English Courses

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Summer 2025

100 Level

Still have questions about a course? Click on any of the instructor’s name to be directed to their email.

ENGL 103: Understanding Poetry
CRN: 24811, 24814
Days/Time: MWF 12:00-1:40 S2
Instructor: Morinana Delgdo Hernandez

This course will look at the several shapes that poetry can adopt. We will consider poetry as architecture, as logic, or as an urban love song, while reading old wandering poets like Basho and contemporary explorers of grief like Diana Khoi Nguyen. We will look at living American poets, and read other international poets in translation, like Duo Duo and Jeong Ho-seung. The course involves the practice of writing poetry, beginning with exercises and analysis of published models and advancing toward student creation of their original works of poetry in class.

ENGL 105: Understanding Fiction
CRN: 21671, 21672
Days/Time: TR 10:45-1:15 S2

The detective stands as the defining figure in popular culture from at least the 1930s to the present. In this course we will be looking at the ways that detective fiction structures our perception of reality through its truth procedures, its modes of identification, its everyday language and its plotting. The purpose of this class is twofold: to acquire a deep familiarity with the mechanics of detective fiction from its origins to the present; and to practice close reading as the method of literary scholarship. Accordingly, the majority of our focus will be on close-reading the primary texts themselves. Texts to include: “The Purloined Letter” (1844), The Hound of the Baskervilles (1902), Murder on the Orient Express (1934), The Long Goodbye (1953), The Crying of Lot 49 (1965), The Shadow Knows (1974), among others. The assessments will be weekly reading response papers, and two short close reading papers engaging with the material from the class.

ENGL 118: Introduction into African American Literature
CRN: 23195
Days/Time: MTRF 9:00-11:55 S1
Instructor: Ainsworth Clarke

[Course description pending]

200 level

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ENGL 207: Interpretation and Critical Analysis: The Undead Version
CRN: 24272, 24273
Days/Time: MWF 10:00-11:40 S2
Instructor: Kris Chen

In this course, we will focus on the theme of “the undead” to explore various ways to read, analyze, interpret, and write critically about literature and media. In doing so, we will explore how stories become “meaningful” depending on how we look at it and which questions we ask as we encounter it. We will, in other words, learn about and apply different theoretical approaches that might be described as “lenses” through which we view a text and that reveal different “truths” about it. Specifically, we examine undead stories through the theoretical lenses of cultural studies, Marxism, post-colonialism, and feminism.

ENGL 209: English Studies II: 17th Century to Today
CRN: 24812, 24813
Days/Time: MWF 10:00-11:40 S2
Instructor: Hyacinthe Damitz

This class will be surveying English Literature from the 17th Century to the present day. With such a long time frame, we will do our best to trace the state of literature across the years, starting with the Restoration Poets and tracing poetry, short stories, and the novel as they emerge and evolve through the various literary periods, from the Romantics to the Victorians, and from the Modernists to the Postmodernists. In doing so, we will examine works from writers like Jonathan Swift, William Wordsworth, Mary Shelley, Jane Austen, Herman Melville, J. Sheridan Le Fanu, Oscar Wilde, Virginia Woolf and T.S. Eliot, to name just a few, to see how literature has changed through the years. Looking not only at the way that the forms of poetry and prose have shifted, we will also be tracing the way that themes and questions root themselves in the literatures of various times, and how those themes transform as literature progresses through the years. By the end of the semester, you will have encountered many of the canonical works of the timeframe, as well as some lesser known literature throughout, with the intent to understand some of the formal and thematic work that was going on during the various periods we moved through. This course will be reading heavy, given the large swath of time we are examining, and focuses on close reading and analysis of the literature we are examining. This analysis will culminate in two 5-7 page close reading papers over the course of the semester.

ENGL 230: Introduction to Film and Culture
CRN: 24460 Global
Days/Time: T 1:00-2:45/ R 1:00-3:45 S1
Instructor: James Drown

[Course description pending]

ENGL 270/ITAL 270: Italian American Experience
CRN: 24914
Days/Time: Asynchronous S10
Instructor: Maria Fabbian

[Course description pending]

ENGL 282: Peer Tutoring in Writing Center
CRN: 24279, 24280
Days/Time: MW 2:00-3:50 S2
Instructor: Vainis Aleksa

English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two to three hours per week starting Week 2 of the semester. Students continue to meet in class analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. May not be repeated for Credit.

ENGL 291: Introduction to Writing of Fiction
CRN: 24281
Days/Time: TR 1:30-4:00 S2
Instructor: Rebecca Fishow

This course is an introduction to the art and craft of writing fiction. We will study the fundamentals of literary storytelling, with emphasis on the mechanics of characterization, point of view, plot, theme, and other elements of literary craft. During the first half of the semester, you will read and discuss short stories by established authors. Rather than analyzing these texts for cultural significance or meaning, we will be learning to “read like writers,” with a goal of gleaning insight into how stories work from the ground up, and how the “moving parts” of fiction form something complete and meaningful. In addition to these readings, during the first half of the semester you will participate in craft lectures and respond to in-class creative writing prompts. This analytical and imaginative work will transition into an in-person workshop in the second half of the semester. You will have the opportunity to submit at least one original short story to your peers, who will provide substantive feedback and constructive criticism to help you further refine your writing. You will be expected to provide thoughtful commentary on your peers’ work, just as they do for your work

ENGL 159, 160 and 161

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ENGL 159: Academic Writing Workshop
CRN: 24466
Days/Time: M 12:0-1:50 S1
Instructor: Amanda Bohne

[Course description pending]

ENGL 160: Academic Writing I
CRN: 16259 Global
Days/Time: MWF 10:00-11:40 S2
Instructor: Gen Kwon

Every day, our choices shape who we are: who we gravitate toward, what we pick out at a thrift store, and the pet peeves that make us cringe. Our writing, too, reflects these patterns. In this course, you will experiment with different genres—interview transcripts, personal essays, short stories, and argumentative essays—and pay close attention to the patterns that emerge. What surprises you? What feels natural? How does your body react to each genre—does one make you tense up, another let you breathe? Have you unknowingly borrowed speech habits and rhythms from your family, friends, or beloveds? What does authenticity even mean when we write? Through reading, discussion, and four core writing projects, you will explore these questions, cultivating a relationship with language that serves you throughout your college career and beyond. Most of all, you will begin to wonder: What is my voice?

ENGL 160: Academic Writing I
CRN: 24462 Global
Days/Time: MW 8:00-9:15 S1
Instructor: Katherine Romero

[Course description pending]

ENGL 160: Academic Writing I
CRN: 24463 Global
Days/Time: MW 10:00-11:50 S1
Instructor: Amanda Bohne

[Course description pending]

ENGL 161: Academic Writing II
CRN: 17707
Days/Time: MWF 10:00-11:40 S2
Instructor: Zara Imran

[Course description pending]

ENGL 161: Academic Writing II
CRN: 22870
Days/Time: MWF 10:00-11:40 S2
Instructor: Frida Sanchez-Vega

This course will explore the relationship between humans and nature in the Anthropocene era. How have humans viewed their relationship with nature throughout history? To understand this, we will view texts from evolutionists, environmentalists, philosophers, anthropologists, and indigenous ways of knowing. As a student in this class, you will be asked to think critically about how humans went from thinking about being of nature to being above nature. These inquiries will be paired with discussions of general skills in reading, research, and writing.

ENGL 161: Academic Writing II
CRN: 23385
Days/Time: TR 1:30-4:00 ONLINE S2
Instructor: Gordon Middleton

[Course description pending]

ENGL 161 Academic Writing II
CRN: 25010 ONLINE
Days/Time: TR 1:30-4:00 S2
Instructor: Miles Parkinson
Pending

ENGL 161 Academic Writing II
CRN: 22169 ONLINE
Days/Time: TR 1:30-4:00 S2
Instructor: Antonio Guerrero

ENGL 161 Academic Writing II
CRN: 24732
Days/Time: TR 9:00-11:30 S2
Instructor: Robert Wilson

ENGL 161: Academic Writing II
CRN: 18181
Days/Time: MWF 4:00-5:40 ONLINE S2
Instructor: Seunghyun Shin

[Course description pending]

ENGL 161: Academic Writing II
CRN: 24464 Global
Days/Time: MW 8:00-9:50 S1
Instructor: Mark Magoon

[Course description pending]

FALL 2025

ENGL 160

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ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11462, 11601, or 11832
Days/Time: ARR
Instructor: Catherine Vlahos Carating

In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? You will write about these questions and more through weekly activities and 4 major writing projects consisting of outlines, rough drafts, and final drafts.

ENGL 160: Academic Writing I: Media, Mythmaking, and Contemporary Culture
CRN: 11828
Days/Time: MW 8:00-9:15
Instructor: William Wells

This course explores the myriad ways we come to know ourselves through storytelling. Through the analysis of a diverse range of genres spanning from the “academic” (literature, theory, and philosophy) to the everyday (TV and film, online content), we will come to understand the compulsion toward meaning making in the modern world, as well as its benefits and risks.

ENGL 160: Academic Writing I: Defining and Redefining Heroes
CRN: 30663
Days/Time: MW 9:30- 10:45
Instructor: Robert Wilson

In this class, you will explore texts, videos, and music that demonstrate and discuss our cultural desire for heroes and how we have defined them over the years. We will explore how our ideas about what constitutes a hero are impacted by our social values. This course is designed to help you hone your writing skills across different writing genres and to help you think critically about yourself and the society in which you live.

ENGL 160: Academic Writing I: AI Anxieties
CRN: 30667
Days/Time: MW 9:30-10:45
Instructor: Harry Burson

This course examines how something called “Artificial Intelligence” is supposedly on the verge of reshaping every aspect of our daily lives. We are inundated with proponents of AI proclaiming that this technology is ushering in a new era of productivity for business, government, and education. Critics have meanwhile cast AI as a grave threat to human civilization itself. Pushing beyond this hyperbolic prognostication, in this class we will consider the cultural response to AI, situating it as part of a longer history of disruptive “new” media technologies. Students will read recent scholarship addressing the social impacts of AI and will watch films and television shows that portray artificial intelligence as an ever-evolving source of anxiety for humanity. Questions we’ll ask include: what exactly do we mean by the term “artificial intelligence”? How have fears about AI changed over time? What are the environmental impacts of AI? How does artificial intelligence alter how we think about human intelligence and identity? Writing assignments throughout the semester will encourage students to critically investigate AI as we reconsider our everyday encounters with this omnipresent technology.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts: Propaganda Fide
CRN: 11337
Days/Time: MW 4:30-5:45
Instructor: Gordon Middleton

Propaganda has been going through some growth spurts of late. Back in 1622 when Pope Gregory XV used the phrase Congregatio de propaganda fide”” it simply meant “Congregation for propagating the faith. Some associate propaganda with such things as the Nazis’ Ministry of Public Enlightenment and Propaganda or the Soviets’ agitprop. But propaganda still holds some sense of propagating the faith. And, as systematic as propaganda has been in the past, over at least the last 25 years, in the hands of authoritarian “”strongmen”” as Putin, Erdoğan, and Orbán, we are seeing evidence that there is an increasing casualness to how it is often now deployed. This is happening in the US more and more. As well as ideas and histories of propaganda, we’ll look at the role of such things as machine learning, misinformation, media literacy, information silos, flooding the zone, conspiracy theories, and deepfakes.

ENGL 160: Academic Writing 1: ““Information is not knowledge.” – Albert Einstein
CRN: 11332
Days/Time: MWF 8:00-8:50
Instructor: Scott Grunow

The readings in this course will explore a range of issues, such as social relationships with neighbors and to what extent social class and classism have affected the global community, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information. Then, we will focus on analyzing this information in relation to multiple experiences and viewpoints, and finally, you will develop the confidence to make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to and developing confidence in college-level thinking, reading, and writing through a range of interactive activities in and outside of class.

ENGL 160: Academic Writing I: Dissimulation in Life and on the Screen
CRN: 11496
Days/Time: MWF 8:00-8:50
Instructor: Janson Jones

As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our thoughts and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, perpetually shifting tangles of persuasive communications, but to what extent can we critically interrogate the fact from fiction, the screen from reality? How many of us are simply willing to accept the untruth as the fact? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital and social lives. At its core, ENGL 160 is an introduction to critical thinking, rhetoric, interrogation, analysis, and the process of composition. We’ll explore strategies of communication through a number of rhetorical situations. In our first project, you will develop a reflective, dynamic, and engaging memoir about a realization of perceived truth in your life. In another, you’ll analyze the rhetorical strategies deployed in contemporary texts aimed at persuading audiences. Finally, you will generate an argumentative essay that takes a position on some aspect of dissimulation in our current digital world. In each of these projects, the process of developing, writing, and revising your lines or reasoning in relation to a defined “real world” audience will be just as important as the final “paper” itself. Similarly, collaboration and discussion will be extensive throughout these writing processes. Each of these skills can help equip you to navigate real-world texts (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

ENGL 160: Academic Writing 1: “Information is not knowledge.” – Albert Einstein
CRN: 41625
Days/Time: MWF 9:00-9:50
Instructor: Scott Grunow

ENGL 160: Academic Writing I: Dissimulation in Life and on the Screen
CRN: 11526
Days/Time: MWF 9:00-9:50
Instructor: Janson Jones

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – Modernizing Myths
CRN: 46792
Days/Time: MWF 9:00-9:50
Instructor: Ethan Lafond

In this course, you will look at how traditional folk forms of storytelling function in the modern day. This will involve examining both the process of “intertemporal translation” – taking extant stories, in English or other languages, and giving them a “modern” form – and how folklore is still an important part of culture in the modern day. This will go beyond the classroom – while some of what we look at will be in books, you will also be examining how storytelling exists in your own communities. Ultimately, the goal of this class is not merely to witness these things, but to be prepared to write about them – in a rhetorical analysis, an interview project, an argumentative essay, and a reflective essay, you will also be writing about what you witness or what you think about it. Stories are very likely to be extremely emotionally important things, and that’s important to bring to the table – strongly feeling your opinions about stories is going to be key to developing your ability to write about them, and in the long run to developing your ability to write within academia more generally.

ENGL 160: Academic Writing 1
CRN: 46734
Days/Time: MWF 9:00-9:50
Instructor: Jared Hackworth

This course will examine the ways that the aesthetics of place/space affect our lives. Students will look at their communities in Chicago or its suburbs and examine how visual forms and urban design impact their everyday lives. Students will complete four projects: one, a personal narrative about the aesthetics/materiality of a space that matters to them (such as Michelle Zauner’s “Crying in Hmart”). Second, a rhetorical analysis of a text about a Chicago neighborhood or its suburbs. Options could include analyzing a painting, like Hopper’s Nighthawks at The Art Institute, a chapter from Richard Wright’s Native Son, or a non-fiction essay like Crump’s “The Angriest Queer.” Third, an argumentative review that suggests the merit of a performance/art piece they view in the city in context with the conversation surrounding that performance—a concert, performance, museum visit, etc. Fourth, a meta-cognitive essay that reflects on the student’s growth in writing over the semester and the role of aesthetics in our lives.

ENGL 160: Academic Writing I: Writing for an Audience
CRN: 11393
Days/Time: MWF 10:00-10:50
Instructor: Willow Schenwar

From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? What futures might we imagine, and how do we set ourselves towards (or away from) these possible futures? How are people affected differently by social and ecological conditions, based on race, gender, ethnicity, ability, and economic and citizenship status? In this course, students will develop a conceptual framework through which to approach such questions. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component. These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, youth activism, and media literacy and misinformation.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – Modernizing Myths
CRN: 46722
Days/Time: MWF 10:00-10:50
Instructor: Ethan Lafond

ENGL 160: Academic Writing I
CRN: 46717
Days/Time: MWF 10:00-10:50
Instructor: Marc Baez

In this course, we’ll write about the art of boxing. The first writing project is a descriptive summary where you will summarize three rounds from the 1971 fight between Joe Frazier and Muhammed Ali. In addition to detailing techniques and key moments of exchange between the boxers, this kind of summary asks you to try to capture the mood and atmosphere of live performance by including details of audience reaction. The second writing project is a rhetorical analysis where you will analyze scenes from the HBO documentary Thrilla in Manila, which chronicles the 1975 rematch between Frazier and Ali. The point of this writing project is to become familiar with ethos, logos, pathos, and kairos as specific tools for analysis that can help you think more deeply about what you watch and read. The third writing project is an argumentative essay where you will make an argument about a competitive fighter of your own choice. This argument will include descriptive summary and analysis as well as a focus on historical and cultural context, which will require you to do some research. The point of this paper is to try to persuade an audience that might likely disagree with your argument to take your argument seriously. The fourth and final writing project is a reflection where you will make an argument about your work as a writer in this course. Your argument will include summary and analysis of the three papers you wrote leading up to this final project.

ENGL 160: Academic Writing I
CRN: 46716
Days/Time: MWF 11:00-11:50
Instructor: Bridget English

All of us have experienced some form of illness ranging from the mundane—a cold, flu, or food poisoning—to rare and serious diseases. The COVID-19 pandemic caused us to consider illness in a new way: blurring the boundaries between sick and well and exposing the unequal and often biased structures that underlie our medical systems. In this course we will discuss the relationship between writing, illness, and the body. Can writing convey pain and help to alleviate mental and/or physical suffering? How can we use writing to advocate for change and equality? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, manifestos, and argumentative essays—we will pursue answers to these questions as we assess the relationship between individual identity, bodily experience, and existing medical structures. You will learn information about this topic to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will also get the chance to write in a variety of genres and to share your work with other members of the class. Finally, the class will provide a review of the editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160: Academic Writing I: Dissimulation in Life and on the Screen
CRN: 11550
Days/Time: MWF 11:00-11:50
Instructor: Janson Jones

ENGL 160 Academic Writing I
CRN: 42863
Days/Time: MWF 11:00-11:50
Instructor: Marc Baez

ENGL 160: Academic Writing I: Writing for an Audience
CRN: 11570
Days/Time: MWF 11:00-11:50
Instructor: Willow Schenwar

ENGL 160: Academic Writing 1: Information is not knowledge. – Albert Einstein
CRN: 11583
Days/Time: MWF 11:00-11:50
Instructor: Scott Grunow

ENGL 160: Academic Writing I
CRN: 30664
Days/Time: MWF 11:00-11:50ONL
Instructor: Gregor Baszak

Pack your little ring notebook, put a pencil behind your ear, keep your audio recorders and your cameras handy—you’re going out into the field to report the news. Yes, in our class you’ll become a journalist for one semester: You’ll report the 5 Ws and organize these facts along an inverted pyramid. You’ll also chime in with your own thoughts on an important matter that affects your community in the form of an op-ed. An important note: This is a fully online class that is largely asynchronous, meaning you complete work on your own time by scheduled due dates. We will have one live session on Zoom every week on Fridays during our scheduled class time, but this meeting is about clarifying questions and going more in-depth on the materials we covered that week. Attendance is not required for passing this class, but you will get generously rewarded with extra credit if you do attend frequently, so make sure the course does fit your schedule.

ENGL 160: Academic Writing I: Writing the Environment
CRN: 38997
Days/Time: MWF 11:00-11:50
Instructor: Ann Marie Thornburg

In this course we will examine the environment together with themes including histories, relationships, power, violence, care, damage, growth, repair, and more. You will develop four writing projects that ask you to engage the environment critically and reflectively. We will approach writing as a process and tool that allows us to track our thoughts and feelings, engage with others, and express ourselves.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 46737
Days/Time: MWF 11:00-11:50
Instructor: Lisa Stolley

ENGL 160: Academic Writing I
CRN: 46733
Days/Time: MWF 12:00-12:50ONL
Instructor: Gregor Baszak

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11803
Days/Time: MWF 12:00-12:50
Instructor: Brianne Neptin

In this class, you will explore Chicago’s food cultures. Through class discussion, analysis, and assignment you will learn to think critically about the world around you, using food as our entry point. Food is a part of our everyday lives, beyond simply what we have for dinner. It is a gateway to engage with our communities and each other. By reading and analyzing a variety of genres (Public Writing, Professional/Academic Writing, Argumentative Writing, and Reflective Writing) you will learn to adapt your ways of thinking and responding to situations that will better prepare you for college and beyond.

ENGL 160: Academic Writing I: Multi-contextual Rhetoric and Discourse, Past and Present
CRN: 11841
Days/Time: MWF 12:00-12:50
Instructor: Amanda Bohne

As students, you spend much of your time looking at print works on the page and the screen, and you look at images and writing in other contexts every day, just as people did before the digital and printing revolutions. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. Reading an article, listening to a speech, or encountering a post on social media, you already know how to “read” these arguments and respond to them in a general sense. In this class, you will develop these perceptive skills to create strong, critically aware arguments in your papers or any other medium you choose to communicate your point of view. At the same time, you will gain a deeper understanding of how modern multimedia discourse draws on pre-digital traditions. This course is an introduction to writing, rhetoric, and research. Though each of these terms can be defined in numerous ways, we will focus most carefully on writing and rhetoric as the craft of constructing an argument and research as the process of investigation and analysis. Since good writing begins with good thinking, this course will emphasize the importance of critical reading and will ask you to analyze a variety of texts throughout the term.

ENGL 160: Academic Writing I: Writing the Environment
CRN: 46725
Days/Time: MWF 12:00-12:50
Instructor: Ann Marie Thornburg

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 46720
Days/Time: MWF 12:00-12:50
Instructor: Lyla Lee

In this class, you will explore the complex connections between identity (such as culture and orientation), space (like environment and location), and community (including social and economic factors). Together, we’ll examine how different aspects of “home” shape and reflect our experiences. Through reading memoirs, narratives, short stories, and biographies, you’ll engage in critical discussions about belonging, displacement, and the emotional landscapes of home. Writing will be a key practice in this course, allowing you to reflect on and better understand both your own ideas of home and yourself as a writer. By the end, you’ll develop a deeper understanding of how intimate spaces influence our lives, identities, and personal narratives.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts Self-Care and Self-Help Post-Pandemic
CRN: 30668
Days/Time: MWF 12:00-12:50
Instructor: Kate Brandt

In this class, we will explore a variety of issues related to the larger course theme of “Self-Care and Self-Help”—that is, what it means to take care of oneself holistically in the strange dystopian days we are living in. Throughout the semester, we will learn about multiple self-care methods; practice, criticize, and evaluate methods of self-care; discuss barriers to self-care; and explore the self-help industry as it has evolved from the 20th to 21st century. Some questions we will be thinking about broadly this semester include: How do I define self-care? (Why) is it important to engage in self-care? What methods of self-care work best for me? What are the social, economic, political, racial, gendered barriers that exist to certain self-care methods? How and why has the self-help industry emerged in America throughout the last century? Perhaps most importantly, we will constantly be questioning how reading and writing can help one engage in self-care. We will work within numerous genres and writing styles, including some challenging texts—both in terms of stylistic difficulty as well as subject matter. By reading and analyzing a variety of texts within the theme of “Self-Care and Self-Help,” our goal is to understand the nuances of genre and situation, rhetoric, and style to become articulate and engaging writers for a wide range of purposes and audiences. Genres that we will focus on (but are not limited to) include listicle, review, annotated bibliography, anthology, argument, self-reflection, and evaluation. You need not master each of these genres nor the course topic by the end of the course; rather, the goal is to learn about and experiment with these genres to develop your writing skills and explore the course theme of “Self-Care and Self-Help” in a meaningful way.

ENGL 160: Academic Writing I: Irrepressible Art
CRN: 27283
Days/Time: MWF 12:00-12:50
Instructor: Eniko “Eni” Vaghy

In this course, we will discuss and research significant art made by female and gender nonconforming individuals. Through film, photography, literature, and other creative efforts, the manner in which these artists recalibrate our understanding of the world and its limits will be analyzed and celebrated. This course will touch upon the work of Nan Goldin, Chris Kraus, Claudia Rankine, Lorna Simpson, Sophie Calle, Claude Cahun, and many, many others.

ENGL 160: Academic Writing I: Writing for an Audience
CRN: 25927
Days/Time: MWF 12:00-12:50
Instructor: Willow Schenwar

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11551
Days/Time: MWF 12:00-12:50
Instructor: Lisa Stolley

This class will provide you the opportunity to engage in the process of writing in different situations and genres, and help you become self-aware learners. The topic of this class involves U.S. immigration, with a focus on migrants and undocumented immigrants from Mexico, El Salvador, Honduras, and Guatemala, as well other Latin American countries. We will explore the reasons migrants attempt to enter the U.S. either through seeking asylum or unlawful entry; the experiences of and challenges for undocumented immigrants from Latin America who have settled down and built lives in a country where they are not recognized or welcomed as citizens (including DACA recipients); related politics and policies; and the need and potential (or not) for actual “immigration reform.” Through readings and writing assignments on this topic, you will gain skills and strategies in writing in a variety of genres, including an academic argumentative essay. You will be responsible for four writing projects, the last of which will be a self-reflective narrative essay that thoughtfully and thoroughly analyzes your processes and growth in developing literacy skills in the context of this course. From checking your phone right after waking up to scanning the cereal box while eating breakfast, from seeing the many posters and billboards on your morning commute to opening your textbooks for class, our lives are supersaturated with images. Through the stories they tell and represent, images can silently or explicitly evoke emotional, intellectual, or even spiritual responses in the people that view them. They can inspire people to think or (re)act in a specific way. In this course, you will be learning about the conventions and methods of academic research and writing. Through four projects (an annotated bibliography, a research proposal, a literature review, and a final research paper), you will use these approaches to find effective and compelling ways to talk about the images you encounter in your everyday life, and try to make sense of how these images make sense of the world. Although we will be talking about visual images for the entirety of the semester, this is not an art history course: you are not required to have any background in art theory or visual art to sufficiently participate in the class.

ENGL 160: Academic Writing I
CRN: 11572
Days/Time: MWF 12:00-12:50
Instructor: Bridget English

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 30965
Days/Time: MWF 1:00-1:50
Instructor: Lyla Lee

ENGL 160: Academic Writing I: Writing and Performance
CRN: 11575
Days/Time: MWF 1:00-1:50
Instructor: Em Williamson

In this first-year writing course, we will study the intersections of composition and performance. Like performance, writing is a social act meant for audience consumption—if this is true, what could be learned from studying them in tandem? While you will not be called on to perform in this class, you will be made to think critically about the nature of performance through a variety of writing assignments and in-depth readings. Throughout the semester, you will engage with more traditionally performative, public genres of writing like blog posts and reviews, as well as explore the more formal, academic voice of an argumentative essay. The central consideration that will propel you through each of these assignments is that of audience: how can we, as writers, adjust to audience expectations much in the way a performer might? Our understanding of performance in this course will be wide-ranging, including things like theater, dance, drag, stand-up comedy, and even contemporary modes of online performance.

ENGL 160: Writing on Social Films
CRN: 21750
Days/Time: MWF 1:00-1:50
Instructor: Eric Pahre

In this course, you will examine how popular films explore and portray different facets of common social issues, and how the discourse of film critics and academics further examine these topics and create important conversations between creators, critics, and the viewer or reader. You will watch a number of 21st-century films, some offering direct social satire or commentary and others working on a more subdued level. These topics include racism, gender inequality, classism, income inequality, and capitalism. Over the course of the semester, you will work to thoughtfully interpret and discuss the challenging content of these films and learn to write about deeper meaning while bringing films and reviews into conversations with one another.

ENGL 160: How Stories Still Shape Us: Reading Folklore in A Contemporary World
CRN: 11811
Days/Time: MWF 1:00-1:50
Instructor: Eliza Marley

Folklore is described as stories belonging to a specific culture or group of people detailing beliefs, customs, and tales of a community passed down through the generations. There are many stories which have been condensed and transformed over the years; repurposed to serve changing societies. Reading Folklore can be a glimpse into the past, seeing how people practiced agriculture, crafted musical instruments, or understood their changing environments. Folklore is an asset for preserving the cultural legacies of groups all across the globe and reading these stories is a valuable tool for seeking to understand our current reality and the trajectory of social issues. In this class we will be focused on writing development. We will use Folklore as a framing tool for looking at the structural and stylistic components of different genres of writing and then translate those skills into our own projects. My hope is that as we go through this semester the stories we look at will be an enjoyable read and a helpful foil for our writing assignments.

ENGL 160: Academic Writing I: Writing About Popular Music
CRN: 29462
Days/Time: MWF 2:00-2:50
Instructor: Krista Muratore

In this class, you will learn how to write about popular music and its relationship with the complex everyday issues we face in our society. The class will thus be structured around four main writing projects– a memoir essay, an album review, an argumentative essay and a personal reflection. Through reading various pieces of music writing and participating in class discussions and activities, you will also learn how to develop socially conscious claims about the music you are passionate about. As you learn how to write in these different forms, you will hopefully develop clear, effective writing that will help you not only express your point of view in academic writing but also cultivate critical thinking and a greater appreciation for a wide range of music and art.

ENGL 160: Academic Writing I: Writing Home
CRN: 11788
Days/Time: MWF 2:00-2:50
Instructor: Ryan Nordle

How do we define ‘home’? Where are the limits of a home? How do we transition from one home to the next? Is home a feeling? Is it a place? Is it people? This course will take these as its guiding questions. We will explore the concept of home through the process of writing and develop our writing process through the concept of home. While this course will broadly instruct on principles of academic writing, you will specifically learn about and demonstrate competence in writing within four genres: personal narrative, photo essay, argumentative essay, and reflective essay. These four writing projects will be the focus of the units in this course, all designed to prepare your writing for entering public and academic spheres.

ENGL 160: Academic Writing I
CRN: 41780
Days/Time: TR 8:00-9:15
Instructor: James McKenna

[Course description pending]

ENGL 160: Academic Writing I: Everyone Watches Women’s Sports
CRN: 11343
Days/Time: TR 8:00-9:15
Instructor: Stefania Gomez

In this class, we will explore the intersection of sports and gender across writing disciplines. No prior experience with sports as a participant or fan is required.

ENGL 160: Academic Writing I: Writing Across Audiences and Genres
CRN: 11331
Days/Time: TR 8:00-9:15ONL
Instructor: Ling He

This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password. This online course is thoughtfully structured around four major writing projects designed to help you develop genre-specific knowledge by focusing on the purpose of writing, audience, and context. These projects encompass five types of writing: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. By mastering these genre-based strategies, you will be well-equipped to succeed in university-level coursework and effectively address various rhetorical situations and appeals. Reading is seamlessly integrated into the writing process, offering essential insights into topics, deepening your grasp of genre conventions, and serving as a model to enhance your learning. Emphasizing a student-centered approach, this course ensures an engaging and supportive learning environment, with ongoing instructor feedback on multiple drafts and interactive teacher-student discussions in and after class, and genre analysis.

ENGL 160: Academic Writing I: Writing Across Audiences and Genres
CRN: 11543
Days/Time: TR 9:30-10:45ONL
Instructor: Ling He

ENGL 160: Academic Writing I: Everyone Watches Women’s Sports
CRN: 46738
Days/Time: TR 9:30-10:45
Instructor: Stefania Gomez

In this class, we will explore the intersection of sports and gender across writing disciplines. No prior experience with sports as a participant or fan is required.

ENGL 160: Academic Writing I
CRN: 41810
Days/Time: TR 9:30-10:45
Instructor: James McKenna

[Course description pending]

ENGL 160: Academic Writing I
CRN: 27280
Days/Time: TR 9:30-10:45
Instructor: Miles Parkinson

In this course, you will learn to read genre symptomatically, and to discern a rhetorical situation for yourself. Our theme-performance-will open up a discursive space of repetition, allowing us to interrogate not only personal identity but also specifically its written form. What does it mean to write one’s identity? What is performance in public, in private? How do we structure ourselves, mediate ourselves through the other and through the Other (in the sense of the social writ large)? I do not expect this to feel self-evident at this point, but over the course of this semester, we will develop a conceptual vocabulary for thinking about reading and writing the self and the social, and how both are rooted in genre. Unlike some other kinds of English classes, you will not typically write about the assigned readings in your formal essays. Instead, we will read the central and supplemental texts for what these works can teach us about the performance of writing-about structuring your prose to move a specific or a more general audience, about positioning your ideas among the views of others. We will read these published and student pieces for their style, tone, and purpose and for the audience addressed and implied by the writer’s language choices. The content of your essays will be largely left up to your own interests, as this class is about giving you the time and space to develop as writers in whatever way is most important to you.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 27284
Days/Time: TR 9:30-10:45
Instructor: Frida Sanchez Vega

This class will challenge you with different academic and public writing genres. We will explore and expand the concepts of writing, reading, and rhetoric. The theme of the course is the nation-state. This course will allow us as a class to learn about writing by diving into our understanding of nationhood, sovereignty, and citizenship. By inquiring into different types of writing about the nation-state, this course will allow us to reflect on our current understanding of political and social issues in the United States and abroad while also learning how to effectively communicate our ideas on said issues in various academic and public contexts. We will discuss different issues, such as immigration, asylum rights, securitization, and global warming. These issues serve us to think about the various social issues that affect all of us.

ENGL 160: Academic Writing I: Writing Across Audiences and Genres
CRN: 11458
Days/Time: TR 11:00-12:15 ONL
Instructor: Ling He

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 27372
Days/Time: TR 11:00-12:15
Instructor: Danny McGee

When you think about Chicago, several attractions might immediately come to mind, such as the Willis Tower, Wrigley Field, or the beachfront. However, before the city of Chicago was developed into a metropolis, the land was previously a vast swampland that supported many different animal species. Currently, the IUCN Endangered Species list grows every day as human activity continues to alter natural environments. In this class, we will look globally at different cities, their growth, and their relationship to native animal species to explore the repercussions that urbanization might have on the ecosystem around them. This course is broken into three segments: “What is a City?,” “Death of the City,” and “What Happens to Animals in the City?”. This course will give you a wide-but-shallow look at various sites of city development and the repercussions that native animal species experience. You will read a number of sources including government websites, endangered species lists, research articles, and many other sources to get a holistic understanding of the impact that city development and expansion has on native animal species. As you investigate the relationship between animals and the city, you will compose a nature memoir, letters to future generations, an argumentative essay, and a reflective essay to engage with the past, present, and future of the surrounding world. No prior information on ecology, sociology, or any related field is needed.

English 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11505
Days/Time: TR 11:00-12:15
Instructor: Sammie Burton

English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: Reflection, Analysis, Synthesis, and Argumentation. In addition to peer-review sessions, you will also receive feedback from your professor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11720
Days/Time: TR 11:00-12:15
Instructor: Frida Sanchez Vega

In this class, you will be challenged with different academic and public writing genres. We will explore and expand the concepts of writing, reading, and rhetoric. The theme of the course is the nation-state. This course will allow us as a class to learn about writing by diving into our understanding of nationhood, sovereignty, and citizenship. By inquiring into different types of writing about the nation-state, this course will allow us to reflect on our current understanding of political and social issues in the United States and abroad while also learning how to effectively communicate our ideas on said issues in various academic and public contexts. We will discuss different issues, such as immigration, asylum rights, securitization, and global warming. These issues serve us to think about the various social issues that affect all of us.

ENGL 160: Academic Writing I Writing in Academic and Public Contexts
CRN: 39029 Global
Days/Time: TR 11:00-12:15
Instructor: Eman Elturki

In the 21st century, literacy extends far beyond the traditional ability to read and write. As we navigate an increasingly digital and interconnected world, the meaning of being “literate” is evolving rapidly, especially with the rise of Artificial Intelligence (AI). How do AI tools like language models, digital assistants, and personalized learning systems reshape the way we read, write, and communicate? In this course, we will explore the evolving concept of literacy in the age of AI, focusing on how new technologies are transforming literacy practices and creating new forms of communication. We will examine traditional views of literacy and extend this understanding to encompass digital literacy, media literacy, AI literacy, and other emerging literacies that are crucial for navigating today’s world. Through the lens of AI, we will engage with important questions about how these technologies influence education, creativity, and critical thinking. We will also explore the challenges and opportunities AI presents, from accessibility and ethics to the potential for reshaping education. In this course, we will use the theme of “AI and Literacy in the 21st Century” to explore how new technologies are shaping communication, information consumption, and learning. Using the process approach to writing, we will engage in four writing projects that allow you to explore these changes through various genres:

Personal Narrative Essay: “AI and Me: Navigating Literacy in the Digital Age”
Digital Listicle and Cover Letter: “Top 5 Ways AI is Changing Literacy”
Argumentative Research Essay: “The Role of Artificial Intelligence in Shaping the Future Classroom”
Reflective Essay: “My Literacy Skills and AI”

In addition to these writing projects, the course will involve in-class activities, oral presentations, mini-reading quizzes, and shorter writing assignments to enhance your critical reading skills, develop your understanding of genre conventions, and help you navigate the rhetorical situations encountered in different forms of communication. By the end of the course, you will not only deepen your understanding of literacy in the age of AI but also develop a range of writing skills essential for success in both academic and professional settings.

English 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 42846
Days/Time: TR 12:30-1:45
Instructor: Sammie Burton

ENGL 160: Academic Writing I: Writing for an Audience
CRN: 11534
Days/Time: TR 12:30-1:45
Instructor: Angela Dancey

The first English 160 learning goal is to improve “rhetorical awareness of audience through different genre-based assignments.” In other words, to practice writing in various genres to learn more about appealing to and communicating effectively with your intended audience. Some of the selected genres in this course might be familiar to you as a reader (i.e. the curated list, or “listicle”) but less familiar to you as a writer. This course is designed to give you a thorough understanding of each genre before you start writing and support you throughout the process of drafting and revising. Another aim of this course is to challenge some outdated beliefs and unhelpful ideas about writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). We’ll also practice critical thinking and reading skills, constructing cohesive paragraphs, and writing for simplicity and concision. Finally, this course is designed to (hopefully!) make writing enjoyable in ways it might not have been for you in high school, and maybe (hopefully!) shift your perception of yourself as a writer.

ENGL 160: Academic Writing I: Finding Your Voice on the Page
CRN: 23461
Days/Time: TR 12:30-1:45
Instructor: Gen Kwon

Every day, we make choices: gravitating toward certain people, picking out sweaters at a thrift store, cringing at pet peeves only we seem to notice. Our writing, too, carries these traces of who we are. In this course, you will experiment with different genres—interview transcripts, personal essays, short stories, and argumentative essays—and pay close attention to the patterns that emerge. What surprises you? What feels natural? How does your body react to each genre—does one make you tense up, another let you breathe? Have you unknowingly borrowed speech rhythms from your family, friends, or beloveds? What does authenticity even mean when we write? Through reading, discussion, and four core writing projects, you will explore these questions, cultivating a relationship with language that serves you not just in college but long after. By the end of the semester, you may not have a singular answer to “What is my voice?”—but you will have begun to listen for it.

ENGL 160: Academic Writing I: Writing for an Audience
CRN: 11390
Days/Time: TR 2:00-3:15
Instructor: Angela Dancey

ENGL 160: Academic Writing I: Popular Music and Politics
CRN: 19880
Days/Time: TR 2:00-3:15
Instructor: Chris Glomski

In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160: Writing About Popular Media, Resistance, and Social Change
CRN: 11385
Days/Time: TR 2:00-3:15
Instructor: Jennifer Rupert

What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to take action on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short and long term goals.

ENGL 160: Academic Writing I Writing in Academic and Public Contexts
CRN: 46865 Global
Days/Time: TR 2:00-3:15
Instructor: Eman Elturki

Personal Narrative Essay: “AI and Me: Navigating Literacy in the Digital Age”
Digital Listicle and Cover Letter: “Top 5 Ways AI is Changing Literacy”
Argumentative Research Essay: “The Role of Artificial Intelligence in Shaping the Future Classroom”
Reflective Essay: “My Literacy Skills and AI”

ENGL 160: Academic Writing I: Theorizing Your Interests
CRN: 39062
Days/Time: TR 3:30-4:45
Instructor: Keegan Lannon

The primary goal of this course is, broadly speaking, to learn how to write. You’ll notice that I don’t say how to write “well.” Writing, like most skills, takes a lifetime of practice to get good at it, and you will spend most of your time in college trying to get better. What we will do here is start this process by learning how to think like a writer, so that you can go forth and hone your skills over the next four years.
To learn this writerly way of thinking, we’ll answer one question: If time and money were not concerns, what would you be doing with yourself? This is a common ice-breaker question, because the answer reveals something about what drives you in life. It’s probably fairly easy to identify and articulate who and what you would like to occupy your time if you were free from other responsibilities. What is likely harder is articulating why these people and things are so important to you, and why they are worth occupying your time. In this class you will have the opportunity to explain why your passions are valuable—even if only to you—and why they are worth your time.

ENGL 160: Academic Writing I: Music, Film, and Fiction
CRN: 45818
Days/Time: TR 3:30-4:45
Instructor: Thomas Moore

Movies, music, and stories are something we all love to watch, listen to, and read. They soothe us, make us laugh, and make us cry. What we don’t often think about, though, beyond the way they make us feel, is the fact that these feelings are always accompanied by judgements of quality and interpretation. In this class, we will slow down our process of consuming media and think carefully about the ways in which we evaluate and interpret it, as well as train ourselves to pay close attention to the ways movies, songs, and stories are constructed and the choices the artists make as they create them.

ENGL 160: Academic Writing I: Popular Music and Politics
CRN: 41808
Days/Time: TR 3:30-4:45
Instructor: Chris Glomski

ENGL 160: Academic Writing I Writing in Academic and Public Contexts
CRN: 41809
Days/Time: TR 3:30-4:45
Instructor: Margo Arruda

[Course description pending]

ENGL 160: Academic Writing I Writing in Academic and Public Contexts
CRN: 46724 Global
Days/Time: TR 3:30-4:45
Instructor: Eman Elturki

Personal Narrative Essay: “AI and Me: Navigating Literacy in the Digital Age”
Digital Listicle and Cover Letter: “Top 5 Ways AI is Changing Literacy”
Argumentative Research Essay: “The Role of Artificial Intelligence in Shaping the Future Classroom”
Reflective Essay: “My Literacy Skills and AI”

ENGL 160: Academic Writing I: Music, Film, and Fiction
CRN: 11341
Days/Time: TR 5:00-6:15
Instructor: Thomas Moore

ENGL 161

Still have questions about a course? Click on any of the instructor’s name to be directed to their email.

ENGL 161: Academic Writing II: Society, Multimedia, and Groupthink
CRN: 30669
Days/Time: Asynchronous ONLINE
Instructor: Antonio Guerrero

At its core, this course will explore the ways in which we craft and consume ideas. We exist in a complex ideological ecosystem that allows us to have a great amount of mental dexterity and individualization — but how we wield this dexterity has a lot to do with our environment. This course will have you read, write, and research with the goal of understanding how everyday consumption of media and information influences our individual and collective trajectories. In short, we will be trying to understand why we think the way we do and who influences that thought process.

ENGL 161: Academic Writing II: Female Networks of Kinship/Friendship in Feminist Resistances
CRN: 24008
Days/Time: MW 3:00-4:15
Instructor: Zara Imran

This course will investigate female networks of kinship/ friendship and their relationship to feminist resistances. We will read a range of texts from various disciplines and critically analyze theoretical paradigms and feminist movements over time. It will provide you with a breadth of knowledge; exposing you to some central political and social movements, their criticisms and shortcomings, theorizations and complications of sisterhood, difference, and female subjectivity. The primary goal of this course is to help students undertake independent research. Students should choose what aspect of the course they find thought provoking and explore that in depth in their own research.

ENGL 161: Academic Writing II
CRN: 25972
Days/Time: MW 3:00-4:15
Instructor: Seunghyun Shin

[Course description pending]

ENGL 161: Academic Writing II
CRN: 21837
Days/Time: MW 4:30-5:45
Instructor: Seunghyun Shin

[Course description pending]

ENGL 161: Academic Writing II: Show Me Your Teeth …
CRN: 24005
Days/Time: MWF 8:00-8:50
Instructor: Todd Sherfinski

Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as starting points for our research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161: Academic Writing II: Show Me Your Teeth …
CRN: 11854
Days/Time: MWF 9:00:00-9:50
Instructor: Todd Sherfinski

ENGL 161: Academic Writing II: Show Me Your Teeth …
CRN: 11950
Days/Time: MWF 10:00-10:50
Instructor: Todd Sherfinski

ENGL 161: Academic Writing II: Understanding the Language of Empire
CRN: 11956
Days/Time: MWF 11:00-11:50
Instructor: Rana Awwad

Edward Said in an L.A. Times article wrote, “Every empire, however, tells itself and the world that it is unlike all other empires, that its mission is not to plunder and control but to educate and liberate.” In this section of English 161, we will analyze the language used in various parts of our lives to understand how the mission of empire, as Said writes, still exists and persists in our educational systems, news media, and popular culture. Using a combination of primary sources, news stories from different platforms, and some popular TV shows and movies, we will see the various manifestations of empire that we see daily. Culminating in a research paper, this course will give you the tools to develop focused questions, conduct academic research using databases, and enter a larger conversation through academic writing.

ENGL 161: Academic Writing II
CRN: 27376
Days/Time: MWF 12:00-12:50
Instructor: James Drown

Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we might ask is “How much effect do these shows and films have on our expectations concerning gender and sexuality?” After all, media influence is only one of the social mechanisms that influence how we understand gender and sexuality. We will be focusing on questions concerning this relationship between film/television and gender/sexuality. We will begin by examining various concepts and social theories, including readings by Stuart Hall, Judith Butler, Audre Lorde, Barthes and Foucault. We will also examine more general social theories/concepts, such as ideology, hegemony, semantics, and confirmation bias. We will create an Annotated Bibliography for these (and other readings) and using this information we will develop a relevant research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161: Academic Writing II: Affects of Horror
CRN: 27565
Days/Time: MWF 12:00-12:50
Instructor: Hyacinthe Damitz

Horror as a genre is often considered escapist fiction, meant to be enjoyed to forget, or to get away from, what is bothering us in the real world. In other words, it is seen as a genre built specifically on, and for, the thrill of feeling fear, while allowing us to distance ourselves from what haunts us in everyday life. This class seeks to challenge this concept of escapist fiction, and highlight how the genre can actually be a useful tool in understanding, and dealing with, a range of political and cultural issues that we encounter in everyday life, as well as the emotions that come with them. It will examine the way that horror, in its various forms, mediums, and sub-genres, gives us a set of ways to contend with the emotionally charged moments in our society and in ourselves. While looking at specific examples and types of horror, as well as academic sources discussing the genre and sub-genres, you will be tasked with researching and writing a long form research paper discussing one of the many topics that come up in horror, and enter the conversation of the genre that is currently happening. During the semester, the writing that you do, including the annotated bibliography, the research proposal, and the literature review, will serve as stepping stones that culminate in the research paper and the presentation of your research to the class. This is a student-driven exploration of horror, and what the genre has to offer to our current society and the individuals within it.

ENGL 161: Academic Writing II
CRN: 22420
Days/Time: MWF 1:00-1:50
Instructor: James Drown

ENGL 161: Academic Writing II: Writing the Image
CRN: 25953
Days/Time: MWF 1:00-1:50
Instructor: Kabel Mishka Ligot

From checking your phone right after waking up to scanning the cereal box while eating breakfast, from seeing the many posters and billboards on your morning commute to opening your textbooks for class, our lives are supersaturated with images. Through the stories they tell and represent, images can silently or explicitly evoke emotional, intellectual, or even spiritual responses in the people that view them. They can inspire people to think or (re)act in a specific way. In this course, you will be learning about the conventions and methods of academic research and writing. Through four projects (an annotated bibliography, a research proposal, a literature review, and a final research paper), you will use these approaches to find effective and compelling ways to talk about the images you encounter in your everyday life, and try to make sense of how these images make sense of the world. (Although we will be talking about visual images for the entirety of the semester, this is not an art history course: you are not required to have any background in art theory or visual art to sufficiently participate in the class.)

ENGL 161: Academic Writing II: Affects of Horror
CRN: 30673
Days/Time: MWF 1:00-1:50
Instructor: Hyacinthe Damitz

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 11979
Days/Time: MWF 1:00-1:50
Instructor: John Casey

Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.

ENGL 161: Academic Writing II: Rage, Joy and the Nerves in Between
CRN: 41712
Days/Time: MWF 2:00-2:50
Instructor: Carly Lapotre

In this first-year writing course, we’ll explore the role of human emotions—rage, joy, anxiety, sorrow, fear—in shaping personal identity and cultural narratives. While we will engage with a selection of in-class material across various genres and media, much of the research will be student-driven, allowing each writer to explore emotions through their own academic inquiry. How do emotions influence public discourse? What role do emotions play in the workplace, in medicine, and in our everyday lives? How have art, literature, multimedia, and even politics shaped our feelings and our understanding of emotion? Through independent research and structured writing assignments, students will develop skills in source evaluation, synthesis, and argumentation to effectively communicate interesting and complex ideas in writing.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 42938
Days/Time: MWF 2:00-2:50
Instructor: John Casey

ENGL 161: Writing for Inquiry and Research Writing Through the Issues of the Working Poor
CRN: 11875
Days/Time: TR 8:00-9:15
Instructor: Jennifer Lewis

In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as writing and revising, class discussion, in-class writing and workshopping, and peer review.

ENGL 161: Academic Writing II
CRN: 32676
Days/Time: TR 8:00-9:15
Instructor: Paul Ross

[Course description pending]

ENGL 161: Academic Writing II
CRN: 25973
Days/Time: TR 9:30-10:45
Instructor: Paul Ross

[Course description pending]

ENGL 161: Writing for Inquiry and Research Writing Through the Issues of the Working Poor
CRN: 23990
Days/Time: TR 9:30-10:45
Instructor: Jennifer Lewis

ENGL 161: Academic Writing II: Fandom!
CRN: 21700
Days/Time: TR 11:00-12:15
Instructor: Doug Sheldon

In this course, we will examine the concept of Fandom/Fan Culture through the lens of students’ individual research interests. This is designed to not only define the terms “Fandom” and “fans”, but how these definitions shift over time and between social groups. Students will be afforded opportunities to examine these shifting definitions and apply them to research focused on academic expectations. Working with research methods that encourage personal and academic exploration, we will discover and elaborate on the cultural relevance of these definitions as they apply to the ethics, motives, and individual behaviors. We will examine modes of presentation that engage us with these cultural concepts and allow for students to discover research topics that will benefit both critical writing and reading skills as their college careers progress.

English 161: Academic Writing II: The Challenge of AI in the Composition Classroom
CRN: 22418
Days/Time: TR 11:00-12:15
Instructor: Virginia Costello

In this investigative class, we will write critically about ever-evolving AI programs such as ChatGPT, Copilot, Chatpdf, Grammarly, and Research Rabbit. We will analyze and evaluate these programs in terms of how they might help, hinder, or simply annoy us. We will ask tough questions about AI in relation to the environment, privacy, bias, and labor. Students can expect to engage in uncomfortable conversations about unethical use of AI (“cheating”), astounded by advances of AI (particularly in the medical field), and witness spectacular failures (hallucinations). At the beginning of the semester, we will read and discuss international guidelines regarding AI use and then develop our own AI policy for the classroom. While we will also identify malicious actors and Deepfakes, the main goal of this class is to enhance our AI literacy and grapple with questions about how AI is changing how we teach and learn. Finally, throughout all of our conversations and writing assignments, we will think about what it means to be human. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161: Academic Writing II
CRN: 28749
Days/Time: TR 12:30-1:45
Instructor: Mary Kate Varnau-Coleman

[Course description pending]

ENGL 161: Academic Writing II: Stories of Selves: Autofiction, Literature, and Narrative
CRN: 40446
Days/Time: TR 12:30-1:45
Instructor: Dan White

Locating the boundary between fiction and nonfiction implicates questions of craft, personal history, narrative technique, and creative writing as a method of social inquiry or engagement. Another way to conceive of this question is the definition of ‘auto fiction’, a term of considerable speculation and even controversy in the current literary landscape. This course will interrogate that definition and the surrounding questions in order to better understand the art and purpose of narrative form.

ENGL 161: Academic Writing II: Fandom!
CRN: 27288
Days/Time: TR 12:30-1:45
Instructor: Doug Sheldon

ENGL 161: Writing for Inquiry and Research Writing Through the Issues of the Working Poor
CRN: 42939
Days/Time: TR 12:30-1:45
Instructor: Jennifer Lewis

English 161: Academic Writing II: The Challenge of AI in the Composition Classroom
CRN: 40447
Days/Time: TR 12:30-1:45
Instructor: Virginia Costello

ENGL 161: Academic Writing II: The Intersection of Past and Present
CRN: 42942
Days/Time: TR 12:30-1:45
Instructor: Kris Chen

This course will explore key events in the United States that occurred between 1955 and 1975. Topics discussed in class will include (but are not limited to): civil rights, counterculture, education reform, environmental protections, LGBTQ+ rights, Medicare, political corruption, reproductive rights, unions, and voting rights. In this class, you will select a present-day topic with ties to the 1955-1975 era in the United States and conduct a semester-long focused inquiry of that topic. Assignments include four writing projects: an annotated bibliography, a project proposal, a literature review, and a research paper. Short writing assignments and peer reviews are also incorporated into the class.

ENGL 161: Academic Writing II: The Politics of Beauty: Image and Appearances
CRN: 33322
Days/Time: TR 12:30-1:45
Instructor: Tricia Park

Don’t judge a book by its cover,” the saying goes. But the truth is, we are inundated by images; from print and online advertising to Instagram, TikTok, YouTube, and whatever new social media is on the horizon, we live in a world crammed with messages about beauty and appearance. In this course, we will examine a range of texts about idealized standards of beauty and the ways they intersect with race, age, and other factors that contribute to external and internal social biases. Through this particular lens, we will explore rhetorical situations, learn what it means to take a position on a topic and investigate what makes for persuasive arguments. This course will help you develop the essential skills to better express yourselves in a variety of writing genres, improve your ability to analyze texts and other media forms as well as understand how they are constructed to impact your thoughts and opinions.

ENGL 161: Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 30670
Days/Time: TR 12:30-1:45
Instructor: Mark Magoon

In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161: Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 11958
Days/Time: TR 2:00-3:15
Instructor: Mark Magoon

ENGL 161: Academic Writing II: Empathy and Mass Communication
CRN: 21667
Days/Time: TR 2:00-3:15
Instructor: Mark Brand

In this class, we will explore theories of empathy in digital spaces and how these do (or do not) reconcile with our lived experiences. At issue in our texts are questions of identity and creativity, as well as rhetorics of authorship and cultural appropriation, ubiquitous telepresence, machinic modes of perception, and the disconnection between people trying to care—and feel cared about—in a world of algorithmically-driven communication technologies. We will examine mass media like video games, social media, and AI, and the implications of their reach and their increasing tendency to mobilize empathy in search of new audiences. You should expect to read and write extensively as you develop a thesis-driven research project on a subtopic of your choosing. This project will unfold over several steps (two-stage annotated bibliography, paper proposal with review of literature, and a final paper and presentation) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

ENGL 161: Academic Writing II: Writing Urban Secret Histories
CRN: 40443
Days/Time: TR 2:00-3:15
Instructor: Michael Newirth

This English 161 course is structured around the theme of “”Writing Urban Secret Histories”. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago and New York. We will read full-length critical and shorter texts by writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original text-focused writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for twenty years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161: Academic Writing II: Writing Urban Secret Histories
CRN: 40445
Days/Time: TR 3:30-4:45
Instructor: Michael Newirth

ENGL 161: Academic Writing II: Democracy in the Age of Misinformation
CRN: 21668
Days/Time: TR 3:30-4:45
Instructor: Jay Shearer

In this course we will examine problems with (and threats to) democracy in the 21st century, including misinformation, voter suppression, the influence of money and, as some argue, the very structure of American government. We will explore and analyze links between public positions and private motives, historic compromises and their contemporary consequences, money and policy, information and belief. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument in a larger conversation regarding our course themes.

ENGL 161: Academic Writing II: Empathy and Mass Communication
CRN: 30674
Days/Time: TR 3:30-4:45
Instructor: Mark R. Brand

ENGL 161: Academic Writing II: Writing Urban Secret Histories
CRN: 11892
Days/Time: TR 5:00-6:15
Instructor: Michael Newirth

ENGL 161: Academic Writing II: ‭Bleep That: Censorship in Contemporary American Society‬
‭CRN: 42940
Days/Time: TR 5:00-6:15
Instructor: Brennan Lawler

The concept of “censorship” is sometimes constructed as a problem of bygone eras and backwards‬ political regimes – a supposed casualty of America’s steady march toward liberal progress and‬ ever-increasing freedoms. In this course, we will examine the history of American censorship,‬ from the 1798 Alien and Sedition Acts to Tumblr’s 2018 ban on adult content, in order to unwind‬ the ways in which censorship continues to function in American culture today.‬
Over the course of the semester, we will examine the ways in which censorship and the concept‬ of free speech have evolved over time, eventually taking up specific issues of censorship in the‬ realms of television and film, music, literature, and the Internet. As the major assignment in the‬ course, you will conduct your own original research in relation to the course theme, writing an‬ 8-10 page researched argument based on a specific censorship-related issue of your choosing.‬

100 Courses

Still have questions about a course? Click on any of the instructor’s name to be directed to their email.

ENGL 101: The book was better: Literature and Adaptations
CRN: 20578, 22330
Days/Time: MWF 10:00-10:50
Instructor: Rana Awwad

From modern twists on classic novels to blockbuster comic book superhero franchises, adaptations are practically everywhere on the screen. In this course, we will explore the cultural phenomenon that is film and TV adaptations and the original works that make them possible. Together, we will look at different genres and mediums, from poetry and novels to comic books and manga, analyzing the various creative decisions that go into making an adaptation. This class ultimately revolves around a few questions: What role do book and movie adaptations play in the consumption and sharing of stories? What makes certain narratives so frequently reproducible? What does this all say about our cultural moment in media? And, of course, is the book actually better?

ENGL 101: Understanding Literature and Culture
CRN: 25642, 25644
Days/Time: TR 2:00-3:15
Instructor: Mary Anne Mohanraj

[Course description pending]

ENGL 103: Understanding Poetry
CRN: 22348, 22349
Days/ Time: TR 11:00-12:15
Instructor: Chris Glomski

In this course, students will read a wide array of English, American, and transcontinental poetry (and some critical writings) comprising several genres and periods, though the bulk of our readings will derive from the modern to the present eras. Taking a cue from a poem by Charles Baudelaire, this section of English 103 will explore the theme of “correspondences”. Students will be encouraged to think about how the poetic works we read “correspond” to each other in a variety of ways (e.g. theme, form, genre, et al.) In addition to becoming familiar with these concepts, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of form and prosody (meter and rhyme). Through informal and formal written responses, students will also learn to compose coherent arguments about a literary text or problem and to select effective textual evidence to support those arguments. Students enrolled in this course should expect to do a substantial amount of reading and to come to each class fully prepared to engage those readings through class discussion and/or short response papers which may be shared with the class. Other course requirements include two formal analysis papers, a midterm exam, quizzes, short discussion introductions, and a poetics or original poem statement to be shared in class.

ENGL 103: Language, Attention, Truth: Understanding Poetry
CRN: 20645, 20646
Days/ Time: MWF 2:00-2:50
Instructor: Mishka Ligot

In our rapidly developing moment that’s nauseatingly oversaturated with algorithms, disinformation, and overstimulation, what does poetry do and what can we do with it? How can we make sense of a practice and tradition that’s deemed both lofty/pretentious/inaccessible and simple/instinctive/vapid? This course is interested in discovering how poetry can recuperate our attunement to language, attention, and truth, especially in an age that seems to run counter to these concepts. Across the semester, we’ll be reading a wide and diverse range of poetry across periods and places, from Li Bai’s Sichuan of 700 AD to Gwendolyn Brooks’ Chicago of the 1960s, and learn how humanity has continually made sense of the changing world through poetry. This course will pay a special focus to contemporary Anglophone poetry, as well as global poetry in English translation when applicable. Through rigorous close reading and generative discussions, we’ll be exploring the various formal building blocks of poems (such as the line, image, metaphor, sound, meter, form, etc.), and observe how these elements and conventions persist, adapt, or even mutate across temporal, spatial, and cultural contexts. In this course, students can expect to learn how to analyze poems on both formal and thematic levels, then articulate their unique interpretations of literary texts through evidence-based arguments. Requirements for this course may include weekly assignments, a short report/presentation, a midterm exam, and a final project with critical and creative options. Students will also be given opportunities to explore and learn from Chicago’s rich and vibrant literary scene through extra credit work.

ENGL 104: Understanding Drama
CRN: 26201
Days/Time: MWF 1:00-1:50
Instructor: Aaron Krall

How do plays represent the world? How do they produce new worlds? This course will examine the form and content of drama from the end of the nineteenth century, the beginning of “modern drama,” to the contemporary stage. We will focus on strategies for critically reading and writing about plays through an analysis of works by playwrights including Sophocles, Chekhov, Brecht, Beckett, Fornés, and Nottage, and we will see and review productions by the UIC Theatre. Our reading will be supported by an exploration of the relationships between written texts and live performances through projects involving acting, directing, and design, as well as literary criticism. We will also explore the social contexts for plays by reading theatre history and dramatic theory. In this way, the literary texts and techniques of playwrights will be complemented and complicated by the theatre artists, theatre companies, critics, and audiences that shaped their production.

ENGL 105: Understanding Fiction
CRN: 33744, 33745
Days/Time: TR 11:00-12:15
Instructor: Miles Parkinson

The detective stands as the defining figure in popular culture from at least the 1930s to the present. In this course we will be looking at the ways that detective fiction structures our perception of reality through its truth procedures, its modes of identification, its everyday language and its plotting. The purpose of this class is twofold: to acquire a deep familiarity with the mechanics of detective fiction from its origins to the present; and to practice close reading as the method of literary scholarship. Accordingly, the majority of our focus will be on close-reading the primary texts themselves. Texts to include: “The Purloined Letter” (1844), The Hound of the Baskervilles (1902), Murder on the Orient Express (1934), The Long Goodbye (1953), The Crying of Lot 49 (1965), The Shadow Knows (1974), among others. The assessments will be weekly reading response papers, and two close reading papers engaging with the material from the class.

ENGL 105: Understanding Fiction: Crying Wolf or Boiling a Frog?
CRN: 11129, 20595
Days/Time: MW 3:00-4:15
Instructor: Gordon Middleton

Politics has always had a home in literature but it is prose fiction that can most deeply immerse us in new and forgotten worlds. These stories can serve as reminders and as warnings to present and future political moments. Through fiction, we can relive some of the political horrors of the last century with stories set in communist-era central Europe, and dictatorship in Africa, Asia, and Latin America. We’ll also read some counterfactual political what-ifs set in this country and others. Authors may include Han Kang, Chinua Achebe, Valeria Luiselli, Sandra Cisneros, Philip Roth, Margaret Atwood, Julio Cortázar, Vladimir Nabokov, Roberto Bolaño, Anna Burns. This class runs on student engagement with the texts. Expect to improve your writing and discussion skills. Even if you are training to be an engineer, lawyer, or media consultant, being able to discuss a text is a vital career skill. You’ll learn to be as technical in discussing fiction as you would discussing a technical whitepaper or a legal brief. Analysing literature can be as much of a game — and as fun — as the fiction itself.

ENGL 131: Temporality in Cinema: Understanding Moving Image Arts
CRN: 47486
Days/Time: M 3:00-5:45/W 3:00-4:15
Instructor: Ryan Nordle

Cinema is the artistic medium of time. The relation that cinema has to time is unique, in that every component of the art object (plot, image, sound, setting, editing, mise-en-scène) is created in and expressed through time. Many films try to preserve our sense of temporality by presenting us with a linear plot that coincides with the story; others distort our understanding of time by presenting the story to us atemporally. In this course, we will look at both temporal and atemporal films and see what an analysis of film form can tell us about our social, psychic, and phenomenal relationship to time. Your grade will include a midterm and final exam, screening notes, short bi-weekly quizzes, and a strong emphasis on active participation in class discussions. Screenings to include Modern Times (1936), Meshes of the Afternoon (1944), Fireworks (1947), The Big Clock (1948), Last Year at Marienbad (1961), La Jetée (1962), Band of Outsiders (1964), Playtime (1967), Where is the Friend’s Home? (1987), Twin Peaks: Fire Walk with Me (1992), Groundhog Day (1993), Chungking Express (1994), The Drive Time (1995), Memento (2000), In the Mood for Love (2000), Time Code (2000), Eternal Sunshine of the Spotless Mind (2004), Birdman (2014), Tenet (2020), The Zone of Interest (2023). Readings to include Siegfried Kracauer, Sergei Eisenstein, Sigmund Freud, Mary Ann Doane, Todd McGowan, Andre Bazin, Rudolf Arnheim, Laura Mulvey, Philip Rosen, Walter Benjamin, et al.

ENGL 132: Understanding Film
CRN: 47454
Days/Time: T 3:30-4:45/R 3:30-6:15
Instructor: Angela Dancey

This course is an introduction to the academic study of film, looking at cinema as an art form, a social and cultural institution, and an industry. We will watch, discuss, and write about a variety of movies, examining their formal aspects (their individual parts and how they are put together), their significance (what they mean), and how they relate to their historical context (when, how, and why they were made). We will build an analytical “toolkit”– narrative, mise en scène, editing, cinematography, sound, film theory, and film genre–to critically examine movies such as Stagecoach (1939), Memento (2000), Vertigo (1958), Double Indemnity (1944), Do the Right Thing (1989), Children of Men (2006), The Conversation (1974), Alien (1979), and Jennifer’s Body (2009).

ENGL 135: Understanding Popular Culture
CRN: 47462
Days/Time: MWF 1:00-1:50
Instructor: Marc Baez

This course focuses on stand-up comedy as a popular genre with a particularly dynamic relationship between performer and audience. In the first section we’ll examine storytelling in stand-up. In the second section we’ll shift to satirical argument. And in the final section we’ll explore joke telling. Mostly what we’ll do in this class is analyze stand-up comedy with the purpose of getting up in front of the class and doing a version of all this stuff ourselves. With this purpose in mind, you’ll present three times this semester: you’ll tell a story, present a satirical argument, and tell a string of jokes. These presentations will function as public speaking practice and as exams that represent your engagement and understanding of each section. My hope is that this course will help you become more comfortable with public speaking and maybe even more artful about it too.

ENGL 135: Understanding Popular Culture: Monsters, Martians, and Mobsters: Reflections through Popular Culture and Fandom!
CRN: 49452
Days/Time: TR 3:30-4:45
Instructor: Doug Sheldon

FIRE…BAAAAAD!, BRRAAAAIIINSSS!, HANDS IN THE AIR! You’ve heard these outbursts over and over on TV or in movies. But where do they come from? When we think of popular works, we tend to think of clichés, shallowness, or low-brow entertainment. Well, dear reader, I gotta tell ya, that is FALSE! We will examine how horror, sci-fi, detective fiction, comic books/graphic novels, film/tv, and other genre outlets of cultural and intersectional production are some of the MOST effective in moving us! We will explore popular forms that have crossed genre boarders to show how we humans answer those great questions about, well, being human! Come find out how the 19 year old daughter of social radicals wrote a novel about what follies men will allow to prove their manhood. Or how a court-martialed cadet at West Point, who was also kicked out of the University of Virginia because of gambling debts, invented the detective story. See how the legacy of both these authors pops up again and again on television and in film (you can’t escape them!). And there’s way more where that came from! But hey! Who started theses genres anyway and how did they catch on? What ideas are represented though examinations of time, space, institutions, and print? What do we see of ourselves in these popular representations? How are communities formed around these genres? How do fans participate in their celebration and creation? Let’s find out!

ENGL 153: English Grammar and Style
CRN: 49590
Days/Time: TR 12:30-1:45
Instructor: Jeff Gore

Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives so that rules will become tools to help you speak and write more effectively. Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate). You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name. You will practice using different sentence forms in order to appreciate how they allow you to convey different kinds of thoughts and feelings. You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices. By the end of the semester, you should be able to use grammatical and stylistic terms to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing comes more naturally to you.
**Highly Recommended for Pre-Law, Education, and Professional Writing students**

ENGL 154: The Will to Wonder: Understanding Rhetoric
CRN: 47489
Days/Time: MWF 10:00-10:50
Instructor: Jennifer Torres

It’s all a bunch of rhetoric–no really, it is! Have you ever considered why you think about certain things? The world we live in is constantly influencing our thoughts and actions–that’s the reason you may end up at the movies on a Tuesday night versus studying for that test you have the next day. Everything around us–people, media, discourse– is persuading us to think some thing or some way. UNTIL… we learn to pause and reflect on what all this rhetoric is trying to do and why. In this class, we’ll learn about the various rhetorical strategies used in this world and how language continuously shapes the way we think. We’ll learn to think for ourselves and privilege doubt as a method that allows us to wonder–wonder what else may be possible once we become more autonomous and independent rhetorical beings that rule our own minds!

ENGL 154: Understanding Rhetoric
CRN: 47490
Days/Time: TR 3:30-4:45
Instructor: James Sharpe

Rhetoric is how people “do things” with language (and, we might say, how people “do language” with things). This course will introduce you to some of rhetoric’s foundational concepts and frameworks (rhetorical theory), consider how they’ve changed over time (rhetorical history), and guide you into their skillful application to contemporary situations (rhetorical criticism). We will ask ourselves questions about, for example, how to cope with the overwhelming amount of “information” today, why it’s so hard to meet people, what the “apps” have done to dating culture, how to get better at “verbal self-defense,” and what to make of a political culture that seems dominating by “sh*tposting,” “ratioes,” and bad-faith troll matches on social media platforms. These are all questions about rhetoric, but almost all questions in rhetoric are tangled up with other disciplines—philosophy, political thought, literature, media studies, journalism, the sciences, computer engineering, and more. This course will encourage you to approach your major and your personal interests in potentially new ways. There will be weekly homework assignments, but all homework will be geared toward your major assignments so none of it will be “wasted.” Your final project will ultimately be shaped in large part by your own curiosity, our conversations, your homework, and some input from me.

200 courses

Still have questions about a course? Click on any of the instructor’s name to be directed to their email.

ENGL 207: Introduction to Interpretation and Critical Analysis
CRN: 47518, 47519
Days/Time: MWF 11-11:50
Instructor: John Casey

The focus of this class will be narrative technique. How do we tell a story? Each week we will read from a different novel to examine the author’s storytelling technique. We will also read selected works of literary criticism on these novels to better understand the larger ideas that readers have taken from these stories. These larger ideas or themes are intended to overlap a bit. All six novels were chosen because they highlight a story about someone who doesn’t fit in. In addition to the assigned readings listed in the syllabus, you will be asked to complete in-class writing assignments that engage with a specific set of questions about the week’s readings. You will also be asked to write three short papers. One of these is a creative project. I will ask you to write a short story that blends your real-life experience into a fictional narrative that describes a struggle to fit in. The other two papers are more traditional literary analyses. One is a character analysis that examines a person from one of the books we have read. The other is a narrative analysis that examines two works of criticism on a novel we have read and compares your reading experience to those of the critics whose work you have read.

ENGL 207: Words and Power: An Introduction to Literary Theory
CRN: 47524, 47525
Days/Time: MWF 2:00-2:50
Instructor: Sunil Agnani

The Greek philosopher Socrates found writers to be so dangerous he wanted them exiled from his ideal Republic. But what did he fear in a reckless imagination and a creative re-making of the world? Recently in the 20th century both totalitarian and democratic regimes have had ways of regulating words, spreading myths (“fake news”), and mitigating dissent. This course explores links between literature and the world it describes, focusing on the question: what are the links between words and power? The focus will be on four broad eras: (1) classical Greece (Plato & Aristotle) as we think of how the sophists related to public debate; (2) Enlightenment/18th century Europe, where challenges to monarchical and despotic power found expression in a new type of writing on art and literary texts (Hume, Burke, de Staël); (3) the 19th century (Marx, Baudelaire, Nietzsche); and finally (4) the modern/contemporary era, where a range of literary theories re-visit this question (Saussure, Roland Barthes, Benjamin, Foucault, Edward Said, Gayatri Spivak). The goal is to provide students with an analytic “toolkit” that can be used to think critically not only about literary texts, but also about “social” texts, society and cultural works. All readings will be available as PDFs.

ENGL 207: Introduction to Interpretation and Critical Analysis: The Modernist Edition
CRN: 47526, 47527
Days/Time: TR 9:30-10:45
Instructor: Jennifer Rupert

As a gateway course to the major in English, the main objective of English 207: Interpretation & Critical Analysis is to provide an overview of the methods of literary and cultural theory and criticism that you will come in contact with and utilize as serious students of literature and culture. Thus, this course is meant to be an introduction in how to read and write critically about literature and other cultural productions using multiple theoretical perspectives. As students acquire more knowledge about critical methods, they will aim to become more adept not only at investigating issues of form and interpretation but also applying various strategies of rhetorical analysis. Although the course is conceived as a window into majoring in English, I am expecting that my students, no matter what their primary area of study, will gain a great deal by learning to look at various kinds of texts, both literary and popular, through the multiple critical lenses we will explore. In this section of English 207, we will be using F. Scott Fitzgerald’s The Great Gatsby as our starting point in order to explore how practitioners of various schools of literary criticism—psychoanalytic, Marxist, feminist, reader-response, deconstructive, new historical, queer theory, critical race studies, and post-colonial theory—make sense of and find pleasure (and displeasure) in this frequently taught American novel. Although I anticipate that most—if not all—of my students will be familiar with Fitzgerald’s work, I expect that we will all find something new–and even surprising– in it by taking another closer look armed with new questions. As the semester progresses, students will be required to try their hand at various critical approaches using other modernist fiction assigned for the course (including Nella Larsen’s Passing), their own favorite works of literature, and trending popular media. Prerequisite(s): Completion of the University Writing requirement or concurrent registration in ENGL 161. Recommended background: 3 hours from ENGL 101-123.

ENGL 207: ENGL Interpretation and Critical Analysis: Detective Fiction
CRN: 47516, 47517
Days/Time: TR 11:00-12:15
Instructor: David Schaafsma

In this course we’ll focus on the genre of detective fiction to explore various ways to read, analyze, interpret, and write critically about literature. In doing so, we will be taking on the role of detectives as we try to figure out how literature becomes “meaningful” depending on how we look at it and which questions we ask as we encounter it. We will, in other words, learn about and apply different theoretical approaches to literature, approaches that might be described as “lenses” through which we view a text and that reveal different “truths” about it. Our readings will include those that uncover the racial and gender diversity of authors and characters in the detective fiction genre

ENGL 207: Introduction to Interpretation and Critical Analysis
CRN: 47522, 47523
Days/Time: TR 12:30-1:45
Instructor: Mark Brand

[Course description pending]

ENGL 207: Introduction to Interpretation and Critical Analysis: Detective Fiction and the Search for a Truth
CRN: 47520, 47521
Days/Time: TR 2:00-3:15
Instructor: Todd Destigter

ENGL 208: English Studies I: Beginnings to 17th Century
CRN: 47528
Days/Time: MW 11:00-11:50
Instructor: Alfred Thomas

This course introduces the most significant works of literature written in England from the beginnings to the early seventeenth century. We shall begin with the heroic epic BEOWULF, which survives in a unique manuscript from around 1000 CE., and end with the later plays of Shakespeare. In between we shall consider the trilingual world of medieval and Renaissance England where Anglo-Norman French, English, and Latin all coexisted and exemplified by the LAIS of Marie de France, the English Arthurian romance SIR GAWAIN AND THE GREEN KNIGHT, THE CANTERBURY TALES of Geoffrey Chaucer and Sir Thomas More’s UTOPIA (1516). The goal of the course is to give the students an in-depth and broad exposure to some of the most influential works of literature ever written and to allow them a deeper appreciation of modern culture both in the United States and Great Britain.

ENGL 209: English Studies II: 17thC to Today
CRN: 47533
Days/Time: MW 12:00-12:50
Instructor: Anna Kornbluh

This course tracks how literary forms emerged and changed in response to events like the expansion of global capitalism, the development of mass literacy, revolutions and the rise of democracy, and the growth of cities. We will study authors from England, the British Colonies, and the United States, and focus on the development of the novel as the literary form unique to modernity. We will also practice close reading to carefully appreciate the specific formal strategies involved in writing literature.

ENGL 213: Introduction to Shakespeare
CRN: 47458, 47459
Days/Time: MWF 2:00-2:50
Instructor: Alfred Thomas

In this course we shall examine several of Shakespeare’s plays through the cinematic lens of distinguished film directors from across the Anglophone and non-Anglophone world. These plays will include TITUS (American, 2000) directed by Julie Taymor; RICHARD III (British, 1995), directed by Richard Loncraine, set in a 1930s fascistic Britain; HAMLET (Russian, 1964) directed by Grigorii Kozintsev which draws on the experience of Stalinism to highlight the political aspect of the original play; and THRONE OF BLOOD (Japanese 1957), directed by Akira Kurosawa, in which the Scottish setting of MACBETH is transposed to feudal Japan of the sixteenth century. Organized chronologically, close readings of these plays will be accompanied by full screenings of the films with a view to exploring the similarities and differences between the original plays and their cinematic adaptations. The overall goal of the course is not only to introduce some of Shakespeare’s greatest plays but also to appreciate his political and cultural relevance in an increasingly violent world. Written in a Tudor-Stuart state where religious freedoms were curtailed and playscripts were increasingly subjected to close scrutiny and censorship, Shakespeare’s drama sheds light not only on the oppressive political conditions of early-modern England but also on the rising threat of authoritarianism in twentieth- and twenty-first century America and Europe.

ENGL 213: Introduction to Shakespeare: The Raw and the Cooked
CRN: 47460, 47461
Days/Time: TR 11:00-12:15
Instructor: Jeff Gore

This course will pair Shakespeare’s early experimental works with the more refined comedies and tragedies from the height of his career. We will juxtapose the early slapstick (“raw”) humor of The Taming of the Shrew with the more sophisticated (“cooked”) gender-bending dialogue in Twelfth Night in order to understand different approaches to dramatic comedy and different forms of social negotiation. We will take a similarly comparative approach to “the raw and the cooked” with tragedy. T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” but recent writings on gender, race, and trauma challenge us to examine more deeply the play’s cannibalism and escalating cycles of revenge. When we turn to the author’s later masterpiece Hamlet, we will certainly encounter the play’s philosophical questions (“To be or not to be,” etc.), but we will also consider the lead character’s bawdy humor and hapless efforts to avenge his father’s murder. These pairs will help us understand different approaches to story telling, from Shakespeare’s early years as an experimental “upstart Crow” (as he was called by a jealous rival) to later years of his career when he was most devoted to refining his craft. General Education Categories: Understanding the Past & Understanding Creative Arts

ENGL 223: Introduction to Colonial and Postcolonial Literature: What’s “English” about English Literature?
CRN: 47474
Days/Time: MWF 1:00-1:50
Instructor: Natasha Barnes

This course will examine the fluid notion of post colonial literature, a corpus of writing that was first used to describe the fiction of writers from formerly colonized nations. We will see how “first wave” authors like Chinau Achebe (Nigeria) and Jean Rhys (Dominica) developed an aesthetic to counter colonial descriptions of their social world in classic English texts such as Joseph Conrad’s Heart of Darkness and Charlotte Brontë’s Jane Eyre. We will also be examine “new” iterations of post colonial aesthetics with the growing movement of Scots/Gaelic literature through writers like Naill O’Gallagher. With authors like Marlon James, Nalo Hopkinson and Ramabai Espinet we will also pay attention to the ways that migration, transnationalism and globalization continues to change our understanding of the novel in English.

ENGL/GLAS/MOVI 229: Introduction to Asian Film
CRN: 43803
Days/Time: MW 4:30-5:45
Instructor: Mark Chiang

This class will introduce students to a broad cross-section of Asian and Asian American cinematic history. The class will focus less on the technical elements of film than their social and historical contexts. All of the films in the course depict the legacies of colonialism and the disruptive impacts of modernization on Asian societies in the 20th century. Coursework will include essays and short writing assignments, as well as a final project. Films for the class will include work by directors such as Wayne Wang, Jia Zhang-ke, Wong Kar-wai, Satyajit Ray, Juzo Itami, Lino Brocka, Park Chan-wook, Deniz Erguven, Gurinder Chadha, and Justin Lin, among others.

ENGL/MOVI 230: The End of the F**ing World?!?!: Apocalyptic Cinema
CRN: 47484
Days/Time: M 3:00-4:15/ W 3:00-5:45
Instructor: Harry Burson

Cities are on fire! Planes fall out of the sky! A new pandemic emerges! AI threatens to replace and eventually destroy us all! Oligarchs dismantle governments as they build bunkers! The doomsday clock ticks ever closer to midnight! The twenty-first century has been defined by overlapping crises and, consequently, a marked rise in apocalyptic discourse across the globe. As our newsfeeds become increasingly filled with dystopian imagery, this course examines the frequent depiction of the end times in science fiction films. Surveying a variety of cinematic doomsday scenarios—including nuclear annihilation, robot rebellions, zombie outbreaks, and authoritarian coups—we will explore how sci-fi movies provide insight into the shifting cultural imaginary of total annihilation. Ultimately, we will consider how apocalyptic and post-apocalyptic movies might help us make sense of our current situation. Films will include: Godzilla (1954), La Jetée (1962), Soylent Green (1973), Terminator 2 (1991), 28 Days Later (2002), Children of Men (2006), and Mad Max: Fury Road (2015).

ENGL 232: Film History I: 1890-WWII
CRN: 12114, 12118
Days/Time: MW 1:00-2:50
Instructor: Harry Burson
Co-Instructor: Brianne Neptin

An exploration of film history from the late 19th century to the late 1940s. The journey begins with the eruption of a vigorous early cinema based on variety, spectacle, and sensation. This is followed by the rise of story-based movies and the emergence of the film director to better tell those stories. The less rigid structure of the early film industry opens up a space for women filmgoers and filmmakers, and scattered queer filmmakers challenge sexual orthodoxies. In the 1920s, filmmakers in Germany fashion dazzling images to express the psychological and political turmoil of their time, while Soviet directors use dynamic editing to make revolutionary films in tune with their revolution-forged society. The coming of sound provides filmmakers with new expressive tools and spurs a trend toward realism, culminating in the Italian neorealist movement, which creates a more open form of film storytelling whose influence is still felt today. Films currently planned for screening include: Corner in Wheat (D.W. Griffith, USA, 1909), Shoes (Lois Weber, USA, 1916), The Cabinet of Dr. Caligari (Robert Wiene, Germany, 1920), Battleship Potemkin (Sergei Eisenstein, USSR, 1925), Mädchen in Uniform (Leontine Sagan, Germany, 1931), Citizen Kane (Orson Welles, USA, 1941), Bicycle Thieves (Vittorio De Sica, Italy, 1948). This course is cross-listed as AH 232 and MOVI 232.

ENGL 234: History of Television
CRN: 29021
Days/Time: MW 9:30-10:45
Instructor: Podrazik

[Course description pending]

ENGL 236: Young Adult Literature
CRN: 48468
Days/Time: MWF 1:00-1:50
Instructor: Kate Boulay

This course provides an introduction to young adult fiction, as well as analytical approaches to it, in the United States. Starting with Daddy Was a Number Runner (Meriwether, 1970), we examine how authors address, resist, and/or reinscribe specific discourses about race, age, class, gender, sexuality, ethnicity, etc. Over the course of the semester, we chart the ways the texts we read foreground the acquisition of knowledge as central to contemporary (and historical) formulations of youth.

ENGL 237: Graphic Novels
CRN: 48469
Days/Time: MWF 10:00-10:50
Instructor: James Drown

This class in the Graphic Novel will begin by examining some basic questions such as, “What is a Graphic Novel,” and “How do we read and understand graphic novels.” We will begin by grounding our exploration with texts about comics, such as Understanding Comics by Scott McCloud and Comics. We will then move on and examine questions like, “How have graphic novels reflected our society,” “Is there a literary Canon of Graphic Novels,” and “Why and how have they become an important and recognized literary form?” Readings will focus on work produced since the 1960’s and include both full graphic novels and specific selections. Additionally, while we are mainly interested in American Graphic Novels, we will include some influential works from Japan and Europe. Examples of International graphic novels we may examine for the course include Tintin by Herge, works by Osamu Tezuka (Astroboy), and My Brother’s Husband by Gengoroh Tagame. American Graphic Novels will include both literary and populist works, such as Maus by Art Spiegelman, The Arrival by Shaun Tan, Black Panther by Ta-Nehisi Coates, and The Loneliness of the Long Distance Cartoonist by Adrian Tomine. Assignments will include online discussion boards, weekly Journals, midterm and final, and an independent research paper/presentation examining a specific graphic novel.

ENGL 237: Graphic Novels
CRN: 47578
Days/Time: TR 2:00-3:15
Instructor: Keegan Lannon

For many people, when they think of comics they think of superheroes. And for good reason: the brightly-colored cast of characters from Marvel and DC have long dominated the American comics market. The expanded film and TV universes have only further reinforced this misconception. While superhero comics certainly play a key role in the history of comics–especially American comics–they are just one type of graphic narrative available to interested readers. The fully panoply of comics includes three-panel black-and-white daily comic strips, serialized genre comics, thematic anthologies, phone-book-sized graphic novels, long- and short-form webcomics, and many others. This course is designed for anyone with interests in comics. If you have a weekly pull-list at your local comic shop or if you have never read a comic in your life, you will find something here for you. We will read a wide variety of comics from across the various genres and publication modes that make up the medium. All you need to do is bring your curiosity.

ENGL 238: Speculative Fiction, Sci-Fi, and Horror
CRN: 49739
Days/Time: TR 11:00-12:15
Instructor: Mary Anne Mohanraj

[Course description pending]

ENGL 238: Speculative Fiction, Sci-Fi, and Horror
CRN: 48450
Days/Time: TR 2:00-3:15
Instructor: Margo Arruda

[Course description pending]

ENGL 238: Speculative Fiction, Sci-Fi, and Horror
CRN: 49019
Days/Time: MW 4:30-5:45
Instructor: Zara Imran

Speculative Fiction is a genre that engages with the most pertinent crisis of our times and stages a future that make us think about both possibility/impossibility, desirability/undesirability. The term, first coined by Robert A Heinlein in 1941 as a subset of science fiction that focuses on human rather than scientific problems has come to become a supergenre on its own, often subsuming science fiction in its broad conceptualization. Championed by writers and critics like Merill and Atwood in the 1980’s, its distinction from science fiction hinges on a probability, a possibility of futures that might take shape though have not yet happened. This course will familiarize students with the genre of Speculative fiction; critically thinking about the formation of the genre and its relationship and proximity to genres like science fiction, fantasy, horror, and magical realism. We will be tracking key debates surrounding the definition of speculative fiction and try to historicize its development. The texts that we will encounter in this course will speak to how the act of imagining futures is deeply tied to how one thinks about the way our reality is structured. To that end we will explore and interrogate the legacies of Empire, colonisation, the structures of racism, patriarchy, and the climate crisis.

ENGL 245: Gender and Sexuality in Early British Literature
CRN: 47477
Days/Time: MWF 9:00-9:50
Instructor: Amanda Bohne

This course will consider how premodern literary texts depicted and conceptualized gender and sexuality in Britain between the years 1000 and 1500 (or so), before the introduction of the modern categories we now understand. Engaging these texts may disrupt our expectations: how do the constructions of gender and sexuality that we find in these texts correspond to the twenty-first-century depictions of the “medieval” we often encounter? Course texts will include some canonical works as well as less well-known narratives, such as Silence, a romance in which a couple raises their child, “the boy who is a girl,” as a knight. Theoretical scholarship on medieval and modern sex and gender will support our investigation of these texts. Any texts not written in modern English will be provided in translation.

ENGL 245: Love is Strange: The Politics of Desire in Modern Literature
CRN: 47475
Days/Time: TR 12:30-1:45
Instructor: Jennifer Rupert

We will begin the work of ENGL 245: Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which late 19th and early 20th century writers of memoir and fiction either resisted or internalized the pathologizing voices of the sexual sciences as these texts framed masculinity and femininity as biologically determined and heterosexuality as the norm. As we close the course concentrating on 21st century queer and transgender speculative fiction about different ways of being in love, one of our overarching projects will be to locate in the literature we read patterns of resistance to both long-standing and relatively new discourses that attempt to put all of us into very confining gender and sexuality boxes. In doing so, we will investigate the ways in which notions of class, race, and ability differences inform various kinds of scientific and literary narratives about gender and sexual normalcy as well as what we have come to understand as “romantic love.” Thus, our inquiry this semester will not only inspire reflection on societal notions of who should love whom but also meditation on possibilities for creating a culture of “ethical eroticism” that encourages mutuality and love in its many possible forms.

ENGL 247: Women and Literature
CRN: 47467
Days/Time: MWF 1:00-1:50
Instructor: Bridget English

In this course we will use the themes of horror and insanity to examine representations of women in literary texts ranging from the nineteenth century to the present day. We will pursue answers to questions such as how does the labeling of women as mentally ill serve to reinforce patriarchal power structures? Can the acts of reading and writing provide an imaginative space to transgress these boundaries? How do stories of ghosts and horror disrupt masculine narratives of normalcy and progress? Through our analysis of a variety of texts—novels, poems, and essays—we will consider how madness is represented as an act of transgression and how ghosts and hallucinations disturb social order. Particular attention will be paid to the ways in which writing about the personal and bodily experiences of women influence political action. Some of the authors that we will read include: Angela Carter, Linda Hogan, Dorothy Macardle, Carmen Maria Machado and Helen Oyeyemi. This course is discussion based, and students will be asked to lead the conversation on designated days. Assessments feature a range of analytical essays and in-class reflective and creative responses.

ENGL 247: Women and Literature
CRN: 47465
Days/Time: TR 2:00-3:15
Instructor: Virginia Costello

This class invites students to adopt a socio-historical approach to texts written by and about women. While we will survey texts from various genres and time periods, we will begin by reading Ancient Greek drama alongside contemporary renditions of the same work. This comparison will provide a rich foundation for developing evaluation criteria and exploring a central question of this course: what makes a text worthy of study? Through close readings of our selected texts and supporting documents, we will address, at least tangentially, a range of topics, including censorship, wonder (δεινός), translation, death and dying, immigration, and gender. Authors we will study include Sophocles, Maxine Kingston, Ernest Hemingway, Emma Goldman, Silvia Plath, Toni Morrison, Sandra Cisneros, and Anne Carson.

ENGL 251: Literature and the Environment
CRN: 47638
Days/Time: TR 12:30-1:45
Instructor: Rachel Havrelock

Contemporary literary works of non-fiction and fiction document and frame social upheaval and rapid environmental change. They also present alternatives and imagine different possibilities for the world. This course will examine environmental writing and the emerging genre of climate fiction (cli fi). Relevant artwork, film, and media will be part of our analysis and discussions. We will probe the presence of fossil fuels in literature and examine whether novels and short stories present sudden rupture or slow dissolution. We will ask questions about how environmental literature draws from apocalyptic and utopian literature and what this means for representation of a warming planet. Does cli fi produce the same old visions of apocalypse or utopia or does it offer something new? How does literary form and structure change in response to emerging conditions? What worlds end or come into being in literature about climate change?

ENGL 253: Environmental Rhetoric
CRN: 48452
Days/Time: MWF 11:00-11:50
Instructor: Kate Boulay

This course explores how various actors conceive of and (re)present the idea of the environment and the modes they use to do so. What is an environment? Who says? Why? Asking these and other questions, we trace the development of the concept of the environment and the ways it is bound up in and dependent upon a variety of other discourses.

ENGL 269: Intro to Multiethnic Literature
CRN: 47471
Days/Time: MWF 12:00-12:50
Instructor: Em Williamson

In this course, we will develop a greater understanding of how multiethnic writing has shaped American literature as we know it. Through the comparative study of Black, Asian American, Latinx, and Indigenous writers, we will take these literary works from the margins of the predominantly white European literary canon and treat them as central to American literary history. Our analysis will be at once literary and historical, using close reading tools to interrogate how a work of literature emerges from its own historical moments and which of its concerns might linger in this troubling contemporary moment. Our goal when reading these various novels, poems, and short stories will be to examine the ways in which these writers represent American identity through a variety of ethnic prisms in order to see how these representations illuminate and/or complicate our understanding of American identity in the world around us.

ENGL 280: Media and Professional Writing
CRN: 47496
Days/Time: MWF 10:00-10:50ONL
Instructor: Gregor Baszak

Writing well means to use as few words as you can to convey a message. It also means always keeping your audience in mind. Our class will be about these core principles of professional writing and more. You will learn the ins and outs of some core journalistic and public relations genres and assemble a portfolio that you will present on a personal website at the end of the semester. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing. An important note: This is a fully online class that is largely asynchronous, meaning you complete work on your own time by scheduled due dates. We will have one live session on Zoom every week on Fridays during our scheduled class time, but this meeting is about clarifying questions and going more in-depth on the materials we covered that week. Attendance is not required for passing this class, but you will get generously rewarded with extra credit if you do attend frequently, so make sure the course does fit your schedule.

ENGL 280: Media and Professional Writing
CRN: 47495
Days/Time: MWF 12:00-12:50
Instructor: Jeffrey Kessler

This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and public relations. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280: Media and Professional Writing
CRN: 47498
Days/Time: MWF 9:00-9:50
Instructor: Jeffrey Kessler

ENGL 282: Peer Tutoring in Writing Center
CRN: 47510, 47511
Days/Time: W 9:30-10:45
Instructor: Vainis Aleksa

English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting Week 5 of the semester. Students continue to meet in class analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. May not be repeated for Credit.

ENGL 282: Peer Tutoring in Writing Center
CRN: 47515, 47516
Days/Time: W 3:00-4:15
Instructor: Deanna Thompson

English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting Week 5 of the semester. Students continue to meet in class analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. May not be repeated for Credit.

ENGL 282: Peer Tutoring in Writing Center
CRN: 47512, 47513
Days/Time: T 2:00-3:15
Instructor: Antonio Guerrero

May not be repeated for Credit.
[Course description pending]

ENGL 290: Introduction to the Writing of Poetry
CRN: 47506
Days/Time: MWF 10:00-10:50
Instructor: Eniko “Eni” Vaghy

It was Percy Bysshe Shelley who defined poetry as the thing that “…lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar.” Shelley’s description of crafting poems endows a writer with something akin to a magical power, awarding them with the ability to perceive experiences, objects, and people in a more thorough, experimental, and vibrant manner. This remarkable way of looking at and responding to the world will carry us through the course as we analyze approaches to description, imagery, voice/tone, form, the stanza, etc. and implement these techniques in our own work and critically assess them in brief reflection essays. As our course will be following the workshop format, you will be given the opportunity to share your poems and thoughts on poetry with your peers and hear theirs in return. By this, you will be given the precious opportunity to form a community of emerging writers committed to the strengthening of their interests in the literary arts and the facilitation of each other’s work.

ENGL 290: Introduction to the Writing of Poetry
CRN: 47507
Days/Time: TR 11:00-12:15
Instructor: Mark Magoon

This course is designed to serve as an introduction to the craft of writing poetry. Our emphasis will not only be on investigating aspects of form and language with an eye toward writing and improving your own work, but also on developing a critical vocabulary to approach your peers’ work and the work of published poets. You will learn these basics through writing exercises and readings, as well as through craft lectures and workshop. Participation in a workshop is vital to the formation and evolution of one’s ideas about what poetry is, and about how it may be created. You will be writing about poems, and we will be examining poetic forms as well as free verse strategies, but most importantly, you will also be required to revise your work, dramatically and extensively as a member of our workshop and “writing community.” For you to be successful in this class, you must be open to criticism and suggestions—you must be willing to be part of a collective effort that requires professionalism, preparation, and courtesy. It is my hope that through this course you will begin to develop a writing process that will serve you as poets, as well as deepen and expand your appreciation of the art form.

ENGL 291: Introduction to the Writing of Fiction
CRN: 47509
Days/Time: MWF 12:00-12:50
Instructor: Eric Pahre

[Course description pending]

ENGL 291: Introduction to the Writing of Fiction
CRN: 47508
Days/Time: TR 11:00-12:15
Instructor: Gen Kwon

Fiction is both ancient and ever-evolving—a practice that has shaped human expression from Stone Age storytelling circles to Renaissance marketplaces and beyond. In this course, you will explore fiction’s techniques across cultures, languages, and histories, engaging with short stories and novel excerpts that challenge assumptions about what a story can be. Each week, we will examine a craft element—structure, perspective, voice, form—through diverse literary traditions. You will not only analyze these techniques but experiment with them, using imitation and play to disrupt familiar habits and discover new creative possibilities. Writing, after all, is not about performing culture or fulfilling expectations; it is about uncovering the story you need to tell and questioning the self who tells it. As Matthew Salesses asks, “How can a writer know what they can do without knowing many different ways that things have been done before?” Writing, like learning a language, requires risk, failure, and discomfort—but only by stepping into the unfamiliar can we arrive somewhere original.

ENGL 291: The Art and the Craft: Introduction to the Writing of Short Fiction
CRN: 48862
Days/Time: TR 2:00-3:15
Instructor: Dan White

The art of fiction is, at its core, an art form. As such, it possesses its own techniques and methods, its own history and ancestry, its own questions and problems. This course is a writing workshop designed to advance your skills as a fiction writer by reading fiction (stories and novel excerpts), writing original work and critiquing your peers’ work. We will explore a range of technical-mechanical approaches to the craft of fiction in order to understand how a piece of writing works with an importance equal to what it says. These dual elements of a piece of writing—which we will call the narrative and the textual functions—constitute the bedrock of fiction as an art form, and the primary lens through which we will view the wilds of the craft.

ENGL 292: Introduction to the Writing of Nonfiction Prose
CRN: 47494
Days/Time: TR 9:30-10:45
Instructor: Tricia Park

This course offers an introduction to the writing of creative nonfiction (CNF), an expansive genre of writing that encompasses a range of styles and techniques to tell life stories. Throughout the semester, we will read a range of creative nonfiction works, written by authors both historical and contemporary. Beginning with the origins of the word, “essay,”—from the French essayer, or to try—we will explore: How can our literary choices help us better tell our stories? How can choosing the right techniques illuminate our writing’s contents? And how can our formal choices free up our stories and reflect the complex nature of memory? Each week, we will explore different creative nonfiction approaches through close reading, discuss how these writerly choices impact the reader’s experience of the essay, and experiment as we borrow and integrate new techniques in our own writing. Students will develop their creative instincts, hone their writing habits through regular practice, and learn how to read critically. The class will offer weekly readings, writing prompts, and feedback on your writing. The first half of the semester will be focused on craft, or the study and discussions of readings plus in-class and take home writing assignments. The second half of the semester will focus on workshop, where students will be introduced to the delicate skill of close reading early drafts in order to offer and receive constructive feedback that encourages our classroom community to continue developing our work. Guidelines and best practices for workshop etiquette and community agreements will be provided by the instructor. In this class you will:

Read inventive creative nonfiction examples.
Experiment with prompts and strategies.
Generate and workshop new writing.
Receive instructor and classmate feedback.

300 courses

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ENGL 305: Studies in Fiction
CRN: 38379
Days/Time: TR 3:30-4:45
Instructor: David Schaafsma

[Course description pending]

ENGL 313: Shakespearean in Revolution
CRN: 34171, 35455
Days/Time: MW 3:00-4:15
Instructor: Raphael Magarik

We will read several major Shakespeare plays that play pivotal literary roles in later moments of political and social upheaval. For instance, “King Lear,” in a remarkable essay by Jane Addams (incidentally, a figure relevant to our campus!), became the interpretive key to the shocking Pullman Strike in Chicago in the late nineteenth century, and “The Tempest” became the master-text for a series of anti-colonial writers in the middle of the twentieth century. We will be interested in understanding how Shakespeare has been appropriated in these moments of historical rupture and change, but we will also ask what those later readings tell us about the plays themselves—what representation we have of social class and economic change in “King Lear,” or what colonialism and settling meant in early modern England. Reading and viewing will mix intensive attention to Shakespeare’s plays; contextual historical and literary materials from Renaissance England; contemporary adaptations and film versions; and details “case files” allowing us to enter specific, key moments in the plays’ reception. I’m still weighing our options, but I’m thinking of “Othello” (or perhaps “Julius Caesar” and the American Civil War; the use of “Richard II” (in Shakespeare’s own day!) to incite revolt against Elizabeth; and a few others. Writing for the semester will be oriented around a single, developing project, in which students research a particular adaptation, performance, or important critical account of a Shakespeare play, writing about its circumstances, how it reads the play, and finally returning to the play’s text to reread it through that moment of reception. Register for LEC and DIS this is a linked course.

ENGL 322: “Is English We Speaking:” The Challenge of the Post Colonial Poem
CRN: 48320
Days/Time: MWF 2:00-2:50
Instructor: Natasha Barnes

Trinidadian Merle Hodge wrote a little known primer for Caribbean secondary school teachers with the provocative title Is English We Speaking. This course is designed to introduce students to the aesthetics and politics of postcolonial literature with special attention to poetry. We will start by interrogating how colonial poetic aesthetics shadowed the development of poetry written in subaltern English. What language and particularly what form was the postcolonial poem to take? We will look at a number of authors that took up this challenge. They include Derek Walcott, Kamau Braithwaite, Lorna Goodison and Louise Bennett among others. American poets such as Longworth, T.S. Eliot, Langston Hughes and Jean Toomer will also figure in our conversations. We will of course be reading British poetry staples, Shakespeare, Wordsworth and Coleridge that conditioned these writers’ new postcolonial imaginaries.

ENGL 329: Working From Home: Literatures in English
CRN: 49975
Days/Time: TR 11:00-12:15
Instructor: Nasser Mufti

This course is about four classically feminist novelists: Jane Austen, Mary Shelley, Charlotte Bronte, and Jean Rhys. We will read novels like *Pride and Prejudice*, *Frankenstein*, *Jane Eyre*, and *Wide Sargasso Sea* alongside classic works of feminist literary criticism. A theme across our readings will be the question of domestic labor, or what Selma James calls “unwaged work,” and Marxist theories of revolution and the general strike.

ENGL 345: Queer Theory
CRN: 49118
Days/Time: TR 12:30-1:45
Instructor: Ronak Kapadia

[Course description pending]

ENGL 380: Advanced Professional Writing
CRN: 47537
Days/Time: MW 3:00-4:15
Instructor: Philip Hayek

This advanced professional writing course teaches ethics and argumentation relevant to writing in the workplace. Our assignments will bridge the public and private sectors and teach you how to define issues, propose changes, judge actions, and promote values within your chosen field. We will debate about controversies involving business, government, law, and medicine. Integral to these debates will be how clear thinking and good writing can create the common ground necessary for these professional communities to work and to work together.

Public Sector (public policy): We will explore the area of public policy writing, and you will practice various genres in the policy communication process. We will learn legislative history research practices from our UIC library liaison, and you will locate, analyze and advise on an issue in public policy.
Private Sector: In this unit we will practice writing internal and external business messages. You will work on promotional materials for a business of your choosing and develop social media strategies and crisis management solutions.
Third Sector (nonprofit): Refers to America’s non-business, non-government institutions, commonly known as nonprofit organizations, or NPOs. NPOs include most of our hospitals, a large part of our schools, and a large percentage of our colleges and universities. Habitat for Humanity is one such philanthropy, with thousands of chapters and a million volunteers. Proposal and grant writing offers a competitive edge for young job-seekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

ENGL 380: Advanced Professional Writing
CRN: 47538
Days/Time: MW 9:30-10:45
Instructor: Philip Hayek

Public Sector (public policy): We will explore the area of public policy writing, and you will practice various genres in the policy communication process. We will learn legislative history research practices from our UIC library liaison, and you will locate, analyze and advise on an issue in public policy.
Private Sector: In this unit we will practice writing internal and external business messages. You will work on promotional materials for a business of your choosing and develop social media strategies and crisis management solutions.
Third Sector (nonprofit): Refers to America’s non-business, non-government institutions, commonly known as nonprofit organizations, or NPOs. NPOs include most of our hospitals, a large part of our schools, and a large percentage of our colleges and universities. Habitat for Humanity is one such philanthropy, with thousands of chapters and a million volunteers. Proposal and grant writing offers a competitive edge for young job-seekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

ENGL 382: Editing and Publishing
CRN: 44817
Days/Time: TR 9:30-10:45
Instructor: Sammie Burton

This section of English 382 is designed to introduce you to the fundamentals of editing and publishing, specifically for the academic press. This semester, you will engage in peer-discussions, whole group discussions, and in-class assignments related to a variety of writing and editing prompts. Additionally, you will critically analyze academic journals for their purposes and publishing processes. These tasks are curated to focus your skills on the editing and publishing of scholarly texts.

ENGL 383: Writing for New and Digital Media
CRN: 49508
Days/Time: MWF 11:00-11:50
Instructor: Jeffrey Kessler

This course will examine theories and practices of writing for digital media. We will build a foundation in theories of media (“the medium is the message!”) while attending to specific principles of design that will facilitate writing with a variety of digital media. Throughout the course, we will move between critical theory and pragmatic application, while paying careful attention to the discourses around media and technology. Topics will include media theory, accessibility, document design, generative artificial intelligence, and social media, among others. While no advanced technological knowledge is required, you will be experimenting with and exploring new programs, platforms, and technologies in this class.

ENGL 384: Technical Writing
CRN: 43391
Days/Time: MWF 11:00-11:50
Instructor: Philip Hayek

In this course, we will examine—first broadly and then with increased specificity—the types of writing required of most professionals in fields like business, medicine, science, technology and law, from the extremely basic to the more complex. We will also explore and become familiar with many real-life aspects behind the creation of technical writing, such as collaboration and presentation. Frequent opportunities to practice these skills and to incorporate knowledge you have gained in your science and technology courses will be integrated with exercises in peer review and revision. We will learn to pay attention to analyzing audience and purpose, organizing information, designing graphic aids, and writing such specialized forms as instructions, proposals and reports. Non-English majors in the STEM fields are encouraged to take this course in order to build writing skills that are directly applicable to your major coursework and projects.

ENGL 389: Writing for Community Advocacy and Activism
CRN: 47580
Days/Time: TR 11:00-12:15
Instructor: Karen Leick

In this course, students will learn about writing strategies and a variety of genres related to nonprofit organizations, advocacy, and activism. One major assignment for the class will be researching, designing, and writing a grant proposal for an organization of your choice. Other projects will include an op-ed, a newsletter for a nonprofit organization, and a white paper. Students will present the research conducted for the white paper in a professional oral presentation at the end of the semester.

400 courses

Still have questions about a course? Click on any of the instructor’s name to be directed to their email.

ENGL 414: Enlightenment Narratives, Colonial Subjects: Literature & Empire in the 18th Century
CRN: 49957, 49958
Days/Time: TR 2:00-3:15
Instructor: Sunil Agnani

The global world, which many take for granted today, was formed in the eighteenth century through worldwide commerce, seafaring trade, and the establishment of colonial empires—in short, early capitalism. Alongside these social phenomena were vibrant and contentious cultural and political debates on sovereignty and slavery. How do writers and thinkers in this period conceive of the cultural, racial, and religious differences they encounter? Enlightenment narratives, put stress on ideas of progress, the forward march of humanity, the circulation of the rights of man, and the ever-widening circle of freedom associated with this period. Yet the view of many “”colonial subjects”” in the eighteenth century should cause us to question a simply optimistic and one-sided understanding of the period. As Diderot once put, addressing his European reader, “”You are proud of your Enlightenment, but what good is it for the Hottentot?”” (Just who the Hottentots were and why Diderot discussed this South African group of tribal peoples will be the topic of one class). We read novels (from Aphra Behn, Jean-Jacques Rousseau, Daniel Defoe, and Jonathan Swift), life narratives (the anti-slavery activist Olaudah Equiano) and prose writings (from Mary Wollstonecraft, Edmund Burke, and Denis Diderot) to explore these questions.

ENGL 452: The Freshwater Lab
CRN: 48620, 48621
Days/Time: T 2:00-4:50
Instructor: Rachel Havrelock

Explore contemporary water issues. Engage in hands-on learning. Promote solutions. Leverage humanities methods and urban planning and policy to examine the current water landscape and advance creative solutions. Availability and access to fresh water is changing rapidly. The good news is that Chicago is part of the Great Lakes Basin that holds over 20% of the fresh water on Earth. Protecting this miraculous water while supporting human endeavors marks one of the most crucial challenges of our time. This unique course is experiential, interdisciplinary and collaborative. You’ll participate in field trips and learn from local leaders and water experts. Leadership training and professional development are tailored to your interests and skills. Join The Freshwater Lab for an unforgettable, transformative experience! For more information, visit freshwaterlab.org. University writing requirement.

ENGL 466: American Histories: Narrative, Nation, and the Global in Contemporary Multiethnic (American) Fiction
CRN: 47554, 47555
Days/Time: MW 3:00-4:15
Instructor: Ainsworth Clarke

The course will be reading recent multiethnic (American) fiction against the backdrop of debates regarding world literature and globalization occurring in the field of literary studies. Our focus will revolve around four contemporary American novels: Jessica Hagedorn’s Dogeaters, Junot Diaz’s The Brief Wondrous Life of Oscar Wao, Tommy Orange’s There There, and Karen Yamashita’s Tropic of Orange and investigate the degree to which they resonate with the claims regarding the global that prevail in the field.

ENGL 480: Introduction to Teaching of English in Middle and Secondary Schools
CRN: 47552, 47553
Days/Time: TR 11:00-12:15
Instructor: Lauren Johnson

English 480 is the first required methods course for the Teaching of English major and a course for anyone who wants to explore the possibility of being an English teacher. Together, we will explore the seemingly simple question: Why teach English? This question will undoubtedly lead to a series of related questions, such as: What is the purpose of English/Language Arts? What does English teaching look like in different settings? How do our experiences as students shape our perspectives and commitments? How do our students influence what teaching English means? Through our learning, we will consider multiple perspectives and develop emerging frameworks for how we might approach English teaching. Course requirements include 12 hours of fieldwork in an area high school. Sophomore or above.

ENGL 482: Writing Center Leadership
CRN: 21190, 21191
Days/Time: TR 11:00-12:15
Instructor: Charitianne Williams cwilli31@uic.edu

Senior-standing or 9 hours ENGL courses and consent of Writing Center.
[Course description pending]

ENGL 484: Topics of Teaching English
CRN: 49624
Days/Time: TR 2:00-3:15
Instructor: Abby Kindelsperger

An exciting new elective option for Teaching of English majors, this course will provide deep, scaffolded practice of instructional planning. Focal topics and tasks include modifying existing curricular materials to meet the needs of diverse learners, incorporating technology tools in lesson plans, and designing unit plans around topics of interest. Note that there is no required fieldwork for this course. Prerequisite: ENGL 480.

ENGL 486: The Teaching of Writing in Middle and Secondary Schools
CRN: 47023, 47024
Days/Time: TR 12:30-1:45
Instructor: Kate Sjostrom

Why teach writing? How can we teach writing more effectively and responsibly? These are the main questions we will try to answer in English 486. Drawing from a wide range of sources, we will think about writing not only as a transfer of information but as a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter practical activities suggested by experienced writing teachers; we will practice these activities as we write extensively together; we will read and assess each other’s work; we will talk about how to teach students a variety of genres. In essence, we will create an environment where you can develop your professional identity as a writer and teacher of writing. Also, we will discuss ideas that lend coherence to our classroom activities (what some people call “theory”). Whatever generalizing we do, however, will be grounded in the particular details of working toward the goal of this class: to prepare you to establish a productive community of writers.
Course requirements include 12-15 hours of field work in an area high school and three portfolios demonstrating what you have learned in various sections of the course.
Prerequisite: ENGL 480 or consent of instructor.

ENGL 487: Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 47558, 47559
Days/Time: TR 11:00-12:15
Instructor: Abby Kindelsperger

Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for diverse learners and English language learners. Major assignments include lesson plans and a teaching demonstration.
Can be taken for 3 undergraduate hours or 4 graduate hours. Field work required. ENGL 480, completion of University writing requirement or consent of instructor.

ENGL 488: Methods of Teaching English in Middle and Secondary Schools
CRN: 48771, 48772
Days/Time: TR 3:30-4:45
Instructor: Kris Chen

To be taken in conjunction with ED 425 (Curriculum and Instruction), English 488 is the final course in the sequence of English Education methods courses. It is to be taken only by English education students the semester before student teaching. Although this course is for both undergraduate and graduate students, B.A. students should register for CRN 48771, and M.A. students should register for CRN 48772. The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues – to make clear, in other words, why English “matters” to high school kids. Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt. Additional focus will be on long-and-short-term lesson planning and assessment. In addition to weekly written work, English 488 students will lead discussions, organize small group activities, create an instructional unit, and practice teaching lesson plans they design.
Prerequisite: senior standing, completion of University writing requirement or 9 hours of English, or consent of instructor.

ENGL 490: Advanced Writing of Poetry
CRN: 12504, 20335
Days/Time: TR 11:00-12:15
Instructor: Christina Pugh

In this class, we’ll be writing and revising poems in specific genres (including in some rhyming and metrical forms), to be submitted as a final portfolio at the end of the course. Students will also write a prose introduction to their portfolios, as well as a short critical paper based on some of our readings. In our workshop discussions, we’ll note and appreciate the strengths of class members’ poems; and we will also work to inspire and encourage the poems’ writers on to new revisions of their work. For this reason, class participation and commenting on others’ poems is crucial. Throughout the course, we will pay particular attention to the relationship between sentence and line – especially as it is expressed in line breaks, line length, and stanza formation. We’ll consider varieties of poetic music and poetic voice. The course includes critical materials addressing these issues, as well as older and contemporary poems that we’ll be reading for illustration and inspiration. We’ll be considering strong literary (lyric) models and will work from the notion that critical and creative thinking inform one another. Our emphasis will be on the discussion of student poems and on the development of craft at the advanced undergraduate level — in an environment that is rigorous, but also positive and encouraging. Prerequisite of ENGL 290.

ENGL 491: Advanced Writing of Fiction
CRN: 12509, 20342
Days/Time: TR 9:30-10:45
Instructor: Kim O’Neil

This is a combined graduate and advanced undergraduate fiction workshop. We will start by studying the craft of fiction, “reading as writers” a diverse, strange, and pleasing range of work by published authors and examining what each is up to—by way of narrative POV, distance, voice, and speed; detail and dialogue; characterization; structure; scene and summary, syntax and sound. This is our toolbag as writers. In order to figure out how our tools work, we will pay close attention to how others have used them and to what effect. And we’ll bring these understandings of craft to bear as readers for each other in workshop. In workshops, we’ll support each other as a collaborative class community, meeting each writer where they are at with the kind of thoughtful, specific, respectful peer feedback we all want: attentive to intent, identifying what’s working, as well as opportunities to grow. Along the way, you will be encouraged to take risks with structures and prose styles that best serve the writerly effects you seek. Rather than limit our concept of what the short story can do, we will work toward an expansive understanding of the genre. Prerequisite of ENGL 291.

ENGL 491: Advanced Writing of Fiction
CRN: 35763, 35764
Days/Time: TR 12:30-1:45
Instructor: Jay Shearer

This course is designed for students who have a practical understanding of the elements of short stories and novels and hope to improve as fiction writers. We will read a diverse array of published fiction, examining these works less as literary critics than as fellow writers, our focus being process and technique, i.e., the writer’s craft, how writers do what they do, what stories deliver and why. Examining specific traits of the craft—voice, perspective, characterization, conflict, setting, detail, dialogue, etc.—will help sharpen our skills as both readers and writers. The coursework involves readings, short exercises and a rotating student workshop, wherein each student produces at least two short stories or novel chapters. Our discussion and workshopping of peers’ stories will focus on the elements and techniques studied and practiced throughout the semester. As writers, readers, editors and critics, we will engage in an active semester-long practice. It might even be actual fun (no guarantees). Prerequisite of ENGL 291.

ENGL 492: Advanced Writing of Nonfiction Prose
CRN: 12510, 20346
Days/Time: MWF 2:00-2:50
Instructor: Lisa Stolley

This is an advanced creative nonfiction (CNF) course for students who have taken Engl. 201 or the equivalent. Students will continue to develop skills and techniques in CNF through examining the craft of published work and writing their own essays in various subgenres of CNF, including personal essay, literary journalism, and nature writing. This class will be primarily run as a workshop: students will both receive and contribute constructive feedback. Readings, short exercises, two completed essays, and workshop sessions will make up the course work. Each student will also act as a “primary critic” to lead workshops of their peers’ essay drafts. Prerequisite of ENGL 292.

ENGL 493: Internship in Nonfiction Writing
CRN: 25243, 25244
Days/Time: T 12:30-1:45
Instructor: Karen Leick

Earn course credit while working at an internship with a writing focus. Students must contact instructor in advance for course approval and guidance with the internship application process. Class meets once a week; students earning 3 credits must work 8 hours a week at the internship; those earning 6 credits must work a minimum of 10 hours a week. Students learn professional writing and organizational communication with an emphasis on initiative, planning, and meeting deadlines. Both the instructor and internship supervisor mentor the students during the course.
Prerequisite(s): Grade of C or better in ENGL 280 and consent of the instructor
Recommended background: Junior or senior standing
To be properly registered, students must enroll in one Conference and one Practice

ENGL 496: Portfolio Practicum
CRN: 49959
Days/Time: T 2:00-3:15
Instructor: Jay Shearer

English 496 is a capstone course in UIC’s undergraduate program in Professional Writing designed to assist our students in landing their first post-degree position as a writing professional. The major focus of this seminar is creating and revising a writing portfolio that not only represents each student’s unique talents as a writer of specialized genres but also showcases their ability to expand upon their proven academic skill sets in new professional writing situations. In order to prepare seminar participants for the job market of their choosing, students will compile a working portfolio of their best professional writing samples through an on-line platform of their choosing and in this way build upon and refine a portfolio they have already begun as members of our professional writing program. Over the course of the seminar, students will learn how to (re-)design and structure material they have already produced as students of writing for audiences beyond the university. In putting together their writing portfolio, students will be given ample opportunity to reflect on the skills they have acquired in their education in order to establish a recognizable and marketable professional identity. In a culminating assignment, students will not only present their portfolio to the class but also practice talking to future employers through mock interviews. This seminar is designed to increase students’ confidence as they enter the job market by preparing them to share verbally and in writing their achievements as young professionals well-prepared to utilize the writing skills they have carefully developed and honed during their university education.
Prerequisite: Consent of Instructor

ENGL 498: Educational Practice with Seminar I and II
CRN: 12518, 40998
Day/Time: ARR
Instructor: Kate Sjostrom

A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. The seminar is structured to encourage three different sorts of conversations and activities:

those that invite reflection upon your classroom teaching
those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment
those that address issues pertinent to your job search and on-going professional development.

Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. Department approval needed.

ENGL 498: Educational Practice with Seminar I and II
CRN: 12521
Day/Time: ARR
Instructor: Lauren Johnson

To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. Department approval needed.

ENGL 499: Educational Practice with Seminar I and II
CRN: 12530, 41001
Days/Time: ARR
Instructor: Kate Sjostrom

those that invite reflection upon your classroom teaching
those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment
those that address issues pertinent to your job search and on-going professional development.

ENGL 499: Educational Practice with Seminar I and II
CRN: 12533
Day/Time: ARR
Instructor: Lauren Johnson

To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. Department approval needed.

500 courses

Still have questions about a course? Click on any of the instructor’s name to be directed to their email.

ENGL 500: MA Proseminar: Literature and the Nation
CRN: 22397
Days/Time: W 5:00-7:50
Instructor: Raphael Magarik

Benedict Anderson famously intertwines the rise of nationalism with the print capitalism and the rise of vernacular literature, especially two characteristically modern types of text: newspapers and novels. In this course, we will take up his invitation to think capaciously about the relationship between literary and socio-political forms. However, inspired by (and reading carefully!) theoretical debates over his “modernist” dating of the nation, we will read a much wider, more capacious archive of narrative texts. Some of our big questions will be: what are the coordinated contrasts between nation and empire, novel and epic, and do they hold up to critical scrutiny? When and where is the nation exactly—is it a product of industrialization, the Reformation and confessionalization, Absolutism, New World exploration and colonization, democratization and mass literacy, or something else?—and what did narrative literature look like before it? How (and by whom, and under what pressure?) are nations reproduced, what kind of new imperatives do they place on childbirth and child-reading, and how does this relate to the reproduction of culture? I’ve deliberately chosen a pretty broad, loose theme, which will allow this course to serve as an introduction to graduate literary study.

ENGL 503: Proseminar
CRN: 21006
Days/Time: F 12:00-2:50
Instructor: Helen Jun

[Course description pending]

ENGL 517: British Literature and Culture: Poems on the Edge
CRN: 35521
Days/Time: T 5:00-7:50
Instructor: Mark Canuel

This course concentrates on the work of poets who position their work on the outskirts of the everyday violent course of life in Britain in the 1790s and early 1800s. Our readings during the semester will focus on William Blake, Anna Laetitia Barbauld, John Clare, Charlotte Smith, and Percy B. Shelley. Focusing a distant and critical eye on nationalism, imperialism, militarization, property acquisition, increasing poverty, technological advancement, and early industrialization, the works we’ll study range from the jarring chords of Blake’s “London” to the visionary heights of Shelley’s _Queen Mab_. How do poems establish a critical vantage point on the pressures of their moment? What forms are deemed appropriate for it? What alliances with the past are either preserved or broken? How do these poets stake out new positions for authors in the terrifying world they document? What are the lines of connection and disconnection between Romanticism’s aesthetic and critical project and the critical work we do in our own world today? Our readings in poetry will be supplemented by forays into Romantic as contemporary aesthetics and recent criticism on Romanticism. Requirements: attendance and participation at all classes, weekly contributions to online reading journal, one midterm paper, one final paper.

ENGL 537: Genres of the Postcolonial: Global and Multiethnic Literature and Culture
CRN: 33331
Days/Time: R 5:00-7:50
Instructor: Nasser Mufti

The “postcolonial” names a catachresis. After all, when has there been an “after” to colonialism? Consequently, “postcolonial” has come to mean a variety of different things in different contexts. One of the avenues with which scholars have attempted to define this elusive category is through a taxonomy of genre (David Scott’s opposition between anticolonial romance and postcolonial tragedy, for example). This course surveys a range of genres in one national context: the West Indies. Each week we will read a critical text that theorizes genre alongside a (sometimes partially) corresponding work of literature. A rough sketch of the semester looks like: Romance in the fiction of W.E.B. Du Bois and Claude McKay; Epic in Wilson Harris’s Palace of the Peacock, Aime Cesaire’s surrealism, Realism in George Lamming and Sam Selvon’s novels, Bildungsroman and Farce in V.S. Naipaul’s novels, the Historical Novel in Vic Reid novel New Day; Tragedy in Jean Rhys and Lamming, and the essay in C.L.R. James. By the end of the semester, students will have a good handle on some theorizations of genre and decolonization, and a strong handle on West Indian literature.

ENGL 555: Teaching College Writing
CRN: 12546
Days/Time: M 2:00-4:50
Instructor: Mark Bennett

[Course description pending]

ENGL 557: Language and Literacy: Pragmatism, Schooling, and the Quest for Democracy
CRN: 26304
Days/Time: T 5:00-7:50
Instructor: Todd DeStigter

What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it’s desirable or even possible to do so? These central questions will provide a framework for our exploration of the (ir?)relevance of our work as scholars and teachers of English to the world beyond our classrooms and campuses. Although we will occasionally discuss specific curricular choices and teaching methods, most of our readings will encourage us to consider broader theoretical issues such as 1) how “democracy” and “social justice” can be defined and whether these remain viable sociopolitical aspirations, 2) the extent to which pragmatism as a philosophical/analytical method provides useful ways to think about ameliorating social and economic problems, and 3) what schools —specifically, English language arts classes—have to do with any of this. Put another way, this course will be the site of an ongoing conversation about whether we as students and teachers of English can/should hope that our work “matters” beyond our own intellectual or financial interests. Though our reading list will evolve in response to our discussions and students’ recommendations, some likely texts (or at least selected chapters from them) are these:

PEDAGOGY OF THE OPPRESSED by Paulo Freire
LEARNING TO LABOR: HOW WORKING CLASS KIDS GET WORKING CLASS JOBS by Paul Willis
ORIGINAL SINS: THE MISEDUCATION OF BLACK AND NATIVE CHILDREN AND THE CONSTRUCTION OF RACISM IN AMERICA by Eve Ewing
THE ORIGIN OF CAPITALISM by Ellen Meiskins Wood
SOCIAL LINGUISTICS AND LITERACIES: IDEOLOGY IN DISCOURSES by James Gee
MARXISM AND INTERSECTIONALITY by Ashley J. Bohrer
DEMOCRACY AS FETISH by Ralph Cintron
SANCTUARY EVERYWHERE: THE FUGITIVE SACRED IN THE SONORAN DESERT by
LIBERALISM AND SOCIAL ACTION by John Dewey
TWENTY YEARS AT HULL HOUSE by Jane Addams
PRAGMATISM by William James
THE FIRE NEXT TIME by James Baldwin
CLASS DISMISSED: WHY WE CAN’T TEACH OR LEARN OUR WAY OUT OF INEQUALITY by John Marsh
THE IGNORANT SCHOOLMASTER by Jacques Ranciére

English 557 is intended for students in the graduate English, Education, and TESOL programs. Course requirements include bi-weekly “conversation papers” used to prompt class discussions, a mid-term paper, and an end-of-term paper/project of each student’s choosing. Interested students are encouraged to contact Todd DeStigter (tdestig@uic.edu).

ENGL 570: Program for Writers Poetry Workshop
CRN: 33612
Days/Time: R 2:00-4:50
Instructor: Christina Pugh

This course is a poetry workshop for graduate-level poets. Graduate-level writers in other genres are also welcome, as are varied styles and aesthetic commitments on the part of workshop participants. Discussion of student work will be the primary focus here, but we will also read some notable recent volumes of contemporary poetry. The course includes critical readings that directly treat issues of poetic making, including the study of syntax, line, and linguistic music. Students will write new poems that will be discussed in workshop and revised for a final portfolio; they will also produce an artist’s statement to accompany their final portfolios. My goal is for you to be writing with energy and focus, and for you to deepen your own poetic practice by thinking critically about the elements of craft that are available to you as a poet. I also strive to create a classroom environment that is encouraging and supportive – while staying seriously focused on the art and craft of making poems.

ENGL 571: Program for Writers: Fiction Workshop
CRN: 33333
Days/Time: R 5:00-7:50
Instructor: Christopher Grimes

We’ll be championing each other’s work in this graduate-level fiction workshop. There are no genre or thematic prohibitions. All forms of fiction welcome, be they novels-in-progress, novellas, short fiction, short-short or micro-fiction. Whatevs. It’s ultimately your creative and critical space.

ENGL 572: Novel Workshop
CRN: 49960
Days/Time: W 2:00-4:50
Instructor: Luis Urrea

[Course description pending]

ENGL 585: Before the Linguistic Turn: Theoretical Sites
CRN: 29630
Days/Time: M 5:00-7:50
Instructor: Nicholas Brown

In the early 1990s Fredric Jameson wrote that “the modernist aesthetic paradigm… was on the point of being confirmed as a virtual religious doxa when it unexpectedly vanished without a trace.” In terms of the fate of the “canon,” literary tradition, or the self-revising norms of what counts as ambitious literature, the claim is exaggerated: even some of Jameson’s primary exhibits turn out to be committed to formal immanence in a way that was easy to overlook at the time. But in the realm of criticism and theory, it remains robust. Critical works that were unavoidable even toward the end of the mid-century faded first into anthologies, and then into a sort of backdrop, acknowledged as the ground against which later developments are discerned, but rarely looked at in and for itself. This course aims to reconsider the literary criticism and theory of the middle half of the twentieth century, roughly 1925-1975. Although a historicizing, dialectical view (e.g.: what is the relationship of a given conception of literature to the institution of literature in the longue durée? what is its social context, what are its political implications, its relation to its predecessors and successors?) is not to be avoided, the focus of the class will be elsewhere: to understand and evaluate these critical works on their own terms as answers to the question: What is literature?
Our (painfully un-diverse) readings may include:

A. Richards, _Principles of Literary Criticism_ (1924)
William Empson, _Some Versions of Pastoral_ (1935)
Erich Auerbach, _Mimesis_ (1946; English translation 1953)
Cleanth Brooks, _The Well-Wrought Urn_ (1947)
René Wellek and Austin Warren, _Theory of Literature_ (1948)
Northrop Frye, _Anatomy of Criticism_ (1957)
Ian Watt, _The Rise of the Novel_ (1957)
Hans-Georg Gadamer, _Truth and Method_ (1960; English translation 1975)
J. Hillis Miller, _Poets of Reality_ (1965)
Frank Kermode, _The Sense of an Ending_ (1967)
Hugh Kenner, _The Counterfeiters_ (1968)
Paul Ricoeur, _The Conflict of Interpretations_ (1969; English translation 1974)

150, 151 and 159

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ENGL 150: Introduction to Academic Writing Nonnative Speakers
CRN: 49437
Days/Time: TR 11:00-12:15
Instructor: Katharine Romero

[Course description pending]

ENGL 150: Introduction to Academic Writing Nonnative Speakers
CRN: 49436
Days/Time: TR 9:30-10:45
Instructor: Katharine Romero kromer7@uic.edu

[Course description pending]

ENGL 151: First-Generation & Underrepresented Minority Students Writing Legacy
CRN: 49445
Days/Time: TR 8:00-9:15
Instructor: Robin Gayle

This course is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.

ENGL 151: First-Generation & Underrepresented Minority Students Writing Legacy
CRN: 49446
Days/Time: TR 9:30-10:45
Instructor: Robin Gayle

ENGL 151: First-Generation & Underrepresented Minority Students Writing Legacy
CRN: 49447
Days/Time: TR 11:00-12:15
Instructor: Robin Gayle

ENGL 151: Introduction to Academic Writing: “Where are you going? Where have you been?”
CRN: 49444
Days/Time: MWF 12:00-12:50
Instructor: Sarah Primeau

The title for this course is, “Where are you going? Where have you been?” This semester, we will begin by writing about familiar language and rhetoric, especially the ways that language is an essential part of our identities and everyday lives. We will then examine the language and rhetorical strategies musicians use to connect with public audiences, and finally the language and rhetorical strategies that scholars at the university use to share research and new ideas. In this process, we will discuss ways that writers bring their own unique voices to the kind of writing that is traditionally valued at the university and in academia. In other words, as the course title says, we will study “where we have been” and “where we are going.”
The four major writing projects each conclude with a paper: a writer’s memoir, an analysis of song lyrics, a researched argument essay, and a reflection on your learning in the course. Leading up to the draft in each project, you will have several smaller assignments designed to prepare you for writing each paper, and you will also receive feedback from me and your classmates. The purpose of this class is to provide opportunities to examine and practice a variety of linguistic and rhetorical strategies while honoring our past, present, and future selves.

ENGL 159: Academic Writing Workshop
CRN: 46708
Days/Time: M 11:00-11:50
Instructor: Aaron Krall

English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 46709
Days/Time: W 11:00-11:50
Instructor: Aaron Krall

ENGL 159: Academic Writing Workshop
CRN: 46711
Days/Time: F 11:00-11:50
Instructor: Aaron Krall

ENGL 159: Academic Writing Workshop
CRN: 41705 Global
Days/Time: M 10:00-10:50
Instructor: Amanda Bohne

English 159 is designed to support students as they complete English 160.
This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 40312
Days/Time: W 10:00-10:50
Instructor: Amanda Bohne

ENGL 159: Academic Writing Workshop
CRN: 41707 Global
Days/Time: F 10:00-10:50
Instructor: Amanda Bohne

ENGL 159: Academic Writing Workshop
CRN: 41710 Global
Days/Time: W 2:00-2:50
Instructor: Amanda Bohne

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English

College Of Liberal Arts And Sciences

English Courses

Summer 2025

100 Level

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ENGL 159, 160 and 161

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150, 151 and 159

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Department of English

English Courses

Summer 2025

100 Level Courses

100 Level

200 Level Courses

200 level

400 Level Courses

400 level

First Year Writing Program

ENGL 159, 160 and 161

FALL 2025

ENGL 160

ENGL 160

ENGL 161

ENGL 161

100 Level Courses

100 Courses

200 Level Courses

200 courses

300 Level Courses

300 courses

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400 courses

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500 courses

First Year Writing Program

150, 151 and 159

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