English Courses

ENGL 118/BLST 110 Introduction to African American Literature: 1760-1910
CRN: 23195
Days/Time: MTRF 9:00-11:55 ONLINE Session 1
Instructor: Ainsworth Clarke ac57@uic.edu
This course is a survey of African American literature from 1760 through 1910. Students will navigate a wide range of texts by Frederick Douglass, Harriet Jacobs, Booker T. Washington, Paul Laurence Dunbar and James Weldon Johnson amongst others.

ENGL/MOVI 132 Understanding Film
CRN: 24271
Days/Time: TR 10:45-1:15 Session 2
Instructor: John Goldbach. jgoldb9@uic.edu
This course will explore the history and influence of the French New Wave (La Nouvelle Vague), a tremendously popular art film movement that emerges from France in the late 1950s. It will carefully examine a selection of films from its auteur directors and their contemporaries, including François Truffaut, Jean-Luc Godard, Agnès Varda, and Věra Chytilová. It will consider the influence of some its precursors, from the films of Jean Renoir, Alfred Hitchcock, and Orson Welles to those of Maya Deren and Jean-Pierre Melville, and it will also consider the influence of La Nouvelle Vague upon its successors around the world, from the films of Chantal Akerman and Claire Denis to those of Yorgos Lanthimos and Bong Joon-ho. There will be no final exam in this course, but students are expected to complete a series of short response papers and regular quizzes.

ENGL 135 Understanding Popular Culture
CRN: 24670
Days/Time: MTRF 1:00-3:55 Session 1
Instructor: Moriana Delgado-Hernandez mdelga31@uic.edu

ENGL 207 Interpretation and Critical Analysis
CRN: 24272, 24273
Days/Time: MWF 10:00-11:40 Session 2
Instructor: Thomas Moore tmoore40@uic.edu
The primary aim of this course, which prepares English majors for upper-level study, is for students to arrive at a better understanding of how to read novels and short stories on their own terms. To get a sense of how we might do this, we will begin by studying what novelists themselves have had to say about readers interpreting (and failing to interpret) their work. After reading the critical-theoretical essays, lectures, and prefaces of these novelists, students will produce interpretations of these artists’ most influential novels and short stories. The fiction writers we study in this course will likely include such nineteenth- and twentieth-century luminaries as Gustave Flaubert, Henry James, Virginia Woolf, Gertrude Stein, and Richard Wright. We will also survey a range of the theoretical and methodological approaches taken by critics and scholars in the twenty-first century. To practice the fundamental skills of literary criticism, students will write close-reading responses, a formal analysis paper, and an interpretive final essay.

ENGL 208 English Studies I: beginnings to the 17th Century
CRN: 24609, 24610
Days/Time: MTRF 1:00-3:55 Session 1
Instructor: Mohammed AlQaisi malqai3@uic.edu
This course offers an overview of English literature through the study of foundational texts such as Beowulf, The Canterbury Tales, Macbeth, and Dr. Faustus. Readings also include the Arthurian romance Sir Gawain and the Green Knight, the poetry of John Donne, and the Shakespearean sonnet. Throughout the course, you will discover how these texts influenced so much of what we know as literature today. We will also trace how religion was essential to English literature in the Middle Ages all the way to the emergence of the secular drama in the Elizabethan era.

ENGL 209 English Studies II: 17th Century to Today
CRN: 24274, 24275
Days/Time: TR 1:30-4:00 Session 2
Instructor: Krista Muratore cmurat2@uic.edu

ENGL 230 Introduction to Filmand Culture
CRN: 24460
Days/Time: T 1:00-2:45, R 1:00-3:45 Session FULL
Instructor: James Drown jdrown1@uic.edu

ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 24279, 24280
Days/Time: MWF 2:00-3:40 Session 2
Instructor: Antonio Guerrero aguerr27@uic.edu

ENGL 159 Academic Writing Workshop
CRN: 24466
Days/Time: M 2:00-3:10 Session FULL
Instructor: Amanda Bohne abohne@uic.edu

ENGL 159 Academic Writing Workshop
CRN: 24467
Days/Time: W 2:00-3:10 Session FULL
Instructor: Amanda Bohne abohne@uic.edu

ENGL 160 Academic Writing I
CRN: 24462
Days/Time: MW 8:00-9:50 GLOBAL Session FULL
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
CRN: 24463
Days/ Time: MW 10:00-11:50 GLOBAL Session FULL
Instructor: Amanda Bohne abohne@uic.edu

ENGL 160 Academic Writing I
CRN: 16259
Days/Time: MWF 10:00-11:40 Session 2
Instructor: Zara Imran zimran3@uic.edu

ENGL 161 Academic Writing II
CRN: 24464
Days/Time: MW 8:00-9:50 GLOBAL Session FULL
Instructor: Doug Sheldon sheldond@uic.edu

ENGL 161 Academic Writing II
CRN: 24465
Days/Time: MW 10:00-11:50 GLOBAL Session FULL
Instructor: Mark Magoon mmagoon@uic.edu

ENGL 161 Academic Writing II
CRN: 17707
Days/Time: MWF 10:00-11:40 Session 2
Instructor: Miles Parkinson mpark101@uic.edu
In this course, we will be thinking about the forms of academic writing, of course. In order to become familiar with and to interrogate these forms, we will be thinking through the figment of madness. The distinctions between scholarly practices and the epistemic routines of the madman are notoriously vaporous at times, but these similarities are, on further investigation, only on the surface. Their appearances may be sometimes the same, but this is only page-deep. We will also be thinking through some of the academic anxieties about madness and its forms as they relate to academic texts. The crowning ideal of this section is that we might carve out a space in which to think the why of the academic forms and procedures, with a view to deciding together on our conceptual vocabulary for thinking writing over time.

ENGL 161 Academic Writing II
CRN: 22169
Days/Time: TR 10:45-1:15 Session 2
Instructor: Andrew Middleton amiddl5@uic.edu

ENGL 161 Academic Writing II
CRN: 23385
Days/Time: TR 1:30-4:00 Session 2
Instructor: Margo Arruda marrud2@uic.edu
Between propaganda, deep fake technology, and algorithms that curate our social media feed to maximize engagement, our ability to accurately delineate fact from fiction is crumbling before our eyes. Internet platforms like Google, Amazon, and Meta are monitoring every available aspect of our online presence to create elaborately detailed, disconcertingly accurate profiles on each of their users in order to most effectively advertise and influence what we see, what we know, and what we buy. The utopian promise of computers and technology as a whole to catapult humanity into a new age defined by a freedom from labor, easy access to enormous archives of information, and instant communication across the globe is proving to be vastly more complicated. As artificial intelligence becomes increasingly more entrenched in our society, we are beginning to question what role AI and, by extension, technology in general, should play in our future. What aspects of the human condition do we believe can be trusted in the hands of machines? In what sectors of the human experience do we deem technological intervention to be both inappropriate and destructive?
This English 161 course is structured around this discourse on the ethics of the development of computing technology and its resultant effects on the human condition. Our examination of these ethical considerations will include automation, economic inequality, personhood, and the creator’s relationship to the creation. After we survey these issues together as a class, each student will choose an aspect of this greater conversation on which to conduct an independent research project culminating in a final research paper.

ENGL 161 Academic Writing II
CRN: 22870
Days/Time: MWF 2:00-3:40 ONLINE Session 2
Instructor: Jay Yencich jyenci2@uic.edu
Last year saw the release of The Last of Us as a TV series based on the 2013 video game. Whereas previous adaptations of franchises were niche, pandering, or quite simply bad, TLoU was praised even by non-gamers, winning almost a third of the awards it was nominated for. Gaming as a cultural institution continues to gain in esteem and impact, yet its full scope is rarely considered. Nearly two hundred colleges in the U.S. now have esports teams. Competitive tournaments can have prizes of tens of millions of dollars. GDQ and similar charities have emerged as positive forces in the fundraising world. Yet, there are darker aspects as well. Aside from notorious phenomena like Gamergate and SWATing or doxxing streamers, there are emerging problems in the industry itself, such as the 2021 lawsuit against Activision-Blizzard for sexual discrimination, increasing calls for unionization to push back on the “grind” mindset surrounding releases, and over 8000 layoffs in the first two months of this year, most of them coming from stalwarts like Microsoft, Sony, and Riot Games. As with any form of media, discussions persist not only on gaming’s economic value, but its power to influence culture, both for good and ill. Using the tools of academic inquiry and research, we will examine the possibilities presented by video games and the debates about them. Are they true sports soon to be on par with established juggernauts? Storytelling art forms? Escapist exercises in wish fulfillment? Laboratories for examining moral and ethical dilemmas? Voyeurism? Something else entirely?

ENGL 161 Academic Writing II
CRN: 18181
Days/Time: MWF 4:00-5:40 Session 2
Instructor: Nestor Gomez ngomez34@uic.edu

ENGL 101 Understanding literature and Culture
CRN: 11088, 20586
Days/Time: MWF 9:00-9:50
Instructor: Scott Grunow scottgr@uic.edu
In this course, we will explore intersections, in the modes of fiction, poetry, and drama, between literature and how various cultures encounter the sacred or the holy, and what the philosopher Rudolf Otto calls the numinous. How and why can literature expose the relationship between the sacred and often frightening depths of violence but also create texts of awesome imaginative power and beauty? The gods and the ghosts and the monsters are often one, and the thing hidden since the foundation of the world is how often they demand sacrifices, according to the philosopher Rene Girard. Texts we will explore range from the Greek tragedy of Oedipus the King, the Hebrew Bible, Southern Gothic texts of Flannery O’Connor and Tennessee Williams, and selections from the Mahabharata. During this exploration, we will learn and apply techniques of close analytical reading of texts via in-class writing prompts and short essays.

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
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: 33744, 33745
Days/Time: Thomas Moore tmoore40@uic.edu
Through “close reading” exemplary works of realism, literary impressionism, and modernism, we will attempt to make sense of what distinguishes these three movements in the art of fiction from each other. In this course, we will ask why novels and short stories (written between roughly 1870 and 1940) took the particular forms that they did in relation to shifting historical contexts, market conditions, and aesthetic problems. We will spend the semester interpreting and drawing connections between the works of such greats as George Eliot, Henry James, Stephan Crane, Ford Madox Ford, Virginia Woolf, and Jean Toomer.

ENGL 105 understanding Fiction
CRN: 11129, 20595
Days/Time: MW 3:00-4:15
Instructor: Andrew Middleton amiddl5@uic.edu

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

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 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 10:0-10:50
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: Keenan Lannon klannon@uic.edu

ENGL 158 English Grammar And Style
CRN: 47493
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/EAES 203 Rhetoric’s of Climate Change
CRN: 49517
Days/Time: MWF 12:00-12:50
Instructor: Max Berkelhammer berkelha@uic.edu
Co-Instructor: Ralph Cintron rcintron@uic.edu
Course Description from Instructor

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

ENGL 207 Interpretation and Critical Analysis
CRN: 47518, 47519
Days/Time: MWF 11:00-11:50
Instructor: Terence Whalen twhalen@uic.edu

ENGL 207 Interpretation and Critical Analysis
CRN: 47526, 45727
Days/Time: TR 2:00-3:15
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 209 English Studies II
CRN: 47598
Days/Time: TR 12:30-1:45
Instructor: Sunil Agnani sagnani1@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 213 Introduction to Shakespeare
CRN: 47460, 47461
Days/Time: MW 4:30-5:45
Instructor: Pending

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

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

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: Keenan Lannon klannon@uic.edu

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: 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 247 Women and Literature
CRN: 47465
Days/Time: TR 11:00-12:15
Instructor: Esmeralda Arrizon-Palomera earrizon@uic.edu

ENGL/GWS 247 Women and Literature
CRN: 47467
Days/Time: MWF 10:00-10:50
Instructor: Virginia Costello vcostell@uic.edu

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

ENGL 258 Grammar of U.S. Englishes
CRN: 49577
Days/Time: TR 12:30-1:45
Instructor: Doug Sheldon sheldond@uic.edu
Is US English a pillar of standardization? Or was it more of a mix of culture, oppression, negotiation, memory, and politics? In English 258, students will see grammar as less of a textbook and more as a multicultural exercise of examining U.S. societal values concerning language use. The English of the United States has a unique grammatical history of absorbing grammar and vocabulary of immigrated/marginalized people’s languages. Through the adoption of texts which examine these usages, “American” Grammar will be examined as a evolutionary concept and present usage to understand how “rules” depend on cultural and situational appropriateness. Through examinations of language flexibility, students will encounter cultural and sociolinguistic reasons for shifts use, and how experience with these forms contributes to the greater fabric of English. By interrogating linguistic biases, this course seeks to demystify the Englishes of the US and their presence in our daily lives. By the end of this course, students will have had the opportunity to historicize and interrogate the United States’ long debate with grammar, production, and education.

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/NAST 264 Introduction to Native American Literatures
CRN: 49507
Days/Time: TR 12:30-1:45
Instructor: Kris Chen kchen96@uic.edu
This course will provide students with the opportunity to explore a wide range of contemporary Native American and First Nations literature, including: sci-fi, fantasy, mystery, historical fiction, horror, nonfiction, and dystopian stories. Students will examine how Native literature grapples with themes of identity, stereotypes, obligations, humor, appropriation/re-appropriation, and encounters with the dominant culture. The body of work for the class will primarily be stories written within the last twenty-five years, with a mix of both major and lesser-known Native American and First Nations authors. Over the course of the semester, students can expect to read approximately eight novels and several short stories. Additionally, a few non-Native nonfiction pieces will be assigned to argument knowledge of cultural, social, political, and historical background, settings, and/or events within the readings. The class will rely heavily on discussions of the assigned readings, but students will also be responsible for a few reflective writing pieces, one formal presentation, and a final research paper.

ENGL/LALS 267 Introduction to Gender, Sexuality and Literature
CRN: 48651, 48652
Days/Time: TR 9:30-10:45
Instructor: Esmerald Arrizon-Palomera earrizon@uic.edu

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

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

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

ENGL 290 Introduction to the Writing of Poetry
CRN: 47507
Days/Time: TR 11:00-12:15
Instructor: Miska Ligot kligot2@uic.edu

ENGL 290 Introduction to the Writing of Poetry
CRN: 47506
Days/Time: MWF 10:00-10:50
Instructor: Moriana Delgado mdelga31@uic.edu

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: 47508
Days/Time: TR 11:00-12:15
Instructor: Pending

ENGL 291 Introduction to the Writing of Fiction
CRN: 47509
Days/Time: MWF 12:00-12:50
Instructor: Rebecca Fishow rfisho2@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

ENGL 305 Studies in Fiction
CRN: 44139
Days/Time: MW 3:00-4:15
Instructor: David Schaafsma schaaf1@uic.edu

ENGL 315 18th Century Literature
CRN: 29611
Days/Time: MW 4:30-5:45
Instructor: Sunil Agnani sagnani1@uic.edu

ENGL 325 20th and 21st Century American Literature
CRN: 34477
Days/Time: TR 12:30-1:45
Instructor: Helen Jun junhelen@uic.edu

ENGL/GWS 345 Queer Theory
CRN: 49118
Days/Time: TR 12:30-1:45. HYBRID
Instructor Ronak Kapadia ronak@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: 49382
Days/Time: MWF 2:00-2:50
Instructor: Sammie Burton sburto7@uic.edu

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: Writing with/against the Machines
CRN: 49508
Days/Time: MWF 11:00-11:50
Instructor: Jeffrey Kessler jckessle@uic.edu
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 424 Topics in American Literature and Culture to the 20th Century
CRN: 47581, 47582
days/Time: TR 5:00-6:15
Instructor: Natasha Barnes nbbarnes@uic.edu

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 435/GLAS 490 Advanced Topics in Asian American Studies
CRN: 49514, 49515
Days/Time: TR 3:30-4:45
Instructor: Mark Chiang mchiang@uic.edu
This course will trace discourses and representations of Asia in American culture from the colonial period to the 20th century, including art, material objects, cultural practices, literature, film, and music. We will examine the purposes, functions, contradictions, and consequences of Asia and Asians in the American racial imaginary, beginning with the commercial trade with Asia in the early history of the Americas, the arrival of Chinese in the US and the development of the anti-Chinese movement in the 19th century, the period of Asian exclusion, World War II, the postwar occupation of Japan and the Cold War, and ending with the rise of Japan and the “Asian economic miracle” of the 1970s and 1980s. The course will explore questions of race, gender, sexuality, labor, immigration, capitalism, imperialism, eugenics, and the family, among others. Texts for the class will include anti-Chinese plays, the various permutations of Madame Butterfly, writers such as Jack London, Lothrop Stoddard, Charlotte Perkins Gilman, Sui Sin Far, and Don Delillo, and such films as Piccadilly, Sayonara, Flower Drum Song, Lawrence of Arabia, and Rising Sun.

ENGL 446 Topics in Criticism and Theory
CRN: 35759, 35760
Days/Time: TR 11:00-12:15
Instructor: Ainsworth Clarke ac57@uic.edu
At no time since the advent of Black Studies on major American university campuses in the late 1960s has the field been under such critical review, both by those who would question its continued relevance and those who believe a reconceptualization of the Black Studies project and its relation to the modern research university is long overdue. This course aims to provide a critical overview of the principal theoretical currents animating contemporary Black Critical Theory using the issues identified above as our point of orientation. We will trace the development of contemporary Black Critical Theory by looking at texts by Roderick Ferguson, Hortense Spillers, Fred Moten, Alex Weheliye, Christina Sharpe, Rei Terada, and David Marriott, amongst others.

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

ENGL 482 Campus Writing Consultants
CRN: 21190, 47267
Days/Time: TR 11:00-12:15
Instructor: Antonio Guerrero aguerr27@uic.edu

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 492 Advanced Writing of NonFiction Prose
CRN: 12510, 20346
Days/Time: TR 2:00-3:15
instructor: Mary Anne Mohanraj mohanraj@uic.edu

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 mbenne2@uic.edu

ENGL 557 Language and Literacy
CRN: 23604
Days/Time: T5:00-7:50
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:Sex and the Word: Psychoanalysis, Queer Theory, Literature
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
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 field-trip 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.

ENGL 060 English as a Second Language
CRN: 37556
Days/Time: TR 9:30-10:45
Instructor Doug Sheldon sheldond@uic.edu

ENGL 150 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 49436
Days/Time: TR 9:30-10:45
Instructor: Pending

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: Legacy
CRN: 49445
Days/Time: TR 8:00-9:15
Instructor: Robin Gayle rpetro3@uic.edu
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: Legacy
CRN: 49446
Days/Time: TR 9:30-10:45
Instructor: Robin Gayle rpetro3@uic.edu
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: Legacy
CRN: 49447
Days/Time: TR 11:00-12:15
Instructor: Robin Gayle rpetro3@uic.edu
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

ENGL 159 Academic Writing Workshop
CRN: 40312
Days/Time: W 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu

ENGL 159 Academic Writing Workshop
CRN: 40314
Days/Time: F 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu

ENGL 159 Academic Writing Workshop
CRN: 41706
Days/Time: M 10:00-10:50
Instructor: Kate Brandt kbrand7@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: Kate Brandt kbrand7@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: Kate Brandt kbrand7@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: 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 160 Academic Writing I
CRN: 11601
Day/Time: ARR ASYNCH
Instructor: Catherine Vlahos cvlaho2@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: 11828
Days/Time: MW 8:00-9:15
Instructor: William Wells wwells3@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 write with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

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: 46739
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: 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: 11727
Days/Time: MWF 9:00-9:50
Instructor: Denise Waite. dwaite2@uic.edu

ENGL 160 Academic Writing I
CRN: 46792
Days/Time: MWF 9:00-9:50
Instructor: Moriana Delgado mdelga31@uic.edu

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: 41816
Day/Time: MW 9:30-10:45
Instructor: William Wells wwells3@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: 30663
Days/Time: TR 9:30-10:45
Instructor: Ben Seigle bseigl2@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 write with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I
CRN: 11512
Days/Time: TR 9:30-10:45
Instructor: Travis Mandell tmande2@uic.edu

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: 46722
Day/Time: MWF 10:00-10:50
Instructor: Ryan Croken rcroke2@uic.edu

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.

ENGL 160 Academic Writing I
CRN: 41625
Days/Time: MWF 10:00-10:50
Instructor: Denise Waite. dwaite2@uic.edu

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: 46715
Days/Time: MWF 11:00-11:50
Instructor: Ryan Croken rcroke2@uic.edu

ENGL 160 Academic Writing I: Popular Music and Politics
CRN: 11570
Day/Time: MWF 11:00-11:50
Instructor: Chris Glomski vivo@uic.edu
In this course 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

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

ENGL 160 Academic Writing I
CRN: 11505
Days/Time: TR 11:00-12:15
Instructor: Pending

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: Deanna Thompson dthomp20@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: 46720
Days/Time: MWF 12:00-12:50
Instructor: Sammie Burton sburto7@uic.edu

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: 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

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

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.

ENGL 160 Academic Writing I
CRN: 11784
Days/Time: TR 12:30-1:45
Instructor: Angela Dancey adancey@uic.edu

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

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

ENGL 160 Academic Writing I
CRN: 11831
Days/Time: MWF 1:00-1:50
Instructor: Sammie Burton sburto7@uic.edu

ENGL 160 Academic Writing I: Popular Music and Politics
CRN: 30965
Days/Time: MWF 1:00-1:50
Instructor: Chris Glomski vivo@uic.edu
In this course 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

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: Pending

ENGL 160 Academic Writing I: Speaking Machines: AI Voice in Cinema
CRN: 11330
Days/Time: MWF 2:00-2:50
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.

ENGL 160 Academic Writing I
CRN: 19880
Days/Time: TR 2:00-3:15
Instructor: Angela Dancey adancey@uic.edu

ENGL 160 Academic Writing I
CRN: 11385
Days/Time: TR 2:00-3:15
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 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: 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: Nestor Gomez ngomez34@uic.edu

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: 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: Nestor Gomez ngomez34@uic.edu

ENGL 160 Academic Writing I
CRN: 41624
Days/Time: MW 4:30-5:45
Instructor: Andrew Middleton amiddl5@uic.edu

ENGL 160 Academic Writing I
CRN: 32836
Days/Time: MW 4:30-5:45
Instructor: Frida Sanchez-Vega fsanch7@uic.edu

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: Kennan Lannon klannon@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: 24055
Days/Time: MWF 8:00-8:50
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 161 Academic Writing II
CRN: 11924
Days/Time: MWF 8:00-8:50
Instructor: Jennifer Lewis jlewis4@uic.edu

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: 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 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: 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

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

ENGL 161 Academic Writing II
CRN: 29283
Days/Time: TR 11:00-12:15. ONLINE
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
CRN: 33987
Days/Time: TR 11:00-12:15
Instructor: John Casey jcasey3@uic.edu

ENGL 161 Academic Writing II
CRN: 21700
Days/Time: TR 11:00-12:15
Instructor: Pending

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: 30670
Days/Time: TR 12:30-1:45
Instructor: Kate Boulay kboulay@uic.edu

ENGL 161 Academic Writing II
CRN: 28749
Days/Time: TR 12:30-1:45. ONLINE
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
CRN: 40446
Days/Time: TR 12:30-1:45
Instructor: John Casey jcasey3@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

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: 25953
Days/Time: MWF 1:00-1:50
Instructor: Virginia Costello vcostell@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: 22420
Days/Time: MWF 1:00-1:50
Instructor: Pending

ENGL 161 Academic Writing II
CRN: 41712
Days/Time: MWF 2:00-2:50
Instructor: Pending

ENGL 161 Academic Writing II
CRN: 11868
Days/Time: MWF 2:00-2:50
Instructor: Pending

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: 11958
Days/Time: TR 2:00-3:15
Instructor: Robert Wilson rmw02@uic.edu

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
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
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: 25879
Days/Time: TR 5:00-6:15
Instructor: Mike Newirth newirth1@uic.edu