers have been profoundly concerned with social and historical ?truth,? we will find that the materials and techniques of many African American novels, while dramatizing the conflicts and consciousness of the individual, attempt to "reconstruct" emblematically the experiences and historical consciousness of the group. To complement lectures, during regular class meetings we will rely periodically on filmed interviews or documentaries, as well as on a variety of informal small groups to help focus your attention on the texts and concepts at hand, to strengthen your abilities to articulate and share what you have learned, and to provide another gauge of how successfully you are mastering various elements of the course. The course is designed for advanced undergraduates and graduate students. Written assignments and grading options as follows: Critical Research Paper: Each student is required to write an 10-12 page typed research paper (15-20 pages for graduate students) examining the critical reception (original reviews, etc.), interpretive controversies, and current standing of one of the course novels Grades: Option A ? 40% journal, 40% term paper, 10% one-page rationales, 10% class participation Option B ? 30% short paper, 50% term paper, 10% rationales, 10% class participation
Instructor:
Wright,John Samuel
(Morse Alumni Award)
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit already received for: EngL 3612
Description: This course is an introduction to the rich language and literature of Anglo-Saxon England (circa. 500-1100). "Old English," or as it is sometimes known, "Anglo-Saxon," is the earliest form of the English language; therefore, the primary course goal will be to acquire the ability to read Old English texts in the original. No previous experience with Old English or any other language is necessary or expected; undergraduates and graduate students are welcome. This course fulfills the literary theory/linguistic requirement. for the undergraduate English major. A knowledge of Old English will allow you to touch the most ancient literary sensibilities in the English tradition; these sensibilities are familiar and strange at the same time, as we sense our deep cultural connection to these texts across the centuries, yet at the same time feel that the past is a strange place indeed. The power of Old English literature has profoundly influenced authors such as Tennyson, Pound, Graves, Wilbur, Hopkins, Gunn, Auden, Seamus Heaney, C.S. Lewis, and of course, J.R.R. Tolkien. The first half of the course will be spent on the basics of Old English morphology and syntax, with brief readings and exercises drawn from a variety of Anglo-Saxon sources-magic charms, the bible, riddles, monster tales, medical texts, homilies. In the second half of the course we will translate more extensive selections from religious and historical prose, as well as religious, elegiac, and heroic battle poetry.
Class Time: 50% Lecture, 50% Discussion.
Grade: 20% mid exam, 35% final exam, 15% reports/papers, 15% quizzes, 15% class participation.
Instructor: Scheil,Andrew
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Brown,Tony C.
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Craig,Siobhan S
Grading basis/credits:
Equivalencies:
Prereq: grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Prereq: Grad student or instr consent credit will not be granted if credit received for: 5210
Description: Student may contact the instructor or department for information.
Instructor: Farber,Lianna
Grading basis/credits:
Prereq: Grad student or instr consent credit will not be granted if credit received for: EngL 5250
Description: EngL 5150: The Brontes This course will undertake a semester-long study of the writing of Charlotte, Emily, and Anne Bronte. The core of the course will be a reading of (some) of the major novels, but we?ll also consider juvenilia, biography, contemporary responses, and current critical perspectives.
Instructor: Goldberg,Brian B
Grading basis/credits:
Prereq: credit will not be granted if credit received for: 5401
Description: If the media doomsayers are right, editing is a dying craft. Right now, polytechnic institutes are training the next generation of copyeditors in Bangalore. Newspapers are shedding weight like dueling celebs in an US photospread. Bloggers are proving that no one need come between a rant and a reader. (Granted, they're doing it one typo at a time.) But someone, somewhere, has to generate that alumni magazine, the St. Paul Saints season guide, and the co-op newsletter. In other words, a demand persists in the American marketplace for someone who knows how to turn slop into steak. In this class, we'll study editing as a process, a protocol, and a philosophy. To elaborate, we'll study the conventions of editing (grammar, story, and style) and we'll meet professionals who do it well. (Fall '08 guests included the editor in chief of the Minnesota Historical Society Press, the art director of City Pages, the media analyst at MinnPost, and an executive employment lawyer at U.S. Bancorp.) We'll analyze why creative collaboration can feel like a playground brawl. Mostly, using real, raw manuscripts from newspapers, magazines, and books, we'll practice how to screw up the written word--with the ultimate goal of screwing up a little less.
Instructor: STAFF
Grading basis/credits:
Prereq: credit will not be granted if credit received for: 5401
Description: Why are you interested in this low-paying, hardworking profession? Because you love to work with words. You love to clarify meaning. You love to explore ideas and help authors clothe those ideas with words that explicate and elucidate. Since you were young, you've probably read whatever you could get your hands on. Now you want to pursue the craft of writing--not as a writer or author, but as one who helps these talented people produce something that others will read and enjoy. Both the study notes and the assigned readings introduce you to the skills professionals in the book publishing industry use as they edit and prepare nonfiction manuscripts for publication. Why are we covering only nonfiction manuscripts? Because that is my experience of nearly 30 years. It is this experience I share with you. You may be wondering whether this course can help you if you are interested in magazine and newspaper editing. Although you will be focusing on nonfiction texts, the skills you learn here will apply to other areas of editing. All editing requires that you exhibit creativity, clarity, and consistency. This course will also help you become a better editor of your own writing and a more perceptive and intelligent reader of other's writing. You will begin to note how authors put words together, use punctuation, and construct sentences and paragraphs. You will come to appreciate the well-chosen word, the well-turned phrase, the considered opinion, the persuasive argument. By the end of this course, you should be able to: ? note organization and determine how the parts of a book fit together; ? clarify meaning; ? determine when a style of writing works and when it doesn't; ? maintain a writer's style (when that style works); ? recognize the overriding argument in a piece of writing and the author's intent; ? examine a manuscript for problems that may create difficulties for a reader; ? find solutions to these problems; ? work well with authors; ? use the rules of punctuation and grammar correctly; ? recognize when to ignore the rules of punctuation and grammar because of an effect an author wants to achieve; ? study and understand style manuals; and ? read with greater insight. I want you to enjoy this course. You will learn a great deal, and you will become more proficient in skills you will use for the rest of your life. Enjoy the lessons; complete each assignment with an eye to learning, not just getting an A. Forget failures; forget letter grades. When you receive an evaluated assignment from ODL, examine it closely to see what you did well and what you could have done better. Whether you are taking this course so you can edit your own writing or develop a professional skill that will lead to a job in publishing, I wish you success and a sense of accomplishment as you work through it.
Class URL: http://www.cce.umn.edu/odl
Class Time: Printed correspondence section
Work Load: 1 exams, 6 homework assignments.
Grade: 30% final exam, 70% written homework. Written assignment 1 (S/N)...5% Written assignments 2 through 5...15% each Written assignment 6 (S/N)...5% See the downloadable syllabus for complete grading information.
Instructor: Zuckerman,Jeffrey Jay
Grading basis/credits:
Prereq: Grad student or instr consent
Description: This course is an introduction to the theory and practice of teaching literature and creative writing at the college level. We will reflect on our teaching in light of our experiences, our readings, and our class discussions. We will model, practice, and report back on various teaching methods and activities, both in our discussions and interactive learning activities, and--beginning at mid-semester--through more structured "teaching dialogues." We will apply the very skills we aim to impart to our undergraduate students--critical reading, writing, and thinking--to ourselves as we analyze our teaching through regular journal writings and final projects. This course is required for (and limited to) new graduate students in the English MA, MFA, and PhD programs.
Instructor: Daigre,Eric Stephen
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Clayton,Tom
(Morse Alumni Award; Regents' Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Wright,John Samuel
(Morse Alumni Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Baxter,Charles Roger
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Sirc,Geoffrey Michael
(Morse Alumni Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Treuer,David Robert
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Damon,Maria
(Grad and Profl Teaching Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Ismail,Qadri M
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Hirsch,Gordon D
(Morse Alumni Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Sugnet,Charles J
(Morse Alumni Award; Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Weinsheimer,Joel Clyde
(Morse Alumni Award; Ruth Christie English Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Hancher,Michael
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Instructor Bio
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Lee,Josephine D
(Morse Alumni Award; Grad and Profl Teaching Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Elfenbein,Andrew
(Morse Alumni Award; Ruth Christie English Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Schumacher,Julie
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Escure,Genevieve J
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Mowitt,John W
(Grad and Profl Teaching Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Luke,David B
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Messer-Davidow,Ellen
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Watkins,John
(Morse Alumni Award; Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Garner,Shirley Nelson
(Outstanding Service Award; Morse Alumni Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Fitzgerald,M. J
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Hampl,Patricia
(CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Browne,M D
(Morse Alumni Award; CCE Distinguished Tchg Award; CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Sprengnether,Madelon M
(Grad and Profl Teaching Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Rabinowitz,Paula
(CLA Dean's Medal)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Griffin PhD,Edward M
(Ruth Christie English Award; CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Haley,David B
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Ross Jr,Donald
(UC Outstanding Teaching Award)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Brennan,Timothy Andres
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Scandura,Jani
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Gonzalez,Ramon
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Cucullu,Lois B
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Craig,Siobhan S
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Krug,Rebecca L
(Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Goldberg,Brian B
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Farber,Lianna
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Tinsley,Omise'eke Natasha
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Brown,Tony C.
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Ch'ien,Evelyn Nien-Ming
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Scheil,Andrew