English Courses

ENGL 103 English and American Poetry
CRN: 20878
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: Jenna Hart jhart28@uic.edu
Why poetry? We can usually tell just by looking at something that it’s a poem— but why write that way at all? What work does poetry do that other forms of writing do not? In this course, we’ll be working on understanding poems through close readings, as well as understanding the greater social and historical contexts in which they were written. We’ll be reading a wide variety of poetry written in English over several centuries: everything from selections of Old English epics, the Romantics, modernism, conceptual poetry, music lyrics, and more. In reading all of this, we’ll be pursuing questions about the poetry on a formal level (what can we understand about the poet’s choice of language, metaphor, rhyme, etc?), about the poetry on a historical level (what can we understand about the poem’s context, its relationship to the self, history, and the community?), and about the poetry on a personal level (how can we engage with it? how can we enjoy it and understand it?). By the end of the course, you should have a very broad understanding of the history of poetics, as well as having the tools needed to tackle reading any poem.

ENGL 103 Voices in History: Poetry and Poetics in British and American Poetry
CRN: 37896, 37897
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Mark Magoon mmagoon@uic.edu
In this course we will read a wide array of British and American poetry (and some critical writings) comprising several genres and periods, with an emphasis on the concept of the speaker. Who or what is the voice of the poem, and how is that voice constructed? How has the conception of voice or speaker shifted through time? We will situate each poem in its literary and historical contexts, strongly focusing on the relationship between form and content. Through extensive close readings, we will investigate how this relationship informs and/or reveals important aspects of a poem’s cultural and aesthetic environments. In addition to becoming familiar with voice, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of prosody (meter and rhyme). Through informal and formal written responses and discussions, students will also learn to compose coherent arguments about a literary text and how to select and appropriate effective textual evidence to support those arguments.

ENGL 104 Understanding Drama
CRN: 29789
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Aaron Krall akrall@uic.edu
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, Fornés, Parks, 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: 14332, 20941
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Mark Brand mrbrand@uic.edu
We’ve all read stories that foreground heroism, relationships, crisis, and conflict in ways that inevitably feel repetitive: two people fall in love, a young person grows up, a stranger comes to town, everything we know is swept away—these tropes and more form the archetypal core of storytelling in the West in the 20th and 21st centuries. But other frames and subjectivities occasionally emerge to turn these archetypes on their head, and these stories that defy the norm are what we will concern ourselves with in Understanding Fiction. What can we learn from stories told from unusual points of view, or told in ways that seem outside the ordinary? Expect to read extensively across genres as we practice close reading, historicizing, and analyzing fiction texts that feature unconventional narration, settings, or plot arcs, as well as learning to respond critically to fiction through a variety of scholarly modes of interpretation.

ENGL 119 Introduction to African American Literature Since 1910
CRN: 14588
DAY/Time: MW 9:30-10:45
INSTRUCTOR: Helen Jun junhelen@uic.edu
Cross listed course with BLST 111.

ENGL 131 Understanding Moving Image Arts
CRN: 46155
DAY/TIME: T 3:30-4:45/ R3:30-6:15
INSTRUCTOR: Kate Boulay kboulay@uic.edu
What exactly is work? What does working mean? Who works? When? Why? These are some of the questions that will guide us over the semester as we explore representations of work in narrative cinema. Screening such films as “Pearl” (West 2022), “Good Burger” (Robbins 1997), “Bicycle Thieves” (de Sica 1947), and “Barbershop” (Story 2002), we explore a wide variety of representations of work. Along the way, we ground our discussions and writing in introductory film theory, contemporary discourse on work, and critical analyses of it. Cross listed with MOVI 131

ENGL 132 Understanding Film
CRN: 46156
DAY/TIME: T 8:00-9:15/ R 8:00-10:45
INSTRUCTOR: Harry Burson hburso3@uic.edu
This course serves as an introduction to scholarly approaches to the study of film. In addition to learning the history of cinematic aesthetics and technologies, students will develop skills in analyzing films as both formal and cultural objects. Students will be introduced to the social, economic, and scientific contexts that shaped cinema into an international industry and major art form from the late nineteenth century to the present. We will consider how both the content and form of film are closely tied to questions of power, class, race, gender, class, sexuality, and nationality. Weekly film screenings and readings will provide students with an overview of the significant debates and developments that shaped the medium of film. Across the semester, we will explore key film genres and movements, such as classical and post-classical Hollywood cinema, documentary, Third Cinema, the musical, film noir, and animation.
Cross listed with MOVI 132.

ENGL 135 Understanding Popular Genres and Culture
CRN: 46157
Day/TIME: TR 8:00-9:15
INSTRUCTOR: Marc Baez mbaez1@uic.edu
This course will focus 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 Film Noir
CRN: 47976
Day/TIME: MWF 10:00-10:50
INSTRUCTOR: Ryan Nordle rnordl2@uic.edu
This course introduces the critical, political, and formal questions surrounding film noir. We will track noir’s roots in detective fiction and the Golden Age of Hollywood, follow its resurgence in the paranoid neo-noirs of the late 70’s and 80’s, and find its more off-beat expressions in the oddball noirs of the late 90’s and early 00’s, leading us to eventually question what traces of noir exist in contemporary cinema. Beyond following the genre’s historical development, we will examine its treatment of doubt, reason, knowing, truth, guilt, and justice. Because this course is intended to be a study of genre, we will attempt to answer whether or not film noir can even be considered a genre, prompting us to understand the purpose of genres and why they are important for interpreting aesthetic works. Your grade will include a midterm and final exam, short weekly quizzes, and a strong emphasis on active participation in class discussions. Film screenings to include Double Indemnity (1944), Out of the Past (1947), Sunset Boulevard (1950), The Long Goodbye (1973), The Conversation (1974), Blade Runner (1982), Memento (2000), Brick (2006), Under the Silver Lake (2018), etc.

ENGL 150 FIRST YEAR WRITING PROGRAM
SEE FYWP

ENGL 151 FIRST YEAR WRITING PROGRAM
SEE FYWP

ENGL 153 Understanding Grammar and Style
CRN: 47977
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Jeffrey Kessler jckessle@uic.edu
This course will not be your conventional “grammar drill” or “right and wrong” class. Instead, we will approach grammar and style as analytical and creative tools. Our ultimate goal will be to use grammatical forms to be more aware of the choices we make when we read and write. We will also discuss significant issues surrounding the English language, including its history, Black English, prescriptive v. descriptive linguistics, and the ethics of writing. Students will complete analyses to demonstrate the grammatical skills they have learned, as well as complete assessments of their own writing and a short-written project at the end of the semester.

ENGL 153 Understanding Grammar and Style
CRN: 47978
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Doug Sheldon sheldond@uic.edu
Is grammar a clump of rules that defines your intelligence? No freakin’ way. Is grammar a system of laws that cannot be broken? Fuggedabawtit. This class will focus on form and function but also get us to question why we care about it. In his book Philosophical Investigations, Ludwig Wittgenstein wrote, “the harmony between thought and reality is to be found in the grammar of the language.” While this seems lofty, it speaks to grammar being the most communicative tool built within language. We will examine grammar as intentional choices made by authors to aid audiences in understanding the goals of communication. In both individual and group contexts, students in this course will learn the structures of English grammar and analyze texts containing those functions.
This course is ideal for English, Pre-Law, Education, and Professional Writing, Language, and Communications Students

ENGL 154 Understanding Rhetoric: Passion and Persuasion
CRN: 46158
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Jeffrey Gore jgore1@uic.edu
This course is designed specifically for students considering careers in law, politics, or media and professional writing. What makes us think certain thoughts? Experience certain emotions? Trust the ideas and recommendations of others? Between the rational mind and the feeling heart is where rhetoric finds its home as a field of study. Although some politicians or media pundits use the word rhetoric to describe the deceptive words of their opponents (“their proposals were ‘mere rhetoric’”), rhetoric has played a central role in educational systems around the world for thousands of years. In the fifth century BCE, Aristotle defined rhetoric practically, as a lawyer or politician might, as “the faculty of observing in any given case the available means of persuasion.” But these “available means” – to reason, to gain credibility, and to capture hearts and minds – are also the same tools that speakers, writers, and content creators can use to deceive and control the public. In this course, we will approach rhetoric from different perspectives, as a tool for the good – used by such inspiring speakers as Martin Luther King, Malcolm X, and Greta Thunberg –and as a dangerous tool, which has the potential to put our rational, thinking minds on hold. Readings will include selections from the history of ancient and modern rhetoric and a number of test cases that challenge our assumptions of what it means to be a worker, a citizen, and a member of a community.
**Highly Recommended for Pre-Law, Political Science, and Professional Writing students

ENGL 154 Understanding Rhetoric
CRN: 46159
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Keegan Lannon klannon@uic.edu
“Rhetoric” is one of those hard to define concepts, like “freedom” or “beauty.” Any definition put forth will, under the smallest amount of scrutiny, seem inadequate. Aristotle, one of the first thinkers to formally define rhetoric, defines rhetoric as: “The faculty of discovering in any particular case all of the available means of persuasion.” There is no mention of mode of communication, so do all ways of speaking, writing or thinking have rhetoric? What about non-persuasive communication (if that even exists)? Are some means of persuasion limited, and if so by what? What does it mean to persuade a person? And so on…
The more deeply you dive into what rhetoric is, the more it seems like everything is (or maybe has?) rhetoric. Like String Theory, rhetoric could be seen as the Theory of Everything for communication theories. In this course, we will examine how messages are communicated—both in written and visual forms—and how our thinking (and our sense of self) is influenced by the rhetoric we encounter.

ENGL 159 FIRST YEAR WRITING PROGRAM
SEE FYWP

ENGL 160 FIRST YEAR WRITING PROGRAM
SEE FYWP

ENGL 161 FIRST YEAR WRITING PROGRAM
SEE FYWP

ENGL 175 Bible as Literature
CRN: 46190, 46614
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Raphael Magarik magarik@uic.edu
This course will introduce you to the Bible as a collection of literary texts written by human beings. The texts we read discuss (and disagree with each other about!) erotic desire, the possibility of redemption, politics and warfare, family, the existence of evil, and so on. We will learn something about the times and places in which these texts were produced, and we will practice reading them for ourselves, attending to their quirks, problems, and weirdness. We will also reflect on the varied uses to which biblical texts have been put over time, indeed the varied bibles that later readers, scribes, and editors have created.
The course aims do not include you getting a synoptic, “birds-eye view” of all of the Bible; I have tried to teach the course like that in the past, and I think it sacrifices too much. Rather, I hope you will leave the course having learned:
1) How academic scholars approach the Bible, and how to the Bible as works of human culture.
2) Passages in the Bible that are likely unfamiliar to you, even if you have read the Bible before. For that reason, I have privileged weird, odd parts of the Bible over the more “central” stuff.
3) Why understanding the Bible is hard: its internal complexity, its historical difference, and its ambiguities. I don’t want to intimidate you, but I do want you to understand why it can be difficult to get from the text to a meaning.
4) To look closely at what you are reading and think about it carefully—and to appreciate the pleasures and surprises that can emerge from such a reading.
Cross listed with RELS 175.

ENGL 207 Interpretation and Critical Analysis
CRN: 46167, 46612
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Amanda Bohne abohne@uic.edu
This course introduces approaches to the study of literature and other creative works. In this class, we will become familiar with some of those approaches by reading works of literature and criticism and experimenting with them ourselves. We will use the concept of adaptation, broadly defined, to better understand both how and why authors and other creators retell some stories as well as some of the practices and concerns that inform those new works.
Throughout the semester, we will use different methods of critical analysis as lenses or frameworks for evaluating narratives and the choices authors make in the process of creating or adapting them. We will consider the strategies that scholars use to agree and disagree with each other as they engage in conversation about particular works. Although the course will focus on new and evolving theories that shape much of scholarly conversation in the twenty-first century, we will also pay attention to the history of literary criticism. Since conversation is a vital part of literary discourse, everyone should be ready to engage in discussion of the assigned readings for each session.

ENGL 207 Interpretation and Critical Analysis
CRN: 46164, 46610
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Ainsworth Clarke ac57@uic.edu
This course is an introduction to the key terms and debates that define the field of literary study. Using the transformation of detective fiction from the classic detective story to the postcolonial crime novel as our case study, we will explore how questions of genre, literary form, agency, and narratology that circulate within the field inform critical analysis. Our readings will include classic literary analysis by Todorov, Brooks, Moretti, Jameson, and Culler (amongst others) and signal examples of detective fiction by Poe, Conan Doyle, Chandler, Himes, Auster, Chamoiseau, and Condé.

ENGL 207 Interpretation and Critical Analysis of Film and Media
CRN: 46163, 46609
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Kaitlin Forcier kforcier@uic.edu
In this course students will learn to think critically about film, television and digital media. We will ask: what are the material, formal, and aesthetic features that define different media and how they produce meaning? What is unique about a given medium, not just in the process of its production and circulation, but in how it constructs its audience and produces different kinds of publics? We will focus on the cultural and ideological effects of media, considering how their content and form are closely tied to questions of power, class, race, gender, sexuality, ability and nationality. We will consider the historical and societal context that condition how media create and affect their audiences. By introducing students to key readings on film and media theory, this course will provide tools for analyzing a wide variety of cultural texts. One of the aims of the course is to learn how to appreciate the challenge of reading complex theoretical material. Readings will include canonical thinkers such as Walter Benjamin, Roland Barthes, Stuart Hall, Michel Foucault, Susan Sontag and bell hooks, as well as more contemporary works by Jenny Odell, Tung-Hui Hu, and Legacy Russell. Screenings will include films such as Metropolis (Fritz Lang, 1927), Sunset Boulevard (1950, Billy Wilder), Rear Window (Alfred Hitchcock, 1954), Blow Up (Antonioni, 1966), Blade Runner (Ridley Scott, 1982), The Gleaners and I (Agnes Varda, 2000), In the Mood for Love (Wong Kar Wai, 2000), The Act of Killing (Joshua Oppenheimer, 2012), Portrait of a Lady on Fire (Celine Sciamma, 2019), Nope (Jordan Peele, 2022), Barbie (Greta Gerwig, 2023).

ENGL 207 Interpretation and Critical Analysis
CRN: 46166, 46611
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Helen Jun junhelen@uic.edu
ENG 207: “But, why?” is the baffled question that many of us have heard from well-meaning friends and family (including my own parents) after declaring our majors. This class addresses that query directly, that is, what is the point of studying English and how do we do it? We will begin with the very foundation of Western philosophy’s understandings of artistic representation and work our way through the most influential models of literary and cultural analysis, including psychoanalysis, Marxism, feminism, and race/postcolonial paradigms. The latter part of the course examines the crucial stakes of cultural/literary analysis in understanding and interrogating the logics of nationalism and global capitalism. Primary cultural texts include Mary Shelley’s Frankenstein, short stories by Alice Walker, Charles Yu, and Helena Viramontes, as well as poetry by Daniel Borzutsky, Paul Martinez Pompa, Russell Leong.

ENGL 208 English Literature, Chaucer through Cavendish
CRN: 46099
DAY/Time: MW 10:00-10:50
INSTRUCTOR: Raphael Magarik magarik@uic.edu
1. The period we will be studying witnessed massive historical transformations—the discovery of the Americas and beginnings of European colonialism , the Protestant Reformation, the English Civil War (and first execution of a European monarch by an elected parliament), the invention of the printing press, the birth of commercial capitalism, the rise of companionate marriage, increases in women’s (and general) literacy, and more.
We will aim to study this shifting, convulsing world, from which much of modernity derives, through its literary forms—that is, through the ways English writers made meaning, organized their (often chaotic and threatening) experience into art. What is an epic? Why did it play such an important role in literary culture, and how did that change?
To emphasize these processes of historical change, I am organizing the course around the theme of utopia—around, that is, writers’ fantasies of places and societies in which the contradictions and deficits of the real world have been overcome. As we will see, such utopias play a large role in some of the greatest literature of the period: Thomas More coined the word in the early sixteenth century, John Milton daringly depicted the first utopia of all, the Garden of Eden, in Paradise Lost; Margaret Cavendish’s The Blazing World tells a science-fiction story of a journey to a world of perfect knowledge and gendered inversion… and more. Focusing on utopia, we will ask how societies imagine their own transformations; how we got the recognizably modern world that (barely) begins to emerge by the end of our period; and whether we can resurrect any of the exhilaration and wild confusion of this tumultuous period, the world repeatedly turned upside down.
2. We will read and interpret works of literature which are difficult, first, because they were written by people who believed that art ought to be challenging, and second, because they were made a long time ago and require some historical knowledge to understand. I will help provide you with context; I will also model for you and attempt to train you in analytic reading—going beyond the surface of the text, to draw surprising conclusions, based on its structure and peculiar details.

ENGL 208 English Studies I: Beginnings to the 17th Century
CRN: 46649
DAY/Time: F 10:00-10:50
INSTRUCTOR: Krista Muratore cmurat2@uic.edu
Discussion

ENGL 208 English Studies I: Beginnings to the 17th Century
CRN: 46630
DAY/Time: F 10:00-10:50
INSTRUCTOR: Tricia Park tpark38@uic.edu
Discussion

ENGL 208 English Studies I: Beginnings to the 17th Century
CRN: 46650
DAY/Time: F 11:00-11:50
INSTRUCTOR: Krista Muratore cmurat2@uic.edu
Discussion

ENGL 208 English Studies I: Beginnings to the 17th Century
CRN: 46620
DAY/Time: F 11:00-11:50
INSTRUCTOR: Tricia Park tpark38@uic.edu
Discussion

ENGL 209 English Literature from Stuart Restoration to Imperial Crisis
CRN: 46583
DAY/Time: MW 11:00-11:50
INSTRUCTOR: Nicholas Brown cola@uic.edu
This course undertakes the impossible task of surveying four hundred years of English literature in fifteen weeks. This stretch of literary history is punctuated halfway through — and halfway through our semester — by the invention of literature in the contemporary sense, which is marked in English literature by the appearance of _Lyrical Ballads_ in 1798. Both before and after, it is crowded with new forms and new thematic and narrative material: from allegory to lyric, from essay to novel, from ballad to dramatic monologue; from the scandalous affairs of Restoration comedy to the chaste attachments of Victorian verse; from the origins of the English novel with Daniel Defoe to its apotheosis in George Eliot (and to its transformation in Joseph Conrad). The reading load for this course will therefore be heavy. Since this course is designed for English majors, it is presumed that students will arrange their semester to enable them to devote sufficient time to it. The payoff will be worth the effort. This semester will provide a solid backbone to the study of the period and a strong basis on which to begin advanced study.

ENGL 209 English Studies II: 17th Century to Today
CRN: 46631
DAY/Time: F 10:00-10:50
INSTRUCTOR: Hy Damitz hingr2@uic.edu
Discussion

ENGL 209 English Studies II: 17th Century to Today
CRN: 46584
DAY/Time: F 10:00-10:50
INSTRUCTOR: Miles Parkinson mpark101@uic.edu
Discussion

ENGL 209 English Studies II: 17th Century to Today
CRN: 46170
DAY/Time: F 11:00-11:50
INSTRUCTOR: Hy Damitz hingr2@uic.edu
Discussion

ENGL 209 English Studies II: 17th Century to Today
CRN: 46633
DAY/Time: F 11:00-11:50
INSTRUCTOR: Miles Parkinson mpark101@uic.edu
Discussion

ENGL 213 Introduction to Shakespeare
CRN: 46498, 46629
DAY/Time: TR 2:00-3:15
INSTRUCTOR: Gary Buslik gbusli1@uic.edu
Shakespeare is FUN! Sure, we already know about his tragedies and history plays, but what about his farces and comedies, his jesters and jokes? We’ll have laughs learning about the happier side of Shakespeare’s life and times. We’ll read a short biography about him, his work, and Elizabethan theater while watching a few terrific Hollywood movies of his most famous—and HAPPY—plays. We’ll engage in lighthearted discussions about why you think the man from Stratford wasn’t just the greatest writer who ever lived, but the one with the best sense of humor.

ENGL 213 Introduction to Shakespeare: The Celluloid Bard: Shakespeare through Film
CRN: 46497, 4628
DAY/Time: MW 3:00-4:15
INSTRUCTOR: Alfred Thomas alfredt2uic.edu
In this course we shall examine some of Shakespeare’s plays and poems through the lens of cinematic adaptations from the anglophone and non-anglophone world. In addition to reading the texts closely we shall consider how filmmakers transformed word into image as well as using Shakespeare’s world to reflect their own. Examples will be a British film version of Richard III transposed to a fascistic England of the 1930s; an American Hamlet in which the prison house of Denmark becomes a corporate tyranny; a Russian King Lear which reflects the grim experience of Soviet totalitarianism, and a Japanese Macbeth envisioned as a warrior Samurai society.

ENGL 223 Introduction to Colonial and Postcolonial Literature:”The Empire Writes Back With a Vengeance”
CRN: 46499
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Zara Imran zimran3@uic.edu
In this introductory course we will aim to create an understanding of what the “postcolonial” is and its relation to the literary. A foundational exploration of this course will be how does literary representation speak to processes and legacies of Empire and decolonization? Students will be exposed to key themes and debates surrounding postcolonial studies and how processes of Empire, nation building, movements of independence and globalization have come to and continue to shape our understanding of the post-colony and the Global South, critically interrogating the relationship between colonizer and colonized. In looking at a range of literary and theoretical texts, we will try developing a more critical understanding of contemporary issues such as identity, nationalism, gender and sexuality, subalternity, migration, decolonization, and resistance.

ENGL 230 Sound Film/Sound Culture
CRN: 46500
DAY/TIME: T 3:30-4:45/ R 3:30-6:15
INSTRUCTOR: Harry Burson nburso3@uic.edu
In this course we will examine a range of films to consider how cinematic sound provides insights into the broader realm of sonic culture. In recent years, artist and scholars have approached sound and listening as distinct cultural practices with distinct social, political, and aesthetic histories. Taking are cue from the field of sound studies, this class will explore the culture of sound asking questions such as: How does sound shape our relationship to the world around us? Have people across history heard the world in different ways? What does it mean to say that a person sounds like a certain gender, race, or class? Is hearing somehow unique among the senses and what are the politics of listening? Throughout the semester, we will read and discuss writing about sound by authors including Jennifer Lynn Stoever, Mara Mills, Shaka McGlotten, Mary Ann Doane, and Jonathan Sterne. We will also practice the close analysis of film in its cultural context as we watch movies by directors Julie Dash, Apichatpong Weerasethakul, Steven Sodebergh, Stanley Donen, Boots Riley, Robert Altman, and others.

ENGL 230 Introduction to Film and Culture: Gender, Race, and Difference in the American Horror Film
CRN: 46501
DAY/TIME: M 3:00-4:15/ W 3:00-5:45
INSTRUCTOR: Angela Dancey adancey@uic.edu
Horror is one of cinema’s most enduring and iconic genres, reflecting individual and collective fears about monstrosity, difference, and the body. In this course, we will study how the American horror film has evolved over time, viewing representative examples of its most important subgenres and the ways they are influenced by historical context, social movements, and ideologies about gender, sexuality, race, and class. We will also devote class time to a basic understanding of film and cultural studies, including major concepts, techniques, and terminology. Films will include CARRIE (1976), JENNIFER’S BODY (2009), PSYCHO (1960), IT FOLLOWS (2014), GET OUT (2017), CANDYMAN (1990), and BARBARIAN (2022).
Cross listed with MOVI 230.

ENGL 233 History of Film: WWII to Present
CRN: 14589, 14590
DAY/TIME: MW 3:00-4:50
INSTRUCTOR: Martin Rubin mrubin1@uic.edu
CO-INSTRUCTOR: Eric Pahre pahre2@uic.edu
An overview of the artistic, political, and technical developments that have transformed cinema over the past 75 years. After World War II, Italian neorealist filmmakers went out into the streets to forge a more open form of film storytelling, while in Hollywood the dark side of postwar America was exposed in the shadowy crime dramas of film noir. In the 1950s, European directors such as Bergman and Fellini pioneered a more personal mode of filmmaking. The iconoclastic cinephiles of the French New Wave took that mode in a more freewheeling direction, employing some of the same technical advances that enabled the cinema-verite movement to revolutionize documentary film. The upheavals of the 1960s turned many filmmakers in a more politicized direction, which was later expanded by the first major wave of feminist cinema and by Global South filmmakers in Africa and Latin America. At the turn of the current century, the advent of digital cinema had a massive impact on all levels of filmmaking, from innovative independents to big-budget blockbusters. There is no textbook; historical background is provided via lectures and excerpts, supplemented by film screenings and discussion sessions. Film History I is not required; this course is self-sufficient.
Cross listed with AH 233 and MOVI 233.

ENGL 236 Young Adult Fiction
CRN: 46171
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: David Schaafsma schaaf1@uic.edu
Pending

ENGL 237 Graphic Novels
CRN: 46172
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Keegan Lannan klannon@uic.edu
Pending

ENGL 237 Graphic Novels
CRN: 48034
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: James Drown jdrown1@uic.edu
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, Black Orchid by Neil Gaiman and Dave McKean, 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 238 Fiction, Sci-Fi, and Fantasy
CRN: 48035
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Jennifer Lewis jlewis4@uic.edu
Snow White retold as a contemporary tale of family secrets and racial politics. A magical town in which incredible events are incredibly mundane. A post-pandemic world where our civilization has been obliterated and transformed. All of these are stories that fall under the umbrella of speculative literature. Speculative literature works by imagining or speculating about a world very different than our own, with different and sometimes inexplicable rules and features including things like magic, non-human characters, or advanced science. In this course, we will explore the stories described above in order to delineate the literary strategies that distinguish three sub-genres of speculative literature: fabulism, magical realism, and science fiction. And though the speculative is typically associated with fiction and storytelling, we will consider whether it might apply to poetry as well. In our exploration of poetry we will encounter poems that enter haunted houses, that use science as metaphors for political unrest, and that use magical thinking to make reality look like dreams.
What will we read? A mix of novels, short stories and poetry by authors such as Helen Oyeyemi, Daniel Orozco, Kazuo Ishiguro, Ted Chiang, Mary Shelley, Zachary Schomburg, Colson Whitehead.

ENGL 238 Speculative Fiction, Sci-Fi and Fantasy
CRN: 46173
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Mary Anne Mohanraj mohanraj@uic.edu
In this course we’ll survey global speculative literature, from a range of periods and traditions. Speculative literature is a catch-all term meant to inclusively span the breadth of fantastic literature: hard science fiction to epic fantasy to ghost stories to horror to folk and fairy tales to slipstream to magical realism to modern myth-making — any piece of literature containing a fabulist or speculative element. We’ll use the Vandermeer anthologies of classic fantasy and science fiction as starting points, then branch out to a culturally diverse range of contemporary authors.

ENGL 245 Gender and Sexuality in Literature: Queer Latinx Literature
CRN: 46175
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Esmeralda Arrizon-Palomera earrizon@uic.edu
This course is an introduction to gender and sexuality in U.S. Latinx literature. Through close readings of essays, poems, fiction, memoirs, and film students will examine how U.S. Latinx writers negotiate gender and sexual identities with, against, and through racial, ethnic, class, and national ones. In taking this intersectional approach to the study of gender and sexuality in U.S. Latinx literature, our goal will be to understand what U.S. Latinx literature teaches us about the construction of gender, sexuality, and Latinidad.
Cross listed with GEW 245.

ENGL 245 Introduction to Gender, Sexuality and Literature
CRN: 46174
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Virginia Costello vcostell@uic.edu
While we will cover many historical moments both in the literature we read and the films we view, we begin with texts written between 1890 and 1940. Writing during this period often depicts a crisis in the human spirit and a disruption of tradition–both of which echo through contemporary texts we will read. It is imperative that each participant comes to class with an open mind and is willing to think outside of the box created by one’s own lived experience. We will read a variety of genres including, but not limited to, memoir (Barbin, Grande), essays (Lorde, Goldman, Irigaray), fiction (Baldwin, Hemingway), and poetry (Sappho).
Cross listed with GWS 245.

ENGL 247 Women and Literature: Banned Woman Writers
CRN: 46177
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Robin Gayle rpetro3@uic.edu
Most scholars consider books to be mirrors of one’s experiences or windows into understanding other people’s experiences. So why are books that depict the lives of marginalized groups frequently censored in schools? By reading banned books, we will investigate what larger themes emerge around censorship and educational content. We will question what responsibility, if any, do schools share in educating young people about race, religion, sexual orientation, social class, gender identity? What responsibility, if any, do school libraries have to provide books and resources that represent people from across all spectra? In addition to reading banned womxn writers, we will explore why some books are so feared. Banned womxn writers we will read may include Maya Angelou, Assata Shakur, Sandra Cisneros, Malala Yousafzai, Laurie Halse Anderson, among others.
Note: This course does not assume any prior knowledge or experience with feminism, queer theory, and/or the application of these theories to literature. Instead, the goal is to understand how feminist and queer literary criticism—combined with open, frank communication with classmates—can ultimately develop your own critical ability to address issues of gender in academic papers and everyday life.
Cross listed with GWS 247.

ENGL 247 Women and Literature: Introduction to Chicana Literature
CRN: 46178
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Esmeralda Arrizon-Palomera earrizon@uic.edu
This course is an introductory survey of Chicana literature. Students will read a variety of texts such as novels, memoirs, short stories, poetry, plays and films by Chicana writers. By the end of this course, students will be able to identify and discuss key concepts and major themes in Chicana literature, examine Chicana literature with attention to aesthetic movements, cultural traditions, and historical context, and determine Chicana literature’s contribution to the development of Chicana Feminist Thought.
Cross listed with GWS 247.

ENGL 258 Grammar and Style of Nonstandard Englishes in the U.S.
CRN: 46502
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Doug Sheldon sheldond@uic.edu
Are you interested in language and writing as a call for justice? Well ENGL 258 will give you the knowledge and skill to read, critique, and create writing that uses the history of “American Grammar” as your starting point. Come see how grammar evolved into a political animal and how it influences policy, education, and your daily communication!
This course is ideal for English, Pre-Law, Education, and Professional Writing, Language, and Communications Students.

ENGL 261 Reading Black Women Writing
CRN: 38023
DAY/TIME: TR 12:30-1:45
Instructor: Beth Richie brichie@uic.edu
Cross listed course with BLST 261.

ENGL 264 Introduction to Native American Literature
CRN: 46180
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: John Casey jcasey3@uic.edu
“Still here today” is a phrase meant to remind people that Native American communities and cultures are all around us. Too often the study of these literatures is treated as a historical exercise in analyzing creation myths and trickster tales. Although we will read some of these older stories, the texts we will focus most of our attention on are those building upon earlier traditions and showing readers how Native American culture is experienced and expressed in more modern times. Readings for this class will include some criticism to guide us in our analysis such as Thomas King’s The Truth About Stories, which will serve as our main text for this purpose. Fiction readings will include works by key authors from the Native American Renaissance such as Louise Erdrich and Leslie Marmon Silko along with contemporary works of Native American literature inspired by that earlier generation of writers. Assignments will involve a research paper focused on a specific Native American narrative technique and a short biography of a Native American author. You will also be asked to write a weekly response paper that we will use to guide class discussions on the assigned readings.

ENGL 280 Media and Professional Writing
CRN: 46186
DAY/TIME: TR 8:00-9:15 ONLINE
INSTRUCTOR: Gregor Baszak baszak2@uic.edu
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 will be an ONLINE class with ONE LIVE session per week on Zoom during our regularly scheduled class time. Attendance of the live sessions will be mandatory, so make sure the class actually fits your schedule. For the rest of the week, you’ll complete work on your own time by checking the prompts on our Blackboard course page.

ENGL 280 Media and Professional Writing
CRN: 46184
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Karen Leick leick@uic.edu
In this course, students learn skills in media and communication that are used in the professional workplace. Students will research, discuss, and analyze aspects of professional written communication, including journalism, feature writing, and public relations. Over the course of the semester, each student will produce a portfolio of writing in various genres, presented on a personal webpage. The course is designed to prepare students for professional internships and employment. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280 Media and Professional Writing
CRN: 46187
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Jeffrey Kessler jckessle@uic.edu
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: 46986
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Jay Shearer shearer@uic.edu
In this course, you will develop a fresh perspective on and skills regarding media and professional writing. Through reading and interviewing, writing and discussion, you will learn to analyze and produce work appropriate for these dynamically evolving industries. We acknowledge this as a moment of acute transformation in the way we ingest and disseminate the written word. Taking these shifts into account, students will develop confidence as media writers and future participants in the professional workplace. You will examine multiple aspects of media and communications—from journalism to PR—and eventually produce a writing portfolio (via your personal web page), preparing you for internship and employment opportunities.

ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 46987, 46988
DAY/TIME: T 2:00-3:15
INSTRUCTOR: Antonio Guerrero aguerr27@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing Center
CRN: 46192, 46586
DAY/TIME: T 3:30-4:45
INSTRUCTOR: Katharine Romero kromer7@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing Center
CRN: 46191, 46585
DAY/TIME: W 3:00-4:15
INSTRUCTOR: Vainis Aleksa
vainis@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing Center
CRN: 46189, 46587
DAY/TIME: W 9:30-10:45
INSTRUCTOR: Charitianne Williams cwilli31@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 290 Introduction to the Writing of Poetry
CRN: 46194
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Mishka Ligot kligot2@uic.edu
This course aims to demystify poetry as both a medium and discipline, and (re)consider the many ways we employ and engage with notions of the poetic in our everyday lives. We will work towards these goals through reading, writing, and revising poems across the semester. Although we will be working exclusively within the English language and its many variations, we will read poems from various locales and time periods, from the 9th Century BC Zhou Dynasty I Ching to work published in the year 2024; from the city of Chicago to my home country of the Philippines. Throughout these readings, we will explore the various elements and conventions of poetry (such as the line, image, metaphor, sound, meter, form, etc.), and observe how these persist, bend, adapt, or even mutate across temporal and spatial contexts. We will not be beholden to the illusion of getting something right the first time—in this course, we will shape work through various class exercises, prompts, and assignments. This course is dedicated not only to generating work but revising it as well: there will be multiple in-class workshops throughout the semester, where we will have the opportunity to share and critique each other’s work with the aim of improving our craft through peer and instructor feedback.

ENGL 291 Introduction to the Writing of Fiction: The “Hats & Masks” model: the critic and the creative
CRN: 46196
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Gordon Middleton amiddl5@uic.edu
As fiction writers, we get used to the wardrobe changes. We wear many hats. We even wear some masks. We write. Then we edit. We read, then we rewrite. We develop our critical voice. Then we learn to quiet the critic so we can write without second-guessing ourselves.
Just as an actor watches a film with an eye to how another delivers a line, for a writer, reading is every bit as technical as the reading you might do in a literature class. But a writer isn’t just the actor; a writer is also the director, cinematographer, camera operator, set designer, dialogue coach, and, well, the writer.
Each of these hats helps to dramatize your story. To turn them into skills that you can use in your fiction, this course helps develop your critical reading skills just as it helps you find your voice and voices in your fiction writing. You go from reading only for pleasure or for literary analysis to being a reader who also reads for technique, who reads to measure the effect of the writing on another reader, who reads with the goal of beginning or improving your own creative fiction writing. As such, even if you don’t see yourself as a fiction writer, in 291 you’ll learn more about how fiction works by trying your hand at it.
As to the masks, we’ll look at trying on other voices to get out of our own heads. We start off reading short stories and novel excerpts and then writing a page or two of our own fiction in imitation of these. Putting on a mask can be very liberating for a creative writer. You learn so much when you can forget yourself and “how you do things” and ape someone else’s style or approach.
In the second half of the course, each of you will use your newfound skills to write two of your own stories and workshop them with your classmates.
NOTE: Even if you are new to writing fiction — even if you have only thought about it — you are welcome to try your hand at it. WRITING IS VERY LEARNABLE: TALENT IS OPTIONAL; HARD WORK IS NOT!!! NO GOALS, ONLY HABITS.

ENGL 291 Introduction to the Writing of Fiction
CRN: 46197
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Rebecca Fishow rfisho2@uic.edu
This course is an introduction to the art and craft of writing fiction. We will study the fundamentals of literary storytelling, with a particular emphasis on the mechanics of characterization, point of view, plot, setting, 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, you will participate in craft lectures and explore in-class creative writing activities. This analytical and imaginative work will transition into an in-person workshop in the second half of the semester. You will submit two original short stories to your peers, who will provide you with 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 291 Introduction to the Writing of Fiction
CRN: 46195
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Eliza Marley emarle2@uic.edu
This course is an introduction to the art and craft of writing fiction. Our focus will be on the components that go into literary storytelling, with a particular emphasis on things like plot, character, prose style, dialogue, and themes. In the earlier portions of the semester, we will read short stories by established writers. Unlike a typical English literature class, rather than analyzing these texts for cultural significance or meaning, we will analyze them on the level of craft, examining for story elements and focusing on the writing itself. Our goal as readers will be to understand how a story works from the ground up, and how the “moving parts” of fiction weave together. The second half of our semester will be workshop based, at which time you will produce two stories along with providing thoughtful, constructive feedback for your classmates. As a group we will establish specific workshopping guidelines prior to discussing student work and we will practice by discussing published stories across the first half of our semester.

ENGL 295 Latino Literary Studies
CRN: 34683
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Joel Huerta huertaj@uic.edu
Cross listed with LALS 295.

ENGL 303 Studies in Poetry: The Lyric Tradition in Twentieth Century American Poetry
CRN: 34226. HYBRID
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Christina Pugh capugh@uic.edu
Lyric poetry has always been a vessel for the pleasures of music, feeling, and complex thought. This course focuses on a selection of American poets in the twentieth century (including Frost, Williams, Stevens, Brooks, Gluck, and others), to be considered in light of their participation in the age-old genre of the lyric. The course will address the following questions: what is the role of musicality (including, but not limited to, formal constraint) in varieties of the twentieth-century lyric poem? What are the differences between aural and silent (readerly) reception of poetic voice? How do we construct what is commonly known as a poetic “speaker,” and how are the idiosyncrasies of particular speakers articulated through poetic tropes and techniques? Do lyric poems support or resist story-telling and narrative? What is the role of emotion in the lyric? Can lyric poetry viably respond to visual phenomena or to broader cultural issues, including those associated with differences of race and gender? And of course, how do these poems construct versions of “Americanness”? We will approach these questions with the aid of critics including W. R. Johnson, Paul Allen Miller, Roland Barthes, and others. As we approach these questions, we will be working on both the micro level (listening to the idiosyncrasies of each poet’s particular voice) and the macro level (considering how each poet navigates larger issues surrounding the genre of the modern and contemporary lyric). Course requirements include several short papers, a longer final paper, and a class presentation.

ENGL 305 Jerks, Naysayers and Killjoys CRN: 33168
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Nasser Mufti nmufti@uic.edu
We live in dark times. It is hard not to be cynical, pessimistic, skeptical, and/or checked out. Such dispositions are often dismissed as irresponsible, complicit, and damaging. This course rescues negativity, cantankerousness, grumpiness, resignation, dismay and silent judgement as a valuable mode of critique and politics. We will look at a range of different writers, thinkers and traditions for thinking negativity. Amongst these will be essays, poems, novels, films, manifestos, and rants from the Frankfurt School, Romanticism, modernism, postcolonialism, feminism, and Black studies. If this course has hope, it is to rescue sourness against the sanguine, the confident, and the cloyingly upbeat.

ENGL 331 Studies in Moving Image: Berlin to Hollywood
CRN: 48289
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Sara Hall sahall@uic.edu
This course will focus on cultural transfer between Germany and the US through film remakes. It will be of interest to students in Germanic Studies, English, and the Moving Image Arts minor. Dr. Hall is the director of the minor in Moving Image Arts.
Cross listed with GER 302.

ENGL 335 “We are a Multi-Sexed Species:” Studies in (Intersex) Literature and Popular Culture
CRN: 46577
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Jennifer Rupert jruper1@uic.edu
This course begins with the memoirs of Herculine Barbin, a deeply moving love story written by an intersex woman who lived in France during the 19th century. This early reading will demonstrate that not only feminist and LGBTQIA activists but also religious leaders, medical professionals, and legal scholars have long known that human sex is non-binary. In order to see how knowledge about sex (and gender) have continued to develop over time and place, course participants will explore non-fiction prose, poetry, and children’s literature written by and for intersex people; research written by academic allies from the fields of anthropology, biology, psychology, and philosophy; and popular media texts meant to educate the public about, create understanding of, and advocate for the rights of the intersex community. In exploring this topic, participants will likely be struck by the fact that in our current moment trans people must fight for gender-affirming care while intersex children are given surgical procedures without informed consent and family members are left in the dark about their loved one’s ‘mysterious’ condition. Students can expect to read texts such as the autobiographical writing of local Chicago intersex rights activist, Pidgeon Pagonis (Nobody Needs to Know: A Memoir, 2023); Elizabeth Reis’s historical research (Bodies in Doubt: An American History of Intersex, 2021); and Abigail Tarttelin’s coming of age novel (Golden Boy, 2013) as well as the works of 20th century modernist and surrealist writers who wrote about a“third sex” and poetry from around the world about what it means be beyond the gender binary.

ENGL 380 Advanced Professional Writing
CRN: 47979
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Philip Hayek phayek2@uic.edu
Course description and goals
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 (proposal and grant writing):
The third sector 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: 38558
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Sammie Burton sburto7@uic.edu
This section of English 382 is designed to introduce you to the fundamentals of editing and publishing, specifically for academic journals. This semester, you will critically analyze academic journals for their purposes, their writing styles, and publishing processes. Additonally, you will engage in peer-dicussions, whole group discussions, and in-class assignments related to a variety of writing and editing prompts. These tasks are curated to focus your skills towards the editing and publishing of scholarly texts.

ENGL 382 Editing and Publishing
CRN: 42660
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Margena Christian mxan@uic.edu
In this course, students will study editorial oversight, copy editing/line editing techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Students will learn the business behind the books. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 383 Writing Digital and NEW Media
CRN: 39948
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Philip Hayek phayek2@uic.edu
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing for Digital Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.”
Learning how to use new software programs is certainly important, but genuine literacy requires more than facility with tools; it involves the ability to understand and critique digital media, then create original, rhetorically effective digital compositions. To accomplish this goal, we will read and discuss some of the most influential writers on digital literacy, then we will apply the concepts we’ve read to our own digital media projects. Our class sessions will be a mix of reading discussion, artifact analysis, and software workshop.
You should expect to experiment with unfamiliar technologies every day you come to class, and you should be prepared for some of these experiments to go terribly wrong. Failure and frustration are standard experiences when working with digital media, but they are not valid justifications for giving up. When you encounter technical problems in this class, you can get help from a variety of sources, including your classmates, campus resources, and I will do whatever I can to help you navigate the sometimes treacherous waters of digital media.

ENGL 384 Technical Writing
CRN: 43679
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Philip Hayek phayek2@uic.edu
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 388 Writing for Health Professionals
CRN: 46602
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Bridget English benglish@uic.edu
Medical journalism and creative non-fiction are two of the most exciting and popular developments in professional writing. This course is focused on how to write and edit articles for the health professions, with a particular focus on mental illness. Students in this course will investigate how structural racism, social inequities, and medical biases perpetuate health disparities, and the different ways that writing can advocate for health justice.
In this course we will ask who decides how mental illnesses are narrated: diagnosed, attributed, and treated? How have gender, race, class, ability, and sexual orientation affected the treatment and experiences of people deemed “mad”? To answer these questions, we will look at the history of psychiatric discourse from degeneracy to hysteria, shell shock to paraphilia, and protest psychosis. We will consider how theoretical lenses from fields such as disability studies, medical anthropology, and public health can help us think in complex ways about the root causes of mental health inequity. We will read texts ranging from patient narratives, memoirs, and journalism to creative non-fiction to consider how the formal and rhetorical choices across these genres can inform our own writing about these topics.

ENGL 411 Topics in Medieval Literature: Violence and Masculinity in Medieval Arthurian Romance
CRN: 42992, 46993
DAY/TIME: MW 4:30-5:45
INSTRUCTOR: Alfred Thomas alfredt@uic.edu
When we think of Arthurian legend today, we tend to see it through the idealistic lens of nineteenth-century romantic notions of the Middle Ages. Alfred Lord Tennyson’s King Arthur was more of a Victorian gentleman than a warrior king. In this course we shall examine the interplay of masculinity and violence in medieval Arthurian texts from the earliest Welsh story to Sir Thomas Malory’s Arthuriad known as Le Morte Darthur (1469). We shall place these texts in the historical and political context of medieval feudalism and examine the patriarchal power relations between men and women. In a world where royal and noble women were bartered as pawns in political alliances rather than loved as wives, we shall also uncover the stratagems employed by women to resist and overcome their inferior social status.

ENGL 422 The Literature of Decolonization: From Colony to Postcolony
CRN: 43656, 43657
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: Sunil Agnani sagnani1@uic.edu
This course introduces students to what used to be called third-world literature, or postcolonial literature. The aim is to understand anticolonial nationalism in tandem with decolonization. We will investigate the legacies of European colonialism through a study of fiction, essays, and films produced during the colonial period and its aftermath. We begin with Conrad and Kipling around 1900, then shift to those in the colonies to examine the cultural impact of empire, anti-colonial nationalism, and the role played by exile and diaspora communities.
What challenges do works from writers on the receiving end of empire—such as Gandhi, Fanon, Césaire, J.M. Coetzee, Assia Djebar, Michael Ondaatje, and Salman Rushdie—pose to the conventional idea of justice? How do they reveal contradictions within the languages of liberalism and progress that emerged in 19th-century Europe? How do such writers rework the classic forms of the novel? How has the failure of some of the primary aims of decolonization (economic sovereignty, full political autonomy) affected more recent writing of the last 40 years? Finally, we will read Amitav Ghosh to find out how the Black Atlantic shades into the Indian Ocean with the abolition of slavery and the rise of indentureship. Criticism from: Edward Said and Gayatri Spivak.

ENGL 430 Topics in Cultural and Media Studies: The Archive in Digital and Material Cultures
CRN: 48037, 48038
DAY/TIME: W 2:00-4:50
INSTRUCTOR: Karen Leick kleick@uic.edu
What is an archive and what impact do archives have on the ways we see the world? Why are archives—whether in special collections or elementary schools—an international focus of attention? How are digital archives in particular helping us to see the world with new eyes and make new arguments about our shared and distinct cultural histories? This course approaches these and other historical and theoretical questions by studying the theory and politics of archives in thinkers from Jorge Luis Borges to Saidiya Hartman, and focuses on connecting students to collections at UIC and the Newberry, where scholarly investigation and curation of archives is an ongoing project. Further, we will explore the ways in which digital tools and platforms promote access to archives, enhance new forms of scholarly inquiry, and enable new opportunities for public-facing work. All students in the class will learn how to build their own website, and further assignments will include short essays and a digital project that can accompany a student’s scholarly work.

ENGL 435 Topics in Culture and Literature: What’s Good about “Middlebrow” Fiction?
CRN: 47130, 47131
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Natasha Barnes nbbarnes@uic.edu
The day before this year’s Pulitzer Prize in literature was announced, the famous New York Times literary critic, A.O. Scott published “What’s Good about Good Literature?”arguing that literary “greatness” has an “old fashioned, arbitrary ring.” “Every canonization,” Scott cheekily argues “is a cancellation waiting to happen.” This course will take up some of this provocation with a study of “middlebrow” fiction, the literature that makes best-seller and celebrity reading lists, but is not reviewed in The London Review of Books and certainly not praised by A.O. Scott in the New York Times. We will do less reading of the not-so-great books but immerse ourselves in historicizing and theorizing the “middlebrow.” Why are so many women reading titles like Anita Shreve’s The Pilot’s Wife and why are so many minoritized women forming armies of reading clubs made up of titles that never get studied in English or ethnic studies departments.
We will start with a short examination of the modernist beginnings against which the “middlebrow” derives its meaning. Our theoretical readings will come from a range of approaches, including Janice Radway, Raymond Williams, Tim Aubry, Blakey Vermule and Gerald Early among others. We will pay attention to how narrative form: firstly free indirect narrative and first person narrative creates the psychological intimacy that blurs the distinction between readers and the fictional worlds they consume. We will examine how particular class and racial identities get normalized in fiction marketed and consumed as “relatable.”
Books that we will read can include Tayari Jones’ decidedly middlebrow, An American Marriage (2018) and the middlebrow-turned-critically-important speculative fiction novel, Kindred (1978) by Octavia Butler. Where on the spectrum are Curtis Sittenfeld’s First Lady novels, American Wife (2009) and Rodham (2020)? If there’s a page-turner you encountered, send me an email and perhaps that book may be included in our reading list. Please be prepared for lively conversation—which you can’t have if you’re not in class—a midterm exam and an end of term test, one short (5 page) essay that will be expanded into a longer (10-12 page) paper.

ENGL 453 Freshwater Lab Internship Course
CRN: 46589, 46590
DAY/TIME: R 3:30-6:15
INSTRUCTOR: Rachel Havrelock raheleh@uic.edu
The Freshwater Lab spring 2025 internship course offers you a deep dive into environmental history and interdisciplinary thought focused on water. Engage with local experts and community leaders and participate in special events and field trips.
You’ll have the opportunity to apply what you learn in the classroom as part of an individualized internship placement at an organization focused on water or the environment. No matter your major, your skills can be accommodated in ways that make tangible contributions to the public good. Internships are paid up to 300 hours.
Cross listed with PA 453 and UPP 453.

ENGL 480 Introduction to the Teaching of ENGLISH in Middle and Secondary Schools
CRN: 48425, 48427
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Brennan Lawler blawle3@uic.edu
Pending

ENGL 480 Introduction to the Teaching of ENGLISH in Middle and Secondary Schools
CRN: 46218, 46278
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Lauren Johnson lrjohns2@uic.edu
English 480 is the first required methods course for the English Education 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 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 pedagogical commitments? How do our students influence what teaching English means? We will consider multiple perspectives, including those attending to ideas of justice and equity. Through our learning, we will develop emerging frameworks for how we might approach English teaching. Course requirements include 12 hours of fieldwork in an area high school.

ENGL 486 Teaching of Writing in Middle and Secondary Schools
CRN: 19256, 19257
DAY/TIME: TR 12:30-1:15
INSTRUCTOR: Kate Sjostrom katesjostrom@uic.edu
Course description and goals:
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: 46220, 46282
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Abigail Kindelsperger akinde4@uic.edu
Pending

ENGL 488 Methods of Teaching English in Middle an Secondary Schools
CRN: 47113, 47114
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Todd Destigter tdestig@uic.edu
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 47113, and M.A. students should register for CRN 47114. 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 based on a Shakespeare play, and practice teaching lesson plans they design.

ENGL 490 Advanced Writing of Poetry
CRN: 29430, 29431
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: Chris Glomski vivo@uic.edu
English 490 is a advanced poetry writing workshop. In addition to writing original poetic works, students will read poetic texts TBA and be responsible for leading class discussions and workshop sessions.

ENGL 491 Advanced Writing of Fiction
CRN: 19260, 19261
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Mary Anne Mohanraj mohanraj@uic.edu
Pending

ENGL 491 Advanced Writing of Fiction
CRN: 22828, 22829
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Kim O’Neil kimoneil@uic.edu
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 story structures and prose styles that best serve the writerly effects you seek. Rather than limit our concept of what the fiction can do, we will work toward an expansive understanding of the genre.

ENGL 492 Advance Writing of Nonfiction Prose
CRN: 14549, 19262
DAY/TIME: R 5:00-7:50
INSTRUCTOR: Peter Coviello coviello@uic.edu
This course starts from the presumption that many of the things that tend to get valued in creative nonfiction – confessional urgency, deep feeling, experience – are not, intrinsically, very interesting. Our guiding premise will be that what makes them so is nothing other than language, and the dexterity, intelligence, and inventiveness of its use. Students will think about genres of creative nonfiction (the personal essay, cultural criticism, the travelogue, the letter) and study examples of lively writing (from essayists but also poets, novelists, songwriters) as they work toward the making of their own finished pieces. Our goal will be for students to emerge with a new fluency in the workings of nonfiction prose, and a new sense of how to make a voice, on the page, that sounds like their own.

ENGL 493 Internship in Nonfiction Writing
CRN: 26976, 26977
DAY/TIME: W 3:00-4:15
INSTRUCTOR: Margena Christian mxan @uic.edu
Approved internship where students learn professional writing and organizational communication with an emphasis on initiative, planning, and meeting deadlines. Both the instructor and a supervisor mentor the students during the course.
May be repeated to a maximum of 6 hours. A maximum of 6 hours may be applied toward either the undergraduate major in English or a graduate degree in English. Credit is not given for ENGL 493 if the student has credit in ENGL 593.
English majors, English minors, and Professional Writing minors must register for 3-6 credit hours.
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: 41077
DAY/TIME: W 9:30-10:45
INSTRUCTOR: Margena Christian mxan @uic.edu
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(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384.
Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.

ENGL 498 Educational Practice with Seminar I
CRN: 36162 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Kris CHEN kchen96@uic.edu
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. 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. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 498 Educational Practice with Seminar I
CRN: 14554 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Todd Destigter tdestig@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 498 Educational Practice with Seminar I
CRN: 14558 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Lauren Johnson lrjohns2@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 498 Educational Practice with Seminar I
CRN: 14555 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Kate Sjostrom katesjostrom@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 498 Educational Practice with Seminar I
CRN: 14556 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Kate Sjostrom katesjostrom@uic.edu
Pending

ENGL 499 Educational Practice with Seminar II
CRN: 36163 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Kris Chen kchen96@uic.edu
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. 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. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 499 Educational Practice with Seminar II
CRN: 14560 ONLINE
DAY/TIME: ARR ASYNCRONOUS
INSTRUCTOR: Todd Destigter tdestig@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 499 Educational Practice with Seminar II
CRN: 14565 ONLINE
DAY/TIME: ARR ASYNCRONOUS
INSTRUCTOR: Lauren Johnson lrjohns2@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 499 Educational Practice with Seminar II
CRN: 14561 ONLINE
DAY/TIME: Lauren Johnson lrjohns2@uic.edu
INSTRUCTOR: Kate Sjostrom katesjostrom@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 499 Educational Practice with Seminar II
CRN: 14562 ONLINE
DAY/TIME: Lauren Johnson lrjohns2@uic.edu
INSTRUCTOR: Kate Sjostrom katesjostrom@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage two different sorts of conversations and activities: 1) those that invite reflection on classroom teaching and 2) those that address issues regarding a job search and ongoing professional development.

ENGL 547 Media Theory in a Post-Medium Age
CRN: 33141
DAY/TIME; M 2:00-4:50
INSTRUCTOR: Kaitlin Forcier Kforcier@uic.edu
This class will provide an overview of theories of media, while questioning to what extent the idea of the medium remains relevant in an age of digital convergence. We will track major texts and movements in media theory, while historicizing these theories against their cultural and technological contexts. The course will consider how the idea of medium specificity has evolved in film theory, art history, information theory, literary studies, and critical theory. We will track new movements in media theory that emerge in response to the digital such as affect theory, cultural techniques, atmospheric media, and infrastructural approaches to media, as well as the recent expansion of media theory to encompass such disparate phenomena as the filing cabinet, the pony express, the urban street, the racialized body, and even the environment itself. Students of the course will gain an ability to engage with major debates in media theory, as well as articulate how media theory has evolved over the 20th and 21st centuries.

ENGL 554 Seminar in English Education
CRN: 34331
DAY/TIME: T 5:00-7:50
INSTRUCTOR: David Schaafsma schaaf1@uic.edu
Pending

ENGL 555 Teaching College Writing
CRN: 42659
DAY/TIME: W 5:00-7:50
INSTRUCTOR: Sarah Primeau sprimeau@uic.edu
English 555 prepares you to teach FYW courses at UIC and to examine the teaching of writing as an intellectual activity that fits within the disciplinary work of English Studies. You will create two detailed syllabi that focus on writing as a situated activity. Your chief task is to design writing projects and plan instruction that supports your students’ work on those projects. Day-to-day activities that help students successfully com­plete their writing assignments include: attention to the genre of the task at hand, an understanding of the context and situation, attention to sentence-level grammatical issues and their rhetorical impact, analysis of readings for content or as examples of a genre, and discussion of the possible consequences of a piece of writing. We also will focus on other writing class activities, including small-group work, responding to and grading written work, and engaging students in peer review. To successfully complete writing projects, students also must learn core skills including a rhetorical approach to grammar and appropriate use of the intellectual tools of summary, analysis, synthesis, and argument. Enrollment in this course is restricted to first-year MA students in the English Department whose application to take the course was accepted.

ENGL 570 Program for Writers: Poetry Workshop
CRN: 35448
DAY/TIME: R 2:00-4:50
INSTRUCTOR: Christina Pugh capugh@uic.edu
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. These critical works treat poems in the lyric tradition; it is my belief that study of this tradition can inform a variety of aesthetic commitments.
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 (and the perennial challenge) of making poems.

ENGL 571 Program for Writers: Fiction Workshop
CRN: 14577
DAY/TIME: T 2:00-4:50
INSTRUCTOR: Chris Grimes cgrimes@uic.edu
Pending

ENGL 572 Program for Writers: Novel Workshop
CRN: 14578
DAY/TIME: T 2:00-4:50
INSTRUCTOR: Luis Urrea lurrea@uic.edu
Pending

ENGL 580 Seminar in Genres of Literature, Film and Media
CRN: 35414
DAY/TIME: W 2:00-4:50
INSTRUCTOR: Mark Canuel mcanuel@uic.edu
What is an archive and what impact do archives have on the ways we see the world? Why are archives—whether in special collections or elementary schools—an international focus of attention? How are digital archives in particular helping us to see the world with new eyes and make new arguments about our shared and distinct cultural histories? This course approaches these and other historical and theoretical questions by studying the theory and politics of archives in thinkers from Jorge Luis Borges to Saidiya Hartman, and focuses on connecting students to collections at UIC and the Newberry, where scholarly investigation and curation of archives is an ongoing project. Further, we will explore the ways in which digital tools and platforms promote access to archives, enhance new forms of scholarly inquiry, and enable new opportunities for public-facing work. All students in the class will learn how to build their own website, and further assignments will include short essays and a digital project that can accompany a student’s scholarly work.

ENGL 585 Hegel, Wittgenstein, Merleau-Ponty
CRN: 47425
DAY/TIME: M 5:00-7:50
INSTRUCTOR: Nicholas Brown cola@uic.edu
This course is organized around three thinkers who take the problem of meaning seriously; that is, who understand meaning as a problem. A half-dozen major figures could be added to this short list. But each of these philosophers elaborates an approach— we can call them the dialectic, ordinary language, and phenomenology — that poses a continuing challenge not only to our contemporary common sense, but to the ideas presented by the other two. A phalanx of important commentators — Judith Butler, Toril Moi, Robert Pippin, Stanley Cavell, Sianne Ngai, Theodor Adorno, to name just a handful — can be called upon to assist us. But the plan will be, in the first instance, to stick closely to primary texts. In the second, we will test our understanding of these texts against artworks: Cézanne, Murillo, Morisot; Cindy Sherman, Jeff Wall, Arthur Ou; Ferreira Gullar, Lygia Clark, Hélio Oiticica, among many other possibilities. We will be reading the Hegel of _Phenomenology of Spirit_ and _Lectures on Fine Art_; the Wittgenstein of the _Tractatus_, _Philosophical Investigations_, and _Culture and Value_; and the Merleau-Ponty of _Phenomenology of Perception_ and the essays on Cézanne.
Important Note
We will be beginning our discussion in earnest on the first day of class. Please come to our meeting on January 13 ready to discuss the Introduction and the first two chapters (pages 1-152) of Volume I of the standard Clarendon edition of T.M. Knox’s translation of Hegel’s _Lectures on Fine Art_ (ISBN 9780198238164). The reprint edition currently sold on Amazon is expensive, but the volume is also readily available used and online. Please use an edition that follows the pagination of the Clarendon text.

ENGL 150 Introduction to Academic Writing Nonnative Speakers
CRN: 47912
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Deanna Thompson dthomp20@uic.edu
This class emphasizes the writing challenges presented by syntax (structure), semantics (meaning), and pragmatics (use). Through a focus on metacognition—thinking about thinking—but with a focus on thinking about writing and yourself as a writer, we will develop a deeper understanding of our own writing processes, identify our strengths and weaknesses, and learn strategies for improving our writing. We will read and analyze the writing and writing choices of other writers in a variety of genres and engage in the different stages of the writing process. Important to this class is the notion of collaboration: learning, especially language learning, cannot be achieved at the highest levels unless new knowledge is put into practice. This means interacting with new ideas and other students. In this class we will engage in traditional independent study, but priority will also be given to partnered and group activities. You will be expected, during these activities, to participate to the fullest extent, and to treat the ideas, the work, and the identities of your fellow students with the greatest amount of respect possible. By the end of this course, we will have strengthened our academic writing skills, enhancing our rhetorical knowledge, reading skills, and critical thinking. These skills will help you develop and refine your writing process, which you can adapt and apply to various writing tasks both in and beyond this course.

ENGL 151 Introduction to Academic Writing: First-Generation, Underrepresented Minority Students Writing Legacy
CRN: 48053
DAY/TIME: TR 9:30-10:45
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 Introduction to Academic Writing: First-Generation, Underrepresented Minority Students Writing Legacy
CRN: 47913
DAY/TIME: TR 11:00-12:15
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 159 Academic Writing Workshop
CRN: 40094 GLOBAL
DAY/TIME: M 9:00-9:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work 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. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 47503
DAY/TIME: T 12:30-1:20
INSTRUCTOR: Amanda Bohne abohne@uic.edu
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 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: 40095 GLOBAL
DAY/TIME: W 9:00-9:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work 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. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 47504 GLOBAL
DAY/TIME: R 12:30-1:20
INSTRUCTOR: Amanda Bohne abohne@uic.edu
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 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: 40382 GLOBAL
DAY/TIME: F 9:00-9:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work 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. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 160 Academic Writing I: Writing About Your Passions
CRN: 41435
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Keegan Lannon klannon@uic.edu
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: Are You What You Eat? Food Stories
CRN: 29527
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Karina Duncker-Hoffmann kdinck2@uic.edu
This class will introduce you to academic writing by providing you with strategies, knowledge, and skills that you will be able to use during your academic career at UIC and beyond. You will learn to write in four different genres: narrative, restaurant review, argumentative essay, and reflective essay. Supported by the writing community of your peers and myself as your instructor, you will analyze conventions of these genres to understand rhetorical strategies in a variety of academic and non-academic readings and apply your findings to your own writing. You will practice and use various reading and writing strategies to draft, review, and revise your writing. Three of the four writing projects will revolve around food and aspects of our customs and relationship with it; the fourth will be a reflective essay on your own growth as a writer by the end of the semester.
You will also learn how to use the UIC Library Databases, find scholarly and non-scholarly sources of your interest, and integrate them into your own research-based writing. using MLA style in preparation for your university coursework.

ENGL 160 Writing Across Genres
CRN: 14379 GLOBAL
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom to inform, explain, argue, refute and persuade.
Our course will revolve around four major writing projects- a genre analysis, opinion editorial, argumentative essay and final reflective project. Your writing will primarily be individual, and will be done both in class and as homework. The ideas you develop will be based on course readings, in-class discussion, small group work and research.

ENGL 160 Academic Writing I: Binding Together: Using Zines for Sociopolitical Means
CRN: 14354
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
In this class, you will grow your awareness and understanding of worldwide current events by responding to mainstream and alternative media. In addition to responding by writing essays, you will also respond by creating zines, essentially short magazines that are usually self-published. Throughout the semester, you will write a series of short essays after turning to contemporary sociopolitical issues, reading deeply, and connecting the readings to yourself through writing. You will develop as a writer by crafting multiple drafts of other essays—a rhetorical analysis of a recent online news article, an argumentative essay on an issue of your own choosing, and an author’s/artist’s statement (about the final zine you create)—and speak to that development in reflection essays. Throughout the course, you will be taught zine-making methods and practices, with visits from librarians, zinesters, and former students, so that you build skills in making a final zine about a current issue that matters to you. You will have the option of donating your final zine to UIC’s Daley Library.

ENGL 160 Writing Across Genres
CRN: 44765
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom to inform, explain, argue, refute and persuade.
Our course will revolve around four major writing projects- a genre analysis, opinion editorial, argumentative essay and final reflective project. Your writing will primarily be individual, and will be done both in class and as homework. The ideas you develop will be based on course readings, in-class discussion, small group work and research.

ENGL 160 Academic Writing I: Binding Together: Using Zines for Sociopolitical Means
CRN: 14356 GLOBAL
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
In this class, you will grow your awareness and understanding of worldwide current events by responding to mainstream and alternative media. In addition to responding by writing essays, you will also respond by creating zines, essentially short magazines that are usually self-published. Throughout the semester, you will write a series of short essays after turning to contemporary sociopolitical issues, reading deeply, and connecting the readings to yourself through writing. You will develop as a writer by crafting multiple drafts of other essays—a rhetorical analysis of a recent online news article, an argumentative essay on an issue of your own choosing, and an author’s/artist’s statement (about the final zine you create)—and speak to that development in reflection essays. Throughout the course, you will be taught zine-making methods and practices, with visits from librarians, zinesters, and former students, so that you build skills in making a final zine about a current issue that matters to you. You will have the option of donating your final zine to UIC’s Daley Library.

ENGL 160 Academic Writing I: Writing for an Audience
CRN: 19835
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Angela Dancey adancey@uic.edu
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 different genres to learn more about appealing to and communicating with your readers. Some of the selected genres in this course might be familiar to you as a reader (e.g., 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 we work in 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 purposely 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: Writing About Popular Media, Resistance, and Social Change
CRN: 14372
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Jennifer Rupert jruper1@uic.edu
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 Writing Across Genres
CRN: 14359
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom to inform, explain, argue, refute and persuade.
Our course will revolve around four major writing projects- a genre analysis, opinion editorial, argumentative essay and final reflective project. Your writing will primarily be individual, and will be done both in class and as homework. The ideas you develop will be based on course readings, in-class discussion, small group work and research.

ENGL 160 Academic Writing I: Writing About Popular Media, Resistance, and Social Change
CRN: 26187
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Jennifer Rupert jruper1@uic.edu
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: 41136 ONLINE
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Ling HE linghe@uic.edu
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 features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and their application to a specific writing project. The four writing projects fall into five types of writing for a particular purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent writing opportunities with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I: Life on Earth: Sustaining Ourselves, Sustaining the Planet in a Time of Crisis
CRN: 14365
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Ryann Croken croken2@uic.edu
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
CRN: 14367 ONLINE
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Ling HE linghe@uic.edu
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 features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and their application to a specific writing project. The four writing projects fall into five types of writing for a particular purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent writing opportunities with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 46441
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Amanda Bohne abohne@uic.edu
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. 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.
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. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.

ENGL 160 Academic Writing I: How to Report the News
CRN: 14355 ONLINE
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Gregor Baszak baszak2@uic.edu
How to report the news
Get 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 interview people, transcribe their words, report the 5 Ws, and organize them 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 will be an ONLINE class with ONE LIVE session per week on Zoom during our regularly scheduled class time. Attendance of the live sessions will be mandatory, so make sure the class actually fits your schedule. For the rest of the week, you’ll complete work on your own time by checking the prompts on our Blackboard course page. Some assignments will ask you to talk to people on campus and/or in your neighborhood. Because what’s a good story without good quotes?

ENGL 160 Academic Writing I: How to Report the News
CRN: 46437 ONLINE
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Gregor Baszak baszak2@uic.edu
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 interview people, transcribe their words, report the 5 Ws, and organize them 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 will be an ONLINE class with ONE LIVE session per week on Zoom during our regularly scheduled class time. Attendance of the live sessions will be mandatory, so make sure the class actually fits your schedule. For the rest of the week, you’ll complete work on your own time by checking the prompts on our Blackboard course page. Some assignments will ask you to talk to people on campus and/or in your neighborhood. Because what’s a good story without good quotes?

ENGL 160 Academic Writing I: Life on Earth: Sustaining Ourselves, Sustaining the Planet in a Time of Crisis
CRN: 14364
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Ryann Croken croken2@uic.edu
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
CRN: 27287
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Amanda Bohne abohne@uic.edu
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. 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.
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. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 26190 ONLINE
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Ling HE linghe@uic.edu
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 features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and their application to a specific writing project. The four writing projects fall into five types of writing for a particular purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent writing opportunities with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 38834
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Katharine Romero kromer7@uic.edu
In this section of English 160, called “Genre as Rhetorical Action,” we will learn to write in four different genres: narrative, rhetorical analysis, argumentative essay, and a reflective essay. We will learn conventions of these genres to understand the rhetorical moves that the authors are successfully (or unsuccessfully) making through our genre analysis sessions. We will take our findings from our genre analysis to take our own rhetorical actions to express our experiences and ideas in our writing.
As you learn to write in these genres, you will be supported by a writing community of your peers and myself as your instructor. We will work together step-by-step through multiple drafts and peer review sessions. You will also receive individualized, instructor feedback on your writing to learn your areas of strength and areas of growth as a writer.
We will also learn how to find non-scholarly and scholarly sources of your interest to write, analyze, and integrate into your writing using MLA Style. We will learn how to use the UIC Library Databases in preparation for research-based writing in your university coursework and beyond.

ENGL 160 Academic Writing I: Life on Earth: Sustaining Ourselves, Sustaining the Planet in a Time of Crisis
CRN: 14357
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Ryann Croken croken2@uic.edu
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: Speaking Machines: AI Voice in Cinema
CRN: 14374
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Harry Burson hburson@uic.edu
Since the birth of the talkies, cinema has been fascinated by the voice. The sound of the human voice in film is routinely associated with fundamental questions of interiority, power, identity, and intersubjectivity. Voice is often a metaphor for abstract notions of political agency and self-expression, but it is also a material phenomenon that bears the audible traces of the speaker’s lived history. So what happens when the voice we hear belongs not to a human being, but instead to an android, robot, or other artificially intelligent being? How does the representation of speaking machines in cinema reflect shifting cultural attitudes about technology, identity, and labor? This course will examine a variety of film, television, and audio works centered on the artificially synthesized voice to defamiliarize some basic assumptions about how we listen: Who is allowed to use their voice, and in what context? What does the sound of a voice tell us about the speaker? How are our preconceptions about voice shaped and challenged by the audiovisual media we encounter every day? Considering such questions will prompt students to reconsider our everyday aural encounters with people and technology.
This class is designed to introduce students to college-level writing with an emphasis on genre and context as constitutive components of composition. The primary goal is to develop the core skills and techniques necessary for writing across social, professional, and disciplinary contexts. Over the course of the semester, students will work on four major writing assignments: a Cover Letter, a Creative Project, an Argumentative Essay, and a Reflective Project. By the end of the course, you should understand the key concepts from the course materials; draw connections among our readings and case studies; create your own original arguments that address the larger themes of the course; and strengthen your writing by incorporating feedback from your classmates and instructor. This will help prepare you not only for academic and professional writing, but also for critically engaging with the media you encounter every day.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Fantasy in Literature, Film, and Popular Culture
CRN: 26189
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Adam Jones ajones@uic.edu
This class will introduce you to academic writing by providing you with strategies and knowledge that you can use during your academic career at UIC and beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analytic presentation on a comic, two movie reviews, an argumentative essay, and a self-reflective essay. Each of these projects will revolve around the recent rise of geek culture. In order to better understand the aesthetic and political issues raised by geek culture’s having gone mainstream, we will examine comics, movies, movie reviews, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 14361 GLOBAL
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Katharine Romero kromer7@uic.edu
In this section of English 160, called “Genre as Rhetorical Action,” we will learn to write in four different genres: narrative, rhetorical analysis, argumentative essay, and a reflective essay. We will learn conventions of these genres to understand the rhetorical moves that the authors are successfully (or unsuccessfully) making through our genre analysis sessions. We will take our findings from our genre analysis to take our own rhetorical actions to express our experiences and ideas in our writing.
As you learn to write in these genres, you will be supported by a writing community of your peers and myself as your instructor. We will work together step-by-step through multiple drafts and peer review sessions. You will also receive individualized, instructor feedback on your writing to learn your areas of strength and areas of growth as a writer.
We will also learn how to find non-scholarly and scholarly sources of your interest to write, analyze, and integrate into your writing using MLA Style. We will learn how to use the UIC Library Databases in preparation for research-based writing in your university coursework and beyond.

ENGL 160 Academic Writing I: Fantasy in Literature, Film, and Popular Culture
CRN: 26185
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Adam Jones ajones72@uic.edu
This class will introduce you to academic writing by providing you with strategies and knowledge that you can use during your academic career at UIC and beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analytic presentation on a comic, two movie reviews, an argumentative essay, and a self-reflective essay. Each of these projects will revolve around the recent rise of geek culture. In order to better understand the aesthetic and political issues raised by geek culture’s having gone mainstream, we will examine comics, movies, movie reviews, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation.

ENGL 160 Academic Writing I: Fantasy in Literature, Film, and Popular Culture
CRN: 36501
DAY/TIME: TR 5:00-6:15
INSTRUCTOR: Adam Jones ajones72@uic.edu
This class will introduce you to academic writing by providing you with strategies and knowledge that you can use during your academic career at UIC and beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analytic presentation on a comic, two movie reviews, an argumentative essay, and a self-reflective essay. Each of these projects will revolve around the recent rise of geek culture. In order to better understand the aesthetic and political issues raised by geek culture’s having gone mainstream, we will examine comics, movies, movie reviews, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation.

ENGL 161 Academic Writing II: Gothic Afterlives
CRN: 14407 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Nicholas Dertinger nderti2@uic.edu
This course will examine Gothic’ literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will consist of asynchronous instruction.

ENGL 161 Academic Writing II: Gothic Afterlives
CRN: 14452 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Nicholas Dertinger nderti2@uic.edu
This course will examine Gothic’ literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will consist of asynchronous instruction.

ENGL 161 Academic Writing II: Gothic Afterlives
CRN: 47378 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Nicholas Dertinger nderti2@uic.edu
This course will examine Gothic’ literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will consist of asynchronous instruction.

ENGL 161 Academic Writing II: Society, Multimedia, and Groupthink
CRN: 14395 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Antonio Guerrero aguerr27@uic.edu
From Swifties and their parasocial relationship with T-Swift, to TikTok influencers selling us a toilet bowl cleaner, this course will explore the ways in which we consume media and 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: Writing for Inquiry and Research
CRN: 21585 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Catherine Vlahos cvlaho2@uic.edu
Perhaps you’ve heard that the future is dire–temperatures are steadily rising along with the prices of basic needs like food and shelter, and perhaps you’ve heard that we can’t do anything to stop it. Despite this, activists and individuals fighting for a better quality of life for all are calling us to choose knowledge and action over hopelessness. In this class, we will explore the concept of sustainability, which can be defined as “meeting the needs of the present without compromising the ability of future generations to meet their own need” (Brundtland, 1987), and the complex ways sustainability interacts with every part of our lives. You will also use this context to hone your academic research and writing skills. Through 4 major writing projects (WPs), you will experience the research process step-by-step and eventually produce the final project, a 10-page problem-solution research paper that will identify an area of sustainability at UIC that can be improved upon.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 26879 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Catherine Vlahos cvlaho2@uic.edu
Perhaps you’ve heard that the future is dire–temperatures are steadily rising along with the prices of basic needs like food and shelter, and perhaps you’ve heard that we can’t do anything to stop it. Despite this, activists and individuals fighting for a better quality of life for all are calling us to choose knowledge and action over hopelessness. In this class, we will explore the concept of sustainability, which can be defined as “meeting the needs of the present without compromising the ability of future generations to meet their own need” (Brundtland, 1987), and the complex ways sustainability interacts with every part of our lives. You will also use this context to hone your academic research and writing skills. Through 4 major writing projects (WPs), you will experience the research process step-by-step and eventually produce the final project, a 10-page problem-solution research paper that will identify an area of sustainability at UIC that can be improved upon.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 26883 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Catherine Vlahos cvlaho2@uic.edu
Perhaps you’ve heard that the future is dire–temperatures are steadily rising along with the prices of basic needs like food and shelter, and perhaps you’ve heard that we can’t do anything to stop it. Despite this, activists and individuals fighting for a better quality of life for all are calling us to choose knowledge and action over hopelessness. In this class, we will explore the concept of sustainability, which can be defined as “meeting the needs of the present without compromising the ability of future generations to meet their own need” (Brundtland, 1987), and the complex ways sustainability interacts with every part of our lives. You will also use this context to hone your academic research and writing skills. Through 4 major writing projects (WPs), you will experience the research process step-by-step and eventually produce the final project, a 10-page problem-solution research paper that will identify an area of sustainability at UIC that can be improved upon.

ENGL 161 Academic Writing II: Media, Mythmaking, and Contemporary Culture
CRN: 14384
DAY/TIME: MW 8:00-9:15
INSTRUCTOR: William Wells wwells3@uic.edu
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, advertising, and online content), we will come to understand the compulsion toward meaning-making in the modern world, as well as the benefits and risks of such an endeavor.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14398
DAY/TIME: MW 8:00-9:15
INSTRUCTOR: Hanna Khan hkhan22@uic.edu
Pending

ENGL 161 Academic Writing II: The Global Gangster on Film: Picturing Capitalism’s Shadow Economies
CRN: 14398
DAY/TIME: MW 8:00-9:15
INSTRUCTOR: Sibyl Gallus-Price sgallu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about the legitimacy of our attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship to the economic underworld of organized crime. In looking at cinematic depictions of the gangster in the context of the Global South, we’ll discuss how this crime genre serves as a lens to magnify the violent contradictions of our global social and economic conditions. In addressing the portrayal of what have been called “second,” “shadow,” or “parallel” economies in a variety of films, we’ll explore the histories, forms, motifs, themes, and characters that have become central to an increasingly global genre. Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 161 Academic Writing II: The Global Gangster on Film: Picturing Capitalism’s Shadow Economies
CRN: 42684
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: Sibyl Gallus-Price sgallu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about the legitimacy of our attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship to the economic underworld of organized crime. In looking at cinematic depictions of the gangster in the context of the Global South, we’ll discuss how this crime genre serves as a lens to magnify the violent contradictions of our global social and economic conditions. In addressing the portrayal of what have been called “second,” “shadow,” or “parallel” economies in a variety of films, we’ll explore the histories, forms, motifs, themes, and characters that have become central to an increasingly global genre. Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 161 Academic Writing II: Violence in American Life
CRN: 14399
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: John Goldbach jgoldb9@uic.edu
This course is dedicated to the topic of violence in American life, from the visible, “subjective” violence carried out by an identifiable person or group, most notably in acts of crime, terror, and civil unrest, to the invisible, “objective” violence — inherent to language and culture — that overdetermines the causes and conditions of its visibility in historical experience. What kind of violence do we see in the images of violence on the Edmund Pettus Bridge in Selma, Alabama or in the streets of Charlottesville, Virginia? Wherein lies the difference between violence and nonviolence, the power of violence and the violence of resistance? And under what conditions, if any, do we recognize a right to use violence in the interest of opposing a greater violence? Such questions — which will also necessarily touch on difficult questions pertaining to identity and identification (e.g., race, gender, and class), ethics and morality, and politics and political economy — will inform class discussion and help lead students to develop their independent and critical thinking, reading, and writing skills.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42684
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: Hanna Khan hkhan22@uic.edu
Pending

ENGL 161 Academic Writing II: Empathy and Mass Communication
CRN: 42683 ONLINE
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: PENDING
Pending

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14431
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: Hanna Khan hkhan22@uic.edu
Pending

ENGL 161 Academic Writing II: Violence in American Life
CRN: 40110
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: John Goldbach jgoldb9@uic.edu
This course is dedicated to the topic of violence in American life, from the visible, “subjective” violence carried out by an identifiable person or group, most notably in acts of crime, terror, and civil unrest, to the invisible, “objective” violence — inherent to language and culture — that overdetermines the causes and conditions of its visibility in historical experience. What kind of violence do we see in the images of violence on the Edmund Pettus Bridge in Selma, Alabama or in the streets of Charlottesville, Virginia? Wherein lies the difference between violence and nonviolence, the power of violence and the violence of resistance? And under what conditions, if any, do we recognize a right to use violence in the interest of opposing a greater violence? Such questions — which will also necessarily touch on difficult questions pertaining to identity and identification (e.g., race, gender, and class), ethics and morality, and politics and political economy — will inform class discussion and help lead students to develop their independent and critical thinking, reading, and writing skills.

ENGL 161 Academic Writing II: The Global Gangster on Film: Picturing Capitalism’s Shadow Economies
CRN: 14431
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: Sibyl Gallus-Price sgallu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about the legitimacy of our attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship to the economic underworld of organized crime. In looking at cinematic depictions of the gangster in the context of the Global South, we’ll discuss how this crime genre serves as a lens to magnify the violent contradictions of our global social and economic conditions. In addressing the portrayal of what have been called “second,” “shadow,” or “parallel” economies in a variety of films, we’ll explore the histories, forms, motifs, themes, and characters that have become central to an increasingly global genre. Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 161 Academic Writing II: Empathy and Mass Communication
CRN: 14447 ONLINE
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: Mark Brand mrbrand@uic.edu
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: Empathy and Mass Communication
CRN: 43492 ONLINE
DAY/TIME: MW 4:30-5:45
INSTRUCTOR: Mark Brand mrbrand@uic.edu
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: Violence in American Life
CRN: 47386
DAY/TIME: MW 4:30-5:45
INSTRUCTOR: John Goldbach jgoldb9@uic.edu
This course is dedicated to the topic of violence in American life, from the visible, “subjective” violence carried out by an identifiable person or group, most notably in acts of crime, terror, and civil unrest, to the invisible, “objective” violence — inherent to language and culture — that overdetermines the causes and conditions of its visibility in historical experience. What kind of violence do we see in the images of violence on the Edmund Pettus Bridge in Selma, Alabama or in the streets of Charlottesville, Virginia? Wherein lies the difference between violence and nonviolence, the power of violence and the violence of resistance? And under what conditions, if any, do we recognize a right to use violence in the interest of opposing a greater violence? Such questions — which will also necessarily touch on difficult questions pertaining to identity and identification (e.g., race, gender, and class), ethics and morality, and politics and political economy — will inform class discussion and help lead students to develop their independent and critical thinking, reading, and writing skills.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 44764
DAY/TIME: MWF 8:00-8:50
INSTRUCTOR: Amanda Wessell awesse3@uic.edu
Pending

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14388
DAY/TIME: MWF 8:00-8:50
INSTRUCTOR: Jennifer Lewis jlewis4@uic.edu
Pending

ENGL 161 Academic Writing II: Chicago’s Neighborhoods
CRN: 14434
DAY/TIME: MWF 8:00-8:50
INSTRUCTOR: Jared Hackworth jhack@uic.edu
In this course, you will create a semester-long research project that delves into your neighborhood (or a neighborhood of your choice) in Chicago. We’ll start with some foundations; how can we analyze places? Why do places matter? We’ll then move to your individual projects, asking questions like: What do you observe in your neighborhood? What is a public space you find interesting? (These could be spaces like a coffee shop, public park, public transit, museum, city hall, court, sports arena, etc.) You will conduct secondary, library-based research and first-person, ethnographic research to complete this assignment. We’ll conduct this semester-long inquiry in four stages:
1. an annotated bibliography that explores space/place broadly, Chicago history or sociology, and/or, your specific neighborhood.
2. a research proposal where you propose something that has not been observed correctly or has not been examined at all in your neighborhood.
3. a literature review that builds a cohesive argument about the conversation relevant to your specific place.
4. A research paper that integrates your literature review, proposal/thesis, and your first-hand, ethnographic research.

ENGL 161 Academic Writing II: Infrastructures
CRN: 14465
DAY/TIME: MWF 8:00-8:50
INSTRUCTOR: Ann Marie Thornburg athor22@uic.edu
Infrastructures, or systems like highways and healthcare, organize and circulate goods and services, supporting our daily lives. In this course we’ll engage infrastructures critically through scholarly work in multiple academic disciplines. We’ll think, talk, and write about how infrastructures impact us, the problems they solve and create, and the pasts, presents, and futures they imagine.

ENGL 161 Academic Writing II
CRN: 26192
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Snezana Zabic. szabic2@uic.edu
In this section of English 161, we will explore the intersection of film and society. The underlying assumption is that films, whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, find and evaluate scholarly and popular sources, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a research proposal, 3) a literature review, and 4) a research essay. You will conduct research using the UIC library and databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.

ENGL 161 Academic Writing II: Video Games and the World
CRN: 48312
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Juan Herrera jherre53@uic.edu
In this class you will conduct academic research and read texts from a variety of sources. The course topic will be Video Games and their effects on society as a whole. I will encourage you to research different aspects, themes and impacts video games have. The point of the class is to reinforce research and reading strategies and use them to defend a position in relation to a topic. Throughout the Writing Projects, you will dive into the impact of video games on our society and pick a theme to write your Research Paper on. I want to encourage your own choice on picking something about video games you like the most and would like to explore.

ENGL 161 Academic Writing II: Exploring Food Waste
CRN: 47506
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Brianne Neptin bnept@uic.edu
This class will explore the causes, symptoms, consequences, and what organizations and governments are doing to combat food waste. According to the USDA, approximately 30-40% of the food in the US food supply is wasted (https://www.usda.gov/foodwaste/faqs). This waste occurs in all segments of the supply chain. It is not only a national issue; we are also affected locally and globally. Over the course of the semester, we will explore a variety of topics related to the larger issue of food waste. You will identify a specific topic of interest connected to food waste, which you will then explore further through your own research and develop through the course’s four writing projects: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This course will allow you to develop and enhance skills that are useful well beyond the classroom, including research and analysis, written communication, critical reading, and critical thinking.

ENGL 161 Academic Writing II: Women Writers in Contemporary Literature
CRN: 14473
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Lyla Lee llee67@uic.edu
In this course, you will learn about academic writing and the research process through the lens of writing about women in literature. Throughout the course, the class will read different texts (short stories, narratives, memoirs, etc.) written by women of various ethnic backgrounds. By exploring these stories, you will be able to view how contrasting societies define women’s roles. Even more, the class will explore how these roles often reflect contemporary social and political issues. The class will be structured around four major writing projects (an annotated bibliography, a research proposal, a literature review, and a research paper). These projects are designed to help you write clearly and effectively, communicate your thoughts and questions, and develop your own written voice.

ENGL 161 Academic Writing II: Infrastructures
CRN: 14470
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Ann Marie Thornburg athor22@uic.edu
Infrastructures, or systems like highways and healthcare, organize and circulate goods and services, supporting our daily lives. In this course we’ll engage infrastructures critically through scholarly work in multiple academic disciplines. We’ll think, talk, and write about how infrastructures impact us, the problems they solve and create, and the pasts, presents, and futures they imagine.

ENGL 161 Academic Writing II: Chicago’s Neighborhoods
CRN: 14386
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Jared Hackworth jhack@uic.edu
In this course, you will create a semester-long research project that delves into your neighborhood (or a neighborhood of your choice) in Chicago. We’ll start with some foundations; how can we analyze places? Why do places matter? We’ll then move to your individual projects, asking questions like: What do you observe in your neighborhood? What is a public space you find interesting? (These could be spaces like a coffee shop, public park, public transit, museum, city hall, court, sports arena, etc.) You will conduct secondary, library-based research and first-person, ethnographic research to complete this assignment. We’ll conduct this semester-long inquiry in four stages:
1. an annotated bibliography that explores space/place broadly, Chicago history or sociology, and/or, your specific neighborhood.
2. a research proposal where you propose something that has not been observed correctly or has not been examined at all in your neighborhood.
3. a literature review that builds a cohesive argument about the conversation relevant to your specific place.
4. A research paper that integrates your literature review, proposal/thesis, and your first-hand, ethnographic research.

ENGL 161 Academic Writing II: “The Great Loop” – Building, Sailing, and Living on America’s Inland Waterways
CRN: 14392
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Ethan Lafond elafo@uic.edu
If the Continental US were to be seen as a living body, the many bodies of water that crisscross it would undoubtedly be its life-carrying bloodstream. The many rivers and lakes of the US have been instrumental economically, politically, and culturally for as long as people have lived on the continent, and to this day they are a defining aspect of how America works, but an often terribly underdiscussed one. In this course, we will be looking at the wide array of America’s bodies of water, including the two major ones that meet here in Chicago, and how people have thought about them throughout time, and you will focus in on a specific detail of that long history to research and make an argument about in a scholarly context, from collating a bibliography, to creating a research project, examining scholarly discourse, and finally writing a full-fledged research paper.

ENGL 161 Academic Writing II
CRN: 48313
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Snezana Zabic. szabic2@uic.edu
In this section of English 161, we will explore the intersection of film and society. The underlying assumption is that films, whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, find and evaluate scholarly and popular sources, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a research proposal, 3) a literature review, and 4) a research essay. You will conduct research using the UIC library and databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.

ENGL 161 Academic Writing II: “The Great Loop” – Building, Sailing, and Living on America’s Inland Waterways
CRN: 14408
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Ethan Lafond elafo@uic.edu
If the Continental US were to be seen as a living body, the many bodies of water that crisscross it would undoubtedly be its life-carrying bloodstream. The many rivers and lakes of the US have been instrumental economically, politically, and culturally for as long as people have lived on the continent, and to this day they are a defining aspect of how America works, but an often terribly underdiscussed one. In this course, we will be looking at the wide array of America’s bodies of water, including the two major ones that meet here in Chicago, and how people have thought about them throughout time, and you will focus in on a specific detail of that long history to research and make an argument about in a scholarly context, from collating a bibliography, to creating a research project, examining scholarly discourse, and finally writing a full-fledged research paper.

ENGL 161 Academic Writing II: Women Writers in Contemporary Literature
CRN: 25973
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Lyla Lee llee67@uic.edu
In this course, you will learn about academic writing and the research process through the lens of writing about women in literature. Throughout the course, the class will read different texts (short stories, narratives, memoirs, etc.) written by women of various ethnic backgrounds. By exploring these stories, you will be able to view how contrasting societies define women’s roles. Even more, the class will explore how these roles often reflect contemporary social and political issues. The class will be structured around four major writing projects (an annotated bibliography, a research proposal, a literature review, and a research paper). These projects are designed to help you write clearly and effectively, communicate your thoughts and questions, and develop your own written voice.

ENGL 161 Academic Writing II: A City in a Garden: Chicago Parks Past and Present
CRN: 47382
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Denise Waite dwaite2@uic.edu
Although verdant is not the first word that comes to mind when outsiders describe Chicago, from its founding civic leaders have sought to create a green city. In fact, the founding city motto “Urbs in horto” translates to ‘a city in a garden.’ Learn about the ambitious plans that put Chicago’s park system into place and evaluate for yourself the success and merit of this vision. In this course you will construct an original research project and complete a 10 page paper. Explore literary and artistic evocations of Chicago’s greenspace and learn how all landscapes are politically inscribed.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14402
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Rebecca Budrick rbudri2@uic.edu
Pending

ENGL 161 Academic Writing II: Exploring Food Waste
CRN: 32291
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Brianne Neptin bnept@uic.edu
This class will explore the causes, symptoms, consequences, and what organizations and governments are doing to combat food waste. According to the USDA, approximately 30-40% of the food in the US food supply is wasted (https://www.usda.gov/foodwaste/faqs). This waste occurs in all segments of the supply chain. It is not only a national issue; we are also affected locally and globally. Over the course of the semester, we will explore a variety of topics related to the larger issue of food waste. You will identify a specific topic of interest connected to food waste, which you will then explore further through your own research and develop through the course’s four writing projects: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This course will allow you to develop and enhance skills that are useful well beyond the classroom, including research and analysis, written communication, critical reading, and critical thinking.

ENGL 161 Academic Writing II
CRN: 48314
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Snezana Zabic. szabic2@uic.edu
In this section of English 161, we will explore the intersection of film and society. The underlying assumption is that films, whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, find and evaluate scholarly and popular sources, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a research proposal, 3) a literature review, and 4) a research essay. You will conduct research using the UIC library and databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14432
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Jennifer Lewis jlewis4@uic.edu
Pending

ENGL 161 Academic Writing II: Writing About Love
CRN: 47380
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Gen Kwon ykwon42@uic.edu
In 2015, bell hooks said in a The New York Times interview, “I believe wholeheartedly that the only way out of domination is love.” After devoting decades of her career to ending racism and sexism, coining the expression “imperialist white supremacy capitalist patriarchy,” hooks avowed in the interview the message of her book, All About Love (2000), much to the dismay of her admirers. They lamented that hooks renounced her fierce critique of structural oppression in favor of a naive commitment to affective bonds. In this section of English 161, we will analyze multiple facets and misconceptions of what in English is often lumped together, simply, as “Love.” We will explore society’s obsession with and manipulation of love as well as cynical reactions to it as childish, weak, secondary, sentimental, imaginary, and futile. Using a combination of philosophical and religious texts, history, scientific research, fiction, and some of the most popular songs of our times, we will examine the various manifestations and appropriations of love in mass media and scholarly work. 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: The Rhetoric of Disability: Examining Disability in Society and Higher Education
CRN: 14450
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Karen Putman kputma3@uic.edu
According to the Centers for Disease Control and Prevention (CDC), 61 million people identify as disabled. Disability is a common human experience that everyone will either temporarily or permanently experience in their life. This course will explore how disabilities of all kinds are portrayed in media and on the college campus and how these portrayals have affected our thinking and assumptions today. What makes us human? What makes us ‘normal’? We will investigate the rhetoric of disability and its sociocultural consequences in life and on the college campus.
Course readings will focus on the language and rhetoric surrounding disability and how these influence culture and college policy. The class will be structured around four writing projects; an annotated bibliography, a research proposal, a literary review, and a research paper, all culminating in the creation of an extended argumentative essay based on analysis of your own research.

ENGL 161 Academic Writing II: Acceptable Addictions: Caffeine, Content, and Consumerism
CRN: 43494
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Faith Harris fharri9@uic.edu
Addiction is a topic that is understood to be frequently destructive to a person’s life. However, not all addictions are considered to be unacceptable. Many people are reliant on caffeine to get through their day, can’t go more than a few minutes without using their phones, or use overconsumption to fill their lives. While caffeine, content, and consumerism are not inherently harmful, in this class, we will explore the way that these vices affect individuals as well as society as a whole. We will consider why these addictions are often not considered to be addictions, what societal factors might contribute to the prevalence of these coping mechanisms, and possible solutions for a healthy relationship to caffeine, content, and consumerism. These conversations will contribute to individual research leading up to a final argumentative essay that thoughtfully engages with a specific focus on a topic in the realm of acceptable addictions to caffeine, media content, and overconsumption.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14439
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Jeffrey Gore jgore1@uic.edu
Pending

ENGL 161 Academic Writing II: Progress and its Discontents
CRN: 14445
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Marissa Hamilton mhamil29@uic.edu
Virginia Woolf wrote “on or about 1910 human character changed” with the rise of industrialization, wars, and famine, human character was bound to change… right? How does culture influence our society? And where can we pinpoint events of “change”? In this course, you will individually focus on a single question relating to “change” or a pivoting of “culture” Throughout the course we will define culture and look at singular events that have affected “human character” or culture in general. We will focus on the 1920s and today. Both are times full of technological, scientific, societal, and queer change. These are avenues available for exploration as we look at evidence of specific times and mindsets that changed how things are today. These topics can include, but are not limited to epidemics, wars, art exhibits, paintings, music, books, theories, and people. With a research lens, you will learn through library trips and 4 assignments: WP1, WP2, WP3, WP4. Culminating in the final research project, this will be a time to dive into personal interests within the realm of change and development.

ENGL 161 Academic Writing II: Between Body and Mind: Narrative, Illness and Medicine
CRN: 14387
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data?
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding medicine such as the use of AI and robotic technologies, and the complexities of emotions and experiences that make us human. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

ENGL 161 Academic Writing II: How Comedy Influences Us
CRN: 47385
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Wes McGehee wmcgeh2@uic.edu
We’re researching comedy. We’re going to learn what our biases are toward comedy, the mechanics of humor, and how to approach comedic content with an impartial, objective mindset. We will explore a diverse range of comedians, comedic entertainment, rhetoric, and theory, all of which will span from Ancient Greece to 2025. In class, we will be discussing comedic rhetoric and comedic theory, as well as how both are utilized in praxis. Throughout this course, we will study and debate how and why humor is used as a rhetorical tool for social conformation, manipulation, or liberation (if it is used as a rhetorical tool for these social practices at all).

ENGL 161 Academic Writing II: How Comedy Influences Us
CRN: 47394
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Wes McGehee wmcgeh2@uic.edu
We’re researching comedy. We’re going to learn what our biases are toward comedy, the mechanics of humor, and how to approach comedic content with an impartial, objective mindset. We will explore a diverse range of comedians, comedic entertainment, rhetoric, and theory, all of which will span from Ancient Greece to 2025. In class, we will be discussing comedic rhetoric and comedic theory, as well as how both are utilized in praxis. Throughout this course, we will study and debate how and why humor is used as a rhetorical tool for social conformation, manipulation, or liberation (if it is used as a rhetorical tool for these social practices at all).

ENGL 161 Academic Writing II: Writing About Love
CRN: 42685
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Gen Kwon ykwon42@uic.edu
In 2015, bell hooks said in a The New York Times interview, “I believe wholeheartedly that the only way out of domination is love.” After devoting decades of her career to ending racism and sexism, coining the expression “imperialist white supremacy capitalist patriarchy,” hooks avowed in the interview the message of her book, All About Love (2000), much to the dismay of her admirers. They lamented that hooks renounced her fierce critique of structural oppression in favor of a naive commitment to affective bonds. In this section of English 161, we will analyze multiple facets and misconceptions of what in English is often lumped together, simply, as “Love.” We will explore society’s obsession with and manipulation of love as well as cynical reactions to it as childish, weak, secondary, sentimental, imaginary, and futile. Using a combination of philosophical and religious texts, history, scientific research, fiction, and some of the most popular songs of our times, we will examine the various manifestations and appropriations of love in mass media and scholarly work. 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: Between Body and Mind: Narrative, Illness and Medicine
CRN: 14457
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data?
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding medicine such as the use of AI and robotic technologies, and the complexities of emotions and experiences that make us human. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14397
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Chris Glomski vivo@uic.edu
In “Psychology, Superstition, and Scapegoats”, we will explore the psychology of sports fans and the folklore attached to sports teams in considerable depth as we pursue the aforementioned goals. Beginning with the etymological roots of the word “fan” (from “fanatic”), we will explore such phenomena as deindividuation, disinhibition, and parasocial relationships. We’ll also examine the history of superstition, curses, and scapegoats attached to our own Chicago Cubs (and other teams). These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester. While these concepts provide the context for our writing, our goal is to learn about academic research and writing, not just about psychology and superstition. Therefore, in addition to our inquiries into these subjects, we will also spend time learning about summarizing, analyzing, and synthesizing arguments, conducting academic research, writing a research proposal, and drafting a research paper. All of this will culminate in a final research project that answers a research question you have posed in relation to the course inquiry. Our readings and class discussions will guide you through each of these steps, and help you work toward generating a research topic that interests you enough to write a ten-page paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14469
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Mike Newirth newirth1@uic.edu
Pending

ENGL 161 Academic Writing II: Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 14449
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Jay Shearer shearer@uic.edu
In this course we will examine the 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: Writing for Inquiry and Research
CRN: 14414
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Mike Newirth newirth1@uic.edu
Pending

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14420
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Shin Seunghyun sshin68@uic.edu
Pending

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14411
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Chris Glomski vivo@uic.edu
In “Psychology, Superstition, and Scapegoats”, we will explore the psychology of sports fans and the folklore attached to sports teams in considerable depth as we pursue the aforementioned goals. Beginning with the etymological roots of the word “fan” (from “fanatic”), we will explore such phenomena as deindividuation, disinhibition, and parasocial relationships. We’ll also examine the history of superstition, curses, and scapegoats attached to our own Chicago Cubs (and other teams). These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester. While these concepts provide the context for our writing, our goal is to learn about academic research and writing, not just about psychology and superstition. Therefore, in addition to our inquiries into these subjects, we will also spend time learning about summarizing, analyzing, and synthesizing arguments, conducting academic research, writing a research proposal, and drafting a research paper. All of this will culminate in a final research project that answers a research question you have posed in relation to the course inquiry. Our readings and class discussions will guide you through each of these steps, and help you work toward generating a research topic that interests you enough to write a ten-page paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42688 GLOBAL
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: John Casey jcasey3@uic.edu
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: Writing On Photography
CRN: 14466
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Moriana Delgado-Hernandez mdelga31@uic.edu
In this section of English 161, we will examine photography—the relation between individuals and society, as well as its prominent exponents—and we will use that topic to practice and essay our academic writing and research, but also to understand how our world is visually confectioned. Throughout the course—one that will function as a writing community—we will examine various forms of “texts”—scholarly, public, literary, visual, and cinematic in order to put into practice our close reading skills. We will read essays by Roland Barthes, Susan Sontag; look at photographs by Vivian Maier, and Diane Arbus; and review films from the French New Wave. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: What We Talk About When We Talk About Talking
CRN: 30805
DAY/TIME: MWF 1:00-150
INSTRUCTOR: Arnav Sibal asibal4@uic.edu
This class will focus on the types of conversation we find everywhere. We will look at debates, interviews, academic discussions, dialogue, social media, sports commentary, and confrontations.
Manners of talking provide us with numerous strategies, subjects, positions, and outcomes to analyse. Since academic writing itself is one gigantic — sometimes pretentious, at other times outwardly silly — conversation, we can find inspiration and inroads by looking at how others think and how they talk through their thinking.
Our investigations will be framed by four writing projects: an annotated bibliography, a research proposal, a literature review, and a research paper. The aim here is to develop your skills when it comes to research, analysis, and writing within the classroom and beyond it. After all, collecting and assessing information isn’t just an academic matter. Even in our personal and professional lives, we have to make decisions on the knowledge at hand. Whether you are choosing which phone to buy, giving relationship advice to a friend, or drafting a paper on marketing strategy for work, you are inevitably entering into some form of conversation. There’s a lot to say, and we’ll talk about it.

ENGL 161 Academic Writing II: Examining Art and Fashion: A Discourse on Visual Performance in Society
CRN: 47384
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Christina Ramberg, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Maison Margiela, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II: Love 101 Writing and Researching About What Makes The World Go Around
CRN: 47505
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Vered Siroka vsirok2@uic.edu
From romance novels to love songs, psychology to dating shows, dating apps to family court cases, love and relationships rule our lives whether we like it or not. There are endless subjects in our world that connect to love and through student-driven research, you will deep dive into the complicated world of human interpersonal relationships. In this course, you will learn about and produce an annotated bibliography, research proposal, literature review, and academic research paper on a topic of your choice falling under the broader topic of love and relationships.

ENGL 161 Academic Writing II: Video Games as Wheels of Social Change (Or Not)
CRN: 14474
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Dez Brown dbrown66@uic.edu
Video games are an increasingly popular genre of entertainment, especially due to the COVID-19 pandemic. They are unique due to their kinesthetic element and the ways in which the player is an intrinsic part of the experience. In this class, you’ll learn why they’re important and how to critically analyze them: the storyline, combat, craft, and how video games function in our world socially and politically. Does the lack of clothing for women in Mortal Kombat irritate you? Has your life been changed by Kingdom Hearts or another role-playing game? Has Never Alone: Kisima Ingitchuna taught you about Alaska Native peoples in a way that no textbook ever could? Here, we’ll write about it. We’ll spend this semester working on a project in which you’ll focus on a video game and, through research, take a stance and create a conversation to foster new understanding about the power that video games have.

ENGL 161 Academic Writing II:
CRN: 47383
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Ryan Asmussen. asmussen@uic.edu
Pending

ENGL 161 Academic Writing II:
CRN: 14383
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Ryan Asmussen. asmussen@uic.edu
Pending

ENGL 161 Academic Writing II: Video Games as Wheels of Social Change (Or Not)
CRN: 48059
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Dez Brown dbrown66@uic.edu
Video games are an increasingly popular genre of entertainment, especially due to the COVID-19 pandemic. They are unique due to their kinesthetic element and the ways in which the player is an intrinsic part of the experience. In this class, you’ll learn why they’re important and how to critically analyze them: the storyline, combat, craft, and how video games function in our world socially and politically. Does the lack of clothing for women in Mortal Kombat irritate you? Has your life been changed by Kingdom Hearts or another role-playing game? Has Never Alone: Kisima Ingitchuna taught you about Alaska Native peoples in a way that no textbook ever could? Here, we’ll write about it. We’ll spend this semester working on a project in which you’ll focus on a video game and, through research, take a stance and create a conversation to foster new understanding about the power that video games have.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14454
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Mike Newirth newirth1@uic.edu
Pending

ENGL 161 Academic Writing II: Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 14404
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Jay Shearer shearer@uic.edu
In this course we will examine the 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: How Comedy Influences Us
CRN: 43519
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Wes McGehee wmcgeh2@uic.edu
We’re researching comedy. We’re going to learn what our biases are toward comedy, the mechanics of humor, and how to approach comedic content with an impartial, objective mindset. We will explore a diverse range of comedians, comedic entertainment, rhetoric, and theory, all of which will span from Ancient Greece to 2025. In class, we will be discussing comedic rhetoric and comedic theory, as well as how both are utilized in praxis. Throughout this course, we will study and debate how and why humor is used as a rhetorical tool for social conformation, manipulation, or liberation (if it is used as a rhetorical tool for these social practices at all).

ENGL 161 Academic Writing II: Examining Art and Fashion: A Discourse on Visual Performance in Society
CRN: 43495
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Christina Ramberg, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Maison Margiela, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II: Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 44763
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14412
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: John Casey jcasey3@uic.edu
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: Examining Art and Fashion: A Discourse on Visual Performance in Society
CRN: 14413
DAY/TIME: MWF 3:00-3:50
INSTRUCTOR: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Christina Ramberg, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Maison Margiela, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II: Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 41601
DAY/TIME: MWF 3:00-3:50
INSTRUCTOR: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14428
DAY/TIME: MWF 3:00-3:50
INSTRUCTOR: Carly LaPotre ckus1@uic.edu
Pending

ENGL 161 Academic Writing II:
CRN: 14438
DAY/TIME: MWF 4:00-4:50
INSTRUCTOR: Ryan Asmussen. asmussen@uic.edu
Pending

ENGL 161 Academic Writing II: Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 14381
DAY/TIME: MWF 4:00-4:50
INSTRUCTOR: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Show me your teeth and I’ll tell you who you are.
CRN: 14442
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Todd Sherfinski tsherfin@uic.edu
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 the starting point 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: Post-Truth: What Is It Good For?
CRN: 43520
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies, may lead to science denialism, and political polarization.

ENGL 161 Academic Writing II: Documentary Poetry
CRN: 14415
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Stefania Gomez sgomez46@uic.edu
A kind of counter-intelligence, writes scholar Michael Leong, Documentary Poetry “aspires to a history by other means to see if our papers—the documents that underwrite our individual and collective identities, that support our cultural memories—are in order or need reordering.” In this course, we will immerse ourselves in a small selection of contemporary works of Documentary Poetics. Over the course of the semester, we will work towards the crafting of a research paper that argues a point about one or more of these collections, as well as the literary, cultural and/or political work they accomplish.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42687
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: James McKenna jmcken22@uic.edu
Pending

ENGL 161 Academic Writing II: The Purposes of Postsecondary Education?
CRN: 48309
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: David Jakalski djakal2@uic.edu
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States focus exclusively on career preparation, or should co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Do postsecondary institutions sufficiently contribute to economic mobility, or might they inadvertently contribute to the very inequities they are expected to address? This course will examine issues related to postsecondary education in the United States. We will read from several scholarly and popular sources (journal and newspaper articles, film, interviews, etc.) to better understand these issues. Assignments will mainly consist of four writing projects: annotated bibliography, research proposal, literature review, research essay. Partial and complete drafts will be assigned for each writing project, and class participation and attendance is expected.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 29118
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Paul Ross pross8@uic.edu
Pending

ENGL 161 Academic Writing II: The Revolution (Still) Comes From Within: Autofiction, Literary Analysis, and Narrational Mode
CRN: 42528
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Dan White dwhite44@uic.edu
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 ‘autofiction,’ 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.
All stories emanate from personal experience. However, in creative writing, the question of how is just as important as what. The term ‘autofiction’ directly implicates this duality—how a work is written versus what it’s about—in that it considers questions of narrative and how they are presented to the reader. An autofictional text purports to be both fictional and autobiographical, and thus presents a paradox in our thinking of traditional literary genres. The term itself came about as neologism first appearing in a literary text by the French author and critic Serge Doubrovsky (1928–2017). Deleted from the original manuscript of his novel Fils [‘Threads/Son’] (1977), the term ultimately found its way onto the cover of the published novel, where it was defined as “Fiction, d’événements et de faits strictement reels; si l’on veut autofiction” (“Fiction, strictly of real events and facts; or, if one likes, autofiction”). This definition presented no contradiction in Doubrosvsky’s thinking. However, in the decades since, some people have found complications around this elusive genre.
There is clearly a difference between fiction and nonfiction, but how can we define them when every piece of creative work is inherently idiosyncratic and individual? How does narrative mode, and the relationship between the what and the how of a book, enter into this discussion? Why does it matter, and how does the terminology we use about a book influence the way we read it and the way it speaks to us and our lives? Through the prism of a novel by the English writer Rachel Cusk, make a sophisticated argument about the question of autofiction and its associated implications, drawing upon scholarly sources and specific textual examples to help illustrate your points. Academic research—including an annotated bibliography and traditional scholarly paper—will provide the nexus between critical thought surrounding autofiction and your own literary textual analysis. The use of the novel should be seen as an aid to your task, giving you a plethora of examples to show how your definitions of fiction, nonfiction, and autofiction occur in writing. Ultimately, we will risk a definition, or at least a reduction in mystery, around the boundary of fiction vs nonfiction.

ENGL 161 Rumor, Fear, and the Madness of Crowds: Reading and Research-Based Writing About Mass Hysteria
CRN: 14401
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century in particular, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Research, Writing, and the Rise of Generative AI
CRN: 14396
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Janson Jones ecojones@uic.edu
Generative artificial intelligence (AI) continues to rapidly affect how we create, communicate, and understand information, raising critical questions about originality, authorship, ethics, and the future of communication in both our personal and professional lives. In this section of ENGL 161, we will examine how generative AI tools, such as large language models (LLMs), impact fields ranging from art and science to education and industry. We will discuss and explore ethical concerns surrounding AI-generated content, biases within AI systems, implications for privacy and data security, and potential shifts in working and creative practices.
In this course, you will have opportunities to delve deeply into the complexities and implications of generative AI in your life and in your future, focusing on areas that resonate with your own interests, both personally and professionally. Using our course text, Writing for Inquiry and Research, you will develop skills in academic research methodology, critical reading and analysis, persuasive and professional writing, and evidence-based argumentation. Special emphasis will be placed on individualized inquiry, discovery, and learning. Throughout the semester, you will complete four major writing assignments: an Annotated Bibliography, a Research Proposal, a Literature Review, and a final Research Paper, building toward a nuanced understanding of how generative AI may impact and affect your future.

ENGL 161 Academic Writing II: Documentary Poetry
CRN: 14409
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Stefania Gomez sgomez46@uic.edu
A kind of counter-intelligence, writes scholar Michael Leong, Documentary Poetry “aspires to a history by other means to see if our papers—the documents that underwrite our individual and collective identities, that support our cultural memories—are in order or need reordering.” In this course, we will immerse ourselves in a small selection of contemporary works of Documentary Poetics. Over the course of the semester, we will work towards the crafting of a research paper that argues a point about one or more of these collections, as well as the literary, cultural and/or political work they accomplish.

ENGL 161 Academic Writing II: Humans, Climate Change & Endangered Species
CRN: 26882
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Dan McGee dlmcgee2@uic.edu
Every year, more and more animal species are going extinct around the world. As climates change, animals need to adapt, whether it’s through changing migratory patterns or finding a new biome to live in. While climate change may register as a colossal antagonist of biodiversity around the world, it is not the first major event that has driven wildlife populations to the brink of extinction. For centuries, human activity has decimated wildlife through various tactics. In this class, we will investigate and track the complicated history surrounding wildlife endangerment to better understand our own relationship with the ever-changing natural world around us.
This course will give you a wide-but-shallow look at the history of human- and climate-driven wildlife endangerment and extinction. You will read/watch a number of sources including popular films, commercials, research articles, book chapters, government websites, and many others to get a holistic understanding of the effects of both human activity and climate change on wildlife populations. As you investigate wildlife endangerment in this research-central course, you will compose several writing assignments, including an annotated bibliography, research proposal, and literature review. The culmination of these writing projects will help you develop the fourth and most important writing project of this semester: the research essay. No prior information on animal science, biology, or climate studies is required.

ENGL 161 Academic Writing II: Research, Writing, and the Rise of Generative AI
CRN: 14463
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Janson Jones ecojones@uic.edu
Generative artificial intelligence (AI) continues to rapidly affect how we create, communicate, and understand information, raising critical questions about originality, authorship, ethics, and the future of communication in both our personal and professional lives. In this section of ENGL 161, we will examine how generative AI tools, such as large language models (LLMs), impact fields ranging from art and science to education and industry. We will discuss and explore ethical concerns surrounding AI-generated content, biases within AI systems, implications for privacy and data security, and potential shifts in working and creative practices.
In this course, you will have opportunities to delve deeply into the complexities and implications of generative AI in your life and in your future, focusing on areas that resonate with your own interests, both personally and professionally. Using our course text, Writing for Inquiry and Research, you will develop skills in academic research methodology, critical reading and analysis, persuasive and professional writing, and evidence-based argumentation. Special emphasis will be placed on individualized inquiry, discovery, and learning. Throughout the semester, you will complete four major writing assignments: an Annotated Bibliography, a Research Proposal, a Literature Review, and a final Research Paper, building toward a nuanced understanding of how generative AI may impact and affect your future.

ENGL 161 Academic Writing II: Post-Truth: What Is It Good For?
CRN: 42686
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies, may lead to science denialism, and political polarization.

ENGL 161 Academic Writing II: Writing About the Relationship Between Gender/Sexuality and Film/Television
CRN: 32295 GLOBAL
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: James Drown jdrown1@uic.edu
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: Show me your teeth and I’ll tell you who you are.
CRN: 14471
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Todd Sherfinski tsherfin@uic.edu
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 the starting point 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: Writing for Inquiry and Research
CRN: 14433
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Marc Baez mbaez1@uic.edu
In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in- class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.

ENGL 161 Academic Writing II: The Purposes of Postsecondary Education?
CRN: 48310
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: David Jakalski djakal2@uic.edu
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States focus exclusively on career preparation, or should co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Do postsecondary institutions sufficiently contribute to economic mobility, or might they inadvertently contribute to the very inequities they are expected to address? This course will examine issues related to postsecondary education in the United States. We will read from several scholarly and popular sources (journal and newspaper articles, film, interviews, etc.) to better understand these issues. Assignments will mainly consist of four writing projects: annotated bibliography, research proposal, literature review, research essay. Partial and complete drafts will be assigned for each writing project, and class participation and attendance is expected.

ENGL 161 Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 14394
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Mark Magoon mmagoon@uic.edu
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: Writing for Inquiry and Research
CRN: 14451
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Sammie Burton sburto7@uic.edu
This semester in English 161, you will embark on a journey through different genres of writing that focus on the recursive, yet rewarding, nature of academic inquiry. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within the class content. Four writing genres will be explored: the Annotated Bibliography, the Literature Review, the Proposal, and Evidence-based Research. 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 of this course centers on cultivating wisdom from research that explores the past, present, and future implications of different career fields.

ENGL 161 Rumor, Fear, and the Madness of Crowds: Reading and Research-Based Writing About Mass Hysteria
CRN: 14442
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century in particular, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 47672
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Aaron Krall akrall@uic.edu
English 161 is an academic writing course situated in academic inquiry, where students explore a topic as a community of inquiry. This section will focus on Chicago neighborhoods: how they are defined, what they mean, the kinds of identities and ways of life they support, the roles they play in local politics and economies, the ways they bring people together or keep them apart, and how they change. We will initially focus on the neighborhoods that surround the UIC campus, but our inquiry will take us across the City of Chicago and into a diverse and intersecting group of communities. This course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 32286
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Marc Baez mbaez1@uic.edu
In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in- class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.

ENGL 161 Academic Writing II: Show me your teeth and I’ll tell you who you are.
CRN: 22117
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Todd Sherfinski tsherfin@uic.edu
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 the starting point for our research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161 Rumor, Fear, and the Madness of Crowds: Reading and Research-Based Writing About Mass Hysteria
CRN: 43493
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century in particular, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 14382
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Mark Magoon mmagoon@uic.edu
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: The Purposes of Postsecondary Education?
CRN: 48311
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: David Jakalski djakal2@uic.edu
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States focus exclusively on career preparation, or should co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Do postsecondary institutions sufficiently contribute to economic mobility, or might they inadvertently contribute to the very inequities they are expected to address? This course will examine issues related to postsecondary education in the United States. We will read from several scholarly and popular sources (journal and newspaper articles, film, interviews, etc.) to better understand these issues. Assignments will mainly consist of four writing projects: annotated bibliography, research proposal, literature review, research essay. Partial and complete drafts will be assigned for each writing project, and class participation and attendance is expected.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14417
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Sammie Burton sburto7@uic.edu
This semester in English 161, you will embark on a journey through different genres of writing that focus on the recursive, yet rewarding, nature of academic inquiry. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within the class content. Four writing genres will be explored: the Annotated Bibliography, the Literature Review, the Proposal, and Evidence-based Research. 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 of this course centers on cultivating wisdom by researching past, present and future implications of various career fields.

ENGL 161 Academic Writing II: Writing About the Relationship Between Gender/Sexuality and Film/Television
CRN: 32289
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: James Drown jdrown1@uic.edu
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: Writing for Inquiry and Research
CRN: 14472 GLOBAL
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Eman Elturki elturki@uic.edu
A university campus, with its varied facilities and operations (e.g., lecture halls, libraries, laboratories, residence halls, dining services, transportation, parking, health care, campus security, space heating and cooling, and water management), functions as a microcosm of a city. These activities and spaces on campus, along with our actions as community members, have a significant impact on the environment. Besides serving as a hub for intellectual stimulation and economic growth, universities play a key role in instilling environmental awareness and transforming practices. A growing number of higher education institutions around the globe are adopting sustainable practices to minimize their environmental footprint and “create and maintain the conditions under which humans and nature can exist in productive harmony to support present and future generations” (EAP , 2023). UIC is among the institutions that have made commitments to sustainability by working towards the following: (1) carbon neutral university, (2) zero waste university, (3) net zero water university, (4) biodiverse university, and (5) transformative scholarship university.
In this course, you will contribute to UIC’s sustainability efforts while enhancing your research, academic writing, and critical reading skills. You will undertake a course-long research project on a topic related to one of UIC’s five climate commitments. The course assignments are designed sequentially to guide your research process. Preliminary research will involve reading and analyzing texts on sustainability, particularly in college campuses and your area of interest, and will culminate in an Annotated Bibliography. After establishing some knowledge of the topic, you will put forward a Research Proposal outlining your research focus, its significance, research question, and plan. Next, you will consolidate your understanding of your selected topic by conducting a Literature Review, in which you will synthesize and analyze sources relevant to your inquiry. Finally, building on your extensive research from earlier assignments, you will engage in the final round of research to produce your Research Paper and then deliver an Oral Presentation to share your findings with the class. By the end of this course, you will gain a deeper understanding of scholarly writing conventions and enhance your critical reading, research, and revision skills.

ENGL 161 Academic Writing II: The Challenge of AI in the Composition Classroom
CRN: 47645
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Virginia Costello vcostell2uic.edu
In this experimental class, we will write critically about AI programs such as ChatGPT, Copilot, Grammarly, Chatpdf, 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 be a part of 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 write policy and guidelines about AI use in our classroom. While we will also attempt to identify malicious actors and Deepfakes, the main goal of this class is to enhance our own 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: Research, Writing, and the Rise of Generative AI
CRN: 14435
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Janson Jones ecojones@uic.edu
Generative artificial intelligence (AI) continues to rapidly affect how we create, communicate, and understand information, raising critical questions about originality, authorship, ethics, and the future of communication in both our personal and professional lives. In this section of ENGL 161, we will examine how generative AI tools, such as large language models (LLMs), impact fields ranging from art and science to education and industry. We will discuss and explore ethical concerns surrounding AI-generated content, biases within AI systems, implications for privacy and data security, and potential shifts in working and creative practices.
In this course, you will have opportunities to delve deeply into the complexities and implications of generative AI in your life and in your future, focusing on areas that resonate with your own interests, both personally and professionally. Using our course text, Writing for Inquiry and Research, you will develop skills in academic research methodology, critical reading and analysis, persuasive and professional writing, and evidence-based argumentation. Special emphasis will be placed on individualized inquiry, discovery, and learning. Throughout the semester, you will complete four major writing assignments: an Annotated Bibliography, a Research Proposal, a Literature Review, and a final Research Paper, building toward a nuanced understanding of how generative AI may impact and affect your future.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 32293
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Doug Sheldon. sheldond@uic.edu
Do you have a favorite hobby? Do you share it with others in a group setting even if you don’t interact directly? Do you have knowledge of: Sports? Comic books? Music? Star Trek? Bullfighting? Houston Slab? Guess what? You’re a fan! This course will discuss the ins and outs of fandom and fandom communities. We will ask important questions like: What makes one a fan? What do these communities provide that culture at large does not? What is anti-fandom? We will inquire about our own fandoms or fandoms which pique our interest and discover research practices that can shed light on communities often marginalized or written off by mainstream viewpoints. Student’s will engage with a fandom community either textually or socially to gain greater understanding of how authority is built within said communities and how they grow or fade away.

ENGL 161 Academic Writing II: Climate Politics & Cultures
CRN: 32288
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Corbin Hiday chiday2@uic.edu
In this course, we will pursue humanistic knowledge as it emerges in relation to questions of climate cultures, politics, energy and the environment. In doing so, we will interrogate challenges and concerns of our contemporary world through engagement with cultural forms, political power, social justice efforts, and scholarship. How do we conceive of political power in relation to climate change and can cultural representation help us imagine adequate futures? The critical thinking and writing skills practiced in the humanities offer creative and intersectional argumentative approaches to working through difficult challenges. Together as a class, we will explore a series of approaches to understanding the cultures and politics of climate change, including resistance efforts, apocalyptic imaginings, and utopian horizons. We will take up these interrelated concerns in a global and domestic context—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as the orienting principle of accumulation. We will also explore the connection between climate change, energy, and space/place, and what this reflects about our perceptions of class, gender, and race. Through the examination and analysis of various texts (climate journalism, official documents like IPCC reports, environmental humanities scholarship, fiction and documentaries), we will use this topic to develop skills of academic research and writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 32287
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Pending
Pending

ENGL 161 Academic Writing II: The Challenge of AI in the Composition Classroom
CRN: 14443
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Virginia Costello vcostell2uic.edu
In this experimental class, we will write critically about AI programs such as ChatGPT, Copilot, Grammarly, Chatpdf, 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 be a part of 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 write policy and guidelines about AI use in our classroom. While we will also attempt to identify malicious actors and Deepfakes, the main goal of this class is to enhance our own 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: Deep Fried and Delicious: A Taste of the Fast Food Industry
CRN: 14446
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Travis Mandell tmande2@uic.edu
In this course, we will engage in a semester long investigation of the Fast-Food Industry, and the impacts on society at large (both in the U.S and Globally). We will read critical texts that investigate the Industry’s influence on culture, economy, the environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to environmental health-impacts, and analyze the various debates taking place across different fields of inquiry.
Through lectures, discussions, in class activities, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you pursue in the future. By developing research techniques, conducting said research, and writing an academic essay, you will become well versed in the art of academic writing. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC, fostering a strong foundation for your academic writing skills that can be used in your specific discipline/major.

ENGL 161 Academic Writing II: Post-Truth: What Is It Good For?
CRN: 14458
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies, may lead to science denialism, and political polarization.

ENGL 161 Academic Writing II: Writing Toward Sustainable Communities
CRN: 26881
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Daniel Barton. dbarto6@ic.edu
In her book, A Paradise Built In Hell, Rebecca Solnit explores how, in the wake of disasters such as hurricanes and earthquakes—and contrary to beliefs that people tend to act in selfish interest after such events—, communities often come together and support each other. Remarkably, she emphasizes the joy shared by people in their experiences of mutual aid and comfort despite the destruction and tragedy that necessitate such expressions of solidarity. Noting this joy as revelatory, Solnit laments, “Many no longer believe that a better world, as opposed to a better life, is possible…And yet the yearning remains.” In a time of increasing environmental and social stress, Solnit’s revelation of the potential for community in the wake of disaster raises an important question of what is possible when we acknowledge and embrace our connections with others. This class will take up this question, exploring what it means to have a community as well as possibilities for that community to strive toward a more sustainable world. While developing a definition of sustainability beyond the mere responsible use of natural resources that rather incorporates social justice and equity, we will reflect on communities significant to us and identify issues they face. In a semester-long investigation, we will then explore avenues through which our chosen communities might pursue more sustainable futures. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14389
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Eman Elturki elturki@uic.edu
A university campus, with its varied facilities and operations (e.g., lecture halls, libraries, laboratories, residence halls, dining services, transportation, parking, health care, campus security, space heating and cooling, and water management), functions as a microcosm of a city. These activities and spaces on campus, along with our actions as community members, have a significant impact on the environment. Besides serving as a hub for intellectual stimulation and economic growth, universities play a key role in instilling environmental awareness and transforming practices. A growing number of higher education institutions around the globe are adopting sustainable practices to minimize their environmental footprint and “create and maintain the conditions under which humans and nature can exist in productive harmony to support present and future generations” (EAP , 2023). UIC is among the institutions that have made commitments to sustainability by working towards the following: (1) carbon neutral university, (2) zero waste university, (3) net zero water university, (4) biodiverse university, and (5) transformative scholarship university.
In this course, you will contribute to UIC’s sustainability efforts while enhancing your research, academic writing, and critical reading skills. You will undertake a course-long research project on a topic related to one of UIC’s five climate commitments. The course assignments are designed sequentially to guide your research process. Preliminary research will involve reading and analyzing texts on sustainability, particularly in college campuses and your area of interest, and will culminate in an Annotated Bibliography. After establishing some knowledge of the topic, you will put forward a Research Proposal outlining your research focus, its significance, research question, and plan. Next, you will consolidate your understanding of your selected topic by conducting a Literature Review, in which you will synthesize and analyze sources relevant to your inquiry. Finally, building on your extensive research from earlier assignments, you will engage in the final round of research to produce your Research Paper and then deliver an Oral Presentation to share your findings with the class. By the end of this course, you will gain a deeper understanding of scholarly writing conventions and enhance your critical reading, research, and revision skills.

ENGL 161 Academic Writing II: Writing Climate Crisis: The Rhetoric of Emergency
CRN: 32292
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Eliza Marley emarle2@uic.edu
We will investigate research writing by looking at components, process and structure through four writing projects that build on each other and culminate in a final research paper. Our class topic will center on climate crisis and how “emergency” is defined / structured / perceived as well as what is being done to combat climate apathy and activism paralysis. Students will pick a climate centered topic for research though it may vary and include social, political, and other aspects involved in climate crisis.

ENGL 161 Academic Writing II: Artificial Intelligence in Our Present and Future Lives
CRN: 41131
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Mark Bennett mbenne2@uic.edu
Artificial Intelligence (AI) has been in our daily lives for several years now in ways we don’t even think twice about, from autocorrect typing to targeted marketing ads to Siri and Alexa on our everyday devices. Yet large language models like ChatGPT, which generate infinite possible texts instantly based on instructions we give, already seem to have changed the nature of writing, research, and education as we’ve always known it. Some serious people predict that all-powerful, uncontrollable AI will enslave or destroy humanity, a scenario right out of “The Matrix” or “Avengers: Age of Ultron.” Or will it? Maybe AI is just another very neat tool we can use to help us in our everyday lives, and develop our own writing, like any other technology that’s come before.
Whatever our future with AI, it is up to us to set the terms for how we deal with it. And that’s the work we’ll be doing in this English 161 course. We’ll write about AI and write with AI. Yes, we’ll dare to use ChatGPT and other free AI programs to draft writing that we’ll use for this class, and compare it to writing that we ourselves produce without AI assistance. Over the course of the semester, you’ll do your own research and write a research paper about the uses of AI in your own chosen career or field of study. And you’ll reflect about it all in your own writing, coming to a greater understanding of how AI might affect your own life now and in the future.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14390
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Aaron Krall akrall@uic.edu
English 161 is an academic writing course situated in academic inquiry, where students explore a topic as a community of inquiry. This section will focus on Chicago neighborhoods: how they are defined, what they mean, the kinds of identities and ways of life they support, the roles they play in local politics and economies, the ways they bring people together or keep them apart, and how they change. We will initially focus on the neighborhoods that surround the UIC campus, but our inquiry will take us across the City of Chicago and into a diverse and intersecting group of communities. This course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14444
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and industries and their place in our public and private lives. Through readings, videos, and discussion, we will inquire into and examine the impact of American corporations and industries on the government, economy, environment, our mental/physical health, the justice system, and more. We will also look closely at how corporate branding, advertising, and social media shape perceptions of beauty, success, health, race, gender, justice, etc. These and other such inquiries will inform your own research endeavors. Over the course of the semester, you will learn about and put into practice the necessary elements of a sound, evidence-based argument with the aim of constructing a thorough, properly documented, and well-crafted argumentative research paper.

ENGL 161 Academic Writing II: Climate Politics & Cultures
CRN: 14456
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Corbin Hiday chiday2@uic.edu
In this course, we will pursue humanistic knowledge as it emerges in relation to questions of climate cultures, politics, energy and the environment. In doing so, we will interrogate challenges and concerns of our contemporary world through engagement with cultural forms, political power, social justice efforts, and scholarship. How do we conceive of political power in relation to climate change and can cultural representation help us imagine adequate futures? The critical thinking and writing skills practiced in the humanities offer creative and intersectional argumentative approaches to working through difficult challenges. Together as a class, we will explore a series of approaches to understanding the cultures and politics of climate change, including resistance efforts, apocalyptic imaginings, and utopian horizons. We will take up these interrelated concerns in a global and domestic context—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as the orienting principle of accumulation. We will also explore the connection between climate change, energy, and space/place, and what this reflects about our perceptions of class, gender, and race. Through the examination and analysis of various texts (climate journalism, official documents like IPCC reports, environmental humanities scholarship, fiction and documentaries), we will use this topic to develop skills of academic research and writing.

ENGL 161 Academic Writing II: Writing Toward Sustainable Communities
CRN: 32290
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Daniel Barton. dbarto6@ic.edu
In her book, A Paradise Built In Hell, Rebecca Solnit explores how, in the wake of disasters such as hurricanes and earthquakes—and contrary to beliefs that people tend to act in selfish interest after such events—, communities often come together and support each other. Remarkably, she emphasizes the joy shared by people in their experiences of mutual aid and comfort despite the destruction and tragedy that necessitate such expressions of solidarity. Noting this joy as revelatory, Solnit laments, “Many no longer believe that a better world, as opposed to a better life, is possible…And yet the yearning remains.” In a time of increasing environmental and social stress, Solnit’s revelation of the potential for community in the wake of disaster raises an important question of what is possible when we acknowledge and embrace our connections with others. This class will take up this question, exploring what it means to have a community as well as possibilities for that community to strive toward a more sustainable world. While developing a definition of sustainability beyond the mere responsible use of natural resources that rather incorporates social justice and equity, we will reflect on communities significant to us and identify issues they face. In a semester-long investigation, we will then explore avenues through which our chosen communities might pursue more sustainable futures. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14425
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and industries and their place in our public and private lives. Through readings, videos, and discussion, we will inquire into and examine the impact of American corporations and industries on the government, economy, environment, our mental/physical health, the justice system, and more. We will also look closely at how corporate branding, advertising, and social media shape perceptions of beauty, success, health, race, gender, justice, etc. These and other such inquiries will inform your own research endeavors. Over the course of the semester, you will learn about and put into practice the necessary elements of a sound, evidence-based argument with the aim of constructing a thorough, properly documented, and well-crafted argumentative research paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14460 GLOBAL
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Eman Elturki elturki@uic.edu
A university campus, with its varied facilities and operations (e.g., lecture halls, libraries, laboratories, residence halls, dining services, transportation, parking, health care, campus security, space heating and cooling, and water management), functions as a microcosm of a city. These activities and spaces on campus, along with our actions as community members, have a significant impact on the environment. Besides serving as a hub for intellectual stimulation and economic growth, universities play a key role in instilling environmental awareness and transforming practices. A growing number of higher education institutions around the globe are adopting sustainable practices to minimize their environmental footprint and “create and maintain the conditions under which humans and nature can exist in productive harmony to support present and future generations” (EAP , 2023). UIC is among the institutions that have made commitments to sustainability by working towards the following: (1) carbon neutral university, (2) zero waste university, (3) net zero water university, (4) biodiverse university, and (5) transformative scholarship university.
In this course, you will contribute to UIC’s sustainability efforts while enhancing your research, academic writing, and critical reading skills. You will undertake a course-long research project on a topic related to one of UIC’s five climate commitments. The course assignments are designed sequentially to guide your research process. Preliminary research will involve reading and analyzing texts on sustainability, particularly in college campuses and your area of interest, and will culminate in an Annotated Bibliography. After establishing some knowledge of the topic, you will put forward a Research Proposal outlining your research focus, its significance, research question, and plan. Next, you will consolidate your understanding of your selected topic by conducting a Literature Review, in which you will synthesize and analyze sources relevant to your inquiry. Finally, building on your extensive research from earlier assignments, you will engage in the final round of research to produce your Research Paper and then deliver an Oral Presentation to share your findings with the class. By the end of this course, you will gain a deeper understanding of scholarly writing conventions and enhance your critical reading, research, and revision skills.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14391
DAY/TIME: TR 5:00-6:15
INSTRUCTOR: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and industries and their place in our public and private lives. Through readings, videos, and discussion, we will inquire into and examine the impact of American corporations and industries on the government, economy, environment, our mental/physical health, the justice system, and more. We will also look closely at how corporate branding, advertising, and social media shape perceptions of beauty, success, health, race, gender, justice, etc. These and other such inquiries will inform your own research endeavors. Over the course of the semester, you will learn about and put into practice the necessary elements of a sound, evidence-based argument with the aim of constructing a thorough, properly documented, and well-crafted argumentative research paper.

ENGL 161 Academic Writing II: Writing Toward Sustainable Communities
CRN: 14418
DAY/TIME: TR 5:00-6:15
INSTRUCTOR: Daniel Barton. dbarto6@ic.edu
In her book, A Paradise Built In Hell, Rebecca Solnit explores how, in the wake of disasters such as hurricanes and earthquakes—and contrary to beliefs that people tend to act in selfish interest after such events—, communities often come together and support each other. Remarkably, she emphasizes the joy shared by people in their experiences of mutual aid and comfort despite the destruction and tragedy that necessitate such expressions of solidarity. Noting this joy as revelatory, Solnit laments, “Many no longer believe that a better world, as opposed to a better life, is possible…And yet the yearning remains.” In a time of increasing environmental and social stress, Solnit’s revelation of the potential for community in the wake of disaster raises an important question of what is possible when we acknowledge and embrace our connections with others. This class will take up this question, exploring what it means to have a community as well as possibilities for that community to strive toward a more sustainable world. While developing a definition of sustainability beyond the mere responsible use of natural resources that rather incorporates social justice and equity, we will reflect on communities significant to us and identify issues they face. In a semester-long investigation, we will then explore avenues through which our chosen communities might pursue more sustainable futures. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II: Climate Politics & Cultures
CRN: 29120
DAY/TIME: TR 5:00-6:15
INSTRUCTOR: Corbin Hiday chiday2@uic.eduIn this course, we will pursue humanistic knowledge as it emerges in relation to questions of climate cultures, politics, energy and the environment. In doing so, we will interrogate challenges and concerns of our contemporary world through engagement with cultural forms, political power, social justice efforts, and scholarship. How do we conceive of political power in relation to climate change and can cultural representation help us imagine adequate futures? The critical thinking and writing skills practiced in the humanities offer creative and intersectional argumentative approaches to working through difficult challenges. Together as a class, we will explore a series of approaches to understanding the cultures and politics of climate change, including resistance efforts, apocalyptic imaginings, and utopian horizons. We will take up these interrelated concerns in a global and domestic context—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as the orienting principle of accumulation. We will also explore the connection between climate change, energy, and space/place, and what this reflects about our perceptions of class, gender, and race. Through the examination and analysis of various texts (climate journalism, official documents like IPCC reports, environmental humanities scholarship, fiction and documentaries), we will use this topic to develop skills of academic research and writing.

ENGL 101 Understanding Literature and Culture
CRN: 20578, 22330
Days/Time: TR 9:30-10:45
Instructor: Rana Awwad rawwad2@uic.edu
What role do books and movie adaptations play in the consumption and sharing of stories? Why are certain stories shared over and over again? This course will explore various works and their adaptations across genres and mediums. Together, we will analyze the ways different modes have enhanced or complicated storytelling by adding (and sometimes removing) the various elements that make up the books, movies, shows, and video games we have come to adore and the role these changes in play in understanding our cultural moment.

ENGL 101 Understanding Literature and Culture
CRN: 25642, 25644
Days/Time: MWF 10:00-10:50
Instructor: Mark Magoon mmagoon@uic.edu
We are all constrained by both time and place—they influence the way that we grow, who we become, and how we perceive the world and our place in it. The many settings of our lives—our homes, schools, jobs, the locations we visit on vacation and the people that live there—all the sights, sounds, smells, tastes, and things we touch end up becoming something special, meaningful. Often, we go back to them in our mind. So, do “memories” make for a sense of place—and if so, how accurate are our representations? Why are the settings that have influenced us so important? How can literature help us to revisit, interpret, share, and experience a sense of place?
In this course, we will read a mix of literary genres—poetry, nonfiction, and fiction—and analyze how these works relate to establishing setting and a sense of place in contemporary American literature. Expect to read often, read carefully, and read closely—plan to do quite a bit of writing about what we read as well (note-taking and writing formal papers). In addition, be ready to discuss your ideas, thoughts, and feelings about what we read with your classmates in pairs, groups, and as a class (we will do so every class). This course will help you to develop skills that are particularly relevant for both the study and the appreciation of literature (both reading it and writing about it)—and it will prove useful for any academic or professional activity in which understanding someone else and expressing yourself is important.

ENGL 103 Understanding Poetry
CRN: 20645, 20646
Days/Time: MWF 2:00-2:50
Instructor: Chris Glomski vivo@uic.edu
Course Description: 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 Understanding Poetry
CRN: 22348, 22349
Days/Time: TR 11:00-12:15
Instructor: Seunghyun Shin sshin68@uic.edu

ENGL 104 Understanding Drama
CRN: 26201
Days/time: MWF 1:00-1:50
Instructor Aaron Krall akrall@uic.edu
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, Fornés, Parks, 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: 11129, 20595
Days/Time: MW 3:00-4:15
Instructor: Gordon Middleton amiddl5@uic.edu
Reading prose fiction can be a little like losing your eyesight and having someone explain the world to you. And have you ever thought about how weird words are? Sounds that can make an idea go from one brain and body to another — don’t think of pink elephants — as though words are a form of mind control (and as though ideas can be in the body too). We’ll talk about how even the most conventional prose fiction — a murder plot or romance — teases the reader in what it describes and what it hides. But any storytelling always plays hide and seek, with what the author reports, hides till later, or out-and-out lies to the reader about. This is part of the game of fiction. There are other ways of creating intrigue other than a whodunnit. This is what we’ll explore in this class, stories that do something that only prose fiction can. We’ll learn to discuss literature like we’re lawyers. Or CSI. Or at least playing them on TV. Which is to say, when we discuss literature, it’s with all of the tools of our own thinking: logical, rational, figurative — lateral, linear, associative, metaphorical, among others. I’ll have most of the readings laid out in the first week but it’s a living course plan. I do it this way because I’d like to hear what you’d like to read so you’re very welcome to suggest other authors or even kinds of reading you’d like to discuss (though we’ll also read a few novels I’m picking). Once you can analyse prose fiction for its pieces and parts, you can apply the same toolset to politics, crime, interpersonal relations, and how to resolve a problem at work. As you wish. Analysing literature can be as much of a game — and as fun — as the fiction itself.

ENGL 105 Understanding Fiction: Fiction and Addiction
CRN: 33744, 33745
Days/Time: TR 11:00-12:15
Instructor: Katie Brandt kbrand7@uic.edu
This course will be an introduction to English and American fiction through the lens of one of the most prevalent and talked about cultural phenomena of the last 150+ years—addiction. Addiction has, over time, been understood as an imbalance of bodily humours, a moral or spiritual failing, a medically treatable disease, a psychological pathology, and most recently, as an issue that merits compassion and methods of harm reduction. But how do authors portray addiction in their fictional texts? And what do these portrayals tell us about the creation of art itself? To answer these questions as a class, we will read works from a variety of genres from the Romantic era until today paying close attention both to descriptions of addictive practices and behaviors and to what they purpose they serve in the work as a whole.
Readings may include de Quincey’s Confessions of an English Opium Eater (1821), Dickens’s Sketches by Boz (1836), Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde (1886), William S. Burroughs’s Junkie (1953), the anonymously written Go Ask Alice (1971), contemporary addiction memoirs, and recovery narratives. We will also study other mediums (music, visual art, film) and secondary readings to help us build a deeper understanding of the fictional texts and our core concepts. By practicing our close reading skills, we will form our own interpretations of portrayals of addiction in fiction. Students will be expected to read carefully and actively contribute to class discussions as well as take weekly quizzes and write a midterm and final paper.

ENGL 118/BLST 110 Introduction to African American Literature 1760-1910
CRN: 11245
Days/Time: TR 9:30-10:45
Instructor: Helen Jun junhelen@uic.edu

ENGL/GLAS 123 Introduction to Asian American Literature
CRN: 19879, 32405
Days/Time: TR 9:30-10:45
Instructor: Mark Chiang mchiang@uic.edu

ENGL/MOVI 131 understanding Moving Image Art
CRN: 47486
Days/Time: M 3:00-4:45, W 3:00-4:15
Instructor: Harry Burson hburson@uic.edu
“Inhabiting Digital Worlds: Screens, Games, and VR”. In the early days of the internet, digital media technologies were imagined to both create new sorts of virtual spaces, and to reshape the existing geopolitical order. Today, we increasingly see how digital media—from TikTok to AR gaming to the Metaverse—are changing how we relate to each other and the world around us. Networked computation and interactive media are often thought to produce new modes of sensory experience and social connections as we inhabit a digital world with an increasingly porous boundary between the physical and the virtual. This course invites students to consider the aesthetics and politics of digital media by critically examining the relationship between new technologies and the production of space, bodily experience, and world-making in general. This investigation will be centered on three main topics: screen media (from IMAX to the iPhone), video games, and virtual reality. Each week we will read and discuss a critical text in relation to an assigned media work (including films, videos, and online games) to consider how various theoretical and historical methods can help us better understand our contemporary media environment.

ENGL/MOVI 132 Understanding Film
CRN: 47454
Days/Time: T 3:30-4:45, R 3:30-6:15
Instructor: Kaitlin Forcier kforcier@uic.edu
This course will provide an introduction to watching, thinking about, and analyzing film, with an emphasis on how film as a medium produces meaning. We will consider the formal elements of film – cinematography, narrative, editing, sound, mise-en-scene, performance, rhythm – alongside major theoretical questions about spectatorship, representation, and ideology. Questions we will consider include: what are the unique characteristics of film as a medium, an industry, and an art form? how do films relate to the social, political, and ideological contexts in which they are made? how do we analyze, reflect upon, and write about film? Weekly film screenings will provide an opportunity to analyze and discuss a wide range of films: influential classics such as Modern Times (Chaplin, 1931) and Rear Window (Hitchcock, 1953); Hollywood blockbusters such as Jurassic Park (Spielberg, 1993) and Barbie (Gerwig, 2023); and documentary and avant-garde works such as Time (Garret Bradley, 2020) and Blue (Derek Jarman, 1993). In addition to weekly written assignments, students will make their own short videos to engage with film form and key ideas from the course readings.

ENGL 135 Understanding Popular Genres and Culture
CRN: 47462
Days/Time: MWF 1:00-1:50
Instructor: Terence Whalen twhalen@uic.edu
We seem to be witnessing the emergence of a new type of heroine in American culture, one whom, for lack of a better phrase, we shall call the tough girl. The type can be found almost everywhere in recent popular culture, ranging from Ellie in The Last of Us to Arya in Game of Thrones to Katniss in The Hunger Games (draw up your own list). This course will begin with two recent works of fiction and then work backward (to the Nineteenth Century) and outward (to other genres and media). At issue here is not simply the emergence of a new cultural trend, but also the haphazard choices and unforeseen consequences that accompany the naming of a narrative form and the imagining of a new field of study. Texts include works by Suzanne Collins (The Hunger Games), Daniel Woodrell (Winter’s Bone), Jay Kristoff (Stormdancer), Ben Tripp (Rise Again), and Octavia Butler (Parable of the Sower). Assignments include two papers, exams, and class presentations. Attendance is required; reading is mandatory.

ENGL 135 Understanding Popular Genres and Culture
CRN: 49452
Days/Time: TR 3:3–4:45
Instructor: Joseph Staten jstate2@uic.edu
At first glance, “creative nonfiction” sounds like a contradiction in terms: isn’t “nonfiction”—work that deals with “reality” rather than made-up stories and characters—supposed to *not* be creative, in order to tell the truth about the real world? Indeed, when we think of “creative writing,” we usually think of the imaginary worlds of fiction and poetry. Yet attention is increasingly being paid to creative nonfiction, in which essays, journalism, photography, documentary filmmaking, and even podcasts, reality TV, and TikToks are being explored for their great creative—and truth-telling—potential. This class will be a survey of some of the major works of creative nonfiction from the last century, spanning the mediums listed above (essays, films, podcasts, etc.) as well as different genres, from memoir to celebrity magazine profiles to investigative political reporting to art criticism and beyond. We will also read critical essays investigating some major questions asked by creative nonfiction: what does it mean for nonfiction work to be “creative”? What is the relationship between “creative” work about reality and reality itself? Can we ever really access the “truth” about reality? Must we alter the “true” facts in order to make our work “creative”? And can altering the “facts” actually get us to a deeper “truth” about the subject at hand? Work for the course will include writing critically about these questions, as well as working on some creative projects of our own.

ENGL 153 English Grammar and Style
CRN: 47590
Days/Time: MWF 10:00-10:50
Instructor: Jeffrey Kessler jckessle@uic.edu
This course will not be your conventional “grammar drill” or “right and wrong” class. Instead, we will approach grammar and style as analytical and creative tools. Our ultimate goal will be to use grammatical forms to be more aware of the choices we make when we read and write. We will also discuss significant issues surrounding the English language, including its history, Black English, prescriptive v. descriptive linguistics, and the ethics of writing. Students will complete analyses to demonstrate the grammatical skills they have learned, as well as complete assessments of their own writing and a short-written project at the end of the semester.

ENGL 154 Understanding Rhetoric
CRN: 47488
Days/Time: TR 11:00-12:15
Instructor: Jay Shearer shearer@uic.edu
In this course, we will examine rhetoric in its many forms, with an emphasis on contemporary cultural and political debates, as well as some focus on historical precedents of similar conflict and/or competing systems of persuasion. We will examine, among other things, how rhetoric influences our habits and behavior, our individual and collective selves, our policies as a polity, and the forces behind rhetoric’s creation and propagation. Through readings and other media, we will analyze everything from radically divergent ideas of our Constitutional rights to how and why we consume popular culture. It’s possible we might even have actual fun (but no guarantees).

ENGL 154 Understanding Rhetoric
CRN: 47489
Days/Time: MWF 10:00-10:50
Instructor: Frida Sanchez-Vega fsanch7@uic.edu
In the 4th Century BC, Aristotle famously defined rhetoric as “the faculty of observing, in any given case, the available means of persuasion.” He saw the usefulness of rhetoric in helping us arrive at solutions to the kinds of problems that couldn’t be solved using exact knowledge. Aristotle’s teacher Plato, who thought of rhetoric as the “art of enchanting the soul,” had other ideas. He condemned rhetoric (or “sophistry”) for its ability to steer people away from the truth by making the non-real appear real. While many new conceptions of rhetoric have been introduced in the years since Plato and Aristotle roamed the halls of the Lyceum, no definitive consensus about what constitutes “rhetoric” has yet been reached. Given this messy history, how should we understand the notion of “rhetoric” today? In what ways has rhetoric influenced the social spaces we inhabit? And why might studying this be useful? To address these questions, our course will begin by exploring some general theories of rhetoric as both a discipline and practice. We’ll read a variety of commentaries and canonical texts, paying particular attention to the ways certain key terms and themes arise out of the history of rhetorical theory. About halfway through the semester, we’ll start looking at contemporary rhetorical scholarship that takes up issues of political economy (defined as the study of the relationship between individuals and society, and between markets and the state). Throughout this phase of the course, we’ll want to highlight the ways the key terms and themes we identified earlier are taken up in present-day rhetorical discourse. In doing so, we hope to not only arrive at a better understanding of rhetoric and its relevance to our lives, but to develop transferable capacities in reading, writing, and public speaking.

ENGL 154 Understanding Rhetoric
CRN: 47490
Days/Time: TR 3:30-4:45
Instructor: Keegan Lannon klannon@uic.edu
“Rhetoric” is one of those hard to define concepts, like “freedom” or “beauty.” Any definition put forth will, under the smallest amount of scrutiny, seem inadequate. Aristotle, one of the first thinkers to formally define rhetoric, suggests “The faculty of discovering in any particular case all of the available means of persuasion.” It’s not specified what “cases” means here, so do all ways of speaking, writing, or thinking have rhetoric? What about non-persuasive communication (if that even exists)—writing for entertainment or for information? What does it even mean to persuade a person? And so on… The more deeply you dive into what rhetoric is, the more it seems like everything is (or maybe has?) rhetoric. Like String Theory, rhetoric could be seen as the Theory of Everything for communication theories. In this course, we will examine how rhetoric informs the messages we communicate—both in written and visual forms—and how our thinking (and our sense of self) is influenced by the rhetoric we encounter.

ENGL 207 Interpretation and Critical Analysis
CRN: 47516, 47517
Days/Time: TR 9:30-10:45
Instructor: John Casey jcasey3@uic.edu

ENGL 207 Interpretation and Critical Analysis
CRN: 47522, 47523
Days/Time: TR 12:30-1:45
Instructor: Todd DeStigter tdestig@uic.edu
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 Interpretation and Critical Analysis
CRN: 47520, 47521
Days/Time: MWF 1:00-1:50
Instructor: David Schaafsma schaaf1@uic.edu
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 Interpretation and Critical Analysis
CRN: 47518, 47519
Days/Time: MWF 11:00-11:50
Instructor: Terence Whalen twhalen@uic.edu
This course will explore literary criticism as both a field of study and a practical skill. We will consider major approaches and theories on their own terms, but we will also “test” various theories against a range of primary literary texts. The primary practical aim of the course is to enable students to develop their own critical voice. Literary authors include Edgar Allan Poe, Edith Wharton, and Mary Shelley. Requirements: weekly writing assignments; two or three formal papers; occasional tests or quizzes; and participation in group projects (which implies regular, faithful class attendance).

ENGL 207 Interpretation and Critical Analysis
CRN: 47526, 45727
Days/Time: TR 2:00-3:15
Instructor: Natasha Barnes nbbarnes@uic.edu

ENGL 207 Interpretation and Critical Analysis
CRN: 47524, 47525
Days/Time: TR 3:30-4:45
Instructor: Natasha Barnes nbbarnes@uic.edu

ENGL 208 English Studies I: Beginnings to 17th Century
CRN: 48865, 47529
Days/Time: TR 9:30-10:45
Instructor: Jeffrey Gore jgore1@uic.edu

ENGL 208 English Studies I: Beginnings to 17th Century
CRN: 48866, 48863
Days/Time: TR 2:00-3:15
Instructor: Jeffrey Gore jgore1@uic.edu

ENGL 209 English Studies II: 17th Century to Today
CRN: 47535
Days/Time: F 10:00-10:50
Instructor: Jenna Hart jhart28@uic.edu

ENGL 209 English Studies II: 17th Century to Today
CRN: 47534
Days/Time: F 11:00-11:50
Instructor: Jenna Hart jhart28@uic.edu

ENGL 209 English Studies II: 17th Century to Today
CRN: 47533
Days/Time: MW 12:00-12:50
Instructor: Nasser Mufti nmufti@uic.edu
This course is about how British imperialism was essential to the invention of “British literature.” Over the semester, we will read the canonical figures of modern British literature from the Restoration (1660) to the middle of the twentieth (1956) and learn how Britain’s colonial adventures oversaw slavery, settler colonialism, the rise of capitalism, mass exploitation, and how these were integral to the formation and development of the British literary imagination and English national identity. Even though places like India, Jamaica, South Africa, and Argentina rarely find themselves on the pages of writers like Defoe, Wordsworth, Shelley, Dickens, Brontë, and Conrad (all of whom, amongst others, we will read), and rarely do we include colonial writers in the British canon, these sites and authors were in fact central to the formation of British national identity and the idea of British literature. In a word, the point of this class is to introduce the idea that “British literature” is not properly British.

ENGL 209 English Studies II: 17th Century to Today
CRN: 47599
Days/Time: F 10:00-10:50
Instructor: Em Williamson mwill42@uic.edu

ENGL 209 English Studies II: 17th Century to Today
CRN: 47600
Days/Time: F 11:00-11:50
Instructor: Em Williamson mwill42@uic.edu

ENGL 213 Introduction to Shakespeare
CRN: 47458, 47459
Days/Time: TR 2:00-3:15
Instructor Gary Buslik gbusli1@uic.edu
Shakespeare is FUN! Sure, we already know about his tragedies and history plays, but what about his farces and comedies, his jesters and jokes? We’ll have lots of laughs while learning about the happier side of Shakespeare’s life and times. We’ll read a short biography about him, his work, and Elizabethan theater while watching a few terrific Hollywood movies of his most famous—and FUN—plays. We’ll engage in lighthearted discussions about why you think the man from Stratford wasn’t just the greatest writer who ever lived, but the one with the best sense of humor.

ENGL 223 Introduction to Colonial and Postcolonial Literature
CRN: 47474
Days/Time: TR 12:30-1:45
Instructor: Sunil Agnani sagnani1@uic.edu
Dive into the multifaceted realm of postcolonial literature through an exploration of the literary narratives emerging from the shadows of imperial dominance. This course delves into the rich tapestry of 20th-century writings from regions affected by European colonialism, through fiction, essays, and cinematic expressions that mirror the colonial period and its aftermath. We begin with works by key European authors around 1900—Joseph Conrad, Rudyard Kipling—then shift to those in the colonies to examine the cultural impact of empire, anti-colonial nationalism (Gandhi, Frantz Fanon, Aime Césaire), and the role played by exile and diaspora communities. What challenges do works from writers on the receiving end of empire—such as Assia Djebar, J.M. Coetzee, Michael Ondaatje, and Salman Rushdie—pose to the conventional idea of justice? How do they reveal contradictions within the languages of liberalism and progress that emerged in 19th-century Europe? How do such writers rework the classic forms of the novel? Finally, how does the Black Atlantic shade into the Indian Ocean, with the abolition of slavery and the rise of indentureship in the 1830s? We will read Amitav Ghosh to find out.

ENGL/GLAS/MOVI 229
CRN: 43803
Days/Time: TR 12:30-1:45
Instructor: Justin Phan jqnphan@uic.edu
Course Description from Instructor

ENGL/MOVI 230 Introduction to Film and Culture
CRN: 47484
Days/Time: TR 3:30-4:45
Instructor: Angela Dancey adancey@uic.edu
Horror is one of cinema’s most enduring and iconic genres, reflecting individual and collective fears about monstrosity, difference, and the body. In this course, we will study how the American horror film has evolved over time, viewing representative examples of its most important subgenres and the ways they are influenced by their historical and cultural context as well as ideologies of gender, sexuality, and race. We will also devote class time to a basic understanding of film and cultural studies, including major concepts, techniques, and terminology. Film texts include Carrie (1976), Jennifer’s Body (2009), Psycho (1960), Night of the Living Dead (1968), and Get Out (2017).

ENGL/AH/MOVI 232 History of Film I: 1890- WW II
CRN: 12114, 12118
Days/Time: MW 1:00-2:50
Instructor: Martin Rubin mrubin1@uic.edu
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. Meanwhile, scattered queer filmmakers challenge sexual orthodoxies, and African American “race movies” offer an alternative to Hollywood racism. 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. There is no textbook; historical background is provided via lectures and excerpts from representative films. Student feedback is also a central element of the course, with written responses to the screened films forming the basis of regular discussion sessions. This course is cross-listed as AH 232 and MOVI 232.

ENGL/AH/MOVI 232 History of Film I: 1890- WW II
CRN: 12114, 12118
Days/Time: MW 1:00-2:50
Instructor: Eric Pahre pahre2@uic.edu
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. Meanwhile, scattered queer filmmakers challenge sexual orthodoxies, and African American “race movies” offer an alternative to Hollywood racism. 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. There is no textbook; historical background is provided via lectures and excerpts from representative films. Student feedback is also a central element of the course, with written responses to the screened films forming the basis of regular discussion sessions. This course is cross-listed as AH 232 and MOVI 232.

ENGL/COMM/MOVI 234 History of Television
CRN: 29021
Days/Time: MW 3:00-4:15
Instructor: Walter Podrazik podrazik@uic.edu
Course Description from Instructor

ENGL 236 Young Adult Fiction
CRN: 48468
Days/Time: TR 5:00-6:15
Instructor: Brennan Lawler blawe3@uic.edu
Young adult (YA) fiction, since its emergence in the 1960s, has been a contested literary space. At its best, YA literature creates space for adolescent readers to confront complex societal issues in accessible and thoughtful ways. Though, as recent history suggests, this can make YA literature a frequent target for censorship in classrooms, schools, and even entire states. Throughout the course, we will engage with a wide variety of literature and media created for young adults with an emphasis on diverse voices, perspectives, and representations. We will also engage with critical scholarship that examines the role of young adult literature in schools, libraries, and our wider culture. Course texts will include S.E. Hinton’s The Outsiders, Ruby by Rosa Guy, PET by Akwaeke Emezi, and Cemetery Boys by Aiden Thomas, among others.

ENGL 237 Graphic Novels
CRN: 48469
Days/Time: MWF 10:00-10:50
Instructor James Drown jdrown1@uic.edu
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 and Sequential Art by William Eisner. We will then move on and examine questions like, “How have graphic novels reflected our society” and “Why 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), Akira by Katsuhiro Otomo, and I Hear the Sunspot by Yukio Fumino. American Graphic Novels will include both literary and populist works, such as Maus by Art Spiegelman, The Dark Knight Returns by Frank Miller, The Sandman by Neil Gaiman. Persepolis by Marjane Satrapi, Black Panther by Ta-Nehisi Coates, and Fun House by Alison Bechdel. Assignments will include online discussion boards, weekly Journals, midterm and final, and an independent research paper examining a specific graphic novel.

ENGL 237 Graphic Novels
CRN: 47578
Days/Time: TR 2:00-3:15
Instructor: Keegan Lannon klannon@uic.edu
Thanks in large part to the success of Marvel and DC movies and anime TV shows, most people have some understanding of what a “comic” or “graphic novel” is. It’s never been easier to gain access to all the genres of graphic storytelling, with most bookstores dedicating significant floor space to comics, graphic novels, and manga. Unfortunately, that access can be overwhelming. There are so many choices, and often the books in the store are arranged merely by publisher or author. If you have ever wondered about comics as a medium for storytelling and are looking for a sampler of American comics, then this is the course for you. We will explore a wide range of comics, from explosive superhero classics to intimate slice-of-life stories. You will leave this course with a better understanding of what comics are, how comics work, and what comics are getting published.

ENGL 238 Fiction, Sci-Fi and Fantasy
CRN: 48450
Days/Time: TR 12:30-1:45
Instructor Mary Anne Mohanraj mohanraj@uic.edu

ENGL 238 Fiction, Sci-Fi and Fantasy
CRN: 49739
Days/Time: TR 2:00-3:15
Instructor Mary Anne Mohanraj mohanraj@uic.edu

ENGL 238 Fiction, Sci-Fi and Fantasy
CRN: 49019
Days/Time: MW 4:30-5:45
Instructor: Margo Arruda marrud2@uic.edu
This course will examine anxieties manifested in robot fiction in response to the women’s liberation movement and men’s lessened control over women’s sexual, reproductive, and domestic labor. This course will explore novels such as Mary Shelley’s Frankenstein, Ira Levin’s The Stepford Wives, Margaret Atwood’s The Heart Goes Last, and Kazuo Ishiguro’s Klara and the Sun. The robots of these narratives typically take one of three forms: the domestic goddess, the sex robot, and the mother machine. As female bodies are the site of the production of domestic, sexual, and reproductive labor, women’s liberation threatens to destabilize a patriarchal capitalist economic system. Throughout this semester, we will examine how these novels attempt to reconcile with this destabilizing potentiality, offering various and sundry variations of technological solutions to the problem of feminist consciousness and the reassertion of patriarchal capitalist control.

ENGL/GWS 245 Introduction to Gender, Sexuality and Literature
CRN: 47475
Days/Time: TR 2:00-3:15
Instructor: Jennifer Rupert jruper1@uic.edu

ENGL/GWS 245 Introduction to Gender, Sexuality and Literature
CRN: 47477
Days/Time: MWF 9:00-9:50
Instructor: Virginia Costello vcostell@uic.edu

ENGL/GWS 245 Introduction to Gender, Sexuality and Literature
CRN: 47480
Days/Time: TR 12:30-1:45
Instructor: Esmeralda Arrizon-Palomera earrizon@uic.edu

ENGL/GWS 247 Women and Literature
CRN: 47465
Days/Time: TR 11:00-12:15
Instructor: Esmeralda Arrizon-Palomera earrizon@uic.edu
This course is an introductory survey of Chicana literature. Students will read a variety of texts such as novels, memoirs, short stories, poetry, plays and films by Chicana writers. By the end of this course, students will be able to identify and discuss key concepts and major themes in Chicana literature, examine Chicana literature with attention to aesthetic movements, cultural traditions, and historical context, and determine Chicana literature’s contribution to the development of Chicana Feminist Thought.

ENGL 253 Environmental Rhetoric
CRN: 48452
Days/Time: TR 1:00-12:15
instructor: Kate Boulay kboulay@uic.edu

ENGL 253 is the study of movements, activism, and public persuasion on environmental issues. Course Information: Recommended background: ENGL 154. Individual and Society course, and US Society course.

ENGL/BLST/GWS 261 Reading Black Women Writing
CRN: 27175
Days/Time: MW 3:00-4:15
Instructor: Terrion Williamson twillmsn@uic.edu
Course Description from Instructor

ENGL 280 Media and Professional Writing
CRN: 47496
Days/Time: MWF 9:00-9:50 ONLINE
Instructor: Karen Leick kleick@uic.edu
*This is an ONLINE COURSE that meets via Zoom. Attendance is required. * In this course, students learn skills in media and communication that are used in the professional workplace. Students will research, discuss, and analyze aspects of professional written communication, including journalism, feature writing, and public relations. Over the course of the semester, each student will produce a portfolio of writing in various genres, presented on a personal webpage. The course is designed to prepare students for professional internships and employment. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280 Media and Professional Writing
CRN: 47495
Days/Time: TR 9:30-10:45
Instructor: Jay Shearer shearer@uic.edu
In this course, you will develop a fresh perspective on and skills regarding media and professional writing. Through reading and interviewing, writing and discussion, you will learn to analyze and produce work appropriate for these dynamically evolving industries. We acknowledge this as a moment of acute transformation in the way we ingest and disseminate the written word. Taking these shifts into account, students will develop confidence as media writers and future participants in the professional workplace. You will examine multiple aspects of media and communications—from journalism to PR—and eventually produce a writing portfolio (via your personal web page), preparing you for internship and employment opportunities.

ENGL 280 Media and Professional Writing
CRN: 47498
Days/Time: TR 2:00-3:15
Instructor: Jay Shearer shearer@uic.edu
In this course, you will develop a fresh perspective on and skills regarding media and professional writing. Through reading and interviewing, writing and discussion, you will learn to analyze and produce work appropriate for these dynamically evolving industries. We acknowledge this as a moment of acute transformation in the way we ingest and disseminate the written word. Taking these shifts into account, students will develop confidence as media writers and future participants in the professional workplace. You will examine multiple aspects of media and communications—from journalism to PR—and eventually produce a writing portfolio (via your personal web page), preparing you for internship and employment opportunities.

ENGL 282 Peer Tutoring in the Writing center: Intro to Theory and Practice
CRN: 48470, 48471
Days/Time: T 3:30-4:45
Instructor: Katharine Romero kromer7@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing center: Intro to Theory and Practice
CRN: 47512, 47513
Days/Time: T 2:00-3:15
Instructor: Vainis Aleksa vainis@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing center: Intro to Theory and Practice
CRN: 47514, 47515
Days/Time: W 3:00-4:15
Instructor: Deanna Thompson dthomp20@uic.edu
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 the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, 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. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 290 Introduction to the Writing of Poetry
CRN: 47507
Days/Time: TR 11:00-12:15
Instructor: Miska Ligot kligot2@uic.edu
This course aims to demystify poetry as both a medium and discipline, and (re)consider the many ways we employ and engage with notions of the poetic in our everyday lives. We will work towards these goals through reading, writing, and revising poems across the semester. Although we will be working exclusively within the English language and its many variations, we will read poems from various locales and time periods, from the 9th Century BC Zhou Dynasty I Ching to work published in the year 2024; from the city of Chicago to my home country of the Philippines. Throughout these readings, we will explore the various elements and conventions of poetry (such as the line, image, metaphor, sound, meter, form, etc.), and observe how these persist, bend, adapt, or even mutate across temporal and spatial contexts. We will not be beholden to the illusion of getting something right the first time—in this course, we will shape work through various class exercises, prompts, and assignments. This course is dedicated not only to generating work but revising it: there will be multiple in-class workshops throughout the semester, where we will have the opportunity to share and critique each other’s work with the aim of improving our craft through peer and instructor feedback. The final project of this course is a portfolio consisting of five revisions of poems generated in and around this class, accompanied by an artist’s statement and essay on the revision process.

ENGL 290 Introduction to the Writing of Poetry
CRN: 47506
Days/Time: MWF 10:00-10:50
Instructor: Moriana Delgado mdelga31@uic.edu
This course will examine the several shapes that poetry, like water, can adopt. We will consider poetry as architecture, as logic, or as an urban love song, while reading old wandering poets like Basho and modern explorers of grief like Diana Khoi Nguyen. The course involves the practice of writing poetry, beginning with exercises and analysis of published models and advancing toward student presentations of their original works of poetry in class. This course follows a workshop format.

ENGL 291 Introduction to the Writing of Fiction
CRN: 48862
Days/Time: TR 3:30-4:45
Instructor: Angelica Davila ajdavila@uic.edu

ENGL 291 Introduction to the Writing of Fiction
CRN: 47509
Days/Time: MWF 12:00-12:50
Instructor: Eric Pahre pahre2@uic.edu

ENGL 291 Introduction to the Writing of Fiction
CRN: 47508
Days/Time: TR 11:00-12:15
Instructor: Dan White dwhite44@uic.edu

ENGL 292 Introduction to the Writing of Nonfiction Prose
CRN: 47494
Days/Time: TR 9:30-10:45
Instructor: Kimberly O’Neil kimoneil@uic.edu
This is a particularly exciting moment to read and write creative nonfiction, as it’s a thriving, expanding genre, featuring often previously marginalized voices grappling with the issues of our times. The goal of this course is to learn how creative nonfiction can transcend the bounds of the traditional essay, infusing narrative, poetry and sometimes image, looking outward as well as inward to arrive at discoveries about ourselves as well as the places and systems around us. The aim is to get our feet wet writing in this genre, but also to help us read with a writer’s eye to how the form works. To that end, we’ll be reading as much as we will be writing. We’ll start by “reading as writers” a wide range of creative nonfiction models, ranging from personal essays to memoir to literary journalism to lyric essays. We’ll notice how their authors defy standard essay conventions, experimenting with structure, bending genres, and playing with the inherent music of language. We’ll examine what each writer is up to—by way of narrative POV, distance, voice, and speed; detail and dialogue; characterization; 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. Early in the term, we’ll stretch our brains through short writing exercises inspired by our readings. Then we’ll shift our attention to developing a longer creative nonfiction piece, which we workshop and revise. In workshop, 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 to find authors you want to read and structures that best serve the writerly effects you seek. Rather than limit our concept of what creative nonfiction can do, we will work toward an expansive understanding of the genre.

ENGL 305 Studies in Fiction
CRN: 38379
Days/Time: TR 11:00-12;15
Instructor: Ainsworth Clarke ac57@uic.edu

ENGL 305 Studies in Fiction
CRN: 44139
Days/Time: MW 3:00-4:15
Instructor: David Schaafsma schaaf1@uic.edu
The focus in this course will be on stories and theories about liminal spaces–those edges, those shadows, the time between childhood and young adulthood, or between young adulthood and adulthood–including ghost stories and stories of “madness.” We’ll read, among other things, Claire Keegan’s Foster, Tarjei Vesaas’s The Ice Palace, Henry James’s The Turn of the Screw, Macbeth or Hamlet. We’ll see the film The Others, we’ll read some graphic novels, all informed by various relevant critical lens from Michel Foucault’s Madness and Civilization to Jacques Derrida’s Specters of Marx.We’ll explore the liminal space between interpretative meaning-making and what exists beyond language.

ENGL 315 18th Century Literature
CRN: 29611
Days/Time: MW 4:30-5:45
Instructor: Sunil Agnani sagnani@uic.edu
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 (Olaudah Equiano) and prose writings (from Mary Wollstonecraft, Edmund Burke, and Denis Diderot) to explore these questions.

ENGL 325 20th and 21st Century American Literature
CRN: 34477
Days/Time: TR 12”30-1:45
Instructor: Helen Jun junhelen@uic.edu
Does it ever feel like an endless loop of bad news from the trenches of America: stark wealth inequality, deteriorating infrastructure, poor health and mortality rates, rising costs in education & housing, an unstable gig economy, gun violence, deepening social unrest and political polarization, permanent wars. This course focuses on how cultural narratives represent the experience of “U.S. national decline,” in which America is no longer imagined as the best possible domain for “the Good Life” nor an indispensable authority within the world order. We will analyze how contemporary literature and film represent the crises generated by the global dominance of U.S. economic, cultural, and military institutions since the 1970s, as well as how these texts imagine shifting conditions that gesture toward new formations and generative possibilities. Texts may include Kathryn Bigelow’s The Hurt Locker (2008), Octavia Butler’s Parable of the Sower (1993), Francis Ford Coppola’s Apocalypse Now (1979), Chloe Zhou’s Nomadland (2020), Don DeLillo’s Americana (1971), Colson Whitehead’s Zone One (2011), Raquel Salas River’s While They Sleep (2019), Kevin Kwan’s Crazy Rich Asians (2013), Jennifer Egan’s, A Visit From the Goon Squad (2011).

ENGL/GWS 345 Queer Theory
CRN: 49118
Days/Time: TR 12:30-1:45 HYBRID
Instructor Desiree Brown dbrown66@uic.edu
Course Description from Instructor

ENGL 380 Advance Professional Writing
CRN: 47537
Days/Time: MW 4:30-5:45
Instructor: Philip Hayek phayak@uic.edu
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 (proposal and grant writing): The third sector 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: Margena Christian mxan@uic.edu
In this course, students will study editorial oversight, copy editing/line editing techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Students will learn the business behind the books. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 383 Writing for Digital and New Media
CRN: 49508
Days/Time: MWF 11:00-11:50
Instructor: Jeffrey Kessler jckessle@uic.edu
“Writing with/against the Machines” 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 should plan on experimenting with and exploring new programs, platforms, and technologies in this class.

ENGL 384 Technical Writing
CRN: 43391
Days/Time: MWF 10:00-10:50
Instructor: Philip Hayek phayek@uic.edu
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: MWF 12:00-12:50
Instructor: Karen Leick kleick@uic.edu
In this course, students will learn about writing strategies and a variety of genres related to nonprofit organizations, advocacy, and activism. Assignments will include an op-ed, a newsletter or brochure for nonprofit organizations, and a grant proposal. Students will also develop, design, and produce content for a white paper. In addition, students will learn to create a professional oral presentation.

ENGL 406 Topics in Poetry and Poetic Theory
CRN: 48318, 43819
Days/Time: TR 3:30-4:45
Instructor: Christina Pugh capugh@uic.edu
Popularly considered the isolated “Belle of Amherst” (Massachusetts), Emily Dickinson was arguably the poet whose work most impacted the direction of American lyric poetry after her time. This course will go beyond Dickinson’s postage-stamp portrait and commonly-known anthology poems in order to explore her unique poetic characteristics, as well as the enduring fascination that her work has held not only for critics, but also for poets writing after her. We will begin by studying Dickinson’s works and considering a variety of critical approaches to her poetry – including prosodic, feminist, musical-cultural, and manuscript-oriented, covering critical writings by Cristanne Miller, Virginia Jackson, Victoria Morgan, and other scholars. The course will proceed to consider several twentieth and twenty-first poets whose work either directly comments on Dickinson (Lucie Brock-Broido and Alice Fulton) or could be seen as more indirect heirs (A. R. Ammons, Jean Valentine, Jorie Graham, Lyrae Van Clief-Stefanon). The course will require a 5-page paper and a longer final paper, as well as an oral presentation.

ENGL 430 Topics in Cultural and Media Studies
CRN: 47546, 47547
Days/Time: TR 11:00-12:15
Instructor: Kaitlin Forcier kforcier@uic.edu
This course will provide an overview of the history and theory of “streaming media,” from radio and television in the twentieth century to contemporary platforms today such as Netflix, Spotify, YouTube and TikTok. The course will begin with a historical grounding in broadcast media, from the emergence of radio as a mass medium through the golden age of television to cable and 24/7 networks, focusing on questions of taste, class, gender, and race as well as of mass media and technological change. We will then examine how the internet and globalization have transformed broadcasting in the digital age. Guiding questions will include: how are streaming video platforms different from previous types of media? How/have they changed the style, form or content of what we watch and listen to? How have viewing habits changed? What does “liveness” mean today? Who makes streaming media, and who consumes it? Students will be assigned weekly readings and screenings. Readings will include theoretical essays by Raymond Williams, Nam June Paik, Mary Ann Doane, bell hooks, Anna McCarthy, Lynn Spigel, and Lauren Michelle Jackson, among others. Screenings will be drawn from television shows such as The Dick Van Dyke Show, Good Times, Dallas, The Simpsons, Friends, Gilmore Girls, and Sex and the City; post-television series such as Black Mirror, Squid Game, and Emily in Paris; as well as daily local news broadcasts, TikTok feeds, YouTube channels, and online games.

ENGL/PA/UPP 452 freshwater Lab
CRN: 48620, 48621
Days/Time: T 2:00-4:50
Instructor: Rachel Havrelock raheleh@uic.edu
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.

ENGL 480 Introduction to the Teaching of English in Middle and Secondary Schools
CRN: 47552, 47553
Days/Time: TR 11:00-12:15
Instructor: Lauren Johnson lrjohns2@uic.edu
English 480 is the first required methods course for the English Education major and a course for anyone who wants to explore the possibility of being an English teacher. Together we will consider 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? We will consider multiple perspectives, including those attending to ideas of justice, equity, and belonging. Through our learning, we will develop emerging frameworks for how we might approach English teaching. Course requirements include 12 hours of fieldwork in an area high school. 3 undergraduate hours. 4 graduate hours. Field work required. Prerequisite(s): Completion of the University Writing requirement; and sophomore standing or above. Restricted to Education, Graduate College, or Liberal Arts & Sciences.

ENGL 482 Campus Writing Consultants
CRN: 21190, 47267
Days/Time: TR 11:00-12:15
Instructor: Antonio Guerrero aguerr27@uic.edu
English 482 is an advanced Writing Center studies/tutor-training course exploring multiple perspectives–specifically that of tutor, administrator, and researcher. We will examine established best practices from the cross-disciplinary field of peer tutoring and tutor training, read about multiple theoretical perspectives (feminist theory, genre theory, and second language acquisition theories, to name a few), and practice research methods (such as survey, discourse analysis, and case study) common to writing center research. By the end of the class, participants will understand the potential of peer tutoring in the curriculum, major concerns in the administration and assessment of writing centers, as well as how to conduct qualitative research that moves the discipline forward. This class fulfills the upper-level writing requirement for English Majors.

ENGL 486 Teaching of Writing in Middle and Secondary Schools
CRN: 47023, 47024
Days/Time: TR 11:00-12:15
Instructor: Katherine Sjostrom ksulli2@uic.edu
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

ENGL 487 Teaching of reading and Literature in Middle and Secondary Schools
CRN: 47558, 47559
Days/Time: TR 11:00-12:15
Instructor: Abigail Kindelsperger akinde4@uic.edu
Intended as a part of the English education methods sequence, with particular emphasis on helping prospective teachers assist struggling readers in the study of literature. Course Information: 3 undergraduate hours. 4 graduate hours. Previously listed as ENGL 489. Field work required. Prerequisite(s): ENGL 480 and completion of the University Writing requirement; or consent of the instructor.

ENGL 488 Methods of Teaching English in Middle and Secondary Schools
CRN: 48769, 48770
Days/Time: TR 3:30-4:45
Instructor: Todd DeStigter tdestig@uic.edu
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 48769, and M.A. students should register for CRN 48770. 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 based on a Shakespeare play, and practice teaching lesson plans they design.

ENGL 488 Methods of Teaching English in Middle and Secondary Schools
CRN: 48771, 48772
Days/Time: TR 3:30-4:45
Instructor: Kris Chen kchen96@uic.edu
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.

ENGL 490 Advanced Writing of Poetry
CRN: 12504, 20335
Days/Time: TR 12:30-1:45
Instructor: Christina Pugh capugh@uic.edu
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.

ENGL 491 Advanced Writing of Fiction
CRN: 35763, 35764
Days/Time: TR 11:00-12:15
Instructor: Lisa Stolley lstoll1@uic.edu
English 491 is for fiction writers who have a working knowledge of the components and structure of the short story or novel. You will continue to develop voice, style and technique through close reading and analysis of published short fiction, and through writing and workshopping of your own stories. Attention to narrative necessities – conflict, characterization, point of view, detail, dialogue, setting, etc., and how these elements work together to create the whole of a successful story – will be an important aspect of this course. Readings and short exercises will be assigned in the first few weeks, followed by workshop format. Constructive critique of peers’ work will be based on criteria established by students and instructor. Students will write two complete stories (or chapters if you are writing a novel) over the course of the semester. One of those stories will be revised and submitted as the final project at the end of the semester.

ENGL 491 Advanced Writing of Fiction
CRN: 12509, 20342
Days/Time: TR 2:00-3:15
Instructor: Lisa Stolley lstoll1@uic.edu
English 491 is for fiction writers who have a working knowledge of the components and structure of the short story or novel. You will continue to develop voice, style and technique through close reading and analysis of published short fiction, and through writing and workshopping of your own stories. Attention to narrative necessities – conflict, characterization, point of view, detail, dialogue, setting, etc., and how these elements work together to create the whole of a successful story – will be an important aspect of this course. Readings and short exercises will be assigned in the first few weeks, followed by workshop format. Constructive critique of peers’ work will be based on criteria established by students and instructor. Students will write two complete stories (or chapters if you are writing a novel) over the course of the semester. One of those stories will be revised and submitted as the final project at the end of the semester.

ENGL 493 Internship in NonFiction Writing
CRN: 25243, 25244
Days/Time: T 2:00-3:15
Instructor: Margena Christian mxan@uic.edu
Internship in Nonfiction Writing. 0-6 hours. Approved internship where students learn professional writing and organizational communication with an emphasis on initiative, planning, and meeting deadlines. Both the instructor and a supervisor mentor the students during course. May be repeated to a maximum of 6 hours. A maximum of 6 hours may be applied toward either the undergraduate major in English or a graduate degree in English. Credit is not given for ENGL 493 if the student has credit in ENGL 593. English majors, English minors, and Professional Writing minors must register for 3-6 credit hours. 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: 46515
Days/Time: R 12:30-1:45
Instructor: Margena Christian mxan@uic.edu
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(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384. Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.

ENGL 498 Educational Practice Seminar I
CRN: 40998
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
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. 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. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 498 Educational Practice Seminar I
CRN: 12518
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
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. 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. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 498 Educational Practice Seminar I
CRN: 12521
Days/Time: ARR ASYNCH
Instructor: Abigail Kindelsperger akinde4@uic.edu

ENGL 499 Educational Practice Seminar II
CRN: 12530
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
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. 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. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 499 Educational Practice Seminar II
CRN: 41001
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
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. 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. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 499 Educational Practice Seminar II
CRN: 12533
Days/Time: ARR ASYNCH
Instructor: Abigail Kindelsperger akinde4@uic.edu

ENGL 500 Master’s Proseminar Crises in Representation
CRN: 22397
Days/Time: W 5:00-7:50
Instructor: Lennard Davis lendavis@uic.edu
The course will look at novels of the 19th, 20th and 21st centuries to examine the attempt to capture ”the real” through fictional representations. The complexity of the idea of representation will be examined critically through the works of Charles Dickens, Gustave Flaubert, Emile Zola, Theodore Dreiser, Richard Wright, Italo Calvino, Dorothy Allison, Justin Torres, Joseph Earl Thomas, and others. The aim of the course is to understand the continuous debate about which works represent reality or groups of people in ways that are either acceptable or obnoxious to certain demographics of readers.

ENGL 503 Proseminar: Theory and Practice of Criticism
CRN: 21006
Days/Time: W 5:00-7:50
Instructor: Mark Canuel mcanuel@uic.edu
This is the required proseminar for first-year PhD students in the English department. The course examines English Studies—its theories, practices, institutions, and pedagogies—in our crisis-saturated era. First and foremost, the class focuses on some of the most lively and active debates that animate English Studies at our moment; class sessions will focus on student involvement and presentations. We will emphasize fluency with critical and theoretical concepts, and hone skills to employ those concepts in academic and non-academic writing appropriate for each student’s field. More specifically, this class evaluates the range of critics and theorists who have lately identified their work with multiple forms of crisis across disciplines, institutions, ecologies, and identities. Such “identification” entails varying degrees of proximity, attachment, distance, analytical energy, and corrective impulse. Our study will focus on several key discursive clusters: these clusters will include the aesthetic minimalism of catastrophists (Khalip, Nersessian); the embrace of ab-sens and the fugitive among anti-institutionalists (Moten, Edelman); pivoting and defense in the work of institutional apologists (Guillory, Kramnick); collective thinking and action among the maximalists (Levine, Anker). Requirements include one presentation, one short mid-term paper, one final paper, and one course bibliography submission.

ENGL 537 Global and Multiethnic Literatures and Cultures
CRN: 33331
Days/Time: M 5:00-7:50
Instructor: Nasser Mufti nmufti@uic.edu
This course is anchored in postcolonial theory’s most important and enduring lessons: the pernicious ability of the international bourgeoisie to make those least enfranchised sound like those who are most enfranchised. We will begin with theorizations of the peasantry in Marx and Gramsci, and then track the morphology of the peasant into the subaltern (while always keeping the proletarian in view) in early works of postcolonial theory and historiography (James, Du Bois, Fanon, Subaltern Studies, and Spivak). As we will see, this morphology is intimately tied to a theory of representation, and by extension, to a theory of the intellectual. To better understand this relationship, we will read canonical texts by Said and Chatterjee, as well as the fiction and poetry of Lamming, Naipaul, Coetzee, and Aidoo.

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

ENGL 557 Language and Literacy
CRN: 23604
Days/Time: T 5:00-7:50
Instructor: Lauren Johnson lrjohns2@uic.edu
This course invites us to consider the interplay of literacies, learning, schooling, and justice to examine how these terms are conceptualized. We will explore language and literacies alongside youth-centeredness, arts-based pedagogies, trauma, the role of an educator, place, time, and belonging, research methodologies, and more. While we will discuss specific curricular choices and teaching methods, our readings and engagements will encourage us to consider broader theoretical issues, especially at the sites of schooling and English Language Arts. This course will feature scholars and artists to support our learning. Additionally, please note that topics may shift so that the course is more responsive to the desires of our class community.

ENGL 570 Program for Writers Poetry Workshop
CRNL: 33612
Days/Time: M 2:00-4:50
Instructor: Daniel Borzutzky dborz2@uic.edu
A workshop, in one of its original definitions, is a “place in which things are produced or created.” A place where you use tools, techniques, and equipment to make things. Another definition is “a room or place where goods are manufactured or repaired.” We will be driven by this spirit of making things, as artists, in a classroom together. In other words, this workshop is much more about generating new work than it is about critique. Nevertheless, our discussions will revolve around questions of process, poetics, aesthetics, language, voice, and helping each writer develop individualized approaches to writing. Students will be encouraged to write from research, to create documentary projects, to employ unconventional formal constraints, to use found text, to write in response to visual art, to translate or write in multiple languages, to write for performance, to incorporate video and sound, among other approaches. We will read a broad range of poems and essays by canonical and contemporary authors with the aim of figuring out how we can apply what we learn about this writing to our own poetry. This class welcomes graduate student poets, and writers and artists of other genres and media as well. Writers with different aesthetic styles are also welcomed. The reading list will be different from Spring 2024.

ENGL 571 Program for Writers Fiction Workshop
CRN: 33333
Days/ Time: R 5:00-7:50
Instructor: Chris Grimes cgrimes@uic.edu

ENGL 574 Program for Writers Nonfiction Workshop
CRN: 33334
Days/Time: M 2:00-4:50
Instructor: Luis Urrea lurrea@uic.edu

ENGL 585 Seminar in Theoretical Sites
CRN: 29630
Days/Time: R 5:00-7:50
Instructor: Pater Coviello coviello@uic.edu
This course is centered around an examination of one of the great theories of intimacy and its vexations, and of the provision psychoanalytic works make – or might make – for the study of literature. We will be examining the Freudian archive, and the archive of psychoanalytically-inflected queer theory, to ask what sort of purchase these varied investigations – of language and desire, of loss and transformation, and especially of the intricate relations of gender and sexuality to one another, and to the very experience of selfhood ­– might afford us in our encounter with the pleasures and problems of modern fiction. Our proof-text will be found, largely though not exclusively, in the fiction of Henry James (though other authors may include Nella Larsen, Willa Cather, James Baldwin).

ENGL 590 Environmental Humanities
CRN: 48690
Days/Time: M 5:00-7:50
Instructor: Rachel Havrelock raheleh@uic.edu
Apocalypse, Utopia, Climate Change, and the Future in Contemporary Fiction
The changing climate and its social reverberations register in literature and have given rise to the genre of climate fiction (cli fi). This seminar explores the themes and formal aspects of prominent works of climate fiction. It also probes the ways in which cli fi draws from apocalyptic and utopian literature and how concepts are imported or foreclosed as a result of these intertexts. Does cli fi produce the same old visions of apocalypse or utopia or does it offer something new? How do subjectivity and literary form change in response to a warming planet? The course will further examine the status of the future and representations of time in relevant works of art.
Pending grant approval, the course will involve a fieldtrip to sites of fossil fuel infrastructure in Chicago, as well as the visit of a prominent figure in the movement to decarbonize. With or without grant funding, the course will include optional visits to relevant art shows and public events. The course will support original research or creative writing by graduate students. Interested students can avail themselves of guidance for environmental humanities projects or job placement in the environmental sector.

No courses this semester.

ENGL 150 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 49438
Days/Time: MWF 10:00-10:50
Instructor: Charitianne Williams. cwilli31@uic.edu

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

ENGL 150 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 49437
Days/Time: TR 11:00-12:15
Instructor: Eman Elturki elturki@uic.edu
While the world is thriving in technological advancements, communications, and connectivity; poverty, hunger, pollution, inequality, and limited or lack of healthcare access (and the list goes on) are persistent struggles in this modern day and time. As global citizens of this world, we can alleviate some of these struggles by being conscious, raising awareness, and acting when we can. In this class, using the United Nations’ Sustainable Development Goals (SDGs) as a framework for discussion and writing, we will tackle different social justice, environmental, and economic issues. Consisting of 17 goals to be accomplished by 2030, the SDGs are “an urgent call” to take action as global citizens to better the life of all individuals, rebuild a more just and equitable society, and improve our planet. We will read and analyze texts in a variety of genres on such topics and engage in the phases of the writing process to construct expository, argumentative, and reflective essays. Such activities will enhance your critical reading skills, rhetorical knowledge, and academic writing skills.

ENGL 151 Introduction to Academic Writing
CRN: 49443
Days/Time: MWF 11:00-11:50
Instructor: Amanda Bohne abohne@uic.edu

ENGL 151 Introduction to Academic Writing
CRN: 49444
Days/Time: MWF 12:00-12:50
Instructor: Amanda Bohne abohne@uic.edu

ENGL 151 Introduction to Academic Writing
CRN: 49445
Days/Time: TR 8:00-9:15
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section 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 Introduction to Academic Writing
CRN: 49446
Days/Time: TR 9:30-10:45
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section 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 Introduction to Academic Writing
CRN: 49447
Days/Time: TR 11:00-12:15
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section 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 Introduction to Academic Writing
CRN: 49448
Days/Time: TR 12:30-1:45
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section 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 159 Academic Writing Workshop
CRN: 40310
Days/Time: M 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu
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: 40312
Days/Time: W 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu
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: 40314
Days/Time: F 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu
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: 461706
Days/Time: M 10:00-10:50
Instructor: Aaron Krall akrall@uic.edu
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: 41705 GLOBAL
Days/Time: M 10:00-10:50
Instructor: Amanda Bohne abohne@uic.edu
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: 41707 GLOBAL
Days/Time: F 10:00-10:50
Instructor: Amanda Bohne abohne@uic.edu
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: 41709
Days/Time: F 10:00-10:50
Instructor: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work 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. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 46708
Days/Time: M 11:00-11:50
Instructor: Aaron Krall akrall@uic.edu
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 akrall@uic.edu
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: 46711
Days/Time: F 11:00-11:50
Instructor: Aaron Krall akrall@uic.edu
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: 42951
Days/Time: T 11:00-11:50
Instructor: Dez Brown dbrown66@uic.edu
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: 42954
Days/Time: R 11:00-11:50
Instructor: Dez Brown dbrown66@uic.edu
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: 41708
Days/Time: W 12:00-12:50
Instructor: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work 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. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 42953 GLOBAL
Days/Time: W 2:00-2:50
Instructor: Amanda Bohne abohne@uic.edu

ENGL 159 Academic Writing Workshop
CRN: 40753
Days/Time: T 2:00-2:50
Instructor: Dez Brown dbrown66@uic.edu
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: 41710 GLOBAL
Days/Time: R 2:00-2:50
Instructor: Deanna Thompson dthomps20@uic.edu
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: 43009 GLOBAL
Days/Time: T 3:30-4:20
Instructor: Deanna Thompson dthomps20@uic.edu
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: 45822 GLOBAL
Days/Time: R 3:30-4:20
Instructor: Deanna Thompson dthomps20@uic.eduEnglish 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 160 Academic Writing I
CRN: 11601
Day/Time: ARR ASYNCH
Instructor: Catherine Vlahos cvlaho2@uic.edu

ENGL 160 Academic Writing I
CRN: 45819
Days/Time: ARR ASYNCH
Instructor: Nestor Gomez ngomez34@uic.edu

ENGL 160 Academic Writing I
CRN: 45820
Days/Time: ARR ASYNCH
Instructor: Nestor Gomez ngomez34@uic.edu

ENGL 160 Academic Writing I
CRN: 11832
Days/Time: ARR ASYNCH
Instructor: Catherine Vlahos cvlaho2@uic.edu

ENGL 160 Academic Writing I
CRN: 11462
Days/Time: ARR ASYNCH
Instructor: Catherine Vlahos cvlaho2@uic.edu

ENGL 160 Academic Writing I
CRN: 23296
Day/Time: MW 8:00-9:15
Instructor: James McKenna jmcken22@uic.edu

ENGL 160 Academic Writing I
CRN: 11766
Days/Time: MW 8:00-9:15
Instructor: Hidden

ENGL 160 Academic Writing I
CRN: 11835
Days/Time: MW 8:00-9:15
Instructor: Arnav Sibal asibal4@uic.edu
We are always navigating. From running errands in our neighbourhoods to settling in a new city or country, there is no end to our movements. And so, we remain in conversation with not just the spaces we inhabit but the ones we don’t. Our connections are sustained through memory, story, heritage, friendship, and discovery. In this class, we will spend time with narratives of migration. Personal experience, fiction, video-games, movies, and academic discussions will inform our investigations. We will consider questions such as: How do we imagine belonging and identity? What does it mean to be in transit? How do sociopolitical and cultural attitudes develop in reaction to migration, and how might they also influence it? Drawing on these resources, you will develop your own ideas and questions. In turn, you will hone your critical reading, writing, and analytical skills. Over the course of the semester, you will learn the ins and outs of academic writing through a neighbourhood narrative, a disorganised essay, an argumentative essay, and a reflective paper. Granted, it might seem intimidating, but it shouldn’t be. You analyse things every day. It’s just a matter of organising those thoughts on the page. To that end, we will start with our emotional reactions (likes and dislikes), graduate to understanding why the text/film/game makes us feel a certain way, and then unravel the patterns and consequences (positive, negative, or complicated) of such depictions. Ultimately, the aim is to translate reaction into response (feeling to opinion, messy ideas to well-constructed arguments).

ENGL 160 Academic Writing I
CRN: 11828
Days/Time: MW 8:00-9:15
Instructor: William Wells wwells3@uic.edu

ENGL 160 Academic Writing I
CRN: 38957
Days/Time: MWF 8:00-8:50
Instructor: Emma Glauser eglaus2@uic.edu

ENGL 160 Academic Writing I
CRN: 11796
Days/Time: MWF 8:00-8:50
Instructor: Juan Herrera jherre53@uic.edu
In this course , you will investigate the significance of Hip-Hop lyrics on a personal, social/cultural, and political level through discussions, analyses and assignments focused on listening to and reviewing the intended meaning behind artists lyrics. We will approach the questions of how rap lyrics send a message? How can they be related to politics? What is their social/cultural impact? How do they connect to you as the listener? Have they created any political changes? We will analyze song lyrics to better understand the rhetorical choices of the artist and to identify rhetorical devices they employ. How does their message change the way you think about writing? Hip-Hop lyrics aren’t typically written in American Standard English so this class will heavily focus on how someone can use their own words and carry a message.

ENGL 160 Academic Writing I
CRN: 11496
Days/Time: MWF 8:00-8:50
Instructor: Karen Putman kputma3@uic.edu
We all tell stories. Stories define our identity and broaden our understanding of the world. No amount of academic writing or argumentative essay will steer us from this, as narrative is the mother of all modes—one that informs, persuades, and entertains. In this course, students will learn the rhetorical devices used to form arguments in nonfiction narratives, learning to utilize various techniques found in photojournalism, film, memoir, and personal essays. Specific attention will be paid to situation, audience, appealing to emotion, and the use of logic in developing an argument.
Through class discussion, analysis, and assignments, you will learn about powerful personal narratives that exist in a variety of genres and styles. By reading, watching, and analyzing these genres, you will learn how to critically engage with texts, identifying the strategies authors use to convey their messages effectively. You will also learn to apply these rhetorical and narrative techniques to your own writing, and by the end of the semester, will have created your own vignette memoir. The goal of this class is to refine your writing by engaging with narrative techniques, thereby enhancing your ability to appeal to a variety of audiences and preparing you for academic writing.

ENGL 160 Academic Writing I
CRN: 11332
Days/Time: MWF 8:00-8:50
Instructor: Amanda Wessell awesse3@uic.edu

ENGL 160 Academic Writing I
CRN: 11343
Day/Time: TR 8:00-9:15
Instructor: Marc Baez mbaez1@uic.edu
In this course, we’ll write about the art and social context of stand-up comedy. The first writing project is a descriptive summary where you will summarize a satirical argument by George Carlin. In addition to summarizing what the comic says, this kind of summary asks you to try and capture the mood and atmosphere of live performance by including details of delivery and audience reaction. The second writing project is a rhetorical analysis where you will analyze either Joey Diaz or Louis C.K. bits through the lens of ethos, logos, pathos, and kairos. The point of this is to become familiar with a specific tool for analysis. The third writing project is an argumentative essay where you will make an argument about a stand-up comic of your choice. This argument will include descriptive summary and analysis as well as an additional focus on context. 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. And finally, in addition to the writing projects, you will participate in a presentation where you will tell a story.

ENGL 160 Academic Writing I
CRN: 11331
Days/Time: TR 8:00-9:15 ARR ONLINE
Instructor: Ling He linghe@uic.edu
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 features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and application of them to a specific writing project. The four writing projects fall into five types of writing for a specific purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent opportunities to

ENGL 160 Academic Writing I
CRN: 41780
Days/Time: TR 8:00-9:15
Instructor: Daniel McGee dlmcgee2@uic.edu

ENGL 160 Academic Writing I
CRN: 41620
Day/Time: TR 8:00-9:15
Instructor: Paul Ross pross8@uic.edu
This course will cover the rudiments of essay writing at the college level, imparting essential skills that students will carry with them throughout their time at university. To that end, we’ll be learning how to write with recourse to the great myths of world history, covering a wide range of fantastic stories.

ENGL 160 Academic Writing I
CRN: 41620
Days/Time: TR 8:00-9:15
Instructor: Pending

ENGL 160 Academic Writing I
CRN: 11791
Days/Time: TR 8:00-9:15
Instructor: Hanna Khan hkhan22@uic.edu

ENGL 160 Academic Writing I
CRN: 46792
Days/Time: MWF 9:00-9:50
Instructor: Moriana Delgado mdelga31@uic.edu
In this course, you will learn about Alt Lit, an online-inspired form of writing a current that reached its literary splendor circa 2013. Characterized by style, alternative literature, or electronic literature, created unique nooks within the Internet. It relied on self-publication, extravaganza, instantaneity, autofiction, and bleakness. Throughout a series of writing projects in-class writing activities, and readings of Alt Lit’s main exponents, you will learn to understand the components of a kind of writing that profiles the self into the given forms that compose our lives online.

ENGL 160 Academic Writing I
CRN: 27282
Days/Time: MWF 9:00-9:50
Instructor: Emma Glauser eglaus2@uic.edu

ENGL 160 Academic Writing I
CRN: 11339
Days/Time: MWF 9:00-9:50
Instructor: Karen Putman kputma3@uic.edu
We all tell stories. Stories define our identity and broaden our understanding of the world. No amount of academic writing or argumentative essay will steer us from this, as narrative is the mother of all modes—one that informs, persuades, and entertains. In this course, students will learn the rhetorical devices used to form arguments in nonfiction narratives, learning to utilize various techniques found in photojournalism, film, memoir, and personal essays. Specific attention will be paid to situation, audience, appealing to emotion, and the use of logic in developing an argument.
Through class discussion, analysis, and assignments, you will learn about powerful personal narratives that exist in a variety of genres and styles. By reading, watching, and analyzing these genres, you will learn how to critically engage with texts, identifying the strategies authors use to convey their messages effectively. You will also learn to apply these rhetorical and narrative techniques to your own writing, and by the end of the semester, will have created your own vignette memoir. The goal of this class is to refine your writing by engaging with narrative techniques, thereby enhancing your ability to appeal to a variety of audiences and preparing you for academic writing.

ENGL 160 Academic Writing I
CRN: 11526
Days/Time: MWF 9:00-9:50
Instructor: Juan Herrera jherre53@uic.edu
In this course , you will investigate the significance of Hip-Hop lyrics on a personal, social/cultural, and political level through discussions, analyses and assignments focused on listening to and reviewing the intended meaning behind artists lyrics. We will approach the questions of how rap lyrics send a message? How can they be related to politics? What is their social/cultural impact? How do they connect to you as the listener? Have they created any political changes? We will analyze song lyrics to better understand the rhetorical choices of the artist and to identify rhetorical devices they employ. How does their message change the way you think about writing? Hip-Hop lyrics aren’t typically written in American Standard English so this class will heavily focus on how someone can use their own words and carry a message.

ENGL 160 Academic Writing I
CRN: 24124
Days/Time: MWF 9:00-9:50
Instructor: Amanda Wessell awesse3@uic.edu

ENGL 160 Academic Writing I
CRN: 11727
Day/Time: MWF 9:00-9:50
Instructor: Denise Waite dwaite2@uic.edu
Every landscape, whether it  is a stretch of city or countryside, has its own character. Our experience in a landscape helps inform who we are. In this course you will learn to evoke the spirit of a place to make your writing more effective and compelling. You will keep a journal of your experience in a place of your choosing in the Chicagoland area, collecting sensory details and reflections. You will learn to make an argument about this space, why for instance it should be conserved or protected from gentrification. Ultimately, you will reflect on the landscape and your experience in it as part of your literacy journey. In the course you will write an informal letter, a familiar essay, an argumentative essay and a reflective essay on your literacy journey.

ENGL 160 Academic Writing I
CRN: 11558
Days/Time: MWF 9:00-9:50
Instructor: Arnav Sibal asibal4@uic.edu
We are always navigating. From running errands in our neighbourhoods to settling in a new city or country, there is no end to our movements. And so, we remain in conversation with not just the spaces we inhabit but the ones we don’t. Our connections are sustained through memory, story, heritage, friendship, and discovery. In this class, we will spend time with narratives of migration. Personal experience, fiction, video-games, movies, and academic discussions will inform our investigations. We will consider questions such as: How do we imagine belonging and identity? What does it mean to be in transit? How do sociopolitical and cultural attitudes develop in reaction to migration, and how might they also influence it? Drawing on these resources, you will develop your own ideas and questions. In turn, you will hone your critical reading, writing, and analytical skills. Over the course of the semester, you will learn the ins and outs of academic writing through a neighbourhood narrative, a disorganised essay, an argumentative essay, and a reflective paper. Granted, it might seem intimidating, but it shouldn’t be. You analyse things every day. It’s just a matter of organising those thoughts on the page. To that end, we will start with our emotional reactions (likes and dislikes), graduate to understanding why the text/film/game makes us feel a certain way, and then unravel the patterns and consequences (positive, negative, or complicated) of such depictions. Ultimately, the aim is to translate reaction into response (feeling to opinion, messy ideas to well-constructed arguments).

ENGL 160 Academic Writing I
CRN: 28746
Days/Time: MWF 9:00-9:50
Instructor: Faith Harris fharri9@uic.edu
In our digital era, in which sitting through a ninety-second video can be difficult, slowness is an intentional practice. In this course, we will consider slowness and the speed of our world through writing, which is an often-slow craft. We will create opportunities for slowness, for observing, for pondering, and for creating. Students will complete a weekly journal, in which they will consider slowness and the writing process. Students will explore their perspectives and grow in their writing through a nature memoir, a club brochure, an argumentative essay, and a final reflection.

ENGL 160 Academic Writing I
CRN: 11792
Days/Time: MWF 9:00-9:50
Instructor: Rebekka Budrick rbudri2@uic.edu
In this course, you will investigate nostalgia’s role as a social and political force. Throughout the semester, you will understand how nostalgia can be utilized or experienced. Specifically, you will have the opportunity to investigate the weaponization of the past for political gain, as has been evidenced in numerous presidential campaigns. You may likewise look at nostalgia as a positive or negative emotional response. Nostalgia has the ability to fluctuate in individual response and can be tied to a variety of objects, memories, or even emotions. By digging into the past, you will formulate four major writing assignments: a letter, film review, argumentative essay, and reflection. Each assignment will offer opportunities for you to formulate your own opinion on the function of nostalgia and hone your critical thinking skills, writing abilities, revision practices, research and analysis capabilities, and interpersonal relationships with peers.

ENGL 160 Academic Writing I
CRN: 48885
Day/Time: MW 9:30-10:45
Instructor: James McKenna jmcken22@uic.edu

ENGL 160 Academic Writing I
CRN: 38996
Days/Time: MW 9:30-10:45
Instructor: Eric Pahre pahre2@uic.edu

ENGL 160 Academic Writing I
CRN: 30667
Days/Time: MW 9:30-10:45
Instructor: Pending

ENGL 160 Academic Writing I
CRN: 38996
Days/Time: MW 9:30-10:45
Instructor: John Goldbach. jgoldb9@uic.edu
Critical thinking begins with an environment. In order to understand something, we first must understand something about its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and in order to think critically about being human requires that we first understand something about the environmental conditions in which a human being lives and under which a human being flourishes.
This course is devoted to the study of environments. From the air and water of the natural environment to the social media platforms and cellphone apps of the digital environment, it will focus on environmental contexts and conditions in an effort to foster independent critical thinking and writing skills. It is divided into four sections: natural environments, built environments, cultural environments, and digital environments. The first section will address various questions concerning ecology, climate change and the Anthropocene; the second will touch on issues of urban living and combined and uneven geographical development; the third will discuss language use, the culture industry, and politics and ideology; and the fourth will touch on the Internet, social media and technological advances.

ENGL 160 Academic Writing I
CRN: 41816
Day/Time: MW 9:30-10:45
Instructor: William Wells wwells3@uic.edu

ENGL 160 Academic writing I
CRN: 30663
Days/Time: TR 9:30-10:45
Instructor: Ben Seigle bseigl2@uic.edu

ENGL 160 Academic writing I
CRN: 41810
Days/Time: TR 9:30-10:45
Instructor: Dez Brown

ENGL 160 Academic Writing I
CRN: 46738
Day/Time: TR 9:30-10:45
Instructor: Hanna Khan hkhan22@uic.edu

ENGL 160 Academic Writing I
CRN: 27284
Days/Time: TR 9:30-10:45
Instructor: Marc Baez mbaez1@uic.edu
In this course, we’ll write about the art and social context of stand-up comedy. The first writing project is a descriptive summary where you will summarize a satirical argument by George Carlin. In addition to summarizing what the comic says, this kind of summary asks you to try and capture the mood and atmosphere of live performance by including details of delivery and audience reaction. The second writing project is a rhetorical analysis where you will analyze either Joey Diaz or Louis C.K. bits through the lens of ethos, logos, pathos, and kairos. The point of this is to become familiar with a specific tool for analysis. The third writing project is an argumentative essay where you will make an argument about a stand-up comic of your choice. This argument will include descriptive summary and analysis as well as an additional focus on context. 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. And finally, in addition to the writing projects, you will participate in a presentation where you will tell a story.

ENGL 160 Academic Writing I
CRN: 27280
Day/Time: TR 9:30-10:45
Instructor: Bridget English benglish@uic.edu
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 to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will 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
CRN: 11543
Days/Time: TR 9:30-10:45 ARR ONLINE
Instructor: Ling He linghe@uic.edu
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 features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and application of them to a specific writing project. The four writing projects fall into five types of writing for a specific purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent opportunities to

ENGL 160 Academic Writing I
CRN: 11512
Days/Time: TR 9:30-10:45
Instructor: Travis Mandell tmande2@uic.edu
In this course, we will engage in a semester-long investigation of the Fast Food Industry and its impacts on society at large (both in the U.S and Globally). We will read texts that interrogate the industry’s influence on culture, economy, environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to the impact of “food swamps” in varying communities, and analyze the various debates taking place across different fields of inquiry. Argument is the lifeblood of knowledge and being able to present your own voice, through both oral and written methods, is essential to furthering the conversation. Through lectures, in-class discussions, group writing sessions, debates, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you may choose in the future. By understanding rhetoric and the conceptualization of argument, conducting comparative analytic techniques, accessing scientific scholarly content, writing an argumentative essay, and reflecting on your own writing process, you will become well versed in the art of academic writing. We will be reading scholarly essays (peer-reviewed) as well as popular articles to help broaden our understanding of genre/audience regarding the Fast-Food Industry. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC (and beyond), fostering a strong foundation for your academic writing skills and argumentation that can be used in whatever specific discipline/major you pursue

ENGL 160 Academic Writing I
CRN: 46719
Day/Time: TR 9:30-10:45
Instructor: Daniel McGee dlmcgee2@uic.edu

ENGL 160 Academic Writing I
CRN: 41621
Days/Time: TR 9:30-10:45
Instructor: Paul Ross pross8@uic.edu
This course will cover the rudiments of essay writing at the college level, imparting essential skills that students will carry with them throughout their time at university. To that end, we’ll be learning how to write with recourse to the great myths of world history, covering a wide range of fantastic stories.

ENGL 160 Academic Writing I
CRN: 46726
Days/Time: TR 9:30-10:45
Instructor: Dan White dwhite44@uic.edu
In this class we will be investigating the relationship between fiction and nonfiction, and centering our studies around the genre of autofiction, hoping to understand how and why our own lives become crafted into narratives. You will explore your own stories in the narrative form, undertaking textual analysis in the form of a book review, and engaging in scholarly research about the debates over autofiction. You will perform much of the work for this class on a book written by the English novelist and memoirist Rachel Cusk, whose work—in addition to implicating questions of autofiction and associated definitions—considers many themes relevant to our sociocultural and literary moment, including identity, privilege, the modern relationship, and contemporary feminism. Cusk’s work, along with the other readings to be provided throughout the semester, is also an excellent entry point into matters of literary craft, including point-of-view, narrative mode, poetics and style, and characterization. By the end of this class you will have an advanced understanding of how literature works, why it’s important, and how we shape our lived experience into a narrative of coherence and poignancy.

ENGL 160 Academic Writing I
CRN: 11399
Days/Time: MWF 10:00-10:50
Instructor: Rebekka Budrick rbudri2@uic.edu
In this course, you will investigate nostalgia’s role as a social and political force. Throughout the semester, you will understand how nostalgia can be utilized or experienced. Specifically, you will have the opportunity to investigate the weaponization of the past for political gain, as has been evidenced in numerous presidential campaigns. You may likewise look at nostalgia as a positive or negative emotional response. Nostalgia has the ability to fluctuate in individual response and can be tied to a variety of objects, memories, or even emotions. By digging into the past, you will formulate four major writing assignments: a letter, film review, argumentative essay, and reflection. Each assignment will offer opportunities for you to formulate your own opinion on the function of nostalgia and hone your critical thinking skills, writing abilities, revision practices, research and analysis capabilities, and interpersonal relationships with peers.

ENGL 160 Academic Writing I
CRN: 46717
Days/Time: MWF 10:00-10:50
Instructor: Marissa Hamilto mhamil29@uic.edu
Modernism: The Manifesto and the ideas of the artists After the Victorian Era ended, Virginia Woolf experienced and claimed a shift in human experience, character, self-understanding, and NEW ways to proclaim artistic expression. Artists would shout “make it new!” from their soapboxes. Expressing ideas that are not far-off from today’s experience in poetry, literature, music, and everyday life. Artists were trying to fundamentally change how things used to be. In this course, we will read Mina Loy’s “Feminist Manifesto,” F.T. Marinetti’s “Manifesto of Futurism,” Ezra Pound’s “A Retrospect,” and Langston Hughes’ “The Negro Artist and the Racial Mountain.” In this course, as we read and contemplate the changes the 20th century brought including, but not limited to: Individualism, Experimentation, Symbolism, Absurdity and Formalism. We will come to understand the modernist ideals through reading Modernist Manifestos.

ENGL 160 Academic Writing I
CRN: 46722
Day/Time: MWF 10:00-10:50
Instructor: Ryan Croken rcroke2@uic.edu

ENGL 160 Academic Writing I
CRN: 41625
Day/Time: MWF 10:00-10:50
Instructor: Denise Waite dwaite2@uic.edu
Every landscape, whether it  is a stretch of city or countryside, has its own character. Our experience in a landscape helps inform who we are. In this course you will learn to evoke the spirit of a place to make your writing more effective and compelling. You will keep a journal of your experience in a place of your choosing in the Chicagoland area, collecting sensory details and reflections. You will learn to make an argument about this space, why for instance it should be conserved or protected from gentrification. Ultimately, you will reflect on the landscape and your experience in it as part of your literacy journey. In the course you will write an informal letter, a familiar essay, an argumentative essay and a reflective essay on your literacy journey.

ENGL 160 Academic Writing I
CRN: 11393
Days/Time: MWF 10:00-10:50
Instructor: Sammie Burton sburto7@uic.edu
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: the Literary Analysis Essay, the Synthesis Essay, the Argumentative Essay, and the Reflective Essay. 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
CRN: 11550
Day/Time: MWF 10:00-10:50
Instructor: Faith Harris fharri9@uic.edu
In our digital era, in which sitting through a ninety-second video can be difficult, slowness is an intentional practice. In this course, we will consider slowness and the speed of our world through writing, which is an often-slow craft. We will create opportunities for slowness, for observing, for pondering, and for creating. Students will complete a weekly journal, in which they will consider slowness and the writing process. Students will explore their perspectives and grow in their writing through a nature memoir, a club brochure, an argumentative essay, and a final reflection.

ENGL 160 Academic Writing I
CRN: 46734
Days/Time: MWF 10:00-10:50
Instructor: Hy Damitz hingr2@uic.edu
In this course, you will look at monsters and their functions across various types of media. You will examine a range of monsters, from werewolves and vampires to ghosts and mysterious cosmic beings, and explore how they are used within the confines of their medium, and why it is significant that monsters are used. Through class discussion, analysis, and assignments, you will learn what the function of monsters are in media, taking into consideration the cultural and political context of using non-humans to discuss a plethora of human issues. By reading, watching, listening to, and analyzing a variety of genres and styles of media involving monsters, you will learn the ways in which monster media is a lens through which audiences can view human experiences, despite being existing in media that seems like a fun escape into fantasy. The goal of this class is to engage with monsters in order to learn how to become articulate writers within academia, and adjust your writing to appeal to a variety of audiences. By taking an in depth look at monsters, culminating in a film review, a comparative analysis, an argumentative essay, and a reflection, you will expand your reading, critical thinking, and writing skills, and help prepare you for your future in academia.

ENGL 160 Academic Writing I
CRN: 46735
Days/Time: MWF 10:00-10:50
Instructor: Miles Parkinson mpark101@uic.edu
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 social? 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.

ENGL 160 Academic Writing I
CRN: 46716
Day/Time: MWF 11:00-11:50
Instructor: Harry Burson hburson@uic.edu
Speaking Machines: AI Voice in Cinema. Since the birth of the talkies, cinema has been fascinated by the voice. The sound of the human voice in film is routinely associated with fundamental questions of interiority, power, identity, and intersubjectivity. Voice is often a metaphor for abstract notions of political agency and self-expression, but it is also a material phenomenon that bears the audible traces of the speaker’s lived history. So what happens when the voice we hear belongs not to a human being, but instead to an android, robot, or other artificially intelligent being? How does the representation of speaking machines in cinema reflect shifting cultural attitudes about technology, identity, and labor? This course will examine a variety of film, television, and audio works centered on the artificially synthesized voice to defamiliarize some basic assumptions about how we listen: Who is allowed to use their voice, and in what context? What does the sound of a voice tell us about the speaker? How are our preconceptions about voice shaped and challenged by the audiovisual media we encounter every day? Considering such questions will prompt students to reconsider our everyday aural encounters with people and technology.

ENGL 160 Academic Writing I
CRN: 46868
Days/Time: MWF 11:00-11:50
Instructor: Marissa Hamilton mhamil29@uic.edu
Modernism: The Manifesto and the ideas of the artists After the Victorian Era ended, Virginia Woolf experienced and claimed a shift in human experience, character, self-understanding, and NEW ways to proclaim artistic expression. Artists would shout “make it new!” from their soapboxes. Expressing ideas that are not far-off from today’s experience in poetry, literature, music, and everyday life. Artists were trying to fundamentally change how things used to be. In this course, we will read Mina Loy’s “Feminist Manifesto,” F.T. Marinetti’s “Manifesto of Futurism,” Ezra Pound’s “A Retrospect,” and Langston Hughes’ “The Negro Artist and the Racial Mountain.” In this course, as we read and contemplate the changes the 20th century brought including, but not limited to: Individualism, Experimentation, Symbolism, Absurdity and Formalism. We will come to understand the modernist ideals through reading Modernist Manifestos.

ENGL 160 Academic Writing I
CRN: 46715
Days/Time: MWF 11:00-11:50
Instructor: Ryan Croken rcroke2@uic.edu

ENGL 160 Academic Writing I
CRN: 11570
Day/Time: MWF 11:00-11:50
Instructor: Chris Glomski vivo@uic.edu
Course Description 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 Academic Writing I
CRN: 42863
Days/Time: MWF 11:00-11:50
Instructor: Tricia Park tpark38@uic.edu
“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 160 Academic Writing I
CRN: 46737
Day/Time: MWF 11:00-11:50
Instructor: Frida Sanchez-Vega fsanch7@uic.edu
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 help us think about the various social and cultural issues that affect all of us.

ENGL 160 Academic Writing I
CRN: 27372
Days/Time: TR 11:00-12:15
Instructor: Marc Baez mbaez1@uic.edu
In this course, we’ll write about the art and social context of stand-up comedy. The first writing project is a descriptive summary where you will summarize a satirical argument by George Carlin. In addition to summarizing what the comic says, this kind of summary asks you to try and capture the mood and atmosphere of live performance by including details of delivery and audience reaction. The second writing project is a rhetorical analysis where you will analyze either Joey Diaz or Louis C.K. bits through the lens of ethos, logos, pathos, and kairos. The point of this is to become familiar with a specific tool for analysis. The third writing project is an argumentative essay where you will make an argument about a stand-up comic of your choice. This argument will include descriptive summary and analysis as well as an additional focus on context. 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. And finally, in addition to the writing projects, you will participate in a presentation where you will tell a story.

ENGL 160 Academic Writing I
CRN: 11583
Day/Time: TR 11:00-12:15
Instructor: Bridget English benglish@uic.edu
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 to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will 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
CRN: 11458
Days/Time: TR 11:00-12:15 ARR ONLINE
Instructor: Ling He linghe@uic.edu
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 features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and application of them to a specific writing project. The four writing projects fall into five types of writing for a specific purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I
CRN: 11505
Days/Time: TR 11:00-12:15
Instructor: Hanna Khan hkhan22@uic.edu

ENGL 160 Academic Writing I
CRN: 46721 Global
Day/Time: TR 11:00-12:15
Instructor: Heather McShane. hmcshane@uic.edu
In this class, you will grow your awareness and understanding of worldwide current events by responding to mainstream and alternative media. In addition to responding by writing essays, you will also respond by creating zines, essentially short magazines that are usually self-published. Throughout the semester, you will write a series of short essays after turning to contemporary sociopolitical issues, reading deeply, and connecting the readings to yourself through writing. You will develop as a writer by crafting multiple drafts of other essays—a rhetorical analysis of a recent online news article, an argumentative essay on an issue of your own choosing, and an author’s/artist’s statement (about the final zine you create)—and speak to that development in reflection essays. Throughout the course, you will be taught zine-making methods and practices, with visits from librarians, zinesters, and former students, so that you build skills in making a final zine about a current issue that matters to you. You will have the option of donating your final zine to UIC’s Daley Library.

ENGL 160 Academic Writing I
CRN: 11720
Day/Time: TR 11:00-12:15
Instructor: Doug Sheldon sheldond@uic.edu
In this course we will examine the representations of illegality within texts presented in popular form, mainly through the style of “noir”. We will interrogate the complex definitions of each genre and how we use it to understand illegality in and written, visual, and verbal context. Working with texts that range from mystery, scandal history, graphic novels, and film adaptations, this course will attempt to produce plausible answers to the following questions: What defines a crime or scandal? What value is placed on the detective or investigator as a hero? Who benefits from creating objects of illegality? How do the separate modes of presentation (text v. film v. comic) engage us with these cultural concepts? Students in this class will be able to use these concepts to examine our cultural and legal systems, which produce, value, and challenge these modes and use said skills to produce texts that interrogate and investigate cultural systems.

ENGL 160 Academic Writing I
CRN: 42847
Days/Time: TR 11:00-12:15
Instructor: Katharine Romero. kromer7@uic.edu
The purpose of this course is for you to develop the requisite skills that will allow you to express yourself in the diverse genres of writing you’ll encounter throughout your college journey. Readings in this course will explore the concept of literacy and the role writing plays in your life, using both as lenses to examine your skills and goals as a writer. We’ll explore a variety of texts, delving into them to understand how they are constructed, what techniques they employ, and how they convey meaning. This exploration will aid in the expansion and development of your writing skills and process that you can adapt and apply to the writing in and beyond this course.

ENGL 160 Academic Writing I
CRN: 46725
Day/Time: MWF 12:00-12:50
Instructor: Vered Siroka vsirok2@uic.edu
In this course, we will dive deep into college writing and rhetoric by looking at the stories of Greek mythology and the countless adaptations found in old and modern media and literature. As students, you will learn professional and academic writing skills through different forms, styles, content, and writing activities while also opening yourselves up to a world of classic Greek myths and engaging with different forms of their retellings such as the Percy Jackson series. By doing so, you will adapt your own writing style through the genres of a profile, a comparative analysis, an argumentative essay, and a reflective essay.

ENGL 160 Academic Writing I
CRN: 46728
Day/Time: MWF 12:00-12:50
Instructor: Sammie Burton sburto7@uic.edu
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: the Literary Analysis Essay, the Synthesis Essay, the Argumentative Essay, and the Reflective Essay. 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
CRN: 11803
Day/Time: MWF 12:00-12:50
Instructor: Ryan Croken rcroke2@uic.edu

ENGL 160 Academic Writing I
CRN: 11841 GLOBAL
Days/Time: MWF 12:00-12:50
Instructor: James Drown jdrown1@uic.edu
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 probably ask is “How much effect do these shows and films have on our perception of gender and sexuality?” After all, there are also other social mechanisms that influence how we understand these gender and sexuality, including the cultural groups we are members of. During this semester, you will be focusing on questions concerning this relationship between film/television and gender/sexuality. You will begin by examining related concepts and social theories in order to gain better understanding of how the messages of these films operate, including Stuart Hall’s theories of Media Encoding and Audience Reception, Judith Butler’s theory of Gender as Performance, and Barthes and Foucault’s theories concerning authorship. You will also examine more general social theories/concepts, such as ideology, hegemony, semantics and confirmation bias .Based on our new understanding, of media and gender/sexuality, we will have a series of assignments (Annotated Bibliography, Proposal, and Literature Review) and you create a research question that will culminate in an academic paper related to our larger topic.

ENGL 160 Academic Writing I
CRN: 11572
Days/Time: MWF 12:00-12:50
Instructor: HY Damitz hingr2@uic.edu
In this course, you will look at monsters and their functions across various types of media. You will examine a range of monsters, from werewolves and vampires to ghosts and mysterious cosmic beings, and explore how they are used within the confines of their medium, and why it is significant that monsters are used. Through class discussion, analysis, and assignments, you will learn what the function of monsters are in media, taking into consideration the cultural and political context of using non-humans to discuss a plethora of human issues. By reading, watching, listening to, and analyzing a variety of genres and styles of media involving monsters, you will learn the ways in which monster media is a lens through which audiences can view human experiences, despite being existing in media that seems like a fun escape into fantasy. The goal of this class is to engage with monsters in order to learn how to become articulate writers within academia, and adjust your writing to appeal to a variety of audiences. By taking an in depth look at monsters, culminating in a film review, a comparative analysis, an argumentative essay, and a reflection, you will expand your reading, critical thinking, and writing skills, and help prepare you for your future in academia.

ENGL 160 Academic Writing I
CRN: 46732
Days/Time: MWF 12:00-12:50
Instructor: Scott Grunow scottgr@uic.edu
In this course, you will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints conveyed through diverse genres, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, ultimately, creating argument-based assignments including a formal letter of complaint about a neighbor or a roommate to a public official and two writing projects, and analytical essay and an argumentative essay about the topic of “retail apocalypse” and how Amazon specifically has changed the global consumer experience. The readings in this course will explore a range of issues that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers, and how you can tie these experiences into some deeper issues other thinkers, readers, and writers have explored.

ENGL 160 Academic Writing I
CRN: 11551
Day/Time: MWF 12:00-12:50
Instructor: Zara Imran zimran3@uic.edu
This course will explore the central questions regarding Otherness as a concept and phenomenon. What do we mean by the ‘other’? How and why do people, cultures, and societies create others amongst themselves? How are these others understood and represented in different mediums and across time? In seeing how the other as a category is self-created and one that fluctuates, we will try to critically reflect upon our own selves. The other is never created in a vacuum and is always described against and through ‘the self’. Reflection upon the self is crucial to understand what historic and present functions categories of ‘others’ play in our lives. To begin to think about these questions this course will largely be divided into four thematic modules. Each module will try to grapple with these questions whilst we focus on different forms of otherness.

ENGL 160 Academic Writing I
CRN: 30668
Days/Time: MWF 12:00-12:50
Instructor: Krista Muratore cmurat2@uic.edu

ENGL 160 Academic Writing I
CRN: 25927
Days/Time: MWF 12:00-12:50
Instructor: Tricia Park tpark38@uic.edu
“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 160 Academic Writing I
CRN: 27283
Day/Time: MWF 12:00-12:50
Instructor: Miles Parkinson mpark101@uic.edu
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 social? 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.

ENGL 160 Academic Writing I
CRN: 46720
Days/Time: MWF 12:00-12:50
Instructor: Sibyl Gallus-Price sagllu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about the legitimacy of our attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship to the economic underworld of organized crime. In looking at cinematic depictions of the gangster in the context of the Global South, we’ll discuss how this crime genre serves as a lens to magnify the violent contradictions of our global social and economic conditions. In addressing the portrayal of what have been called “second,” “shadow,” or “parallel” economies in a variety of films, we’ll explore the histories, forms, motifs, themes, and characters that have become central to an increasingly global genre. Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 160 Academic Writing I
CRN: 11784
Days/Time: TR 12:30-1:45
Instructor: Angela Dancey adancey@uic.edu
Students will write in a variety of genres with an emphasis on argument and sentence-level grammar.

ENGL 160 Academic Writing I
CRN: 32837
Days/Time: TR 12:30-1:45
Instructor: Bridget English benglish@uic.edu
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 to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will 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
CRN: 39029
Day/Time: TR 12:30-1:45
Instructor: Mishka Ligot kligot2@uic.edu
In this class, you will explore the many and varied ways humans see, read, and engage with the still image, particularly paintings, illustrations, and photographs. In our meetings, will discuss and question how still images create meanings and arguments out of the world we live in. Through ekphrastic essays, reviews, and comparative genre studies, you will learn to articulate your thoughts and feelings about visuals that we encounter online, in museums, in books, in popular media, and in everyday life. We will also discover ways to integrate meaningful visual aspects in our own rhetorical and argumentative moves. 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: 23461
Days/Time: TR 12:30-1:45
Instructor: Sarah Primeau spimeau@uic.edu

ENGL 160 Academic Writing I
CRN: 42846
Days/Time: TR 12:30-1:45
Instructor: Jennifer Rupert jruper1@uic.edu

ENGL 160 Academic Writing I
CRN: 11534
Days/Time: TR 12:30-1:45
Instructor: Travis Mandell tmande2@uic.edu
In this course, we will engage in a semester-long investigation of the Fast Food Industry and its impacts on society at large (both in the U.S and Globally). We will read texts that interrogate the industry’s influence on culture, economy, environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to the impact of “food swamps” in varying communities, and analyze the various debates taking place across different fields of inquiry. Argument is the lifeblood of knowledge and being able to present your own voice, through both oral and written methods, is essential to furthering the conversation. Through lectures, in-class discussions, group writing sessions, debates, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you may choose in the future. By understanding rhetoric and the conceptualization of argument, conducting comparative analytic techniques, accessing scientific scholarly content, writing an argumentative essay, and reflecting on your own writing process, you will become well versed in the art of academic writing. We will be reading scholarly essays (peer-reviewed) as well as popular articles to help broaden our understanding of genre/audience regarding the Fast-Food Industry. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC (and beyond), fostering a strong foundation for your academic writing skills and argumentation that can be used in whatever specific discipline/major you pursue.

ENGL 160 Academic Writing I
CRN: 46718
Day/Time: TR 12:30-1:45
Instructor: Janson Jones ecojones@uic.edu
As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our beliefs and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, a perpetually shifting tangle of persuasive communications, but to what extent can we critically interrogate fact from fiction, the screen from reality? Further, how many of us are simply willing to accept a lie as a fact, an untruth as a truth? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital lives.
At its core, ENGL 160 is an introduction to research, rhetoric, critical reading, 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 a contemporary electronic text aimed at persuading its original audience. Further, 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 audience will be just as important as the final paper itself. Similarly, we will collaborate and hold discussions throughout these writing processes. Each of these skills can help equip you to navigate real-world text (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

ENGL 160 Academic Writing I
CRN: 38997
Day/Time: MWF 1:00-1:50
Instructor: Vered Siroka vsirok2@uic.edu
In this course, we will dive deep into college writing and rhetoric by looking at the stories of Greek mythology and the countless adaptations found in old and modern media and literature. As students, you will learn professional and academic writing skills through different forms, styles, content, and writing activities while also opening yourselves up to a world of classic Greek myths and engaging with different forms of their retellings such as the Percy Jackson series. By doing so, you will adapt your own writing style through the genres of a profile, a comparative analysis, an argumentative essay, and a reflective essay.

ENGL 160 Academic Writing I
CRN: 11831
Days/Time: MWF 1:00-1:50
Instructor: Sammie Burton sburto7@uic.edu
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: the Literary Analysis Essay, the Synthesis Essay, the Argumentative Essay, and the Reflective Essay. 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
CRN: 30965
Days/Time: MWF 1:00-1:50
Instructor: Chris Glomski vivo@uic.edu
Course Description 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 Academic Writing I
CRN: 11575
Days/Time: MWF 1:00-1:50
Instructor: Scott Grunow scottgr@uic.edu
In this course, you will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints conveyed through diverse genres, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, ultimately, creating argument-based assignments including a formal letter of complaint about a neighbor or a roommate to a public official and two writing projects, and analytical essay and an argumentative essay about the topic of “retail apocalypse” and how Amazon specifically has changed the global consumer experience. The readings in this course will explore a range of issues that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers, and how you can tie these experiences into some deeper issues other thinkers, readers, and writers have explored.

ENGL 160 Academic Writing I
CRN: 21750
Days/Time: MWF 1:00-1:50
Instructor: Zara Imran zimran3@uic.edu
This course will explore the central questions regarding Otherness as a concept and phenomenon. What do we mean by the ‘other’? How and why do people, cultures, and societies create others amongst themselves? How are these others understood and represented in different mediums and across time? In seeing how the other as a category is self-created and one that fluctuates, we will try to critically reflect upon our own selves. The other is never created in a vacuum and is always described against and through ‘the self’. Reflection upon the self is crucial to understand what historic and present functions categories of ‘others’ play in our lives. To begin to think about these questions this course will largely be divided into four thematic modules. Each module will try to grapple with these questions whilst we focus on different forms of otherness.

ENGL 160 Academic Writing I
CRN: 42864
Days/Time: MWF 1:00-1:50
Instructor: Krista Muratore cmurat2@uic.edu

ENGL 160 Academic Writing I
CRN: 29462
Days/Time: MWF 1:00-1:50
Instructor: Sibyl Gallus-Price sagllu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about the legitimacy of our attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship to the economic underworld of organized crime. In looking at cinematic depictions of the gangster in the context of the Global South, we’ll discuss how this crime genre serves as a lens to magnify the violent contradictions of our global social and economic conditions. In addressing the portrayal of what have been called “second,” “shadow,” or “parallel” economies in a variety of films, we’ll explore the histories, forms, motifs, themes, and characters that have become central to an increasingly global genre. Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 160 Academic Writing I
CRN: 11788
Days/Time: MWF 2:00-2:50
Instructor: Sibyl Gallus-Price sagllu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about the legitimacy of our attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship to the economic underworld of organized crime. In looking at cinematic depictions of the gangster in the context of the Global South, we’ll discuss how this crime genre serves as a lens to magnify the violent contradictions of our global social and economic conditions. In addressing the portrayal of what have been called “second,” “shadow,” or “parallel” economies in a variety of films, we’ll explore the histories, forms, motifs, themes, and characters that have become central to an increasingly global genre. Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 160 Academic Writing I
CRN: 11809 GLOBAL
Days/Time: MWF 2:00-2:50
Instructor: James Drown jdrown12uic.edu
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 probably ask is “How much effect do these shows and films have on our perception of gender and sexuality?” After all, there are also other social mechanisms that influence how we understand these gender and sexuality, including the cultural groups we are members of. During this semester, you will be focusing on questions concerning this relationship between film/television and gender/sexuality. You will begin by examining related concepts and social theories in order to gain better understanding of how the messages of these films operate, including Stuart Hall’s theories of Media Encoding and Audience Reception, Judith Butler’s theory of Gender as Performance, and Barthes and Foucault’s theories concerning authorship. You will also examine more general social theories/concepts, such as ideology, hegemony, semantics and confirmation bias .Based on our new understanding, of media and gender/sexuality, we will have a series of assignments (Annotated Bibliography, Proposal, and Literature Review) and you create a research question that will culminate in an academic paper related to our larger topic.

ENGL 160 Academic Writing I
CRN: 11330
Days/Time: MWF 2:00-2:50
Instructor: Harry Burson hburson@uic.edu
“Speaking Machines: AI Voice in Cinema”. Since the birth of the talkies, cinema has been fascinated by the voice. The sound of the human voice in film is routinely associated with fundamental questions of interiority, power, identity, and intersubjectivity. Voice is often a metaphor for abstract notions of political agency and self-expression, but it is also a material phenomenon that bears the audible traces of the speaker’s lived history. So what happens when the voice we hear belongs not to a human being, but instead to an android, robot, or other artificially intelligent being? How does the representation of speaking machines in cinema reflect shifting cultural attitudes about technology, identity, and labor? This course will examine a variety of film, television, and audio works centered on the artificially synthesized voice to defamiliarize some basic assumptions about how we listen: Who is allowed to use their voice, and in what context? What does the sound of a voice tell us about the speaker? How are our preconceptions about voice shaped and challenged by the audiovisual media we encounter every day? Considering such questions will prompt students to reconsider our everyday aural encounters with people and technology.

ENGL 160 Academic Writing I
CRN: 41811
Days/Time: TR 2:00-3:15
Instructor: Janson Jones ecojones@uic.edu
As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our beliefs and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, a perpetually shifting tangle of persuasive communications, but to what extent can we critically interrogate fact from fiction, the screen from reality? Further, how many of us are simply willing to accept a lie as a fact, an untruth as a truth? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital lives.
At its core, ENGL 160 is an introduction to research, rhetoric, critical reading, 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 a contemporary electronic text aimed at persuading its original audience. Further, 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 audience will be just as important as the final paper itself. Similarly, we will collaborate and hold discussions throughout these writing processes. Each of these skills can help equip you to navigate real-world text (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

ENGL 160 Academic Writing I
CRN: 19880
Days/Time: TR 2:00-3:15
Instructor: Angela Dancey adancey@uic.edu
Students will write in a variety of genres with an emphasis on argument and sentence-level grammar.

ENGL 160 Academic Writing I
CRN: 11385
Days/Time: TR 2:00-3:15
Instructor: Kian Bergstrom kian@uic.edu

ENGL 160 Academic Writing I
CRN: 11390
Days/Time: TR 2:00-3:15
Instructor: Seunghyun Shin sshin68@uic.edu

ENGL 160 Academic Writing I
CRN: 46865 Global
Day/Time: TR 2:00-3:15
Instructor: Heather McShane hmcshane@uic.edu
In this class, you will grow your awareness and understanding of worldwide current events by responding to mainstream and alternative media. In addition to responding by writing essays, you will also respond by creating zines, essentially short magazines that are usually self-published. Throughout the semester, you will write a series of short essays after turning to contemporary sociopolitical issues, reading deeply, and connecting the readings to yourself through writing. You will develop as a writer by crafting multiple drafts of other essays—a rhetorical analysis of a recent online news article, an argumentative essay on an issue of your own choosing, and an author’s/artist’s statement (about the final zine you create)—and speak to that development in reflection essays. Throughout the course, you will be taught zine-making methods and practices, with visits from librarians, zinesters, and former students, so that you build skills in making a final zine about a current issue that matters to you. You will have the option of donating your final zine to UIC’s Daley Library.

ENGL 160 Academic Writing I
CRN: 27273
Days/Time: TR 2:00-3:15
Instructor: Joseph Staten jstate2@uic.edu
This class will pursue the goal of teaching you clear and effective writing by looking at how artists—not just painters and sculptors but also novelists, musicians, film directors, and TV writers—make clear and effective art. Both the writing process and the creative process are, I will argue, essentially processes of decision making, where at each stage the writer or artist can either make a worse choice or a better one. At each stage, in other words, the artist or writer says to themselves, “I choose this, not that.” But how do they choose? Together we will seek to answer that question as writers by writing essays about art, from describing a painting, to analyzing a song, to reviewing a film, and more.

ENGL 160 Academic Writing I
CRN: 41811
Days/Time: TR 2:00-3:15
Instructor: Pending

ENGL 160 Academic Writing I
CRN: 46723
Days/Time: MWF 3:00-3:50
Instructor: Anton Svynarenko asvyna2@uic.edu

ENGL 160 Academic Writing I
CRN: 27285
Days/Time: MW 3:00-4:15
Instructor: John Goldbach. jgoldb9@uic.edu
Critical thinking begins with an environment. In order to understand something, we first must understand something about its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and in order to think critically about being human requires that we first understand something about the environmental conditions in which a human being lives and under which a human being flourishes.
This course is devoted to the study of environments. From the air and water of the natural environment to the social media platforms and cellphone apps of the digital environment, it will focus on environmental contexts and conditions in an effort to foster independent critical thinking and writing skills. It is divided into four sections: natural environments, built environments, cultural environments, and digital environments. The first section will address various questions concerning ecology, climate change and the Anthropocene; the second will touch on issues of urban living and combined and uneven geographical development; the third will discuss language use, the culture industry, and politics and ideology; and the fourth will touch on the Internet, social media and technological advances.

ENGL 160 Academic Writing I
CRN: 28744
Days/Time: MW 3:00-4:15
Instructor: Margo Arruda marrud2@uic.edu
Covid 19. Climate change. Police brutality. Government surveillance. Artificial Intelligence. The line between reality and dystopia is becoming increasingly blurred. From images of nuclear holocaust to Philip K Dick’s pre-crime division, we will examine popular depictions of dystopia in the modern world in order to help us better understand what it is, why we engage with dystopic tropes, and what we stand to learn from engaging with them. In order to better understand the power of tales of dystopia to spur social change, we will examine movies, movie reviews, short stories, emergent narrative video games, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation. In this English 160 course, you will learn how to effectively express yourself through writing and gain the tools necessary for success in a range of writing situations both in your academic career here at UIC and beyond.

ENGL 160 Academic Writing I
CRN: 46867
Days/Time: MW 3:00-4:15
Instructor: Eni Vaghy evaghy2@uic.edu
In this course, you will investigate the significance of sound at the personal, social/cultural, and political level. Through discussions, analyses, and assignments focused on environmental sound, personal sound/speech, music, as well as other topics concerning sonic production, we will approach questions such as: “Is it possible for sounds to represent the cultural or political landscape of a certain place?” “Can you discern unrest and strife—or, conversely, joy—just by listening to the world around you?” “What are the politics contained in code-switching and personal dialect alterations?” “What biases do we inflict on others based on the way they speak?” To answer these questions, you will participate in sound walks, listen to podcasts, read articles and stories about sound, contribute to in-class discussions, and write informal reflections as well as longer papers on sound. By this, you will strengthen and diversify your writing, reading, and listening skills.

ENGL 160 Academic Writing I
CRN: 45818
Days/Time: TR 3:30-4:45
Instructor: Jennifer Rupert jruper1@uic.edu

ENGL 160 Academic Writing I
CRN: 41808
Days/Time: TR 3:30-4:45
Instructor: Janson Jones ecojones@uic.edu
As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our beliefs and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, a perpetually shifting tangle of persuasive communications, but to what extent can we critically interrogate fact from fiction, the screen from reality? Further, how many of us are simply willing to accept a lie as a fact, an untruth as a truth? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital lives.
At its core, ENGL 160 is an introduction to research, rhetoric, critical reading, 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 a contemporary electronic text aimed at persuading its original audience. Further, 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 audience will be just as important as the final paper itself. Similarly, we will collaborate and hold discussions throughout these writing processes. Each of these skills can help equip you to navigate real-world text (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

ENGL 160 Academic Writing I
CRN: 46724 Global
Day/Time: TR 3:30-4:45
Instructor: Heather McShane hmcshane@uic.edu
In this class, you will grow your awareness and understanding of worldwide current events by responding to mainstream and alternative media. In addition to responding by writing essays, you will also respond by creating zines, essentially short magazines that are usually self-published. Throughout the semester, you will write a series of short essays after turning to contemporary sociopolitical issues, reading deeply, and connecting the readings to yourself through writing. You will develop as a writer by crafting multiple drafts of other essays—a rhetorical analysis of a recent online news article, an argumentative essay on an issue of your own choosing, and an author’s/artist’s statement (about the final zine you create)—and speak to that development in reflection essays. Throughout the course, you will be taught zine-making methods and practices, with visits from librarians, zinesters, and former students, so that you build skills in making a final zine about a current issue that matters to you. You will have the option of donating your final zine to UIC’s Daley Library.

ENGL 160 Academic Writing I
CRN: 41809
Days/Time: TR 3:30-4:45
Instructor: Kian Bergstrom kian@uic.edu

ENGL 160 Academic Writing I
CRN: 39062
Days/Time: TR 3:30-4:45
Instructor: Lisa Stolley lstoll1@uic.edu
Of the 40 million immigrants living in the U.S., 10.5 million are undocumented: they entered the U.S. without permission – by crossing the U.S./Mexico border undetected by border patrol; overstaying a temporary visa; or using false documentation. It is estimated that five million of the 10.5 million undocumented immigrants are from Mexico, and 1.9 million are from Central America. They have fully immigrated to the U.S., meaning they live, work, and have families here – for them, the U.S. is “home.” In this class, we will look closely at the ongoing issue of undocumented immigrants in the U.S., including the implications of living without legal status, and the long-standing failure of the American government to figure out a fair, humane, and logical solution. We will also examine U.S. asylum policies as they pertain to migrants attempting to seek asylum at the U.S./Mexico border; detention centers (in which migrants and apprehended undocumented immigrants are often held); U.S. immigration laws; and more. You will read and write a variety of texts of different genres with the purpose of adding your own voice to the often contentious and always important national discussion of undocumented immigrants in the U.S., and the unending waves of migrants arriving at the southern border, desperately seeking stability and safety in the U.S.

ENGL 160 Academic Writing I
CRN: 11821
Days/Time: MWF 4:00-4:50
Instructor: Anton Svynarenko asvyna2@uic.edu

ENGL 160 Academic Writing I
CRN: 21630
Days/Time: MW 4:30-5:45
Instructor: John Goldbach jgoldb9@uic.edu
Critical thinking begins with an environment. In order to understand something, we first must understand something about its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and in order its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and in order to think critically about being human requires that we first understand something about the environmental conditions in which a human being lives and under which a human being flourishes.
This course is devoted to the study of environments. From the air and water of the natural environment to the social media platforms and cellphone apps of the digital environment, it will focus on environmental contexts and conditions in an effort to foster independent critical thinking and writing skills. It is divided into four sections: natural environments, built environments, cultural environments, and digital environments. The first section will address various questions concerning ecology, climate change and the Anthropocene; the second will touch on issues of urban living and combined and uneven geographical development; the third will discuss language use, the culture industry, and politics and ideology; and the fourth will touch on the Internet, social media and technological advances.

ENGL 160 Academic Writing I
CRN: 41624
Days/Time: MW 4:30-5:45
Instructor: Gordon Middleton amiddl5@uic.edu
Talking about mental health and her new album, an interviewer said to Willow Smith, “You represent a generation that’s figuring it out quicker.” Willow said, “Because we’re gonna go literally nuts if we don’t. Like that’s the — we have two choices. It’s like, go to the dark side and let your mind drunk drive through your life.” For those of us who want better outcomes, we need to talk about what to do. In the EN160 version of the course, you write a personal reflection on an event in your past, a book review, a paper that uses a little research and advances an argument, and a check-in reflecting on events and changes you’ve noticed in yourself over the semester (likely your first at university). While writing these, you can keep in mind the impact of our daily actions on our mental health and long-term happiness. You can write about the impact of microaggressions, (un)conscious racism, at issues of neurodiversity, (±casual) misogyny, gender relations — or the unforeseen consequences of conditioning a child to conform to gender norms (not very healthy all around). The idea behind this class is to think about what goes into a good life, what makes us happy, as well as how our own actions, big and small, affect others.

ENGL 160 Academic Writing I
CRN: 11337
Days/Time: MW 4:30-5:45
Instructor: Eni Vaghy evaghy2@uic.edu
In this course, you will investigate the significance of sound at the personal, social/cultural, and political level. Through discussions, analyses, and assignments focused on environmental sound, personal sound/speech, music, as well as other topics concerning sonic production, we will approach questions such as: “Is it possible for sounds to represent the cultural or political landscape of a certain place?” “Can you discern unrest and strife—or, conversely, joy—just by listening to the world around you?” “What are the politics contained in code-switching and personal dialect alterations?” “What biases do we inflict on others based on the way they speak?” To answer these questions, you will participate in sound walks, listen to podcasts, read articles and stories about sound, contribute to in-class discussions, and write informal reflections as well as longer papers on sound. By this, you will strengthen and diversify your writing, reading, and listening skills.

ENGL 160 Academic writing I
CRN: 45817
Days/Time: TR 5:00-6:15
Instructor: Keegan Lannon klannon@uic.edu

ENGL 160 Academic Writing I
CRN: 11341
Days/Time: TR 5:00-6:15
Instructor: Kian Bergstrom kian @uic.edu

ENGL 161 Academic Writing II
CRN: 27289
Days/Time: ARR ASYNCH
Instructor: Antonio Guerrero aguerr27@uic.edu

ENGL 161 Academic Writing II
CRN: 30669
Days/Time: ARR ASYNCH
Instructor: Nick Dertinger nderti2@uic.edu
This course will examine Gothic literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will consist of asynchronous instruction.

ENGL 161 Academic Writing II
CRN: 29300
Days/Time: ARR ASYNCH
Instructor: Nick Dertinger nderti2@uic.edu
This course will examine Gothic literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will consist of asynchronous instruction.

ENGL 161 Academic Writing II
CRN: 42941
Days/Time: ARR ASYNCH
Instructor: Nick Dertinger nderti2@uic.edu
This course will examine Gothic literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will consist of asynchronous instruction.

ENGL 161 Academic Writing II
CRN: 24055
Days/Time: MWF 8:00-8:50
Instructor: Virginia Costello vcostell@uic.edu

ENGL 161 Academic Writing II
CRN: 11924
Days/Time: MWF 8:00-8:50
Instructor: Jennifer Lewis jlewis4@uic.edu
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 class discussion, group work and peer review.

ENGL 161 Academic Writing II
CRN: 32676
Days/Time: TR 8:00-9:15
Instructor: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from
fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies may
lead to science denialism, and political polarization.

ENGL 161 Academic Writing II
CRN: 11875
Days/Time: TR 8:00-9:15
Instructor: Todd Sherfinski tsherfin@uic.edu
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 the starting point for our inquiry and research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161 Academic Writing II
CRN: 11854
Days/Time: MWF 9:00-9:50
Instructor: Pending

ENGL 161 Academic Writing II
CRN: 11922
Days/Time: MWF 9:00-9:50
Instructor: Philip Hayek phayek2@uic.edu
ENGL 161 is a continuation and extension of the work you completed and the strategies you learned in ENGL 160. We’ll learn about academic writing by researching and analyzing the role of nuclear weapons in United States National Security Strategy. We will engage with documents issued by the United States, the United Nations, and NATO concerning nuclear weapons. We will analyze these documents from a moral perspective using Michael Walzer’s Just War Theory.

ENGL 161 Academic Writing II
CRN: 25973
Days/Time: TR 9:30-10:45
Instructor: Ovi Brici ovbrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from
fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies may
lead to science denialism, and political polarization.

ENGL 161 Academic Writing II
CRN: 40444
Days/Time: TR 9:30-10:45
Instructor: Ryan Nordle rnordl2@uic.edu
In this course we will explore the loosely defined genre of detective fiction as it appears in popular film and television. Questions of narrative, form, and trope will play a major role in our defining and understanding the genre. We will question the oscillating cultural relevance of detective fiction by keeping an eye trained on its historical development—its high points in classic film noir, neo-noir, and its more contemporary hybrid genres—in an attempt to determine what our continued investment in detection is. We will analyze the method(s) of detecting employed in the works and find ways that these modes of speculative thinking can help us in our reading, writing, argument, and research. Lastly, we will compare the recent resurgence of detective fiction in film and television with the glut of “true crime” media that has cropped up over the last decade.

ENGL 161 Academic Writing II
CRN: 23990
Days/Time: TR 9:30-10:45
Instructor: Todd Sherfinski tsherfin@uic.edu
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 the starting point for our inquiry and research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161 Academic Writing II
CRN: 11950
Days/Time: MWF 10:00-10:50
Instructor: Jennifer Lewis jlewis4@uic.edu
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 class discussion, group work and peer review.

ENGL 161 Academic Writing II
CRN: 11961
Days/Time: MWF 10:00-10:50
Instructor: James Sharpe jsharp21@uic.edu
You’re on the cusp of the next chapter of your life, pursuing a college degree, trying to have a life, hoping this whole four years and tuition thing takes you *up* instead of dragging you down. Life at UIC can be confusing — some people think it’s lame to try too hard while others think it’s lame to waste your time on autopilot. And by the way, isn’t AI about to make most of this unnecessary anyway? This course is about “academic writing.” But “academic writing” is about how to ask the right questions, conceptualize and strategize effective and manageable research, recognize novel insights, and communicate your unique perspective to diverse audiences. In other words, academic writing is expansive thinking, ecstatic learning, and focused communication. In the first two weeks, we will prove that you are not just capable of this, not just made for it, but already doing it at various skill levels. The rest of the course will guide you into practicing and sharpening the intellectual skills that will catapult you ahead in any academic discipline. Yes, we will write annotated bibliographies, research proposals, literature reviews, and a research paper, but by the end of the course, you should be able to see *why* these forms of writing are important, and you might even (as I do) use them outside of classes as tools for generative, compelling thinking.

ENGL 161 Academic Writing II
CRN: 11932
Days/Time: MWF 11:00-11:50
Instructor: Jennifer Lewis jlewis4@uic.edu
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 class discussion, group work and peer review.

ENGL 161 Academic Writing II
CRN: 21700
Days/Time: MWF 11:00-11:50
Instructor: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from
fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies may
lead to science denialism, and political polarization.

ENGL 161 Academic Writing II
CRN: 11956
Days/Time: MWF 11:00-11:50
Instructor: Adam Jones ajones72@uic.edu
English 161 is designed to provide you with the tools that you will need to engage academic inquiry. During the first half of the semester, you will complete three writing assignments in which you will learn to summarize, analyze, and synthesize class readings. In the second half of the semester, you will write a research proposal about one aspect of the course you’d like to research. You will spend the remainder of the semester turning your proposal into a research assisted essay using the skills we learned in the first half of the semester.
As we do this, we will read and analyze excerpts from Hanna Rosin’s recent book The End of Men: And the Rise of Women (Riverhead, 2012), which is one among many recent texts preoccupied with how female and male gender roles are currently changing. The 1990s saw, for the first time in US history, more women attend and graduate from college than men. Since then, it has become increasingly common for men to stay at home, and for women to take up the role of primary breadwinner for their households. This has been accompanied by a shift in popular conceptions of what it means to be a woman, and what it means to be a man. In this class we will examine the validity and import of these claims, as well as the economic and educational conditions underlying them. We will also investigate to what extent certain portions of the culture have remained the same. (What jobs still remain gendered? Does a rise in women earning potential mean the end of male/female income inequality, or the historic glass ceiling?) Finally, we will look at how these shifts are being discussed and debated not only by academics, but in the popular culture. In sum, this class will enable you to contextualize your own experiences within this broader debate, and thus enter what is a significant and still unresolved conversation in contemporary American culture and politics.

ENGL 161 Academic Writing II
CRN: 33987
Days/Time: TR 11:00-12:15
Instructor: John Casey jcasey3@uic.edu

ENGL 161 Academic Writing II
CRN: 29283
Days/Time: TR 11:00-12:15. ONLINE
Instructor: Mark Brand mrbrand@uic.edu

ENGL 161 Academic Writing II
CRN: 33987
Days/Time: TR 11:00-12:15
Instructor: John Casey jcasey3@uic.edu

ENGL 161 Academic Writing II
CRN: 27376
Days/Time: MWF 12:00-12:50
Instructor: Daniel Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition is insufficient. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers, in particular, embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially and spatially. Using the Chicago River as a primary example among others, we will employ sustainability and environmental justice lenses to examine not only the importance of rivers in a time of environmental and social disruption, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II
CRN: 27565
Days/Time: MWF 12:00-12:50
Instructor: Mark Magoon mmagoon@uic.edu
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
CRN: 33322
Days/Time: TR 12:30-1:45
Instructor: Corbin Hiday chiday2@uic.edu
In this course, we will pursue humanistic knowledge as it emerges in relation to questions of climate cultures, politics, energy and the environment. In doing so, we will interrogate challenges and concerns of our contemporary world through humanistic engagement with cultural forms, political power, social justice efforts, and scholarship. How do we conceive of political power in relation to climate change and can cultural representation help us imagine adequate futures? The critical thinking and writing skills practiced in the humanities offer creative and intersectional argumentative approaches to working through difficult challenges. Together as a class, we will explore a series of approaches to understanding the cultures and politics of climate change, including resistance efforts, apocalyptic imaginings, and utopian horizons. In other words, the course asks: What are the adequate methods, forms, and genres, for addressing the representational and political challenges that climate change poses? We will take up these interrelated concerns in a global and domestic context—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as the orienting principle of accumulation. We will also explore the connection between climate change, energy, and space/place, and what this reflects about our perceptions of class, gender, and race. Through the examination and analysis of various texts (climate journalism, official documents like IPCC reports, environmental humanities scholarship, fiction and documentaries), we will use this topic to develop skills of academic research and writing.

ENGL 161 Academic Writing II
CRN: 28749
Days/Time: TR 12:30-1:45. ONLINE
Instructor: Mark Brand mrbrand@uic.edu

ENGL 161 Academic Writing II
CRN: 40447
Days/Time: TR 12:30-1:45
Instructor: Ryan Nordle rnordl2@uic.edu
In this course we will explore the loosely defined genre of detective fiction as it appears in popular film and television. Questions of narrative, form, and trope will play a major role in our defining and understanding the genre. We will question the oscillating cultural relevance of detective fiction by keeping an eye trained on its historical development—its high points in classic film noir, neo-noir, and its more contemporary hybrid genres—in an attempt to determine what our continued investment in detection is. We will analyze the method(s) of detecting employed in the works and find ways that these modes of speculative thinking can help us in our reading, writing, argument, and research. Lastly, we will compare the recent resurgence of detective fiction in film and television with the glut of “true crime” media that has cropped up over the last decade.

ENGL 161 Academic Writing II
CRN: 42939
Days/Time: TR 12:30-1:45
Instructor: Todd Sherfinski tsherfin@uic.edu
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 the starting point 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
CRN: 35789
Days/Time: TR 12:30-1:45
Instructor: Doug Sheldon sheldond@uic.edu

ENGL 161 Academic Writing II
CRN: 42938
Days/Time: TR 12:30-1:45
Instructor: Robert Wilson rmw02@uic.edu

ENGL 161 Academic Writing II
CRN: 40446
Days/Time: TR 12:30-1:45
Instructor: John Casey jcasey3@uic.edu

ENGL 161 Academic Writing II
CRN: 30670 GLOBAL
Days/Time: TR 12:30-1:45
Instructor: Eman Elturki elturki@uic.edu
This course aims to enhance your research, academic writing, and critical reading skills by engaging in readings, discussions, and writing about sustainability-related topics. Assignments in this course are organized sequentially and include an annotated bibliography, a review of the literature, a research proposal, and a research paper. By the end of this course, you will deepen your understanding of the conventions and steps required to produce scholarly writing and strengthen your critical reading, research, and revision skills.

ENGL 161 Academic Writing II
CRN: 42942
Days/Time: TR 12:30-1:45
Instructor: Carly LaPotre ckus1@uic.edu
Falsehood, misinformation, nonsense—in short, bullshit, or BS—is language, images, data, and visualizations that ignore truth in order to mislead. It’s everywhere in our information-saturated world, and it threatens our society on both institutional and individual human levels. This course practices sussing out the sus, and learning writerly techniques to solidly explain why something is simply not true. Inspired by the UW course “Calling Bullshit” by Carl Bernstein and Jevin West, it is modified to fit our first-year writing course at UIC, and updated to meet the challenges we face with information produced by LLMs and GANs. Students can expect to learn essential techniques for thinking and writing critically about the digital world of (mis)information, from advertising to peer-reviewed publications to posts by X influencers.

ENGL 161 Academic Writing II
CRN: 24008
Days/Time: MWF 1:00-1:50
Instructor: Adam Jones ajones72@uic.edu
English 161 is designed to provide you with the tools that you will need to engage academic inquiry. During the first half of the semester, you will complete three writing assignments in which you will learn to summarize, analyze, and synthesize class readings. In the second half of the semester, you will write a research proposal about one aspect of the course you’d like to research. You will spend the remainder of the semester turning your proposal into a research assisted essay using the skills we learned in the first half of the semester.
As we do this, we will read and analyze excerpts from Hanna Rosin’s recent book The End of Men: And the Rise of Women (Riverhead, 2012), which is one among many recent texts preoccupied with how female and male gender roles are currently changing. The 1990s saw, for the first time in US history, more women attend and graduate from college than men. Since then, it has become increasingly common for men to stay at home, and for women to take up the role of primary breadwinner for their households. This has been accompanied by a shift in popular conceptions of what it means to be a woman, and what it means to be a man. In this class we will examine the validity and import of these claims, as well as the economic and educational conditions underlying them. We will also investigate to what extent certain portions of the culture have remained the same. (What jobs still remain gendered? Does a rise in women earning potential mean the end of male/female income inequality, or the historic glass ceiling?) Finally, we will look at how these shifts are being discussed and debated not only by academics, but in the popular culture. In sum, this class will enable you to contextualize your own experiences within this broader debate, and thus enter what is a significant and still unresolved conversation in contemporary American culture and politics.

ENGL 161 Academic Writing II
CRN: 22420
Days/Time: MWF 1:00-1:50
Instructor: Daniel Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition is insufficient. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers, in particular, embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially and spatially. Using the Chicago River as a primary example among others, we will employ sustainability and environmental justice lenses to examine not only the importance of rivers in a time of environmental and social disruption, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II
CRN: 25953
Days/Time: MWF 1:00-1:50
Instructor: Marc Baez mbaez1@uic.edu

ENGL 161 Academic Writing II
CRN: 11979
Days/Time: MWF 1:00-1:50
Instructor: Jeffrey Kessler jckessle@uic.edu
What are we doing here in an institution of higher education? What issues about higher education affect our class and how do our experiences of higher education vary? In our section of English 161, a writing course situated in academic inquiry, we will take up these questions through an exploration of academic research and public debate. The course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by forms of academic writing.

ENGL 161 Academic Writing II
CRN: 11861
Days/Time: MWF 1:00-1:50
Instructor: Mark Magoon mmagoon@uic.edu
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
CRN: 30673
Days/Time: MWF 1:00-1:50
Instructor: Jay Shearer. shearer@uic.edu

ENGL 161 Academic Writing II
CRN: 11935
Days/Time: MWF 2:00-2:50
Instructor: Philip Hayek phayek2@uic.edu
ENGL 161 is a continuation and extension of the work you completed and the strategies you learned in ENGL 160. We’ll learn about academic writing by researching and analyzing the role of nuclear weapons in United States National Security Strategy. We will engage with documents issued by the United States, the United Nations, and NATO concerning nuclear weapons. We will analyze these documents from a moral perspective using Michael Walzer’s Just War Theory.

ENGL 161 Academic Writing II
CRN: 11868
Days/Time: MWF 2:00-2:50
Instructor: Daniel Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition is insufficient. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers, in particular, embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially and spatially. Using the Chicago River as a primary example among others, we will employ sustainability and environmental justice lenses to examine not only the importance of rivers in a time of environmental and social disruption, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II
CRN: 41712
Days/Time: MWF 2:00-2:50
Instructor: Adam Jones ajones72@uic.edu
English 161 is designed to provide you with the tools that you will need to engage academic inquiry. During the first half of the semester, you will complete three writing assignments in which you will learn to summarize, analyze, and synthesize class readings. In the second half of the semester, you will write a research proposal about one aspect of the course you’d like to research. You will spend the remainder of the semester turning your proposal into a research assisted essay using the skills we learned in the first half of the semester.
As we do this, we will read and analyze excerpts from Hanna Rosin’s recent book The End of Men: And the Rise of Women (Riverhead, 2012), which is one among many recent texts preoccupied with how female and male gender roles are currently changing. The 1990s saw, for the first time in US history, more women attend and graduate from college than men. Since then, it has become increasingly common for men to stay at home, and for women to take up the role of primary breadwinner for their households. This has been accompanied by a shift in popular conceptions of what it means to be a woman, and what it means to be a man. In this class we will examine the validity and import of these claims, as well as the economic and educational conditions underlying them. We will also investigate to what extent certain portions of the culture have remained the same. (What jobs still remain gendered? Does a rise in women earning potential mean the end of male/female income inequality, or the historic glass ceiling?) Finally, we will look at how these shifts are being discussed and debated not only by academics, but in the popular culture. In sum, this class will enable you to contextualize your own experiences within this broader debate, and thus enter what is a significant and still unresolved conversation in contemporary American culture and politics.

ENGL 161 Academic Writing II: Intersection of Art and Fashion
CRN: 40443
Days/Time: TR 2:00-3:15
Instructor: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Louise Bourgeois, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Maison Margiela, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II
CRN: 21667
Days/Time: TR 2:00-3:15
Instructor: Kris Chen kchen96@uic.edu
This course will explore key events in the United States that occurred between 1955 and 1975 and have ties to present-day social issues. 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
CRN: 11958
Days/Time: TR 2:00-3:15
Instructor: Doug Sheldon sheldond@uic.edu

ENGL 161 Academic Writing II
CRN: 11853
Days/Time: TR 2:00-3:15
Instructor: Eman Elturki elturki@uic.edu
This course aims to enhance your research, academic writing, and critical reading skills by engaging in readings, discussions, and writing about sustainability-related topics. Assignments in this course are organized sequentially and include an annotated bibliography, a review of the literature, a research proposal, and a research paper. By the end of this course, you will deepen your understanding of the conventions and steps required to produce scholarly writing and strengthen your critical reading, research, and revision skills.

ENGL 161 Academic Writing II
CRN: 21697
Days/Time: TR 2:00-3:15
Instructor: Mike Newirth newirth1@uic.edu

ENGL 161 Academic Writing II
CRN: 25972
Days/Time: MW 3:00-4:15
Instructor: Jared O’Connor joconn28@uic.edu
How do we understand art? How do we even begin to approach it? When we see, read, or hear a piece of art, how do we know what it means? How do we explain it? And most importantly, why can it be so meaningful to us and others? In this class you will learn how to read and write about many different types of art objects, including literary, visual, and moving arts. This course will provide the tools for interpreting, evaluating, and writing about art in academic and non-academic settings. Ultimately, our goal is to recognize how pervasive and significant art is not only for this course but also in our everyday lives.

ENGL 161 Academic Writing II
CRN: 28747
Days/Time: TR 3:30-4:45 ONLINE
Instructor: Mark Brand mrbrand@uic.edu

ENGL 161 Academic Writing II: Intersection of Art and Fashion
CRN: 21668
Days/Time: TR 3:30-4:45
Instructor: Carrie McGath. cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Louise Bourgeois, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Maison Margiela, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II
CRN: 30674
Days/Time: TR 3:30-4:45
Instructor: Corbin Hiday chiday2@uic.edu
In this course, we will pursue humanistic knowledge as it emerges in relation to questions of climate cultures, politics, energy and the environment. In doing so, we will interrogate challenges and concerns of our contemporary world through humanistic engagement with cultural forms, political power, social justice efforts, and scholarship. How do we conceive of political power in relation to climate change and can cultural representation help us imagine adequate futures? The critical thinking and writing skills practiced in the humanities offer creative and intersectional argumentative approaches to working through difficult challenges. Together as a class, we will explore a series of approaches to understanding the cultures and politics of climate change, including resistance efforts, apocalyptic imaginings, and utopian horizons. In other words, the course asks: What are the adequate methods, forms, and genres, for addressing the representational and political challenges that climate change poses? We will take up these interrelated concerns in a global and domestic context—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as the orienting principle of accumulation. We will also explore the connection between climate change, energy, and space/place, and what this reflects about our perceptions of class, gender, and race. Through the examination and analysis of various texts (climate journalism, official documents like IPCC reports, environmental humanities scholarship, fiction and documentaries), we will use this topic to develop skills of academic research and writing.

ENGL 161 Academic Writing II
CRN: 40445
Days/Time: TR 3:30-4:45
Instructor: Mike Newirth newirth1@uic.edu

ENGL 161 Academic Writing II
CRN: 21837
Days/Time: MW 4:30-5:45
Instructor: Jared O’Connor Joconn28@uic.edu
How do we understand art? How do we even begin to approach it? When we see, read, or hear a piece of art, how do we know what it means? How do we explain it? And most importantly, why can it be so meaningful to us and others? In this class you will learn how to read and write about many different types of art objects, including literary, visual, and moving arts. This course will provide the tools for interpreting, evaluating, and writing about art in academic and non-academic settings. Ultimately, our goal is to recognize how pervasive and significant art is not only for this course but also in our everyday lives.

ENGL 161 Academic Writing II
CRN: 29333
Days/Time: MWF 5:00-5:50
Instructor: Mark Magoon mmagoon@uic.edu
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
CRN: 11864
Days/Time: MWF 5:00-5:50
Instructor: Daniel Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition is insufficient. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers, in particular, embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially and spatially. Using the Chicago River as a primary example among others, we will employ sustainability and environmental justice lenses to examine not only the importance of rivers in a time of environmental and social disruption, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II
CRN: 25879
Days/Time: TR 5:00-6:15
Instructor: Mike Newirth newirth1@uic.edu

ENGL 161 Academic Writing II: Intersection of Art and Fashion
CRN: 11892
Days/Time: TR 5:00-6:15
Instructor: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Louise Bourgeois, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Maison Margiela, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II
CRN: 42940
Days/Time: TR 5:00-6:15
Instructor: Corbin Hiday. chiday2@uic.edu
In this course, we will pursue humanistic knowledge as it emerges in relation to questions of climate cultures, politics, energy and the environment. In doing so, we will interrogate challenges and concerns of our contemporary world through humanistic engagement with cultural forms, political power, social justice efforts, and scholarship. How do we conceive of political power in relation to climate change and can cultural representation help us imagine adequate futures? The critical thinking and writing skills practiced in the humanities offer creative and intersectional argumentative approaches to working through difficult challenges. Together as a class, we will explore a series of approaches to understanding the cultures and politics of climate change, including resistance efforts, apocalyptic imaginings, and utopian horizons. In other words, the course asks: What are the adequate methods, forms, and genres, for addressing the representational and political challenges that climate change poses? We will take up these interrelated concerns in a global and domestic context—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as the orienting principle of accumulation. We will also explore the connection between climate change, energy, and space/place, and what this reflects about our perceptions of class, gender, and race. Through the examination and analysis of various texts (climate journalism, official documents like IPCC reports, environmental humanities scholarship, fiction and documentaries), we will use this topic to develop skills of academic research and writing.