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Past Course Descriptions

Introduction

This page contains descriptions for courses offered in previous semesters at UIC in the English Department.

Past Courses

spring 2025

ENGL 103: English and American Poetry
CRN: 20878
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: Jenna Hart

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

ENGL 103: Voices in History: Poetry and Poetics in British and American Poetry
CRN: 37896, 37897
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Mark Magoon

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

ENGL 104: Understanding Drama
CRN: 29789
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Aaron Krall

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

ENGL 105: Understanding Fiction
CRN: 14332, 20941
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Mark Brand

We’ve all read stories that foreground heroism, relationships, crisis, and conflict in ways that inevitably feel repetitive: two people fall in love, a young person grows up, a stranger comes to town, everything we know is swept away—these tropes and more form the archetypal core of storytelling in the West in the 20th and 21st centuries. But other frames and subjectivities occasionally emerge to turn these archetypes on their head, and these stories that defy the norm are what we will concern ourselves with in Understanding Fiction. What can we learn from stories told from unusual points of view, or told in ways that seem outside the ordinary? Expect to read extensively across genres as we practice close reading, historicizing, and analyzing fiction texts that feature unconventional narration, settings, or plot arcs, as well as learning to respond critically to fiction through a variety of scholarly modes of interpretation.

ENGL 119: Introduction to African American Literature Since 1910
CRN: 14588
DAY/Time: MW 9:30-10:45
INSTRUCTOR: Helen Jun

Cross listed course with BLST 111.

ENGL 131: Understanding Moving Image Arts
CRN: 46155
DAY/TIME: T 3:30-4:45/ R3:30-6:15
INSTRUCTOR: Kate Boulay

What exactly is work? What does working mean? Who works? When? Why? These are some of the questions that will guide us over the semester as we explore representations of work in narrative cinema. Screening such films as “Pearl” (West 2022), “Good Burger” (Robbins 1997), “Bicycle Thieves” (de Sica 1947), and “Barbershop” (Story 2002), we explore a wide variety of representations of work. Along the way, we ground our discussions and writing in introductory film theory, contemporary discourse on work, and critical analyses of it. Cross listed with MOVI 131

ENGL 135: Understanding Popular Genres and Culture
CRN: 46157
Day/TIME: TR 8:00-9:15
INSTRUCTOR: Marc Baez

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

ENGL 135: Understanding Film Noir
CRN: 47976
Day/TIME: MWF 10:00-10:50
INSTRUCTOR: Ryan Nordle

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

ENGL 150: FIRST YEAR WRITING PROGRAM

SEE FYWP

ENGL 151: FIRST YEAR WRITING PROGRAM

SEE FYWP

ENGL 153: Understanding Grammar and Style
CRN: 47977
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Jeffrey Kessler

This course will not be your conventional “grammar drill” or “right and wrong” class. Instead, we will approach grammar and style as analytical and creative tools. Our ultimate goal will be to use grammatical forms to be more aware of the choices we make when we read and write. We will also discuss significant issues surrounding the English language, including its history, Black English, prescriptive v. descriptive linguistics, and the ethics of writing. Students will complete analyses to demonstrate the grammatical skills they have learned, as well as complete assessments of their own writing and a short-written project at the end of the semester.

ENGL 154: Understanding Rhetoric
CRN: 46159
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Keegan Lannon

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

ENGL 159: FIRST YEAR WRITING PROGRAM

SEE FYWP

ENGL 160: FIRST YEAR WRITING PROGRAM

SEE FYWP

ENGL 161: FIRST YEAR WRITING PROGRAM

SEE FYWP

ENGL 175: Bible as Literature
CRN: 46190, 46614
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Raphael Magarik

This course will introduce you to the Bible as a collection of literary texts written by human beings. The texts we read discuss (and disagree with each other about!) erotic desire, the possibility of redemption, politics and warfare, family, the existence of evil, and so on. We will learn something about the times and places in which these texts were produced, and we will practice reading them for ourselves, attending to their quirks, problems, and weirdness. We will also reflect on the varied uses to which biblical texts have been put over time, indeed the varied bibles that later readers, scribes, and editors have created. The course aims do not include you getting a synoptic, “birds-eye view” of all of the Bible; I have tried to teach the course like that in the past, and I think it sacrifices too much. Rather, I hope you will leave the course having learned:

How academic scholars approach the Bible, and how to the Bible as works of human culture.
Passages in the Bible that are likely unfamiliar to you, even if you have read the Bible before. For that reason, I have privileged weird, odd parts of the Bible over the more “central” stuff.
Why understanding the Bible is hard: its internal complexity, its historical difference, and its ambiguities. I don’t want to intimidate you, but I do want you to understand why it can be difficult to get from the text to a meaning.
To look closely at what you are reading and think about it carefully—and to appreciate the pleasures and surprises that can emerge from such a reading.

Cross listed with RELS 175.

ENGL 207: Interpretation and Critical Analysis
CRN: 46167, 46612
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Amanda Bohne

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

ENGL 207: Interpretation and Critical Analysis
CRN: 46164, 46610
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Ainsworth Clarke

This course is an introduction to the key terms and debates that define the field of literary study. Using the transformation of detective fiction from the classic detective story to the postcolonial crime novel as our case study, we will explore how questions of genre, literary form, agency, and narratology that circulate within the field inform critical analysis. Our readings will include classic literary analysis by Todorov, Brooks, Moretti, Jameson, and Culler (amongst others) and signal examples of detective fiction by Poe, Conan Doyle, Chandler, Himes, Auster, Chamoiseau, and Condé.

ENGL 207: Interpretation and Critical Analysis of Film and Media
CRN: 46163, 46609
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Kaitlin Forcier

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

ENGL 207: Interpretation and Critical Analysis
CRN: 46166, 46611
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Helen Jun

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

ENGL 208: English Literature, Chaucer through Cavendish
CRN: 46099
DAY/Time: MW 10:00-10:50
INSTRUCTOR: Raphael Magarik

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

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

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

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

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

ENGL 209: English Literature from Stuart Restoration to Imperial Crisis
CRN: 46583
DAY/Time: MW 11:00-11:50
INSTRUCTOR: Nicholas Brown

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

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

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

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

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

ENGL 213: Introduction to Shakespeare
CRN: 46498, 46629
DAY/Time: TR 2:00-3:15
INSTRUCTOR: Gary Buslik

Shakespeare is FUN! Sure, we already know about his tragedies and history plays, but what about his farces and comedies, his jesters and jokes? We’ll have laughs learning about the happier side of Shakespeare’s life and times. We’ll read a short biography about him, his work, and Elizabethan theater while watching a few terrific Hollywood movies of his most famous—and HAPPY—plays. We’ll engage in lighthearted discussions about why you think the man from Stratford wasn’t just the greatest writer who ever lived, but the one with the best sense of humor.

ENGL 213: Introduction to Shakespeare: The Celluloid Bard: Shakespeare through Film
CRN: 46497, 4628
DAY/Time: MW 3:00-4:15
INSTRUCTOR: Alfred Thomas

In this course we shall examine some of Shakespeare’s plays and poems through the lens of cinematic adaptations from the anglophone and non-anglophone world. In addition to reading the texts closely we shall consider how filmmakers transformed word into image as well as using Shakespeare’s world to reflect their own. Examples will be a British film version of Richard III transposed to a fascistic England of the 1930s; an American Hamlet in which the prison house of Denmark becomes a corporate tyranny; a Russian King Lear which reflects the grim experience of Soviet totalitarianism, and a Japanese Macbeth envisioned as a warrior Samurai society.

ENGL 223: Introduction to Colonial and Postcolonial Literature:”The Empire Writes Back With a Vengeance”
CRN: 46499
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Zara Imran

In this introductory course we will aim to create an understanding of what the “postcolonial” is and its relation to the literary. A foundational exploration of this course will be how does literary representation speak to processes and legacies of Empire and decolonization? Students will be exposed to key themes and debates surrounding postcolonial studies and how processes of Empire, nation building, movements of independence and globalization have come to and continue to shape our understanding of the post-colony and the Global South, critically interrogating the relationship between colonizer and colonized. In looking at a range of literary and theoretical texts, we will try developing a more critical understanding of contemporary issues such as identity, nationalism, gender and sexuality, subalternity, migration, decolonization, and resistance.

ENGL 230: Sound Film/Sound Culture
CRN: 46500
DAY/TIME: T 3:30-4:45/ R 3:30-6:15
INSTRUCTOR: Harry Burson

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

ENGL 230: Introduction to Film and Culture: Gender, Race, and Difference in the American Horror Film
CRN: 46501
DAY/TIME: M 3:00-4:15/ W 3:00-5:45
INSTRUCTOR: Angela Dancey

Horror is one of cinema’s most enduring and iconic genres, reflecting individual and collective fears about monstrosity, difference, and the body. In this course, we will study how the American horror film has evolved over time, viewing representative examples of its most important subgenres and the ways they are influenced by historical context, social movements, and ideologies about gender, sexuality, race, and class. We will also devote class time to a basic understanding of film and cultural studies, including major concepts, techniques, and terminology. Films will include CARRIE (1976), JENNIFER’S BODY (2009), PSYCHO (1960), IT FOLLOWS (2014), GET OUT (2017), CANDYMAN (1990), and BARBARIAN (2022). Cross listed with MOVI 230.

ENGL 233: History of Film: WWII to Present
CRN: 14589, 14590
DAY/TIME: MW 3:00-4:50
INSTRUCTOR: Martin Rubin
CO-INSTRUCTOR: Eric Pahre

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

ENGL 236: Young Adult Fiction
CRN: 46171
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: David Schaafsma

This course, English 236, is labeled Young Adult Fiction. This version of it will be a bit of a smorgasbord, spanning lots of books, and some of them recently popular.. This is a course I initially envisioned, years ago, would be almost exclusively of interest to people in the program I direct, English Education, but I have found over the years that people from all areas of the department like to take the course, including some folks out of the department such as in psych or K-8 Elementary ed. Is there a theme? Growing Up? Coming of Age? and I hope we can analyze these terms as a focused area of literature, and make connections to personal experience, as such a topic would seem to invite. Finally, I will design some of the work we will do to appeal to future teachers/writers. Opportunities for work in the course will range from “creative” writing to curricular work (how to approach a book, pedagogically) to traditional literary analyses, given the range of student interests in the department. Final projects will be negotiated with me. I hope some of you will do some co-teaching of books you like, too.

ENGL 237: Graphic Novels
CRN: 46172
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Keegan Lannan

ENGL 237: Graphic Novels
CRN: 48034
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: James Drown

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

ENGL 238: Fiction, Sci-Fi, and Fantasy
CRN: 48035
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Jennifer Lewis

Snow White retold as a contemporary tale of family secrets and racial politics. A magical town in which incredible events are incredibly mundane. A post-pandemic world where our civilization has been obliterated and transformed. All of these are stories that fall under the umbrella of speculative literature. Speculative literature works by imagining or speculating about a world very different than our own, with different and sometimes inexplicable rules and features including things like magic, non-human characters, or advanced science. In this course, we will explore the stories described above in order to delineate the literary strategies that distinguish three sub-genres of speculative literature: fabulism, magical realism, and science fiction. And though the speculative is typically associated with fiction and storytelling, we will consider whether it might apply to poetry as well. In our exploration of poetry we will encounter poems that enter haunted houses, that use science as metaphors for political unrest, and that use magical thinking to make reality look like dreams. What will we read? A mix of novels, short stories and poetry by authors such as Helen Oyeyemi, Daniel Orozco, Kazuo Ishiguro, Ted Chiang, Mary Shelley, Zachary Schomburg, Colson Whitehead.

ENGL 238: Speculative Fiction, Sci-Fi and Fantasy
CRN: 46173
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Mary Anne Mohanraj

In this course we’ll survey global speculative literature, from a range of periods and traditions. Speculative literature is a catch-all term meant to inclusively span the breadth of fantastic literature: hard science fiction to epic fantasy to ghost stories to horror to folk and fairy tales to slipstream to magical realism to modern myth-making — any piece of literature containing a fabulist or speculative element. We’ll use the Vandermeer anthologies of classic fantasy and science fiction as starting points, then branch out to a culturally diverse range of contemporary authors.

ENGL 245: Gender and Sexuality in Literature: Queer Latinx Literature
CRN: 46175
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Esmeralda Arrizon-Palomera

This course is an introduction to gender and sexuality in U.S. Latinx literature. Through close readings of essays, poems, fiction, memoirs, and film students will examine how U.S. Latinx writers negotiate gender and sexual identities with, against, and through racial, ethnic, class, and national ones. In taking this intersectional approach to the study of gender and sexuality in U.S. Latinx literature, our goal will be to understand what U.S. Latinx literature teaches us about the construction of gender, sexuality, and Latinidad. Cross listed with GEW 245.

ENGL 245: Introduction to Gender, Sexuality and Literature
CRN: 46174
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Virginia Costello

While we will cover many historical moments both in the literature we read and the films we view, we begin with texts written between 1890 and 1940. Writing during this period often depicts a crisis in the human spirit and a disruption of tradition–both of which echo through contemporary texts we will read. It is imperative that each participant comes to class with an open mind and is willing to think outside of the box created by one’s own lived experience. We will read a variety of genres including, but not limited to, memoir (Barbin, Grande), essays (Lorde, Goldman, Irigaray), fiction (Baldwin, Hemingway), and poetry (Sappho).
Cross listed with GWS 245.

ENGL 247: Women and Literature: Banned Woman Writers
CRN: 46177
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Robin Gayle

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

ENGL 247: Women and Literature: Introduction to Chicana Literature
CRN: 46178
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Esmeralda Arrizon-Palomera

This course is an introductory survey of Chicana literature. Students will read a variety of texts such as novels, memoirs, short stories, poetry, plays and films by Chicana writers. By the end of this course, students will be able to identify and discuss key concepts and major themes in Chicana literature, examine Chicana literature with attention to aesthetic movements, cultural traditions, and historical context, and determine Chicana literature’s contribution to the development of Chicana Feminist Thought. Cross listed with GWS 247.

ENGL 258: Grammar and Style of Nonstandard Englishes in the U.S.
CRN: 46502
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Doug Sheldon

Are you interested in language and writing as a call for justice? Well ENGL 258 will give you the knowledge and skill to read, critique, and create writing that uses the history of “American Grammar” as your starting point. Come see how grammar evolved into a political animal and how it influences policy, education, and your daily communication! This course is ideal for English, Pre-Law, Education, and Professional Writing, Language, and Communications Students.

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

[Cross listed course with BLST 261.]

ENGL 264: Introduction to Native American Literature
CRN: 46180
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: John Casey

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

ENGL 280: Media and Professional Writing
CRN: 46186
DAY/TIME: TR 8:00-9:15 ONLINE
INSTRUCTOR: Gregor Baszak

Writing well means to use as few words as you can to convey a message. It also means always keeping your audience in mind. Our class will be about these core principles of professional writing and more. You will learn the ins and outs of some core journalistic and public relations genres and assemble a portfolio that you will present on a personal website at the end of the semester. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing. An important note: This will be an ONLINE class with ONE LIVE session per week on Zoom during our regularly scheduled class time. Attendance of the live sessions will be mandatory, so make sure the class actually fits your schedule. For the rest of the week, you’ll complete work on your own time by checking the prompts on our Blackboard course page.

ENGL 280: Media and Professional Writing
CRN: 46184
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Karen Leick

In this course, students learn skills in media and communication that are used in the professional workplace. Students will research, discuss, and analyze aspects of professional written communication, including journalism, feature writing, and public relations. Over the course of the semester, each student will produce a portfolio of writing in various genres, presented on a personal webpage. The course is designed to prepare students for professional internships and employment. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280: Media and Professional Writing
CRN: 46187
DAY/TIME: MWF 9:00-9:50
INSTRUCTOR: Jeffrey Kessler

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

ENGL 280: Media and Professional Writing
CRN: 46986
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Jay Shearer

In this course, you will develop a fresh perspective on and skills regarding media and professional writing. Through reading and interviewing, writing and discussion, you will learn to analyze and produce work appropriate for these dynamically evolving industries. We acknowledge this as a moment of acute transformation in the way we ingest and disseminate the written word. Taking these shifts into account, students will develop confidence as media writers and future participants in the professional workplace. You will examine multiple aspects of media and communications—from journalism to PR—and eventually produce a writing portfolio (via your personal web page), preparing you for internship and employment opportunities.

ENGL 282: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 46987, 46988
DAY/TIME: T 2:00-3:15
INSTRUCTOR: Antonio Guerrero

English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing-intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282: Peer Tutoring in the Writing Center
CRN: 46192, 46586
DAY/TIME: T 3:30-4:45
INSTRUCTOR: Katharine Romero

ENGL 282: Peer Tutoring in the Writing Center
CRN: 46191, 46585
DAY/TIME: W 3:00-4:15
INSTRUCTOR: Vainis Aleksa

ENGL 282: Peer Tutoring in the Writing Center
CRN: 46189, 46587
DAY/TIME: W 9:30-10:45
INSTRUCTOR: Charitianne Williams

ENGL 290: Introduction to the Writing of Poetry
CRN: 46194
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Mishka Ligot

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

ENGL 291: Introduction to the Writing of Fiction: The “Hats & Masks” model: the critic and the creative
CRN: 46196
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Gordon Middleton

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

ENGL 291: Introduction to the Writing of Fiction
CRN: 46197
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Rebecca Fishow

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

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

ENGL 295: Latino Literary Studies
CRN: 34683
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Joel Huerta

[Cross listed with LALS 295.]

ENGL 303: Studies in Poetry: The Lyric Tradition in Twentieth Century American Poetry
CRN: 34226. HYBRID
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Christina Pugh

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

ENGL 305: Jerks, Naysayers and Killjoys
CRN: 33168
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Nasser Mufti

We live in dark times. It is hard not to be cynical, pessimistic, skeptical, and/or checked out. Such dispositions are often dismissed as irresponsible, complicit, and damaging. This course rescues negativity, cantankerousness, grumpiness, resignation, dismay and silent judgement as a valuable mode of critique and politics. We will look at a range of different writers, thinkers and traditions for thinking negativity. Amongst these will be essays, poems, novels, films, manifestos, and rants from the Frankfurt School, Romanticism, modernism, postcolonialism, feminism, and Black studies. If this course has hope, it is to rescue sourness against the sanguine, the confident, and the cloyingly upbeat.

ENGL 331: Studies in Moving Image: Berlin to Hollywood
CRN: 48289
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Sara Hall

This course will focus on cultural transfer between Germany and the US through film remakes. It will be of interest to students in Germanic Studies, English, and the Moving Image Arts minor. Dr. Hall is the director of the minor in Moving Image Arts. Cross listed with GER 302.

ENGL 335: “We are a Multi-Sexed Species:” Studies in (Intersex) Literature and Popular Culture
CRN: 46577
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Jennifer Rupert

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

ENGL 380: Advanced Professional Writing
CRN: 47979
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Philip Hayek

This advanced professional writing course teaches ethics and argumentation relevant to writing in the workplace. Our assignments will bridge the public and private sectors and teach you how to define issues, propose changes, judge actions, and promote values within your chosen field. We will debate about controversies involving business, government, law, and medicine. Integral to these debates will be how clear thinking and good writing can create the common ground necessary for these professional communities to work and to work together.
Public Sector (public policy): We will explore the area of public policy writing, and you will practice various genres in the policy communication process. We will learn legislative history research practices from our UIC library liaison, and you will locate, analyze and advise on an issue in public policy.
Private Sector: In this unit we will practice writing internal and external business messages. You will work on promotional materials for a business of your choosing and develop social media strategies and crisis management solutions.
Third Sector (proposal and grant writing): The third sector refers to America’s non-business, non-government institutions, commonly known as nonprofit organizations, or NPOs. NPOs include most of our hospitals, a large part of our schools, and a large percentage of our colleges and universities. Habitat for Humanity is one such philanthropy, with thousands of chapters and a million volunteers. Proposal and grant writing offers a competitive edge for young job-seekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

ENGL 382: Editing and Publishing
CRN: 38558
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Sammie Burton

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

ENGL 382: Editing and Publishing
CRN: 42660
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Margena Christian

In this course, students will study editorial oversight, copy editing/line editing techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Students will learn the business behind the books. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 383: Writing Digital and NEW Media
CRN: 39948
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Philip Hayek

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

ENGL 384: Technical Writing
CRN: 43679
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Philip Hayek

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

ENGL 388: Writing for Health Professionals
CRN: 46602
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Bridget English

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

ENGL 411: Topics in Medieval Literature: Violence and Masculinity in Medieval Arthurian Romance
CRN: 42992, 46993
DAY/TIME: MW 4:30-5:45
INSTRUCTOR: Alfred Thomas

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

ENGL 422: The Literature of Decolonization: From Colony to Postcolony
CRN: 43656, 43657
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: Sunil Agnani

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

ENGL 430: Topics in Cultural and Media Studies: The Archive in Digital and Material Cultures
CRN: 48037, 48038
DAY/TIME: W 2:00-4:50
INSTRUCTOR: Karen Leick

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

ENGL 435: Topics in Culture and Literature: What’s Good about “Middlebrow” Fiction?
CRN: 47130, 47131
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Natasha Barnes

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

ENGL 453: Freshwater Lab Internship Course
CRN: 46589, 46590
DAY/TIME: R 3:30-6:15
INSTRUCTOR: Rachel Havrelock

The Freshwater Lab spring 2025 internship course offers you a deep dive into environmental history and interdisciplinary thought focused on water. Engage with local experts and community leaders and participate in special events and field trips. You’ll have the opportunity to apply what you learn in the classroom as part of an individualized internship placement at an organization focused on water or the environment. No matter your major, your skills can be accommodated in ways that make tangible contributions to the public good. Internships are paid up to 300 hours. Cross listed with PA 453 and UPP 453.

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

ENGL 480: Introduction to the Teaching of ENGLISH in Middle and Secondary Schools
CRN: 46218, 46278
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Lauren Johnson

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

ENGL 486: Teaching of Writing in Middle and Secondary Schools
CRN: 19256, 19257
DAY/TIME: TR 12:30-1:15
INSTRUCTOR: Kate Sjostrom

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

ENGL 487: Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 46220, 46282
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Abigail Kindelsperger

ENGL 488: Methods of Teaching English in Middle an Secondary Schools
CRN: 47113, 47114
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Todd Destigter

English 488 is the final course in the sequence of English Education methods courses. It is to be taken only by English education students the semester before student teaching. Although this course is for both undergraduate and graduate students, B.A. students should register for CRN 47113, and M.A. students should register for CRN 47114. The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues—to make clear, in other words, why English “matters” to high school kids. Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt. Additional focus will be on long and short term lesson planning and assessment. In addition to weekly written work, English 488 students will lead discussions, organize small group activities, create an instructional unit based on a Shakespeare play, and practice teaching lesson plans they design.

ENGL 490: Advanced Writing of Poetry
CRN: 29430, 29431
DAY/TIME: MW 9:30-10:45
INSTRUCTOR: Chris Glomski

English 490 is a advanced poetry writing workshop. In addition to writing original poetic works, students will read poetic texts TBA and be responsible for leading class discussions and workshop sessions.

ENGL 491: Advanced Writing of Fiction
CRN: 19260, 19261
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Mary Anne Mohanraj

ENGL 491: Advanced Writing of Fiction
CRN: 22828, 22829
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Kim O’Neil

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

ENGL 492: Advance Writing of Nonfiction Prose
CRN: 14549, 19262
DAY/TIME: R 5:00-7:50
INSTRUCTOR: Peter Coviello

This course starts from the presumption that many of the things that tend to get valued in creative nonfiction – confessional urgency, deep feeling, experience – are not, intrinsically, very interesting. Our guiding premise will be that what makes them so is nothing other than language, and the dexterity, intelligence, and inventiveness of its use. Students will think about genres of creative nonfiction (the personal essay, cultural criticism, the travelogue, the letter) and study examples of lively writing (from essayists but also poets, novelists, songwriters) as they work toward the making of their own finished pieces. Our goal will be for students to emerge with a new fluency in the workings of nonfiction prose, and a new sense of how to make a voice, on the page, that sounds like their own.

ENGL 493: Internship in Nonfiction Writing
CRN: 26976, 26977
DAY/TIME: W 3:00-4:15
INSTRUCTOR: Margena Christian

Approved internship where students learn professional writing and organizational communication with an emphasis on initiative, planning, and meeting deadlines. Both the instructor and a supervisor mentor the students during the course.
May be repeated to a maximum of 6 hours. A maximum of 6 hours may be applied toward either the undergraduate major in English or a graduate degree in English. Credit is not given for ENGL 493 if the student has credit in ENGL 593.
English majors, English minors, and Professional Writing minors must register for 3-6 credit hours.
Prerequisite(s): Grade of C or better in ENGL 280 and consent of the instructor
Recommended background: Junior or senior standing
To be properly registered, students must enroll in one Conference and one Practice

ENGL 496 Portfolio Practicum
CRN: 41077
DAY/TIME: W 9:30-10:45
INSTRUCTOR: Margena Christian

English 496 is a capstone course in UIC’s undergraduate program in Professional Writing designed to assist our students in landing their first post-degree position as a writing professional. The major focus of this seminar is creating and revising a writing portfolio that not only represents each student’s unique talents as a writer of specialized genres but also showcases their ability to expand upon their proven academic skill sets in new professional writing situations.
In order to prepare seminar participants for the job market of their choosing, students will compile a working portfolio of their best professional writing samples through an on-line platform of their choosing and in this way build upon and refine a portfolio they have already begun as members of our professional writing program. Over the course of the seminar, students will learn how to (re-)design and structure material they have already produced as students of writing for audiences beyond the university. In putting together their writing portfolio, students will be given ample opportunity to reflect on the skills they have acquired in their education in order to establish a recognizable and marketable professional identity. In a culminating assignment, students will not only present their portfolio to the class but also practice talking to future employers through mock interviews.
This seminar is designed to increase students’ confidence as they enter the job market by preparing them to share verbally and in writing their achievements as young professionals well-prepared to utilize the writing skills they have carefully developed and honed during their university education.
Prerequisite(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384.
Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.

ENGL 498 Educational Practice with Seminar I
CRN: 36162 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Kris CHEN

A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 498 Educational Practice with Seminar I
CRN: 14554 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Todd Destigter

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

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

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

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

ENGL 499 Educational Practice with Seminar II
CRN: 36163 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Kris Chen kchen96@uic.edu
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

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

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

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

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

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

ENGL 554 Seminar in English Education: Dual Enrollment Theory-Preparing High School ENGLISH Students for College
CRN: 34331
DAY/TIME: T 5:00-7:50
INSTRUCTOR: David Schaafsma schaaf1@uic.edu
English Students for College fulfills a very specific need in the graduate program at the moment, and one that is increasingly evident in the Chicago area, as high schools are being required by the state to have at least 18 credits of graduate English to teach “dual enrollment” English courses; that is, courses that satisfy Illinois high school graduation and college/university requirements. Several of our current MA students in English and English Education–many of them current high school English teachers enrolled in our program in part to prepare to serve the needs of their students.
What does it mean to teach and learn writing and reading in high school? What does it mean to teach these things in college/university? Of course, dual enrollment accreditation has been in process for many years. But what kind of theories inform this principle of simultaneously teaching high school and college, given that their purposes differ? What are best practices in this arena? What can we learn from our success/failures? We will read texts that address theoretical considerations. We will have guests who are experienced in dual credit teaching and learning, and we will create dual enrollment syllabi models that can be adapted in our classrooms. The underlying commitment is to better preparation of students for college/university English.

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

ENGL 570 Program for Writers: Poetry Workshop
CRN: 35448
DAY/TIME: R 2:00-4:50
INSTRUCTOR: Christina Pugh capugh@uic.edu
This course is a poetry workshop for graduate level poets. Graduate-level writers in other genres are also welcome, as are varied styles and aesthetic commitments on the part of workshop participants. Discussion of student work will be the primary focus here, but we will also read some notable recent volumes of contemporary poetry. The course includes critical readings that directly treat issues of poetic making, including the study of syntax, line, and linguistic music. These critical works treat poems in the lyric tradition; it is my belief that study of this tradition can inform a variety of aesthetic commitments.
Students will write new poems that will be discussed in workshop and revised for a final portfolio; they will also produce an artist’s statement to accompany their final portfolios. My goal is for you to be writing with energy and focus, and for you to deepen your own poetic practice by thinking critically about the elements of craft that are available to you as a poet. I also strive to create a classroom environment that is encouraging and supportive – while staying seriously focused on the art and craft (and the perennial challenge) of making poems.

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

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

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

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

FYWP

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

ENGL 151 Introduction to Academic Writing: First-Generation, Underrepresented Minority Students Writing Legacy
CRN: 48053
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Robin Gayle
This course is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.

ENGL 151 Introduction to Academic Writing: First-Generation, Underrepresented Minority Students Writing Legacy
CRN: 47913
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Robin Gayle
This course is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.

ENGL 159 Academic Writing Workshop
CRN: 40094 GLOBAL
DAY/TIME: M 9:00-9:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 47503
DAY/TIME: T 12:30-1:20
INSTRUCTOR: Amanda Bohne abohne@uic.edu
English 159 is designed to support students as they complete English 160.
This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 40095 GLOBAL
DAY/TIME: W 9:00-9:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 47504 GLOBAL
DAY/TIME: R 12:30-1:20
INSTRUCTOR: Amanda Bohne abohne@uic.edu
English 159 is designed to support students as they complete English 160.
This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 40382 GLOBAL
DAY/TIME: F 9:00-9:50
INSTRUCTOR: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 160 Academic Writing I: Writing About Your Passions
CRN: 41435
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Keegan Lannon klannon@uic.edu
The primary goal of this course is, broadly speaking, to learn how to write. You’ll notice that I don’t say how to write “well.” Writing, like most skills, takes a lifetime of practice to get good at it, and you will spend most of your time in college trying to get better. What we will do here is start this process by learning how to think like a writer, so that you can go forth and hone your skills over the next four years.
To learn this writerly way of thinking, we’ll answer one question:
If time and money were not concerns, what would you be doing with yourself?
This is a common ice-breaker question, because the answer reveals something about what drives you in life. It’s probably fairly easy to identify and articulate who and what you would like to occupy your time if you were free from other responsibilities. What is likely harder is articulating why these people and things are so important to you, and why they are worth occupying your time.
In this class you will have the opportunity to explain why your passions are valuable—even if only to you—and why they are worth your time.

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

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

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

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

ENGL 160 Academic Writing I: Writing for an Audience
CRN: 19835
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Angela Dancey adancey@uic.edu
The first English 160 learning goal is to improve “rhetorical awareness of audience through different genre-based assignments.” In other words, to practice writing in different genres to learn more about appealing to and communicating with your readers. Some of the selected genres in this course might be familiar to you as a reader (e.g., the curated list, or “listicle”) but less familiar to you as a writer. This course is designed to give you a thorough understanding of each genre we work in before you start writing and support you throughout the process of drafting and revising.
Another aim of this course is to challenge some outdated beliefs and unhelpful ideas about writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). We’ll also practice critical thinking and reading skills, constructing cohesive paragraphs, and writing for simplicity and concision.
Finally, this course is purposely designed to (hopefully!) make writing enjoyable in ways it might not have been for you in high school, and maybe (hopefully!) shift your perception of yourself as a writer.

ENGL 160 Academic Writing I: Writing About Popular Media, Resistance, and Social Change
CRN: 14372
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Jennifer Rupert jruper1@uic.edu
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to take action on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short and long term goals.

ENGL 160 Writing Across Genres
CRN: 14359
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom to inform, explain, argue, refute and persuade.
Our course will revolve around four major writing projects- a genre analysis, opinion editorial, argumentative essay and final reflective project. Your writing will primarily be individual, and will be done both in class and as homework. The ideas you develop will be based on course readings, in-class discussion, small group work and research.

ENGL 160 Academic Writing I: Writing About Popular Media, Resistance, and Social Change
CRN: 26187
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Jennifer Rupert jruper1@uic.edu
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to take action on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short and long term goals.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 41136 ONLINE
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Ling HE linghe@uic.edu
This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password.
This online course features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and their application to a specific writing project. The four writing projects fall into five types of writing for a particular purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent writing opportunities with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I: Life on Earth: Sustaining Ourselves, Sustaining the Planet in a Time of Crisis
CRN: 14365
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Ryann Croken croken2@uic.edu
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? What futures might we imagine, and how do we set ourselves towards (or away from) these possible futures? How are people affected differently by social and ecological conditions, based on race, gender, ethnicity, ability, and economic and citizenship status? In this course, students will develop a conceptual framework through which to approach such questions. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, youth activism, and media literacy and misinformation.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 14367 ONLINE
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Ling HE linghe@uic.edu
This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password.
This online course features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and their application to a specific writing project. The four writing projects fall into five types of writing for a particular purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent writing opportunities with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 46441
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Amanda Bohne abohne@uic.edu
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. Reading an article, listening to a speech, or encountering a post on social media, you already know how to “read” these arguments and respond to them in a general sense.
This course is an introduction to writing, rhetoric, and research. Though each of these terms can be defined in numerous ways, we will focus most carefully on writing and rhetoric as the craft of constructing an argument and research as the process of investigation and analysis. Since good writing begins with good thinking, this course will emphasize the importance of critical reading and will ask you to analyze a variety of texts throughout the term. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.

ENGL 160 Academic Writing I: How to Report the News
CRN: 14355 ONLINE
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Gregor Baszak baszak2@uic.edu
How to report the news
Get your little ring notebook, put a pencil behind your ear, keep your audio recorders and your cameras handy—you’re going out into the field to report the news. Yes, in our class you’ll become a journalist for one semester: You’ll interview people, transcribe their words, report the 5 Ws, and organize them along an inverted pyramid. You’ll also chime in with your own thoughts on an important matter that affects your community in the form of an op-ed.
An important note: This will be an ONLINE class with ONE LIVE session per week on Zoom during our regularly scheduled class time. Attendance of the live sessions will be mandatory, so make sure the class actually fits your schedule. For the rest of the week, you’ll complete work on your own time by checking the prompts on our Blackboard course page. Some assignments will ask you to talk to people on campus and/or in your neighborhood. Because what’s a good story without good quotes?

ENGL 160 Academic Writing I: How to Report the News
CRN: 46437 ONLINE
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Gregor Baszak baszak2@uic.edu
Pack your little ring notebook, put a pencil behind your ear, keep your audio recorders and your cameras handy—you’re going out into the field to report the news. Yes, in our class you’ll become a journalist for one semester: You’ll interview people, transcribe their words, report the 5 Ws, and organize them along an inverted pyramid. You’ll also chime in with your own thoughts on an important matter that affects your community in the form of an op-ed.
An important note: This will be an ONLINE class with ONE LIVE session per week on Zoom during our regularly scheduled class time. Attendance of the live sessions will be mandatory, so make sure the class actually fits your schedule. For the rest of the week, you’ll complete work on your own time by checking the prompts on our Blackboard course page. Some assignments will ask you to talk to people on campus and/or in your neighborhood. Because what’s a good story without good quotes?

ENGL 160 Academic Writing I: Life on Earth: Sustaining Ourselves, Sustaining the Planet in a Time of Crisis
CRN: 14364
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Ryann Croken croken2@uic.edu
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? What futures might we imagine, and how do we set ourselves towards (or away from) these possible futures? How are people affected differently by social and ecological conditions, based on race, gender, ethnicity, ability, and economic and citizenship status? In this course, students will develop a conceptual framework through which to approach such questions. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, youth activism, and media literacy and misinformation.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 27287
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Amanda Bohne abohne@uic.edu
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. Reading an article, listening to a speech, or encountering a post on social media, you already know how to “read” these arguments and respond to them in a general sense.
This course is an introduction to writing, rhetoric, and research. Though each of these terms can be defined in numerous ways, we will focus most carefully on writing and rhetoric as the craft of constructing an argument and research as the process of investigation and analysis. Since good writing begins with good thinking, this course will emphasize the importance of critical reading and will ask you to analyze a variety of texts throughout the term. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 26190 ONLINE
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Ling HE linghe@uic.edu
This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password.
This online course features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and their application to a specific writing project. The four writing projects fall into five types of writing for a particular purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent writing opportunities with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

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

ENGL 160 Academic Writing I: Are You What You Eat? Food Stories
CRN: 26189
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Karina Duncker-Hoffmann kdinck2@uic.edu
This class will introduce you to academic writing by providing you with strategies, knowledge, and skills that you will be able to use during your academic career at UIC and beyond. You will learn to write in four different genres: narrative, restaurant review, argumentative essay, and reflective essay. Supported by the writing community of your peers and myself as your instructor, you will analyze conventions of these genres to understand rhetorical strategies in a variety of academic and non-academic readings and apply your findings to your own writing. You will practice and use various reading and writing strategies to draft, review, and revise your writing. Three of the four writing projects will revolve around food and aspects of our customs and relationship with it; the fourth will be a reflective essay on your own growth as a writer by the end of the semester.
You will also learn how to use the UIC Library Databases, find scholarly and non-scholarly sources of your interest, and integrate them into your own research-based writing. using MLA style in preparation for your university coursework.

ENGL 160 Academic Writing I: Life on Earth: Sustaining Ourselves, Sustaining the Planet in a Time of Crisis
CRN: 14357
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Ryann Croken croken2@uic.edu
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? What futures might we imagine, and how do we set ourselves towards (or away from) these possible futures? How are people affected differently by social and ecological conditions, based on race, gender, ethnicity, ability, and economic and citizenship status? In this course, students will develop a conceptual framework through which to approach such questions. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, youth activism, and media literacy and misinformation.

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

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

ENGL 160 Academic Writing I: Speaking Machines: AI Voice in Cinema
CRN: 27288
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Harry Burson hburso3@uic.edu
Since the birth of the talkies, cinema has been fascinated by the voice. The sound of the human voice in film is routinely associated with fundamental questions of interiority, power, identity, and intersubjectivity. Voice is often a metaphor for abstract notions of political agency and self-expression, but it is also a material phenomenon that bears the audible traces of the speaker’s lived history. So what happens when the voice we hear belongs not to a human being, but instead to an android, robot, or other artificially intelligent being? How does the representation of speaking machines in cinema reflect shifting cultural attitudes about technology, identity, and labor? This course will examine a variety of film, television, and audio works centered on the artificially synthesized voice to defamiliarize some basic assumptions about how we listen: Who is allowed to use their voice, and in what context? What does the sound of a voice tell us about the speaker? How are our preconceptions about voice shaped and challenged by the audiovisual media we encounter every day? Considering such questions will prompt students to reconsider our everyday aural encounters with people and technology.
This class is designed to introduce students to college-level writing with an emphasis on genre and context as constitutive components of composition. The primary goal is to develop the core skills and techniques necessary for writing across social, professional, and disciplinary contexts. Over the course of the semester, students will work on four major writing assignments: a Cover Letter, a Creative Project, an Argumentative Essay, and a Reflective Project. By the end of the course, you should understand the key concepts from the course materials; draw connections among our readings and case studies; create your own original arguments that address the larger themes of the course; and strengthen your writing by incorporating feedback from your classmates and instructor. This will help prepare you not only for academic and professional writing, but also for critically engaging with the media you encounter every day.

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

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

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

ENGL 161 Academic Writing II: Society, Multimedia, and Groupthink
CRN: 14395 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Antonio Guerrero aguerr27@uic.edu
From Swifties and their parasocial relationship with T-Swift, to TikTok influencers selling us a toilet bowl cleaner, this course will explore the ways in which we consume media and ideas. We exist in a complex ideological ecosystem that allows us to have a great amount of mental dexterity and individualization — but how we wield this dexterity has a lot to do with our environment. This course will have you read, write, and research with the goal of understanding how everyday consumption of media and information influences our individual and collective trajectories. In short, we will be trying to understand why we think the way we do and who influences that thought process.

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

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

ENGL 161 Academic Writing II:Society, Multimedia, and Groupthink
CRN: 47673 ONLINE
DAY/TIME: ARR ASYNCHRONOUS
INSTRUCTOR: Antonio Guerrero aguerr27@uic.edu
From Swifties and their parasocial relationship with T-Swift, to TikTok influencers selling us a toilet bowl cleaner, this course will explore the ways in which we consume media and ideas. We exist in a complex ideological ecosystem that allows us to have a great amount of mental dexterity and individualization — but how we wield this dexterity has a lot to do with our environment. This course will have you read, write, and research with the goal of understanding how everyday consumption of media and information influences our individual and collective trajectories. In short, we will be trying to understand why we think the way we do and who influences that thought process.

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

ENGL 161 Academic Writing II: Media, Mythmaking, and Contemporary Culture
CRN: 14384
DAY/TIME: MW 8:00-9:15
INSTRUCTOR: William Wells wwells3@uic.edu
This course explores the myriad ways we come to know ourselves through storytelling. Through the analysis of a diverse range of genres spanning from the “academic” (literature, theory, and philosophy) to the everyday (TV and film, advertising, and online content), we will come to understand the compulsion toward meaning-making in the modern world, as well as the benefits and risks of such an endeavor.

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

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II: Empathy and Mass Communication
CRN: 14447 ONLINE
DAY/TIME: MW 3:00-4:15
INSTRUCTOR: Mark Brand mrbrand@uic.edu
In this class, we will explore theories of empathy in digital spaces and how these do (or do not) reconcile with our lived experiences. At issue in our texts are questions of identity and creativity, as well as rhetorics of authorship and cultural appropriation, ubiquitous telepresence, machinic modes of perception, and the disconnection between people trying to care—and feel cared about—in a world of algorithmically-driven communication technologies. We will examine mass media like video games, social media, and AI, and the implications of their reach and their increasing tendency to mobilize empathy in search of new audiences. You should expect to read and write extensively as you develop a thesis-driven research project on a subtopic of your choosing. This project will unfold over several steps (two-stage annotated bibliography, paper proposal with review of literature, and a final paper and presentation) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

ENGL 161 Academic Writing II: Empathy and Mass Communication
CRN: 43492 ONLINE
DAY/TIME: MW 4:30-5:45
INSTRUCTOR: Mark Brand mrbrand@uic.edu
In this class, we will explore theories of empathy in digital spaces and how these do (or do not) reconcile with our lived experiences. At issue in our texts are questions of identity and creativity, as well as rhetorics of authorship and cultural appropriation, ubiquitous telepresence, machinic modes of perception, and the disconnection between people trying to care—and feel cared about—in a world of algorithmically-driven communication technologies. We will examine mass media like video games, social media, and AI, and the implications of their reach and their increasing tendency to mobilize empathy in search of new audiences. You should expect to read and write extensively as you develop a thesis-driven research project on a subtopic of your choosing. This project will unfold over several steps (two-stage annotated bibliography, paper proposal with review of literature, and a final paper and presentation) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

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

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

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

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

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 43491
DAY/TIME: MWF 10:00-10:50
INSTRUCTOR: Jeffrey Gore jgore1@uic.edu
Pending

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II: Writing About Love
CRN: 47380
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Gen Kwon ykwon42@uic.edu
In 2015, bell hooks said in a The New York Times interview, “I believe wholeheartedly that the only way out of domination is love.” After devoting decades of her career to ending racism and sexism, coining the expression “imperialist white supremacy capitalist patriarchy,” hooks avowed in the interview the message of her book, All About Love (2000), much to the dismay of her admirers. They lamented that hooks renounced her fierce critique of structural oppression in favor of a naive commitment to affective bonds. In this section of English 161, we will analyze multiple facets and misconceptions of what in English is often lumped together, simply, as “Love.” We will explore society’s obsession with and manipulation of love as well as cynical reactions to it as childish, weak, secondary, sentimental, imaginary, and futile. Using a combination of philosophical and religious texts, history, scientific research, fiction, and some of the most popular songs of our times, we will examine the various manifestations and appropriations of love in mass media and scholarly work. Culminating in a research paper, this course will give you the tools to develop focused questions, conduct academic research using databases, and enter a larger conversation through academic writing.

ENGL 161 Academic Writing II: The Rhetoric of Disability: Examining Disability in Society and Higher Education
CRN: 14450
DAY/TIME: MWF 11:00-11:50
INSTRUCTOR: Karen Putman kputma3@uic.edu
According to the Centers for Disease Control and Prevention (CDC), 61 million people identify as disabled. Disability is a common human experience that everyone will either temporarily or permanently experience in their life. This course will explore how disabilities of all kinds are portrayed in media and on the college campus and how these portrayals have affected our thinking and assumptions today. What makes us human? What makes us ‘normal’? We will investigate the rhetoric of disability and its sociocultural consequences in life and on the college campus.
Course readings will focus on the language and rhetoric surrounding disability and how these influence culture and college policy. The class will be structured around four writing projects; an annotated bibliography, a research proposal, a literary review, and a research paper, all culminating in the creation of an extended argumentative essay based on analysis of your own research.

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

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

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

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

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

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

ENGL 161 Academic Writing II: Writing About Love
CRN: 42685
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Gen Kwon ykwon42@uic.edu
In 2015, bell hooks said in a The New York Times interview, “I believe wholeheartedly that the only way out of domination is love.” After devoting decades of her career to ending racism and sexism, coining the expression “imperialist white supremacy capitalist patriarchy,” hooks avowed in the interview the message of her book, All About Love (2000), much to the dismay of her admirers. They lamented that hooks renounced her fierce critique of structural oppression in favor of a naive commitment to affective bonds. In this section of English 161, we will analyze multiple facets and misconceptions of what in English is often lumped together, simply, as “Love.” We will explore society’s obsession with and manipulation of love as well as cynical reactions to it as childish, weak, secondary, sentimental, imaginary, and futile. Using a combination of philosophical and religious texts, history, scientific research, fiction, and some of the most popular songs of our times, we will examine the various manifestations and appropriations of love in mass media and scholarly work. Culminating in a research paper, this course will give you the tools to develop focused questions, conduct academic research using databases, and enter a larger conversation through academic writing.

ENGL 161 Academic Writing II: Between Body and Mind: Narrative, Illness and Medicine
CRN: 14457
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data?
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding medicine such as the use of AI and robotic technologies, and the complexities of emotions and experiences that make us human. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

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

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

ENGL 161 Academic Writing II: Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 14449
DAY/TIME: MWF 12:00-12:50
INSTRUCTOR: Jay Shearer shearer@uic.edu
In this course we will examine the threats to democracy in the 21st century, including misinformation, voter suppression, the influence of money and (as some argue) the very structure of American government. We will explore and analyze links between public positions and private motives, historic compromises and their contemporary consequences, money and policy, information and belief. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument in a larger conversation regarding our course themes.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14414
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Mike Newirth newirth1@uic.edu
Pending

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14420
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: Charitianne Williams cwilli31@uic.edu
Pending

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

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42688 GLOBAL
DAY/TIME: MWF 1:00-1:50
INSTRUCTOR: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area

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

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II: Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 14404
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: Jay Shearer shearer@uic.edu
In this course we will examine the threats to democracy in the 21st century, including misinformation, voter suppression, the influence of money and (as some argue) the very structure of American government. We will explore and analyze links between public positions and private motives, historic compromises and their contemporary consequences, money and policy, information and belief. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument in a larger conversation regarding our course themes.

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

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

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

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14412
DAY/TIME: MWF 2:00-2:50
INSTRUCTOR: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.

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

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

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

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

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

ENGL 161 Academic Writing II: Show me your teeth and I’ll tell you who you are.
CRN: 14442
DAY/TIME: TR 8:00-9:15
INSTRUCTOR: Todd Sherfinski tsherfin@uic.edu
Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for our research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

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

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

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

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

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II: Writing About the Relationship Between Gender/Sexuality and Film/Television
CRN: 32295 GLOBAL
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: James Drown jdrown1@uic.edu
Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we might ask is “How much effect do these shows and films have on our expectations concerning gender and sexuality?” After all, media influence is only one of the social mechanisms that influence how we understand gender and sexuality.
We will be focusing on questions concerning this relationship between film/television and gender/sexuality. We will begin by examining various concepts and social theories, including readings by Stuart Hall, Judith Butler, Audre Lorde, Barthes and Foucault. We will also examine more general social theories/concepts, such as ideology, hegemony, semantics, and confirmation bias.
We will create an Annotated Bibliography for these (and other readings) and using this information we will develop a relevant research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161 Academic Writing II: Show me your teeth and I’ll tell you who you are.
CRN: 14471
DAY/TIME: TR 9:30-10:45
INSTRUCTOR: Todd Sherfinski tsherfin@uic.edu
Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for our research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

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

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

ENGL 161 Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 14394
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14451
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Sammie Burton sburto7@uic.edu
This semester in English 161, you will embark on a journey through different genres of writing that focus on the recursive, yet rewarding, nature of academic inquiry. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within the class content. Four writing genres will be explored: the Annotated Bibliography, the Literature Review, the Proposal, and Evidence-based Research. In addition to peer-review sessions, you will also receive feedback from your professor to help produce clear and thought-provoking writing projects. The theme of this course centers on cultivating wisdom from research that explores the past, present, and future implications of different career fields.

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

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

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

ENGL 161 Academic Writing II: Show me your teeth and I’ll tell you who you are.
CRN: 22117
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Todd Sherfinski tsherfin@uic.edu
Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for our research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

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

ENGL 161 Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 14382
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161 Academic Writing II: Fantasy in Literature, Film, and Popular Culture
CRN: 14453
DAY/TIME: TR 11:00-12:15
INSTRUCTOR: Adam Jones ajones@uic.edu
This class will introduce you to academic writing by providing you with strategies and knowledge that you can use during your academic career at UIC and beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analytic presentation on a comic, two movie reviews, an argumentative essay, and a self-reflective essay. Each of these projects will revolve around the recent rise of geek culture. In order to better understand the aesthetic and political issues raised by geek culture’s having gone mainstream, we will examine comics, movies, movie reviews, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation.

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

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

ENGL 161 Academic Writing II: Writing About the Relationship Between Gender/Sexuality and Film/Television
CRN: 32289
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: James Drown jdrown1@uic.edu
Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we might ask is “How much effect do these shows and films have on our expectations concerning gender and sexuality?” After all, media influence is only one of the social mechanisms that influence how we understand gender and sexuality.
We will be focusing on questions concerning this relationship between film/television and gender/sexuality. We will begin by examining various concepts and social theories, including readings by Stuart Hall, Judith Butler, Audre Lorde, Barthes and Foucault. We will also examine more general social theories/concepts, such as ideology, hegemony, semantics, and confirmation bias.
We will create an Annotated Bibliography for these (and other readings) and using this information we will develop a relevant research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

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

ENGL 161 Academic Writing II: The Challenge of AI in the Composition Classroom
CRN: 47645
DAY/TIME: TR 12:30-1:45
INSTRUCTOR: Virginia Costello vcostell2uic.edu
In this experimental class, we will write critically about AI programs such as ChatGPT, Copilot, Grammarly, Chatpdf, and Research Rabbit. We will analyze and evaluate these programs in terms of how they might help, hinder or simply annoy us. We will ask tough questions about AI in relation to the environment, privacy, bias, and labor. Students can expect to be a part of uncomfortable conversations about unethical use of AI (“cheating”), astounded by advances of AI (particularly in the medical field), and witness spectacular failures (hallucinations).
At the beginning of the semester, we will write policy and guidelines about AI use in our classroom. While we will also attempt to identify malicious actors and Deepfakes, the main goal of this class is to enhance our own AI literacy and grapple with questions about how AI is changing how we teach and learn. Finally, throughout all of our conversations and writing assignments, we will think about what it means to be human. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

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

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

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

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

ENGL 161 Academic Writing II: The Challenge of AI in the Composition Classroom
CRN: 14443
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Virginia Costello vcostell2uic.edu
In this experimental class, we will write critically about AI programs such as ChatGPT, Copilot, Grammarly, Chatpdf, and Research Rabbit. We will analyze and evaluate these programs in terms of how they might help, hinder or simply annoy us. We will ask tough questions about AI in relation to the environment, privacy, bias, and labor. Students can expect to be a part of uncomfortable conversations about unethical use of AI (“cheating”), astounded by advances of AI (particularly in the medical field), and witness spectacular failures (hallucinations).
At the beginning of the semester, we will write policy and guidelines about AI use in our classroom. While we will also attempt to identify malicious actors and Deepfakes, the main goal of this class is to enhance our own AI literacy and grapple with questions about how AI is changing how we teach and learn. Finally, throughout all of our conversations and writing assignments, we will think about what it means to be human. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Deep Fried and Delicious: A Taste of the Fast Food Industry
CRN: 14446
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Travis Mandell tmande2@uic.edu
In this course, we will engage in a semester long investigation of the Fast-Food Industry, and the impacts on society at large (both in the U.S and Globally). We will read critical texts that investigate the Industry’s influence on culture, economy, the environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to environmental health-impacts, and analyze the various debates taking place across different fields of inquiry.
Through lectures, discussions, in class activities, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you pursue in the future. By developing research techniques, conducting said research, and writing an academic essay, you will become well versed in the art of academic writing. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC, fostering a strong foundation for your academic writing skills that can be used in your specific discipline/major.

ENGL 161 Academic Writing II: Fantasy in Literature, Film, and Popular Culture
CRN: 42529
DAY/TIME: TR 2:00-3:15
INSTRUCTOR: Adam Jones ajones@uic.edu
This class will introduce you to academic writing by providing you with strategies and knowledge that you can use during your academic career at UIC and beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analytic presentation on a comic, two movie reviews, an argumentative essay, and a self-reflective essay. Each of these projects will revolve around the recent rise of geek culture. In order to better understand the aesthetic and political issues raised by geek culture’s having gone mainstream, we will examine comics, movies, movie reviews, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation.

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

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

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

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

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

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

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

ENGL 161 Academic Writing II: Fantasy in Literature, Film, and Popular Culture
CRN: 14468
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Adam Jones ajones@uic.edu
This class will introduce you to academic writing by providing you with strategies and knowledge that you can use during your academic career at UIC and beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analytic presentation on a comic, two movie reviews, an argumentative essay, and a self-reflective essay. Each of these projects will revolve around the recent rise of geek culture. In order to better understand the aesthetic and political issues raised by geek culture’s having gone mainstream, we will examine comics, movies, movie reviews, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14462
DAY/TIME: TR 3:30-4:45
INSTRUCTOR: Doug Sheldon sheldond@uic.edu
Do you have a favorite hobby? Do you share it with others in a group setting even if you don’t interact directly? Do you have knowledge of: Sports? Comic books? Music? Star Trek? Bullfighting? Houston Slab? Guess what? You’re a fan! This course will discuss the ins and outs of fandom and fandom communities. We will ask important questions like: What makes one a fan? What do these communities provide that culture at large does not? What is anti-fandom? We will inquire about our own fandoms or fandoms which pique our interest and discover research practices that can shed light on communities often marginalized or written off by mainstream viewpoints. Student’s will engage with a fandom community either textually or socially to gain greater understanding of how authority is built within said communities and how they grow or fade away.

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

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

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

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

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

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

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

Fall 2024

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

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

ENGL 103 Understanding Poetry
CRN: 20645, 20646
Days/Time: MWF 2:00-2:50
Instructor: Chris Glomski vivo@uic.edu
Course Description: In this course, students will read a wide array of English, American, and transcontinental poetry (and some critical writings) comprising several genres and periods, though the bulk of our readings will derive from the modern to the present eras. Taking a cue from a poem by Charles Baudelaire, this section of English 103 will explore the theme of “correspondences”. Students will be encouraged to think about how the poetic works we read “correspond” to each other in a variety of ways (e.g. theme, form, genre, et al.) In addition to becoming familiar with these concepts, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of form and prosody (meter and rhyme). Through informal and formal written responses, students will also learn to compose coherent arguments about a literary text or problem and to select effective textual evidence to support those arguments. Students enrolled in this course should expect to do a substantial amount of reading and to come to each class fully prepared to engage those readings through class discussion and/or short response papers which may be shared with the class. Other course requirements include two formal analysis papers, a midterm exam, quizzes, short discussion introductions, and a poetics or original poem statement to be shared in class.

ENGL 103 Understanding Poetry
CRN: 22348, 22349
Days/Time: TR 11:00-12:15
Instructor: Seunghyun Shin sshin68@uic.edu

ENGL 104 Understanding Drama
CRN: 26201
Days/time: MWF 1:00-1:50
Instructor Aaron Krall akrall@uic.edu
How do plays represent the world? How do they produce new worlds? This course will examine the form and content of drama from the end of the nineteenth century, the beginning of “modern drama,” to the contemporary stage. We will focus on strategies for critically reading and writing about plays through an analysis of works by playwrights including Sophocles, Chekhov, Brecht, Fornés, Parks, and Nottage, and we will see and review productions by the UIC Theatre. Our reading will be supported by an exploration of the relationships between written texts and live performances through projects involving acting, directing, and design, as well as literary criticism. We will also explore the social contexts for plays by reading theatre history and dramatic theory. In this way, the literary texts and techniques of playwrights will be complemented and complicated by the theatre artists, theatre companies, critics, and audiences that shaped their production.

ENGL 105 understanding Fiction
CRN: 11129, 20595
Days/Time: MW 3:00-4:15
Instructor: Gordon Middleton amiddl5@uic.edu
Reading prose fiction can be a little like losing your eyesight and having someone explain the world to you. And have you ever thought about how weird words are? Sounds that can make an idea go from one brain and body to another — don’t think of pink elephants — as though words are a form of mind control (and as though ideas can be in the body too). We’ll talk about how even the most conventional prose fiction — a murder plot or romance — teases the reader in what it describes and what it hides. But any storytelling always plays hide and seek, with what the author reports, hides till later, or out-and-out lies to the reader about. This is part of the game of fiction. There are other ways of creating intrigue other than a whodunnit. This is what we’ll explore in this class, stories that do something that only prose fiction can. We’ll learn to discuss literature like we’re lawyers. Or CSI. Or at least playing them on TV. Which is to say, when we discuss literature, it’s with all of the tools of our own thinking: logical, rational, figurative — lateral, linear, associative, metaphorical, among others. I’ll have most of the readings laid out in the first week but it’s a living course plan. I do it this way because I’d like to hear what you’d like to read so you’re very welcome to suggest other authors or even kinds of reading you’d like to discuss (though we’ll also read a few novels I’m picking). Once you can analyse prose fiction for its pieces and parts, you can apply the same toolset to politics, crime, interpersonal relations, and how to resolve a problem at work. As you wish. Analysing literature can be as much of a game — and as fun — as the fiction itself.

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

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

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

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

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

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

ENGL 135 Understanding Popular Genres and Culture
CRN: 49452
Days/Time: TR 3:3–4:45
Instructor: Joseph Staten jstate2@uic.edu
At first glance, “creative nonfiction” sounds like a contradiction in terms: isn’t “nonfiction”—work that deals with “reality” rather than made-up stories and characters—supposed to *not* be creative, in order to tell the truth about the real world? Indeed, when we think of “creative writing,” we usually think of the imaginary worlds of fiction and poetry. Yet attention is increasingly being paid to creative nonfiction, in which essays, journalism, photography, documentary filmmaking, and even podcasts, reality TV, and TikToks are being explored for their great creative—and truth-telling—potential. This class will be a survey of some of the major works of creative nonfiction from the last century, spanning the mediums listed above (essays, films, podcasts, etc.) as well as different genres, from memoir to celebrity magazine profiles to investigative political reporting to art criticism and beyond. We will also read critical essays investigating some major questions asked by creative nonfiction: what does it mean for nonfiction work to be “creative”? What is the relationship between “creative” work about reality and reality itself? Can we ever really access the “truth” about reality? Must we alter the “true” facts in order to make our work “creative”? And can altering the “facts” actually get us to a deeper “truth” about the subject at hand? Work for the course will include writing critically about these questions, as well as working on some creative projects of our own.
ENGL 150 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 49438
Days/Time: MWF 10:00-10:50
Instructor: Charitianne Williams. cwilli31@uic.edu

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

ENGL 150 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 49437
Days/Time: TR 11:00-12:15
Instructor: Eman Elturki elturki@uic.edu
While the world is thriving in technological advancements, communications, and connectivity; poverty, hunger, pollution, inequality, and limited or lack of healthcare access (and the list goes on) are persistent struggles in this modern day and time. As global citizens of this world, we can alleviate some of these struggles by being conscious, raising awareness, and acting when we can. In this class, using the United Nations’ Sustainable Development Goals (SDGs) as a framework for discussion and writing, we will tackle different social justice, environmental, and economic issues. Consisting of 17 goals to be accomplished by 2030, the SDGs are “an urgent call” to take action as global citizens to better the life of all individuals, rebuild a more just and equitable society, and improve our planet. We will read and analyze texts in a variety of genres on such topics and engage in the phases of the writing process to construct expository, argumentative, and reflective essays. Such activities will enhance your critical reading skills, rhetorical knowledge, and academic writing skills.
ENGL 151 Introduction to Academic Writing
CRN: 49443
Days/Time: MWF 11:00-11:50
Instructor: Amanda Bohne abohne@uic.edu

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

ENGL 151 Introduction to Academic Writing
CRN: 49445
Days/Time: TR 8:00-9:15
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.

ENGL 151 Introduction to Academic Writing
CRN: 49446
Days/Time: TR 9:30-10:45
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.

ENGL 151 Introduction to Academic Writing
CRN: 49447
Days/Time: TR 11:00-12:15
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.

ENGL 151 Introduction to Academic Writing
CRN: 49448
Days/Time: TR 12:30-1:45
Instructor: Robin Gayle rpetro3@uic.edu
Legacy: First-Generation Students Revolutionizing Academia
This section is designed specifically for first-generation college students, meaning you are the first in your family to attend a university. This course will enable you to increase your confidence as an academic, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming undergraduates. The classroom will be structured as a “homeplace” that builds on each pupil’s cultural richness. You will learn how to access and use available resources and develop networks within UIC support services and enrichment programs. After attending campus tours and learning about the Sustainable Development Goals as delineated by the United Nations, including the goal of quality education, you will develop Artivism (art+activism) Legacy Projects that you will share at an open Gallery Presentation at UIC. In short, this course will help to prepare you for the rigors of academic writing, required First-Year Writing courses at UIC, and collegiate life.
ENGL 153 English Grammar and Style
CRN: 47590
Days/Time: MWF 10:00-10:50
Instructor: Jeffrey Kessler jckessle@uic.edu
This course will not be your conventional “grammar drill” or “right and wrong” class. Instead, we will approach grammar and style as analytical and creative tools. Our ultimate goal will be to use grammatical forms to be more aware of the choices we make when we read and write. We will also discuss significant issues surrounding the English language, including its history, Black English, prescriptive v. descriptive linguistics, and the ethics of writing. Students will complete analyses to demonstrate the grammatical skills they have learned, as well as complete assessments of their own writing and a short-written project at the end of the semester.

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

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

ENGL 154 Understanding Rhetoric
CRN: 47490
Days/Time: TR 3:30-4:45
Instructor: Keegan Lannon klannon@uic.edu
“Rhetoric” is one of those hard to define concepts, like “freedom” or “beauty.” Any definition put forth will, under the smallest amount of scrutiny, seem inadequate. Aristotle, one of the first thinkers to formally define rhetoric, suggests “The faculty of discovering in any particular case all of the available means of persuasion.” It’s not specified what “cases” means here, so do all ways of speaking, writing, or thinking have rhetoric? What about non-persuasive communication (if that even exists)—writing for entertainment or for information? What does it even mean to persuade a person? And so on… The more deeply you dive into what rhetoric is, the more it seems like everything is (or maybe has?) rhetoric. Like String Theory, rhetoric could be seen as the Theory of Everything for communication theories. In this course, we will examine how rhetoric informs the messages we communicate—both in written and visual forms—and how our thinking (and our sense of self) is influenced by the rhetoric we encounter.
ENGL 159 Academic Writing Workshop
CRN: 40310
Days/Time: M 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 40312
Days/Time: W 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 40314
Days/Time: F 9:00-9:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 461706
Days/Time: M 10:00-10:50
Instructor: Aaron Krall akrall@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 41705 GLOBAL
Days/Time: M 10:00-10:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 41707 GLOBAL
Days/Time: F 10:00-10:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 41709
Days/Time: F 10:00-10:50
Instructor: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 46708
Days/Time: M 11:00-11:50
Instructor: Aaron Krall akrall@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 46709
Days/Time: W 11:00-11:50
Instructor: Aaron Krall akrall@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 46711
Days/Time: F 11:00-11:50
Instructor: Aaron Krall akrall@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 42951
Days/Time: T 11:00-11:50
Instructor: Dez Brown dbrown66@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 42954
Days/Time: R 11:00-11:50
Instructor: Dez Brown dbrown66@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 41708
Days/Time: W 12:00-12:50
Instructor: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

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

ENGL 159 Academic Writing Workshop
CRN: 40753
Days/Time: T 2:00-2:50
Instructor: Dez Brown dbrown66@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 41710 GLOBAL
Days/Time: R 2:00-2:50
Instructor: Deanna Thompson dthomps20@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 43009 GLOBAL
Days/Time: T 3:30-4:20
Instructor: Deanna Thompson dthomps20@uic.edu
English 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 159 Academic Writing Workshop
CRN: 45822 GLOBAL
Days/Time: R 3:30-4:20
Instructor: Deanna Thompson dthomps20@uic.eduEnglish 159 is designed to help students move through the First-Year Writing sequence
more quickly by supporting the required writing for English 160. This is a challenging
course that requires students to make critical reading and writing connections, to shape
and communicate meaning, and to meet the demands of academic writing conventions,
including sentence-level correctness. English 159 provides an individualized space distinct
from (but also connected to) the space of English 160. Students will discuss and reflect on
the expectations for college writing, workshop drafts of English 160 writing projects,
review their English 160 Instructors’ feedback, and discuss strategies for revision and
editing.

ENGL 160 Academic Writing I
CRN: 11601
Day/Time: ARR ASYNCH
Instructor: Catherine Vlahos cvlaho2@uic.edu

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

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

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

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

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

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

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

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

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

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

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

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

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

ENGL 160 Academic Writing I
CRN: 11331
Days/Time: TR 8:00-9:15 ARR ONLINE
Instructor: Ling He linghe@uic.edu
This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password. This online course features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and application of them to a specific writing project. The four writing projects fall into five types of writing for a specific purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent opportunities to

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ENGL 160 Academic Writing I
CRN: 27280
Day/Time: TR 9:30-10:45
Instructor: Bridget English benglish@uic.edu
All of us have experienced some form of illness ranging from the mundane—a cold, flu, or food poisoning—to rare and serious diseases. The COVID-19 pandemic caused us to consider illness in a new way: blurring the boundaries between sick and well and exposing the unequal and often biased structures that underlie our medical systems. In this course we will discuss the relationship between writing, illness, and the body. Can writing convey pain and help to alleviate mental and/or physical suffering? How can we use writing to advocate for change and equality? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, manifestos, and argumentative essays—we will pursue answers to these questions as we assess the relationship between individual identity, bodily experience, and existing medical structures. You will learn to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will get the chance to write in a variety of genres and to share your work with other members of the class. Finally, the class will provide a review of the editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160 Academic Writing I
CRN: 11543
Days/Time: TR 9:30-10:45 ARR ONLINE
Instructor: Ling He linghe@uic.edu
This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password. This online course features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and application of them to a specific writing project. The four writing projects fall into five types of writing for a specific purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent opportunities to

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

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

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

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

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

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

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

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

ENGL 160 Academic Writing I
CRN: 11393
Days/Time: MWF 10:00-10:50
Instructor: Sammie Burton sburto7@uic.edu
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis Essay, the Synthesis Essay, the Argumentative Essay, and the Reflective Essay. In addition to peer-review sessions, you will also receive feedback from your professor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

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

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

ENGL 160 Academic Writing I
CRN: 46735
Days/Time: MWF 10:00-10:50
Instructor: Miles Parkinson mpark101@uic.edu
In this course, you will learn to read genre symptomatically, and to discern a rhetorical situation for yourself. Our theme—performance—will open up a discursive space of repetition, allowing us to interrogate not only personal identity but also specifically its written form. What does it mean to write one’s identity? What is performance in public, in private? How do we structure ourselves, mediate ourselves through the social? Over the course of this semester, we will develop a conceptual vocabulary for thinking about reading and writing the self and the social, and how both are rooted in genre. Unlike some other kinds of English classes, you will not typically write about the assigned readings in your formal essays. Instead, we will read the central and supplemental texts for what these works can teach us about the performance of writing-about structuring your prose to move a specific or a more general audience, about positioning your ideas among the views of others.

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

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

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

ENGL 160 Academic Writing I
CRN: 11570
Day/Time: MWF 11:00-11:50
Instructor: Chris Glomski vivo@uic.edu
Course Description In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160 Academic Writing I
CRN: 42863
Days/Time: MWF 11:00-11:50
Instructor: Tricia Park tpark38@uic.edu
“Don’t judge a book by its cover,” the saying goes. But the truth is, we are inundated by images; from print and online advertising to Instagram, TikTok, YouTube, and whatever new social media is on the horizon, we live in a world crammed with messages about beauty and appearance. In this course, we will examine a range of texts about idealized standards of beauty and the ways they intersect with race, age, and other factors that contribute to external and internal social biases. Through this particular lens, we will explore rhetorical situations, learn what it means to take a position on a topic and investigate what makes for persuasive arguments. This course will help you develop the essential skills to better express yourselves in a variety of writing genres, improve your ability to analyze texts and other media forms as well as understand how they are constructed to impact your thoughts and opinions.

ENGL 160 Academic Writing I
CRN: 46737
Day/Time: MWF 11:00-11:50
Instructor: Frida Sanchez-Vega fsanch7@uic.edu
In this class, you will be challenged with different academic and public writing genres. We will explore and expand the concepts of writing, reading, and rhetoric. The theme of the course is the nation-state. This course will allow us as a class to learn about writing by diving into our understanding of nationhood, sovereignty, and citizenship. By inquiring into different types of writing about the nation-state, this course will allow us to reflect on our current understanding of political and social issues in the United States and abroad, while also learning how to effectively communicate our ideas on said issues in various academic and public contexts. We will discuss different issues such as immigration, asylum rights, securitization, and global warming. These issues help us think about the various social and cultural issues that affect all of us.

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

ENGL 160 Academic Writing I
CRN: 11583
Day/Time: TR 11:00-12:15
Instructor: Bridget English benglish@uic.edu
All of us have experienced some form of illness ranging from the mundane—a cold, flu, or food poisoning—to rare and serious diseases. The COVID-19 pandemic caused us to consider illness in a new way: blurring the boundaries between sick and well and exposing the unequal and often biased structures that underlie our medical systems. In this course we will discuss the relationship between writing, illness, and the body. Can writing convey pain and help to alleviate mental and/or physical suffering? How can we use writing to advocate for change and equality? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, manifestos, and argumentative essays—we will pursue answers to these questions as we assess the relationship between individual identity, bodily experience, and existing medical structures. You will learn to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will get the chance to write in a variety of genres and to share your work with other members of the class. Finally, the class will provide a review of the editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160 Academic Writing I
CRN: 11458
Days/Time: TR 11:00-12:15 ARR ONLINE
Instructor: Ling He linghe@uic.edu
This course will be delivered completely online. Required class components (lectures, discussions, active participation, etc.) will be delivered synchronously (live interactions) on Tuesday and Thursday via Zoom. You will have access to the course materials (Syllabus, Weekly Teaching Plans, Course ePackage, Panopto Videos, Assignment Deadline, Assignment Submission, and Discussion Board) on the Blackboard course site using your UIC NetID and password. This online course features well-designed content around four major writing projects to help you develop genre-specific knowledge through attention to academic purposes, audience, and context and application of them to a specific writing project. The four writing projects fall into five types of writing for a specific purpose: Academic Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations and appeals. Reading is integrated into the writing process writing for topical knowledge, modeling, and genre analyses. This course features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

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

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

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

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

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

ENGL 160 Academic Writing I
CRN: 46728
Day/Time: MWF 12:00-12:50
Instructor: Sammie Burton sburto7@uic.edu
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis Essay, the Synthesis Essay, the Argumentative Essay, and the Reflective Essay. In addition to peer-review sessions, you will also receive feedback from your professor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

ENGL 160 Academic Writing I
CRN: 11803
Day/Time: MWF 12:00-12:50
Instructor: Ryan Croken rcroke2@uic.edu

ENGL 160 Academic Writing I
CRN: 11841 GLOBAL
Days/Time: MWF 12:00-12:50
Instructor: James Drown jdrown1@uic.edu
Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we probably ask is “How much effect do these shows and films have on our perception of gender and sexuality?” After all, there are also other social mechanisms that influence how we understand these gender and sexuality, including the cultural groups we are members of. During this semester, you will be focusing on questions concerning this relationship between film/television and gender/sexuality. You will begin by examining related concepts and social theories in order to gain better understanding of how the messages of these films operate, including Stuart Hall’s theories of Media Encoding and Audience Reception, Judith Butler’s theory of Gender as Performance, and Barthes and Foucault’s theories concerning authorship. You will also examine more general social theories/concepts, such as ideology, hegemony, semantics and confirmation bias .Based on our new understanding, of media and gender/sexuality, we will have a series of assignments (Annotated Bibliography, Proposal, and Literature Review) and you create a research question that will culminate in an academic paper related to our larger topic.

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

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

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

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

ENGL 160 Academic Writing I
CRN: 25927
Days/Time: MWF 12:00-12:50
Instructor: Tricia Park tpark38@uic.edu
“Don’t judge a book by its cover,” the saying goes. But the truth is, we are inundated by images; from print and online advertising to Instagram, TikTok, YouTube, and whatever new social media is on the horizon, we live in a world crammed with messages about beauty and appearance. In this course, we will examine a range of texts about idealized standards of beauty and the ways they intersect with race, age, and other factors that contribute to external and internal social biases. Through this particular lens, we will explore rhetorical situations, learn what it means to take a position on a topic and investigate what makes for persuasive arguments. This course will help you develop the essential skills to better express yourselves in a variety of writing genres, improve your ability to analyze texts and other media forms as well as understand how they are constructed to impact your thoughts and opinions.

ENGL 160 Academic Writing I
CRN: 27283
Day/Time: MWF 12:00-12:50
Instructor: Miles Parkinson mpark101@uic.edu
In this course, you will learn to read genre symptomatically, and to discern a rhetorical situation for yourself. Our theme—performance—will open up a discursive space of repetition, allowing us to interrogate not only personal identity but also specifically its written form. What does it mean to write one’s identity? What is performance in public, in private? How do we structure ourselves, mediate ourselves through the social? Over the course of this semester, we will develop a conceptual vocabulary for thinking about reading and writing the self and the social, and how both are rooted in genre. Unlike some other kinds of English classes, you will not typically write about the assigned readings in your formal essays. Instead, we will read the central and supplemental texts for what these works can teach us about the performance of writing-about structuring your prose to move a specific or a more general audience, about positioning your ideas among the views of others.

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

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

ENGL 160 Academic Writing I
CRN: 32837
Days/Time: TR 12:30-1:45
Instructor: Bridget English benglish@uic.edu
All of us have experienced some form of illness ranging from the mundane—a cold, flu, or food poisoning—to rare and serious diseases. The COVID-19 pandemic caused us to consider illness in a new way: blurring the boundaries between sick and well and exposing the unequal and often biased structures that underlie our medical systems. In this course we will discuss the relationship between writing, illness, and the body. Can writing convey pain and help to alleviate mental and/or physical suffering? How can we use writing to advocate for change and equality? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, manifestos, and argumentative essays—we will pursue answers to these questions as we assess the relationship between individual identity, bodily experience, and existing medical structures. You will learn to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will get the chance to write in a variety of genres and to share your work with other members of the class. Finally, the class will provide a review of the editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160 Academic Writing I
CRN: 39029
Day/Time: TR 12:30-1:45
Instructor: Mishka Ligot kligot2@uic.edu
In this class, you will explore the many and varied ways humans see, read, and engage with the still image, particularly paintings, illustrations, and photographs. In our meetings, will discuss and question how still images create meanings and arguments out of the world we live in. Through ekphrastic essays, reviews, and comparative genre studies, you will learn to articulate your thoughts and feelings about visuals that we encounter online, in museums, in books, in popular media, and in everyday life. We will also discover ways to integrate meaningful visual aspects in our own rhetorical and argumentative moves. This is not an art history course: you are not required to have any background in art theory or visual art to sufficiently participate in the class.

ENGL 160 Academic Writing I
CRN: 23461
Days/Time: TR 12:30-1:45
Instructor: Sarah Primeau spimeau@uic.edu

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

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

ENGL 160 Academic Writing I
CRN: 46718
Day/Time: TR 12:30-1:45
Instructor: Janson Jones ecojones@uic.edu
As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our beliefs and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, a perpetually shifting tangle of persuasive communications, but to what extent can we critically interrogate fact from fiction, the screen from reality? Further, how many of us are simply willing to accept a lie as a fact, an untruth as a truth? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital lives.
At its core, ENGL 160 is an introduction to research, rhetoric, critical reading, analysis, and the process of composition. We’ll explore strategies of communication through a number of rhetorical situations. In our first project, you will develop a reflective, dynamic, and engaging memoir about a realization of perceived truth in your life. In another, you’ll analyze the rhetorical strategies deployed in a contemporary electronic text aimed at persuading its original audience. Further, you will generate an argumentative essay that takes a position on some aspect of dissimulation in our current digital world. In each of these projects, the process of developing, writing, and revising your lines or reasoning in relation to a defined audience will be just as important as the final paper itself. Similarly, we will collaborate and hold discussions throughout these writing processes. Each of these skills can help equip you to navigate real-world text (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

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

ENGL 160 Academic Writing I
CRN: 11831
Days/Time: MWF 1:00-1:50
Instructor: Sammie Burton sburto7@uic.edu
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis Essay, the Synthesis Essay, the Argumentative Essay, and the Reflective Essay. In addition to peer-review sessions, you will also receive feedback from your professor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

ENGL 160 Academic Writing I
CRN: 30965
Days/Time: MWF 1:00-1:50
Instructor: Chris Glomski vivo@uic.edu
Course Description In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

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

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

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

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

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

ENGL 160 Academic Writing I
CRN: 11809 GLOBAL
Days/Time: MWF 2:00-2:50
Instructor: James Drown jdrown12uic.edu
Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we probably ask is “How much effect do these shows and films have on our perception of gender and sexuality?” After all, there are also other social mechanisms that influence how we understand these gender and sexuality, including the cultural groups we are members of. During this semester, you will be focusing on questions concerning this relationship between film/television and gender/sexuality. You will begin by examining related concepts and social theories in order to gain better understanding of how the messages of these films operate, including Stuart Hall’s theories of Media Encoding and Audience Reception, Judith Butler’s theory of Gender as Performance, and Barthes and Foucault’s theories concerning authorship. You will also examine more general social theories/concepts, such as ideology, hegemony, semantics and confirmation bias .Based on our new understanding, of media and gender/sexuality, we will have a series of assignments (Annotated Bibliography, Proposal, and Literature Review) and you create a research question that will culminate in an academic paper related to our larger topic.

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

ENGL 160 Academic Writing I
CRN: 41811
Days/Time: TR 2:00-3:15
Instructor: Janson Jones ecojones@uic.edu
As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our beliefs and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, a perpetually shifting tangle of persuasive communications, but to what extent can we critically interrogate fact from fiction, the screen from reality? Further, how many of us are simply willing to accept a lie as a fact, an untruth as a truth? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital lives.
At its core, ENGL 160 is an introduction to research, rhetoric, critical reading, analysis, and the process of composition. We’ll explore strategies of communication through a number of rhetorical situations. In our first project, you will develop a reflective, dynamic, and engaging memoir about a realization of perceived truth in your life. In another, you’ll analyze the rhetorical strategies deployed in a contemporary electronic text aimed at persuading its original audience. Further, you will generate an argumentative essay that takes a position on some aspect of dissimulation in our current digital world. In each of these projects, the process of developing, writing, and revising your lines or reasoning in relation to a defined audience will be just as important as the final paper itself. Similarly, we will collaborate and hold discussions throughout these writing processes. Each of these skills can help equip you to navigate real-world text (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

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

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

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

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

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

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

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

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

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

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

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

ENGL 160 Academic Writing I
CRN: 41808
Days/Time: TR 3:30-4:45
Instructor: Janson Jones ecojones@uic.edu
As the 21st century continues to roll forward, we find ourselves in a maelstrom of digital texts aiming to persuade our beliefs and actions. We read, write, stream, engage, post, repost, like, share, and block. Our daily lives are, in a a sense, a perpetually shifting tangle of persuasive communications, but to what extent can we critically interrogate fact from fiction, the screen from reality? Further, how many of us are simply willing to accept a lie as a fact, an untruth as a truth? Conceptually, this course will focus on these issues of perceived reality and authenticity in our digital lives.
At its core, ENGL 160 is an introduction to research, rhetoric, critical reading, analysis, and the process of composition. We’ll explore strategies of communication through a number of rhetorical situations. In our first project, you will develop a reflective, dynamic, and engaging memoir about a realization of perceived truth in your life. In another, you’ll analyze the rhetorical strategies deployed in a contemporary electronic text aimed at persuading its original audience. Further, you will generate an argumentative essay that takes a position on some aspect of dissimulation in our current digital world. In each of these projects, the process of developing, writing, and revising your lines or reasoning in relation to a defined audience will be just as important as the final paper itself. Similarly, we will collaborate and hold discussions throughout these writing processes. Each of these skills can help equip you to navigate real-world text (whether as a writer or as a reader) in a reality often inundated with willful untruths and dissimulation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II
CRN: 11924
Days/Time: MWF 8:00-8:50
Instructor: Jennifer Lewis jlewis4@uic.edu
In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

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

ENGL 161 Academic Writing II
CRN: 11875
Days/Time: TR 8:00-9:15
Instructor: Todd Sherfinski tsherfin@uic.edu
Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for our inquiry and research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

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

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

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

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

ENGL 161 Academic Writing II
CRN: 23990
Days/Time: TR 9:30-10:45
Instructor: Todd Sherfinski tsherfin@uic.edu
Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for our inquiry and research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161 Academic Writing II
CRN: 11950
Days/Time: MWF 10:00-10:50
Instructor: Jennifer Lewis jlewis4@uic.edu
In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

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

ENGL 161 Academic Writing II
CRN: 11932
Days/Time: MWF 11:00-11:50
Instructor: Jennifer Lewis jlewis4@uic.edu
In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

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

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

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

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

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

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

ENGL 161 Academic Writing II
CRN: 27565
Days/Time: MWF 12:00-12:50
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

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

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

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

ENGL 161 Academic Writing II
CRN: 42939
Days/Time: TR 12:30-1:45
Instructor: Todd Sherfinski tsherfin@uic.edu
Georges Cuvier, aka the Father of Paleontology, claimed that teeth were the revelators of creatures that possessed them. Teeth were the depositories of lifetimes. In this course, we’ll consider Cuvier’s claim and examine why teeth matter, for whom, and for what? We’ll be using Peter S. Ungar’s Teeth: A Very Short Introduction and Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for our research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161 Academic Writing II
CRN: 35789
Days/Time: TR 12:30-1:45
Instructor: Doug Sheldon sheldond@uic.edu

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II
CRN: 11861
Days/Time: MWF 1:00-1:50
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

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

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

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

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

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

ENGL 161 Academic Writing II
CRN: 21667
Days/Time: TR 2:00-3:15
Instructor: Kris Chen kchen96@uic.edu
This course will explore key events in the United States that occurred between 1955 and 1975 and have ties to present-day social issues. Topics discussed in class will include (but are not limited to): civil rights, counterculture, education reform, environmental protections, LGBTQ+ rights, Medicare, political corruption, reproductive rights, unions, and voting rights. In this class you will select a present-day topic with ties to the 1955-1975 era in the United States and conduct a semester-long focused inquiry of that topic. Assignments include four writing projects: an annotated bibliography, a project proposal, a literature review, and a research paper. Short writing assignments and peer reviews are also incorporated into the class.

ENGL 161 Academic Writing II
CRN: 11958
Days/Time: TR 2:00-3:15
Instructor: Doug Sheldon sheldond@uic.edu

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

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

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

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

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

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

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

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

ENGL 161 Academic Writing II
CRN: 29333
Days/Time: MWF 5:00-5:50
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

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

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

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

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

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

ENGL 207 Interpretation and Critical Analysis
CRN: 47522, 47523
Days/Time: TR 12:30-1:45
Instructor: Todd DeStigter tdestig@uic.edu
In this course we’ll focus on the genre of detective fiction to explore various ways to read, analyze, interpret, and write critically about literature. In doing so, we will be taking on the role of detectives as we try to figure out how literature becomes “meaningful” depending on how we look at it and which questions we ask as we encounter it. We will, in other words, learn about and apply different theoretical approaches to literature, approaches that might be described as “lenses” through which we view a text and that reveal different “truths” about it. Our readings will include those that uncover the racial and gender diversity of authors and characters in the detective fiction genre.

ENGL 207 Interpretation and Critical Analysis
CRN: 47520, 47521
Days/Time: MWF 1:00-1:50
Instructor: David Schaafsma schaaf1@uic.edu
In this course we’ll focus on the genre of detective fiction to explore various ways to read, analyze, interpret, and write critically about literature. In doing so, we will be taking on the role of detectives as we try to figure out how literature becomes “meaningful” depending on how we look at it and which questions we ask as we encounter it. We will, in other words, learn about and apply different theoretical approaches to literature, approaches that might be described as “lenses” through which we view a text and that reveal different “truths” about it. Our readings will include those that uncover the racial and gender diversity of authors and characters in the detective fiction genre

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ENGL/AH/MOVI 232 History of Film I: 1890- WW II
CRN: 12114, 12118
Days/Time: MW 1:00-2:50
Instructor: Martin Rubin mrubin1@uic.edu
An exploration of film history from the late 19th century to the late 1940s. The journey begins with the eruption of a vigorous early cinema based on variety, spectacle, and sensation. This is followed by the rise of story-based movies and the emergence of the film director to better tell those stories. The less rigid structure of the early film industry opens up a space for women filmgoers and filmmakers. Meanwhile, scattered queer filmmakers challenge sexual orthodoxies, and African American “race movies” offer an alternative to Hollywood racism. In the 1920s, filmmakers in Germany fashion dazzling images to express the psychological and political turmoil of their time, while Soviet directors use dynamic editing to make revolutionary films in tune with their revolution-forged society. The coming of sound provides filmmakers with new expressive tools and spurs a trend toward realism, culminating in the Italian neorealist movement, which creates a more open form of film storytelling whose influence is still felt today. There is no textbook; historical background is provided via lectures and excerpts from representative films. Student feedback is also a central element of the course, with written responses to the screened films forming the basis of regular discussion sessions. This course is cross-listed as AH 232 and MOVI 232.

ENGL/AH/MOVI 232 History of Film I: 1890- WW II
CRN: 12114, 12118
Days/Time: MW 1:00-2:50
Instructor: Eric Pahre pahre2@uic.edu
An exploration of film history from the late 19th century to the late 1940s. The journey begins with the eruption of a vigorous early cinema based on variety, spectacle, and sensation. This is followed by the rise of story-based movies and the emergence of the film director to better tell those stories. The less rigid structure of the early film industry opens up a space for women filmgoers and filmmakers. Meanwhile, scattered queer filmmakers challenge sexual orthodoxies, and African American “race movies” offer an alternative to Hollywood racism. In the 1920s, filmmakers in Germany fashion dazzling images to express the psychological and political turmoil of their time, while Soviet directors use dynamic editing to make revolutionary films in tune with their revolution-forged society. The coming of sound provides filmmakers with new expressive tools and spurs a trend toward realism, culminating in the Italian neorealist movement, which creates a more open form of film storytelling whose influence is still felt today. There is no textbook; historical background is provided via lectures and excerpts from representative films. Student feedback is also a central element of the course, with written responses to the screened films forming the basis of regular discussion sessions. This course is cross-listed as AH 232 and MOVI 232.

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

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

ENGL 237 Graphic Novels
CRN: 48469
Days/Time: MWF 10:00-10:50
Instructor James Drown jdrown1@uic.edu
This class in the Graphic Novel will begin by examining some basic questions such as, “What is a Graphic Novel,” and “How do we read and understand graphic novels.” We will begin by grounding our exploration with texts about comics, such as Understanding Comics by Scott McCloud and Comics and Sequential Art by William Eisner. We will then move on and examine questions like, “How have graphic novels reflected our society” and “Why have they become an important and recognized literary form?” Readings will focus on work produced since the 1960’s and include both full graphic novels and specific selections. Additionally, while we are mainly interested in American Graphic Novels, we will include some influential works from Japan and Europe. Examples of International graphic novels we may examine for the course include Tintin by Herge, works by Osamu Tezuka (Astroboy), Akira by Katsuhiro Otomo, and I Hear the Sunspot by Yukio Fumino. American Graphic Novels will include both literary and populist works, such as Maus by Art Spiegelman, The Dark Knight Returns by Frank Miller, The Sandman by Neil Gaiman. Persepolis by Marjane Satrapi, Black Panther by Ta-Nehisi Coates, and Fun House by Alison Bechdel. Assignments will include online discussion boards, weekly Journals, midterm and final, and an independent research paper examining a specific graphic novel.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ENGL 282 Peer Tutoring in the Writing center: Intro to Theory and Practice
CRN: 48470, 48471
Days/Time: T 3:30-4:45
Instructor: Katharine Romero kromer7@uic.edu
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing-intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing center: Intro to Theory and Practice
CRN: 47512, 47513
Days/Time: T 2:00-3:15
Instructor: Vainis Aleksa vainis@uic.edu
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing-intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing center: Intro to Theory and Practice
CRN: 47514, 47515
Days/Time: W 3:00-4:15
Instructor: Deanna Thompson dthomp20@uic.edu
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing-intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

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

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

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

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

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

ENGL 292 Introduction to the Writing of Nonfiction Prose
CRN: 47494
Days/Time: TR 9:30-10:45
Instructor: Kimberly O’Neil kimoneil@uic.edu
This is a particularly exciting moment to read and write creative nonfiction, as it’s a thriving, expanding genre, featuring often previously marginalized voices grappling with the issues of our times. The goal of this course is to learn how creative nonfiction can transcend the bounds of the traditional essay, infusing narrative, poetry and sometimes image, looking outward as well as inward to arrive at discoveries about ourselves as well as the places and systems around us. The aim is to get our feet wet writing in this genre, but also to help us read with a writer’s eye to how the form works. To that end, we’ll be reading as much as we will be writing. We’ll start by “reading as writers” a wide range of creative nonfiction models, ranging from personal essays to memoir to literary journalism to lyric essays. We’ll notice how their authors defy standard essay conventions, experimenting with structure, bending genres, and playing with the inherent music of language. We’ll examine what each writer is up to—by way of narrative POV, distance, voice, and speed; detail and dialogue; characterization; scene and summary, syntax and sound. This is our toolbag as writers. In order to figure out how our tools work, we will pay close attention to how others have used them and to what effect. And we’ll bring these understandings of craft to bear as readers for each other in workshop. Early in the term, we’ll stretch our brains through short writing exercises inspired by our readings. Then we’ll shift our attention to developing a longer creative nonfiction piece, which we workshop and revise. In workshop, we’ll support each other as a collaborative class community, meeting each writer where they are at with the kind of thoughtful, specific, respectful peer feedback we all want: attentive to intent, identifying what’s working, as well as opportunities to grow. Along the way, you will be encouraged to take risks to find authors you want to read and structures that best serve the writerly effects you seek. Rather than limit our concept of what creative nonfiction can do, we will work toward an expansive understanding of the genre.

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

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

ENGL 315 18th Century Literature
CRN: 29611
Days/Time: MW 4:30-5:45
Instructor: Sunil Agnani sagnani@uic.edu
The global world, which many take for granted today, was formed in the eighteenth century through worldwide commerce, seafaring trade, and the establishment of colonial empires—in short, early capitalism. Alongside these social phenomena were vibrant and contentious cultural and political debates on sovereignty and slavery. How do writers and thinkers in this period conceive of the cultural, racial, and religious differences they encounter? Enlightenment narratives, put stress on ideas of progress, the forward march of humanity, the circulation of the rights of man, and the ever-widening circle of freedom associated with this period. Yet the view of many “colonial subjects” in the eighteenth century should cause us to question a simply optimistic and one-sided understanding of the period. As Diderot once put, addressing his European reader, “You are proud of your Enlightenment, but what good is it for the Hottentot?” (Just who the Hottentots were and why Diderot discussed this South African group of tribal peoples will be the topic of one class). We read novels (from Aphra Behn, Jean-Jacques Rousseau, Daniel Defoe, and Jonathan Swift), life narratives (Olaudah Equiano) and prose writings (from Mary Wollstonecraft, Edmund Burke, and Denis Diderot) to explore these questions.

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

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

ENGL 380 Advance Professional Writing
CRN: 47537
Days/Time: MW 4:30-5:45
Instructor: Philip Hayek phayak@uic.edu
This advanced professional writing course teaches ethics and argumentation relevant to writing in the workplace. Our assignments will bridge the public and private sectors and teach you how to define issues, propose changes, judge actions, and promote values within your chosen field. We will debate about controversies involving business, government, law, and medicine. Integral to these debates will be how clear thinking and good writing can create the common ground necessary for these professional communities to work and to work together. Public Sector (public policy): We will explore the area of public policy writing, and you will practice various genres in the policy communication process. We will learn legislative history research practices from our UIC library liaison, and you will locate, analyze and advise on an issue in public policy. Private Sector: In this unit we will practice writing internal and external business messages. You will work on promotional materials for a business of your choosing and develop social media strategies and crisis management solutions. Third Sector (proposal and grant writing): The third sector refers to America’s non-business, non-government institutions, commonly known as nonprofit organizations, or NPOs. NPOs include most of our hospitals, a large part of our schools, and a large percentage of our colleges and universities. Habitat for Humanity is one such philanthropy, with thousands of chapters and a million volunteers. Proposal and grant writing offers a competitive edge for young job-seekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

ENGL 382 Editing and Publishing
CRN: 44817
Days/Time: TR 9:30-10:45
Instructor: Margena Christian mxan@uic.edu
In this course, students will study editorial oversight, copy editing/line editing techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Students will learn the business behind the books. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 383 Writing for Digital and New Media
CRN: 49508
Days/Time: MWF 11:00-11:50
Instructor: Jeffrey Kessler jckessle@uic.edu
“Writing with/against the Machines” This course will examine theories and practices of writing for digital media. We will build a foundation in theories of media (“the medium is the message!”) while attending to specific principles of design that will facilitate writing with a variety of digital media. Throughout the course, we will move between critical theory and pragmatic application, while paying careful attention to the discourses around media and technology. Topics will include media theory, accessibility, document design, generative artificial intelligence, and social media, among others. While no advanced technological knowledge is required, you should plan on experimenting with and exploring new programs, platforms, and technologies in this class.

ENGL 384 Technical Writing
CRN: 43391
Days/Time: MWF 10:00-10:50
Instructor: Philip Hayek phayek@uic.edu
In this course, we will examine—first broadly and then with increased specificity—the types of writing required of most professionals in fields like business, medicine, science, technology and law, from the extremely basic to the more complex. We will also explore and become familiar with many real-life aspects behind the creation of technical writing, such as collaboration and presentation. Frequent opportunities to practice these skills and to incorporate knowledge you have gained in your science and technology courses will be integrated with exercises in peer review and revision. We will learn to pay attention to analyzing audience and purpose, organizing information, designing graphic aids, and writing such specialized forms as instructions, proposals and reports. Non-English majors in the STEM fields are encouraged to take this course in order to build writing skills that are directly applicable to your major coursework and projects

ENGL 389 Writing for Community Advocacy and Activism
CRN: 47580
Days/Time: MWF 12:00-12:50
Instructor: Karen Leick kleick@uic.edu
In this course, students will learn about writing strategies and a variety of genres related to nonprofit organizations, advocacy, and activism. Assignments will include an op-ed, a newsletter or brochure for nonprofit organizations, and a grant proposal. Students will also develop, design, and produce content for a white paper. In addition, students will learn to create a professional oral presentation.

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

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

ENGL/PA/UPP 452 freshwater Lab
CRN: 48620, 48621
Days/Time: T 2:00-4:50
Instructor: Rachel Havrelock raheleh@uic.edu
Explore contemporary water issues. Engage in hands-on learning. Promote solutions. Leverage humanities methods and urban planning and policy to examine the current water landscape and advance creative solutions. Availability and access to fresh water is changing rapidly. The good news is that Chicago is part of the Great Lakes Basin that holds over 20% of the fresh water on Earth. Protecting this miraculous water while supporting human endeavors marks one of the most crucial challenges of our time. This unique course is experiential, interdisciplinary and collaborative. You’ll participate in field trips and learn from local leaders and water experts. Leadership training and professional development are tailored to your interests and skills. Join The Freshwater Lab for an unforgettable, transformative experience! For more information, visit freshwaterlab.org.

ENGL 480 Introduction to the Teaching of English in Middle and Secondary Schools
CRN: 47552, 47553
Days/Time: TR 11:00-12:15
Instructor: Lauren Johnson lrjohns2@uic.edu
English 480 is the first required methods course for the English Education major and a course for anyone who wants to explore the possibility of being an English teacher. Together we will consider the seemingly simple question, Why teach English? This question will undoubtedly lead to a series of related questions, such as What is the purpose of English/Language Arts? What does English teaching look like in different settings? How do our experiences as students shape our perspectives and commitments? How do our students influence what teaching English means? We will consider multiple perspectives, including those attending to ideas of justice, equity, and belonging. Through our learning, we will develop emerging frameworks for how we might approach English teaching. Course requirements include 12 hours of fieldwork in an area high school. 3 undergraduate hours. 4 graduate hours. Field work required. Prerequisite(s): Completion of the University Writing requirement; and sophomore standing or above. Restricted to Education, Graduate College, or Liberal Arts & Sciences.

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

ENGL 486 Teaching of Writing in Middle and Secondary Schools
CRN: 47023, 47024
Days/Time: TR 11:00-12:15
Instructor: Katherine Sjostrom ksulli2@uic.edu
Why teach writing? How can we teach writing more effectively and responsibly? These are the main questions we will try to answer in English 486. Drawing from a wide range of sources, we will think about writing not only as a transfer of information but as a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter practical activities suggested by experienced writing teachers; we will practice these activities as we write extensively together; we will read and assess each other’s work; we will talk about how to teach students a variety of genres. In essence, we will create an environment where you can develop your professional identity as a writer and teacher of writing. Also, we will discuss ideas that lend coherence to our classroom activities (what some people call “theory”). Whatever generalizing we do, however, will be grounded in the particular details of working toward the goal of this class: to prepare you to establish a productive community of writers. Course requirements include 12-15 hours of field work in an area high school and three portfolios demonstrating what you have learned in various sections of the course. Prerequisite: ENGL 480

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

ENGL 488 Methods of Teaching English in Middle and Secondary Schools
CRN: 48769, 48770
Days/Time: TR 3:30-4:45
Instructor: Todd DeStigter tdestig@uic.edu
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 488 is the final course in the sequence of English Education methods courses. It is to be taken only by English education students the semester before student teaching. Although this course is for both undergraduate and graduate students, B.A. students should register for CRN 48769, and M.A. students should register for CRN 48770. The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues—to make clear, in other words, why English “matters” to high school kids. Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt. Additional focus will be on long and short term lesson planning and assessment. In addition to weekly written work, English 488 students will lead discussions, organize small group activities, create an instructional unit based on a Shakespeare play, and practice teaching lesson plans they design.

ENGL 488 Methods of Teaching English in Middle and Secondary Schools
CRN: 48771, 48772
Days/Time: TR 3:30-4:45
Instructor: Kris Chen kchen96@uic.edu
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 488 is the final course in the sequence of English Education methods courses. It is to be taken only by English education students the semester before student teaching. Although this course is for both undergraduate and graduate students, B.A. students should register for CRN 48771, and M.A. students should register for CRN 48772. The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues – to make clear, in other words, why English “matters” to high school kids. Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt. Additional focus will be on long-and-short-term lesson planning and assessment. In addition to weekly written work, English 488 students will lead discussions, organize small group activities, create an instructional unit, and practice teaching lesson plans they design.

ENGL 490 Advanced Writing of Poetry
CRN: 12504, 20335
Days/Time: TR 12:30-1:45
Instructor: Christina Pugh capugh@uic.edu
In this class, we’ll be writing and revising poems in specific genres (including in some rhyming and metrical forms), to be submitted as a final portfolio at the end of the course. Students will also write a prose introduction to their portfolios, as well as a short critical paper based on some of our readings. In our workshop discussions, we’ll note and appreciate the strengths of class members’ poems; and we will also work to inspire and encourage the poems’ writers on to new revisions of their work. For this reason, class participation and commenting on others’ poems is crucial. Throughout the course, we will pay particular attention to the relationship between sentence and line – especially as it is expressed in line breaks, line length, and stanza formation. We’ll consider varieties of poetic music and poetic voice. The course includes critical materials addressing these issues, as well as older and contemporary poems that we’ll be reading for illustration and inspiration. We’ll be considering strong literary (lyric) models and will work from the notion that critical and creative thinking inform one another. Our emphasis will be on the discussion of student poems and on the development of craft at the advanced undergraduate level — in an environment that is rigorous, but also positive and encouraging.

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

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

ENGL 493 Internship in NonFiction Writing
CRN: 25243, 25244
Days/Time: T 2:00-3:15
Instructor: Margena Christian mxan@uic.edu
Internship in Nonfiction Writing. 0-6 hours. Approved internship where students learn professional writing and organizational communication with an emphasis on initiative, planning, and meeting deadlines. Both the instructor and a supervisor mentor the students during course. May be repeated to a maximum of 6 hours. A maximum of 6 hours may be applied toward either the undergraduate major in English or a graduate degree in English. Credit is not given for ENGL 493 if the student has credit in ENGL 593. English majors, English minors, and Professional Writing minors must register for 3-6 credit hours. Prerequisite(s): Grade of C or better in ENGL 280 and consent of the instructor Recommended background: Junior or senior standing To be properly registered, students must enroll in one Conference and one Practice.

ENGL 496 Portfolio Practicum
CRN: 46515
Days/Time: R 12:30-1:45
Instructor: Margena Christian mxan@uic.edu
English 496 is a capstone course in UIC’s undergraduate program in Professional Writing designed to assist our students in landing their first post-degree position as a writing professional. The major focus of this seminar is creating and revising a writing portfolio that not only represents each student’s unique talents as a writer of specialized genres but also showcases their ability to expand upon their proven academic skill sets in new professional writing situations. In order to prepare seminar participants for the job market of their choosing, students will compile a working portfolio of their best professional writing samples through an on-line platform of their choosing and in this way build upon and refine a portfolio they have already begun as members of our professional writing program. Over the course of the seminar, students will learn how to (re-)design and structure material they have already produced as students of writing for audiences beyond the university. In putting together their writing portfolio, students will be given ample opportunity to reflect on the skills they have acquired in their education in order to establish a recognizable and marketable professional identity. In a culminating assignment, students will not only present their portfolio to the class but also practice talking to future employers through mock interviews. This seminar is designed to increase students’ confidence as they enter the job market by preparing them to share verbally and in writing their achievements as young professionals well-prepared to utilize the writing skills they have carefully developed and honed during their university education. Prerequisite(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384. Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.

ENGL 498 Educational Practice Seminar I
CRN: 40998
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 498 Educational Practice Seminar I
CRN: 12518
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

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

ENGL 499 Educational Practice Seminar II
CRN: 12530
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 499 Educational Practice Seminar II
CRN: 41001
Days/Time: ARR ASYNCH
Instructor: Katherine Sjostrom ksulli2@uic.edu
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499. The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

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

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

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

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

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

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

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

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

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

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

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

Spring 2024

ENGL 071 Introductions to Academic Writing
CRN: 37889
Days/Time: TR 11:00-12:15
Instructor: Robin Gayle rpetro3@uic.edu
Writing Legacy: First Generation Students Revolutionizing Academia.
This section is designed specifically for first generation college students, meaning you are the first in your family to attend a university. This course will enable first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. In short, his course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 101 Understanding Literature
CRN: 41731, 41732
Days/Time: MWF 9:00-9:50
Instructor: Chris Glomski vivo@uic.edu
This course will consist of two “modules”: the first will focus on poetry and prosody. Our exploration of poetry will be supplemented by critical and creative texts ranging from antiquity to the recent past. For the second module, we will turn read and study a variety of short fiction, much of which will be representative of the modernist period. The primary critical method we will employ will be the close reading. A close reading is a careful, sustained interpretation of a part, or parts, of a literary text. A close reading “emphasizes the singular and the particular over the general, effected by close attention to individual words, the syntax, the order in which the sentences unfold ideas, as well as the formal structures” of a literary work. (For more on close readings, see “close reading” on Wikipedia). As we think more about how to understand the works under discussion, we’ll explore some foundational questions for both the practice and theory of critical interpretation, such as “What constitutes a literary text?” “How do we make sense of or arrive at meaning within a text?” “How can the practice of literary criticism help us draw connections between the study of literature and other disciplines and modes of thinking?
ENGL 103 Voices in History: Poetry and Poetics in British and American Poetry
CRN: 20878, 14328
Days/Time: MW 9:30-10:45
Instructor: Mark Magoon mmagoon@uic.edu
In this course we will read a wide array of British and American poetry (and some critical writings) comprising several genres and periods, with an emphasis on the concept of the speaker. Who or what is the voice of the poem, and how is that voice constructed? How has the conception of voice or speaker shifted through time? We will situate each poem in its literary and historical contexts, strongly focusing on the relationship between form and content. Through extensive close readings, we will investigate how this relationship informs and/or reveals important aspects of a poem’s cultural and aesthetic environments. In addition to becoming familiar with voice, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of prosody (meter and rhyme). Through informal and formal written responses and discussions, students will also learn to compose coherent arguments about a literary text and how to select and appropriate effective textual evidence to support those arguments.
This course will help you to develop skills that are particularly relevant for both the study and the appreciation of poetry (both reading it and writing about it), but also of art and literature of other forms—and it will prove useful for any academic or professional activity in which understanding someone else and expressing yourself is important.

ENGL 104 Understanding Drama
CRN: 29789
Days/Time: TR 9:30-10:45
Instructor: Aaron Krall akrall@uic.edu
How do plays represent the world? How do they produce new worlds? This course will examine the form and content of drama from the end of the nineteenth century, the beginning of “modern drama,” to the contemporary stage. We will focus on strategies for critically reading and writing about plays through an analysis of works by playwrights including Ibsen, Hansberry, Beckett, Brecht, Soyinka, Churchill, and Parks, 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: A World Dreamt: Interpreting Liminality in Fiction
CRN: 14332, 20941
Days/Time: MWF 10:00-10:50
Instructor: Sibyl Gallus-Price sgallu2@uic.edu
There are perhaps few things as universal and elusive as dreams. But do our dreams mean anything? What do dreams have in common with fiction? Memory? Altered states? Waking life? How do dreaming and representing go hand in hand? Across a set of global texts, we’ll consider how dreamlike states function as part of a work’s meaning. Reading fiction from authors like Borges, Cortázar, Saer, Kafka, Maupassant, James and others we’ll look at the way literature mobilizes the mind’s liminal possibilities. In doing so, students will master key literary terms and critical approaches to the analysis and interpretation of literature. Evaluation will consist of weekly journals, short close readings, and a single analytical paper. Students are encouraged to use texts in their own dialect or language alongside translation for their final paper.

ENGL 132 Understanding Film
CRN: 46156
Days/Time: M 3:00 – 4:15/ W 3:00–5:45
Instructor: Ryan Nordle rnordl2@uic.edu
This course is an introduction to understanding film as a culturally, politically, and historically significant medium. We will read about and discuss the technological, aesthetic, social, and ideological aspects of (mostly) Euro-American mainstream film, from the inception of cinema to today. Our objectives will be to become attentive viewers, to track the ways that meaning is made in films, and to develop our skills in film analysis. We will also explore the formal elements of film (e.g., lighting, sound, editing, cinematography) and determine the ways that they alter meaning. While not a film history course, we will attend to the important developments of the medium and its genres over the last 125+ years. At a minimum, we will discuss one film and one reading each week.

ENGL 135 Popular Genres and Culture
CRN: 46157
Days/Time: TR 2:00-3:15
Instructor: Marc Baez mbaez1@uic.edu
This course will focus on stand-up comedy as a popular genre with a particularly dynamic relationship between performer and audience. In the first section we’ll examine storytelling in stand-up. In the second section we’ll shift to satirical argument. And in the final section we’ll explore joke telling. Mostly what we’ll do in this class is watch and analyze stand-up comedy with the purpose of getting up in front of the class and doing a version of all this stuff ourselves. With this purpose in mind, you’ll present three times this semester: you’ll tell a story, present a satirical argument, and tell a string of jokes. These presentations will function as public speaking practice and as exams that represent your engagement and understanding of each section. My hope is that this course will help you become more comfortable with public speaking and maybe even more artful about it too.

ENGL 154 Understanding Rhetoric
CRN: 46158
Days/Time: MWF 10:00-10:50
Instructor: Jeffery Gore jgore1@uic.edu
Politicians and pundits regularly use the word rhetoric as a negative term for describing the empty or devious words of their opponents: “their proposals were ‘mere rhetoric,’” some might say. But rhetoric as a field of study has played a central role in educational systems around the world for thousands of years. In the fifth century BCE, Aristotle defined rhetoric practically, as a lawyer or politician might, as “the faculty of observing in any given case the available means of persuasion.” His teacher Plato, however, cast a more suspicious eye on the practitioners of rhetoric, comparing them to chefs of fine cuisine who flatter the senses with “what is most pleasant for the moment,” with little care for “what foods are best for the body.” In this course, we will approach rhetoric from both perspectives, as a practical art of persuasion – used by such inspiring speakers as Martin Luther King, Malcolm X, and Greta Thunberg – and to excite our passions, our desires, and our sense of political community, which also has the potential to put our rational, thinking minds on hold. Readings will include selections from the history of ancient and modern rhetoric and several test cases that challenge our assumptions of what it means to be a worker, a citizen, and a member of a community. **Highly Recommended for Pre-Law, Literature, and Professional Writing students

ENGL 158 English Grammar and Style
CRN: 46161
Days/Time: TR 12:30-1:45
Instructor: Doug Sheldon sheldond@uic.edu
Is grammar a clump of rules that defines your intelligence? No freakin’ way. Is grammar a system of laws that cannot be broken? Fuggedabawtit. This class will focus on form and function but also get us to question why we care about it. In his book Philosophical Investigations, Ludwig Wittgenstein wrote, “the harmony between thought and reality is to be found in the grammar of the language.” While this seems lofty, it speaks to grammar being the most communicative tool built within language. Preference will be given to examining grammar uses as intentional choices made by authors to aid audiences in comprehending the goals of textual communication. In both individual and group contexts, students in this course will learn the structures of English grammar and analyze texts containing those functions. At the conclusion of the course students will be able to use grammatical terms and processes to better understand written communication and take with them a skill that aids in revision and reflection. So grammar is more about this: You do you, but with a bit of help.
English 159 Academic Writing Workshop
CRN: 47503 GLOBAL
Days/Time: T 12:30-1:20
Instructor: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

English 159 Academic Writing Workshop
CRN: 47504
Days/Time: R 12:30-1:20
Instructor: Heather McShane hmcshane@uic.edu
English 159 is designed to help you as you complete the required writing for English 160. In this course, you should expect to be supported and challenged as you work to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. In this course, you will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review your English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 160 Academic Writing I: Writing in Academic and Public Context
CRN: 46438
Days/Time: ARR Online asynchronous
Instructor: Katharine Romero kromer7@uic.edu
This online asynchronous course takes place fully online through Blackboard (uic.blackboard.com) and there are no live classes scheduled throughout the semester.
To access this course, you will log into our course site using your NetID and password. On our course site, you will find the syllabus with all activities and course material. Over the semester, our course is organized into weekly modules containing lecture videos, reading, and writing assignments and activities as we write our four major projects: the literacy narrative, rhetorical analysis, argumentative essay, and reflective essay.
Please note that this is not a self-paced course. While none of this course work will require you to be online at a particular time, we will have firm, weekly deadlines for completing activities and assignments along with two required writing center visits. In this course, you will learn genre conventions of academic writing, citing in MLA Style, and rhetorical concepts to prepare you for your university coursework and beyond. I look forward to working with you!

ENGL 160 Academic Writing I: Writing in Academic and Public Context
CRN: 46441
Days/Time: ARR Online asynchronous
Instructor: Katharine Romero kromer7@uic.edu
This online asynchronous course takes place fully online through Blackboard (uic.blackboard.com) and there are no live classes scheduled throughout the semester.
To access this course, you will log into our course site using your NetID and password. On our course site, you will find the syllabus with all activities and course material. Over the semester, our course is organized into weekly modules containing lecture videos, reading, and writing assignments and activities as we write our four major projects: the literacy narrative, rhetorical analysis, argumentative essay, and reflective essay.
Please note that this is not a self-paced course. While none of this course work will require you to be online at a particular time, we will have firm, weekly deadlines for completing activities and assignments along with two required writing center visits. In this course, you will learn genre conventions of academic writing, citing in MLA Style, and rhetorical concepts to prepare you for your university coursework and beyond. I look forward to working with you!

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Pop Music and Politics
CRN: 14367
Days/Time: MWF 10:00-10:50
Instructor: Chris Glomski vivo@uic.edu
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Pop Music and Politics
CRN: 29527
Days/Time: MWF 11:00-11:50
Instructor: Chris Glomski vivo@uic.edu
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160 Academic Writing I:Writing Across Genres
CRN: 41435
Days/Time: MWF 11:00-11:50
Instructor: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom.

ENGL 160 Academic Writing I:Writing Across Genres
CRN: 14379
Days/Time: MWF 12:00-12:50
Instructor: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom.

ENGL 160 Academic Writing I: Writing Across Genres
CRN: 14356
Days/Time: MWF 1:00-1:50
Instructor: Justyna Bicz jbicz2@uic.edu
In this course, we will examine various writing genres. How do writers use structure, organization, content and language? What effects do these choices have on the reader? In addition to careful analysis of texts, you will also make rhetorical decisions in your own writing. Throughout the semester, you will have four primary writing assignments. You will be guided through the process of drafting, revising, editing and reflecting on your writing throughout the semester. The critical reading and critical thinking skills we will be developing in this class will help you both in future coursework as well as with your life outside of the classroom.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts “Where are you going? Where have you been?”
CRN: 19835
Days/Time: MWF 1:00-1:50
Instructor: Sarah Primeau sprimeau@uic.edu
The title of this course is, “Where are you going? Where have you been,” but it could also be called something like “Rhetorical practices of our past, present, and future selves.” The term rhetoric may sound formal and even stuffy, but rhetoric is part of our familiar everyday experiences and also a way to study the new and possibly unfamiliar ways of writing, reading, and thinking that are expected of college students. In this class, we will discuss how we influence the people and places around us and how they influence us in turn — whether we are writing, speaking or even just existing in a particular place and time.
Studying rhetoric and rhetorical strategies in first-year writing classes has been a tradition for decades, but this class does not take a traditional approach to the study of rhetoric. At the beginning of the class, we will reflect on our own lives to examine the people and places that have influenced us. And after reading and writing about rhetoric and communication strategies from a variety of cultures, we will shift our thinking toward examining and practicing the rhetorical strategies used in academic writing and research. We will study both familiar and unfamiliar rhetorical practices; in other words, we will study “where we have been” and “where we are going” in order to learn from each other, ourselves, and texts that describe a variety of rhetorical traditions.
The course readings include examples of the kinds of writing you are being asked to do in the four major writing projects, and also articles that discuss various approaches to rhetoric or argument (e.g. indigenous rhetorics, African communicative practices, the features of academic analysis and argument.) The four major writing projects each conclude with a paper: a narrative, a rhetorical analysis, argumentative essay, and a reflection on your learning in the course. Leading up to the draft in each project, you will have several smaller assignments designed to prepare you for writing each paper, and you will also receive feedback from me and your classmates. The purpose of this class is to provide opportunities to examine and practice a variety of rhetorical strategies while honoring our past, present, and future selves.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 41136
Days/Time: TR 8:00-9:15 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 (the syllabus, weekly plans, reading, Panopto videos, assignments, etc.) on our 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 the purpose of writing, audience, and context. The four writing projects fall into five types of writing for a specific purpose: Reading 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: 26189
Days/Time: TR 12:30-1:45
Instructor: Angela Dancey adancey@uic.edu
Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal?
What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”
While the five-paragraph essay can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that it doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.
Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). We’ll also practice critical thinking and reading skills, constructing cohesive paragraphs, writing for simplicity and concision, and finding, identifying, and working with sources. Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.
ENGL 160 Academic Writing I
CRN: 27288
Days/Time: TR 2:30-3:15
Instructor: Angela Dancey adancey@uic.edu
Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal?
What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”
While the five-paragraph essay can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that it doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.
Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). We’ll also practice critical thinking and reading skills, constructing cohesive paragraphs, writing for simplicity and concision, and finding, identifying, and working with sources. Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 14361
Days/Time: TR 3:30-4:45
Instructor: Eman Elturki elturki@uic.edu
In an increasingly globalized world and with the abundance of diverse modes of communication, what does being “literate” mean? Is it the ability to read and write? Are these abilities sufficient in the 21st century? In this course, we are going to explore what the term “literacy” entails in a rapidly developing world. This exploration will include examining the conventional view of literacy and how this view has evolved to include new literacies and multiliteracies such as information literacy, digital literacy, cultural literacy, media literacy, visual literacy, and more. We will look at how literacy is conceptualized from opposing theoretical perspectives; is the construction of literacy a cognitive activity or a social practice? We will also tackle different literacy-related issues and investigate ways to overcome or mitigate these issues. Hence, using the theme ‘Literacy in the 21st Century’ and the process approach to writing, we will navigate different academic and public genres by engaging in four writing projects: (1) a literacy autobiography; (2) an extended definition essay, a digital listicle, and a cover letter; (3) a problem-solution proposal and an open letter; and (4) a reflection. The course will also involve in-class activities, oral presentations, mini reading quizzes, and shorter writing assignments to enhance your critical reading skills, build knowledge of genre conventions and the elements of the rhetorical situation, and help you prepare for the writing projects.

ENGL 160 Writing I: Writing in Academic and Public Contexts
CRN: 14355
Days/Time: TR 9:30-10:45 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 (the syllabus, weekly plans, reading, Panopto videos, assignments, etc.) on our 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 the purpose of writing, audience, and context. The four writing projects fall into five types of writing for a specific purpose: Reading 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: Writing in Academic and Public Context
CRN: 46437
Days/Time: TR 11:00-12:15 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 (the syllabus, weekly plans, reading, Panopto videos, assignments, etc.) on our 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 the purpose of writing, audience, and context. The four writing projects fall into five types of writing for a specific purpose: Reading 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: Writing in Academic and Public Context
CRN: 27287
Days/Time: TR 11:00-12:15
Instructor: Marc Baez mbaez1@uic.edu
In this course we will 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 Joey Diaz through the lens of ethos, logos, pathos, and kairos. The point of this project is to become familiar with a specific method of 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 social context. The idea here 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 that you wrote leading up to this 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: Writing in Academic and Public Context
CRN: 14357
Days/Time: TR 12:30-1:45
Instructor: Marc Baez mbaez1@uic.edu
In this course we will 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 Joey Diaz through the lens of ethos, logos, pathos, and kairos. The point of this project is to become familiar with a specific method of 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 social context. The idea here 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 that you wrote leading up to this project. And finally, in addition to the writing projects, you will participate in a presentation where you will tell a story.

ENGL 161 Academic Writing II: Who or what is college for?
CRN: 14395
Days/Time: ARR Asynchronous
Instructor: Gregor Baszak baszak2@uic.edu
The British writer C.S. Lewis once said that “[t]he task of the modern educator is not to cut down jungles but to irrigate deserts.” Yes, this is a really harsh analogy that implies that you, the students, are like deserts and that the job of your professor is to water you so that life can bloom in an otherwise desolate place. Many of your professors don’t think that way anymore—Lewis wrote these words almost eighty years ago—but think that you arrive in college with all the right tools already in place. Their job, then, is to foster what are commonly called your “critical thinking” skills. Who could be against that? Well, some thinkers are, and we’ll encounter one of them in a course reading this semester.
But whether you lean toward the one or the other perspective, the point of this all is to show you that even such matters as what the goal of education ought to be are in dispute and that reasonable people can disagree respectfully over them. So why not turn the question over to you—or another question broadly related to the topic of higher education—and have you develop a thoroughly researched essay on that? That’s what our entire class will be building toward in a step-by-step fashion—the academic research paper with an arguable thesis, logical construction, regular citations, and correct grammar and spelling. This being the 21st century, our class will be entirely online and asynchronous, i.e. we’ll irrigate that desert with bits and bytes as much as with books and writing.

ENGL 161 Academic Writing II: Who or what is college for?
CRN: 47378
Days/Time: ARR Asynchronous
Instructor: Gregor Baszak baszak2@uic.edu
The British writer C.S. Lewis once said that “[t]he task of the modern educator is not to cut down jungles but to irrigate deserts.” Yes, this is a really harsh analogy that implies that you, the students, are like deserts and that the job of your professor is to water you so that life can bloom in an otherwise desolate place. Many of your professors don’t think that way anymore—Lewis wrote these words almost eighty years ago—but think that you arrive in college with all the right tools already in place. Their job, then, is to foster what are commonly called your “critical thinking” skills. Who could be against that? Well, some thinkers are, and we’ll encounter one of them in a course reading this semester.
But whether you lean toward the one or the other perspective, the point of this all is to show you that even such matters as what the goal of education ought to be are in dispute and that reasonable people can disagree respectfully over them. So why not turn the question over to you—or another question broadly related to the topic of higher education—and have you develop a thoroughly researched essay on that? That’s what our entire class will be building toward in a step-by-step fashion—the academic research paper with an arguable thesis, logical construction, regular citations, and correct grammar and spelling. This being the 21st century, our class will be entirely online and asynchronous, i.e. we’ll irrigate that desert with bits and bytes as much as with books and writing.

ENGL 161 Academic Writing II: Who or what is college for?
CRN: 47379
Days/Time: ARR Asynchronous
Instructor: Gregor Baszak baszak2@uic.edu
The British writer C.S. Lewis once said that “[t]he task of the modern educator is not to cut down jungles but to irrigate deserts.” Yes, this is a really harsh analogy that implies that you, the students, are like deserts and that the job of your professor is to water you so that life can bloom in an otherwise desolate place. Many of your professors don’t think that way anymore—Lewis wrote these words almost eighty years ago—but think that you arrive in college with all the right tools already in place. Their job, then, is to foster what are commonly called your “critical thinking” skills. Who could be against that? Well, some thinkers are, and we’ll encounter one of them in a course reading this semester.
But whether you lean toward the one or the other perspective, the point of this all is to show you that even such matters as what the goal of education ought to be are in dispute and that reasonable people can disagree respectfully over them. So why not turn the question over to you—or another question broadly related to the topic of higher education—and have you develop a thoroughly researched essay on that? That’s what our entire class will be building toward in a step-by-step fashion—the academic research paper with an arguable thesis, logical construction, regular citations, and correct grammar and spelling. This being the 21st century, our class will be entirely online and asynchronous, i.e. we’ll irrigate that desert with bits and bytes as much as with books and writing.

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

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

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

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Empathy and Mass Communication
CRN: 42683
Days/Time: MW 9:30-10:45 Online synchronous
Instructor: Mark R. 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 rhetoric’s of authorship and cultural appropriation, ubiquitous telepresence, machinic modes of perception, and the disconnection between people trying to care—and feel cared about—in a world of algorithmically-driven communication technologies. We will examine mass media like video games, social media, and AI, and the implications of their reach and their increasing tendency to mobilize empathy in search of new audiences. You should expect to read and write extensively as you develop a thesis-driven research project on a subtopic of your choosing. This project will unfold over several steps (two-stage annotated bibliography, paper proposal with review of literature, and a final paper and presentation) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: The End of Men and the Rise of Women?
CRN: 14427
Days/Time: MW 9:30-10:45
Instructor: Adam Jones ajones72@uic.edu
English 161 is designed to provide you with the tools that you will need to engage academic inquiry. During the first half of the semester, you will complete three writing assignments in which you will learn to summarize, analyze, and synthesize class readings. In the second half of the semester, you will write a research proposal about one aspect of the course you’d like to research. You will spend the remainder of the semester turning your proposal into research assisted essay using the skills we learned in the first half of the semester.
As we do this, we will read and analyze excerpts from Hanna Rosin’s recent book The End of Men: And the Rise of Women (Riverhead, 2012), which is one among many recent texts preoccupied with how female and male gender roles are currently changing. The 1990s saw, for the first time in US history, more women attend and graduate from college than men. Since then, it has become increasingly common for men to stay at home, and for women to take up the role of primary breadwinner for their households. This has been accompanied by a shift in popular conceptions of what it means to be a woman, and what it means to be a man. In this class we will examine the validity and import of these claims, as well as the economic and educational conditions underlying them. We will also investigate to what extent certain portions of the culture have remained the same. (What jobs still remain gendered? Does a rise in women earning potential mean the end of male/female income inequality, or the historic glass ceiling?) Finally, we will look at how these shifts are being discussed and debated not only by academics, but in the popular culture. In sum, this class will enable you to contextualize your own experiences within this broader debate, and thus enter what is a significant and still unresolved conversation in contemporary American culture and politics.

ENGL 161 Academic Writing II: “Mad at School”: Mental Health and Mental Disability in the Classroom CRN: 32285
Days/Time: MW 9:30-10:45
Instructor: Lauren Keeley mkeele6@uic.edu
In her book, Mad at School: Rhetorics of Mental Disability and Academic Life, Margaret Price studies the way that mental disability impacts the academic culture of higher education. This semester-long, student-driven research course will launch from Price’s purview to give you the opportunity to probe issues on the politics, manifestations, and ethics surrounding mental health and mental dis/ability at all levels of education. You will learn about and produce an annotated bibliography, research proposal, literature review, and academic research paper on a topic of your choice, given it falls under the course topic of inquiry. Subjects we will consider include: the impact on mental health of the American hyper-focus on standardized tests and grade-obsessed pedagogy, the causes and consequences of increasingly inadequate university counseling services, the politics of IEPs and accommodations for mentally disabled students, the debate over ADD/ADHD over/under-diagnosis in elementary school-aged children, and the logic of implementing “trigger warnings” in education curricula.

ENGL 161 Academic Writing II: Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 42684
Days/Time: MW 9:30-10:45
Instructor: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 40110
Days/Time: MW 3:00-4:15
Instructor: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Empathy and Mass Communication
CRN: 14447
Days/Time: MW 3:00-4:15 Online synchronous
Instructor: Mark R. 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 rhetoric’s 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: Social Justice as the Mirror and the Lens
CRN: 14431
Days/Time: MW 3:00-4:15
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “”social justice””—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.
Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both research and revision. All semester long you will work step-by-step towards the completion of an academic research paper, and you will do so not only with my help, but also with the help of your fellow classmates. Our class will function as a collective “writing community” where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: The End of Men and the Rise of Women?
CRN: 26194
Days/Time: MW 3:00-4:15
Instructor: Adam Jones ajones72@uic.edu
English 161 is designed to provide you with the tools that you will need to engage academic inquiry. During the first half of the semester, you will complete three writing assignments in which you will learn to summarize, analyze, and synthesize class readings. In the second half of the semester, you will write a research proposal about one aspect of the course you’d like to research. You will spend the remainder of the semester turning your proposal into research assisted essay using the skills we learned in the first half of the semester.
As we do this, we will read and analyze excerpts from Hanna Rosin’s recent book The End of Men: And the Rise of Women (Riverhead, 2012), which is one among many recent texts preoccupied with how female and male gender roles are currently changing. The 1990s saw, for the first time in US history, more women attend and graduate from college than men. Since then, it has become increasingly common for men to stay at home, and for women to take up the role of primary breadwinner for their households. This has been accompanied by a shift in popular conceptions of what it means to be a woman, and what it means to be a man. In this class we will examine the validity and import of these claims, as well as the economic and educational conditions underlying them. We will also investigate to what extent certain portions of the culture have remained the same. (What jobs still remain gendered? Does a rise in women earning potential mean the end of male/female income inequality, or the historic glass ceiling?) Finally, we will look at how these shifts are being discussed and debated not only by academics, but in the popular culture. In sum, this class will enable you to contextualize your own experiences within this broader debate, and thus enter what is a significant and still unresolved conversation in contemporary American culture and politics.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: The End of Men and the Rise of Women?
CRN: 26193
Days/Time: MW 4:30-5:45
Instructor: Adam Jones ajones72@uic.edu
English 161 is designed to provide you with the tools that you will need to engage academic inquiry. During the first half of the semester, you will complete three writing assignments in which you will learn to summarize, analyze, and synthesize class readings. In the second half of the semester, you will write a research proposal about one aspect of the course you’d like to research. You will spend the remainder of the semester turning your proposal into research assisted essay using the skills we learned in the first half of the semester.
As we do this, we will read and analyze excerpts from Hanna Rosin’s recent book The End of Men: And the Rise of Women (Riverhead, 2012), which is one among many recent texts preoccupied with how female and male gender roles are currently changing. The 1990s saw, for the first time in US history, more women attend and graduate from college than men. Since then, it has become increasingly common for men to stay at home, and for women to take up the role of primary breadwinner for their households. This has been accompanied by a shift in popular conceptions of what it means to be a woman, and what it means to be a man. In this class we will examine the validity and import of these claims, as well as the economic and educational conditions underlying them. We will also investigate to what extent certain portions of the culture have remained the same. (What jobs still remain gendered? Does a rise in women earning potential mean the end of male/female income inequality, or the historic glass ceiling?) Finally, we will look at how these shifts are being discussed and debated not only by academics, but in the popular culture. In sum, this class will enable you to contextualize your own experiences within this broader debate, and thus enter what is a significant and still unresolved conversation in contemporary American culture and politics.

ENGL 161 Academic Writing II: Social Justice as the Mirror and the Lens
CRN: 29121
Days/Time: MW 4:30-5:45
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “”social justice””—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.
Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both research and revision. All semester long you will work step-by-step towards the completion of an academic research paper, and you will do so not only with my help, but also with the help of your fellow classmates. Our class will function as a collective “writing community” where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Empathy and Mass Communication
CRN: 43492
Days/Time: MW 4:30-5:45 Online synchronous
Instructor: Mark R. 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 rhetoric’s of authorship and cultural appropriation, ubiquitous telepresence, machinic modes of perception, and the disconnection between people trying to care—and feel cared about—in a world of algorithmically-driven communication technologies. We will examine mass media like video games, social media, and AI, and the implications of their reach and their increasing tendency to mobilize empathy in search of new audiences. You should expect to read and write extensively as you develop a thesis-driven research project on a subtopic of your choosing. This project will unfold over several steps (two-stage annotated bibliography, paper proposal with review of literature, and a final paper and presentation) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.
ENGL 161 Academic Writing II: Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 22115
Days/Time: MW 4:30-5:45
Instructor: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research Writing Through the Issues of the Working Poor
CRN: 26192
Days/Time: MWF 8:00-8:50
Instructor: Jennifer Lewis jlewis4@uic.edu
Course description and goals: In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161 Academic Writing II: Humans, Climate Change & Endangered Species
CRN: 14434
Days/Time: MWF 8:00-8:50
Instructor: Daniel McGee dlmcgee2@uic.edu
Every year, more and more animal species are going extinct around the world. As climates change, animals need to adapt, whether it’s through changing migratory patterns or finding a new biome to live in. While climate change may register as a colossal antagonist of biodiversity around the world, it is not the first major event that has driven wildlife populations to the brink of extinction. For centuries, human activity has decimated wildlife through various tactics. In this class, we will investigate and track the complicated history surrounding wildlife endangerment to better understand our own relationship with the ever-changing natural world around us.
This course will give you a wide-but-shallow look at the history of human- and climate-driven wildlife endangerment and extinction. You will read/watch several sources including popular films, commercials, research articles, books, government websites, and many others to get a holistic understanding of the effects of both human activity and climate change on wildlife populations. As you investigate wildlife endangerment in this research-central course, you will compose several writing assignments, including an annotated bibliography, research proposal, and literature review. The culmination of these writing projects will help you develop the fourth and most important writing project of this semester: the research essay. No prior information on animal science, biology, or climate studies is required.
The goal of using this wide-but-shallow content approach is to cover enough material on various causes of endangerment in different wildlife species that you will find a topic that is meaningful, which will serve as your basis when researching and composing the research essay.

ENGL 161 Academic Writing II: Affects of Horror
CRN: 47381
Days/Time: MWF 8:00-8:50
Instructor: Hyacinthe Damitz hingr2@uic.edu
Horror as a genre is often considered escapist fiction, meant to be enjoyed to forget, or to get away from, what is bothering us in the real world. In other words, it is seen as a genre built specifically on, and for, the thrill of feeling fear, while allowing us to distance ourselves from what haunts us in everyday life. This class seeks to challenge this concept of escapist fiction and highlight how the genre can actually be a useful tool in understanding, and dealing with, a range of political and cultural issues that we encounter in everyday life, as well as the emotions that come with them. It will examine the way that horror, in its various forms, mediums, and subgenres, gives us a set of ways to contend with the emotionally charged moments in our society and in ourselves.
While looking at specific examples and types of horror, as well as academic sources discussing the genre and subgenres, you will be tasked with researching and writing a long form research paper discussing one of the many topics that come up in horror and enter the conversation of the genre that is currently happening. During the semester, the writing that you do, including the annotated bibliography, the research proposal, and the literature review, will serve as steppingstones that culminate in the research paper and the presentation of your research to the class. This is a student-driven exploration of horror, and what the genre has to offer to our current society and the individuals within it.

ENGL 161: Academic Writing II: Media, Mythmaking, and Contemporary Culture
CRN: 14398
Days/Time: MWF 8:00-8:50
Instructor: William Wells wwells3@uic.edu
This course explores the myriad ways we come to know ourselves through storytelling. Through the analysis of a diverse range of genres spanning from the “academic” (literature, theory, and philosophy) to the everyday (TV and film, online content), we will come to understand the compulsion toward meaning making in the modern world, as well as its benefits and risks.

ENGL 161: Academic Writing II: Madness and Formalization
CRN: 41600
Days/Times: MWF 8:00-8:50
Instructor: Miles Parkinson mpark101@uic.edu
In this course, we will be thinking about the forms of academic writing, of course. 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: Be Real: Culture, Influence, and Reality
CRN: 14465
Days/Times: MWF 8:00-8:50
Instructor: James McKenna jmcken22@uic.edu
In this course, we will explore and expand our understandings of culture, reality, and influence specifically through the lens of pop culture, reality television, and influencers. However close or distant these subjects are to us, we will work to locate how they factor into our own worlds. By identifying our own unique intersections with these subjects, we will write with the goals in mind of better situating and defending our stakes in these continually, and spontaneously, evolving fields.

ENGL 161 Academic Writing II: The Alternative in Alt Lit
CRN: 14388
Days/Time: MWF 8:00-8:50
Instructor: Moriana Delgado mdelga31@uic.edu
In this course, you will learn about the Alt Lit Movement, a current that reached its literary splendor circa 2013. Characterized by style, this movement created unique nooks within the Internet. It relied on auto fiction, self-publication, internet culture, fastness, instantaneity, and drug use. Throughout a series of writing projects, and readings of Alt Lit main exponents, you will learn to understand the components of a kind of writing that profiles the self into the given forms that compose our lives online. We will ponder what it is that makes this movement “alternative,” while looking at its historical context: 9/11, the Iraq War, and the 2008 financial crisis. Writing assignments include but are not limited to the following: Book Review, Proposal, Literature Review, and Research Paper.
ENGL 161: Academic Writing II: Be Real: Culture, Influence, and Reality
CRN: 14392
Days/Times: MWF 9:00-9:50
Instructor: James McKenna jmcken22@uic.edu
In this course, we will explore and expand our understandings of culture, reality, and influence specifically through the lens of pop culture, reality television, and influencers. However close or distant these subjects are to us, we will work to locate how they factor into our own worlds. By identifying our own unique intersections with these subjects, we will write with the goals in mind of better situating and defending our stakes in these continually, and spontaneously, evolving fields.

ENGL 161: Academic Writing II: Madness and Formalization
CRN: 14470
Days/Times: MWF 9:00-9:50
Instructor: Miles Parkinson mpark101@uic.edu
In this course, we will be thinking about the forms of academic writing, of course. 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: Humans, Climate Change & Endangered Species
CRN: 14386
Days/Time: MWF 9:00-9:50
Instructor: Daniel McGee dlmcgee2@uic.edu
Every year, more and more animal species are going extinct around the world. As climates change, animals need to adapt, whether it’s through changing migratory patterns or finding a new biome to live in. While climate change may register as a colossal antagonist of biodiversity around the world, it is not the first major event that has driven wildlife populations to the brink of extinction. For centuries, human activity has decimated wildlife through various tactics. In this class, we will investigate and track the complicated history surrounding wildlife endangerment to better understand our own relationship with the ever-changing natural world around us.
This course will give you a wide-but-shallow look at the history of human- and climate-driven wildlife endangerment and extinction. You will read/watch several sources including popular films, commercials, research articles, books, government websites, and many others to get a holistic understanding of the effects of both human activity and climate change on wildlife populations. As you investigate wildlife endangerment in this research-central course, you will compose several writing assignments, including an annotated bibliography, research proposal, and literature review. The culmination of these writing projects will help you develop the fourth and most important writing project of this semester: the research essay. No prior information on animal science, biology, or climate studies is required.
The goal of using this wide-but-shallow content approach is to cover enough material on various causes of endangerment in different wildlife species that you will find a topic that is meaningful, which will serve as your basis when researching and composing the research essay.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: All Work and No Play: Horror and Class
CRN: 14473
Days/Time: MWF 9:00-9:50
Instructor: Melissa Macero mmacer2@uic.edu
How does the Horror genre represent class dynamics in our society? This is the main question that will guide our inquiries throughout the semester. In order to answer this question, we will examine both primary and secondary sources that offer us a way into this discussion. Furthermore, in order to fully understand class dynamics in our society, we will also have to examine how other societal issues, such as race, gender, and sexuality, intersect with class and how that intersection has changed over time. Our inquiry will culminate in a research paper in which each student will attempt to answer our overarching question by analyzing at least one horror text, film, video game, or television show and through that analysis enter into the scholarly conversations surrounding the Horror genre.

ENGL 161 Academic Writing II: Affects of Horror
CRN: 47382
Days/Time: MWF 10:00-10:50
Instructor: Hyacinthe Damitz hingr2@uic.edu
Horror as a genre is often considered escapist fiction, meant to be enjoyed to forget, or to get away from, what is bothering us in the real world. In other words, it is seen as a genre built specifically on, and for, the thrill of feeling fear, while allowing us to distance ourselves from what haunts us in everyday life. This class seeks to challenge this concept of escapist fiction and highlight how the genre can actually be a useful tool in understanding, and dealing with, a range of political and cultural issues that we encounter in everyday life, as well as the emotions that come with them. It will examine the way that horror, in its various forms, mediums, and subgenres, gives us a set of ways to contend with the emotionally charged moments in our society and in ourselves.
While looking at specific examples and types of horror, as well as academic sources discussing the genre and subgenres, you will be tasked with researching and writing a long form research paper discussing one of the many topics that come up in horror and enter the conversation of the genre that is currently happening. During the semester, the writing that you do, including the annotated bibliography, the research proposal, and the literature review, will serve as steppingstones that culminate in the research paper and the presentation of your research to the class. This is a student-driven exploration of horror, and what the genre has to offer to our current society and the individuals within it.

ENGL 161: Academic Writing II: The Politics of Beauty: Image and Appearances
CRN: 32291
Days/Time: MWF 10:00-10:50
Instructor: Tricia Park tpark38@uic.edu
“Don’t judge a book by its cover,” the saying goes. But the truth is, we are inundated by images; from print and online advertising to Instagram, TikTok, YouTube, and whatever new social media is on the horizon, we live in a world crammed with messages about beauty and appearance. In this course, we will examine a range of texts about idealized standards of beauty and the ways they intersect with race, age, and other factors that contribute to external and internal social biases. Through this particular lens, we will explore rhetorical situations, learn what it means to take a position on a topic and investigate what makes for persuasive arguments. This course will help you develop the essential skills to better express yourselves in a variety of writing genres, improve your ability to analyze texts and other media forms as well as understand how they are constructed to impact your thoughts and opinions.

ENGL 161: Academic Writing II: The Politics of Beauty: Image and Appearances
CRN: 14459
Days/Time: MWF 11:00-11:50
Instructor: Tricia Park tpark38@uic.edu
“Don’t judge a book by its cover,” the saying goes. But the truth is, we are inundated by images; from print and online advertising to Instagram, TikTok, YouTube, and whatever new social media is on the horizon, we live in a world crammed with messages about beauty and appearance. In this course, we will examine a range of texts about idealized standards of beauty and the ways they intersect with race, age, and other factors that contribute to external and internal social biases. Through this particular lens, we will explore rhetorical situations, learn what it means to take a position on a topic and investigate what makes for persuasive arguments. This course will help you develop the essential skills to better express yourselves in a variety of writing genres, improve your ability to analyze texts and other media forms as well as understand how they are constructed to impact your thoughts and opinions.

ENGL 161: Academic Writing II: Arguments in Art, Society, and Culture
CRN: 14467
Days/Times: MWF 11:00-11:50
Instructor: Rebecca Fishow rfisho2@uic.edu
This course is a dedicated, collaborative space for you to practice the art of academic research and writing. Regardless of your previous writing experience, the four writing projects, assigned readings, and class activities you will encounter in this course will help you strengthen your relationship with research and writing as modes of inquiry and communication, and help prepare you for future academic work. We will think of academic writing as the process of thinking, in addition to a form of expression. In the classroom, we will learn through full-class discussions, group activities, and individual writing projects. In the first two weeks of the course, you will choose a focused research topic that interests you, and explore it throughout the semester, by completing four writing projects (annotated bibliography, research proposal, literary review, and academic essay). Each project is designed to build from the previous one in order to take you through the full academic essay-writing process.
Our class theme is “Arguments in Art, Society, and Culture.” How should teachers grade student artwork? Should cities invest money in public art projects when there are other pressing matters at hand? Is art crucial for social change? How is technology changing the way art is created and consumed? Can art combat ableism or racism? Is makeup an art? Does artistic greatness excuse bad behavior? Is art dangerous? These are only some of the topics you might choose to research and write about in this course.

ENGL 161 Academic Writing II: Writing for Inquiry and Research Writing Through the Issues of the Working Poor
CRN: 14445
Days/Time: MWF 11:00-11:50
Instructor: Jennifer Lewis jlewis4@uic.edu
Course description and goals: In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161 Academic writing II: Writing for Inquiry and Research
CRN: 14420
Days/Time: MWF 11:00-11:50
Instructor: Josie Visser jvisse2@uic.edu
In this course, we will analyze, argue, and conduct research within the overarching theme of “Dystopias.” Looking at a variety of work within the Dystopian genre, you will read and discuss materials in terms of their overall reliability, effectiveness, and quality. Some overarching questions we will discuss throughout the course include: What drives the writing and discussion of Dystopian Literature? Why and how has the genre thrived? What do the works discussed in class say about the past, present, and future of society?
Throughout the semester, you will both evaluate and write work about Dystopias in hopes of becoming better readers and writers. There are four different writing assignments throughout the semester, all of which build up to a final research paper. You will write roughly 20 pages of work total in the following forms: annotated bibliography, research proposal, literature review, and the final research paper. The goal of this course is to familiarize you with conducting research, analyzing sources for their reliability, synthesizing, and utilizing research to construct an argument.

ENGL 161 Academic Writing II: The Great Gatsby and Its Influence
CRN: 14474
Days/Time: MWF 11:00-11:50
Instructor: Denise Waite dwaite2@uic.edu
F. Scott Fitzgerald’s 1925 novel The Great Gatsby has become an American classic and arguably the great American novel. It has left an indelible impression on American culture, becoming synonymous with Jazz Age decadence, riotous parties, and excess. The Great Gatsby has spawned two celebrated Hollywood movies, given its name to a statistical curve, generated decades of opulent Gatsby themed parties, and several musicals are even in the works. It has inspired contemporary plays, opera, and performance art. At its heart it gives expression to the disillusionment of a generation ravaged by war and its view of the dissolution of the American Dream. But its enduring appeal speaks to the openness of the text that allows new generations to cast its dreams onto the novel and its legend. In this course you will read Fitzgerald’s highly experimental novel, The Great Gatsby, while analyzing criticism and response to this seminal work. We will discover what all this creative outpour and scholarship says about capitalism and contemporary culture. Each student will find some aspect of the text or its influence on culture to analyze in an 8–10-page research paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: All Work and No Play: Horror and Class
CRN: 43494
Days/Time: MWF 11:00 – 11:50
Instructor: Melissa Macero mmacer2@uic.edu
How does the Horror genre represent class dynamics in our society? This is the main question that will guide our inquiries throughout the semester. In order to answer this question, we will examine both primary and secondary sources that offer us a way into this discussion. Furthermore, in order to fully understand class dynamics in our society, we will also have to examine how other societal issues, such as race, gender, and sexuality, intersect with class and how that intersection has changed over time. Our inquiry will culminate in a research paper in which each student will attempt to answer our overarching question by analyzing at least one horror text, film, video game, or television show and through that analysis enter the scholarly conversations surrounding the Horror genre.

ENGL 161 Academic Writing II: What’s The Deal with Comedy? Understanding Comedians and their Comedy Styles
CRN: 47385
Days/Time: MWF 11:00-11:50
Instructor: Wesley McGehee wmcgeh2@uic.edu
In this course, we will be learning and practicing the process of scholarly, academic research in English. We will be discussing stand-up comedy and styles of comedy, with the focus of the course being comedians themselves. During this course, you will be able to pick a comedian from the list provided—or one that you find on your own if you do not wish to choose any from the list—and you will create a research paper on this comedian concerning his/her/their early life, career, and comedy. We will also be studying a variety of well-known comedians during the course—most of which you will be able to choose for your research—to get you accommodated with well-known terms and definitions in comedy, as well as discussing how sources were found on these comedians, their comedy styles, and how the overall process of research was conducted. After completing this course, you will know how to conduct your own research for your future college-level assignments and work.

ENGL 161 Academic Writing II: Issues in Higher Educations
CRN: 14450
Days/Time: MWF 11:00-11:50
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: Writing for Inquiry and Research Writing Through the Issues of the Working Poor
CRN: 14457
Days/Time: MWF 12:00-12:50
Instructor: Jennifer Lewis jlewis4@uic.edu
Course description and goals: In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: All Work and No Play: Horror and Class
CRN: 14397
Days/Time: MWF 12:00 – 12:50
Instructor: Melissa Macero mmacer2@uic.edu
How does the Horror genre represent class dynamics in our society? This is the main question that will guide our inquiries throughout the semester. To answer this question, we will examine both primary and secondary sources that offer us a way into this discussion. Furthermore, to fully understand class dynamics in our society, we will also have to examine how other societal issues, such as race, gender, and sexuality, intersect with class and how that intersection has changed over time. Our inquiry will culminate in a research paper in which each student will attempt to answer our overarching question by analyzing at least one horror text, film, video game, or television show and through that analysis enter the scholarly conversations surrounding the Horror genre.

ENGL 161 Academic Writing II
CRN: 14414
Days/Time: MWF 1:00-1:50
Instructor: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.
ENGL 161 Academic Writing II – Following the Current: Rivers, How They Connect and Divide Us
CRN: 43519
Days/Time: MWF 2:00-2:50
Instructor: Dan Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition would be incomplete. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially, and spatially. Using the Chicago River as a primary example among others, we will employ an environmental justice lens to examine not only the importance of rivers in the development of both rural and urban spaces, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II
CRN: 14404
Days/Time: MWF 2:00-2:50
Instructor: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.
ENGL 161 Academic Writing II: Writing Climate Crisis: The Rhetoric of Emergency
CRN: 42682
Days/Time: MWF 2:00-2:50
Instructor: Eliza Marley emarle2@uic.edu
The course topic is Writing Climate Crisis: The rhetoric of Emergency. This class will look at different areas of climate crisis to determine how rhetoric around these issues has changed (or not changed) historically. We will examine areas of climate crisis and how they are treated by media, communities directly affected, academia, and others. What motivates people towards change? What is the role of art in this age of climate crisis? How can we make the structures of climate crisis more visible? Students will pick an aspect of climate crisis to center their research around.

ENGL 161 Academic Writing II: War and Peace
CRN: 44763
Days/Time: MWF 2:00-2:50
Instructor: Kian Bergstrom kian@uic.edu
There’s only one way to become a better writer: read a lot and write a lot. And if you’re going to read a lot this term, would you rather it be something good… or something great? Great books come in all shapes and sizes but ask pretty much anyone who’s read it and they’ll tell you books don’t get much greater than WAR AND PEACE. While intimidating in page-count, the novel is captivating, engrossing, and fascinating, a magisterial, encyclopedic look at human existence during a world-shaking conflict of international powers — Imperial Russia, France under Napoleon — and the ripples that warfare sends through the whole of Russian society, all the way from the serfs to the nobility. Over the course of the term, we will read this masterwork of world literature, closely and carefully, following its interlocking plot lines, layers of themes, its dozens of unforgettable characters, its ruminations on the movement of history, its nuanced explorations of the search for meaning in an unforgiving world of random chance and fragile love. On the way, you’ll propose, conduct, and write up your own original research project, in stages, deriving from a facet of the novel of your choosing. Look, you didn’t come to UIC to be coddled. You came here to be challenged, and once you read this book, you’ll never be the same. Let’s do this.

ENGL 161 Academic Writing II – Following the Current: Rivers, How They Connect and Divide Us
CRN: 14413
Days/Time: MWF 3:00-3:50
Instructor: Dan Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition would be incomplete. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially, and spatially. Using the Chicago River as a primary example among others, we will employ an environmental justice lens to examine not only the importance of rivers in the development of both rural and urban spaces, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II: Writing About Happiness
CRN: 14428
Days/Time: MWF 3:00-3:50
Instructor: Christopher Bryson cbryso2@uic.edu
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So, what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices…Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.
In this course, you will produce four (4) writing projects, culminating in a documented research paper focusing on some aspect of happiness. The writing projects are 1) a summary; 2) a synthesis; 3) a research proposal; and 4) research paper. For the research paper, you will write a unique, convincing argument, supported by appropriate evidence and claims. Your paper should not only demonstrate an understanding of the context and sources, but also contribute meaningfully to the inquiry you will be exploring throughout the semester.

ENGL 161 Academic Writing II
CRN: 41601
Days/Time: MWF 3:00-3:50
Instructor: Snezana Zabic szabic2@uic.edu
This section of ENGL 161 focuses on film and society. Whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), films tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, read articles in-depth, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a research proposal, 3) a literature review, and 4) a research essay. You will choose the film and most of the sources for your semester-long research project. You will conduct research using the UIC library databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.

ENGL 161 Academic Writing II
CRN: 14406
Days/Time: MWF 4:00-4:50
Instructor: Snezana Zabic szabic2@uic.edu
This section of ENGL 161 focuses on film and society. Whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), films tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, read articles in-depth, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a research proposal, 3) a literature review, and 4) a research essay. You will choose the film and most of the sources for your semester-long research project. You will conduct research using the UIC library databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.

ENGL 161 Academic Writing II – Following the Current: Rivers, How They Connect and Divide Us
CRN: 14381
Days/Time: MWF 4:00-4:50
Instructor: Dan Barton dbarto6@uic.edu
What is water? On the surface, this should be easy to answer; however, a simple definition would be incomplete. Water is simultaneously a biological and ecological necessity, economic input, cultural icon, mode of transportation, and so much more. Rivers embody all these traits, driving the development of cities and nations while also absorbing their histories, whether of prosperity or violence. They are impact sites of climate change and environmental degradation—issues ranging from flooding to forever chemicals that have mounting consequences for communities around the world—as well as sites of conflict. In this class, we will explore the ways rivers connect and divide us: ecologically, socially, and spatially. Using the Chicago River as a primary example among others, we will employ an environmental justice lens to examine not only the importance of rivers in the development of both rural and urban spaces, but also how politics and water influence each other, often perpetuating inequalities. We will also examine the presence of rivers in art and culture, interrogating their significance from a range of perspectives. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will build an understanding of important environmental and social issues while developing academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161 Academic Writing II: Writing About Happiness
CRN: 14438
Days/Time: MWF 4:00-4:50
Instructor: Christopher Bryson cbryso2@uic.edu
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices…Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.
In this course, you will produce four (4) writing projects, culminating in a documented research paper focusing on some aspect of happiness. The writing projects are 1) a summary; 2) a synthesis; 3) a research proposal; and 4) research paper. For the research paper, you will write a unique, convincing argument, supported by appropriate evidence and claims. Your paper should not only demonstrate an understanding of the context and sources, but also contribute meaningfully to the inquiry you will be exploring throughout the semester.

ENGL 161 Academic Writing II: War and Peace
CRN: 44769
Days/Time: MWF 4:00-4:50
Instructor: Kian Bergstrom kian@uic.edu
There’s only one way to become a better writer: read a lot and write a lot. And if you’re going to read a lot this term, would you rather it be something good… or something great? Great books come in all shapes and sizes but ask pretty much anyone who’s read it and they’ll tell you books don’t get much greater than WAR AND PEACE. While intimidating in page-count, the novel is captivating, engrossing, and fascinating, a magisterial, encyclopedic look at human existence during a world-shaking conflict of international powers — Imperial Russia, France under Napoleon — and the ripples that warfare sends through the whole of Russian society, all the way from the serfs to the nobility. Over the course of the term, we will read this masterwork of world literature, closely and carefully, following its interlocking plot lines, layers of themes, its dozens of unforgettable characters, its ruminations on the movement of history, its nuanced explorations of the search for meaning in an unforgiving world of random chance and fragile love. On the way, you’ll propose, conduct, and write up your own original research project, in stages, deriving from a facet of the novel of your choosing. Look, you didn’t come to UIC to be coddled. You came here to be challenged, and once you read this book, you’ll never be the same. Let’s do this.

ENGL 161 Academic Writing II: War and Peace
CRN: 14453
Days/Time: MWF 5:00-5:50
Instructor: Kian Bergstrom kian@uic.edu
There’s only one way to become a better writer: read a lot and write a lot. And if you’re going to read a lot this term, would you rather it be something good… or something great? Great books come in all shapes and sizes but ask pretty much anyone who’s read it and they’ll tell you books don’t get much greater than WAR AND PEACE. While intimidating in page-count, the novel is captivating, engrossing, and fascinating, a magisterial, encyclopedic look at human existence during a world-shaking conflict of international powers — Imperial Russia, France under Napoleon — and the ripples that warfare sends through the whole of Russian society, all the way from the serfs to the nobility. Over the course of the term, we will read this masterwork of world literature, closely and carefully, following its interlocking plot lines, layers of themes, its dozens of unforgettable characters, its ruminations on the movement of history, its nuanced explorations of the search for meaning in an unforgiving world of random chance and fragile love. On the way, you’ll propose, conduct, and write up your own original research project, in stages, deriving from a facet of the novel of your choosing. Look, you didn’t come to UIC to be coddled. You came here to be challenged, and once you read this book, you’ll never be the same. Let’s do this.

ENGL 161 Academic Writing II: Writing About Happiness
CRN: 14400
Days/Time: MWF 5:00-5:50
Instructor: Christopher Bryson cbryso2@uic.edu
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So, what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices…Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.
In this course, you will produce four (4) writing projects, culminating in a documented research paper focusing on some aspect of happiness. The writing projects are 1) a summary; 2) a synthesis; 3) a research proposal; and 4) research paper. For the research paper, you will write a unique, convincing argument, supported by appropriate evidence and claims. Your paper should not only demonstrate an understanding of the context and sources, but also contribute meaningfully to the inquiry you will be exploring throughout the semester.

ENGL 161 Academic Writing II
CRN: 14396
Days/Time: TR 8:00-9:15
Instructor: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research | Public Health Writing
CRN: 42687
Days/Time: TR 8:00-9:15
Instructor: Devyn Andrews dandre20@uic.edu
The COVID-19 pandemic exposed how major structural weaknesses within the U.S. public health and healthcare systems fail the American public, too often with devastating consequences. In this section of ENGL 161, we will investigate pressing issues facing public health, including access to care, globalization and contagion, health inequities, noncommunicable diseases, the social determinants of health, and more. We will discuss differing conceptions of illness and wellbeing across cultural and socioeconomic lines; links between the environment, education, and health; implications of multidisciplinary policy decisions; and issues of social justice and structural violence. You will be encouraged to creatively explore your interests within this topic throughout the semester. Using our text Writing for Inquiry and Research, you will conduct academic research, build evidence-based arguments, and complete progressive writing assignments on your chosen topic. The four major writing assignments will include an Annotated Bibliography, Research Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Writing for Inquiry & Research: Show Me Your Teeth, and I’ll Tell You Who You Are.
CRN: 14401
Days/Time: TR 8:00-9:15
Instructor: Todd Sherfinski tsherfin@uic.edu
Baby. Wisdom. Eye. False. No matter their condition, we’ve all got teeth. And that’s the topic of conversation for this course on Academic Writing. We’ll be using Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Gothic Afterlives
CRN: 14415
Days/Time: TR 8:00-9:15 Online
Instructor: Nicholas Dertinger nderti2@uic.edu
This course will examine Gothic’ literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will be a blend of synchronous and asynchronous instruction.

ENGL 161 Academic Writing II: The Walk/er
CRN: 14422
Days/Time: TR 8:00-9:15
Instructor: Heather McShane hmcshane@uic.edu
What happens when we go for a walk or, for people who use wheelchairs, a roll? What or whom do we encounter? What if we do more than just passively move through the world? What if we find inspiration or even purpose? In this course, we will investigate these questions and others as we look at the impacts of walking in contemporary literature, art, and social issues like protests and migration. As a group and separately, we will walk. Walking will serve as the theme of the four major writing assignments required for English 161: an annotated bibliography, a literature review, a research paper proposal, and a research paper.

ENGL 161 Academic Writing II: Post-Truth: What Is It Good for?
CRN: 43520
Days/Time: TR 8:00-9:15
Instructor: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies, may lead to science denialism, and political polarization.

ENGL 161: Academic Writing II: The Revolution (Still) Comes From Within: Autofiction, Literary Analysis, and Narrative Mode
CRN: 42528
Days/Times: TR 8:00-9:15
Instructor: Dan White dwhite44@uic.edu
Locating the boundary between fiction and nonfiction implicates questions of craft, personal history, narrative technique, and creative writing as a method of social inquiry or engagement. Another way to conceive of this question is the definition of ‘autofiction,’ a term of considerable speculation and even controversy in the current literary landscape. This course will interrogate that definition and the surrounding questions to better understand the art and purpose of narrative form. There is clearly a difference between fiction and nonfiction, but how can we define them when every piece of creative work is inherently idiosyncratic and individual? How does narrative mode, and the relationship between the what and the how of a book, enter this discussion? Why does it matter, and how does the terminology we use about a book influence the way we read it and the way it speaks to us and our lives? Through the prism of a novel by the English writer Rachel Cusk, make a sophisticated argument about the question of autofiction and its associated implications, drawing upon scholarly sources and specific textual examples to help illustrate your points. Academic research—including an annotated bibliography and traditional scholarly paper—will provide the nexus between critical thought surrounding autofiction and your own literary textual analysis. The use of the novel should be seen as an aid to your task, giving you a plethora of examples to show how your definitions of fiction, nonfiction, and autofiction occur in writing. Ultimately, we will risk a definition, or at least a reduction in mystery, around the boundary of fiction vs nonfiction.

ENGL 161: Academic Writing II: The Revolution (Still) Comes From Within: Autofiction, Literary Analysis, and Narrative Mode
CRN: 14463
Days/Times: TR 9:30-10:45
Instructor: Dan White dwhite44@uic.edu
Locating the boundary between fiction and nonfiction implicates questions of craft, personal history, narrative technique, and creative writing as a method of social inquiry or engagement. Another way to conceive of this question is the definition of ‘autofiction,’ a term of considerable speculation and even controversy in the current literary landscape. This course will interrogate that definition and the surrounding questions to better understand the art and purpose of narrative form. There is clearly a difference between fiction and nonfiction, but how can we define them when every piece of creative work is inherently idiosyncratic and individual? How does narrative mode, and the relationship between the what and the how of a book, enter this discussion? Why does it matter, and how does the terminology we use about a book influence the way we read it and the way it speaks to us and our lives? Through the prism of a novel by the English writer Rachel Cusk, make a sophisticated argument about the question of autofiction and its associated implications, drawing upon scholarly sources and specific textual examples to help illustrate your points. Academic research—including an annotated bibliography and traditional scholarly paper—will provide the nexus between critical thought surrounding autofiction and your own literary textual analysis. The use of the novel should be seen as an aid to your task, giving you a plethora of examples to show how your definitions of fiction, nonfiction, and autofiction occur in writing. Ultimately, we will risk a definition, or at least a reduction in mystery, around the boundary of fiction vs nonfiction.

ENGL 161 Academic Writing II
CRN: 14409
Days/Time: TR 9:30-10:45
Instructor: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Post-Truth: What Is It Good for?
CRN: 26882
Days/Time: TR 9:30-10:45
Instructor: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies, may lead to science denialism, and political polarization.

ENGL 161 Academic Writing II: Writing for Inquiry & Research: “Show Me Your Teeth, and I’ll Tell You Who You Are.
CRN: 42686
Days/Time: TR 9:30-10:45
Instructor: Todd Sherfinski tsherfin@uic.edu
Baby. Wisdom. Eye. False. No matter their condition, we’ve all got teeth. And that’s the topic of conversation for this course on Academic Writing. We’ll be using Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for 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: 14471
Days/Time: TR 9:30-10:45
Instructor: Doug Sheldon sheldond@uic.edu
In this course, we will examine the concepts of Crime through the lens of students’ individual academic majors. This is designed to not only define the terms “crime” and “punishment”, but how these definitions shift over time and between social groups. Students will be afforded opportunities to examine these shifting definitions and apply them to research focused around their own academic disciplines. Working with research methods that encourage personal and academic exploration, we will discover and elaborate on the cultural relevance of these definitions as they apply to the ethics, motives, and individual behaviors. We will examine modes of presentation (text, film, comic) that engage us with these cultural concepts and allow for students to discover research topics that will benefit both critical writing and reading skills as their college careers progress.
ENGL 161 Academic Writing II
CRN: 14443
Days/Time: TR 11:00-12:15
Instructor: Doug Sheldon sheldond@uic.edu
In this course, we will examine the concepts of Crime through the lens of students’ individual academic majors. This is designed to not only define the terms “crime” and “punishment”, but how these definitions shift over time and between social groups. Students will be afforded opportunities to examine these shifting definitions and apply them to research focused around their own academic disciplines. Working with research methods that encourage personal and academic exploration, we will discover and elaborate on the cultural relevance of these definitions as they apply to the ethics, motives, and individual behaviors. We will examine modes of presentation (text, film, comic) that engage us with these cultural concepts and allow for students to discover research topics that will benefit both critical writing and reading skills as their college careers progress.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Gothic Afterlives
CRN: 14442
Days/Time: TR 11:00-12:15 Online
Instructor: Nicholas Dertinger nderti2@uic.edu
This course will examine Gothic’ literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will be a blend of synchronous and asynchronous instruction.

ENGL 161 Academic Writing II: The Walk/er
CRN: 41131
Days/Time: TR 11:00-12:15
Instructor: Heather McShane hmcshane@uic.edu
What happens when we go for a walk or, for people who use wheelchairs, a roll? What or whom do we encounter? What if we do more than just passively move through the world? What if we find inspiration or even purpose? In this course, we will investigate these questions and others as we look at the impacts of walking in contemporary literature, art, and social issues like protests and migration. As a group and separately, we will walk. Walking will serve as the theme of the four major writing assignments required for English 161: an annotated bibliography, a literature review, a research paper proposal, and a research paper.

ENGL 161 Academic Writing II: Writing about the relationship between Gender/Sexuality and Film/Television
CRN: 14451
Days/Time: TR 11:00-12:15
Instructor: James Drown jdrown1@uic.edu
Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we might ask is “How much effect do these shows and films have on our expectations concerning gender and sexuality?” After all, media influence is only one of the social mechanisms that influence how we understand gender and sexuality.
We will be focusing on questions concerning this relationship between film/television and gender/sexuality. We will begin by examining various concepts and social theories, including readings by Stuart Hall, Judith Butler, Audre Lorde, Barthes and Foucault. We will also examine more general social theories/concepts, such as ideology, hegemony, semantics, and confirmation bias.
We will create an Annotated Bibliography for these and other readings, and using this information we will develop a research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research Writing About the Intersection of Art and Fashion: A Discourse on Visual Performance in Society
CRN: 14394
Days/Time: TR 11:00-12:15
Instructor: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Kehinde Wiley, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Louise Bourgeois, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II: Writing for Inquiry & Research: “Show Me Your Teeth, and I’ll Tell You Who You Are
CRN: 14389
Days/Time: TR 11:00-12:15
Instructor: Todd Sherfinski tsherfin@uic.edu
Baby. Wisdom. Eye. False. No matter their condition, we’ve all got teeth. And that’s the topic of conversation for this course on Academic Writing. We’ll be using Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.
ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 32293
Days/Time: TR 12:30-1:45
Instructor: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and industries and their place in our public and private lives. Through readings, videos, and discussion, we will inquire into and examine the impact of American corporations and industries on the government, economy, environment, our mental/physical health, the justice system, and more. We will also look closely at how corporate branding, advertising, and social media shape and impact perceptions of beauty, success, health, race, gender, justice, etc. These and other such inquiries will inform your own research endeavors. Over the course of the semester, you will learn about and put into practice the necessary elements of a sound, evidence-based argument with the aim of constructing a thorough, properly documented, and well-crafted argumentative research paper.

ENGL 161 Academic Writing II: Writing Toward a Queerer Nation
CRN: 14382
Days/Time: TR 12:30-1:45
Instructor: Robin Gayle rpetro3@uic.edu
The Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Asexual, Intersex, Plus (LGBTQ+) Civil Rights Movement is a contentious development in the United States, teeming with social support & criticism, economic theories, sociological studies, and legal proceedings. In this writing course, you will enter contemporary discussions about some of the issues faced by the LGBTQ+ populations. Over the course of several writing projects, you will develop your critical thinking and analytical writing skills. As you focus your inquiry into a specific issue, you will immerse yourself into contemporary queer literature. Throughout the semester, you are invited to critically examine and actively participate in the discourse surrounding the LGBTQ+ communities.

ENGL 161 Academic Writing II: Between Body and Mind: Narrative, Illness, and Medicine
CRN: 14472
Days/Time: TR 12:30-1:45
Instructor: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data? At the heart of this opposition between medicine and the humanities is the view that the body and the mind exist as separate entities and must be treated accordingly.
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding the incorporation of the humanities into a medical context. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course, you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

ENG 161 Academic Writing II: Empathy
CRN: 14435
Days/Time: TR 12:30-1:45
Instructor: Keegan Lannon klannon@uic.edu
The human capacity for empathy—or the ability to feel and understand another person’s emotions—has long been considered a defining characteristic of the human race. Many have argued that it is what defines our humanity, and what separates good people from bad people.
Recent research, however, has cautioned that our abilities to recognize and understand other people’s emotions are deeply flawed, and that using empathy to make decisions has and will lead to systemic societal problems.
This class will explore, then, the human capacity for empathy—it’s strengths, weaknesses, benefits and shortcomings. As this is a writing course as well, we will also learn how to articulate your thoughts about empathy in a variety of academic and public genres, how to do effective research, and think critically about the rhetorical considerations a writer needs to make when communicating about a broad, interdisciplinary topic.

ENGL 161 Academic Writing II: Writing for Inquiry and Research (Prison Reform)
CRN: 32289
Days/Time: TR 12:30-1:45
Instructor: Virginia Costello vcostell@uic.edu
This class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections between contemporary prison reform movements and politics, including content found on the following websites: The Marshall Project (news outlet), The Sentencing Project (no political affiliation), Right on Crime (conservative), and Critical Resistance (progressive). You will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.
Contrary to common understanding, neither writing nor research is a linear process. Thus, you will write and revise several drafts before you submit work for a grade. The emphasis, here, is on the process of writing; it paves the way to clear thinking. We will experiment with Artificial Intelligence at different stages of our writing. Our open-source text, Writing for Inquiry and Research, explains how to develop ideas, read, and think critically, analyze sources and facts, construct a thesis, test the thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research (Prison Reform)
CRN: 26881
Days/Time: TR 2:00-3:15
Instructor: Virginia Costello vcostell@uic.edu
This class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections between contemporary prison reform movements and politics, including content found on the following websites: The Marshall Project (news outlet), The Sentencing Project (no political affiliation), Right on Crime (conservative), and Critical Resistance (progressive). You will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.
Contrary to common understanding, neither writing nor research is a linear process. Thus, you will write and revise several drafts before you submit work for a grade. The emphasis, here, is on the process of writing; it paves the way to clear thinking. We will experiment with Artificial Intelligence at different stages of our writing. Our open-source text, Writing for Inquiry and Research, explains how to develop ideas, read, and think critically, analyze sources and facts, construct a thesis, test the thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Between Body and Mind: Narrative, Illness, and Medicine
CRN: 42529
Days/Time: TR 2:00- 3:15
Instructor: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data? At the heart of this opposition between medicine and the humanities is the view that the body and the mind exist as separate entities and must be treated accordingly.
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding the incorporation of the humanities into a medical context. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course, you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

ENGL 161 Academic Writing II: The Walk/er
CRN: 22116
Days/Time: TR 2:00-3:15
Instructor: Heather McShane hmcshane@uic.edu
What happens when we go for a walk or, for people who use wheelchairs, a roll? What or whom do we encounter? What if we do more than just passively move through the world? What if we find inspiration or even purpose? In this course, we will investigate these questions and others as we look at the impacts of walking in contemporary literature, art, and social issues like protests and migration. As a group and separately, we will walk. Walking will serve as the theme of the four major writing assignments required for English 161: an annotated bibliography, a literature review, a research paper proposal, and a research paper.

ENGL 161 Academic Writing II: Writing about the relationship between Gender/Sexuality and Film/Television
CRN: 14390
Days/Time: TR 2:00-3:15
Instructor: James Drown jdrown1@uic.edu
Movies and television deliver information to us, both overtly and covertly, about social expectations concerning gender and sexuality. And because movies and television are embedded in the ideologies of their creators, it is basically impossible to make a show that does not address gender and sexuality in a way that is significant or controversial to one group or another. In relation to this, a question we might ask is “How much effect do these shows and films have on our expectations concerning gender and sexuality?” After all, media influence is only one of the social mechanisms that influence how we understand gender and sexuality.
We will be focusing on questions concerning this relationship between film/television and gender/sexuality. We will begin by examining various concepts and social theories, including readings by Stuart Hall, Judith Butler, Audre Lorde, Barthes and Foucault. We will also examine more general social theories/concepts, such as ideology, hegemony, semantics, and confirmation bias.
We will create an Annotated Bibliography for these and other readings, and using this information we will develop a research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161 Academic Writing II: Post-Truth: What Is It Good for?
CRN: 14464
Days/Time: TR 2:00-3:15
Instructor: Ovi Brici obrici@uic.edu
We are living in a world where it is becoming increasingly difficult to discern truth from fabrication, where “alternative facts” and strong feelings dominate logical reasoning. In this course, you will learn how to distinguish between objective and subjective material. In other words, you will learn how our psychological blind spots, biases, and heuristic strategies, may lead to science denialism, and political polarization.
ENGL 161 Academic Writing II
CRN: 32292
Days/Time: TR 2:00-3:15
Instructor: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research Writing About the Intersection of Art and Fashion: A Discourse on Visual Performance in Society
CRN: 29119
Days/Time: TR 2:00-3:15
Instructor: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Kehinde Wiley, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Louise Bourgeois, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II
CRN: 14446
Days/Time: TR 2:00-3:15
Instructor: Aaron Krall akrall@uic.edu
English 161 is an academic writing course where students explore a topic as a community of inquiry. This section will focus on Chicago neighborhoods: how they are defined, what they mean, the kinds of identities and ways of life they support, the roles they play in local politics and economies, the ways they bring people together or keep them apart, and how they change. We will initially focus on the neighborhoods that surround the UIC campus, but our inquiry will take us across the City of Chicago and into a diverse and intersecting group of communities. This course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Gothic Afterlives
CRN: 32287
Days/Time: TR 2:00-3:15 Online
Instructor: Nicholas Dertinger nderti2@uic.edu
This course will examine Gothic’ literature’s influence on modern media, how it has delighted readers for centuries, and how the themes found in Gothic literature continue to be analyzed today. In this course you will write drafts and revise several times before you submit work for a grade. Our texts will explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper. This class will be a blend of synchronous and asynchronous instruction

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

ENGL 161 Academic Writing II: Writing Toward a Queerer Nation
CRN: 14458
Days/Time: TR 2:00-3:15
Instructor: Robin Gayle rpetro3@uic.edu
The Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Asexual, Intersex, Plus (LGBTQ+) Civil Rights Movement is a contentious development in the United States, teeming with social support & criticism, economic theories, sociological studies, and legal proceedings. In this writing course, you will enter contemporary discussions about some of the issues faced by the LGBTQ+ populations. Over the course of several writing projects, you will develop your critical thinking and analytical writing skills. As you focus your inquiry into a specific issue, you will immerse yourself into contemporary queer literature. Throughout the semester, you are invited to critically examine and actively participate in the discourse surrounding the LGBTQ+ communities.

ENGL 161 Academic Writing II: What is Culture? Criticism, Circulation, Commodification
CRN: 32295
Days/Time: TR 2:00-3:15
Instructor: Corbin Hiday chiday2@uic.edu
In his 1976 book, Keywords, literary and cultural critic Raymond Williams calls culture “one of the two or three most complicated words in the English language.” Throughout this course, we will explore the stakes of such an assertion. We will attempt to address the following questions, among others: What is culture? What differentiates historical phases of cultural production? What are the genres of cultural criticism? What is the relation between cultural production and the economy? In doing so, we will, following Williams, attempt to understand culture through “the central question of the relations between ‘material’ and ‘symbolic’ production.” We will engage with a variety of cultural objects, across the literary and visual arts. Additionally, we will read cultural criticism and try to untangle its contemporary contradictions and iterations—across emergent genres. Ultimately, our readings, discussions, and in-class activities will provide the foundation for the four writing projects required in English 161, culminating in a research paper on a topic of your choosing based on our course theme. The skills you will learn and practice in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II: Between Body and Mind: Narrative, Illness, and Medicine
CRN: 14468
Days/Time: TR 3:30-4:45
Instructor: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data? At the heart of this opposition between medicine and the humanities is the view that the body and the mind exist as separate entities and must be treated accordingly.
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding the incorporation of the humanities into a medical context. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course, you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

ENGL 161 Academic Writing II: Writing about the relationship between Gender/Sexuality and Film/Television
ENGL 161 Academic Writing II: What is Culture? Criticism, Circulation, Commodification
CRN: 14425
Days/Time: TR 3:30-4:45
Instructor: Corbin Hiday chiday2@uic.edu
In his 1976 book, Keywords, literary and cultural critic Raymond Williams calls culture “one of the two or three most complicated words in the English language.” Throughout this course, we will explore the stakes of such an assertion. We will attempt to address the following questions, among others: What is culture? What differentiates historical phases of cultural production? What are the genres of cultural criticism? What is the relation between cultural production and the economy? In doing so, we will, following Williams, attempt to understand culture through “the central question of the relations between ‘material’ and ‘symbolic’ production.” We will engage with a variety of cultural objects, across the literary and visual arts. Additionally, we will read cultural criticism and try to untangle its contemporary contradictions and iterations—across emergent genres. Ultimately, our readings, discussions, and in-class activities will lead to four writing projects required in English 161, culminating in a research paper on a topic of your choosing based on our course theme. The skills you will learn and practice in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II
CRN: 14460
Days/Time: TR 3:30-4:45
Instructor: Aaron Krall akrall@uic.edu
English 161 is an academic writing course where students explore a topic as a community of inquiry. This section will focus on Chicago neighborhoods: how they are defined, what they mean, the kinds of identities and ways of life they support, the roles they play in local politics and economies, the ways they bring people together or keep them apart, and how they change. We will initially focus on the neighborhoods that surround the UIC campus, but our inquiry will take us across the City of Chicago and into a diverse and intersecting group of communities. This course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.

ENGL 161 Academic Writing II: What is Culture? Criticism, Circulation, Commodification
CRN: 14418
Days/Time: TR 5:00-6:15
Instructor: Corbin Hiday chiday2@uic.edu
In his 1976 book, Keywords, literary and cultural critic Raymond Williams calls culture “one of the two or three most complicated words in the English language.” Throughout this course, we will explore the stakes of such an assertion. We will attempt to address the following questions, among others: What is culture? What differentiates historical phases of cultural production? What are the genres of cultural criticism? What is the relation between cultural production and the economy? In doing so, we will, following Williams, attempt to understand culture through “the central question of the relations between ‘material’ and ‘symbolic’ production.” We will engage with a variety of cultural objects, across the literary and visual arts. Additionally, we will read cultural criticism and try to untangle its contemporary contradictions and iterations—across emergent genres. Ultimately, our readings, discussions, and in-class activities will provide the foundation for the four writing projects required in English 161, culminating in a research paper on a topic of your choosing based on our course theme. The skills you will learn and practice in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II – Writing for Inquiry and Research Writing About the Intersection of Art and Fashion: A Discourse on Visual Performance in Society
CRN: 14437
Days/Time: TR 5:00-6:15
Instructor: Carrie McGath cmcgat2@uic.edu
In the age of social media, visual performance has taken center stage in our daily lives. In this class, we will engage in a discourse throughout the semester about what visual performance is and what it tells us about our society. We will be asking these questions over the course of the semester through the lens of art and fashion and how these artforms engage with social issues including race, gender and queerness, sustainability, and consumerism. Throughout the course, texts and visual media will facilitate a thoughtful discourse on how visual performance at the intersection of art and fashion comments on today’s society and the issues within the fabric of it. We will examine work by artists and designers who work with the social issues we will be discussing throughout the semester. Some visual artists we will examine include Bisa Butler, Kara Walker, Kehinde Wiley, Jeff Koons, Takashi Murakami, Wendy Red Star, Nick Cave, Louise Bourgeois, Andrea Zittel, and more. In the arena of fashion, we will examine the phenomena of the MET Gala as well as designers and fashion houses including Vivienne Westwood, Virgil Abloh / Off-White, Balenciaga, Alexander McQueen, Viktor and Rolf, and more. Our readings, discussions, and in-class activities will set you up for the four writing projects required in English 161. The first three independent research writing projects will culminate in a final research paper. The skills you will learn and hone in this course will nurture critical thinking, research, and inquiry while fostering strong academic writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research Bleep That: Censorship in Contemporary American Society
CRN: 29120
Days/Time: TR 5:00-6:15
Instructor: Brennan Lawler blawle3@uic.edu
The concept of “censorship” is often constructed as a problem of bygone eras and backwards political regimes – a supposed casualty of America’s steady march toward liberal progress and ever-increasing freedoms. In this course, we will examine the history of American censorship, from the 1798 Alien and Sedition Acts to Tumblr’s 2018 ban on adult content, to unwind the ways in which censorship continues to function in American culture today.
Over the course of the semester, we will examine the ways in which censorship and the concept of free speech have evolved over time, eventually taking up specific issues of censorship in the realms of television and film, music, literature, and the Internet. As the major assignment in the course, you will conduct your own original research in relation to the course theme, writing an 8–10-page researched argument based on a specific censorship-related issue of your choosing.

ENGL 207 Interpretation and Critical Analysis
CRN: 46009, 46163
Days/Time: MW 3:00–4:15
Instructor: Amanda Bohne abohne@uic.edu
This course is an introduction to how people, often literary scholars, and critics, analyze and interpret literature and other creative works using different approaches. In this class, we will become familiar with some of those approaches by reading works of literature and criticism and experimenting with them ourselves. Throughout the semester, we will use different methods of critical analysis as lenses or frameworks for evaluating narratives and the choices authors make in the process of creating them. We will consider the strategies that scholars use to agree and disagree with each other as they engage in conversation about texts and about their work more generally. Although the course will focus on new and evolving theories that shape much of scholarly conversation in the twenty-first century, we will also pay attention to the history of literary criticism. Since conversation is a vital part of literary discourse, everyone should be ready to engage in discussion of the assigned readings for each session.

ENGL 207 Interpretation and Critical Analysis
CRN: 46613, 46168
Days/Time: MWF 1:00-1:50
Instructor: Esmeralda Arrizon Palomera earrizon@uic.edu

ENGL 209 English Studies II: 17th Century to Today
CRN: 46583
Days/Time: MW 11:00-11:50
Instructor: Mark Canuel mcanuel@uic.edu
This course surveys literature in English by authors from the enlightenment to the present. Beginning the course with Augustans in Britain, we focus on literary works as imaginative resources for exploring personal development and political communities. From great chains of being to dreams of imperial conquest and decay, our travels through literary works will track the changing face of literary English as a global phenomenon. We will account for the history of English as a British national literature and as an ever-mutating literature of colonial expansion, revolution, and resistance. Along the way, we’ll emphasize skills of both close and distant reading, focusing on formal characteristics of poetry and fiction, while expanding our view to contextualize literary writing within ages of revolutionary change. Topics to be considered will include Britain’s actual and imagined connections with different peoples, regions, nations, and empires; the connection between literary imagination and constructions of national and imperial spaces; and the interactions between literary genres and political affiliations, constructions, and constitutions. Works that we will study will include Alexander Pope’s _Essay on Man_, Jane Austen’s _Pride and Prejudice_, and poems by Walt Whitman and Derek Walcott. Lecture classes on Monday/Wednesday are followed by a required discussion section on Friday. Requirements include regular attendance, 2 essays, occasional other assignments or quizzes, mid-term, and final examinations.

ENGL 213 Introduction to Shakespeare: The Raw and the Cooked
CRN: 46628, 46497
Days/Time: MWF 9:00-9:50 AM
Instructor: Jeffrey Gore jgore1@uic.edu
Subtitled “The Raw and the Cooked,” this course will pair Shakespeare’s early experimental works with the more refined comedies and tragedies from the height of his career. We will juxtapose the early slapstick humor of The Taming of the Shrew with Twelfth Night’s gender-bending plot twists to understand better different kinds of comedy and different forms of social negotiation. Although T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” recent scholarship on gender, race, and trauma challenges us to examine more deeply the play’s cannibalism and escalating cycles of revenge. “To be or not to be” will certainly be one of the questions when we turn to the author’s tragic masterpiece Hamlet – written a decade after Titus – but so will be the lead character’s bawdy humor and hapless efforts to be the avenging warrior that his father was. These pairs will help us to understand different approaches to storytelling during the years that Shakespeare was most devoted to experimentation and refining his craft.
ENGL 213 Introduction to Shakespeare
CRN: 46629, 46498
Days/Time: TR 3:30-4:45
Instructor: Gary Buslik gbusli1@uic.edu
Shakespeare is fun! This course will introduce you to the life, times, and work of the great poet, dramatist, and inventive genius of the English language, William Shakespeare. We’ll read a lively biography about him, his work, and Elizabethan theater. We’ll read and discuss plays and sonnets. We’ll also watch filmed productions of the Bard’s most famous plays. We’ll have a great time learning a lot about the most famous writer who ever lived!

ENGL 223 The Literature of Decolonization: A Global Perspective
CRN: 46499
Days/Time: TR 11:00-12:15
Instructor: Sunil Agnani sagnani1@uic.edu
Dive into the multifaceted realm of postcolonial literature through an exploration of the literary narratives emerging from the shadows of imperial dominance. This course delves into the rich tapestry of 20th-century writings from regions affected by European colonialism, through a spectrum of fiction, essays, and cinematic expressions that mirror the colonial period and its aftermath.
We begin with works by key European authors—Joseph Conrad, Rudyard Kipling—then shift to those in the colonies to examine the cultural impact of empire, anti-colonial nationalism (Gandhi, Frantz Fanon, Aime Césaire), and the role played by exile and diaspora communities. What challenges do works from writers on the receiving end of empire—such as Assia Djebar, J.M. Coetzee, Michael Ondaatje, and Salman Rushdie—pose to the conventional idea of justice? How do they reveal contradictions within the languages of liberalism and progress that emerged in 19th-century Europe? How do such writers rework the classic forms of the novel? Finally, how does the Black Atlantic shade into the Indian Ocean, with the abolition of slavery and the rise of indentureship in the 1830s? We will read Amitav Ghosh to find out.

ENGL 230 Film and Culture: Science Fiction and Society in the twentieth century
CRN: 46500
Days/Time: T 3:30-4:45/ R 3:30 -6:15
Instructor: James Drown jdrown1@uic.edu
Film and its visual media outgrowths (such as television series, cable and now YouTube and TikTok) have become an integral part of daily modern life. And these films are fascinating to study as they can not only reflect culture but can also help propel cultural change. Films and related media are the form we use for much of our modern storytelling that perpetuates and shifts our cultural history and myths. Science fiction is interesting in this way, as it envisions and fictionalizes a future, while actually examining and commenting on the present. We will begin my viewing a pair of films from the early twentieth century, Metropolis and Things to Come, in order to ground ourselves in some media and cultural theory. We will then continue watching and examining other populist science fiction films from the 20th century (with one or two possible exceptions) as cultural artifacts that reflect the historical moment, deep-seated social beliefs, and whose analysis may ultimately help us better understand the world we currently live in. Requirements for the class include weekly film responses, a group project analyzing a set of films, as well as a take-home midterm and final. After this class, viewing films will become a richer experience that will allow you to see the world around you in new ways.

ENGL 237 Graphic Novels: Comics and Cognitive Literary Theory
CRN: 46172
Days/Time: TR 2:00-3:15
Instructor: Keegan Lannon klannon@uic.edu
In 2013, a pair of social researchers from the New School made the astonishing claim that reading improved a person’s ability to empathize. The researchers found that fiction that focuses on the characters interiority—emotions and states of mind—gave readers the space to practice Theory of Mind, or the capacity to recognize the mental states of people around us, a cognitive ability tied to our empathy. This course will test that hypothesis with comics. We will read and discuss a variety of what might be called “literary” comics in a different genres and formats. We will explore how reading impacts our brain, if our ability to understand the emotional and mental states of others in the real world improves, and the way language limits and complicates this very exploration.
ENGL 245 Being and Becoming LGBTQ+ in 20th century American Literature
CRN: 46174
Days/Time: TR 5:00-6:15
Instructor: Jared OConnor joconn28@uic.edu
In this course, we will read a wide selection of LGBTQ+ texts from 20th century America. We will explore the development of LGBTQ+ representation by engaging several intersectional voices integral to (and often forgotten in) the American literary canon. To develop a deeper understanding of LGBTQ+ literary contributions to the American canon, we will read across genres, including theatre, poetry, and novels. In our focus on LGTBQ+ subjects and their representation through a variety of literary genres, we will attempt to unravel the complex social, cultural, aesthetic, and political realities of the LGBTQ+ community in 20th century America.
ENGL 247 Women and Literature: Chicana Literature
CRN: 46178
Days/Time: MW 3:00-4:15
Instructor: Esmeralda Arrizon Palomera earrizon@uic.edu
This course is an introductory survey of Chicana literature. Students will read a variety of texts such as novels, memoirs, short stories, poetry, plays and films by Chicana writers. By the end of this course, students will be able to identify and discuss key concepts and major themes in Chicana literature, examine Chicana literature with attention to aesthetic movements, cultural traditions, and historical context, and determine Chicana literature’s contribution to the development of Chicana Feminist Thought.

ENGL 251 Literature and Environment
CRN: 47358
Days/Time: TR 3:30-4:45
Instructor: Jay Yencich jyenci2@uic.edu
When speaking of environmental advocates, the portrait in our minds is often of an upper-middle class male defending his right to access mountains, forests, or lakes, an image which has changed little since the Romantic poets were tromping around England’s Lake District or Thoreau camped out at Walden Pond. However, environmentalist literature was not something “invented” in the 19th century, nor is it predominantly a concern of the white or wealthy, nor is it preoccupied with questions of access alone. There are deeper historical origins to the movement, along with diverse representatives speaking up on behalf of a wide range of ecosystems, a complexity one should expect when talking about a system as intricate as nature! While we will be engaging with works written in English or in translation, this course aims to take a broader account of how and why literature reflects the environment using a variety of forms / media, perspectives, and styles.

ENGL 264 Introduction to Native American Literature
CRN: 46180
Days/Time: MWF 12-12:50
Instructor: John Casey jcasey3@uic.edu
Still here today” is a phrase meant to remind people that Native American communities and cultures are all around us. Too often the study of these literatures is treated as a historical exercise in analyzing creation myths and trickster tales. Although we will read some of these older stories, the texts we will focus most of our attention on are those building upon earlier traditions and showing readers how Native American culture is experienced and expressed in more modern times. Readings for this class will include some criticism to guide us in our analysis such as Thomas King’s The Truth About Stories, which will serve as our main text for this purpose. Fiction readings will include works by authors such as Louise Erdrich, Leslie Marmon Silko, James Welch, Tommy Orange, and Joy Harjo. We will also watch episodes of the FX streaming series Reservation Dogs. Assignments will involve a research paper focused on a specific Native American narrative technique and a short biography of a Native American author. You will also be asked to complete in-class writing assignments that we will use to guide class discussions on the assigned readings.

ENGL 280 Media and Professional Writing
CRN: 46187
Days/Time: MWF 9:00-9:50
Instructor: Jeffrey C. Kessler jckessle@uic.edu
This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and digital media. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280 Media and Professional Writing
CRN: 46185
Days/Time: MWF 12:00-12:50
Instructor: Jeffrey Kessler jckessle@uic.edu
This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and digital media. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 46587, 46189
Days/Time: W 9:30 – 10:45
Instructor: Katharine Romero kromer7@uic.edu
English 282 prepares students to tutor writing from all academic disciplines and levels.
The course is reading- and writing-intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in
other courses that have a substantial writing requirement.

ENGL 290 Introduction to the Writing of Poetry
CRN: 46193
Days/Time: TR 2:00-3:15 Synchronous
Instructor: Eni Vaghy evaghy2@uic.edu
It was Percy Bysshe Shelley who defined poetry as the thing that “…lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar.” Shelley’s description of crafting poems endows a writer with something akin to a magical power, awarding them with the ability to perceive experiences, objects, and people in a more thorough, experimental, and vibrant manner. This remarkable way of looking at and responding to the world will carry us through the course as we analyze approaches to description, imagery, voice/tone, form, the stanza, etc. and implement these techniques in our own work and critically assess them in brief reflection essays. As our course will be following the workshop format, you will be given the opportunity to share your poems and thoughts on poetry with your peers and hear theirs in return. By this, you will be given the precious opportunity to form a community of emerging writers committed to the strengthening of their interests in the literary arts and the facilitation of each other’s work.\

ENGL 290 Introduction to the Writing of Poetry
CRN: 46194
Days/Time: MWF 12:00-12:50
Instructor: Snezana Zabic szabic2@uic.edu
The oldest extant written poems with a named author are by Sumerian poet Enheduanna who lived and died four millennia ago. Since Enheduanna’s era, written poetry has gone through staggering changes, yet it always spirals back to its main sources: voice, body, and community. In this course, students will study individual poems and single-author collections published online and in print, and they will draft, revise, and polish their own poems, giving each other feedback throughout the process. Making poems is also a form of play, and students will get to partially erase or chop up other texts and remix them, accompany words with images, sound, and/or movement, and they’ll go for walks in order to draw inspiration from the outdoors.

ENGL 291 Introduction to the Writing of Fiction. The “Many Hats” model: the critic and the creative.
CRN: 46197
Days/Time: TR 2:00-3:15
Instructor: Andrew Middleton amiddl5@uic.edu
As fiction writers, we get used to the wardrobe changes. We wear many hats. We write. Then we edit. We read, then we rewrite. We develop our critical voice. Then we learn to quiet the critic so we can write in peace.
Just as an actor watches a movie with an eye to how a given performer delivers a line, for a writer, reading is every bit as technical as the reading you might do in a literature class. But a writer isn’t just the actor; a writer is also the director, cinematographer, camera operator, set designer, dialogue coach, and, well, the writer.
Each of these hats helps to dramatize your story. To turn them into skills that you can use in your fiction, the first half of this course will help develop your critical reading skills. You go from reading only for pleasure or for literary analysis to being a reader who also reads for technique, who reads to measure the effect of the writing on another reader, who reads with the goal of beginning or improving your own creative fiction writing. As such, even if you don’t see yourself as a fiction writer, in 291 you’ll learn more about how fiction works by trying your hand at it. In the first half of the course, you’ll read a few short stories and novel excerpts a week and then write a page or two of your own fiction in imitation of these.
In the second half of the course, each of you will use your newfound skills to write two of your own stories and workshop them with your classmates.

ENGL 291 Introduction to the Writing of Fiction
CRN: 46195
Days/Time: MWF 1:00-1:50
Instructor: Rebecca Fishow rfisho2@uic.edu
This course is an introduction to the art and craft of writing fiction. We will study the fundamentals of literary storytelling, with a particular emphasis on the mechanics of characterization, point of view, plot, theme, and other elements of literary craft. During the first half of the semester, you will read and discuss short stories by established authors. Rather than analyzing these texts for cultural significance or meaning, we will be learning to “read like writers,” with a goal of gleaning insight into how stories work from the ground up, and how the “moving parts” of fiction form something complete and meaningful. In addition to these readings, you will participate in craft lectures and explore in-class creative writing activities. This analytical and imaginative work will transition into an in-person workshop in the second half of the semester. You will submit two original short stories to your peers, who will provide you with substantive feedback and constructive criticism to help you further refine your writing. You will be expected to provide thoughtful commentary on your peers’ work, just as they do for your work.
ENGL 316 British Romantic Literature: Romantic Nature
CRN: 35392
Days/Time: MW 3:00-4:15
Instructor: Mark Canuel mcanuel@uic.edu
Romantic writers are perhaps best known for their interest in nature: they wrote poems and novels that continue to thrill us with their vivid representations of sublime mountains or winding rivers recollected in tranquility. In our own age of visible climate change and increasingly politicized focus on the environment, Romantic nature seems as relevant as ever, even if often misunderstood. What was the Romantic interest in nature really about? In this course, we examine the multiple facets of “nature” in the literature of the 1770s to the early 1820s, beginning with influential scientific writing on the natural world; we follow this with an exploration of the connections that arose among the fields of science, politics, religion, and literature. From Anna Barbauld’s meditations on cosmic structures to Victor Frankenstein’s ambitions for eliminating diseases and defects in human bodies, our studies will focus on literature as a creative arena for exploring the natural world and its interactions with human imagination and construction. Both the value of natural environments, and controversial opinions that swirl around them, were as alive in the Romantic age as they are today. Requirements: attendance, short quizzes, or other exercises, 2 short papers, one research paper, midterm, and final examinations.

ENGL 331 Studies in the Moving Image: Film Noir
CRN: 4672 3
Days/Time: TR 9:30-10:45
Instructor: Angela Dancey adancey@uic.edu
The fast-talking, morally ambiguous detective. The seductive femme fatale, or dangerous woman. Dark and rainy city streets. Plot twists and betrayals. Cigarette smoke and deep shadows. These are some of the familiar tropes of film noir, a cycle of Hollywood crime films made in the 1940s and 1950s that continues to fascinate viewers, engage scholars, and influence filmmakers. In this course, we will examine the origins of film noir, its evolution, and its intersections with other genres and movements. We will explore the formal aspects of film noir, including its distinctive mise-en-scene and story-telling techniques, and analyze its representations of gender, sexuality, and race. Assigned films include representative film noir from the classical period (The Maltese Falcon, Double Indemnity, Out of the Past), more recent interpretations or “neo-noir” films (Chinatown, Devil in a Blue Dress), and noir hybrids (Mildred Pierce, Blade Runner). Students will read key texts, participate in class discussion, and complete frequent writing assignments.

ENGL 350 Disability Studies
CRN: 46990
Days/Time: W 3:00-5:30
Instructor: Lennard Davis lendavis@uic.edu
The aim of this class is read and comprehend disability and Deafness and their application to literature, film, and other media. We will understand the social model of disability and its limitations. We will look at issues around identity, gender, race, class, sexuality, and representation.

ENGL 382 Editing and Publishing
CRN: 38558
Days/Time: MWF 11:00-11:50
Instructor: Margena A. 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 382 Editing and Publishing
CRN: 42600
Days/Time: MWF 1:00-1:50
Instructor: Margena A. Christian mxan@uic.edu
In this course, students will study editorial oversight, copy editing/line editing techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Students will learn the business behind the books. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 383 Writing Digital and New Media
CRN: 39948
Days/Time: TR 9:30-10-45
Instructor: Philip Hayek
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing Digital and New Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.” Learning how to use new software programs is certainly important, but genuine literacy requires more than facility with tools; it involves the ability to understand and critique digital media, then create original, rhetorically effective digital compositions. To accomplish this goal, we will read and discuss some of the most influential writers on digital literacy, then we will apply the concepts we’ve read to our own digital media projects. Our class sessions will be a mix of reading discussion, artifact analysis, and software workshop. You should expect to experiment with unfamiliar technologies every day you come to class, and you should be prepared for some of these experiments to go terribly wrong. Failure and frustration are standard experiences when working with digital media, but they are not valid justifications for giving up. When you encounter technical problems in this class, you can get help from a variety of sources, including your classmates, campus resources, and I will do whatever I can to help you navigate the sometimes treacherous waters of digital media.

ENGL 383 Writing Digital and New Media
CRN: 38535
Days/Time: TR 12:30-1:45
Instructor: Philip Hayek
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing Digital and New Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.” Learning how to use new software programs is certainly important, but genuine literacy requires more than facility with tools; it involves the ability to understand and critique digital media, then create original, rhetorically effective digital compositions. To accomplish this goal, we will read and discuss some of the most influential writers on digital literacy, then we will apply the concepts we’ve read to our own digital media projects. Our class sessions will be a mix of reading discussion, artifact analysis, and software workshop. You should expect to experiment with unfamiliar technologies every day you come to class, and you should be prepared for some of these experiments to go terribly wrong. Failure and frustration are standard experiences when working with digital media, but they are not valid justifications for giving up. When you encounter technical problems in this class, you can get help from a variety of sources, including your classmates, campus resources, and I will do whatever I can to help you navigate the sometimes treacherous waters of digital media.

ENGL 384 technical Writing
CRN: 43679
Days/Time: TR 11:00-12:15
Instructor: Philip Hayek phayek2@uic.edu
In this course, we will examine—first broadly and then with increased specificity—the types of writing required of most professionals in fields like business, medicine, science, technology and law, from the extremely basic to the more complex. We will also explore and become familiar with many real-life aspects behind the creation of technical writing, such as collaboration and presentation. Frequent opportunities to practice these skills and to incorporate knowledge you have gained in your science and technology courses will be integrated with exercises in peer review and revision. We will learn to pay attention to analyzing audience and purpose, organizing information, designing graphic aids, and writing such specialized forms as instructions, proposals and reports. Non-English majors in the STEM fields are encouraged to take this course in order to build writing skills that are directly applicable to your major coursework and projects.

ENGL 388 Writing For the Health Professions: From Madness to Mental Health
CRN: 46602
Days/Time: TR 12:30-1:45
Instructor: Kim O’Neil kimoneil@uic.edu
This is a course designed for pre-health profession students, psychology students, English students and all students interested in the field of health humanities as ways of investigating how structural racism, social inequities, and medical biases perpetuate health disparities, and the different ways writing can advocate for health justice.
In this course we will ask who decides how mental illnesses are narrated–diagnosed, attributed, and treated? How have gender, race, class, ability, and sexual orientation affected the treatment and experiences of people deemed “mad”? To answer these questions, we will look backward to the history of psychiatric discourse from degeneracy to hysteria, shell shock to paraphilia, and protest psychosis. We will consider how theoretical lenses from fields such as disability studies, medical anthropology, and public health can help us think in complex ways about the root causes of mental health inequity. We will “read as writers” texts ranging from patient narratives, memoirs, and journalism to creative non-fiction to consider how the formal and rhetorical choices across these genres can inform our own writing about these topics.

ENGL 435 Images of Asia in American Culture
CRN: 46866 UG , 46867 GRAD
Days/Time: R 3:30-6:00
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 Afro pessimism: A Critical Overview
CRN: 24820, 24821
Days/Time: MW 3:00-4:15
Instructor: Ainsworth Clarke ac57@uic.edu
Afro pessimism is a provocative and increasingly influential current of black critical theory that reassesses and contests the theoretical investments that have dominated cultural studies over the last generation. Identified principally with the work of Frank Wilderson and Jarod Sexton, Afro pessimism proposes a “different conceptual framework,” one that dispenses with the “theoretical aphasia” it argues marks cultural studies and that informs the latter’s inability to genuinely consider the question of power. The aim of this course is to interrogate the theoretical assumptions on which these claims rest and situate Afro pessimism in relation to other important currents in black critical theory. Along with the work of Wilderson and Sexton, we will be reading Saidiya Hartman, Katherine McKittrick, Fred Moten, Kevin Quashie, and the recent work of Christina Sharpe, amongst others.
ENGL 454 Rhetoric: Rhetoric, Technology, Metaphysics
CRN: 46995 UG, 46996 GRAD
Days/Time: MW 3:00-4:15
Instructor: Robin Reames rreames@uic.edu
Technology—including social media and AI—is by turns critiqued and praised. Critics blame technology and social media for the destruction of civil society, democracy, discourse, and thought. Advocates, by contrast, laud it as the herald of a utopian age of meta-intelligence and super-consciousness, or what Google’s Ray Kurzweil has named “the singularity.” This course explores these critiques and commendations by placing them within their context in the history of ideas. We will examine how technology’s opponents and proponents alike implicitly engage in the foundational questions of rhetoric and metaphysics. How does faith in a future technological singularity re-envision the West’s metaphysical search for pure Being? How does the suspicion of technology reiterate the critique of literate and rhetorical technologies that arise at the very beginning of the rhetorical tradition with the “literate revolution” in Greece? And how do both attempt to define—both with and against the history of rhetoric and metaphysics—an ideal notion of what it means to be human? And what, if anything, is the difference between a techne, a technique, and a technology? We approach these and other questions from the present day, where our own “technographic revolution” transforms how we communicate, think, and live.
To pursue these lines of inquiry, we turn to a range of authors: Hannah Arendt, Ted Chiang, Jacques Ellul, Martin Heidegger, Marshall McCluhan, Alondra Nelson, and Walter Ong, as well as ancient thinkers Plato, Heraclitus, and Parmenides. Students will gain a solid understanding of the intellectual origins of critical perspectives of technology in the history of ideas, as well as a foundational understanding of rhetoric and metaphysics.

ENGL 466 Topics in Multiethnic American Literature: Racial Capitalism: Money, Magic and Anti-modernity
CRN: 46997 UG, 46998 GRAD
Days/Time: TR 9:30-10:45
Instructor: Mark Chiang mchiang@uic.edu
Following the groundbreaking work of Cedric Robinson, theorists of racial capitalism have proposed radical revisions of Marxist theory, opening up new questions regarding the racial dynamics of capitalism and what constitutes the capitalist economy. This expanding body of work intersects with revisionist accounts of economic activity deriving from fields such as anthropology, sociology, and history, among others. This class will examine questions of value across its various transformations, from material, to symbolic, to moral, to aesthetic, in literary texts spanning the 20th and 21st centuries. Rather than conceiving of race, gender, and sexuality as issues that must be articulated to an autonomous and self-governing capitalist economy, we will explore how struggles around those issues are simultaneously social, cultural, and economic, both internal and external to capitalism itself. Texts for the class will include Hurston, Their Eyes Were Watching God; Bulosan, The Laughter of My Father: Kingston, The Woman Warrior; Reed, Mumbo Jumbo; Cisneros, Woman Hollering Creek; Doctorow, Ragtime; Lee, Native Speaker; and Yamashita, Tropic of Orange.

ENGL 487 Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 46220 UG, 46282 GRAD
Days/Time: TR 11:00-12:15
Instructor: Abby Kindelsperger akinde4@uic.edu
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for diverse learners and English language learners. Major assignments include lesson plans, discussion leadership, and a teaching demonstration.
Field work required.

ENGL 488 Methods of Teaching English
CRN: 47113, 47114
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 47113, and M.A. students should register for CRN 47114. The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues—to make clear, in other words, why English “matters” to high school kids. Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt. Additional focus will be on long- and short-term lesson planning and assessment. In addition to weekly written work, English 488 students will lead discussions, organize small group activities, create an instructional unit based on a Shakespeare play, and practice teaching lesson plans they design

ENGL 492 Advanced Writing of Nonfiction Prose
CRN: 14549, 19262
Days/Time: TR 11:00-12:15
Instructor: Lisa Stolley lstoll1@uic.edu
This is an advanced creative nonfiction course for students who have taken Engl. 201 or the equivalent. Students will continue to develop the techniques of writing creative nonfiction, including assimilating features of fiction and poetry, experimenting with voice, structure, style, creative integration of research, and revision. Student work will focus on three subgenres of creative nonfiction: personal essay, nature writing, and literary journalism. Published essays will provide models of technique and form for students’ own work. This class will be primarily run as a workshop: students will both receive and contribute constructive feedback on their own and their peers’ essay drafts. Students will be expected to write three essays, as well as brief but thorough critiques of their fellow writers’ essays. Tips on submitting creative nonfiction work for publication will be discussed toward end of semester.

ENGL 493 Internship in Nonfiction Writing
CRN: 26976, 26977
Days/Time: R 3:30-4:45 Hybrid
Instructor: Linda Landis Andrews Landrews@uic.edu
What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites, social media, and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people, and their skills are needed.
Becoming a contributing writer takes planning, however, starting with an internship, which provides an opportunity to step off campus and use the writing and analytical skills gained through English courses.
In ENGL 493, guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship. Students are enrolled in ENGL 493 while concurrently working at an internship.
Employers include nonprofits, radio and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Many internships are conducted remotely, which makes the world a stage. During the pandemic, one intern worked for an organization in Denver, and another worked from home in Ho Chi Minh City.
First, register for ENGL 280, Media and Professional Writing, to launch your writing career. Procrastination is not advised.
Credit is variable: three or six credits
Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.
Come, jump in- you have everything to gain and nothing to lose.

ENGL 496 Portfolio Practicum
CRN: 41077
Days/Time: W 9:30-10:45
Instructor: Margena A. 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 a 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 Student Teaching with Seminar
CRN: 36162
Days/Time: ARR Online
Instructor: Kris Chen kchen96@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers complete lessons and units they are responsible for designing, and 3) those that address issues regarding a job search and ongoing professional development.

ENGL 498 Student Teaching with Seminar
CRN: 14554
Days/Time: ARR ONLINE
Instructor: Todd DeStigter tdestig@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers complete the lessons and units they’re preparing in their student teaching placement, and 3) those that address issues regarding a job search and ongoing professional development.

ENGL 499 Student Teaching with Seminar
CRN: 14560
Days/Time: W 4:00-5:50 ARR ONLINE
Instructor: Todd DeStigter tdestig@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers complete the lessons and units they’re preparing in their student teaching placement, and 3) those that address issues regarding a job search and ongoing professional development.

ENGL 499 Student Teaching with Seminar
CRN: 36163
Days/Time: ARR Online
Instructor: Kris Chen kchen96@uic.edu
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers’ complete lessons and units they are responsible for designing, and 3) those that address issues regarding a job search and ongoing professional development.

ENGL 517 Remember English: The Renaissance and World Literature
CRN: 47000
Days/Time: M 2:00-4:50
Instructor: Raphael Magarik magarik@uic.edu
Playing on the title of Aamir Mufti’s critique of English hegemony in the study and circulation of literature globally, this course places a long-running debate over the category of world literature—from antecedents like Goethe and Auerbach through Mufti, Damrosch, Apter, and contemporary scholarship—in conversation with test cases from the Renaissance—as print, vernacular English literature is first coming into being; as the British empire is only beginning to export the language overseas; and in a context sufficiently remote from our own that its great literary texts typically require translation, editing, and curation to be legible and palatable o university students (let alone the general reader!).
We will ask not only whether our representative test cases—some Shakespeare, some Milton, perhaps a little Margaret Cavendish—is world literature, but also, if so, how it was made into that—the work that went into constructing, say, Hamlet as a great figure of psychological interiority, existential confrontation, and modern alienation (characteristics, it has been argued, largely lacking from Shakespeare’s text); how an intensely religious poet like Milton came to be read as an icon of secular, critical consciousness; what it means to call Cavendish the progenitor of “science fiction” as a genre.
Our quarry will thus include four types of texts— (1) indisputable classics, works of literature as canonical as can be (all, I sincerely believe, absolute bangers), though we will kick the tires as hard as we can, trying to figure out exactly where that canonicity comes from and what funny business was involved in its manufacture; (2) theoretical work on the category of world literature, trying to get a handle of what exactly this category is, and how it relates to the funny, simultaneously central and marginal, case of pre-novelistic literature in English; (3) historico-critical readings of these texts, intended especially to make legible to non-specialists both the chasms that separate them from us, and how those chasms have been bridged or effaced in the texts’ moments of heroic reception; and (4), time permitting, some delightful instances of global reception, translation, film adaptation and so on of Renaissance texts, which also ask in what improbable, quirky ways Milton, Shakespeare and company circulate as “world literature” beyond the rarified, and perhaps somewhat stale, air of the Anglophone academy.
Students will leave the course with a new acquaintance with some hits of the English Renaissance; a theoretical grounding in a broad, ongoing debate in literary studies generally; and ideally, a sense of what can happen when you force these first two phenomena into dialogue.

ENGL 535 Seminar in Victorian Studies
CRN: 35412
Days/Time: T 2:00-4:50
Instructor: Lennard Davis lendavis@uic.edu
This course will cover the complex issue of representation by looking at novels by Victorian writers and allied writers non-British writers of the period and adjacent periods. The issue of representation will be explored theoretically and critically through the lens of “realism” which is a hallmark of the Victorian novel. Is a representation simply a mirror held up to world? Is it a social and political statement about poverty, class, and revolution? Or is it a belief in the ability of literature to capture the “authentic?” Perhaps it is a denial of the possibility of art ever being able to capture the real. Readings will include works by Bronte, Dickens, Eliot, Gissing, Zola, Balzac, Hardy, and others.

ENGL 554 Seminar in English Education: Navigating the Field
CRN: 34331
Days/Time: M 5:00-7:50
Instructor: Dave Schaafsma schaaf1@uic.edu
English 554 is a seminar in English Education traditionally focused on doctoral level work in literacy, pedagogy, social justice, and democracy with particular relevance to the teaching of English. This semester it will cater to students in the graduate program working in ongoing reading and writing projects, students working on prelims, students working on dissertations. Reading will be selected by those who sign up for the class, based as much as possible on shared interests. Former EE students who have completed dissertations with the program will serve as guests, talking about their career trajectories, sharing their processes of moving from coursework to completed dissertations. We’ll read from their work, as well. Doctoral students in related fields of interest should contact the professor of record, David Schaafsma, about joining the class.

ENGL 570 Program for Writers: Poetry Workshop
CRN: 35448
Days/Time: R 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 about what is most important to them. Students will be encouraged to write from research, to create documentary projects, to employ unconventional formal constraints, to use found text, to write across genres, 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.

ENGL 585 Psychoanalysis and the Interpretation of Culture
CRN: 47425
Days/Time: T 2:00-4:50
Instructor: Anna Kornbluh kornbluh@uic.edu
The present omni crisis manifests at the personal scale in abject psychic misery: depression, anxiety, fascistic rage, narcissist wound, and deaths of despair. Its extent is prompting what many have chronicled as a “renaissance” of psychoanalysis in clinical therapy. Is there any attendant change in the psychoanalytic valence of contemporary cultural production? Do 21st century aesthetics demand psychoanalytic interpretation? What are the contemporary aesthetic repertoires of lack, anxiety, and enjoyment? How is psychoanalytic cultural criticism advancing? What critical approaches can explain our current intolerance for mediation? What critical approaches can amplify the marginal mediums for joy, pleasure, and the desire called utopia? Why might scholars of modern aesthetics need to engage psychoanalytic concepts, methods, and insights? To explore these questions, this course juxtaposes classic works of psychoanalytic theory and highlights of psychoanalytic cultural criticism with contemporary aesthetic objects and emergent popular critical approaches. We will try to formulate psychoanalytic contributions to the critique of omni crisis, and to practice cultural criticism that metabolizes psychoanalytic theory dynamically.

Fall 2023

ENGL 060 ESL Composition II
CRN: 37556
Days/Time: MWF 12:00-12:50
Instructor: Doug Sheldon
ENGL 060 is a course that introduces students to the structure of English compositions and provides practice in critical reading, grammar, vocabulary, and mechanics of basic writing. This will be a workshop-based course that functions to create clear and direct sentences that build to effective paragraphs. This will be achieved through close reading exercises that act as models for effective writing and consistent practice in and out of class collaborating with the instructor and classmates.

ENGL 070 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 47235
Days/Time: MWF 2:00-2:50
Instructor: Eman Elturki elturki@uic.edu
In this course, you will acquire the knowledge and skills that help you approach, navigate, and compose texts confidently and effectively. More specifically, you will advance your critical reading skills and develop rhetorical awareness through reading about and analyzing texts in a variety of genres on topics related to current events and contemporary issues that impact our society and the world. You will also enhance your academic writing skills through engaging in the different phases of the writing process to compose summary-response, argumentative, and reflective essays.

ENGL 070 Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 35041
Days/Time: MWF 10:00-10:50
Instructor: Eman Elturki elturki@uic.edu
In this course, you will acquire the knowledge and skills that help you approach, navigate, and compose texts confidently and effectively. More specifically, you will advance your critical reading skills and develop rhetorical awareness through reading about and analyzing texts in a variety of genres on topics related to current events and contemporary issues that impact our society and the world. You will also enhance your academic writing skills through engaging in the different phases of the writing process to compose summary-response, argumentative, and reflective essays.

ENGL 070 Introduction to Academic Writing for Non-Native Speakers of English
CRN: 35040
Days/Time: TR 11:00-12:15
Instructor: Deanna Thompson dthomp20@uic.edu
This course will help you to develop the necessary skills that will allow you to express yourselves through writing. The writing that you do in this course, including a summary-response, an argumentative essay, and a reflection, will help to develop your reading, critical thinking, and writing skills, helping to prepare you for success in a range of writing situations, both academic and beyond.

ENGL 070 Introduction to Academic Writing for Non-Native Speakers of English
CRN: 30497
Days/Time: TR 9:30-10:45
Instructor: Deanna Thompson dthomp20@uic.edu
This course will help you to develop the necessary skills that will allow you to express yourselves through writing. The writing that you do in this course, including a summary-response, an argumentative essay, and a reflection, will help to develop your reading, critical thinking, and writing skills, helping to prepare you for success in a range of writing situations, both academic and beyond.

ENGL 071 Introduction to Academic Writing: Writing Legacy for First Generation Students (Legacy)”
CRN: 30521
Days/Time: TR 11:00 -12:15
Instructor: Robin Gayle rpetro3@uic.edu
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 first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources. Student writing projects will include evaluations of UIC resources and reflections on their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 071 Introduction to Academic Writing: Writing Legacy for First Generation Students (Legacy)”
CRN: 30519
Days/Time: TR 12:30-1:45
Instructor: Robin Gayle rpetro3@uic.edu
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 first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources. Student writing projects will include evaluations of UIC resources and reflections on their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 071 Introduction to Academic Writing: Writing Legacy for First Generation Students
CRN: 30507
Days/Time: TR 9:30-10:45
Instructor: Robin Gayle rpetro3@uic.edu
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 first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources. Student writing projects will include evaluations of UIC resources and reflections on their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 071 Story as Rhetorical Practice
CRN: 30512
Days/Time: MWF 11:00-11:50
Instructor: Sarah Primeau sprimeau@uic.edu
The themes of this class are rhetoric, story, and argument. We all tell stories in our everyday life, right? We talk about how our day is going, retell an event from the weekend, or reminisce about the past with old friends or family. Telling stories and listening to them is a way that we know ourselves and each other. Examining story as a rhetorical practice can also show us how researchers and journalists use story in writing to motivate social change in public spaces.
When we walk through a museum to learn about an ancient culture, whose story are we hearing – the story of a culture being told on its own terms or an interpretation of that culture from by outsiders or colonizers? When it comes to public health, whose stories are heard and whose are silenced? How do public policies protect some people and make others more vulnerable? How does codeswitching and code meshing tell the story of a writer or a community? How does biography and autobiography demonstrate a need for change in education? Together, we will examine how rhetorician Lisa King, journalist Steven W. Thrasher, linguist Suresh Canagarajah, and researcher Steven Alvarez amplify voices that have been ignored or silenced in public spaces and, ultimately, use story in their writing to argue powerfully for social change. By the end of the course, you will have read and analyzed articles by scholars from multiple disciplines, and you will have written three major projects: a non-traditional story about yourself, a response to an argument, and your own argument related to the course theme.

ENGL 071 Introduction to Academic Writing: Your Futures
CRN: 30505
Days/Time: TR 8:00-9:15
Instructor: Vainis Aleksa vainis@uic.edu
The future has not been written yet! In this class, we will work together to find topics about the future that are important to you, whether it be finding out more about making choices about a major and how that connects with future careers or planning next semester or even the next week. Class activities will include presenting your writing to others, reflecting on what you can learn from your own writing, and learning how to be a good respondent to other people’s writing. This course gives you the option to work toward placing out of English 160 and signing up for English 161 by submitting a portfolio of writing you did for this class. Writing will include research on a topic related to the future and an argumentative essay based on your research. The portfolio would also include a reflective essay discussing the most important things you learned in the course and how you might use what you learn in the future.

ENGL 101 Understanding Literature as a Game of Telephone
CRN: 25642
Days/Time: MWF 10:00-10:50
Instructor: Andrew Middleton amiddl5@uic.edu
Some argue that fiction and, especially, poetry can’t be translated. I argue that they always are. Fiction, when going from preindustrial novelist to postmodern reader, might be written in what we’d call the same language. Still, it must be translated between the mind of one writer to that of many readers, readers sometimes from a different century, country, or at least with different cultural backgrounds and understanding of the language. Many writers admit that they don’t fully know their own work until it is reflected in what their readers understand.
Translation — from the Classical Latin meaning, “carried across” — gives our lives happiness and wisdom we would not have without it. This course looks at literature carried across time (from the ancients to now), carried across nations (from all continents but one), and carried across genres (from canonized forms like novels, short stories, essays, memoir, poetry, and drama to those less often taught in school, like song lyrics and stand-up comedy).
My goal in this class is not to tell you what I think so much as to get you to ask each other questions about all this. Two questions we may come back to are these: To what extent is all literature a game of telephone? In other words, does all writing that we’d call “literature” bear some sign of translation?

ENGL 101 “The book was better”: Literature and Adaptations
CRN: 47254
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? 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.

ENGL 101 “The book was better”: Literature and Adaptations
CRN: 20578
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? 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.

ENGL 103 Understanding Poetry
CRN: 20646
Days/Time: MWF 12:00-12:50
Instructor: Chris Glomski vivo@uic.edu
In this course, students will read a wide array of English and American 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. In addition to becoming familiar with poetic genres, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of prosody (meter and rhyme). Through informal and formal written responses, students will also learn to compose coherent arguments about a literary text or problem and how to select and appropriate 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 may include two formal analysis papers, a midterm exam, quizzes, discussion leaders, and a final exam.

ENGL 103 Voices in History: Poetry and Poetics in British and American Poetry
CRN: 22348
Days/Time: TR 11:00 -12:15
Instructor: Mark Magoon mmagoon@uic.edu
In this course we will read a wide array of British and American poetry (and some critical writings) comprising several genres and periods, with an emphasis on the concept of the speaker. Who or what is the voice of the poem, and how is that voice constructed? How has the conception of voice or speaker shifted through time? We will situate each poem in its literary and historical contexts, strongly focusing on the relationship between form and content. Through extensive close readings, we will investigate how this relationship informs and/or reveals important aspects of a poem’s cultural and aesthetic environments. In addition to becoming familiar with voice, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of prosody (meter and rhyme). Through informal and formal written responses and discussions, students will also learn to compose coherent arguments about a literary text and how to select and appropriate effective textual evidence to support those arguments.
This course will help you to develop skills that are particularly relevant for both the study and the appreciation of poetry (both reading it and writing about it), but also of art and literature of other forms—and it will prove useful for any academic or professional activity in which understanding someone else and expressing yourself is important.

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 Ibsen, O’Neill, Beckett, Soyinka, Churchill, and Parks, 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 Cybertexts and History of Fiction
CRN: 11129
Days/Time: MW 3:00-4:15
Instructor: Seunghyun Shin sshin68@uic.edu
This course is designed to introduce students to the major theoretical approaches and debates that comprise “cybertexts” as an academic discipline in relation to fiction and literary history. Throughout the semester, we will traverse history of fiction and examine how it has changed its appearance. By situating cybertext, such as electronic literature, interactive fiction, hypermedia, and video games, in history of fiction, we will examine how fiction has evolved into new forms of text, building upon its tradition in literary history. The goal of the course will be writing a cogent paper about cybertexts and fiction in multiple academic contexts.

ENGL 105 Studies in Fiction: Growing up Chicago
CRN: 33745
Days/Time: TR 11:00-12:15
Instructor: Dave Schaafsma schaaf1@uic.edu
English 105, Understanding Fiction, will focus on the reading of various fiction and non-fiction coming-of-age or growing up stories that take place in various Chicago (and the surrounding area) neighborhoods, from local authors. The central text for the course will be Growing Up Chicago, edited by David Schaafsma (me!), Roxanne Pilat and Lauren DeJulio Bell, all who have a long history with UIC. Megan Gallardo, a major in English Education, is our editorial assistant and will somehow be part of the class, assisting in some ways. We will be writing our own growing up fictions and memoirs in the class. We’ll be involved in an exchange with the Elmhurst English class of Erica McCombs, who will be teaching a similar course. We will be visited via zoom by several local authors whose texts we will be reading.

ENGL 131 Introduction to Moving Image Arts
CRN: 47486
Days/Time: M 3-5:45, W 3-4:15
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 of 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 132 Understanding Film
CRN: 47454
Days/Time: T 3:30-4:45 / R 3:30-6:15
Instructor: Kaitlin Forcier
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? In addition to these formal and theoretical considerations, this course will provide an introduction to key film genres and movements, such as classical and post-classical Hollywood cinema, documentary, Third Cinema, the musical, film noir, and animation. We will analyze a spectrum of film texts, including historically significant works such as Modern Times (Chaplin, 1936), Sullivan’s Travels (Preston Sturges, 1941), Rear Window (Hitchcock, 1954), Sunset Boulevard (Billy Wilder, 1950), Blow Up (Michelangelo Antonioni, 1966), and Jurassic Park (Spielberg, 1993) as well as lesser-known and more recent films, such as Illusions (Julie Dash, 1982), Cameraperson (Kristen Johnson, 2016), Searching (Aneesh Chaganty, 2018), and Time (Garrett Bradley, 2020).

ENGL 135 Popular Genres and Culture
CRN: 47462
Days/Time: MWF 11:00-11:50
Instructor: Marc Baez mbaez1@uic.edu
This course will focus on stand-up comedy as a genre with a particularly dynamic audience and a history of playing with social norms. With this focus in mind, the course will be divided into three sections. In the first section we’ll examine some things that are important to a basic appreciation of stand-up comedy: jokes, timing, stereotypes, persona, cursing, argumentation, and storytelling. In the second section we’ll look at stand-up comedy as historically and culturally situated, establishing the 1970’s and 80’s as a background context for a sustained focus on George Carlin’s longer form satirical bits in the 1990’s. And finally, in the third section, we’ll focus on the 2000’s, starting with Louis C.K. as a way into an exploration of contemporary stand-up comedy and its newer, possibly most interesting figures.
ENGL 154 Understanding Rhetoric
CRN: 47488
Days/Time: TR 11:00-12:15
Instructor: Jay Shearer shearer@uic.edu
In this course, we will define and 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 (no guarantees).

ENGL 154 Understanding Rhetoric
CRN: 47489
Days/Time: MWF 10:00-10:50
Instructor: Doug Sheldon sheldond@uic.edu
The word “”rhetoric”” is often associated with things that anger or upset us. We tend to use it and see it used when one feels that they are being degraded or misrepresented. Well, the discipline of rhetoric has a lot more to do with HOW we say something than just WHAT is said. Now, this class cannot tell you in one sentence what rhetoric does, or even what it is, but through the examination of ancient texts to those of the twenty-first century we will wrestle with the term “”rhetoric”” to better understand our identities as thinkers and social beings. In addition, this course will examine narratives, films, comic books, and other delivery systems that communicate and shape what we call “identity”. Ideas examined in this class will include: How do we use rhetoric in our lives both purposefully and incidentally? How do communicators interact on an intellectual, academic, and public level to influence identity? How do cultures benefit/suffer from language, identity, and policy built on rhetorical frameworks? Rhetoric will be examined through lenses of race, gender/sexuality, disability/ablism, and other social factors we as communicators interact with daily This course will allow students to see rhetoric not as a negative label, but as a method to interrogate the texts, the visuals, and the conversations we encounter daily.
This course is ideal for English, Pre-Law, Education, Professional Writing, and Communications Students.

ENGL 154 Understanding Rhetoric
CRN: 47490
Days/Time: TR 3:30-4:45
Instructor: James Sharpe jsharp21@uic.edu
We’re all born into a social and historical context that deeply shapes our way of thinking and speaking. One of the goals of this course is to increase your ability to unearth the assumptions you make every day, the assumptions that have so far shaped your life in innumerable ways. Another goal is to increase your capacity for thinking about those assumptions both critically and creatively. If humans exist not just among rocks, trees, and cities, but among other persons, their ideas, emotions, memories, and socially constructed norms, all tangled up in the confinements and affordances of language, then rhetoric is, among other things, that mode of thought and speech which seeks to illuminate those invisible realities so that we can see them (figuratively speaking). We will immerse ourselves both in rhetorical theory and in case studies drawn from our contemporary moment, and chosen in part by you, the student.

ENGL 158 Understanding English Grammar and Style
CRN: 47492
Days/Time: MWF 2:00-2:50
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 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 158 English Grammar and Style
CRN: 29782
Days/Time: TR 11:00-12:15
Instructor: Jeff Gore jgore1@uic.edu
Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives so that rules will become tools to help you speak and write more effectively. Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate). You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name. You will practice using different sentence forms to appreciate how they allow you to convey different kinds of thoughts and feelings. You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices. By the end of the semester, you should be able to use grammatical and stylistic terms to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing comes more naturally to you.

ENGL 159 Academic Writing Workshop
CRN: 41705
Days/Time: M 2:00-2:50
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: 41706
Days/Time: W 2:00-2:50
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: 41707
Days/Time: F 2:00-2:50
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: 46708
Days/Time: M 11:00-11:50
Instructor: Katie Brandt

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

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

ENGL 159 Academic Writing Workshop
CRN: 40315
Days/Time: M 1:00-1:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to support students as they complete English 160.
This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 40316
Days/Time: W 1:00-1:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to support students as they complete English 160.
This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159 Academic Writing Workshop
CRN: 40317
Days/Time: F 1:00–1:50
Instructor: Amanda Bohne abohne@uic.edu
English 159 is designed to support students as they complete English 160.
This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including demonstration of intent and awareness of rhetorical and grammatical choices. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 instructors’ feedback, and discuss strategies for revision and editing.

ENGL 160 Gentrification
CRN: 46867
Days/Time: MW 3:00-4:15
Instructor: Sian Roberts srober39@uic.edu
Gentrification is sweeping through America. Perhaps you have observed it yourself in Chicago and its surrounding suburbs. Critics of gentrification see it as the destroyer of neighborhoods, believing that it represents a form of social cleansing and institutionalized racism. Supporters of gentrification think it is the savior of cities and claim that change is inevitable. They believe that the renovation of certain neighborhoods brings prosperity and increased public safety.
In this ENGL 160 class, we will enter the debate about gentrification through class discussions and four writing projects. This course aims to give you opportunities to practice the kind of writing and speaking skills that will serve you for a lifetime.

ENGL 160 Gentrification
CRN: 21630
Days/Time: MW 4:30-5:45
Instructor: Sian Roberts srober39@uic.edu
Gentrification is sweeping through America. Perhaps you have observed it yourself in Chicago and its surrounding suburbs. Critics of gentrification see it as the destroyer of neighborhoods, believing that it represents a form of social cleansing and institutionalized racism. Supporters of gentrification think it is the savior of cities and claim that change is inevitable. They believe that the renovation of certain neighborhoods brings prosperity and increased public safety.
In these 160 classes, we will enter the debate about gentrification through class discussions and four writing projects. This course aims to give you opportunities to practice the kind of writing and speaking skills that will serve you for a lifetime.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts Environments
CRN: 11841
Days/Time: MW 8:00-9:15
Instructor: John Goldbach jgoldb9@uic.edu
Critical thinking begins with an environment. To understand something, we first must understand something about its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and to think critically about being human requires that we first understand something about the environmental conditions in which a human being lives and under which a human being flourish.
This course is devoted to the study of environments. From the air and water of the natural environment to the social media platforms and cellphone apps of the digital environment, it will focus on environmental contexts and conditions to foster independent critical thinking and writing skills. It is divided into four sections: natural environments, built environments, cultural environments, and digital environments. The first section will address various questions concerning ecology, climate change and the Anthropocene; the second will touch on issues of urban living and combined and uneven geographical development; the third will discuss language use, the culture industry, and politics and ideology; and the fourth will touch on the Internet, social media, and technological advances.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 23296
Days/Time: MW 8:00-9:15
Instructor: Zara Imran zimran3@uic.edu
This course will explore the central questions regarding Otherness as a concept and phenomenon. What do we mean by the ‘other’? How and why do people, cultures, and societies create others amongst themselves? How are these others understood and represented in different mediums and across time?
In seeing how the other as a category is self-created and one that fluctuates, we will try to critically reflect upon our own selves. The other is never created in a vacuum and is always described against and through ‘the self’. Reflection upon the self is crucial to understand what historic and present functions categories of ‘others’ play in our lives. To begin to think about these questions this course will largely be divided into four thematic modules. Each module will try to grapple with these questions whilst we focus on different forms of otherness.

ENGL 160 Writing Home
CRN: 11828 Days/Time: MW 8:00-9:15
Instructor: Ryan Nordle rnordl2@uic.edu
How do we define ‘home’? Where are the limits of a home? How do we transition from one home to the next? Is home a feeling? Is it a place? Is it people? This course will take these as its guiding questions. We will explore the concept of home through the process of writing and develop our writing process through the concept of home. While this course will broadly instruct on principles of academic writing, you will specifically learn about and demonstrate competence in writing within four genres: personal narrative, photo essay, argumentative essay, and reflective essay. These four writing projects will be the focus of the units in this course, all designed to prepare your writing for entering public and academic spheres.

ENGL 160 Academic Writing I
CRN: 41816
Days/Time: MW 9:30-10:45
Instructor: Seunghyun Shin sshin68@uic.edu
In this section of English 160, we will examine non-fiction literary genres. As a tutorial composition course designed for freshmen who came to the university to try to carve a new life, through the next fifteen weeks, you will be guided to the world of fundamental writing by working on four projects: Memoir, Editorial, Indie Game Review, and Reflection. All semester long you will work step-by-step writing about yourself, your community, what you love, and ultimately, what you want to do as a young scholar. Our class will function as a collective writing community where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily. Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both creative and critical thinking.

ENGL 160 Writing Home
CRN: 38996
Days/Time: MW 9:30-10:45
Instructor: Ryan Nordle rnordl2@uic.edu
How do we define ‘home’? Where are the limits of a home? How do we transition from one home to the next? Is home a feeling? Is it a place? Is it people? This course will take these as its guiding questions. We will explore the concept of home through the process of writing and develop our writing process through the concept of home. While this course will broadly instruct on principles of academic writing, you will specifically learn about and demonstrate competence in writing within four genres: personal narrative, photo essay, argumentative essay, and reflective essay. These four writing projects will be the focus of the units in this course, all designed to prepare your writing for entering public and academic spheres.

ENGL 160 Academic Writing I: Talking Back: Reading, Writing, and Daring to Disagree
CRN: 46866
Days/Time: MW 9:30-10:45
Instructor:
Talking Back: Reading, Writing, and Daring to Disagree: To bell hooks, “talking back,” or “back talk,” is a “courageous act” that means “speaking as an equal to an authority figure” (5). This course will orient students to genre-writing and the rhetorical situation through a framework of “daring to disagree” with systems of oppression and injustice. Students will read and analyze different mediums and genres of writing, including podcasts, speeches, films, songs, memes, TikToks, as well as academic articles and scholarly monographs. We will engage these texts through in-class discussion, journaling, group activities, as well as formal and informal writing assignments. By the end of the semester, students will have created a portfolio of work that reflects the different ways in which writing can be a “political gesture that challenges the politics of domination” (8).

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 30663
Days/Time: MW 9.30-10.45
Instructor: Zara Imran zimran3@uic.edu
“This course will explore the central questions regarding Otherness as a concept and phenomenon. What do we mean by the ‘other’? How and why do people, cultures, and societies create others amongst themselves? How are these others understood and represented in different mediums and across time?
In seeing how the other as a category is self-created and one that fluctuates, we will try to critically reflect upon our own selves. The other is never created in a vacuum and is always described against and through ‘the self’. Reflection upon the self is crucial to understand what historic and present functions categories of ‘others’ play in our lives. To begin to think about these questions this course will largely be divided into four thematic modules. Each module will try to grapple with these questions whilst we focus on different forms of otherness.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 11572
Days/Time: MWF 12:00-12:50
Instructor: Eman Elturki
In an increasingly globalized world and with the abundance of diverse modes of communication, what does be “literate” mean? Is it the ability to read and write? Are these abilities sufficient in the 21st century? In this course, we are going to explore what the term “literacy” entails in a rapidly developing world. This exploration will include examining the conventional view of literacy and how this view has evolved to include new literacies and multiliteracies such as information literacy, digital literacy, cultural literacy, media literacy, visual literacy, and more. We will look at how literacy is conceptualized from opposing theoretical perspectives; is the construction of literacy a cognitive activity or a social practice? We will also tackle literacy-related issues such as identity, power, gender as well as the impact of literacy/multiliteracies on health, socioeconomic status, and the economy at large. The course will involve in-class activities, student-facilitated discussions, and mini reading quizzes. These learning tasks and shorter assignments will enhance your critical reading skills, build knowledge of genre and writing, offer opportunities to expand areas of literacy such as information and digital literacies, and help you prepare for the major writing assignments. These assignments involve composing multiple drafts of a literacy autobiography, a definition essay, an evidence-based problem-solution paper, and a final reflection. By engaging in this course work, you will advance your critical reading and academic writing skills.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 11575 Global
Days/Time: MWF 1:00-1:50
Instructor: Pending

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 30965
Days/Time: MWF 1:00-1:50
Instructor: Thomas Moore tmoore40@uic.edu
Movies, music, and stories are something we all love to watch, listen to, and read. They soothe us, make us laugh, and make us cry. What we don’t often think about, though, beyond the way they make us feel, is the fact that these feelings are always accompanied by an interpretation. In this class, we will slow down our process of consuming media and think carefully about the ways in which we interpret it, as well as train ourselves to pay extremely close attention to the ways these works are constructed and the choices the artists and authors make as they create them.

ENGL 160 Deep Fried & Delicious: A Taste of the Fast-Food Industry
CRN: 38997
Days/Time: MWF 1:00-1:50
Instructor: Travis Mandell tmande2@uic.edu
In this course, we will engage in a semester-long investigation of the Fast-Food Industry and its impacts on society at large (both in the U.S and Globally). We will read texts that interrogate the industry’s influence on culture, economy, environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to the impact of “”food swamps”” in varying communities, and analyze the various debates taking place across different fields of inquiry. Argument is the lifeblood of knowledge and being able to present your own voice is essential to furthering the conversation.
Through lectures, in-class discussions, group writing sessions, debates, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you may choose in the future. By understanding rhetoric and the conceptualization of argument, conducting comparative analytic techniques, accessing scientific scholarly content, writing an argumentative essay, and reflecting on your own writing process, you will become well versed in the art of academic writing. We will be reading scholarly essays (peer-reviewed) as well as popular articles to help broaden our understanding of genre/audience regarding the Fast-Food Industry. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC (and beyond), fostering a strong foundation for your academic writing skills and argumentation that can be used in whatever specific discipline/major you pursue.

ENGL 160 Academic Writing I: Writing in Academic and Public Context
CRN: 42864
Days/Time: MWF 1:00-1:50
Instructor: Keegan Lannon klannon@uic.edu
In the mid-1960s, Marshall McLuhan made the then controversial claim that “the medium is the message.” For McLuhan, he was concerned about the use of the TV as a means for disseminating information, and he argued that the device used to communicate will necessarily change the content and the character of the message. In this course, we will continue McLuhan’s line of inquiry, examining the past, current and (potential) future communication technologies to see how these might influence what we say and how we say it, both in academic and public contexts.

ENGL 160 Second City: Space & Place in and Around Chicago
CRN: 29462
Days/Time: MWF 1:00-1:50
Instructor: Margaux Brown mbrow32@uic.edu
We are all members of the UIC community, and we come to UIC with our own unique social and cultural backgrounds that shape our experiences, beliefs, and values down to how we express ourselves through written and spoken language. In this course we will explore and consider the spaces and places that are around us from the broad range of the city of Chicago to smaller neighborhoods and communities like UIC. You will write a profile and review that will draw attention to local communities and though an argumentative essay you will draw important attention to an issue that affects a specific local community. Through these different genres and engaging in rhetorical situations around them you will explore and learn the necessary critical reading and writing skills to be successful in your academic career.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts; Writing Towards the Arts
CRN: 11759
Days/Time: MWF 1:00-1:50
Instructor: Jay Yencich jyenci2@uic.edu
While much of the buzz of the last twenty years has been about the STEM fields—Science, Technology, Engineering, and Mathematics—many universities and secondary schools have recently recognized that a creative component is necessary to spur innovation in those same disciplines. Hence, many have argued for a “Arts” to fill out the acronym—STEAM—thus re-integrating humanities elements traditional to higher education. In this section of English 160, we will be using the foundations of the UIC composition program, focusing on genre and situation, to explore the world of the arts. We will begin with photography and build up writing involvement and critical scrutiny through the worlds of music and film before finally concluding with a work of literature spanning a few hundred pages, be it a novel, a play, a collection of short stories, a book of poems, or a set of essays. Through these lenses, we will examine the status of these art forms, what goes into evaluating them, and their relationship with society at large.

ENGL 160 Academic Writing I: Haunted People, Places, and Spaces
CRN: 46717
Days/Time: MWF 10:00-10:50
Instructor: Carla Barger cbarge2@uic.edu
In this class you’ll think and write about hauntings in film and literature. You’ll look at adaptations of authors like the Brontes, Dickens, and Poe and films like The Others. You’ll also read and discuss ideas by thinkers like Sigmund Freud and Avery Gordon as well as folklore from cultures around the world that attempt to explain how and why people and places are haunted.
Our theme is hauntings, but your main concern will be learning to identify and analyze different genres so that you can communicate effectively to various audiences. By the end of the semester, you’ll be able to discern genre conventions and deploy them successfully in both academic and professional settings, and you will have gained valuable project and time management skills that will prove useful to you throughout your college career and beyond.

ENGL 160 Writing in Academic and Public Contexts: Pop Music and Politics
CRN: 41625
Days/Time: MWF 10:00-10:50
Instructor: Chris Glomski vivo@uic.edu
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160 Race, Gender, and Digital Culture
CRN: 11551
Days/Time: MWF 10:00-10:50
Instructor: Dez Brown dbrown66@uic.edu
In this course, we will use an interdisciplinary approach to investigate complex issues present in digital and popular culture. Students will engage in an intersectional analysis that considers the ways in which race and gender (as well as class, sexuality, age, disability, and other socially constructed categories of identity) are formed, embodied, and policed in the United States, especially in digital spaces and productions. Careful investigation of the hegemonic structure and intent behind technology and digital culture (e.g., AI reproduction of human-created art, avatar creation in video games) through course readings and sustained exploration of popular genres (e.g., television, video games), will prepare students for writing projects and other major assignments in the course. Our goal will be to gain tools to be able to write and communicate effectively in general, but especially about the relationships between socially constructed identities and a myriad of technologies.

ENGL 160 Academic Writing I: Writing the Image
CRN: 46725
Days/Time: MWF 10:00-10:50
Instructor: Kabel Mishka Ligot kligot2@uic.edu
In this class, you will explore the many and varied ways humans see, read, and engage with the still image, particularly paintings, illustrations, and photographs. In our meetings, will discuss and question how still images create meanings and arguments out of the world we live in. Through ekphrastic essays, reviews, and comparative genre studies, you will learn to articulate your thoughts and feelings about visuals that we encounter online, in museums, in books, in popular media, and in everyday life. We will also discover ways to integrate meaningful visual aspects in our own rhetorical and argumentative moves. This is not an art history course: you are not required to have any background in art theory or visual art to sufficiently participate in the class.

ENGL 160 Academic Writing I: Haunted People, Places, and Spaces
CRN: 46715
Days/Time: MWF 11:00-11:50
Instructor: Carla Barger cbarge2@uic.edu
In this class you’ll think and write about hauntings in film and literature. You’ll look at adaptations of authors like the Brontes, Dickens, and Poe and films like The Others. You’ll also read and discuss ideas by thinkers like Sigmund Freud and Avery Gordon as well as folklore from cultures around the world that attempt to explain how and why people and places are haunted.
Our theme is hauntings, but your main concern will be learning to identify and analyze different genres so that you can communicate effectively to various audiences. By the end of the semester, you’ll be able to discern genre conventions and deploy them successfully in both academic and professional settings, and you will have gained valuable project and time management skills that will prove useful to you throughout your college career and beyond.

ENGL 160 Writing in Academic and Public Contexts: Pop Music and Politics
CRN: 11570
Days/Time: MWF 11:00-11:50
Instructor: Chris Glomski vivo@uic.edu
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160 Academic Writing 1: Writing in Public and Academic Contexts
CRN: 42863
Days/Time: MWF 11:00-11:50
Instructor: Scott Grunow scottgr@uic.edu
Information is not knowledge. – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information. Then, we will focus on analyzing this information in relation to multiple experiences and viewpoints, and finally, you will develop the confidence to make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing through a range of interactive activities in and outside of class.

ENGL 160 Academic Writing I: Writing the Image
CRN: 46716
Days/Time: MWF 11:00-11:50
Instructor: Kabel Mishka Ligot kligot2@uic.edu
In this class, you will explore the many and varied ways humans see, read, and engage with the still image, particularly paintings, illustrations, and photographs. In our meetings, will discuss and question how still images create meanings and arguments out of the world we live in. Through ekphrastic essays, reviews, and comparative genre studies, you will learn to articulate your thoughts and feelings about visuals that we encounter online, in museums, in books, in popular media, and in everyday life. We will also discover ways to integrate meaningful visual aspects in our own rhetorical and argumentative moves. This is not an art history course: you are not required to have any background in art theory or visual art to sufficiently participate in the class.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Music and Popular Culture
CRN: 11803
Days/Time: MWF 12:00-12:50
Instructor: Andrew Middleton amiddl5@uic.edu
In Writing About Music Is Like Dancing About Architecture, we use music as an inspiration for our writing in a few ways. The two styles of writing we’ll work in are the personal essay (aka. memoir) and the argumentative or critical essay. In these, you can use the song’s lyrics to reflect on yourself or events in your life; they can also help you talk about the broader world (e.g., violence, racism, sexism). We’ll also learn how to make arguments (and counterarguments) about the music itself. This course often helps students realize what a large role music has in their world.
Writing often does not start with writing. Writing often does not start with words at all. Often writing starts with a feeling and the writing of words is an attempt to capture that feeling. It can be elusive, but therefore good writing is hard and there is so much bad writing. Everyone has feelings; not everyone takes the time or has the skill to make those feelings into words that evoke feelings in other people. This is one thing writing shares with music. Kind of magic in both cases.

ENGL 160 Academic Writing I: Art and Social Change
CRN: 46732
Days/Time: MWF 12:00-12:50
Instructor: Mohammed AlQaisi malqai3@uic.edu
Words are the only tools you will be given. Learn to use them with originality and care. Value them for their strength and diversity. And remember that somebody out there is listening.” – William Zinsser
In this course you will learn how to effectively express yourself through writing using works of art that address important social issues; you will do this primarily by utilizing and honing your writing skills in four writing projects: a review, an analysis, an argument, and a reflective essay. Through individual and partner work, you will sharpen your ability to edit and revise your writing. You will learn how to navigate and use various academic resources available to you on campus and online. Your assignments will focus on art, specifically movies, paintings and works of literature. By the end of the semester, you should come away with knowledge of writing strategies that will be useful to you throughout your college career.

ENGL 160 Gangsters on Film
CRN: 11784
Days/Time: TR 12:30-1:45
Instructor: Sibyl Gallus-Price sgallu2@uic.edu
As Scarface sits in his whirlpool tub smoking a Cuban cigar, he shouts at a financial planning ad on tv: “You know what capitalism is? Getting f****ed!” Montana’s statement not only raises questions about America’s attachment to ideas of sound investment, prosperity, and financial responsibility, but capitalism’s complex and often concealed relationship with the economic underworld of organized crime. In looking at films like Scarface (1983), Goodfellas (1990), City of God (Cidade de Deus) (2002), and American Gangster (2007) we’ll discuss how this major genre serves as a lens to magnify the contradictions of our social conditions. In doing so we’ll address the kind of characters that have become central to the genre: How is the gangster represented, who’s being represented, who isn’t, and why? Does gangster film call us to admire these cowboys of capitalism or offer us a view of the hollowness of the American Dream? Our major writing projects will include the film review, the photo essay, the analytical essay, and a multimodal final reflective project.

ENGL 160 Second City: Space & Place in and Around Chicago
RN: 25927
Days/Time: MWF 12:00-12:50
Instructor: Margaux Brown mbrow32@uic.edu
We are all members of the UIC community, and we come to UIC with our own unique social and cultural backgrounds that shape our experiences, beliefs, and values down to how we express ourselves through written and spoken language. In this course we will explore and consider the spaces and places that are around us from the broad range of the city of Chicago to smaller neighborhoods and communities like UIC. You will write a profile and review that will draw attention to local communities and though an argumentative essay you will draw important attention to an issue that affects a specific local community. Through these different genres and engaging in rhetorical situations around them you will explore and learn the necessary critical reading and writing skills to be successful in your academic career.

ENGL 160 Academic Writing I: Treat Yo Self: Self-Care and Self-Help in 2023
CRN: 27283
Days/Time: MWF 12:00-1250
Instructor: Pending

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 11788
Days/Time: MWF 2:00-2:50
Instructor: Thomas Moore tmoore40@uic.edu
Movies, music, and stories are something we all love to watch, listen to, and read. They soothe us, make us laugh, and make us cry. What we don’t often think about, though, beyond the way they make us feel, is the fact that these feelings are always accompanied by an interpretation. In this class, we will slow down our process of consuming media and think carefully about the ways in which we interpret it, as well as train ourselves to pay extremely close attention to the ways these works are constructed and the choices the artists and authors make as they create them.

ENGL 160 Deep Fried & Delicious: A Taste of the Fast-Food Industry
CRN: 11809
Days/Time: MWF 2:00-2:50
Instructor: Travis Mandell tmande2@uic.edu
In this course, we will engage in a semester-long investigation of the Fast-Food Industry and its impacts on society at large (both in the U.S and Globally). We will read texts that interrogate the industry’s influence on culture, economy, environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to the impact of “”food swamps”” in varying communities, and analyze the various debates taking place across different fields of inquiry. Argument is the lifeblood of knowledge and being able to present your own voice is essential to furthering the conversation.
Through lectures, in-class discussions, group writing sessions, debates, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you may choose in the future. By understanding rhetoric and the conceptualization of argument, conducting comparative analytic techniques, accessing scientific scholarly content, writing an argumentative essay, and reflecting on your own writing process, you will become well versed in the art of academic writing. We will be reading scholarly essays (peer-reviewed) as well as popular articles to help broaden our understanding of genre/audience regarding the Fast-Food Industry. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC (and beyond), fostering a strong foundation for your academic writing skills and argumentation that can be used in whatever specific discipline/major you pursue.

ENGL 160 Academic Writing I: Writing in Academic and Public Context
CRN: 11330
Days/Time: MWF 2:00-2:50
Instructor: Doug Sheldon sheldond@uic.edu
Crime, Detection, and Scandal:
In this course we will examine the representations of illegality within texts presented in popular form. 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 genres and use those skills to produce texts that interrogate and investigate those systems.

ENGL 160 Academic Writing I: Writing in Academic and Public Context
CRN: 11327
Days/Time: MWF 2:00-2:50
Instructor: Keegan Lannon klannon@uic.edu
In the mid-1960s, Marshall McLuhan made the then controversial claim that “the medium is the message.” For McLuhan, he was concerned about the use of the TV as a means for disseminating information, and he argued that the device used to communicate will necessarily change the content and the character of the message. In this course, we will continue McLuhan’s line of inquiry, examining the past, current and (potential) future communication technologies to see how these might influence what we say and how we say it, both in academic and public contexts.

ENGL 160 Academic Writing 1: Writing in Public and Academic Contexts
CRN: 11496
Days/Time: MWF 8:00-8:50
Instructor: Scott Grunow scottgr@uic.edu
Information is not knowledge. – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information. Then, we will focus on analyzing this information in relation to multiple experiences and viewpoints, and finally, you will develop the confidence to make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing through a range of interactive activities in and outside of class.

ENGL 160 This, Not That: The Art of Making Distinctions
CRN: 11339
Days/Time: MWF 9:00-9:50
Instructor: Joseph Staten jstate2@uic.edu
This class is based on two core ideas: 1. Good, clear writing is nothing other than good, clear thinking. 2. The basis of good, clear thinking is the ability to distinguish—to make “”distinctions””—between two things that are different from one another. Distinctions can be as trivial and ordinary as “”basketball vs. baseball,”” or as complex as “”good vs. evil,”” and it doesn’t take long to discover how foundational distinctions are not only to thinking and writing but to society itself. In this class, we will develop and sharpen our capacity for distinction making—and therefore our capacity for understanding our world as well.
Readings will be drawn from a diverse range of clear thinkers (and wonderfully clear writers), from ancient philosophers such as Aristotle to contemporary essayists such as Joan Didion and James Baldwin. We will apply the lessons learned from these writers to four genre-based writing assignments, which may include memoir, arts criticism, argumentative essay, reflective essay, and/or others.

ENGL 160 Academic Writing 1: Writing in Public and Academic Contexts
CRN: 11792
Days/Time: MWF 9:00-9:50
Instructor: Scott Grunow scottgr@uic.edu
Information is not knowledge. – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information. Then, we will focus on analyzing this information in relation to multiple experiences and viewpoints, and finally, you will develop the confidence to make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing through a range of interactive activities in and outside of class.

ENGL 160 Unfinished Business: How the Past Shapes the Present
CRN: 46713
Days/Time: TR 8:00-9:15
Instructor: Kris Chen kchen96@uic.edu
This synchronous online course will explore key events in the United States that occurred in the second half of the twentieth century that have ties to present-day social issues. This is a heavily history-oriented writing class. Topics discussed in class with include (but are not limited to): vaccines, civil rights, key Supreme Court cases, education, environmental protections, LGBTQ+, political corruption, reproductive rights, unions, and voting. In this class, you will write an op-ed piece, a film review, and an argumentative essay. The final paper for this class will be a reflective essay. Short writing assignments and peer reviews are also incorporated into the class.

ENGL 160 Academic Writing I: Writing on Social Issues in Film
CRN: 46739
Days/Time: TR 8:00-9:15
Instructor: Eric Pahre pahre2@uic.edu
In this course, you will examine how popular films explore and portray different facets of common social issues, and how the discourse of film critics and academics further examine these topics and create important conversations between creators, critics, and the viewer or reader. You will watch several 21st-century films, some offering direct social satire or commentary and others working on a more subdued level. These topics include racism, gender inequality, classism, income inequality, and capitalism. Over the course of the semester, you will work to thoughtfully interpret and discuss the challenging content of these films and learn to write about deeper meaning while bringing films and reviews into conversations with one another. You will write multiple reviews of films with the goal of engaging with the ideas behind the films, and you will write an argumentative essay advocating for the presence, importance, details, or meaning of these ideas. The final goal of this class is to use these topics to become a more thoughtful and articulate academic writer. By the end of course, you should feel more confident in writing not only about challenging topics in film but also about the real-world issues that we find present in all types of media we encounter throughout our lives.

ENGL 160 Academic Writing I:
CRN: 41620
Days/Time: TR 8:00-9:15
Instructor: Harry Burson
In this course, we will consider the “multiverse” as it has appeared in recent films and television shows. In disparate media including the Oscar-winning film Everything Everywhere All at Once, the sci-fi sitcom Rick and Morty, and the ever-expanding the Marvel Cinematic Universe, the multiverse has become an increasingly ubiquitous strategy for building fictional worlds on screen. From its emergence as a scientific hypothesis in the twentieth century, the multiverse has been reimagined as a narrative trope to contend with a perceived surfeit of possibility, contingency, and multiplicity in contemporary life. Through the close analysis of twenty-first century multiversal media we will delve into how the multiverse reflects broader cultural concerns in an era of overlapping global crises. Examining how these audiovisual texts relate to questions of identity, history, and technology, we will explore the aesthetics and politics of the multiverse as a means of making sense of the world.
This class is designed to introduce students to college-level writing with an emphasis on genre and context as constitutive components of composition. The primary goal is to develop the core skills and techniques necessary to write for a variety of audiences. Over the course of the semester, students will work on four major writing assignments. By the end of the course, students should understand the key concepts from the course materials; draw connections among readings and case studies; create original arguments that address the larger themes of the course; and strengthen their writing by incorporating feedback from classmates and the instructor. This will help prepare students not only for professional and academic writing, but also for critically engaging with the media they encounter every day.
ENGL 160 Academic Writing I:
CRN: 27284
Days/Time: TR 9:30-10:45
Instructor: Harry Burson
In this course, we will consider the “multiverse” as it has appeared in recent films and television shows. In disparate media including the Oscar-winning film Everything Everywhere All at Once, the sci-fi sitcom Rick and Morty, and the ever-expanding the Marvel Cinematic Universe, the multiverse has become an increasingly ubiquitous strategy for building fictional worlds on screen. From its emergence as a scientific hypothesis in the twentieth century, the multiverse has been reimagined as a narrative trope to contend with a perceived surfeit of possibility, contingency, and multiplicity in contemporary life. Through the close analysis of twenty-first century multiversal media we will delve into how the multiverse reflects broader cultural concerns in an era of overlapping global crises. Examining how these audiovisual texts relate to questions of identity, history, and technology, we will explore the aesthetics and politics of the multiverse as a means of making sense of the world.
This class is designed to introduce students to college-level writing with an emphasis on genre and context as constitutive components of composition. The primary goal is to develop the core skills and techniques necessary to write for a variety of audiences. Over the course of the semester, students will work on four major writing assignments. By the end of the course, students should understand the key concepts from the course materials; draw connections among readings and case studies; create original arguments that address the larger themes of the course; and strengthen their writing by incorporating feedback from classmates and the instructor. This will help prepare students not only for professional and academic writing, but also for critically engaging with the media they encounter every day.
ENGL 160 Academic Writing I: Writing on Social Issues in Film
CRN: 41621
Days/Time: TR 9:30-10:45
Instructor: Eric Pahre pahre2@uic.edu
In this course, you will examine how popular films explore and portray different facets of common social issues, and how the discourse of film critics and academics further examine these topics and create important conversations between creators, critics, and the viewer or reader. You will watch several 21st-century films, some offering direct social satire or commentary and others working on a more subdued level. These topics include racism, gender inequality, classism, income inequality, and capitalism. Over the course of the semester, you will work to thoughtfully interpret and discuss the challenging content of these films and learn to write about deeper meaning while bringing films and reviews into conversations with one another. You will write multiple reviews of films with the goal of engaging with the ideas behind the films, and you will write an argumentative essay advocating for the presence, importance, details, or meaning of these ideas. The final goal of this class is to use these topics to become a more thoughtful and articulate academic writer. By the end of course, you should feel more confident in writing not only about challenging topics in film but also about the real-world issues that we find present in all types of media we encounter throughout our lives.

ENGL 160 Dystopia & the Modern World
CRN: 11505
Days/Time: TR 11:00-12:15
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 to help us better understand what it is, why we engage with dystopic tropes, and what we stand to learn from engaging with them. 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: 11583
Days/Time: TR 11:00-12:15
Instructor: Ryan Croken rcroke2@uic.edu
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, activism, ecopsychology, and the COVID-19 pandemic.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Examinations of Self and Society
CRN: 46721
Days/time: TR 11:00-12:15
Instructor: Sammie Marie Burton sburto7@uic.edu
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis Essay, the Definition Essay, the Argumentative Essay, and the Reflective Essay. In addition to peer-review sessions, you will also receive feedback from your instructor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 11458
Days/Time: TR 11:00-12:15 ONLINE
Instructor: Ling He linghe@uic.edu This course will be taught fully online for the entire Fall 2023 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. Specific guides for the course site login will be sent to you by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, and context. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. 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 writing for topical knowledge, modeling, and genre analyses. ENGL160 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: Writing in Academic and Public Contexts
CRN: 30664
Days/Time: TR 11:00-12:15 ONLINE
Instructor: Catherine Vlahos cvlaho2@uic.edu
In this online synchronous class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life?
You will write about these questions and more in the form of online journal entries, short in-class writings, and 4 major writing projects: a memoir, a news article, a persuasive essay, and a digital story.

ENGL 160 Academic Writing I: Bad Ideas About Good Writing
CRN: 39029
Days/Time: TR 12:30-1:45
Instructor: Angela Dancey adancey@uic.edu
Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal?
What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”
While the five-paragraph essay can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that it doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.
Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). We’ll also practice critical thinking and reading skills, constructing cohesive paragraphs, writing for simplicity and concision, and finding, identifying, and working with sources. Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.

ENGL 160 Writing the Body and Understanding Empathy
CRN: 23461
Days/Time: TR 12:30-1:45
Instructor: Lauren Keeley mkeele6@uic.edu
The term “empathy” has become a buzzword of the COVID-19 pandemic, but what exactly does it mean to share and understand the feelings of another? How do we communicate pain, and why is doing so important? In this course, we will discuss the relationship between writing, illness, and the body. We will explore how language functions to communicate what is seemingly inexpressible (physical and mental pain) but fundamentally human and shared. You will get to write in a variety of genres, such as memoir, op-ed, and argumentative essay as we chart the boundaries between sickness and health. Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160 Imagine That: Writing About Sci-fi and Speculative Fiction
CRN: 32837
Days/Time: TR 12:30-1:45
Instructor: Rana Awwad rawwad2@uic.edu
In this class, you will engage with a variety of different mediums (short stories, graphic novels, TV shows, films, critical engagements, etc.,) that explore the various themes and tropes that make up science fiction and speculative fiction. What role do the themes of (dis)connection, loneliness, found family, estrangement, etc. do for these genres? What kind of tropes are at play in sci-fi and speculative fiction and what do they do to complicate or reproduce the genres? Is there even a clear difference between these two genres? Centered around four major writing projects, this course will strengthen the reading, writing, and critical thinking skills you will need to write in academic and public contexts.

ENGL 160 Writing About Popular Media, Resistance, and Social Change
CRN: 11534
Days/Time: TR 12:30-1:45
Instructor: Jennifer Rupert jruper1@uic.edu
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to act on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture, and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short- and long-term goals.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Examinations of Self and Society
CRN: 46718
Days/Time: TR 12:30-1:45
Instructor: Sammie Marie Burton sburto7@uic.edu
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis Essay, the Definition Essay, the Argumentative Essay, and the Reflective Essay. In addition to peer-review sessions, you will also receive feedback from your instructor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

ENGL 160 Academic WRITING i: Mapping the Multiverse
CRN: 46865
Days/Time: TR 2:00-3:15 ONLINE
Instructor: Harry Burson
In this course, we will consider the “multiverse” as it has appeared in recent films and television shows. In disparate media including the Oscar-winning film Everything Everywhere All at Once, the sci-fi sitcom Rick and Morty, and the ever-expanding the Marvel Cinematic Universe, the multiverse has become an increasingly ubiquitous strategy for building fictional worlds on screen. From its emergence as a scientific hypothesis in the twentieth century, the multiverse has been reimagined as a narrative trope to contend with a perceived surfeit of possibility, contingency, and multiplicity in contemporary life. Through the close analysis of twenty-first century multiversal media we will delve into how the multiverse reflects broader cultural concerns in an era of overlapping global crises. Examining how these audiovisual texts relate to questions of identity, history, and technology, we will explore the aesthetics and politics of the multiverse as a means of making sense of the world.
This class is designed to introduce students to college-level writing with an emphasis on genre and context as constitutive components of composition. The primary goal is to develop the core skills and techniques necessary to write for a variety of audiences. Over the course of the semester, students will work on four major writing assignments. By the end of the course, students should understand the key concepts from the course materials; draw connections among readings and case studies; create original arguments that address the larger themes of the course; and strengthen their writing by incorporating feedback from classmates and the instructor. This will help prepare students not only for professional and academic writing, but also for critically engaging with the media they encounter every day.

ENGL 160 Academic Writing I: Bad Ideas About Good Writing
CRN: 27373
Days/Time: TR 2:00-3:15
Instructor: Angela Dancey adancey@uic.edu
Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal?
What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”
While the five-paragraph essay can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that it doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.
Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). We’ll also practice critical thinking and reading skills, constructing cohesive paragraphs, writing for simplicity and concision, and finding, identifying, and working with sources. Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 19880
Days/Time: TR 2:00-3:15
Instructor: Lisa Stolley lstoll1@uic.edu
This class will provide you the opportunity to engage in the process of writing in different situations and genres as well as help you become self-aware learners. The topic of this class involves U.S. immigration, with a focus on migrants and undocumented immigrants from Mexico, El Salvador, Honduras, and Guatemala, as well other Latin American countries. We will explore the reasons migrants attempt to enter the U.S. from Mexico, either through seeking asylum or unlawful entry; the experiences of and challenges for undocumented immigrants from Latin America who have settled down and built lives in a country in which they’re not recognized or welcomed as citizens (including DACA recipients); the related politics, policies, and contention; and the potential (or not) for actual “immigration reform.” Through readings and writing assignments on this topic, you will gain skills in the strategies of writing in a variety of genres, including an academic argumentative essay. You will be responsible for four writing projects, the last of which will be a reflective essay that thoughtfully and thoroughly analyzes your own learning process as a writer.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 41808
Days/Time: TR 3:30-4:45
Instructor: Lisa Stolley lstoll1@uic.edu
This class will provide you the opportunity to engage in the process of writing in different situations and genres as well as help you become self-aware learners. The topic of this class involves U.S. immigration, with a focus on migrants and undocumented immigrants from Mexico, El Salvador, Honduras, and Guatemala, as well other Latin American countries. We will explore the reasons migrants attempt to enter the U.S. from Mexico, either through seeking asylum or unlawful entry; the experiences of and challenges for undocumented immigrants from Latin America who have settled down and built lives in a country in which they’re not recognized or welcomed as citizens (including DACA recipients); the related politics, policies, and contention; and the potential (or not) for actual “immigration reform.” Through readings and writing assignments on this topic, you will gain skills in the strategies of writing in a variety of genres, including an academic argumentative essay. You will be responsible for four writing projects, the last of which will be a reflective essay that thoughtfully and thoroughly analyzes your own learning process as a writer.

ENGL 160 Writing About Popular Media, Resistance, and Social Change
CRN: 39062
Days/Time: TR 3:30-4:45
Instructor: Jennifer Rupert jruper1@uic.edu
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to act on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture, and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short- and long-term goals.

ENGL 160 Academic Writing I
CRN: 11343
Days/Time: TR 8:00-9:15
Instructor: Ryan Croken rcroke2@uic.edu
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, activism, ecopsychology, and the COVID-19 pandemic.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 11331
Days/Time: TR 8:00-9:15 ONLINE
Instructor: Ling He linghe@uic.edu
This course will be taught fully online for the entire Fall 2023 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. Specific guides for the course site login will be sent to you by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, and context. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. 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 writing for topical knowledge, modeling, and genre analyses. ENGL160 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: Writing in Academic and Public Contexts
CRN: 38998
Days/Time: TR 8:00-9:15 ONLINE
Instructor: Catherine Vlahos cvlaho2@uic.edu
In this online synchronous class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life?
You will write about these questions and more in the form of online journal entries, short in-class writings, and 4 major writing projects: a memoir, a news article, a persuasive essay, and a digital story.

ENGL 160 Academic Writing I
CRN: 11512
Days/Time: TR 9:30-10:45
Instructor: Ryan Croken rcroke2@uic.edu
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, activism, ecopsychology, and the COVID-19 pandemic.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Examinations of Self and Society
CRN: 46738
Days/Time: TR 9:30-10:45
Instructor: Sammie Marie Burton sburto7@uic.edu
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis Essay, the Definition Essay, the Argumentative Essay, and the Reflective Essay. In addition to peer-review sessions, you will also receive feedback from your instructor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts: Writing about Sound
CRN: 27280
Days/Time: TR 9:30-10:45
Instructor: Eniko 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: Writing in Academic and Public Contexts
CRN: 11543
Days/Time: TR 9:30-10:45 ONLINE
Instructor: Ling He linghe@uic.edu
This course will be taught fully online for the entire Fall 2023 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. Specific guides for the course site login will be sent to you by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, and context. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. 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 writing for topical knowledge, modeling, and genre analyses. ENGL160 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: Writing in Academic and Public Contexts
CRN: 38999
Days/Time: TR 9:30-10:45 ONLINE
Instructor: Catherine Vlahos cvlaho2@uic.edu
In this online synchronous class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life?
You will write about these questions and more in the form of online journal entries, short in-class writings, and 4 major writing projects: a memoir, a news article, a persuasive essay, and a digital story.

ENGL 161 Academic Writing II
CRN: 30669
Days/Time: ARR ONLINE
Instructor: Jenna Hart jhart28@uic.edu
We live in a time when we’re inundated with media reports on any number of catastrophic things, almost daily. How can we determine what is worth our attention? How can we know which ones are solid reporting? What issues should we be paying the most attention to? We’ll be using these questions to look at texts and other media in a critical way, as a tool to begin learning about academic dialogue. The course will consist of layered assignments—an annotated bibliography, literature review, proposal, outline— that lead up to a longer academic research paper on a topic of your choosing.

ENGL 161 Society, Multimedia, and Groupthink
CRN: 21838
Days/Time: MW 8:00-9:15 ONLINE
Instructor: Antonio Guerrero aguerr27@uic.edu
At its core, this course will explore the ways in which we craft and consume ideas. We exist in a complex ideological ecosystem that allows us to have a great amount of mental dexterity and individualization — but how we wield this dexterity has a lot to do with our environment. This course will have you read, write, and research with the goal of understanding how everyday consumption of information influences our collective trajectories.

ENGL 161 Reading and Writing About the Arts
CRN: 25953
Days/Time: MWF 1:00-1:50
Instructor: Jared O’Connor joconn28@uic.edu
How do we understand art? How do we even 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: Contemporary Issues in Higher Education
CRN: 11861
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 IICRN: 11979
Days/Time: MWF 1:00-1:50
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 through arguments about the United States national security strategy. How does America define its place in the world, and how do the executive branch and the Department of Defense respond rhetorically? In this course we will analyze current United States National Security Strategy (NSS), using the framework of Michael Walzer’s Just War Theory. You will choose an issue in the NSS to explore further with library research, culminating in a 10-page research paper on an issue of your choosing.

ENGL 161 Academic Writing II
CRN: 22420
Days/Time: MWF 1:00-1:50
Instructor: Marc Baez mbaez1@uic.edu
In this course we will inquire into stand-up comedy as an art that is
particularly bound to audience. Beginning our inquiry with an analysis of
stand-up’s fundamental modes (jokes, stories, and arguments), class
readings and discussions will soon branch out to touch on some possible
research topics that emphasize the dynamic between performer and
audience: the sword and shield of stereotype humor; types of awkwardness.
argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms
and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a
Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.

ENGL 161 Academic Writing II: Writing for Research and Inquiry
CRN: 11950
Days/Time: MWF 10:00-10:50
Instructor: T. Sherfinski tsherfin@uic.edu
Baby. Wisdom. Eye. False. No matter their condition, we’ve all got teeth. And that’s the topic of conversation for this course on Academic Writing. We’ll be using Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.
ENGL 161 Academic Writing II: Writing for Inquiry and Research “Chicago Works?” Writing Through the Issues of the Working Poor
CRN: 11961
Days/Time: MWF 10:00-10:50
Instructor: jennifer lewis jlewis4@uic.edu
Course description and goals: In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161 Academic Writing II: Contemporary Issues in Higher Education
CRN: 11932
Days/Time: MWF 11:00-11:50
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: Writing for Inquiry and Research “Chicago Works?” Writing Through the Issues of the Working Poor
CRN: 11956
Days/Time: MWF 11:00-11:50
Instructor: jennifer lewis jlewis4@uic.edu
Course description and goals: In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161 Academic Writing II
CRN: 27376
Days/Time: MWF 12:00-12:50
Instructor: Marc Baez mbaez1@uic.edu
In this course we will inquire into stand-up comedy as an art that is
particularly bound to audience. Beginning our inquiry with an analysis of
stand-up’s fundamental modes (jokes, stories, and arguments), class
readings and discussions will soon branch out to touch on some possible
research topics that emphasize the dynamic between performer and
audience: the sword and shield of stereotype humor; types of awkwardness.
argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a
Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.

ENGL 161 Academic Writing II: Writing for Research and Inquiry
CRN: 24055
Days/Time: MWF 8:00-8:50
Instructor: Todd Sherfinski tsherfin@uic.edu
Baby. Wisdom. Eye. False. No matter their condition, we’ve all got teeth. And that’s the topic of conversation for this course on Academic Writing. We’ll be using Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.
ENGL 161 Academic Writing II: Writing for Inquiry and Research “Chicago Works?” Writing Through the Issues of the Working Poor
CRN: 11924
Days/Time: MWF 8:00-8:50
Instructor: jennifer lewis jlewis4@uic.edu
Course description and goals: In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the “working poor” in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161 Academic Writing II: Writing for Research and Inquiry
CRN: 11854
Days/Time: MWF 9:00-9:50
Instructor: T. Sherfinski tsherfin@uic.edu
Baby. Wisdom. Eye. False. No matter their condition, we’ve all got teeth. And that’s the topic of conversation for this course on Academic Writing. We’ll be using Mary Otto’s Teeth: The Story of Beauty, Inequality, and the Struggle for Oral Health in America as the starting point for research. In addition to four Writing Projects, expect short daily reading and writing assignments and plenty of group work.
ENGL 161 Prison Reform
CRN: 21700
Days/Time: TR 11:00-12:15
Instructor: Virginia Costello vcostell@uic.edu
Although we begin with an analysis of Emma Goldman’s highly romantic and wildly impractical theory of anarchism, this class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections to contemporary movements and politics and examine The Marshall Project (news outlet), About – The Sentencing Project (no political affiliation), Right On Crime (conservative) and other webpages. You will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.

Contrary to common understanding, neither writing nor research is a linear process. Thus, in this class you will write drafts and revise several times before you submit work for a grade. Our text Writing for Inquiry and Research (About This Book – Writing for Inquiry and Research) is divided in chapters on genres and explains how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Empathy and Mass Communication
CRN: 29283
Days/Time: TR 11:00-12:15 ONLINE
Instructor: Mark R. 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 rhetoric’s 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 (annotated bibliography, review of literature, paper proposal, final paper) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: Writing about Environmental Issues
CRN: 30670
Days/Time: TR 12:30-1:45
Instructor: Kate Boulay kboulay@uic.edu
This course approaches academic inquiry through examination of environmental issues. Reading a range of work by and about environmental activists, students write a research paper in which, after reviewing the relevant literature, they take a stance and support it with evidence from recent academic research.
ENGL 161 Academic Writing II: Critical Thinking in 2023
CRN: 40446
Days/Time: TR 12:30-1:45
Instructor: James Sharpe jsharp21@uic.edu
In this course, we will take as our point of departure urgent, relevant topics from contemporary public sources such as magazine and newspaper articles. These topics may include, for example, artificial intelligence, modern science, global capitalism, climate change, or more. You, the student, will help select the topics of our class discussions. And we will use these topics to generate research questions and to illustrate fundamental compositional concepts such as organization, argument, genre, citational formats, and multi-media presentation. Ultimately, students will be expected to conduct their own research in library databases in the second half of the course, finally producing a researched argumentative paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Empathy and Mass Communication
CRN: 28749
Days/Time: TR 12:30-1:45 ONLINE
Instructor: Mark R. 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 rhetoric’s 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 (annotated bibliography, review of literature, paper proposal, final paper) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

ENGL 161 Academic Writing II
CRN: 11958
Days/Time: TR 2:00-3:15
Instructor: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability as it relates to waste management, urban stormwater management, transportation, and labor. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.

ENGL 161 Academic Writing II
CRN: 21668
Days/Time: TR 3:30-4:45
Instructor: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability as it relates to waste management, urban stormwater management, transportation, and labor. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Empathy and Mass Communication
CRN: 28747
Days/Time: TR 3:30-4:45 ONLINE
Instructor: Mark R. 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 rhetoric’s 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 (annotated bibliography, review of literature, paper proposal, final paper) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.

ENGL 161 Contemplating the Now
CRN: 30674
Days/Time: TR 3.30-4.45
Instructor: PENDING
This course will focus mainly on the contemporary issues facing us today politically and socially, and how we position ourselves in relation to those issues at hand, whether it be by fervently adopting a particular ideology or remaining ignorantly ambivalent. Quite simply, this course will not necessarily have a concrete topic on which to focus on, but will emphasize, and perhaps provoke, interest in contemporary issues that inevitably saturate our everyday lives. And hopefully, in discussing these difficult issues, in taking the time to write about them in a critical manner, we will find something to say and maybe even care about.

ENGL 161 Contemplating the Now
CRN: 25879
Days/Time: TR 5:00-6.15
Instructor: Pending
This course will focus mainly on the contemporary issues facing us today politically and socially, and how we position ourselves in relation to those issues at hand, whether it be by fervently adopting a particular ideology or remaining ignorantly ambivalent. Quite simply, this course will not necessarily have a concrete topic on which to focus on, but will emphasize, and perhaps provoke, interest in contemporary issues that inevitably saturate our everyday lives. And hopefully, in discussing these difficult issues, in taking the time to write about them in a critical manner, we will find something to say and maybe even care about.

ENGL 161 Academic Writing II: Writing about Popular Film and Social Movements/Social Change/Social Stagnation
CRN: 32676
Days/Time: TR 8-9:15
Instructor: James Drown jdrown1@uic.edu
Media theorist Stuart Hall said that when producers create media (such as popular film) they “encode” messages as part of that creation process. These messages may reinforce expected social norms, as well as challenge them. For example, think about how films depict gender and gender expectations, and how these depictions might vary from traditional to progressive. These can be considered encoded messages. From an audience perspective, the messages might be obvious, loud, and direct, or they might be so quiet, subtle, and well-integrated into a film that you don’t even notice them. However, all of these messages have an impact and influence both us and society in general. If you consider how many films you have seen and how many messages they contain, you begin to understand why this is important and how it impacts social movements and change. We will begin by reading some theoretical work, including an essay by Hall, as well as applications of these theories. In our exploration of the relationship between popular film and social change/stagnation, we will be reading widely, considering how the different readings intersect, and using this information to develop a research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161 Academic Writing II
CRN: 11875
Days/Time: TR 8:00-9:15
Instructor: Virginia Costello vcostell@uic.edu
Although we begin with an analysis of Emma Goldman’s highly romantic and wildly impractical theory of anarchism, this class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections to contemporary movements and politics and examine The Marshall Project (news outlet), About – The Sentencing Project (no political affiliation), Right On Crime (conservative) and other webpages. You will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.
Contrary to common understanding, neither writing nor research is a linear process. Thus, in this class you will write drafts and revise several times before you submit work for a grade. Our text Writing for Inquiry and Research (About This Book – Writing for Inquiry and Research) is divided in chapters on genres and explains how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Writing about Popular Film and Social Movements/Social Change/Social Stagnation
CRN: 25973
Days/Time: TR 9:30-10:45
Instructor: James Drown jdrown1@uic.edu
Media theorist Stuart Hall said that when producers create media (such as popular film) they “encode” messages as part of that creation process. These messages may reinforce expected social norms, as well as challenge them. For example, think about how films depict gender and gender expectations, and how these depictions might vary from traditional to progressive. These can be considered encoded messages. From an audience perspective, the messages might be obvious, loud, and direct, or they might be so quiet, subtle, and well-integrated into a film that you don’t even notice them. However, all these messages have an impact and influence both us and society in general. If you consider how many films you have seen and how many messages they contain, you begin to understand why this is important and how it impacts social movements and change. We will begin by reading some theoretical work, including an essay by Hall, as well as applications of these theories. In our exploration of the relationship between popular film and social change/stagnation, we will be reading widely, considering how the different readings intersect, and using this information to develop a research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161 Prison Reform
CRN: 23990
Days/Time: TR 9:30-10:45
Instructor: Virginia Costello vcostell@uic.edu
Course Description
Although we begin with an analysis of Emma Goldman’s highly romantic and wildly impractical theory of anarchism, this class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections to contemporary movements and politics and examine The Marshall Project (news outlet), About – The Sentencing Project (no political affiliation), Right On Crime (conservative) and other webpages. You will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.
Contrary to common understanding, neither writing nor research is a linear process. Thus, in this class you will write drafts and revise several times before you submit work for a grade. Our text Writing for Inquiry and Research (About This Book – Writing for Inquiry and Research) is divided in chapters on genres and explains how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Inquiry and Research Between Body and Mind: Narrative, Illness, and Medicine
CRN: 25972
Days/Time: MW 3:00-4:15
Instructor: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data? At the heart of this opposition between medicine and the humanities is the view that the body and the mind exist as separate entities and must be treated accordingly.
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding the incorporation of the humanities into a medical context. Through the examination of various kinds of narratives—medical, scholarly, public, literary, and visual—we will develop skills of academic research and writing. As part of the course, you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to illness, medicine, and the body.

ENGL 161 Social Justice as the Mirror and the Lens
CRN: 42939 Global
Days/Time: TR 12:30-1:45
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “”social justice””—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.
Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both research and revision. All semester long you will work step-by-step towards the completion of an academic research paper, and you will do so not only with my help, but also with the help of your fellow classmates. Our class will function as a collective “writing community” where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily.

ENGL 161 Social Justice as the Mirror and the Lens
CRN: 11853
Days/Time: TR 2:00-3:15
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “”social justice””—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.
Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both research and revision. All semester long you will work step-by-step towards the completion of an academic research paper, and you will do so not only with my help, but also with the help of your fellow classmates. Our class will function as a collective “writing community” where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily.

ENGL 207 Interpretation and Literary Analysis
CRN: 47520, 45721
Days/Time: MWF 9:00- 9:50
Instructor: Bridget English benglish@uic.edu
The process of reading literary texts gives us pleasure because it allows us to enter another world and to imagine what it is like to be someone else. In this sense literature encourages us to empathize with others. But how do we make sense of this experience which reading enables and how is it connected to the “real world”? What methods can we use to better understand or decipher the meaning of a novel, short story, poem, or play? In this course we will study different theoretical approaches to literature, including Marxist, psycho-analytical, historical, structuralist, and post-structuralist literary and social theory to gain skills of literary analysis, but also to learn about different ways of “seeing” or understanding the world around us. After completing this course students will have a better understanding of literary analysis and interpretation, what literary theory is and how to apply it, and will also know how to formulate their own thesis based on this understanding.

ENGL 207 Interpretation and Critical Analysis
CRN: 47523
Days/Time: TR 12:30-1:45
Instructor: John Casey jcasey3@uic.edu
In this course we will examine the foundations of literary study—how to read a text, interpret it, and then provide a clear evaluation. We will also explore a few of the methodologies or “theories” that allow us to engage in those activities. A wide variety of theories will be discussed that focus on the reader, the text, and the social conditions surrounding the reading and writing of literature. These will include Reader-Response, Digital Humanities, Queer Studies, Marxism, and Post-Colonialism. Assignments for the class consist of short weekly response papers and two essays in addition to the required readings. The first of these essays will be a “critical etymology,” an analysis of a term associated with a specific methodology for reading literature. The second paper will provide a reading of a literary text of your choice using one of the theoretical approaches discussed in class. This text must be pre-approved by the instructor.

ENGL 207 Interpretation and Critical Analysis: Madmen and Ghosts and Liminal Spaces
CRN: 47516
Days/Time: TR 9:30-10:45
Instructor: Dave Schaafsma schaaf1@uic.edu
English 207 is a required course for the English major, though it is open to anyone. It’s intended as an introduction on how to read, interpret, analyze, and write critically about texts. The focus in this course will be on stories and theories about liminal spaces, including ghost stories and stories of madness. We’ll read, among other things, Claire Keegan’s Foster, Tarjei Vesaas’s The Ice Palace, Henry James’s The Turn of the Screw. We’ll see the film The Others, we’ll read some graphic novels, informed by various relevant critical lens from Michel Foucault’s Madness and Civilization to Jacques Derrida’s Hauntology.

ENGL 207 Literary Theory and Analysis
CRN: 47526
Days/Time: TR 2:00-3:15
Instructor: Natasha Barnes nbbarnes@uic.edu
“This course is designed to teach English majors how to read literature, specifically in relation to the construction and analysis of literary realism. We will explore the form and narrative language of realism as a springboard to understanding some of the main tenets of twentieth-century literary theory. As we examine how “English literature” became an academic pursuit, we will recognize schools of literary interpretation (liberal humanism, new criticism, narratology, etc.) and distinguish the critical methodology associated with each category. Literary texts studied will include Ian McEwan’s Saturday and Atonement, Virginia Woolf’s Mrs Dalloway and Michael Cunningham’s The Hours. Excerpts from Peter Barry’s Introduction to Literary and Cultural Theory and Robert Dale Parker’s How to Analyze Literature: Critical Theory for Literary and Cultural Studies will guide our theoretical studies.
There is about 75-100 pages of reading per week for this class. Students are expected to read ALL assigned texts carefully and to take difficult literary fiction seriously.
IMPORTANT: I would prefer that students intending to choose academic literature as their concentration in the English major take this course. This is a rigorous course and I expect every student who elects to take this class should apply themselves with due diligence.
If you’re *not* an English major and want to take an English class to practice academic writing, this course is probably too specialized for your needs.
Textbooks: All books will be available at the UIC Bookstore, articles and short stories will be uploaded on Blackboard
Students will be required to write 2 short papers and take midterm and final exams

ENGL 208 Monsters, Dragons, and Sinful Knights: A Survey of English Literature from the Beginnings to the 17th Century
CRN: 47258
Days/Time: MW 2:00-2:50
Instructor: Alfred Thomas alfredt@uic.edu
This course offers an overview of writing in English from the Old English heroic epic Beowulf to the poems and plays of the Elizabethans. Readings include the Arthurian romance Sir Gawain and the Green Knight; selected tales from Chaucer’s The Canterbury Tales; the writings of the female mystics Julian of Norwich and Margery Kempe; the prose stories of Sir Thomas Malory known as the Morte Darthur that trace the decline and fall of King Arthur’s Round Table, and the rise of secular drama by Christopher Marlowe and William Shakespeare as well as the development of the sonnet form.

ENGL 209 English Studies I: 17th Century to Today
CRN: 47533
Days/Time: MW 11:00-11:50
Instructor: Anna Kornbluh kornbluh@uic.edu
This course tracks how literary forms emerged and changed in response to events like the expansion of global capitalism, the development of mass literacy, revolutions and the rise of democracy, and the growth of cities. We will study authors from England, the British Colonies, and the United States, and focus on the development of the novel as the literary form unique to modernity. We will also practice close reading to carefully appreciate the specific formal strategies involved in writing literature.

ENGL 213 Introduction to Shakespeare
CRN: 47460, 47461
Days/time: MW 4:30-5:45
Instructor: Gary Buslik gbusli1@uic.edu
This course will introduce you to the life, times, and work of the great poet, dramatist, and inventive genius of the English language, William Shakespeare. We will read a lively biography and selections from books about him, his work, and Elizabethan theater. We will read and discuss plays and sonnets. We will also watch filmed productions of the Bard’s most famous plays. We will write response papers and have quizzes on all readings, midterm, and summary exams.

ENGL 213 Introduction to Shakespeare: The Raw and the Cooked
CRN: 47458, 47459
Days/Time: TR 2:00-3:15
Instructor: Jeff Gore jgore1@uic.edu Subtitled
“The Raw and the Cooked,” this course will pair Shakespeare’s early experimental works with the more refined comedies, tragedies, and histories from the height of his career. We will juxtapose the early slapstick humor of The Taming of the Shrew with Twelfth Night’s gender-bending banter to understand better different kinds of comedy and different forms of social negotiation. Although T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” recent scholarship on gender, race, and trauma challenges us to examine more deeply the play’s cannibalism and escalating cycles of revenge. “To be or not to be” will certainly be one of the questions when we turn to the author’s tragic masterpiece Hamlet – written a decade after Titus – but so will be the lead character’s bawdy humor and hapless efforts to be the avenging warrior that his father was. With the histories, we will examine two kinds of leaders, the villain Machiavel Richard III, and the unifying warrior-king, Henry V: although the former cruelly murders his way to the top, the latter draws a subtler approach from the Machiavellian playbook. These pairs will help us to understand different approaches to storytelling during the years that Shakespeare was most devoted to experimentation and refining his craft.

ENGL 223 Introduction to Colonial and Postcolonial Literature
CRN: 47474
Days/Time: MWF 12:00-12:50
Instructor: Hanna Khan hkhan22@uic.edu

ENGL 230 Film and Culture: Embodying Difference in the Horror Film
CRN: 47484
Days/Time: TR 3:30-4:45/6:15
Instructor: Angela Dancey adancey@uic.edu
Horror is one of cinema’s most enduring and iconic genres, reflecting individual and collective fears about monstrosity, difference, and the body. In this course, we will study how the American horror film has evolved over time, viewing representative examples of its most important subgenres and they ways they are influenced by historical context, social movements, and human psychology. We will also devote class time to a basic understanding of film and cultural studies, including major concepts, techniques, and terminology. Weekly film screenings include Cat People (1942), Carrie (1976), Jennifer’s Body (2009), Get Out (2017), Candyman (1992), and The VVitch (2015). Assignments include discussion board posts, film response videos, online quizzes, and a final writing project.

ENGL 230 ENGL230: Cinema of Logistics
CRN: 47482
Days/Time: MW 3:00-4:15/5:45
Instructor: Pending
Cinema of Logistics: Of the many things ushered in by the COVID-19 pandemic, the global supply chain has shifted from the mundane to the meme-d. Quarantined at home, we ordered online and had boxes delivered to our door. In the first year of the pandemic, Amazon saw record profits and Bezos added nearly $70 billion to his net worth. The news blares about a supply chain in crisis. From panicked broadcasts about mask and toilet paper shortages in 2020 to the looping newsreels of the Ever-Given stuck cattywampus in the Suez Canal in 2021, we’re in the midst of a growing critical awareness of how the seemingly banal global processes of manufacturing, production, and circulation actually encapsulate some of the most urgent crises of our time. How can film help us understand the global supply chain—and what’s at stake? In this class we will unpack depictions of global supply and logistics in film. We will inventory the crises, contradictions, paradigms of security, uses of law, and cultural representations of logistics. We will map the network of infrastructures, technologies, and sites of global logistics, and will deliver—just in time for the end of the semester—critical analyses of logistics in works which construct, congest, pack, pirate, jam, and hack logistics networks. We will engage with films including Alex Rivera’s Sleep Dealer, Chloe Zhao’s Nomadland, Allan Sekula and Noel Burch’s The Forgotten Space, Todd Phillips’ War Dogs, Steven Soderbergh’s Contagion, Bong Joon-ho’s Snowpiercer, and Michael Mann’s Miami Vice, as well as HBO’s Station Eleven and Season Two of The Wire.

ENGL 232 History of Film I: 1890 to World War 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 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; requirements include written assignments and online quizzes. This course is cross listed as AH 232 and MOVI 232.

ENGL 236 Young Adult Fiction
CRN: 48468
Days/Time: TR 11:00-12:15
Instructor: Kate Boulay kboulay@uic.edu
Focusing on a specific theme, subgenre, period, etc., this course provides an overview of young adult fiction.

ENGL 237 Graphic Novels
CRN: 47578
Days/Time: TR 2:00-3:15
Instructor: James Drown jdrown1@uic.edu
This class in the Graphic Novel will begin by examining some basic questions such as, “What is a Graphic Novel,” and “How do we read and understand graphic novels.” We will begin by grounding our exploration with texts about comics, such as Understanding Comics by Scott McCloud and Comics 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—Comics and Cognitive Literary Theory
CRN: 48469
Days/Time: MWF 10:00-10:50
Instructor: Keegan Lannon klannon@uic.edu
In 2013, a pair of social researchers from the New School made the astonishing claim that reading improved a person’s ability to empathize. The researchers found that fiction that focuses on the characters interiority—emotions and states of mind—gave readers the space to practice Theory of Mind, or the capacity to recognize the mental states of people around us, a cognitive ability tied to our empathy. This course will test that hypothesis with comics. We will read and discuss a variety of what might be called “literary” comics in a different genres and formats. We will explore how reading impacts our brain, if our ability to understand the emotional and mental states of others in the real world improves, and the way language limits and complicates this very exploration.

ENGL 238 Banned Book Club
CRN: 48450
Days/Time: TR 12:30-1:45
Instructor: Margo Arruda marrud2@uic.edu
Over the past several years, we have seen an unprecedented sweep of book bans across American public education institutions. This new hysteria surrounding the types of stories we allow our children to access is best encapsulated by new legislation in Florida allowing parents to sue public educators for third degree felonies for disseminating restricted books. The interwoven genres of dystopia and science fiction have historically been a bastion of analysis for the social and political risks of information control and the road from book bans to totalitarianism. Throughout this course, we will be asking ourselves: Why do we tell stories? What makes this act so dangerous? What kinds of stories and experiences are being censored? How can stories build a foundation of connection rather than division? We will begin with two of the most iconic novels on books bans: Ray Bradbury’s “Fahrenheit 451” and George Orwell’s “1984”. We will then examine more subtle methods of information control through Ursula LeGuin’s “The Dispossessed” and culminate with Emily St. John’s “Station Eleven” as we explore the restorative and healing capacity of literature. Join us as we dedicate ourselves to the power that can be found in the telling and sharing of stories. How can this communal act bring us together across lines of difference? Can stories ever be the thing that saves us?

ENGL 245 Queer Literature & Contemporary Culture
CRN: 47477
Days/Time: MWF 9:00-9:50
Instructor: Em Williamson mwill42@uic.edu
In this course, through the comparative study of important gay, lesbian, queer, bisexual, and transgender writers, we will interrogate how literary representations of queerness have contributed to our cultural understanding of gender, sex, and sexuality. Since the mid twentieth century, the material reality of queer identity in our everyday lives has shifted significantly. What role can literature be said to play in that evolution? How might contemporary queer literature(s) chart a progression of both the lived experience of LGBTQ life and the emergence of queerness as a theoretical apparatus in gender and sexuality studies? In our search to answer these questions, we will explore the work of a diverse selection of contemporary LGBTQ writers, spanning from the 1950s to the present day. Our goal when reading these various novels, poems, and short stories will be to examine the ways in which these writers represent queerness both formally and narratively in order to see how these representations illuminate and/or complicate our understanding of queerness in the world around us. We will also read some short texts by important literary and cultural queer theorists, but our reading of such texts will always be in the service of better elucidating the primary literary texts under review.

ENGL 245/GWS 245 Love is Strange: The Politics of Desire in Modern Literature
CRN: 47475
Days/Time: TR 2:00-3:15
Instructor: Jennifer Rupert jruper1@uic.edu
Course Description:
We will begin the work of ENGL 245: Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which late 19th and early 20th century writers of memoir and fiction either resisted or internalized the pathologizing voices of the sexual sciences as these texts framed masculinity and femininity as biologically determined and heterosexuality as the norm. As we close the course concentrating on 21st century queer and transgender speculative fiction about different ways of being in love, one of our overarching projects will be to locate in the literature we read patterns of resistance to both long-standing and relatively new discourses that attempt to put all of us into very confining gender and sexuality boxes. In doing so, we will investigate the ways in which notions of class, race, and ability differences inform various kinds of scientific and literary narratives about gender and sexual normalcy as well as what we have come to understand as “romantic love.” Thus, our inquiry this semester will not only inspire reflection on societal notions of who should love whom but also meditation on possibilities for creating a culture of “ethical eroticism” that encourages mutuality and love in its many possible forms.

ENGL 247 Women and Literature: Women, Wives, and Shapeshifting Lives
CRN: 47465
Days/Time: TR 11:00-12:15
Instructor: Eniko Vaghy evaghy2@uic.edu
In this course, we will examine the role transformation plays in the lives of women and consider whether it denotes a period of “becoming,” or a phase of personal estrangement between the mind, body, and will. Through literary depictions of explicit and implicit transformation, we will uncover the many ways transformation can manifest and discuss how women compelled to undergo a transformation navigate these sometimes revelatory, sometimes devastating instances of personal evolution. The authors that will assist us in our discussions of transformation will be Angela Carter, Carmen Maria Machado, Samantha Hunt, Emma Donoghue, and other creatives of word and image. This course will be discussion-based, and students will be encouraged to facilitate in-class conversations through their observations, questions, and visions regarding our texts. Written assignments will be administered in the form of analytical reflections, creative reflections, and two essays related to the themes of the course.

ENGL 247/GWS 247 Survey of Women’s Literature in English
CRN: 47467
Days/Time: MWF 10:00-10:50
Instructor: Jared O’Connor joconn28@uic.edu
In this course, we will survey canonical women’s writings from the 19th to the present day. We will pay attention to issues in race, class, gender, and sexuality. We will read across a variety of genres including the short story, novel, poetry, and theatre.

ENGL 267 Introduction to U.S. Latinx Literature
CRN: 47591, 47592
Days/Time: MW 3:00-4:15
Instructor: Esmeralda Arrizón-Palomera earrizon@uic.edu
This course is an introductory survey of U.S. Latinx literature. Students will read a variety of texts such as novels, memoirs, short stories, poetry, plays, and films by Chicanx, Central American, Dominican, Cuban, and Puerto Rican writers. At the end of this course, students will be able to identify and discuss key concepts and major themes in U.S. Latinx literature, analyze connections and discontinuities between different strands of U.S. Latinx literature, and examine U.S. Latinx literature with attention to aesthetic movements, cultural traditions, and historical context.

ENGL 280 Media and Professional Writing
CRN: 47497
Days/Time: MWF 1:00-1:50
Instructor: Karen Leick kleick@uic.edu
In this course, students learn skills in media and communication that are used in the professional workplace. Students will research, discuss, and analyze aspects of professional written communication, including journalism, feature writing, and public relations. Over the course of the semester, each student will produce a portfolio of writing in various genres, presented on a personal webpage. The course is designed to prepare students for professional internships and employment. English 280 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280 Media and Professional Writing
CRN: 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 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 47512, 47513
Days/Time: T 2:00-3:15
Instructor: Kim O’Neil kimoneil@uic.edu
Prerequisite for this course is ENGL 161.
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 48470, 48471
Days/Time: T 3:30-4:45
Instructor: Deanna Thompson dthomp20@uic.edu
Prerequisite for this course is ENGL 161.
English 282 prepares students to tutor writing from all academic disciplines and levels.
The course is reading- and writing-intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in
other courses that have a substantial writing requirement.

ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 47514, 47515
Days/Time: W 3:00 – 4:15
Instructor: Benjamin Seigle bseigl2@uic.edu
Prerequisite for this course is ENGL 161.
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice.
CRN: 47510, 47511
Days/Time: W 9:30-10:45
Instructor: Antonio Guerrero aguerr27@uic.edu
Prerequisite for this course is ENGL 161.
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

ENGL 290 Introduction to the Writing of Poetry
CRN: 47507
Days/Time: TR 11:00- 12:15
Instructor: Jay Yencich jyenci2@uic.edu
Beginning workshops, especially in poetry, often attract a range of voices in the classroom, from those who have spent sleepless nights giving form to their feelings to those merely interested in the elective after years of memorizing song lyrics. My aim as an instructor is to provide a supportive environment in either case, to help get your footing with poetic techniques and perhaps challenge yourselves to branch out as you begin to read more deeply and get a sense of your own writing habits. The first half of the semester will be devoted to exploring what traditional elements have comprised a poem using a blend of contemporary and pre-20th century readings from writers with a variety of backgrounds, where applicable. During the second half, critiques will get deeper, and we’ll start to explore conceptual and structural frameworks behind various subspecies of poems. Tuesdays will generally be devoted to workshopping on a rotation with every student turning in one poem a week and we will spend Thursdays discussing how certain techniques manifest in the poems within the course reader.

ENGL 290 Introduction to the Writing of Poetry
CRN: 47506
Days/Time: MWF 10:00-10:50
Instructor: Jules Wood jwood36@uic.edu
The primary goal of this course is to think critically about the craft of writing poetry and ultimately create our own portfolio of poems. To this aim, we will read poems spanning from the 19th century to the present moment, learning as we go about prosody, rhyme, meter, and other formal elements of poetry. We will also trace the history of poetic forms like the sonnet and the pastoral to consider how contemporary poets use, critique, repurpose, and/or mutilate these canonical forms—and how we might do so ourselves. When looking at these contemporary poets, we will also keep an eye out for the development of new forms in their work. Through weekly writing exercises, including an ekphrastic poetry project, we will explore the craft of poetry with the aim of gaining competency when writing our own poems.

ENGL 291 Introduction to Fiction Writing
CRN: 47509
Days/Time: MWF 12:00-12:50
Instructor: Angelica Davila ajdavila@uic.edu
This course is designed as an introduction to the writing of fiction. However, before we can write, we must learn to read like writers. As such, we will focus on reading published works to study the craft of basic techniques found in literary fiction. These techniques will include point of view, character development, dialogue, theme, and conflict to name a few. This course will require short responses to readings. In addition to enhancing your skills as readers, we will also be developing your writing skills in the form of in-class writing assignments, short story writing, and via peer feedback during workshops. You will also be revising your work and turning in a revised portfolio at the end. Additionally, this course welcomes any student who is interested in working with multiple languages within their prose.

ENGL 292 Introduction to Creative Nonfiction
CRN: 47494
Days/Time: TR 9:30-10:45
Instructor: Lauren Keeley mkeele6@uic.edu
What is creative nonfiction? It’s autobiography, memoir, lyric essay, flash essay, New Journalism, public writing—the list goes on. The capaciousness and permeability of the genre’s borders are, some would argue, its greatest strength. Others regard this malleability as an Achilles heel, forever foreclosing it from establishing itself as a serious genre of creative writing. In this course, we will consider these two stances as we interrogate the history of creative nonfiction—its ethics, exigence, and, most importantly, how to write it well.

ENGL 303 Studies in Poetry: Twentieth Century Poetry and the Lyric Tradition
CRN: 29861
Days/Time: MWF 12:00-12:50
Instructor: Christina Pugh capugh@uic.edu
Lyric poetry has always been a vessel for the pleasures of music, feeling, and complex thought. This course focuses on a selection of American poets in the twentieth century (including Frost, Williams, Stevens, Brooks, Plath, and others), to be considered considering their participation in the age-old genre of the lyric. The course will address the following questions: what is the role of musicality (including, but not limited to, formal constraint) in the twentieth-century lyric poem? What are the differences between aural and silent (readerly) reception of poetic voice? How do we construct what is commonly known as a poetic “speaker,” and how are the idiosyncrasies of speakers articulated through poetic tropes and techniques? Do lyric poems support or resist storytelling and narrative? What is the role of emotion in the lyric? Can lyric poetry viably respond to visual phenomena or to broader cultural issues, including those associated with differences of race and gender? How have lyric poems helped to construct “Americanness”? We will approach these questions with the aid of critics including W. R. Johnson, Paul Allen Miller, Roland Barthes, and others. As we approach these questions, we will be working on both the micro level (listening to the idiosyncrasies of each poet’s particular voice) and the macro level (considering how each poet navigates larger issues surrounding the genre of the modern and contemporary lyric). The course requires short papers, a longer final paper, and an oral presentation.

ENGL 311 WARRIOR KINGS AND COURTLY KNIGHTS: The Two Traditions of Arthurian Romance in Medieval England
CRN: 27719
Days/Time: MW 3:00-4.15
Instructor: Alfred Thomas alfredt@uic.edu
This course explores the development of Arthurian romance in medieval Britain from the earliest Latin and Old Welsh sources to Sir Thomas Malory’s compendium of tales known as Le Morte Darthur. We will trace two distinct traditions, one based on Geoffrey of Monmouth’s pseudo-history The History of the Kings of Britain, the first full-fledged account of King Arthur as a warrior king, the other based on the French courtly romances of Chretien de Troyes. These insular and French strains are skillfully intertwined in the greatest of all English Arthurian Romances: Sir Gawain and the Green Knight. The course will end with close readings of the Alliterative Morte Arthur and Malory’s Le Morte Darthur, both of which chronicle Arthur’s decline and fall, reflecting England’s lurch into the political conflict known as the War of the Roses.

ENGL 351 Literatures of Decolonization
CRN: 37202
Days/Time: TR 11:00-12:15
Instructor: Ainsworth Clarke ac57@uic.edu
The mid-twentieth century marks not only the advent of the Cold War but also registers a political and cultural transformation that continues to circumscribe us today. Within a brief twenty-eight-month period in the mid-1950s we witnessed the end of legal segregation in the United States with the decision of Brown v. Board of Education (1954), the toppling of a colonial power with the French defeat at Dien Bien Phu (1954), and the arrival of alternative political and cultural voices with the 1955 Bandung Conference in Indonesia and the First International Congress of Black Writers and Artists held in Paris the following year. Although the decision in Brown and the French defeat in Vietnam are viewed as embodying different histories and sets of concerns, this course will seek to ask what it would mean to read these moments –– and the texts that engage them –– together. The course will take as its focus the work of representative African American and postcolonial writers of the period and situate them against the backdrop of concerns embodied by these signal moments. Our readings will include works by Richard Wright, George Lamming, Chinua Achebe, William Gardner Smith, and Tayeb Salih, amongst others.

ENGL 380 Advanced Professional Writing
CRN: 47537
Days/Time: MWF 8:00-8:50
Instructor: Philip Hayek phayek2@uic.edu
Course description and goals
This advanced professional writing course teaches ethics and argumentation relevant to writing in the workplace. Our assignments will bridge the public and private sectors and teach you how to define issues, propose changes, judge actions, and promote values within your chosen field. We will debate about controversies involving business, government, law, and medicine. Integral to these debates will be how clear thinking and good writing can create the common ground necessary for these professional communities to work and to work together.
Public Sector (public policy):
We will explore the area of public policy writing, and you will practice various genres in the policy communication process. 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 jobseekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

ENGL 380 Advanced Professional Writing
CRN: 47538
Days/Time: TR 2:00-3:15
Instructor: Margena A. Christian mxan@uic.edu
In this course, you will learn genres and forms in the professional writing spectrum that demonstrate competence in creating clear, concise narratives for a wide variety of audiences with changing needs. You will examine characteristics of effective writing in a non-academic context, developing a facility in writing across a range of specialized areas. Expect to produce proposals, reports, newsletters, and document design. You will learn to make sense of numbers with data reporting and research methods that measure your proficiency to construct appropriate styles of advanced professional writing on an array of platforms, including online. In the process, you will learn to communicate well by recognizing the correct manner and form to use for different media formats.

ENGL 382 Editing and Publishing
CRN: 44817
Days/Time: TR 9:30-10:45
Instructor: Margena A. 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 384 Technical Writing
CRN: 43391
Days/Time: MWF 10:00-10:50
Instructor: Philip Hayek phayek2@uic.edu
Course Overview and Objectives:
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 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 advocacy letter, 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 an effective oral presentation using a presentation program (such as PowerPoint, Google Slides, Prezi).

ENGL 422 The Literature of Decolonization: From Colony to Post Colony
CRN: 35516, 35517
Days/Time: TR 5:00-6:15
Instructor: Sunil Agnani sagnani1@uic.edu
This course introduces students to what used to be called third-world literature, or postcolonial literature. We will investigate the legacies of European colonialism through a study of fiction, essays, and films produced during the colonial period and its aftermath. We begin with Conrad and Kipling, then shift to those in the colonies to examine the cultural impact of empire, anti-colonial nationalism, and the role played by exile and diaspora communities.
What challenges do works from writers on the receiving end of empire—such as Gandhi, Fanon, Césaire, J.M. Coetzee, Assia Djebar, Michael Ondaatje, Salman Rushdie and Amitav Ghosh—pose to the conventional idea of justice? How do they reveal contradictions within the languages of liberalism and progress that emerged in 19th-century Europe? How do such writers rework the classic forms of the novel? Finally, how has the failure of some of the primary aims of decolonization (economic sovereignty, full political autonomy) affected more recent writing of the last 40 years? Criticism from: Edward Said and Gayatri Spivak.

ENGL 430 Topics in Cultural and Media Studies: Film and Television After the Digital
CRN: 47546, 47547
Days/Time: TR 11:00-12:15
Instructor: Kaitlin Forcier
Susan Sontag once lamented the “decay of cinema,” arguing that new digital technologies would lead to the death of cinema as we know it. Yet, as this course will explore, over the course of its 125-year history, cinema has experienced numerous deaths and rebirths. This course will explore how digital technologies have transformed film and television – how they are made, what they look like, and where they are watched. We will use film and TV as case studies for thinking about the cultural impact of digital media more broadly. We will think about how a given technology may offer constraints or new possibilities for the sorts of stories we tell, the art we create, and the information we consume. While we will be focusing on feature films and television, these theories offer insights into the proliferation of many related screen media since the turn of the century: videogames, VR, mobile media, streaming platforms and more.

The course will ask questions such as: What new styles and forms have emerged in the digital age? How have digital technologies transformed how we consume and create media? Have digital tools destabilized the relationship between creators and consumers? What parallels can we draw between the “digital revolution” at the turn of the 21st century, and the emergence of cinema at the turn of the last century? How do changes in film and media intersect with broader economic, cultural, and political questions? Did digital media lead to “an ignominious, irreversible decline” as Sontag predicted? Case studies will include films such as: Singing’ in the Rain (Donen, 1952), 2001: A Space Odyssey (Kubrick, 1968), The Last Angel of History (Akomfrah, 1995), Toy Story (Lasseter, 1995), Titanic (Cameron, 1997), The Matrix (The Wachowski’s, 1999), Crouching Tiger, Hidden Dragon (Lee, 2000), Timecode (Figgis, 2000) The Bourne Supremacy (Greengrass, 2004), Be Kind, Rewind (Michel Gondry, 2008), Gravity (Cuarón, 2013), Tangerine (Sean Baker, 2015), Lemonade (Beyoncé/ Good Company, 2016), Emily in Paris (Netflix, 2020).

ENGL 452/PA 452/UPP 452 The Freshwater Lab
CRN: 48620, 48621
Days/Time: T 2:00-4:50
Instructor: Rachel Havrelock raheleh@uic.edu
The Freshwater Lab is a grant supported program that invites students to learn about water and its social contexts. Students are empowered to take action to improve water quality, access, and knowledge throughout the Great Lakes region.
Rather than a traditional lecture course, it endeavors to put the pressing issues surrounding the Great Lakes before students to support their engagement with the issues and their innovative approaches to addressing them. In this Humanities “lab” setting, we study and discuss social and environmental dimensions of the Great Lakes, meet with leaders in the Great Lakes water sector, visit relevant Chicago area sites, and work individually and in groups on projects to advance existing initiatives and pioneer new approaches. Students are paired with professionals working on issues relevant to their project and Professor Havrelock helps to suggest avenues for advancing student projects during the semester and beyond.
Although we certainly respect and depend upon scientific approaches to the Great Lakes, this is a Humanities-driven course interested in the many ways in which water interacts with socio-political systems, legal structures, cultural perceptions, and artistic visions. Focus also falls on how race, class, and gender determine access to water, exposure to contamination, and participation in the institutions responsible for the region’s water.

ENGL 480 Introduction to Teaching of English in Middle and Secondary
CRN: 47552, 47553
Days/Time: TR 11:00-12:15
Instructor: Lauren Elizabeth Reine Johnson lrjohns2@uic.edu
English 480 is the first required methods course for the English Education major and a course for anyone who wants to explore the possibility of being an English teacher. Together we will explore the seemingly simple question, Why teach English? This question will undoubtedly lead to a series of related questions, such as What is the purpose of English/Language Arts? What does English teaching look like in different settings? How do our experiences as students shape our perspectives and commitments? How do our students influence what teaching English means? We will consider multiple perspectives, including those attending to ideas of justice, equity, and belonging. Through our learning, we will develop emerging frameworks for how we might approach English teaching. Course requirements include 12 hours of fieldwork in an area high school.

ENGL 482 Writing Center Leadership
CRN: 21190, 47267
Days/Time: TR 11:00-12:15
Instructor: Charitianne Williams cwilli312uic.edu
English 482 is an advanced Writing Center studies/tutor-training course exploring multiple perspectives–specifically that of tutor, administrator, and researcher. We will examine established best practices from the cross-disciplinary field of peer tutoring and tutor training, read about multiple theoretical perspectives (feminist theory, genre theory, and second language acquisition theories, to name a few), and practice research methods (such as survey, discourse analysis, and case study) common to writing center research. By the end of the class, participants will understand the potential of peer tutoring in the curriculum, major concerns in the administration and assessment of writing centers, as well as how to conduct qualitative research that moves the discipline forward.

ENGL 486 Teaching Writing in Middle and Secondary Schools
CRN: 47023, 47024
Days/Time: TR 12:30–1:45
Instructor: Kate Sjostrom katesjostrom@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.

ENGL 487 Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 47558, 47559
Days/Time: TR 11:00-12:15
Instructor: Abby Kindelsperger akinde4@uic.edu
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for a wide variety of readers. Major assignments include lesson plans, discussion leadership, and a teaching demonstration. Students also complete 12-15 hours of field work in local schools, with an opportunity to facilitate literary study for a small group of learners.

ENGL 488 Methods of Teaching English in Middle and Secondary Schools
CRN: 48771, 48772
Days/Time: TR 3:30 – 4:45
Instructor: Brennan Lawler blawle3@uic.edu
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 481 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. 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 481 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
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 33811, and M.A. students should register for CRN 33812. The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues—to make clear, in other words, why English “matters” to high school kids. Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt. Additional focus will be on long- and short-term lesson planning and assessment. In addition to weekly written work, English 488 students will lead discussions, organize small group activities, create an instructional unit based on a Shakespeare play, and practice teaching lesson plans they design.

ENGL 490 Advanced Poetry Workshop
CRN: 12504, 20335
Days/Time: TR 12:30-1:45
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 writing workshop is much more about generating new work than it is about critique. It’s exciting to make new things! It’s exciting to experiment with language, images, forms, and voices, in a classroom where students make work that is vibrant, unexpected, and transformational. Students will be encouraged to create chapbooks and long poems; to use documentary or research-oriented approaches; to translate or write in multiple languages; to write across genres and art forms; and to incorporate film and sound and music into their poems. To this end, we will read broadly as we study innovative poetic and artistic models that will help us craft our own work. And we will get the chance to speak with some writers as well as we investigate new approaches to how art and poetry get made.

ENGL 492 Advanced Writing of Creative Nonfiction
CRN: 20346, 12510
Days/Time: TR 11:00-12:15
Instructor: Lisa Stolley lstoll1@uic.edu
This is an advanced creative nonfiction course for students who have taken Engl. 201 or the equivalent. Students will continue to develop the techniques of writing creative nonfiction, including assimilating features of fiction and poetry, experimenting with voice, structure, style, creative integration of research, and revision. Student work will focus on three subgenres of creative nonfiction: personal essay, nature writing, and literary journalism. Published essays will provide models of technique and form for students’ own work. This class will be primarily run as a workshop: students will both receive and contribute constructive feedback on their own and their peers’ essay drafts. Students will be expected to write three essays, as well as brief but thorough critiques of their fellow writers’ essays. Tips on submitting creative nonfiction work for publication will be discussed toward end of semester.
ENGL 493 Internship in Nonfiction Writing
CRN: 25243, 25244
Days/Time: R 3:30-4:45
Instructor: Linda Landis Andrews Landrews@uic.edu
What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites, social media, and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people, and their skills are needed.
Becoming a contributing writer takes planning, however, starting with an internship, which provides an opportunity to step off campus and use the writing and analytical skills gained through English courses.
In ENGL 493, guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship. Students are enrolled in ENGL 493 while concurrently working at an internship for 12 hours a week.
Employers include nonprofits, radio, and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Many internships are conducted remotely, which makes the world a stage. During the pandemic, one intern worked for an organization in Denver, and another worked from her home in Ho Chi Minh City.
First, register for ENGL 280, Media, and Professional Writing, to launch your writing career. Procrastination is not advised.
Credit is variable: three or six credits
Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.
Come, jump in-you have everything to gain and nothing to lose.

ENGL 493: Internship in Nonfiction Writing
CRN: 25243/25244
Days: R 3:30 – 4:45 PM
Linda Landis Andrews (Landrews@uic.edu)
What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites, social media, and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people, and their skills are needed.
Becoming a contributing writer takes planning, however, starting with an internship, which provides an opportunity to step off campus and use the writing and analytical skills gained through English courses.
In ENGL 493, guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship. Students are enrolled in ENGL 493 while concurrently working at an internship for 12 hours a week.
Employers include nonprofits, radio, and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Many internships are conducted remotely, which makes the world a stage. During the pandemic, one intern worked for an organization in Denver, and another worked from her home in Ho Chi Minh City.
First, register for ENGL 280, Media, and Professional Writing, to launch your writing career. Procrastination is not advised.
Credit is variable: three or six credits
Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.
Come, jump in-you have everything to gain and nothing to lose.

ENGL 496 Portfolio Practicum
CRN: 46515
Days/Time: T 11:00-12:15
Instructor: Margena A. 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.
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 to establish a recognizable and marketable professional identity.
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 a young professional well-prepared to utilize the writing skills they have carefully developed and honed during their university education.
Prerequisite(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384.
Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.

ENGL 498 Educational Practice with Seminar
CRN: 12518
Days/Time: W 4:00–5:50
Instructor: Kate Sjostrom katesjostrom@uic.edu
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department.
Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice section for ENGL 498, as well as one Conference and one Practice section for ENGL 499.
The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 499 Educational Practice with Seminar
CRN: 12530
Days/Time: W 4:00–5:50
Instructor: Kate Sjostrom katesjostrom@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 500 Master’s Proseminar
CRN: 22397
Days/Time: W 5:00–7:50
Instructor: Madhu Dubey madhud@uic.edu
An introduction to graduate study in English for first year master’s students, this proseminar will focus on the topic of literature and humanism. Our reading and discussion of literary and critical texts will be guided by questions relating to this topic, such as: What is the value of literature as an area of humanistic study? Do literary canons embody universal human values and ideals that transcend time and place? Does reading literature help make us better human beings and citizens? In what ways do literary texts mobilize affect and empathy to ethical ends and to extend human rights to ‘others? Although the course is not designed to present a chronological survey, we will consider a range of responses to these questions, beginning with Matthew Arnold’s humanist conception of literature, moving through various defenses and critiques of literary humanism, and ending with contemporary post humanist manifestoes.

ENGL 503 Form
CRN: 21006
Days/Time: W 5:00 – 7:50
Instructor: Nicholas Brown cola@uic.edu
What is literary (or generally, aesthetic) form? What does form have to do with meaning? What is the relation of form to history? This course is not a survey, but rather the invitation to a debate. Nonetheless, it will cover positions from Aristotle to Lessing to Roberto Schwarz and Otilia Arantes to Fred Moten and Toril Moi.

ENGL 541 Seminar in Black Literature
CRN: 48746
Days/Time: M 5:00-7:50
Instructor: Esmeralda Arrizón-Palomera earrizon@uic.edu
This course examines how Black feminist thinkers have engaged the subject of migration to understand its significance in the development of Black Feminist Thought. Our course readings will include 19th and 20th century primary texts that attend to the way race, class, gender, sexuality, migration, and legal status have inform the development of a Black feminist consciousness and political agenda. Secondary texts will include recent scholarship on Black Feminist Thought and migration. Together, these texts will aid us in locating and tracing a strand in Black Feminist Thought that is largely unexplored.

ENGL 557 Language and Literacy: Pragmatism, Schooling, and the Quest for Democracy
CRN: 23604
Days/Time: R 5:00-7:50
Instructor: Todd DeStigter tdestig@uic.edu
What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it’s desirable or even possible to do so? These central questions will provide a framework for our exploration of the (ir?) relevance of our work as scholars and teachers of English to the world beyond our classrooms and campuses.
Although we will occasionally discuss specific curricular choices and teaching methods, most of our readings will encourage us to consider broader theoretical issues such as 1) how “democracy” and “social justice” can be defined and whether these remain viable sociopolitical aspirations, 2) the extent to which pragmatism as a philosophical/analytical method provides useful ways to think about ameliorating social and economic problems, and 3) what schools —specifically, English language arts classes—have to do with any of this.
Put another way, this course will be the site of an ongoing conversation about whether we as students and teachers of English can/should hope that our work “matters” beyond our own intellectual or financial interests. Though our reading list will evolve in response to our discussions and students’ recommendations, some likely texts (or at least selected chapters from them) are these:
LEARNING TO LABOR: HOW WORKING-CLASS KIDS GET WORKING CLASS JOBS by Paul Willis
GHOSTS IN THE SCHOOLYARD: RACISM AND SCHOOL CLOSINGS ON CHICAGO’S SOUTH SIDE by Eve Ewing
MARXISM AND INTERSECTIONALITY by Ashley J. Bohrer
UNIVERSALITY AND IDENTITY POLITICS by Todd Mc Gowan
DEMOCRACY AS FETISH by Ralph Cintron
LIBERALISM AND SOCIAL ACTION by John Dewey
TWENTY YEARS AT HULL HOUSE or DEMOCRACY AND SOCIAL ETHICS by Jane Addams
PEDAGOGY OF THE OPPRESSED by Paulo Freire
PRAGMATISM by William James
TEACHER UNIONS AND SOCIAL JUSTICE: ORGANIZING FOR THE SCHOOLS AND COMMUNITIES’ STUDENTS DESERVE by Michael Charney, Jesse Hagopian, and Bob Peterson (eds.)
THE FIRE NEXT TIME by James Baldwin
CULTIVATING GENIUS: AN EQUITY FRAMEWORK FOR CULTURALLY AND HISTORICALLY RESPONSIVE LITERACY by Gholdy Muhammad
CLASS DISMISSED: WHY WE CAN’T TEACH OR LEARN OUR WAY OUT OF INEQUALITY by John Marsh
CREOLIZING THE NATION by Kris F. Sealey
THE IGNORANT SCHOOLMASTER by Jacques Ranciére
English 557 is intended for students in the graduate English, Education, and TESOL programs. Course requirements include bi-weekly “conversation papers” used to prompt class discussions, a mid-term paper, and an end-of-term paper/project of each student’s choosing. Interested students are encouraged to contact Todd DeStigter (tdestig@uic.edu).

ENGL 570 Program for Writers: Poetry Workshop
CRN: 33612
Days/Time: M 2:00-4:50
Instructor: Christina Pugh capugh@uic.edu
This course is a poetry workshop for graduate level poets. Graduate-level writers in other genres are welcomed in our course. Varied styles and aesthetics are also welcomed in the workshop. Discussion of student work will be the primary focus here, but we will also read some notable recent volumes of contemporary poetry. The course includes critical readings that directly treat issues of poetic making, including the study of syntax, line, and linguistic music. These critical works treat poems in the lyric tradition; it is my belief that study of this tradition can inform a variety of aesthetic commitments.
Students will write new poems that will be discussed in workshop and revised for a final portfolio; they will also produce an artist’s statement to accompany their final portfolios. My goal is for you to be writing with energy and focus, and for you to deepen your own poetic practice by thinking critically about the elements of craft that are available to you as a poet. I also strive to create a classroom environment that is encouraging and supportive – while staying seriously focused on the art and craft (and the perennial challenge and delight) of making poems.

ENGL 571 Program for Writers Fiction Workshop
CRN: 33333
Days/Time: T 5:00-7:50
Instructor: Cris Mazza cmazza@uic.edu
The Program for Writers fall fiction workshop is for fiction of all lengths: novels, short fiction, novellas, flash fiction, etc. Writers of literary nonfiction who can’t fit the nonfiction workshop into their schedules are also welcome.
Workshop discussion includes critiques of works-in-progress, including approach to writing fiction, specific techniques, shape, form, plot, character, theory, etc. We can also entertain discussion about pitfalls, variables and whims of the marketplace, and how literary fiction is affected by social pressures and/or political unrest in the world. Discussion and reading assignments will be based on submissions of student work. This workshop will not discuss genre (commercial/popular) fiction.
Students who are not in the Program for Writers need the permission from the instructor to enroll.

ENGL 585 Melville, or Varieties of Historicism
CRN: 29630
Days/Time: R 5:00-7:50
Instructor: Peter Coviello coviello@uic.edu
In this seminar we will read deeply in the archive of Herman Melville – Moby-Dick will be our central text, among others – as a way of inquiring into the suite of methods that have clustered around various conjugations of “history.” Histories of capital and labor, histories of law and empire, histories of sexuality, histories of enslavement, histories of literary expression: Melville’s corpus has a way of running these matters into and across one another, which we will take as an occasion to appraise several strands of “historicism,” such as they have figured in literary criticism and theory. Importantly, this is not a class about what now tends to be called “New Historicism,” since one of our premises will be that that set of interpretive protocols neither inaugurates nor exhausts historicism as such.

ENGL 590 Environmental Humanities: Climate Change and the Novel
CRN: 48690
Days/Time: W 2:00-4:50
Instructor: Rachel Havrelock raheleh@uic.edu
The literary genre of Cli-Fi intersects with speculative fiction and its utopian and dystopic poles. It often incorporates ecology and economics into a narrative form with global reach and troubled interiority. In this seminar, we will read leading contemporary climate change fiction while developing a timeline of its genesis. Simultaneously, we will interrogate the criteria for inclusion in the category of Cli-Fi and finetune our definition. Causes, events, and responses to climate change will factor into our analysis as we consider whether the novels impact outcomes and if they should be expected to do so.
Texts may include Aldous Huxley, Island; Octavia Butler, Parable of the Sower; Amitav Ghosh, Gun Island & The Nutmeg’s Curse; Louise Erdrich, Future Home of the Living God; Kim Stanley Robinson the Ministry for the Future; Lydia Millet the Children’s Bible.

Summer 2023

ENGL 105 Fiction, Reality, Literature
CRN: 17428, 14043 S2 (8 week)
Days/Time: MWF 12:00-1:40 In-Person
Instructor: Hanna Khan hkhan22@uic.edu
This course will introduce you to various forms of fictional literature. Fiction emerges with an author’s creative engagement with a text’s many themes and topics; however, what happens when fiction is intertwined with nonfictional tropes and realistic literary genres? When an author opts for a realist contour to underscore a fictional narrative, how does that ambition complicate or strengthen the narrative that is used? Furthermore, how do the narrative and aesthetic components of any fiction—the narrator, point-of-view, genre, and character among others—further make fictional works appear so real? In this class, you will read texts that have drawn from real life, real events, and real problems, highlighting how an author’s uses a realist perspective to present fiction immersed.
ENGL 132 Introduction to Moving Image Arts
CRN: 24271 S2 (8 week)
Days/Time: TR 10:45-1:15 In-Person
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 159 Academic Writing Workshop
CRN: 21948
Days/Time: M 2:00-3:15
Instructor: Amanda Bohne

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts Woodshedding: What Music Can Teach Us About Writing
CRN: 16259 S2 (8 week)
Days/Time: MWF 10:00-11:40
Instructor: Andrew Middleton amiddl5@uic.edu
In Woodshedding: What Music Can Teach Us About Writing, we use music as inspiration, jumping off point, and sounding board. The two styles of writing we’ll work with are the personal essay (aka. memoir) and the argumentative or critical essay. In the personal essay, you are free to use the song’s lyrics to reflect on yourself, including such things as events from your life and mental health; they can also help you talk about the broader world (e.g., violence, racism, sexism). In the critical essays, we’ll learn how to make strong, evidence-based arguments and counterarguments about the music itself. This course often helps students realize what a large role music has in their lives.
I believe that everyone can be a good or even great writer with a little help. If high school left you feeling that you had to write with fancy words that you would never otherwise use, I will help show that this isn’t so. Even — especially — when the subject at hand is complex, it is often best to write short clear sentences using familiar words to get your thoughts across. Writing often does not start with writing. Writing often does not start with words at all. Often writing starts with a feeling and the writing of words is an attempt to capture that feeling. Everyone has feelings; not everyone takes the time in the short or long term to make those feelings into words that evoke feelings in other people. This is one thing writing shares with music. Keep in mind that, like getting good at music, any piece of writing will take a few drafts; those afraid to put in the work tell us they’re just bad writers; the truth is that bad writing comes from people giving up too soon. That’s what woodshedding is about.
ENGL 161 Art and Social Progress
CRN: 17707 S2 (8 weeks)
DAYS/Time: MWF 10:00-11:40 ONLINE
Instructor: Mohammed AlQaisi malqai3@uic.edu
In this course you will learn how to effectively express yourself through writing using works of art that address important social issues; you will do this primarily by utilizing and honing your writing skills in four writing projects: an annotated bibliography, a research proposal, a research report, and a research paper. Through individual and partner work, you will sharpen your ability to edit and revise your writing. You will learn how to navigate and use various academic resources available to you on campus and online. Your assignments will focus on art; specifically, movies, paintings and works of literature. By the end of the semester, you should come away with knowledge of writing strategies that will be useful to you throughout your college career.

ENGL 161 Contemplating the Now
CRN: 18181 S2 (8 week)
Days/Time: MWF 4.00-5.40
Instructor: Alonzo Rico rico2@uic.edu
This course will focus mainly on the contemporary issues facing us today politically and socially, and how we position ourselves in relation to those issues at hand, whether it be by fervently adopting a particular ideology or remaining ignorantly ambivalent. Quite simply, this course will not necessarily have a concrete topic on which to focus on, but will emphasize, and perhaps provoke, interest in contemporary issues that inevitably saturate our everyday lives. And hopefully, in discussing these difficult issues, in taking the time to write about them in a critical manner, we will find something to say and maybe even care about.

ENGL 161 Gentrification
CRN: 23385 S2 (8 week)
Days/Time: TR 1:30-4:00 ONLINE
Instructor: Sian Roberts srober39@uic.edu
Gentrification is sweeping through America. Perhaps you have observed it yourself in Chicago and its surrounding suburbs. Critics of gentrification see it as the destroyer of neighborhoods, believing that it represents a form of social cleansing and institutionalized racism. Supporters of gentrification think it is the savior of cities and claim that change is inevitable. They believe that the renovation of certain neighborhoods brings prosperity and increased public safety.
In these 161 classes, we will enter the debate about gentrification. This course aims to give you opportunities to practice the kind of writing and speaking skills that will serve you for a lifetime.
Our online classes will be designed to avoid ‘Zoom fatigue.’ I will do my best to keep them engaging and varied.

ENGL 207 Interpretation and Critical Analysis
CRN: 24272, 24273 S2 (8 week)
Days/Time: MWF 10:00-11:40
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 it is that we interpret novels and short stories. We will begin by surveying a range of approaches taken by scholars and authors in both theoretical and critical essays. Across the eight weeks of this course, students will apply ideas drawn from these essays to their own analysis and interpretation of novels and short stories by influential modern authors, such as Henry James, Virginia Woolf, Gertrude Stein, and Samuel Beckett.

ENGL 209 “British” Literature, Global Origins
CRN: 24274, 24275 S1 (4 week)
Days/Time: MTRF1:00-4:00
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 17th to the mid-20th century 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. We will read writers from Britain, South Asia, the United States, East Africa and the West Indies.

ENGL 267 Intro to Latinx Literature
CRN: 24277, 24278 S1 (4 week)
Days/Time: MTRF 9:00-12:00
Instructor: Daniel Borzutzky dborz2@uic.edu
This is a survey course of Latinx literature in various genres written by Latinx authors from many national and regional backgrounds. Possible readings include works from the 1960s to the present day, with particular attention to the Puerto Rican activist movements of the 1960s and 70s; diasporic literatures from Cuba, the Dominican Republic, Haiti and Central America; Spanglish, translation, and language-mixing; immigration law, enforcement, and activism; labor movements; terminology (Latino/a/x/@/e); Afro-Latinx experiences amid broader questions of race and racism in Latin America and Latinx communities; gender and sexuality; and different visions of nationalism and assimilation. Our pedagogy will include student presentations, formal and informal writing assignments, close readings, small group discussions, and active and thoughtful listening.

ENGL 282 Peer Tutoring in Writing Center
CRN: 24279, 24280
Days/Time: MW 2:00-3:40
Instructor: Vainis Aleska
Prerequisite for this course is ENGL 161.

ENGL 291 Introduction to Writing of Fiction: The “Many Hats”
CRN: 24281 S2 (8weeks)
Days/Time: TR 1:30-4:00
Instructor: Andrew Middleton

ENGL 491 Advanced Writing of Fiction
CRN: 21363, 21364 S2 (8 week)
Days/Time: TR 10:45 -1:15 Hybrid
Instructor: Cris Mazza cmazza@uic.edu
This advanced fiction workshop is for students who have earned a B or higher in English 291 (or the equivalent). Knowledge of fiction-writing techniques and willingness to engage in discussion of work-in-progress are necessary. This workshop will not accept work that is formula-based: no genre science fiction, fantasy, horror, or graphic fiction. There will be additional guidelines to assist students broaden the scope of their approach to writing. Work that was initiated in a previous 291 course is permissible if revised since last seen by a workshop. This course will be in-person except 2 or 3 sessions that will be remote — held during class time. The assigned room will be available if needed when the course has remote sessions.

Spring 2023

ENGL 070 Introduction to Academic Writing for Non-Native Speakers of English
CRN: 39951
Days/Time: TR 3:30-4:45
Instructor: Eman Elturki
In this course, you will acquire the knowledge and skills that help you approach, navigate, and compose texts confidently and effectively. More specifically, you will advance your critical reading skills and develop rhetorical awareness through reading about and analyzing texts in a variety of genres on topics related to current events and contemporary issues that impact our society and the world. You will also enhance your academic writing skills through engaging in the different phases of the writing process to compose summary-response, argumentative, and reflective essays.
ENGL 071 Introduction to Academic Writing: Story as Rhetorical Practice
CRN: 37889
Days/Time: TR 11:00-12:15
Instructor: Sarah Primeau
The themes of this class are rhetoric, story, and argument. We all tell stories in our everyday life, right? We talk about how our day is going, retell an event from the weekend, or reminisce about the past with old friends or family. Telling stories and listening to them is a way that we know ourselves and each other. Examining story as a rhetorical practice can also show us how researchers and journalists use story in writing to motivate social change in public spaces.
When we walk through a museum to learn about an ancient culture, whose story are we hearing – the story of a culture in its own words or an interpretation of that culture by outsiders or colonizers? When it comes to public health, whose stories are heard and whose are silenced? How do healthcare policies protect some people and make others more vulnerable? How does codeswitching and codemeshing tell the story of a writer or a community? Together, we will examine how rhetorician Lisa King, journalist Steven W. Thrasher, and linguist Suresh Canagarajah amplify voices that have been ignored or silenced in public spaces and, ultimately, use story in their writing to argue powerfully for social change. By the end of the course, you will have read and analyzed articles by scholars from multiple disciplines, and you will have written three major projects: a non-traditional story about yourself, a response to an argument, and your own argument related to the course theme.
English 101 Understanding Literature and Culture.
CRN: 18933
Days/Time: MWF 8:00-8:50
Instructor: Terence Whalen
This course focuses on the reading and interpretation of literature. We explore several literary forms from a variety of cultures and historical periods, but the general concept of the undead will provide a measure of thematic consistency. Authors will include Edgar Allan Poe, Edith Wharton, Emily Dickenson, and others. Requirements: weekly writing assignments; two or three formal papers; a research project; a final critical paper (based upon the research project); occasional tests or quizzes; and participation in group projects.
ENGL 101 Understanding Literature
CRN: 41732
Days/Time: MWF 9:9:50
Instructor: Walter Ben Michaels
How is understanding literature different from understanding any other piece of writing? Why, for example, is a shopping list in a poem different from the exact same list you might look at in a supermarket? Is it because one is supposed to tell you what to buy and the other is supposed to give you some kind of aesthetic pleasure? How does that work? Is it because one has “formal” qualities, and the other doesn’t? What are formal qualities anyway? In this course we’ll read some poems, short stories, and several short novels and try to see whether they do in fact give us some kind of pleasure and, if so, how. The reading assignments will be short, but you’ll be expected to do them carefully, and the writing assignments will also be short but there will be several of them, plus revisions – the idea is not only to get better at reading literature but also to work on writing about it.
ENGL 103 Understanding Poetry
CRN: 37897, 37896
Days/Time: TR 12:30-1:45
Instructor: Mark Canuel
Poetry has a troubled relation to the city. The crowds, the noise, the trash, and the ceaseless movement bring exhilaration, repulsion, or a mixture of these and other contradictory emotions. This course examines English and American poetry from the eighteenth century to the present, focusing on poetry’s relation to three great cities: London, New York, and Chicago. The particular features of these cities, and how they are affected by issues ranging from urban planning and industrialization to poverty and immigration, help us to contextualize our readings of poems by authors including Jonathan Swift, William Blake, Mary Robinson, Walt Whitman, and Gwendolyn Brooks. In a range of genres and styles, poetic forms respond to the city’s variously frustrating, agglomerating, disintegrating, and chaotic energies, encouraging us to build a history of poetry through its negotiation with urban space. Requirements: attendance, short assignments or quizzes, final paper.
ENGL 103 Voices in History: Poetry and Poetics in British and American Poetry
CRN: 20878
Days/Time: MW 9:30-10:45
Instructor: Mark Magoon
In this course we will read a wide array of British and American poetry (and some critical writings) comprising several genres and periods, with an emphasis on the concept of the speaker. Who or what is the voice of the poem, and how is that voice constructed? How has the conception of voice or speaker shifted through time? We will situate each poem in its literary and historical contexts, strongly focusing on the relationship between form and content. Through extensive close readings, we will investigate how this relationship informs and/or reveals important aspects of a poem’s cultural and aesthetic environments. In addition to becoming familiar with voice, students can expect to acquire proficiency in recognizing and understanding various poetic tropes and conventions and in analyzing elements of prosody (meter and rhyme). Through informal and formal written responses and discussions, students will also learn to compose coherent arguments about a literary text and how to select and appropriate effective textual evidence to support those arguments.
This course will help you to develop skills that are particularly relevant for both the study and the appreciation of poetry (both reading it and writing about it), but also of art and literature of all forms—and it will prove useful for any academic or professional activity in which understanding someone else and expressing yourself is important.
ENGL 104 Understanding Drama
CRN: 29789
Days/Time: TR 9:30-10:45
Instructor: Aaron Krall
How do plays represent the world? How do they produce new worlds? This course will examine the form and content of drama from the end of the nineteenth century, the beginning of “modern drama,” to the contemporary stage. We will focus on strategies for critically reading and writing about plays through an analysis of works by playwrights including Ibsen, Glaspell, Brecht, Beckett, Soyinka, Kushner, and Parks, 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 123 Introduction to Asian American Literature
CRN: 35444, 35443
Days/Time: TR 9:30-10:45
Instructor: Mark Chiang
Same as GLAS 123. Must enroll in one LEC and one DIS.

ENGL 131 /MOVI 131 Introduction to Moving Image Arts
CRN: 46155
Days/Time: TR 3:30-4:45/6:15
Instructor: Katherine Boulay
In this course we explore Film Noir, a tremendously popular and influential film genre born in 1940s Hollywood. Basing our discussions on screenings of such films as The Maltese Falcon (Huston 1941), Laura (Preminger 1944), Double Indemnity (Wilder 1944), etc. we track the genre’s development and its impact on global cinema.
ENGL 132 Understanding Film: The Real and the Surreal
CRN: 46156
Days/Time: M 3:00-4:15, W 3:00-5:45
Instructor: Alex Morelli
This course offers an introduction to the study of film through a dialectic that has preoccupied cinema: the desire to faithfully reproduce reality and efforts to transport audiences into their imaginations. Screenings will emphasize topics related to film style and genre along with significant interventions in film theory, including issues of spectatorship, race, gender, realism, and cinema as a liberatory tool. Students will develop language for reading films as texts and writing with secondary sources. Through class discussion and creative assignments, students will also build the sorts of collaborative communities that have defined this popular medium. Surrealism will guide our journey, encouraging us to unpack cinematic “norms” and embrace unexpected juxtapositions.
ENGL 135 Popular Genres and Culture
CRN: 46157
Days/Time: TR 2:00-3:15
Instructor: Marc Baez
This course will focus on stand-up comedy as a genre with a particularly dynamic audience and a history of playing with social norms. With this focus in mind, the course will be divided into three sections. In the first section we’ll examine some things that are important to a basic appreciation of stand-up comedy: jokes, storytelling, argument, timing, persona, cursing, stereotypes, body language, and choice of clothing. In the second section we’ll look at stand-up comedy as historically and culturally situated, establishing the 1970’s and 80’s as a background context for a sustained focus on George Carlin in the 1990’s. And finally, in the third section, we’ll focus on the 2000’s, starting with Louis C.K. as a way into an exploration of contemporary stand-up comedy and its newer, possibly most interesting figures.
ENGL 154 Understanding (Unruly) Rhetorics: Seeking Productive Public Arguments in America’s Body Politic
CRN: 46160
Days/Time: TR 12:30-1:45
Instructor: Jennifer Rupert
An introductory examination of rhetoric as an intellectual force shaping discourse in both academic and public domains with a focus on the messy arts of (bodily) rhetoric in American debate. This section will focus on such hotly contested issues as who has access to reproductive healthcare; the meaning of the land to Indigenous peoples; the relationship between feminism and Black Lives Matter; the right of BIPOC students to protest on university campuses; what should be done about poverty and houselessness; and the creation of comprehensive sexual education by LGBTQIA youth. Course Information: Previously listed as ENGL 122. Creative Arts course, and Individual and Society course.
Course Text (Available at the UIC bookstore & through online book sellers): Unruly Rhetorics: Protest, Persuasion, and Publics. (Eds. Jonathan Alexander, Susan C. Jarratt, and Nancy Welch). Pittsburgh: U of Pittsburgh Press, 2018. ISBN 13 978-0-8229-6556-5
ENGL 154 Understanding Rhetoric
CRN: 46159
Days/Time: MWF 1:00 – 1:50
Instructor: Doug Sheldon
We often hear: “Did you see that nasty rhetoric!” or “Their rhetoric was so strange”. Well, in actuality, rhetoric is much more about HOW we say something than what is said. Here’s an example: The comedian Lewis Black declared, “Here’s your law: If a company, can’t explain, in one sentence, what it does… it’s illegal.” What has he done here? He has used sarcasm and economic law to shape a position. But he also has a conditional sentence, a colon and an ellipsis! All of these items contribute to Black’s comedic rhetoric of identity. Now, this class cannot tell you in one sentence what rhetoric does, or even what it is, but through the examination of ancient rhetoric to that of the twenty-first century we will negotiate with this term to better understand our identities as thinkers and social beings. In addition, this course will examine narrative rhetoric, film rhetoric, comic book rhetoric, and other delivery systems that shape what we call “identity”. Ideas examined in this class will include: How do we use rhetoric in our lives both consciously and unconsciously? How do rhetors and rhetoric interact on an intellectual, academic, and public level to influence identity creation? How do cultures benefit/suffer from language, identity, and policy built on rhetorical frameworks? This course will allow students to see rhetoric not as a negative label, but as a method to interrogate the texts, the visuals, and the conversations we encounter daily.
ENGL 158 English Grammar and Style
CRN: 46162
Days/Time: MWF 2:00- 2:50
Instructor: Doug Sheldon
Is grammar a clump of rules that defines your intelligence? No freakin’ way. Is grammar a system of laws that cannot be broken? Fuggedabawtit. This class will focus on form and function but also get us to question why we care about it. In his book Philosophical Investigations, Ludwig Wittgenstein wrote, “the harmony between thought and reality is to be found in the grammar of the language.” While this seems lofty, it speaks to grammar being the most communicative tool built within language. Preference will be given to examining grammar uses as intentional choices made by authors to aid audiences in comprehending the goals of textual communication. In both individual and group contexts, students in this course will learn the structures of English grammar and analyze texts containing those functions. At the conclusion of the course students will be able to use grammatical terms and processes to better understand written communication and take with them a skill that aids in revision and reflection. So grammar is more about this: You do you, but with a bit of help.
This course is ideal for English, Pre-Law, Education, and Professional Writing, and Communications Students.
ENGL 158 English Grammar and Style
CRN: 46161
Days/Time: MWF 8:00-8:50
Instructor: Jeff Gore
Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives: rules will become tools to help you to speak and write more effectively. Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate). You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name. You will practice using different sentence forms in order to appreciate how they allow you to convey different kinds of thoughts and feelings. You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices. By the end of the semester, you should be able to use terms of grammar to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing will come more naturally to you.
*Highly Recommended for Pre-Law, Education, and Professional Writing students
ENGL 160 Examinations of Self and Society
CRN: 14363
Days/Time: MWF 10-10:50
Instructor: Sammie Burton
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis, the Persuasive Letter, the Argumentative Essay and the Reflective Photo Essay. In addition to peer-review sessions, you will also receive feedback from your instructor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.
ENGL 160 Examinations of Self and Society
CRN: 41435
Days/Time: MWF 11-11:50
Instructor: Sammie Burton
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis, the Persuasive Letter, the Argumentative Essay and the Reflective Photo Essay. In addition to peer-review sessions, you will also receive feedback from your instructor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.
ENGL 160 Examinations of Self and Society
CRN: 14356
Days/Time: MWF 1-1:50
Instructor: Sammie Burton
English 160 is designed to expand on the critical-thinking and writing skills necessary for college success. This semester, you will embark on a journey through different genres of writing focusing on the rhetorical strategies used by scholars to convey their message to the reader. Whole group discussions, small group discussions and writing activities will further cement concepts and ideas presented within each text. Four writing genres will be explored: the Literary Analysis, the Persuasive Letter, the Argumentative Essay and the Reflective Photo Essay. In addition to peer-review sessions, you will also receive feedback from your instructor to help produce clear and thought-provoking writing projects. The theme for this course centers on the dynamic relationship between self and society.
ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 26187
Days/Time: TR 2:00-3:15
Instructor: Eman Elturki
In an increasingly globalized world and with the abundance of diverse modes of communication, what does being “literate” mean? Is it the ability to read and write? Are these abilities sufficient in the 21st century? In this course, we are going to explore what the term “literacy” entails in a rapidly developing world. This exploration will include examining the conventional view of literacy and how this view has evolved to include new literacies and multiliteracies such as information literacy, digital literacy, cultural literacy, media literacy, visual literacy, and more. We will look at how literacy is conceptualized from opposing theoretical perspectives; is the construction of literacy a cognitive activity or a social practice? We will also tackle literacy-related issues such as identity, power, gender as well as the impact of literacy/multiliteracies on health, socioeconomic status, and the economy at large. The course will involve in-class collaborative activities, student-facilitated discussions, mini reading quizzes, and major writing projects. In these writing projects, you will compose multiple drafts of texts in a variety of genres including personal, persuasive, and reflective essays. The learning tasks and assignments in this course will enhance your critical reading skills, build knowledge of genre and writing, and offer opportunities to expand various areas of literacy including information and digital literacies.

ENGL 160 Academic Writing I: It’s gonna be alright
CRN: 36501
Days/Time: TR 12:30-1:45
Instructor: Gregor Baszak
With a dramatic war in Eastern Europe raging and sky-high prices at home, you couldn’t be blamed for feeling pessimistic about the future. Add to that ever more dramatic news on climate change and crime, and the feeling of dread can feel overwhelming at times. In fact, many teenagers in America and around the world report feelings of anxiety and depression surrounding these issues.
But maybe the future is not as bleak as many in our news media paint it. In this class, we will contemplate whether things may, in fact, turn out much differently than many predict. Scientific modeling of our climate future, for example, predicts several possible outcomes, not all of which are quite as bad as you may read in the news. Could it simply be that we have some psychological tendency to look at matters in the worst possible light?
Since this is a writing class, you will reflect on these questions through several genres, most importantly the argumentative essay, in which you will draw on a wide range of sources to make an original claim about an urgent social issue of the day. And you will ask: At the end of the day, may things just turn out to be alright?
ENGL 160 Academic Writing I: It’s gonna be alright
CRN: 26189
Days/Time: TR 8:00-9:15
Instructor: Gregor Baszak
With a dramatic war in Eastern Europe raging and sky-high prices at home, you couldn’t be blamed for feeling pessimistic about the future. Add to that ever more dramatic news on climate change and crime, and the feeling of dread can feel overwhelming at times. In fact, many teenagers in America and around the world report feelings of anxiety and depression surrounding these issues.
But maybe the future is not as bleak as many in our news media paint it. In this class, we will contemplate whether things may, in fact, turn out much differently than many predict. Scientific modeling of our climate future, for example, predicts several possible outcomes, not all of which are quite as bad as you may read in the news. Could it simply be that we have some psychological tendency to look at matters in the worst possible light?
Since this is a writing class, you will reflect on these questions through several genres, most importantly the argumentative essay, in which you will draw on a wide range of sources to make an original claim about an urgent social issue of the day. And you will ask: At the end of the day, may things just turn out to be alright?
ENGL 160 Academic Writing I: It’s gonna be alright
CRN: 32310
Days/Time: TR 9:30-10:45
Instructor: Gregor Baszak
With a dramatic war in Eastern Europe raging and sky-high prices at home, you couldn’t be blamed for feeling pessimistic about the future. Add to that ever more dramatic news on climate change and crime, and the feeling of dread can feel overwhelming at times. In fact, many teenagers in America and around the world report feelings of anxiety and depression surrounding these issues.
But maybe the future is not as bleak as many in our news media paint it. In this class, we will contemplate whether things may, in fact, turn out much differently than many predict. Scientific modeling of our climate future, for example, predicts several possible outcomes, not all of which are quite as bad as you may read in the news. Could it simply be that we have some psychological tendency to look at matters in the worst possible light?
Since this is a writing class, you will reflect on these questions through several genres, most importantly the argumentative essay, in which you will draw on a wide range of sources to make an original claim about an urgent social issue of the day. And you will ask: At the end of the day, may things just turn out to be alright?

ENGL 160 Academic Writing I: Writing in Academic and Public Contexts—Rhetoric and Discourse in Our Cities and Communities
CRN: 14374
Days/Time: TR 12:30–1:45
Instructor: Amanda Bohne
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. Reading an article, listening to a speech, or encountering a post on social media, you already know how to “read” these arguments and respond to them in a general sense.
This course is an introduction to writing, rhetoric, and research. Though each of these terms can be defined in numerous ways, we will focus most carefully on writing and rhetoric as the craft of constructing an argument and research as the process of investigation and analysis. Since good writing begins with good thinking, this course will emphasize the importance of critical reading and will ask you to analyze a variety of texts throughout the term. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.
ENGL 160 Academic writing 1 – Art, Music, & Society
CRN: 14357
Days/Time: TR 12:30-1:45
Instructor: Carrie McGath
Visual art and music have an intriguing and deep connection in our world and in this course, we will delve into that connection, and in this course will examine the visual landscape around us. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and have the opportunity to deeply explore and analyze these artforms in order to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.
We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Lady Gaga, Beyoncé, Orville Peck, LP, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the canon and history that is being created right now.
There will be numerous readings throughout the semester that will be available on the course Blackboard as well as in-class activities, and class discussions to ready you for the writing projects you will submit during the semester.
ENGL 160 Academic writing 1 – Art, Music, & Society
CRN: 14361
Days/Time: TR 3:30-4:45
Instructor: Carrie McGath
Visual art and music have an intriguing and deep connection in our world and in this course, we will delve into that connection, and in this course will examine the visual landscape around us. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and have the opportunity to deeply explore and analyze these artforms in order to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.
We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Lady Gaga, Beyoncé, Orville Peck, LP, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the canon and history that is being created right now.
There will be numerous readings throughout the semester that will be available on the course Blackboard as well as in-class activities, and class discussions to ready you for the writing projects you will submit during the semester.

ENGL 160 Academic Writing (I): Writing in Academic and Public Contexts
CRN: 46437
Days/Time: TR 11:00-12:15
Instructor: Ling He
This course will be taught fully online for the entire Spring 2023 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. All course materials will be on the Blackboard course site. Specific guides for the course site login will be sent to the class by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, context, and the related expectations for the writing form and content. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations. Reading is integrated into writing for topical knowledge, modeling, and genre analyses. ENGL160 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 Advertising and Consumerism
CRN: 14364
Days/Time: TR 2:00-3:15
Instructor: Deanna Thompson
Those who seek to persuade, leverage our attitudes and beliefs, appealing to our emotions, habits, or intellect, to convince us to be, to act, to feel, or to think in a certain way. Efforts to persuade can be as subtle as a facial expression, while others can be as overt as an ad on your social media feed. In this course, we will explore a variety of texts, delving into their rhetorical situations in order to understand how arguments are constructed, how positions are taken, and how individuals persuade. This exploration will aid you in developing the requisite skills that will allow you to express yourselves in various genres of writing as well as hone your ability to critically survey texts and other media forms to identify the means they utilize to influence your opinion.
ENGL 160 Advertising and Consumerism
CRN: 26185
Days/Time: TR 3:30-4:45
Instructor: Deanna Thompson
Those who seek to persuade, leverage our attitudes and beliefs, appealing to our emotions, habits, or intellect, to convince us to be, to act, to feel, or to think in a certain way. Efforts to persuade can be as subtle as a facial expression, while others can be as overt as an ad on your social media feed. In this course, we will explore a variety of texts, delving into their rhetorical situations in order to understand how arguments are constructed, how positions are taken, and how individuals persuade. This exploration will aid you in developing the requisite skills that will allow you to express yourselves in various genres of writing as well as hone your ability to critically survey texts and other media forms to identify the means they utilize to influence your opinion.
ENGL 160 Advertising and Consumerism
CRN: 27287
Days/Time: TR 11:00-12:15
Instructor: Deanna Thompson
Those who seek to persuade, leverage our attitudes and beliefs, appealing to our emotions, habits, or intellect, to convince us to be, to act, to feel, or to think in a certain way. Efforts to persuade can be as subtle as a facial expression, while others can be as overt as an ad on your social media feed. In this course, we will explore a variety of texts, delving into their rhetorical situations in order to understand how arguments are constructed, how positions are taken, and how individuals persuade. This exploration will aid you in developing the requisite skills that will allow you to express yourselves in various genres of writing as well as hone your ability to critically survey texts and other media forms to identify the means they utilize to influence your opinion.
ENGL 160 Academic Writing I
CRN: 14367
Days/Time: MWF 10:00-10:50
Instructor: Ryan Croken
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.
ENGL 160 Academic Writing I
CRN: 14379
Days/Time: MWF 12:00-12:50
Instructor: Ryan Croken
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.
ENGL 160 Academic Writing I
CRN: 19835
Days/Time: 1:00-1:50
Instructor: Ryan Croken
From the perils of climate change to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.
ENGL 160 Writing About African American Oppression, Resistance, & Inspiration:
CRN: 46348
Days/Time: Asynchronous Remote
Instructor: Robin Gayle
In this asynchronous remote course, we will study the works of Maya Angelou and Malcolm X to learn how individuals use their words to enact change. As we study their writings, we will better conceptualize the reality of racism within the United States. Then, we will narrow our lens to how the US Criminal Justice System continues to oppress Black, Indigenous, & People of Color (BIPOC) and to how these communities are combatting these historically racist institutions. Through weekly discussion boards and formal writing assignments, we will learn that language is a form of power that we can adapt for our purposes. Ultimately, this course will provide you with the skills to be successful in English 161 and beyond.
Note: This course is designed for highly motivated, organized students. While the flexible scheduling allows student workers, parents, and caretakers more control over their schedules, students will be held to the same rigorous standards as classes held IRL.
ENGL 160 “Writing About African American Oppression, Resistance, & Inspiration:
CRN: 46441
Days/Time: Asynchronous Remote
Instructor: Robin Gayle
In this asynchronous remote course, we will study the works of Maya Angelou and Malcolm X to learn how individuals use their words to enact change. As we study their writings, we will better conceptualize the reality of racism within the United States. Then, we will narrow our lens to how the US Criminal Justice System continues to oppress Black, Indigenous, & People of Color (BIPOC) and to how these communities are combatting these historically racist institutions. Through weekly discussion boards and formal writing assignments, we will learn that language is a form of power that we can adapt for our purposes. Ultimately, this course will provide you with the skills to be successful in English 161 and beyond.
Note: This course is designed for highly motivated, organized students. While the flexible scheduling allows student workers, parents, and caretakers more control over their schedules, students will be held to the same rigorous standards as classes held IRL.
ENGL 160 “Writing About African American Oppression, Resistance, & Inspiration:
CRN: 46444
Days/Time: Asynchronous Remote
Instructor: Robin Gayle
In this asynchronous remote course, we will study the works of Maya Angelou and Malcolm X to learn how individuals use their words to enact change. As we study their writings, we will better conceptualize the reality of racism within the United States. Then, we will narrow our lens to how the US Criminal Justice System continues to oppress Black, Indigenous, & People of Color (BIPOC) and to how these communities are combatting these historically racist institutions. Through weekly discussion boards and formal writing assignments, we will learn that language is a form of power that we can adapt for our purposes. Ultimately, this course will provide you with the skills to be successful in English 161 and beyond.
Note: This course is designed for highly motivated, organized students. While the flexible scheduling allows student workers, parents, and caretakers more control over their schedules, students will be held to the same rigorous standards as classes held IRL.
ENGL 160 Academic Writing I: Writing in Academic and Public Contexts
CRN: 14355
Days/Time: TR 9:30-10:45
Instructor: Ling He
This course will be taught fully online for the entire Spring 2023 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. All course materials will be on the Blackboard course site. Specific guides for the course site login will be sent to the class by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, context, and the related expectations for the writing form and content. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations. Reading is integrated into writing for topical knowledge, modeling, and genre analyses. ENGL160 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): Writing in Academic and Public Contexts
CRN: 41136
Days/Time: TR 8:00-9:15
Instructor: Ling He
This course will be taught fully online for the entire Spring 2023 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. All course materials will be on the Blackboard course site. Specific guides for the course site login will be sent to the class by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, context, and the related expectations for the writing form and content. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations. Reading is integrated into writing for topical knowledge, modeling, and genre analyses. ENGL160 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: Writing in Academic and Public Contexts
CRN: 14365
Days/Time: TR 11:00-12:15
Instructor: Eman Elturki
In an increasingly globalized world and with the abundance of diverse modes of communication, what does being “literate” mean? Is it the ability to read and write? Are these abilities sufficient in the 21st century? In this course, we are going to explore what the term “literacy” entails in a rapidly developing world. This exploration will include examining the conventional view of literacy and how this view has evolved to include new literacies and multiliteracies such as information literacy, digital literacy, cultural literacy, media literacy, visual literacy, and more. We will look at how literacy is conceptualized from opposing theoretical perspectives; is the construction of literacy a cognitive activity or a social practice? We will also tackle literacy-related issues such as identity, power, gender as well as the impact of literacy/multiliteracies on health, socioeconomic status, and the economy at large. The course will involve in-class collaborative activities, student-facilitated discussions, mini reading quizzes, and major writing projects. In these writing projects, you will compose multiple drafts of texts in a variety of genres including personal, persuasive, and reflective essays. The learning tasks and assignments in this course will enhance your critical reading skills, build knowledge of genre and writing, and offer opportunities to expand various areas of literacy including information and digital literacies.
ENGL 160 Academic writing 1 – Art, Music, & Society
CRN: 27288
Days/Time: TR 2:00-3:15
Instructor: Carrie McGath
Visual art and music have an intriguing and deep connection in our world and in this course, we will delve into that connection, and in this course will examine the visual landscape around us. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and have the opportunity to deeply explore and analyze these artforms in order to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.
We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Lady Gaga, Beyoncé, Orville Peck, LP, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the canon and history that is being created right now.
There will be numerous readings throughout the semester that will be available on the course Blackboard as well as in-class activities, and class discussions to ready you for the writing projects you will submit during the semester.
ENGL 161 Academic Writing II. Rumors, Fear, and the Madness of Crowds: A Research Inquiry Into the Phenomenon of Mass Hysteria
CRN: 30805
Days/Time: MWF 8:00-8:50
Instructor: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century in particular, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Language, Society, and Accessibility
CRN: 14452
Days/Time: MW 8:00-9:15 ONLINE
Instructor: Antonio Guerrero
Our focus in this online course will be to explore, question, and propose critical ideas about the ways we all learn, communicate, and interact. Among other topics, we will research and write about language, writing, social dynamics, education systems, and the way in which elements from our day-to-day lives translate to learning spaces and beyond. As you conduct a semester-long research project, you will begin exploring the ways in which online learning influences contemporary social structures, and vice versa. We will begin this research journey collectively by asking some key questions: how do we use knowledge as a measurement of individual merit? What influences our perception of value in society? What are tangible and rhetorical roles of learning spaces, and how do these contribute to our worldview? To try to answer these questions we will explore the structure of this very English course and our individual identities as members of our academic community. Doing so will allow us to analyze the role of learning ‘spaces’ across social structures and to posit why it is that knowledge, ideas, and communication hold such immense power in our lives.

ENGL 161 Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN: 14427
Days/Time: MW 8:00-9:15
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161 Academic Writing II: Oh, Horrors! Research Papers!
CRN: 14473
Days/Time: MW 8:00-9:15
Instructor: Kian Bergstrom kian@uic.edu
Horror. Terror. The uncanny. The weird. The gothic. The oneiric. The frightful. The supernatural. The haunted. The plagued. The ghastly. The dark. The dark. The dark. The dark. So dark. So very dark. The endless night. Forever the night. All work. No play. And Jack is a dull, dull boy… Hold my hand?

ENGL 161 Writing in the University
CRN: 14394
Days/Time: MWF 8:00-8:50
Instructor: Jennifer Hernandez jhern66@uic.edu
Ever find yourself saying you don’t know how to write? Or, more popularly, that you’re not good at it? Good writing, bad writing—what does it mean anyway? More specifically, what does writing mean and what does it look like for YOUR academic discipline? From English to Engineering, we’ll look beyond writing to write and learn about why certain genres of writing are more rhetorically effective in specific disciplines. We’ll also delve into the diverse ways we all approach inquiry and research in an effort to figure out what your ideal writing process looks like. In the end, we’ll piece together individualized research projects that show us how interdisciplinary rhetoric and composition truly are.
ENGL 161 Writing About Music and Society
CRN: 44764
Days/Time: MWF 8:00-8:50
Instructor: Chris Muratore cmurat2@uic.edu
In this class, you will learn about academic writing and the research process through the
lens of writing about music. Specifically, we will be exploring how writing about a musical
piece of your choice will allow you to discuss and examine important contemporary social and political issues such as gender equality and cultural appropriation. The class will therefore be structured around four projects– an annotated bibliography, a research proposal, a literary review and a research paper– which will culminate in the writing of an extended argumentative essay based on analysis of your own research. This will help you learn how to write in a clear and effective manner that will give you valuable communication skills both within academia and whatever career you choose to pursue after college.

ENGL 161
Academic Writing II: Unfinished Business: How Events of 1955-1975 Shape Our Present
CRN: 32285
Days/Time: MWF 8:00-8:50 Online
Instructor: Kris Chen
In this synchronous online course, we will explore key events in the United States that occurred between 1955 and 1975 and have ties to present-day social issues. Topics discussed in class will include (but are not limited to): civil rights, counterculture, education reform, environmental protections, LGBTQ+ rights, Medicare, political corruption, reproductive rights, Russia, unions, and voting rights. In this class, you will select a present-day topic with ties to the 1955-1965 era in the United States to conduct a semester-long focused inquiry of that topic. Assignments will include four writing projects: an annotated bibliography, a project proposal, a literature review, and a research paper. Short writing assignments and peer reviews are also incorporated into the class.

ENGL 161
Academic Writing II: Contemporary Film and Culture
CRN: 14388
Days/Time: MWF 8:00-8:50
Instructor: Ryan Nordle
This course will explore the role that contemporary film plays in culture, and that culture plays in film. By contemporary film, we mean the inter/national cinema of the last 50 years. In your examination of the connection between film and culture, you will develop your skills in academic writing and the research process. While this course will broadly instruct on principles of academic writing, you will specifically learn about and demonstrate competence in writing through four projects: an annotated bibliography, a research proposal, a literary review, and a research paper. These four writing projects will be the focus of the units in this course, all designed to prepare your writing for entering public and academic spheres.

ENGL 161
Academic Writing II: Female Networks and Feminist Resistances
CRN: 41600
Days/Time: MWF 8:00-8:50
Instructor: Zara Imran
This course will investigate female networks of kinship/friendship and their relationship to feminist resistances. We will read a range of texts from various disciplines and critically analyze theoretical paradigms and feminist movements over time. It will provide you with a breadth of knowledge, exposing you to some central political and social movements, their criticisms and shortcomings, theorizations and complications of sisterhood, correspondences, etc. The primary goal of this course is to help students undertake independent research. Students should choose what aspect of the course they like and explore it that in depth in their own research projects.

ENGL 161
Academic Writing II: Contemporary Cinema and Modern Problems
CRN: 14434
Days/Time: MWF 8:00-8:50
Instructor: Eric Pahre
The social issues at the forefront of our conscience—inequality, discrimination, war, climate change, to list only a few—are prevalent in modern film and television to a degree that we as viewers may not feel prepared to engage with the deeper meaning of every piece of media we encounter. In this English 161 section, you will develop your ability to research and draft an academic essay by writing about the depiction of modern issues in contemporary cinema. You will work to thoughtfully interpret and discuss the challenging content of socially-minded films and learn to write about and argue for that deeper meaning. You will also learn to join an ongoing academic conversation about the representation of your chosen topic in popular film and media. You will focus your efforts towards one or two films and a central social topic and spend the bulk of the semester on the systematic and thorough development of your own, well-supported ideas in a semester-long project. You will create an annotated bibliography, research proposal, literature review, and end the semester with a thoroughly reasoned and researched essay.

ENGL 161
Academic Writing II: Disability in Literature, Film, and Online Media
CRN: 14384
Days/Time: MW 8:00-9:15
Instructor: Angelica Davila
Almost everyone will experience disability at some point in their lives. Despite this, disabled people continue to be treated as an afterthought of society. The same could be said for how disability is portrayed in various forms of media, such as literature, film, and online. In this section of English 161, we will analyze disability portrayal in the media and explore connections between media and society. How does disability portrayal in media translate into the field of education, politics, quality of daily living, and popular culture? We will focus on critically analyzing media, identifying issues, and researching a chosen topic within disability portrayal and society. This course’s final project will be a research paper where you will explore your chosen topic, engage critically with various sources, and enter a larger conversation through your academic writing.

ENGL 161
Academic Writing II: Writing, Seeing
CRN: 14386
Days/Time: MWF 9:00-9:50
Instructor: Kabel Mishka Ligot
From checking your phone right after waking up to scanning the cereal box while eating breakfast, from seeing the many posters and billboards on your morning commute to opening your textbooks for class, our lives are supersaturated with images. Through the stories they tell and represent, images can silently or explicitly evoke emotional, intellectual, or even spiritual responses in the people that view them. They can inspire people to think or (re)act in a specific way. In this course, you will be learning about the conventions and methods of academic research and writing. Through four projects (an annotated bibliography, a research proposal, a literature review, and a final research paper), you will use these approaches to find effective and compelling ways to talk about the images you encounter in your everyday life, and try to make sense of how they make sense of the world.

ENGL 161 Writing About Music and Society
CRN: 14392
Days/Time: MWF 9:00-9:50
Instructor: Chris Muratore cmurat2@uic.edu
In this class, you will learn about academic writing and the research process through the
lens of writing about music. Specifically, we will be exploring how writing about a musical
piece of your choice will allow you to discuss and examine important contemporary social and political issues such as gender equality and cultural appropriation. The class will therefore be structured around four projects– an annotated bibliography, a research proposal, a literary review and a research paper– which will culminate in the writing of an extended argumentative essay based on analysis of your own research. This will help you learn how to write in a clear and effective manner that will give you valuable communication skills both within academia and whatever career you choose to pursue after college.
ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42683
Days/Time: MW 9:30-10:45 ONLINE
Instructor: Karen Leick kleick@uic.edu
* This section meets online on Monday and Wednesday at 9:30 AM. Attendance at Zoom meetings is required.
In this course, we will look at the ways our social, educational, employment, and leisure activities are affected by technology. In addition, we will discuss the ways we think about the value and threat of technological developments. How do we understand the relationship between human “”progress”” and technology? What is the relationship between technology and power? Does technology make our lives better, or sometimes worse? Why is there often a negative public reaction to new technology?
Each student will write a 10-page research paper about a controversial issue related to one of the topics that we have discussed in the course: Social Media, the Music Industry, Online Education, Video Games. In addition to short readings that we will discuss in class, students will find sources about their topic of interest to explore in more depth for their research papers. As we explore the major topics of the course, students will develop a research proposal, annotated bibliography, comparative essay, and the final research paper.

ENGL 161 Academic Writing II: Oh, Horrors! Research Papers!
CRN: 14399
Days/Time: MW 9:30-10:45
Instructor: Kian Bergstrom kian@uic.edu
Horror. Terror. The uncanny. The weird. The gothic. The oneiric. The frightful. The supernatural. The haunted. The plagued. The ghastly. The dark. The dark. The dark. The dark. So dark. So very dark. The endless night. Forever the night. All work. No play. And Jack is a dull, dull boy… Hold my hand?
ENGL 161 Academic Writing II: Writing for Inquiry and Research – Virtual Reality, Augmented Reality, and Atmospheric Media
CRN: 42684
Days/Time: MW 9:30-10:45 ONLINE
Instructor: Mark R. Brand mrbrand@uic.edu
In this course, we will explore texts and cinematic examples of cutting-edge media forms: virtual reality, augmented reality, and atmospheric media. We will begin with theories and authorial visions that yearn for immersion in—or perhaps escape to—imaginary spaces (virtual reality), how these spaces can blur the lines between work and play, and the mixture of isolation and hyper-connectivity that various thinkers both promise and caution against. We will unpack our contemporary preoccupation with artificial objects and companions that join us in our real physical spaces (augmented reality), and finally we will consider the ways that machines can “see” us in unexpected ways and how they teach us to see ourselves, a growing ubiquity mediated by increasingly diffuse and invisible technologies (so-called “atmospheric” media). 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 (annotated bibliography, review of literature, paper proposal, final paper) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.
ENGL 161 Democracy and its Consequences
CRN: 26192
Days/Time: MWF 10:00-10:50
Instructor: Abigail Kremer akreme3@uic.edu
We often think of democracy as a flawed, but “best as we can get” system. Surely, as we’ve seen with American democracy, it can be flawed, disrupted, and broken. In this class, we will examine, first, democracy as a system alone: what would it look like if democracy worked perfectly? In doing so we will analyze democracy’s practical application, and what it looks like in governments presently. We will also be working to understand democracy and its relationship to capitalism. That is, until inevitably, we explore what happens when and how democracies collapse.

ENGL 161
Academic Writing II: Female Networks and Feminist Resistances
CRN: 25973
Days/Time: MWF 10:00-10:50
Instructor: Zara Imran
This course will investigate female networks of kinship/friendship and their relationship to feminist resistances. We will read a range of texts from various disciplines and critically analyze theoretical paradigms and feminist movements over time. It will provide you with a breadth of knowledge, exposing you to some central political and social movements, their criticisms and shortcomings, theorizations and complications of sisterhood, correspondences, etc. The primary goal of this course is to help students undertake independent research. Students should choose what aspect of the course they like and explore it that in depth in their own research projects.

ENGL 161
Academic Writing II: Writing, Seeing
CRN: 14462
Days/Time: MWF 10:00-10:50
Instructor: Kabel Mishka Ligot
From checking your phone right after waking up to scanning the cereal box while eating breakfast, from seeing the many posters and billboards on your morning commute to opening your textbooks for class, our lives are supersaturated with images. Through the stories they tell and represent, images can silently or explicitly evoke emotional, intellectual, or even spiritual responses in the people that view them. They can inspire people to think or (re)act in a specific way. In this course, you will be learning about the conventions and methods of academic research and writing. Through four projects (an annotated bibliography, a research proposal, a literature review, and a final research paper), you will use these approaches to find effective and compelling ways to talk about the images you encounter in your everyday life, and try to make sense of how they make sense of the world.

ENGL 161
Academic Writing II: Contemporary Cinema and Modern Problems
CRN: 42686
Days/Time: MWF 10:00-10:50
Instructor: Eric Pahre
The social issues at the forefront of our conscience—inequality, discrimination, war, climate change, to list only a few—are prevalent in modern film and television to a degree that we as viewers may not feel prepared to engage with the deeper meaning of every piece of media we encounter. In this English 161 section, you will develop your ability to research and draft an academic essay by writing about the depiction of modern issues in contemporary cinema. You will work to thoughtfully interpret and discuss the challenging content of socially-minded films and learn to write about and argue for that deeper meaning. You will also learn to join an ongoing academic conversation about the representation of your chosen topic in popular film and media. You will focus your efforts towards one or two films and a central social topic and spend the bulk of the semester on the systematic and thorough development of your own, well-supported ideas in a semester-long project. You will create an annotated bibliography, research proposal, literature review, and end the semester with a thoroughly reasoned and researched essay.

ENGL 161
Academic Writing II: Contemporary Film and Culture
CRN: 43491
Days/Time: MWF 10:00-10:50
Instructor: Ryan Nordle
This course will explore the role that contemporary film plays in culture, and that culture plays in film. By contemporary film, we mean the inter/national cinema of the last 50 years. In your examination of the connection between film and culture, you will develop your skills in academic writing and the research process. While this course will broadly instruct on principles of academic writing, you will specifically learn about and demonstrate competence in writing through four projects: an annotated bibliography, a research proposal, a literary review, and a research paper. These four writing projects will be the focus of the units in this course, all designed to prepare your writing for entering public and academic spheres.

ENGL 161
Academic Writing II: Unfinished Business: How Events of 1955-1975 Shape Our Present
CRN: 14431
Days/Time: MWF 11:00-11:50
Instructor: Kris Chen
This course will explore key events in the United States that occurred between 1955 and 1975 and have ties to present-day social issues. Topics discussed in class will include (but are not limited to): civil rights, counterculture, education reform, environmental protections, LGBTQ+ rights, Medicare, political corruption, reproductive rights, Russia, unions, and voting rights. In this class, you will select a present-day topic with ties to the 1955-1965 era in the United States to conduct a semester-long focused inquiry of that topic. Assignments will include four writing projects: an annotated bibliography, a project proposal, a literature review, and a research paper. Short writing assignments and peer reviews are also incorporated into the class.

ENGL 161 English 161: Academic Writing II: Writing for Inquiry and Research
CRN: 43494
Days/Time: MWF 11:00-11:50
Instructor: Ryan Asmussen asmussen@uic.edu
This course is designed to prepare you for the research and writing you will do throughout your academic career. Class discussion will involve class lecture and activities to assist you in engaging in the practice of academic discourse, which involves developing rhetorical, grammatical, and research skills. You will be required to read challenging academic texts, learn to navigate library databases, evaluate sources, write formal research assignments, write reflectively, and work in discussion/peer-editing groups.
More specifically, we will be focusing on disciplines associated with the humanities. What are the humanities? As opposed to STEM disciplines (science, technology, engineering, and mathematics), the humanities “includes, but is not limited to, the study and interpretation of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and theory of the arts; those aspects of the social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life” (National Foundation on the Arts and the Humanities Act, 1965, as amended).
ENGL 161 Academic Writing II: Understanding Documentary
CRN: 14474
Days/Time: MWF 11:00 – 11:50
Instructor: Seunghyun Shin sshin68@uic.edu
In this section of English 161, we will explore documentary works—not only documentary film but also photography, poetry, and stenography—and practice academic writing, research, and critical thinking. Although documentary was traditionally tied to historiography and ethnography, many intellectual works driven by documentary mode of discourse and the combination of aesthetic and rhetoric have become significant to any communities and cultural discussions around the world. In this course, we will take up questions in regard to documentary as more than a mode of discourse. Through the examination of various forms of texts—scholarly, public, literary, visual, and cinematic—we will practice critical reading, writing, and academic research.
Throughout this course, you will explore and identify your interest and original argument broadly related to documentary works. By working on four projects—annotated bibliography, literature review, research proposal, and critical paper—you will practice culminating your argument into a thesis and contribute to the ongoing academic discussion of your interest.

ENGL 161 Unfiltered: The Effects of Social Media on Body Image and Psychological Well-Being
CRN: 32291
Days/Time: MWF 10-10:50
Instructor: Karisa Sosnoski ksosno3@uic.edu
In this class you will consider the intricacies of social media by reading, watching, and listening to sources through an analytical lens. You will be invited to think about other people’s experiences with interactive technologies, their comprehensive influence on communities, and how they facilitate the creation of powerful ideas and standards. Through class discussion and interaction, you will analyze the interconnected nature of social categorizations such as race, class, social status, and gender, and how they influence the use and addictive nature of social media. We will analyze controversial topics as a starting point in our exploration, while also considering the positive and negative influence of hyper-technological demands for young people today. How does social media play a role in politics, power, body standards, and psychological well-being? Throughout the course, you will write four major writing projects including an annotated bibliography, synthesized analysis, research proposal, and research essay. We will begin considering larger discussion points as a class, and then you will develop focused questions and participate in the practices of academic research and writing. Each writing assignment will enable you to further develop your research interests within our class inquiry.
ENGL 161 Sports Fans: Psychology, Superstition, and Scapegoats
CRN: 14402 MWF 10:00-10:50
Instructor: Chris Glomski vivo@uic.edu
In “Psychology, Superstition, and Scapegoats”, we will explore the psychology of sports fans and the folklore attached to sports teams in considerable depth as we pursue the aforementioned goals. Beginning with the etymological roots of the word “fan” (from “fanatic”), we will explore such phenomena as deindividuation, disinhibition, and parasocial relationships. We’ll also examine the history of superstition, curses, and scapegoats attached to our own Chicago Cubs (and other teams). These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester. While these concepts provide the context for our writing, our goal is to learn about academic research and writing, not just about psychology and superstition. Therefore, in addition to our inquiries into these subjects, we will also spend time learning about summarizing, analyzing, and synthesizing arguments, conducting academic research, writing a research proposal, and drafting a research paper. All of this will culminate in a final research project that answers a research question you have posed in relation to the course inquiry. Our readings and class discussions will guide you through each of these steps, and help you work toward generating a research topic that interests you enough to write a ten-page paper.

ENGL 161 Academic Writing II: Tabletop Role-Playing Games
CRN: 14461
Days/Time: MWF 10:00-10:50
Instructor: Hyacinthe Ingram hingr2@uic.edu
Table-Top Role-Playing Games (TTRPGs) such as Dungeons and Dragons have seen a boom in popularity in current cultural conscious, with actual play shows like Critical Role and podcasts like The Adventure Zone aiding in the genre’s revival. In this class, you will be looking at TTRPGs and the actual play shows that have aided in this revival to examine the ways that this form of media functions in creating space for representations of major cultural issues. As a class, we will explore these representations and cultural examinations by viewing these shows and reading various sources about TTRPGs, specifically looking at the ways in which these role-playing games affects these representations and major discussions.
While looking at specific examples of these topics, as well as academic sources discussing TTRPGs, you will be tasked with researching and writing a long form research paper discussing one of the many topics that come up in these games and enter the conversation of this form of media and play that is currently happening. During the semester, the writing that you do, including the annotated bibliography, the research proposal, and the literature review, will serve as steppingstones that culminate in the research paper and the presentation of your research to the class. This is a student-driven exploration of TTRPGS as a genre, and what the genre has to offer to society.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14417
Days/Time: MWF 10:00-10:50
Instructor: Ryan Asmussen asmussen@uic.edu
This course is designed to prepare you for the research and writing you will do throughout your academic career. Class discussion will involve class lecture and activities to assist you in engaging in the practice of academic discourse, which involves developing rhetorical, grammatical, and research skills. You will be required to read challenging academic texts, learn to navigate library databases, evaluate sources, write formal research assignments, write reflectively, and work in discussion/peer-editing groups.
More specifically, we will be focusing on disciplines associated with the humanities. What are the humanities? As opposed to STEM disciplines (science, technology, engineering, and mathematics), the humanities “includes, but is not limited to, the study and interpretation of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and theory of the arts; those aspects of the social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life” (National Foundation on the Arts and the Humanities Act, 1965, as amended).
ENGL 161 Academic Writing II: Writing for Inquiry and Research Writing about Film and Society
CRN: 14412
Days/Time: MWF 10:00-10:50
Instructor: Snezana Zabic szabic2@uic.edu
Whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), films tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, read articles in-depth, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a film analysis, 3) a research proposal, and 4) a researched argument essay. You will choose the film and all the sources for your semester-long research project. You will conduct research using the UIC library databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.
ENGL 161 Social Justice in Public Writing
CRN: 14408
Days/Time: MWF 10:00-10:50
Instructor: Katharine Romero kromer7@uic.edu
In this section of English 161, called “Social Justice in Public Writing,” we will examine the argumentation of rhetors in the public writing sphere to understand argumentation as it relates to public context and the intended audience. In this course, we will write in various genres, such as the rhetorical precis, the research proposal, and the annotated bibliography which are all designed to develop your research skills such as summarizing, accessing, and citing. These research-focused genres will help to plan and build your semester-long research project, which will take the shape of an academic research paper and a multimodal re-imagination on a social justice issue of your choosing and proposed solutions to this issue. You will be guided throughout this process as we will learn to find sources through the UIC Library Databases and you will be supported by a writing community of peers, through peer review sessions, and receive individualized, instructor feedback on your writing and research. I look forward to working with you!

ENGL 161 Writing in the University
CRN: 14459
Days/Time: MWF 10:00-10:50
Instructor: Jennifer Hernandez jhern66@uic.edu
Ever find yourself saying you don’t know how to write? Or, more popularly, that you’re not good at it? Good writing, bad writing—what does it mean anyway? More specifically, what does writing mean and what does it look like for YOUR academic discipline? From English to Engineering, we’ll look beyond writing to write and learn about why certain genres of writing are more rhetorically effective in specific disciplines. We’ll also delve into the diverse ways we all approach inquiry and research in an effort to figure out what your ideal writing process looks like. In the end, we’ll piece together individualized research projects that show us how interdisciplinary rhetoric and composition truly are.

ENGL 161 Academic Writing II: “Writing Urban Secret Histories”
CRN: 14470 14449 14446
Days/Time: MWF 10:00-10:50
Instructor: Michael Newirth newirthofuic@gmail.com
This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161 Academic Writing II. Rumors, Fear, and the Madness of Crowds: A Research Inquiry Into the Phenomenon of Mass Hysteria
CRN: 14467
Days/Time: MWF 11:00-11:50
Instructor: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century in particular, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Academic Writing II: Modern Worlds
CRN: 42528
Days/Time: MWF 11:00 – 11:50
Instructor: james sharpe jsharp21@uic.edu
The “modern world” means many different things to many different people. In this course, we will use journalistic sources covering topics typically considered “modern” — e.g. artificial intelligence, modern science, global capitalism, climate change, and more — to generate research questions and to illustrate fundamental compositional concepts such as organization, argument, genre, citational formats, and multi-media presentation. Students will be expected to conduct their own research in library databases in the second half of the course, ultimately producing a researched argumentative paper.
ENGL 161 Gnetrification
CRN: 14439
Days/Time: MWF 11:00-11:50
Instructor: Sian Roberts srober39@uic.edu
Gentrification is sweeping through America. By definition, gentrification is the process of renovating deteriorated urban neighborhoods through the influx of more affluent residents. Gentrification is painted alternately as a destroyer of neighborhoods or a savior of cities. For some, the process of gentrification represents a form of social cleansing and institutionalized racism: families and communities who have lived in the same neighbourhood for many years are forced to move out of their homes due to rising house prices. Critics of gentrification also denounce the way gentrifying leads to the homogenization of neighbourhoods: frequently gentrification leads to an onslaught of hip coffee shops, craft breweries and boutique clothing shops, which replace a neighbourhood’s distinct personality and culture. However, supporters of gentrification claim that change is inevitable, and the renovation of certain neighbourhoods brings prosperity and increased public safety.
ENGL 161 Welcome to My Home?: How Segregationist Legislative Housing Policies Mapped out Chicagoland
CRN: 14387
Days/Time: MWF 11:00-11:50
Instructor: Arney Bray abray3@uic.edu
Chicago is one of the most beautiful cities around the world. It has a rich history and a myriad of cultures. This diverse city is also one of the most segregated cities in the United States. This is the result of many years of legislation that inhibited the movement of cultures across town lines. In this class we will research how the housing laws have mapped our city.

ENGL 161 Academic Writing II: Writing for Inquiry and Research/ Using Utopia: Writing Real-World Reform
CRN: 14432
Days/Time: MWF 11:00-11:50
Instructor: Shaina D. Warfield swarfi2@uic.edu
In this course, we will explore contemporary ideas of progressive reform and engage with thinkers interested in using the “utopian” as a critical device for conceptualizing radical public policies worth fighting for. Together, we will discuss the uses of utopian imagination in the appeal of the American ideals that uphold our current social systems and think about how policy advocates encourage collective investment in reforming the world.
These considerations will accompany us on our journey through the research process in which you will be tasked with completing four writing assignments. First, you will read and annotate articles related to utopian world-building and advocating for progressive ideas. Then, you will choose your own contemporary reform policy, read relevant research on the subject, enter the conversation with your own argument and develop a research paper to articulate your ideas.
ENGL 161 Academic Writing II
CRN: 14450
Days/Time: MWF 11:00-11:50
Instructor: Spencer Harrison sharri53@uic.edu
Writing is not one size fits all! In this course, we will look broadly at writing pedagogy in higher education, who it benefits, and how to make it more equitable. We will shift from a monolingual approach to writing education to multi- and translingual theories of writing/communication. A main tenet is that different languages (English, Spanish, Russian, etc.) are not actually distinct entities but simply a part of a greater and fluid linguistic whole. We will learn the pros and cons of the conventions of “standard” English academic writing while challenging those norms with alternate strategies. Such strategies include “code-meshing” (incorporating multiple dialects/languages in one document) and mixing genres (e.g., creative writing, personal narrative, and other non-academic genres.) Ultimately, you will choose you own topic of research relating to language that interests you. Some of those topics might include the revival of dead languages, the synthesis of languages in a multi-lingual environment, alternate grammar rules and their implications, etc. This course focuses heavily on the peer review/workshop model of writing to build a supportive writing community.
ENGL 161 The Evolution of Advertising
CRN: 14457
Days/Time: MWF 11:00-11:50
Instructor: Daniel McGee dlmcgee2@uic.edu
Today, some of the most invasive ad campaigns can be found lurking within algorithms on social media websites we often visit. This is a method of advertising that has only recently become available thanks to the development of new technologies. However, decades ago, advertising had very different approaches and appeals. So, how does technology affect advertising methods, messages, and strategies? In this class, we will investigate and track the history of advertising and learn how emerging technology created new advertising media in both the past and present.
This course will give you a wide-but-shallow look at the history and development of advertising strategies around the world. You will read/watch a number of sources including blogs, commercial, research articles, books, newspapers, government websites, and many other to get a holistic understanding how technology and advertising evolve together. As you investigate ads and advertising in this research-central course, you will compose several writing assignments, including an annotated bibliography, research proposal, and literature review. The culmination of these writing projects will help develop the fourth and most important writing project of this semester: the research essay. No prior information on advertising, technology, or business is needed.
The goal of using this wide-but-shallow content approach is to cover enough material on advertising and technology that you will find a topic that is meaningful, which will serve as your basis when researching and composing the research essay.

ENGL 161 Sports Fans: Psychology, Superstition, and Scapegoats
CRN: 14405
Days/Time: MWF 11:00 – 11:50
Instructor: Chris Glomski vivo@uic.edu
In “Psychology, Superstition, and Scapegoats”, we will explore the psychology of sports fans and the folklore attached to sports teams in considerable depth as we pursue the aforementioned goals. Beginning with the etymological roots of the word “fan” (from “fanatic”), we will explore such phenomena as deindividuation, disinhibition, and parasocial relationships. We’ll also examine the history of superstition, curses, and scapegoats attached to our own Chicago Cubs (and other teams). These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester. While these concepts provide the context for our writing, our goal is to learn about academic research and writing, not just about psychology and superstition. Therefore, in addition to our inquiries into these subjects, we will also spend time learning about summarizing, analyzing, and synthesizing arguments, conducting academic research, writing a research proposal, and drafting a research paper. All of this will culminate in a final research project that answers a research question you have posed in relation to the course inquiry. Our readings and class discussions will guide you through each of these steps, and help you work toward generating a research topic that interests you enough to write a ten-page paper.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14397
Days/Time: MWF 12:00-12:50
Instructor: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and their place in our public and private lives. Through readings, videos, and discussion, we will examine the impact of American corporations on the government, economy, environment, mental/physical health, and the justice system. We will also look closely at how corporate branding and advertising shape our notions – from childhood on – of beauty, success, race, gender, and more. Does profit-driven privatization subvert the public good? Are corporations that claim to promote social and environmental causes actually doing so? These and other such questions will inform your own academic inquires. Over the course of the semester, you will produce four writing projects, the last of which will ask you to introduce your readers to a current debate involving our class topic, take a position on this debate, and construct an evidence-based argument to support your position.

ENGL 161 Bildungsroman, Racism and Youth Culture
CRN: 14411
Days/Time: MWF 12:00-12:50
Instructor: Zhuang Du zdu22@uic.edu
Bildungsroman, as a meta-narrative focusing on teenagers’ growing-up and finding a proper place in the cruel adult world, has a universal appeal to youngsters. Marvel’s superhero movies and the Harry Potter series faithfully follow the logic of Bildungsroman：courage and anti-authoritarianism. But although Black Panther was released in 2018, and Shangchi was in 2021, thus Bildungsroman basically is more like a white male meta-narrative. Thus, we need to ask the reasons for that. Moreover, as young social media Vloggers get fame so easily and the second-generation stars and elites inherit their parents’ wealth and fame so naturally, we need to ask another tricky question: do youngsters today still believe in the logic of the traditional Bildungsroman?
The course consists of four main writing projects centered on Bildungsroman. In the first project, enabling you to practice documenting and critically responding to others’ ideas, you read and annotate two short articles about Bildungsroman. Following this assignment, you increasingly work on your own as you build the blocks of your final ten-page research paper. Before you submit this paper, you submit two related writing assignments. In these assignments you hone your skills identifying relevant research and incorporating it into your own work.

ENGL 161 Academic Writing II. Rumors, Fear, and the Madness of Crowds: A Research Inquiry Into the Phenomenon of Mass Hysteria
CRN: 22118
Days/Time: MWF 1:00-1:50
Instructor: Scott Grunow scottgr@uic.edu
What psychosocial factors cause groups of persons to get involved in a disturbing dynamic of rumors, fears, and mass hysteria? In the late 20th and early 21st century in particular, one has noticed several cases of mass hysteria, ranging from the moral panics such as “Satanic” day care centers in the 1980s and Pizzagate, to the viral spread of conspiracy theories such as QAnon, all of which have caused incidents of persecution and mob violence. Yet many of these incidents contain roots in previous movements dating as far back as the medieval period, often related to fears about the end of the world, the apocalypse. In this course, you will learn to form your own inquiry about our topic of rumors, fear, and the madness of crowds by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper. The first part of the course will focus on honing accurate and critical reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic related to the topic of the course, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic and the sources you summarized in the annotated reference list to multiple crowd theorists we will read in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research paper proposal and accompanying annotated reference list and the final research paper.

ENGL 161 Writing for Inquiry and Research: Writing about Film and Society
CRN: 42685
Days/Time: MWF 1:00-1:50
Instructor: Snezana Zabic szabic2@uic.edu
Whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), films tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, read articles in-depth, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a film analysis, 3) a research proposal, and 4) a researched argument essay. You will choose the film and all the sources for your semester-long research project. You will conduct research using the UIC library databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.

ENGL 161 English 161: Academic Writing II: Writing for Inquiry and Research
CRN: 14445
Days/Time: MWF 1:00-1:50
Instructor: Ryan Asmussen asmussen@uic.edu
This course is designed to prepare you for the research and writing you will do throughout your academic career. Class discussion will involve class lecture and activities to assist you in engaging in the practice of academic discourse, which involves developing rhetorical, grammatical, and research skills. You will be required to read challenging academic texts, learn to navigate library databases, evaluate sources, write formal research assignments, write reflectively, and work in discussion/peer-editing groups.
More specifically, we will be focusing on disciplines associated with the humanities. What are the humanities? As opposed to STEM disciplines (science, technology, engineering, and mathematics), the humanities “includes, but is not limited to, the study and interpretation of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and theory of the arts; those aspects of the social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life” (National Foundation on the Arts and the Humanities Act, 1965, as amended).
ENGL 161 Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 14433
Days/Time: MWF 1:00-1:50
Instructor: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42682
Days/Time: MWF 1:00-1:50
Instructor: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and their place in our public and private lives. Through readings, videos, and discussion, we will examine the impact of American corporations on the government, economy, environment, mental/physical health, and the justice system. We will also look closely at how corporate branding and advertising shape our notions – from childhood on – of beauty, success, race, gender, and more. Does profit-driven privatization subvert the public good? Are corporations that claim to promote social and environmental causes actually doing so? These and other such questions will inform your own academic inquires. Over the course of the semester, you will produce four writing projects, the last of which will ask you to introduce your readers to a current debate involving our class topic, take a position on this debate, and construct an evidence-based argument to support your position.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 42687
Days/Time: MWF 1:00-1:50
Instructor: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability as it relates to waste management, urban stormwater management, transportation, and labor. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.

ENGL 161 Social Justice in Public Writing
CRN: 14414
Days/Time: MWF 1:00-1:50
Instructor: Katharine Romero kromer7@uic.edu
In this section of English 161, called “Social Justice in Public Writing,” we will examine the argumentation of rhetors in the public writing sphere to understand argumentation as it relates to public context and the intended audience. In this course, we will write in various genres, such as the rhetorical precis, the research proposal, and the annotated bibliography which are all designed to develop your research skills such as summarizing, accessing, and citing. These research-focused genres will help to plan and build your semester-long research project, which will take the shape of an academic research paper and a multimodal re-imagination on a social justice issue of your choosing and proposed solutions to this issue. You will be guided throughout this process as we will learn to find sources through the UIC Library Databases and you will be supported by a writing community of peers, through peer review sessions, and receive individualized, instructor feedback on your writing and research. I look forward to working with you!

ENGL 161 Academic Writing II: “Writing Urban Secret Histories”
CRN: 14449
Days/Time: MWF 1:00-1:50
Instructor: Michael Newirth newirthofuic@gmail.com
This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161 Academic Writing II
CRN: 32290
Days/Time: MWF 1:00-1:50
Instructor: Angela Dancey adancey@uic.edu
A major concern of the academic study of film is how it both mirrors and shapes our understanding of gender. Your goal is to identify, research, and develop an inquiry into some aspect of the intersection of gender and film that interests you. As part of this process, you will produce four (4) writing projects, culminating in a documented research paper. Your final project should not only demonstrate your understanding of the topic and the existing public and academic conversations about it, but also engage with these conversations in a meaningful way.

ENGL 161 Sports Fans: Psychology, Superstition, and Scapegoats
CRN: 42688
Days/Time: MWF 1:00 -1:50
Instructor: Chris Glomski vivo@uic.edu
In “Psychology, Superstition, and Scapegoats”, we will explore the psychology of sports fans and the folklore attached to sports teams in considerable depth as we pursue the aforementioned goals. Beginning with the etymological roots of the word “fan” (from “fanatic”), we will explore such phenomena as deindividuation, disinhibition, and parasocial relationships. We’ll also examine the history of superstition, curses, and scapegoats attached to our own Chicago Cubs (and other teams). These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester. While these concepts provide the context for our writing, our goal is to learn about academic research and writing, not just about psychology and superstition. Therefore, in addition to our inquiries into these subjects, we will also spend time learning about summarizing, analyzing, and synthesizing arguments, conducting academic research, writing a research proposal, and drafting a research paper. All of this will culminate in a final research project that answers a research question you have posed in relation to the course inquiry. Our readings and class discussions will guide you through each of these steps, and help you work toward generating a research topic that interests you enough to write a ten-page paper.

ENGL 161 Academic Writing II: “Writing Urban Secret Histories”
CRN: 14446
Days/Time: MWF 2:00-2:50
Instructor: Michael Newirth newirthofuic@gmail.com
This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14383
Days/Time: MWF 2:00-2:50
Instructor: John Casey jcasey3@uic.edu
Sustainability has become so common of a word that we hardly notice it anymore. This class will begin with an examination of the concept of sustainability and its relationship to something known as the circular economy. From there, we’ll analyze examples of current research on sustainability as it relates to waste management, urban stormwater management, transportation, and labor. These studies will then serve as guides for each of you to begin your own research study on a topic related to sustainability. That topic should not only address a larger issue that researchers are examining around the world but show how that issue relates back to the Chicagoland area.

ENGL 161 Academic Writing II
CRN: 14454
Days/Time: MWF 2:00-2:50
Instructor: Angela Dancey adancey@uic.edu
A major concern of the academic study of film is how it both mirrors and shapes our understanding of gender. Your goal is to identify, research, and develop an inquiry into some aspect of the intersection of gender and film that interests you. As part of this process, you will produce four (4) writing projects, culminating in a documented research paper. Your final project should not only demonstrate your understanding of the topic and the existing public and academic conversations about it, but also engage with these conversations in a meaningful way.

ENGL 161 Writing for Inquiry and Research: Writing about Film and Society
CRN: 14407
Days/Time: MWF 2:00-2:50
Instructor: Snezana Zabic szabic2@uic.edu
Whether they focus on one character’s inner life or depict scenes of mass revolt (or anything in-between those two extremes), films tell stories deeply intertwined with both negative and positive developments in society. Within our general inquiry about film and society, you will research a scripted feature film, read articles in-depth, discuss your sources and respond to them in writing. You will produce essays that go through drafting, peer-review, and revision phases. Assignments include: 1) an annotated bibliography, 2) a film analysis, 3) a research proposal, and 4) a researched argument essay. You will choose the film and all the sources for your semester-long research project. You will conduct research using the UIC library databases, and write arguments based on the knowledge gained during this research. You will be able to discuss your ideas from inception to completion.
ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 44763
Days/Time: MWF 2:00-2:50
Instructor: Lisa Stolley lstoll1@uic.edu
In English 161, you will conduct independent research for the purpose of writing a documented research paper on some aspect of the topic of American corporations and their place in our public and private lives. Through readings, videos, and discussion, we will examine the impact of American corporations on the government, economy, environment, mental/physical health, and the justice system. We will also look closely at how corporate branding and advertising shape our notions – from childhood on – of beauty, success, race, gender, and more. Does profit-driven privatization subvert the public good? Are corporations that claim to promote social and environmental causes actually doing so? These and other such questions will inform your own academic inquires. Over the course of the semester, you will produce four writing projects, the last of which will ask you to introduce your readers to a current debate involving our class topic, take a position on this debate, and construct an evidence-based argument to support your position.

ENGL 161 Social Justice in Public Writing
CRN: 43519
Days/Time: MWF 2:00-2:50
Instructor: Katharine Romero kromer7@uic.edu
In this section of English 161, called “Social Justice in Public Writing,” we will examine the argumentation of rhetors in the public writing sphere to understand argumentation as it relates to public context and the intended audience. In this course, we will write in various genres, such as the rhetorical precis, the research proposal, and the annotated bibliography which are all designed to develop your research skills such as summarizing, accessing, and citing. These research-focused genres will help to plan and build your semester-long research project, which will take the shape of an academic research paper and a multimodal re-imagination on a social justice issue of your choosing and proposed solutions to this issue. You will be guided throughout this process as we will learn to find sources through the UIC Library Databases and you will be supported by a writing community of peers, through peer review sessions, and receive individualized, instructor feedback on your writing and research. I look forward to working with you!

ENGL 161 Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 14413
Days/Time: MWF 3:00-3:50
Instructor: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14428
Days/Time: MWF 3:00-3:50
Instructor: Heather Doble hdoble3@uic.edu
In this course we will use food as a way to explore larger issues of culture and identity. Here we will take a page from authors like Geeta Kothari who locates her struggle between Indian and American cultures in food and argues that “cultural identity shapes, and is shaped by, the foods one eats and the ways one eats them.” We specifically look at immigrant contributions to “American” food and culture. We will ask questions like: what is Chicago food? Is it deep-dish pizza and Chicago hot dogs? Or is it the Korean/Polish fusion of Chef Won Kim who grew up in a Korean family in a predominately Polish neighborhood in Chicago?

ENGL 161 Academic Writing II: Oh, Horrors! Research Papers!
CRN: 26194
Days/Time: MW 3:00-4:15
Instructor: Kian Bergstrom kian@uic.edu
Horror. Terror. The uncanny. The weird. The gothic. The oneiric. The frightful. The supernatural. The haunted. The plagued. The ghastly. The dark. The dark. The dark. The dark. So dark. So very dark. The endless night. Forever the night. All work. No play. And Jack is a dull, dull boy… Hold my hand?
ENGL 161 Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN: 40110
Days/Time: MW 3:00-4:15
Instructor: Mark Magoon mmagoon@uic.edu
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Virtual Reality, Augmented Reality, and Atmospheric Media
CRN: 14447
Days/Time: MW 3:00-4:15 ONLINE
Instructor: Mark R. Brand mrbrand@uic.edu
In this course, we will explore texts and cinematic examples of cutting-edge media forms: virtual reality, augmented reality, and atmospheric media. We will begin with theories and authorial visions that yearn for immersion in—or perhaps escape to—imaginary spaces (virtual reality), how these spaces can blur the lines between work and play, and the mixture of isolation and hyper-connectivity that various thinkers both promise and caution against. We will unpack our contemporary preoccupation with artificial objects and companions that join us in our real physical spaces (augmented reality), and finally we will consider the ways that machines can “see” us in unexpected ways and how they teach us to see ourselves, a growing ubiquity mediated by increasingly diffuse and invisible technologies (so-called “atmospheric” media). 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 (annotated bibliography, review of literature, paper proposal, final paper) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.
ENGL 161 Writing About Stand-up Comedy, Stereotype Humor, and Marginalized Communities
CRN: 14438
Days/Time: MWF 4:00-4:50
Instructor: Evan Steuber esteub2@uic.edu
Stand-up, with its conceit of truth-telling and authenticity, often frames stereotypes as true and pervasive, but it also critiques them through playing on the audience’s expectations and through a heightened sense of the absurd. While stereotypes are by their nature false, as they assume all members of a community share the same features, they can be used to bring communities together as well as attack them, and sometimes simultaneously. We will see how comedians from marginalized groups have accepted and dealt with issues of identity that are present before they take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with comedians’ stage personas and how they produce cultural context. This context elucidates their target audience and how their jokes and stories create meaning. This same process is reflected in the production of any discourse, including a successful essay. We will learn to be cognizant of the context and larger conversation in which our words take place, thereby reflecting a knowledge of our target audience and how our language creates meaning. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14403
Days/Time: MWF 4:00-4:50
Instructor: Heather Doble hdoble3@uic.edu
In this course we will use food as a way to explore larger issues of culture and identity. Here we will take a page from authors like Geeta Kothari who locates her struggle between Indian and American cultures in food and argues that “cultural identity shapes, and is shaped by, the foods one eats and the ways one eats them.” We specifically look at immigrant contributions to “American” food and culture. We will ask questions like: what is Chicago food? Is it deep-dish pizza and Chicago hot dogs? Or is it the Korean/Polish fusion of Chef Won Kim who grew up in a Korean family in a predominately Polish neighborhood in Chicago?

ENGL 161 Health Disparities: Closing the Health Gap in America
CRN: 26193
Days/Time: MW 4:30-5:45
Instructor: Kim O’Neil kimoneil@uic.edu
English 161 is designed to provide you with the intellectual tools you will need to engage in academic inquiry. Roughly the first third of the course is devoted to developing these tools, exploring texts within our theme across a range of media and genres, practicing effective strategies for finding, assessing, reading, annotating, and summarizing sources with an eye to understanding how we can credibly use different source types, putting them in conversation with each other; the result of this work will be an annotated bibliography. The second part of the course is devoted to applying these tools to a specific topic of interest to you within our broader theme—a health disparity that you will argue is current, dire, impacted by social policy, and in need of solution. As part of our class theme, we will examine how material factors like the resources in the neighborhood where you live, as well as factors like racism and homophobia, act as chronic stressors on health and indeed shorten lifespan, a phenomenon which one medical journalist has called “medical apartheid” and another the “status syndrome.” The final writing project for the course will be a documented research paper you write cumulatively in three stages. You will 1) present the problem—use a case study and statistical evidence to show that a health disparity exists for a particular community, is severe in impact, broad in scope, and something we should care about; 2) analyze causes—use a literature review format to synthesize the various factors contributing to the problem into distinct schools of thought, weigh the merits and limitations of each; and 3) analyze policy solutions—after logical consideration of the arguments for and against various approaches, advocate for a specific program you judge most effective, and call your audience to action. As a capstone project, as researchers, you will raise awareness about the disparities you’ve investigated by presenting your findings for the broader UIC community of stakeholders in the public health and social justice discourse.

ENGL 161 Academic Writing II: Writing for Inquiry and Research – Virtual Reality, Augmented Reality, and Atmospheric Media
CRN: 43492
Days/Time: MW 4:30-5:45
Instructor: Mark R. Brand mrbrand@uic.edu
In this course, we will explore texts and cinematic examples of cutting-edge media forms: virtual reality, augmented reality, and atmospheric media. We will begin with theories and authorial visions that yearn for immersion in—or perhaps escape to—imaginary spaces (virtual reality), how these spaces can blur the lines between work and play, and the mixture of isolation and hyper-connectivity that various thinkers both promise and caution against. We will unpack our contemporary preoccupation with artificial objects and companions that join us in our real physical spaces (augmented reality), and finally we will consider the ways that machines can “see” us in unexpected ways and how they teach us to see ourselves, a growing ubiquity mediated by increasingly diffuse and invisible technologies (so-called “atmospheric” media). 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 (annotated bibliography, review of literature, paper proposal, final paper) that span the entire semester and will serve as your entrée to the fundamentals of University-level research.
ENGL 161 Contemplating the Now
CRN: 29121
Days/Time: MW 4.30-5:45
Instructor: Alonzo Rico rico2@uic.edu
This course will focus mainly on the contemporary issues facing us today politically and socially, and how we position ourselves in relation to those issues at hand, whether it be by fervently adopting a particular ideology or remaining ignorantly ambivalent. Quite simply, this course will not necessarily have a concrete topic on which to focus on, but will emphasize, and perhaps provoke, interest in contemporary issues that inevitably saturate our everyday lives. And hopefully, in discussing these difficult issues, in taking the time to write about them in a critical manner, we will find something to say and maybe even care about.

ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14453
Days/Time: MWF 5:00-5:50
Instructor: Heather Doble hdoble3@uic.edu
In this course we will use food as a way to explore larger issues of culture and identity. Here we will take a page from authors like Geeta Kothari who locates her struggle between Indian and American cultures in food and argues that “cultural identity shapes, and is shaped by, the foods one eats and the ways one eats them.” We specifically look at immigrant contributions to “American” food and culture. We will ask questions like: what is Chicago food? Is it deep-dish pizza and Chicago hot dogs? Or is it the Korean/Polish fusion of Chef Won Kim who grew up in a Korean family in a predominately Polish neighborhood in Chicago?

ENGL 161 Academic Writing II: Processing Grief through Poetry, Music and Writing
CRN: 14401
Days/Time: TR 8:00-9:15
Instructor: Nicholas Dertinger
Grief is a universal experience, but the way humans handle it varies. While we will use music, poetry, and writing to explore grief, this class centers on a student-driven, semester-long research project about how grief effects the human condition. From personal loss to collective grief, we will make connections between the psychological effects of grief and how it informs the creative journey. In doing so, we can enter an intellectual conversation about life, loss, and how humans cope and process through their grief. In this class you will write drafts and revise several times before you submit work for a grade. Our texts They Say, I Say and From Inquiry to Academic Writing: A Practical Guide explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing 2: Writing for Inquiry and Research
CRN: 29118
Days/Time: TR 8-9:15 AM
Instructor: David Jakalski djakal2@uic.edu
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States be devoted entirely to academics, or should co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Do institutions of postsecondary education promote economic mobility, or do they sustain and perpetuate inequality? This course will conduct a focused inquiry into issues related to postsecondary education in the United States. We will read from several scholarly articles, and we will also examine a variety of popular sources (journal and newspaper articles, film, interviews, etc.). Assignments will include four writing projects: annotated bibliography, literature review, research proposal, argumentative research paper. Short drafting and peer-review assignments are also to be expected.

ENGL 161 Writing about Stand-Up Comedy and Audience
CRN: 14422
Days/Time: TR 8:00-9:15
Instructor: Marc Baez mbaez1@uic.edu
In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.

ENGL 161 Academic Writing II: Writing for Inquiry and Research: Linguistics, Identity and Community
CRN: 14415
Days/Time: TR 8:00-9:15
Instructor: Catherine Vlahos cavlahos2@gmail.com
In this class, we will study English in a way you may not have thought of before–not so much as writing an essay or reading a novel, but as language, a tool to communicate with the world around us. Language shapes our own and other’s sense of identity, and we will explore how it varies based on who we are, where we are, and who we’re talking to.
While the theme of this course is sociolinguistics (the scientific study of language use in societies), you will also use this context to hone your academic research and writing skills. Each major project in this class prepares you for the final project, a 10-page research paper on a specific area of sociolinguistics related to your interests.
Past topics have investigated the possibility of integrating non-prestige language varieties into academic settings, the effects of bilingualism upon academic success, the role of language in personal/group identity formation, predictions about the future role of English in the global workplace, etc. An example of my own sociolinguistic research analyzed the content of toxic comments female video gamers received in comparison to their male counterparts. The field of sociolinguistics is broad, so start thinking about language, identity, and society now to see what piques your interest.
ENGL 161 Academic Writing 2: Writing for Inquiry and Research
CRN: 26882
Days/Time: TR 9:30 – 10:45 AM
Instructor: David Jakalski djakal2@uic.edu
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States be devoted entirely to academics, or should co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Do institutions of postsecondary education promote economic mobility, or do they sustain and perpetuate inequality? This course will conduct a focused inquiry into issues related to postsecondary education in the United States. We will read from several scholarly articles, and we will also examine a variety of popular sources (journal and newspaper articles, film, interviews, etc.). Assignments will include four writing projects: annotated bibliography, literature review, research proposal, argumentative research paper. Short drafting and peer-review assignments are also to be expected.

ENGL 161 Academic Writing II
CRN: 14398
Days/Time: TR 9:30-10:45
Instructor: Virginia Costello vcostell@uic.edu
Although we begin with an analysis of Emma Goldman’s highly romantic and wildly impractical theory of anarchism, this class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections to contemporary movements and politics and in this way, you will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.
Contrary to common understanding, neither writing nor research is a linear process. Thus, in this class you will write drafts and revise several times before you submit work for a grade. Our text From Inquiry to Academic Writing: A Practical Guide explains how to develop ideas, read and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Writing for Research and Inquiry
CRN: 14471
Days/Time: TR 9:30-10:45
Instructor: Todd Sherfinski tsherfin@uic.edu
Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.
The course seeks to view academic writing through the lens of entomology in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word “research,” as well as the scope and impact of research.

ENGL 161 Writing about Stand-Up Comedy and Audience
CRN: 14465
Days/Time: TR 9:30-10:45
Instructor: Marc Baez mbaez1@uic.edu
In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.

ENGL 161 Academic Writing II: Processing Grief through Poetry, Music and Writing
CRN: 30804
Days/Time: TR 11:00-12:15
Instructor: Nicholas Dertinger
Grief is a universal experience, but the way humans handle it varies. While we will use music, poetry, and writing to explore grief, this class centers on a student-driven, semester-long research project about how grief effects the human condition. From personal loss to collective grief, we will make connections between the psychological effects of grief and how it informs the creative journey. In doing so, we can enter an intellectual conversation about life, loss, and how humans cope and process through their grief. In this class you will write drafts and revise several times before you submit work for a grade. Our texts They Say, I Say and From Inquiry to Academic Writing: A Practical Guide explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II
CRN: 29120
Days/Time: TR 11:00- 12:15
Instructor: Virginia Costello gingercostello@gmail.com
Although we begin with an analysis of Emma Goldman’s highly romantic and wildly impractical theory of anarchism, this class centers on a student-driven, semester-long research project about prison reform. You will be asked to make connections to contemporary movements and politics and in this way, you will be entering into an intellectual conversation about prison systems and positioning yourselves within those conversations.
Contrary to common understanding, neither writing nor research is a linear process. Thus, in this class you will write drafts and revise several times before you submit work for a grade. Our text From Inquiry to Academic Writing: A Practical Guide explains how to develop ideas, read and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing Inquiry and Research: Between Body and Mind: Narrative, Illness, and Medicine
CRN: 26880
Days/Time: TR 11:00-12:15
Instructor: Bridget English benglish@uic.edu
As humans, we inhabit bodies that are fragile and susceptible to illness and breakdown. Narratives—novels, films, television shows, and memoirs—provide us with a way of expressing and comprehending these experiences through plotting and sequence. But what is the relationship between these more subjective aspects of human existence, which most often find expression in literature and the arts, and medicine, a field that deals in facts and in objective data? At the heart of this opposition between medicine and the humanities is the view that the body and the mind exist as separate entities and must be treated accordingly.
In this class we will explore the relationship between medicine and the humanities by focusing on debates surrounding the incorporation of the humanities into a medical context. Through the examination of various kinds of narratives—medical, scholarly, public, literary and visual—we will develop skills of academic research and writing. As part of the course you will identify a topic of your own interest and will produce four writing projects related to this topic, culminating in a documented research paper that demonstrates your skills as an independent researcher on a topic related to literary representations of illness and the body, narrative medicine, illness narratives, trauma and the body, mental illness and the arts, television depictions of medicine, emotions and the body, the history of medicine, mediating the body in the public sphere or any related topic of your choosing.
ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 14443
Days/Time: TR 11:00-12:15
Instructor: Todd Sherfinski tsherfin@uic.edu
Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic
conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.
The course seeks to view academic writing through the lens of entomology in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word “research,” as well as the scope and impact of research.

ENGL 161 Academic Writing II: Writing for Inquiry and Research Linguistics, Identity and Community
CRN: 14442
Days/Time: TR 11:00-12:15
Instructor: Catherine Vlahos cvlaho2@uic.du
In this class, we will study English in a way you may not have thought of before–not so much as writing an essay or reading a novel, but as language, a tool to communicate with the world around us. Language shapes our own and other’s sense of identity, and we will explore how it varies based on who we are, where we are, and who we’re talking to.
While the theme of this course is sociolinguistics (the scientific study of language use in societies), you will also use this context to hone your academic research and writing skills. Each major project in this class prepares you for the final project, a 10-page research paper on a specific area of sociolinguistics related to your interests.
Past topics have investigated the possibility of integrating non-prestige language varieties into academic settings, the effects of bilingualism upon academic success, the role of language in personal/group identity formation, predictions about the future role of English in the global workplace, etc. An example of my own sociolinguistic research analyzed the content of toxic comments female video gamers received in comparison to their male counterparts. The field of sociolinguistics is broad, so start thinking about language, identity, and society now to see what piques your interest.
ENGL 161 Writing about Popular Film and Social Movements/Social Change/Social Stagnation
CRN: 41131
Days/Time: TR 11:00-12:15
Instructor: James Drown jdrown1@uic.edu
Media theorist Stuart Hall said that when producers create media (such as popular film) they “encode” messages as part of that creation process. These messages may reinforce expected social norms, as well as challenge them. For example, think about how films depict gender and gender expectations, and how these depictions might vary from traditional to progressive. These can be considered encoded messages. From an audience perspective, the messages might be obvious, loud, and direct, or they might be so quiet, subtle, and well-integrated into a film that you don’t even notice them. However, all of these messages have an impact and influence both us and society in general. If you consider how many films you have seen and how many messages they contain, you begin to understand why this is important and how it impacts social movements and change. We will begin by reading some theoretical work, including an essay by Hall, as well as applications of these theories. In our exploration of the relationship between popular film and social change/stagnation, we will be reading widely, considering how the different readings intersect, and using this information to develop a research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper.

ENGL 161 Academic Writing II
CRN: 32289
Days/Time: TR 12:30-1:45
Instructor: Aaron Krall akrall@uic.edu
English 161 is an academic writing course situated in academic inquiry, where students explore a topic as a community of inquiry. This section will focus on Chicago neighborhoods: how they are defined, what they mean, the kinds of identities and ways of life they support, the roles they play in local politics and economies, the ways they bring people together or keep them apart, and how they change. We will initially focus on the neighborhoods that surround the UIC campus, but our inquiry will take us across the City of Chicago and into a diverse and intersecting group of communities. This course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.
ENGL 161 Academic Writing II: Writing for Inquiry and Research
CRN: 32293
Days/Time: TR 12:30-1:45
Instructor: Todd Sherfinski tsherfin@uic.edu
Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic
conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.
The course seeks to view academic writing through the lens of entomology in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word “research,” as well as the scope and impact of research.

ENGL 161 Academic Writing II – Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 43493
Days/Time: TR 12:30-1:45
Instructor: Jay Shearer shearer@uic.edu
In this course we will examine the threats to democracy in the 21st century, including misinformation, voter suppression, the influence of money and (as some argue) the very structure of American government. We will explore and analyze links between public positions and private motives, historic compromises and their contemporary consequences, money and policy, information and belief. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument in a larger conversation regarding our course themes.

ENGL 161 Academic Writing II – Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 32288
Days/Time: TR 2:00-3:15 / 3:30-4:45
Instructor: Jay Shearer shearer@uic.edu
In this course we will examine the threats to democracy in the 21st century, including misinformation, voter suppression, the influence of money and (as some argue) the very structure of American government. We will explore and analyze links between public positions and private motives, historic compromises and their contemporary consequences, money and policy, information and belief. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument in a larger conversation regarding our course themes.

ENGL 161 Academic Writing 2: Writing for Inquiry and Research
CRN: 14464
Days/Time: TR 2:00- 3:15 PM
Instructor: David Jakalski djakal2@uic.edu
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States be devoted entirely to academics, or should co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Do institutions of postsecondary education promote economic mobility, or do they sustain and perpetuate inequality? This course will conduct a focused inquiry into issues related to postsecondary education in the United States. We will read from several scholarly articles, and we will also examine a variety of popular sources (journal and newspaper articles, film, interviews, etc.). Assignments will include four writing projects: annotated bibliography, literature review, research proposal, argumentative research paper. Short drafting and peer-review assignments are also to be expected.

ENGL 161 Writing about Happiness
CRN: 26881
Days/Time: TR 2:00-3:15pm
Instructor: Christopher Bryson cbryso2@uic.edu
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So, what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices…Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.
In this course, you will produce four (4) writing projects, culminating in a documented research paper focusing on some aspect of happiness. The writing projects are 1) a summary; 2) a synthesis; 3) a research proposal; and 4) research paper. For the research paper, you will write a unique, convincing argument, supported by appropriate evidence and claims. Your paper should not only demonstrate an understanding of the context and sources, but also contribute meaningfully to the inquiry you will be exploring throughout the semester.
ENGL 161 Academic Writing II
CRN: 32295
Days/Time: TR 2:00-3:15
Instructor: Aaron Krall akrall@uic.edu
English 161 is an academic writing course situated in academic inquiry, where students explore a topic as a community of inquiry. This section will focus on Chicago neighborhoods: how they are defined, what they mean, the kinds of identities and ways of life they support, the roles they play in local politics and economies, the ways they bring people together or keep them apart, and how they change. We will initially focus on the neighborhoods that surround the UIC campus, but our inquiry will take us across the City of Chicago and into a diverse and intersecting group of communities. This course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.
ENGL 161 Writing about Popular Film and Social Movements/Social Change/Social Stagnation
CRN: 29119
Days/Time: TR 2:00-3:15
Instructor: James Drown jdrown1@uic.edu
Media theorist Stuart Hall said that when producers create media (such as popular film) they “encode” messages as part of that creation process. These messages may reinforce expected social norms, as well as challenge them. For example, think about how films depict gender and gender expectations, and how these depictions might vary from traditional to progressive. These can be considered encoded messages. From an audience perspective, the messages might be obvious, loud, and direct, or they might be so quiet, subtle, and well-integrated into a film that you don’t even notice them. However, all of these messages have an impact and influence both us and society in general. If you consider how many films you have seen and how many messages they contain, you begin to understand why this is important and how it impacts social movements and change. We will begin by reading some theoretical work, including an essay by Hall, as well as applications of these theories. In our exploration of the relationship between popular film and social change/stagnation, we will be reading widely, considering how the different readings intersect, and using this information to develop a research question. Once we have a research question, we will follow through by conducting research, considering what that research means, and writing a fully developed academic research paper

ENGL 161 Writing for Inquiry and Research Linguistics, Identity and Community
CRN: 32287
Days/time: TR 2:00-3:15
Instructor: Catherine Vlahos cvlaho2@uic.edu
In this class, we will study English in a way you may not have thought of before–not so much as writing an essay or reading a novel, but as language, a tool to communicate with the world around us. Language shapes our own and other’s sense of identity, and we will explore how it varies based on who we are, where we are, and who we’re talking to.
While the theme of this course is sociolinguistics (the scientific study of language use in societies), you will also use this context to hone your academic research and writing skills. Each major project in this class prepares you for the final project, a 10-page research paper on a specific area of sociolinguistics related to your interests.
Past topics have investigated the possibility of integrating non-prestige language varieties into academic settings, the effects of bilingualism upon academic success, the role of language in personal/group identity formation, predictions about the future role of English in the global workplace, etc. An example of my own sociolinguistic research analyzed the content of toxic comments female video gamers received in comparison to their male counterparts. The field of sociolinguistics is broad, so start thinking about language, identity, and society now to see what piques your interest.

ENGL 161 Academic Writing II: Processing Grief through Poetry, Music and Writing
CRN: 14458
Days/Time: TR 2:00-3:15
Instructor: Nicholas Dertinger
Grief is a universal experience, but the way humans handle it varies. While we will use music, poetry, and writing to explore grief, this class centers on a student-driven, semester-long research project about how grief effects the human condition. From personal loss to collective grief, we will make connections between the psychological effects of grief and how it informs the creative journey. In doing so, we can enter an intellectual conversation about life, loss, and how humans cope and process through their grief. In this class you will write drafts and revise several times before you submit work for a grade. Our texts They Say, I Say and From Inquiry to Academic Writing: A Practical Guide explain how to develop ideas, read, and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Along with supplemental readings typically found on Blackboard, you will be able to organize and formulate a final research paper that utilizes all the skills we learn through the class. Writing assignments include but are not limited to the following: Annotated Bibliography, Proposal, Literature Review, and Research Paper.

ENGL 161 Academic Writing II: Madness and Society
CRN: 22116
Days/Time: TR 2:00-3:15
Instructor: Evan Reynolds ereyno9@uic.edu
In this class, we will examine the economics of so-called “mental health” and how it affects what gets offered to those deemed mad in terms of resources by the state and the economy. We will examine how the entire industry of mental health services emerges and absorbs opposition from service user activism. We will also chart out madness’s relationship to the Prison Industrial Complex, police brutality and neo-colonial expropriation of resources. We will examine the relationship between ecological crisis and mental distress played out by Greta Thunberg. We will examine how the workplace stress produced by adherence to the logic of maximizing shareholder value produces breakdowns. As the course progresses, we will ultimately produce an original argument about madness and political economy in the form of a research paper.

ENGL 161 Writing about Chicago’s Parks
CRN: 14456
Days/Time: TR 3:30-4:45
Instructor: Rachel Zein rzein2@uic.edu
Nature never intended that this vast number of people should live confined in such small space without any touch of nature and clear sunshine. We need and must have sunning places and spots where our children may enjoy the blessings of nature as provided by flowers, grass, air and sunshine. There is more to life than the splendor of brick and stone structures that go to make up the life of this city. -Chicago Defender, February 12, 1927
Did you know that more than 600 public parks can be found across Chicago? Today, thousands of residents cherish the plethora of public green space throughout the city, but this was not always the case. The epigraph above from the Chicago Defender, a historically Black newspaper that has greatly shaped Chicago’s social and cultural landscape, gestures toward Chicagoans’ strong need for public green spaces at the beginning of the 20th century. In this course, we will explore the past, present, and future(s) of Chicago’s green spaces, including traditional parks, beaches, river walkways, and more. First, we will think carefully about the distinction between “nature” and “city,” and what it means for a park to be “public.” We will also consider contemporary issues such as: the Edgewater community’s fight for life rings at their neighborhood beach; the long struggle to rename Douglas Park after abolitionist Frederick Douglass and his wife Anna Douglass; and the role the parks played during the most acute moments of the COVID-19 pandemic. As we explore these issues together — by way of scholarly articles and books, essays, podcasts, films, photography, and other media — you will be working on your own final research paper that broadly connects to the course theme.

ENGL 161 Academic Writing II – Democracy in the Age of Misinformation: Real Votes and Fake News
CRN: 14425
Days/Time: TR 3:30-4:45
Instructor: Jay Shearer shearer@uic.edu
In this course we will examine the threats to democracy in the 21st century, including misinformation, voter suppression, the influence of money and (as some argue) the very structure of American government. We will explore and analyze links between public positions and private motives, historic compromises and their contemporary consequences, money and policy, information and belief. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument in a larger conversation regarding our course themes.

ENGL 161 Writing about Happiness
CRN: 14468
Days/Time: TR 3:30-4:45
Instructor: Christopher Bryson cbryso2@uic.edu
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So, what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices…Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.
In this course, you will produce four (4) writing projects, culminating in a documented research paper focusing on some aspect of happiness. The writing projects are 1) a summary; 2) a synthesis; 3) a research proposal; and 4) research paper. For the research paper, you will write a unique, convincing argument, supported by appropriate evidence and claims. Your paper should not only demonstrate an understanding of the context and sources, but also contribute meaningfully to the inquiry you will be exploring throughout the semester.

ENGL 161 Writing about Happiness
CRN: 14437
Days/Time: TR 5:00-6:15
Instructor: Christopher Bryson cbryso2@uic.edu
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So, what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices…Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.
In this course, you will produce four (4) writing projects, culminating in a documented research paper focusing on some aspect of happiness. The writing projects are 1) a summary; 2) a synthesis; 3) a research proposal; and 4) research paper. For the research paper, you will write a unique, convincing argument, supported by appropriate evidence and claims. Your paper should not only demonstrate an understanding of the context and sources, but also contribute meaningfully to the inquiry you will be exploring throughout the semester.

ENGL 161 Crises of the Neoliberal Present and How We Solve Them
CRN: 14418
Days/Time: TR 5:00-6:15
Instructor: Thomas Moore tmoore40@uic.edu
Students in this course will research and critically analyze how the actions (and inactions) of the recent past have led to the sociopolitical, ecological, and economic crises of our neoliberal present—namely those of perpetual war, climate change, a mismanaged global pandemic, and the heightened exploitation of American workers. Our discussions and collective investigation of contemporary U.S. politics will draw on a variety of scholarly and popular sources. We will begin by reading three recent articles together as a class to establish a conceptual foundation, and, as the semester progresses, each student will be free to research and write about the issue that matters to them most. Students will embark on semester-long, cumulative research projects with two objectives in mind: (1) understanding how a specific sociopolitical, cultural, and/or economic problem became what it is today; and (2) proposing realistic steps we can take to solve it.

ENGL 161 Academic Writing II: Writing for Research and Inquiry: What is a Hero?
CRN: 22117
Days/Time: TR 5:00-6:15
Instructor: Keegan Lannon
At the beginning of the COVID pandemic, hospitals, grocery stores and nursing homes would put out signs that read, “Heroes work here!” At the same time, the pandemic exposed for many the systemic inequalities in the service industry where these heroes purportedly worked.
It’s worth exploring, then, what is meant by “hero,” and how that term is used in American society—a culture inundated with media that makes claims about heroism. In this course, students will explore how heroes might be defined, and how that definition shapes individual and societal thought and action. This exploration will culminate in a substantial research paper that will contribute to the scholarly and cultural discourse on heroism and its connection to the American Identity.

ENG 175 The Bible as Literature
CRN: 46190
Days/Time: MWF 12:00-12:50
Instructor: Raphael Magarik
This course will introduce you to the study of the Bible as a collection of literary texts written by human beings. The texts we read discuss (and disagree with each other about!) erotic desire, the possibility of redemption, politics and warfare, family, the existence of evil, and so on. We will learn something about the times and places in which these texts were produced, and we will practice reading them for ourselves, learning to pay close attention to their quirks, problems, and weirdness. We will also reflect on the varied uses to which biblical texts have been put over time, indeed the varied bibles that later readers, scribes, and editors have created.
ENGL 207 Interpretation and Critical Analysis
CRN: 46167, 46612
Days/Time: TR 2:00–3:15
Instructor: Amanda Bohne
This course is an introduction to how people, often literary scholars and critics, analyze and interpret literature and other creative works using different approaches. In this class, we will become familiar with some of those approaches by reading works of literature and criticism and experimenting with them ourselves. Throughout the semester, we will use different methods of critical analysis as lenses or frameworks for evaluating narratives and the choices authors make in the process of creating them. We will consider the strategies that scholars use to agree and disagree with each other as they engage in conversation about particular texts and about their work more generally. Although the course will focus on new and evolving theories that shape much of scholarly conversation in the twenty-first century, we will also pay attention to the history of literary criticism. Students should plan to read about eighty pages a week. Since conversation is a vital part of literary discourse, everyone should be ready to engage in discussion of the assigned readings for each session.
ENGL 207 Close Reading in and out of the Classroom
CRN: 46168, 46613
Days/Time: MWF 1:00-1:50
Instructor: Jeffrey Kessler
Interpretation is not an isolated act but takes place within a Homeric battlefield, on which a host of interpretive options are either openly or implicitly in conflict—Frederic Jameson
Close reading, the careful examination of literary language, has remained the bedrock of English studies for nearly a century. How has this practice changed over time? What critical movements have embraced or disparaged close reading? In this course, we will trace the history of close reading across different critical frameworks (New Criticism, deconstructionism, Marxism, queer theory, and New Historicism) and engage in current disciplinary debates about the role of close reading in contemporary teaching and criticism. Throughout the course we’ll examine critical practices alongside a wide range of literary texts, while thinking about what role the classroom plays among critical methods.
You’ll be asked to complete three papers: a close reading, an analysis of literary criticism, and a critical argument. In addition, you will have brief reading assessments throughout the semester to help measure your analytical skills. Our readings will likely include poetry by William Shakespeare, John Keats, Robert Browning, Emily Dickinson, Eve Ewing, and Claudia Rankin; and fiction by Henry James, Jhumpa Lahiri, Carmen Maria Machado and others.
ENGL 207 Interpretation and Literary Analysis
CRN: 46164, 46610
Days/Time: TR 9:30-10:45
Instructor: Bridget English
The process of reading literary texts gives us pleasure because it allows us to enter another world and to imagine what it is like to be someone else. In this sense literature encourages us to empathize with others. But how do we make sense of this experience which reading enables and how is it connected to the “real world”? What methods can we use to better understand or decipher the meaning of a novel, short story, poem, or play? In this course we will study different theoretical approaches to literature, including Marxist, psycho-analytical, historical, structuralist and post-structuralist literary and social theory in order to gain skills of literary analysis, but also to learn about different ways of “seeing” or understanding the world around us. After completing this course students will have a better understanding of literary analysis and interpretation, what literary theory is and how to apply it, and will also know how to formulate their own thesis based on this understanding.
English 207 Interpretation and Critical Analysis.
CRN: 46166
Days/Time: MWF 2:00-2:50
Instructor: Terence Whalen
This course will explore literary criticism as both a field of study and a practical skill. We will consider major approaches and theories on their own terms, but we will also “test” various theories against a range of primary literary texts. Literary authors include Edgar Allan Poe, Mary Shelley, and George Orwell. Requirements: weekly writing assignments; two or three formal papers; a research project; a final critical paper (based upon the research project); occasional tests or quizzes; and participation in group projects.
English 207 Interpretation and Critical Analysis.
CRN: 46163, 46609
Days/Time: MW 8:00-9:15
Instructor: Jennifer Rupert
ENGL 208 Survey of British Literature from the Beginnings to 17th Century
CRN: 46099
Days/Time: MW 11:00-11:50
Instructor: Alfred Thomas
This course offers a survey of British Literature from its beginnings to the early 17th century. Representing a thousand years of writing, it reveals the extraordinary vitality of the vernacular in Old English texts like Beowulf and The Seafarer and the post-Conquest resurgence of English as a major literature on a par with French in outstanding works by Chaucer, the anonymous author of Sir Gawain and the Green Knight, and the mystic Julian of Norwich,. The course culminates in the plays and poems of Marlowe and Shakespeare as well as Milton’s great religious epic Paradise Lost, which brings us full circle back to the heroic epic Beowulf.
ENGL 209 English Studies II
CRN: 46169
Days/Time: MW 9:00-9:50
Instructor: Peter Coviello
This course will survey the astonishing archive of American writing from the 18th- and 19th-cenuries, the years that witness the transformation of a provincial colonial outpost into that unlikeliest of things: a nation. We will read a great range of works, written by slaves, aristocrats, sailors, spinsters, sex-radicals, and bureaucrats, to ask how contradictions between empire and freedom, colonization and enfranchisement, democracy and enslavement, gave shape to the “America” that emerged. Authors will include Phillis Wheatley, Herman Melville, Frederick Douglass, Mark Twain, Harriet Beecher Stowe, and others.
ENGL 209 “British” Literature, Global Origins
CRN: 46583 MW 10:00-10:50
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 mid-twentieth century 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 213 Introduction to Shakespeare
CRN: 46498
Days/Time: TR 3:30-4:45
Instructor: Gary Buslik
This course will introduce you to the life, times, and work of the great poet, dramatist, and inventive genius of the English language, William Shakespeare. We will read a lively biography and selections from books about him, his work, and Elizabethan theater. We will read and discuss plays and sonnets. We will also watch filmed productions of the Bard’s most famous plays. We will write response papers and have quizzes on all readings, as well as midterm and summary exams.
ENGL 213 Introduction to Shakespeare
CRN: 46497
Days/Time: MWF 9:00-9:50
Instructor: Jeff Gore
Subtitled “The Raw and the Cooked,” this course will pair Shakespeare’s early experimental works with the more refined comedies, tragedies, and histories from the height of his career. We will juxtapose the early slapstick humor of The Taming of the Shrew with Twelfth Night’s gender-bending banter in order to understand better different kinds of comedy and different forms of social negotiation. Although T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” recent scholarship on gender, race, and trauma challenges us to examine more deeply the play’s cannibalism and escalating cycles of revenge. “To be or not to be” will certainly be one of the questions when we turn to the author’s tragic masterpiece Hamlet – written a decade after Titus – but so will be the lead character’s bawdy humor and hapless efforts to be the avenging warrior that his father was. With the histories, we will examine two kinds of leaders, the villain Machiavel Richard III, and the unifying warrior-king, Henry V: although the former cruelly murders his way to the top, the latter draws a subtler approach from the Machiavellian playbook. These pairs will help us to understand different approaches to story telling during the years that Shakespeare was most devoted to experimentation and refining his craft.
**Highly Recommended for Theatre, English Education, and Pre-Law students
ENGL 223 What Was Postcolonial Fiction?
CRN: 46499
Days/Time: MWF 2:00 -2:50
Instructor: Nicholas Brown
Is “postcolonial literature” a geographic-geopolitical designation, or a literary-historical one? That is, does it refer to literature written by certain kinds of people in certain places, or does it refer to literature that takes part in a literary development that corresponds, in ways still to be determined, to historical developments? This course aims to test the thesis that it refers most productively to the latter. For that reason, we will read “classic” postcolonial fiction (Dangarembga, Anand, Naipaul) against more recent fiction from the postcolonial world (Adichie, Ghosh, Danticat) in an attempt to tease out the implications and limits of this thesis. Readings will include authors such as Tsitsi Dangarembga, Edwidge Danticat, Chinua Achebe, V.S. Naipaul, Mulk Raj Anand, Chimamanda Ngozi Adichie, Salman Rushdie, Ngugi wa Thiong’o, Pepetela, Sylvia Wynter, M.G. Vassanji, Sara Suleri,
ENGL 230 Introduction to Film and Culture
CRN: 46501
Days/Time: M 3:00-4:15, W 3:00-5:45
Instructor: Angela Dancey
This course examines the relationship between film and culture through the lens of the horror genre. We will watch and discuss a variety of horror movies and analyze how their representations of gender, racial, and ethnic difference both shape and are shaped by the cultural context in which they were produced. Representative films include Psycho, Jennifer’s Body, Get Out, Halloween, Carrie, and Night of the Living Dead. There is no required textbook; assignments include discussion boards, reading responses, and weekly video posts.
ENGL 230 Film and Culture
CRN: 46500
Days/Time: T 3:30-4:45, R 3:30-6:15
Instructor: James Drown
Film and its media outgrowths have become an integral part of daily modern life. These media are fascinating to study, as they can act as both a reflection of our culture, and as an impetus for cultural change. They are one of the primary ways we embody much of our current storytelling, including the creation and perpetuation of our cultural history and myths. In this class, we will view a selection of populist films, primarily from the late 60’s to the early 80’s. Looking at these films will allow us to examine how films reflect the culture of the historical moment, including deep-seated social beliefs, as well as helping to foster social change. They can also help us understand our own cultural moment more deeply. Requirements for the class include weekly responses to the films, a group project analyzing your own set of films, and a take-home midterm and final. After this class viewing films will become a richer experience that will allow you to see the world around you in new ways.
ENGL 233 History of Film II: World War II to the Present
CRN: 14589
Days/Time: MW 3:30-5:20 – ONLINE
Instructor: Martin Rubin
An overview of the modern era of film history, with emphasis on the various “”new waves”” that rocked the cinema establishment during the postwar period, and on the major technical developments (widescreen, Dolby stereo, digital media) that have changed the ways we see, hear, and consume movies. Among the areas likely to be covered in the course are the Italian neorealist movement of Rossellini and De Sica, the early American avant-garde of Deren and Anger, the European art cinema of Bergman and Fellini, the rule-breaking French New Wave of Godard and Varda, the immediacy-seeking Cinéma Vérité movement of Drew and Pennebaker, the identity-building African cinema of Sembene and Mambéty, and the technically innovative blockbusters of Coppola and Spielberg. There is no textbook; requirements include regular quizzes and written assignments. History of Film I is not required; this course is self-sufficient. This course will be taught ONLINE (synchronous).
ENGL 236 Environmental Rhetoric
CRN: 46171
Days/time: T R 11:00-12:15
Instructor: Kate Boulay
In this course we explore environmental rhetoric. Our focus is on the ways conceptions of and messages about the environment are constructed and disseminated. Based upon the supposition that “…rhetoric and its analytic methods can help us understand the nature of our environmental debates and their outcomes,” we track and explore various issues including global warming, environmental policy, and environmental activism (Herndl and Brown 1996)
ENGL 237 Graphic Novels: “Reading” Visual Narratives
CRN: 46172
Days/Time: TR 2:00-3:15
Instructor: Keegan Lannon
Visual narratives arguably predate written stories, with cave painting depicting a pig hunt in Indonesia predating Sumerian, the first written language, by about 39,000 years. Sight, for most people, precedes language in childhood development, and because we can see and interpret the world around us with no formal instruction leads many to take their own sight for granted. Maybe for this reason, largely visual communication is seen as something that requires less academic consideration. Seeing, after all, is natural; thus, understanding what we see should also come naturally.
This belief about the naturalness of seeing might factor into why comics and graphic novels have struggled to find legitimacy as a narrative art form. This course will explore the complexity of this multimodal narrative medium, and the story-telling possibilities of a blended, heavily visual form. We will read a variety of comics, both short and long, and a variety of genres (even superheroes) to examine how comics tell stories in ways similar to and different from other media.
ENGL 238 Speculative Fiction, Sci-Fi and Fantasy.
CRN: 46173
Days/Time: TR 12:30-1:45
Instructor: Jennifer Lewis
Snow White retold as a contemporary tale of family secrets and racial politics. A magical town in which incredible events are incredibly mundane. A post-pandemic world where our civilization has been obliterated and transformed. All of these are stories that fall under the umbrella of speculative literature. Speculative literature works by imagining or speculating about a world very different than our own, with different and sometimes inexplicable rules and features including things like magic, non-human characters, or advanced science. In this course, we will explore the stories described above in order to delineate the literary strategies that distinguish three sub-genres of speculative literature: fabulism, magical realism, and science fiction. And though the speculative is typically associated with fiction and storytelling, we will consider whether it might apply to poetry as well. In our exploration of poetry, we will encounter poems that enter haunted houses, that use science as metaphors for political unrest, and that use magical thinking to make reality look like dreams. In these ways, we will trace the formal, rhetorical, and literary threads that constitute speculative genres; we will consider their relation to social, cultural, political, and psychological issues and we will determine the place of magic in contemporary life and literature.
ENGL 245 Queer Forms
CRN: 46174
Days/Time: TR 5:00-6:15
Instructor: Jennifer Lewis
The cultural revolutions of the late 1960s brought about significant transformations in the ways we think about gender/sex and sexuality in our everyday lives. Not only were these revolutions tethered to presenting and enacting radical gender and sexual identities in our social reality, but they were also represented in the literature and art of the period. And these representations have continually inspired the ways contemporary literature and art thinks about and represents gender and sex. This course will explore literature and art from the late 1960s to our present day by paying particular attention to experiments with form and genre as they relate to gender and sex. We will read novels, poems, and the graphic novel that use form to interrogate and make legible these radical ideas and what these expressions suggest about our ever-changing relationship to gender and sexuality.
ENGL 245/GWS 245—Love is Strange: The Politics of Desire in Modern Literature
CRN: 46176
Days/Time: TR 8:00-9:15
Instructor: Jennifer Rupert
We will begin the work of ENGL 245: Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which late 19th and early 20th century writers of memoir and fiction either resisted or internalized the pathologizing voices of the sexual sciences as these texts framed masculinity and femininity as biologically determined and heterosexuality as the norm. As we close the course concentrating on 21st century queer and transgender speculative fiction about different ways of being in love, one of our overarching projects will be to locate in the literature we read patterns of resistance to both long-standing and relatively new discourses that attempt to put all of us into very confining gender and sexuality boxes. In doing so, we will investigate the ways in which notions of class, race, and ability differences inform various kinds of scientific and literary narratives about gender and sexual normalcy as well as what we have come to understand as “romantic love.” Thus, our inquiry this semester will not only inspire reflection on societal notions of who should love whom but also meditation on possibilities for creating a culture of “ethical eroticism” that encourages mutuality and love in its many possible forms.
Required texts (available at the UIC bookstore and through on-line booksellers):
• B. Alexina/Abel. Herculine Barbin: Being the Recently Discovered Memoirs of a Nineteenth Century French Hermaphrodite. (Introduction by Michel Foucault). New York: Pantheon Books, 1980.
• Blank, Hanne. Straight: The Surprisingly Short History of Heterosexuality. Boston: Beacon P, 2012.
• Leilani, Raven. Luster: A Novel. New York: Farrar, Straus, and Giroux, 2020.
ENGL 247 The Madwoman Leaves the Attic (and goes to Grad School instead)
CRN: 46177
Days/Time: TR 8:00-9:15
Instructor: Ann-Marie McManaman
This course asks – what’s the relationship between madness and womanhood? We’ll read 19th, 20th, and 21st century novels, poetry, short stories, and comics by women and femmes across a broad range of American and British locations to probe the long-standing history of mad women. Some of the questions that underpin this course are as follows: Who gets to decide who is and is not mad? In what ways do madness and gender or sexuality overlap? What spaces are attached to mad women? Through a combination of survivor narratives, literature, and theoretical accounts of gender and madness we’ll challenge a whole history of concepts about mad women. We’ll work continuously at short readings, producing smaller close reading papers, reflective responses, and creative reflections, as a means of exploring these and many more questions that emerge throughout the semester.
ENGL 247 GWS 247 Women and Literature
CRN: 46179
Days/Time: TR 12:30-1:45
INSTRUCTOR: Virginia Costello
In this class, lectures and class discussion invite students to immerse themselves in the environments in which they were written. We will take a socio-historical approach to texts written by and about women. Although we will analyze Sappho’s poetry and recent work in transgender studies, many of our texts were written between 1890-1940. Writing during this time period often depicted a crisis in the human spirit and disruption of tradition. As such, this time period offers a unique view of the intersections between gender, sexuality, class, race, and nationality (among others). Many American artists and writers moved to Paris during this time, and we will examine why they chose Paris and what drove them out of the US in the first place. Finally, a close reading of our texts and supporting documents will allow us to address, at least tangentially, issues of censorship and sexuality. The texts we will read include (but are not limited to) Mark Twain’s Personal Recollections of Joan of Arc, Jhumpa Lahiri’s Interpreter of Maladies and Erika Sánchez’s I Am Not Your Perfect Mexican Daughter.
ENGL 247 Feminist Science Fiction
CRN: 46178
Days/Time: MW 4:30-5:45
Instructor: Margo Arruda
The genre of science fiction has long been dominated by white men. This homogeneous base of authorship has severely limited the kinds of futures these works imagine and the types of social/scientific changes we may see within them. In this course, we will immerse ourselves in the women challenging the boundaries of the genre, using the science fiction tropes to complicate ingrained concepts of sex, gender, and personhood.
We will examine how these writers use the lens of science and technology to radically re-envision definitions of autonomy, agency, and the self. Starting with the foundations of the genre with Mary Shelley’s “”Frankenstein; or the Modern Prometheus””, we will chart the path of iconic feminist science fiction writers such as Margaret Atwood, Ursula LeGuin, and Octavia Butler.
ENGL 258 The Grammar and Style of Non-Standard Englishes in the U.S.
CRN: 46502
Days/Time: MWF 9:00 – 9:50
Instructor: Doug Sheldon
In English 258, students will see grammar as less of a textbook and more as a multicultural/crosslinguistic 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 descriptively examined as a consistently reborn object through which students will interrogate past and present usage to understand how “rules” depend on cultural and situational appropriateness. Through examinations of grammatical flexibility, students will encounter cultural and sociolinguistic reasons for shifts in grammar use, and how experience with these forms contributes to the greater fabric of English. By interrogating linguistic biases, this course seeks to demystify grammar as it relates to societal norms and integrate non-standard English forms into grammatical analysis. The examination of poetry, sociolinguistic research, and multicultural grammar will engage multiple forms of linguistic production and rhetorical language. By the end of this course, students will have had the opportunity to historicize and interrogate the United States’ long sociocultural debate with grammar, production, and education. This course is ideal for English, Pre-Law, Education, and Professional Writing, and Communications Students.
ENGL 264 Introduction to Native American Literatures
CRN: 46180
Days/Time: MWF 12:00-12:50
Instructor: John Casey
Still here today” is a phrase meant to remind people that Native American communities and cultures are all around us. Too often the study of these literatures is treated as a historical exercise in analyzing creation myths and trickster tales. Although we will read some of these older stories, the texts we will focus most of our attention on are those building upon earlier traditions and showing readers how Native American culture is experienced and expressed in more modern times. Readings for this class will include some criticism to guide us in our analysis such as Thomas King’s ‘The Truth About Stories,’ which will serve as our main text for this purpose. Fiction readings will include works by authors such as Louise Erdrich, Leslie Marmon Silko, James Welch, Tommy Orange, and Melissa Tanaquidgeon Zobel. We will also watch episodes of the television series Reservation Dogs. Assignments will involve a research paper focused on a specific Native American narrative technique and a short biography of a Native American author. You will also be asked to write a weekly response paper that we will use to guide class discussions on the assigned readings. If you have any questions about the class, feel free to contact me at jcasey3@uic.edu
ENGL 267 Introduction to U.S. Latinx Literature
CRN: 46181
Days/Time: TR 12:30-1:45
Instructor: Esmeralda Arrizón-Palomera
This course is an introductory survey of U.S. Latinx literature. Students will read a variety of texts such as novels, memoirs, short stories, poetry, plays, and films by Chicanx, Central American, Dominican, Cuban, and Puerto Rican writers. At the end of this course, students will be able to identify and discuss key concepts and major themes in U.S. Latinx literature, analyze connections and discontinuities between different strands of U.S. Latinx literature, and examine U.S. Latinx literature with attention to aesthetic movements, cultural traditions, and historical context.
ENGL 280 Media and Professional Writing
CRN: 46183
Days/Time: MW 8:00-9:15- ONLINE
Instructor: Karen Leick
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 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.
ENGL 280 Media and Professional Writing
CRN: 46184
Days/Time: TR 9:30-10:45
Instructor: Karen Leick
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 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.
ENGL 280 Media and Professional Writing
CRN: 46187
Days/time: MWF 9:00-9:50
Instructor: Jeffrey Kessler
This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and public relations. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.
ENGL 280 Media and Professional Writing
CRN: 46185
Days/Time: MWF 12:00p-12:50
Instructor: Jeffrey Kessler
This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and public relations. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.
ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 46192, 46585
Days/time: T 11:00-12:15
Instructor: Charitianne Williams
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 46189, 46587
Days/Time: W 9:30-10:45
Instructor: Antonio Guerrero
English 282 prepares students to tutor writing from all academic disciplines and levels.
The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in
other courses that have a substantial writing requirement.
ENGL 282 Peer Tutoring in the Writing Center: Introduction to Theory and Practice.
CRN: 46191, 46586
Days/Time: W 3:00-4:15
Instructor: Vainis Aleska
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.
ENGL 290 Introduction to the Writing of Poetry
CRN: 46194
Days/Time: MWF 2:00-2:50
Instructor: Carla Barger
This course is designed to serve as an introduction to the craft of writing poetry. You will investigate form and language, learn close reading, develop a critical vocabulary to approach the work of others, and learn to use poetic devices in your own work. All this will be accomplished by reading a wide range of poetry, and by completing writing exercises and response essays in addition to creating original work.
This course is also where you will learn that poetry is a discipline, not merely self-expression. You will engage in poetry workshop by offering constructive criticism, and you will receive the same in turn. This means that in order to be successful in this class you must be open to suggestions and you must be willing to revise your work, often dramatically. It also means that participation is mandatory.
ENGL 290 Introduction to the Writing of Poetry
CRN: 46193
Dyas/Time: TR 2:00-3:15
Instructor: Eniko Deptuch Vaghy
It was Percy Bysshe Shelley who defined poetry as the thing that “…lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar.” Shelley’s description of crafting poems endows a writer with something akin to a magical power, awarding them with the ability to perceive experiences, objects, and people in a more thorough, experimental, and vibrant manner. This remarkable way of looking at and responding to the world will carry us through the course as we analyze approaches to description, imagery, voice/tone, form, the stanza, etc. and implement these techniques in our own work and critically assess them in brief reflection essays. As our course will be following the workshop format, you will be given the opportunity to share your poems and thoughts on poetry with your peers and hear theirs in return. By this, you will be given the precious opportunity to form a community of emerging writers committed to the strengthening of their interests in the literary arts and the facilitation of each other’s work.
ENGL 291 Introduction to the Writing of Fiction
CRN: 46197
Days/Time: TR 2:00-3:15
Instructor: Michael Williamson
This course will serve as an introduction to the art and craft of writing fiction. Our focus will be on the components that go into literary storytelling, with a particular emphasis on things like plot, character, dialogue, perspective, and theme. In order to examine how these elements, work in a piece of fiction, we will be reading a variety of short stories by established writers. Rather than analyzing these texts for cultural significance or meaning, however, we will be analyzing them purely on the level of craft. Our goal when reading will be to understand how a story works from the ground up, how all these mysterious components come together to build a piece of literary art. This analytical work will culminate with a class workshop in the second half of the semester, during which time you will produce your own body of two short stories. You will submit each of these stories to your peers, who will provide you with substantive feedback and critique in order to further refine your writing. In addition, you will be expected to provide thoughtful commentary on your peers’ work in turn.
ENGL 291 Introduction to the Writing of Fiction
CRN: 46195
Days/Time: MWF 9:00-9:50
Instructor: Travis Mandell
Reading makes a great writer. The more one reads, the more one understands the world of fiction, the better their prose; there is no substitute. This course will build on four major tenets of writing creative fiction: reading the works of established authors, writing our own fiction, critiquing the works of others, and editing/revising our own works.
For the first half of the semester, we will be reading short story selections from Gotham Writers’ Workshop Fiction Gallery, as well as some craft-oriented and theoretical work by other famous authors, to get a grasp on the technique and form that goes into producing lasting fiction. We will interrogate point of view, setting, world building, characters, plot, conflict, narrative voice, and dialogue. One cannot begin to break the rules, without first knowing them.
In the second half of the course, we will apply the fundamentals from the readings to develop our own short stories. Positioning ourselves as both writers and critics in workshop sessions, we will help every writer improve their work through constructive criticism and inspired discussion. We will utilize Blackboard for readings, quizzes, workshopping, and writing prompt assignment submissions.

ENGL 291 Intro to Fiction Writing
CRN: 46196
Days/Time: MWF 2:00-2:50
Instructor: Mary Anne Mohanraj
This is an intro undergraduate fiction workshop. We will study the craft of fiction, reading and writing fiction and learning to critique each other’s’ work. A broad range of genres are welcome, including science fiction and fantasy.
ENGL 303 Studies in Poetry: Forms of Resistance
CRN: 34226
Days/Time: TR 11:00 -12:15
Instructor: Jennifer Ashton jashton@uic.edu
In this course we’ll explore a range of formal experiments and movements in recent American poetry. We’ll start with a survey of late 20th-century examples of what came to be known as Language writing (sometimes referred to as L=A=N=G=U=A=G=E), followed by several early 21st-century antagonistic and otherwise resistant responses to that movement, both aesthetic and sociopolitical, that became associated with the term “postlangpo.” This will in turn lead us to a number of works involving wholesale or partial appropriation of existing texts: the Internet-search-based “Flarf” movement; Mark Nowak’s Coal Mountain Elementary, a collage of news reports of mining accidents in China and firsthand testimonies of survivors of the 2006 Sago Mine disaster in Virginia alongside K-12 lesson plans about coal mining published on a website operated by the American Coal Foundation, a pro-coal industry lobbying group; Jen Bervin’s Nets, an erasure-based work using Shakespeare’s sonnets.
Other works will shift poetic agency away from the poet onto mechanical processes or procedures or outsourced producers: computer-generated works such as The Apostrophe Engine or Gnoetry, pseudo-aleatory methods adopted by Harryette Mullen in Sleeping with the Dictionary, poems written by Amazon Turk workers in Nick Thurston’s Of the Subcontract.
Many of the works we’ll explore are also legible as forms of resistance to a longstanding lyric tradition (variously defined), with which much of the poetry written in English and other European languages over the last four and half centuries (at least) has been associated. Tracing the path of lyric engagement further will lead us to some remarkable invented poetic speakers: the “Black Automaton” in the series of eponymous graphic poems by Douglas Kearney; Cathy Park Hong’s fabricated “pidgin” spoken by a Virgil-like “Guide” in Dance Dance Revolution; Claudia Rankine’s astonishing use of the second-person address in Citizen: An American Lyric; or the exaggerated confessional persona of ‘Tao Lin’ (in scare quotes) in Tao Lin’s early poems.
Students will complete three short writing assignments, a mix of analytical short papers (300-750 words) and creative experiments in response to prompts that will be available from the start of the semester. Students must do at least one of each type of assignment, but otherwise the mix will be at everyone’s discretion. There will also be a longer final project (up to 2000 words) that can be developed out of one of the earlier short assignments.

ENGL 305 Studies in Fiction: Crime and Vice
CRN: 27643
Days/Time: T 3:30-6:00
Instructor: Lennard Davis
In this course we will look at crime fiction from the 18th through the 20th century. The course will consider how crime is depicted, who tends to be criminals, and the social and political implications of how crimes are defined. Eighteenth-century criminal narrations lead to the 19th century detective story and 20th century sensational novels. Readings include works by Daniel Defoe, William Godwin, Charles Dickens, Emile Zola, Arthur Conan Doyle, Richard Wright, Theodore Dreiser, and others.
ENG 314 “All About Eve”
CRN: 46199
Days/Time: MW 3:00-4:15
Instructor: Raphael Magarik
We will devote our semester to the biblical character of Eve, called “”the mother of all living,”” and some of her literary descendants. The course will center on the parts of Milton’s “”Paradise Lost”” in which Eve figures, which have provoked scholarly controversy: are they sexist or egalitarian? How does Milton think about the origins and meaning of gender difference? We will read Milton alongside seventeenth century retellings of Eve’s story by women like Lucy Hutchinson and Amelia Lanyer, and selected criticism.
But in the course’s first and final units, we will also reach backward and forward, placing Milton’s poem in a larger Eve tradition. Thus, we will start with the biblical story, which we will read alongside Near Eastern parallels; rabbinic legends about Eve’s demonic shadow, Lilith; and modern feminist scholarship. And after we discuss Milton, our third unit will take up Eve’s fortunes in the twentieth century, especially in science-fiction stories like Octavia Butler’s “”Xenogenesis”” series or poems like Marge Piercy’s “”Apple Sauce for Eve”” which aspire to the capacious, foundational reach of their biblical precedents. (Preston Sturges’s screwball comedy “”The Lady Eve”” does not exactly fit the course theme, but quite possibly we will watch at least a little of it anyway, because it is very good.)
Thematically, we will explore stories about the origin and history of gender difference. We will also be interested in tracking a significant character across a vast swath of literary history. We will explore both the patriarchal, sexist dimensions of the Eve tradition as well as its potential for critique. Eve’s daring revision of the original divine plan makes her a model for creative writers re-envisioning creation and revising literary tradition; she pushes us to theorize a tradition defined by reinvention or subversion.
ENGL 335 Black Female “Middlebrow” Fiction
CRN: 46577
Days/Time: TR 2:00-3:15
Instructor: Natasha Barnes
This course will look at a variety of African diaspora women writers whose critical reception is tempered by their popularity. What’s the difference between Chimamanda Ngozi Adichie whose intricate family stories land her work in the pages of the New York Review of Books, and Atlanta-based Tayari Jones whose Southern family dramas are rarely reviewed in The New York Times where she frequently makes the bestseller list. We will examine some of the literature that is emerging on this phenomenon. Books that we will read include Tayari Jones, An American Marriage and Deesha Pilyaw, The Secret Lives of Church Ladies. If there’s a page-turner you encountered in a book club, send me an email about it and perhaps that book may be included in our reading list. We will also examine the ways in which black women writers stood at the vortex of middlebrow and critical literary categories through figures like Alice Walker, Gayl Jones and Octavia Butler. Please be prepared for lively conversation…which you can’t have if you’re not in class, a midterm and an end of term exam, one short (5 page) and one longer (12 page) paper.
ENGL 382 Editing and Publishing
CRN: 42660
Days/Time: MWF 1:00-1:50
Instructor: Margena A. Christian
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 382 Editing and Publishing
CRN: 38558
Days/Time: MWF 11:00-11:50
Instructor: Margena A. Christian
In this course, students will study editorial oversight, copy editing/line editing techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Students will learn the business behind the books. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.
ENGL 383 Writing Digital and New Media
CRN: 39948
Days/Time: TR 9:30-10:45
Instructor: Philip Hayek
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing Digital and New Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.”
Learning how to use new software programs is certainly important, but genuine literacy requires more than facility with tools; it involves the ability to understand and critique digital media, then create original, rhetorically effective digital compositions. To accomplish this goal, we will read and discuss some of the most influential writers on digital literacy, then we will apply the concepts we’ve read to our own digital media projects. Our class sessions will be a mix of reading discussion, artifact analysis, and software workshop.
You should expect to experiment with unfamiliar technologies every day you come to class, and you should be prepared for some of these experiments to go terribly wrong. Failure and frustration are standard experiences when working with digital media, but they are not valid justifications for giving up. When you encounter technical problems in this class, you can get help from a variety of sources, including your classmates, campus resources, and I will do whatever I can to help you navigate the sometimes-treacherous waters of digital media.
ENGL 383 Writing Digital and New Media
CRN: 38535
Days/Time: TR 12:30-1:45
Instructor: Philip Hayek
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing Digital and New Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.”
Learning how to use new software programs is certainly important, but genuine literacy requires more than facility with tools; it involves the ability to understand and critique digital media, then create original, rhetorically effective digital compositions. To accomplish this goal, we will read and discuss some of the most influential writers on digital literacy, then we will apply the concepts we’ve read to our own digital media projects. Our class sessions will be a mix of reading discussion, artifact analysis, and software workshop.
You should expect to experiment with unfamiliar technologies every day you come to class, and you should be prepared for some of these experiments to go terribly wrong. Failure and frustration are standard experiences when working with digital media, but they are not valid justifications for giving up. When you encounter technical problems in this class, you can get help from a variety of sources, including your classmates, campus resources, and I will do whatever I can to help you navigate the sometimes-treacherous waters of digital media.
ENGL 384 Technical Writing
CRN: 43679
Days/Time: TR 11:00-12:15
Instructor: Philip Hayek
In this course, we will examine—first broadly and then with increased specificity—the types of writing required of most professionals in fields like business, medicine, science, technology and law, from the extremely basic to the more complex. We will also explore and become familiar with many real-life aspects behind the creation of technical writing, such as collaboration and presentation. Frequent opportunities to practice these skills and to incorporate knowledge you have gained in your science and technology courses will be integrated with exercises in peer review and revision. We will learn to pay attention to analyzing audience and purpose, organizing information, designing graphic aids, and writing such specialized forms as instructions, proposals and reports. Non-English majors in the STEM fields are encouraged to take this course in order to build writing skills that are directly applicable to your major coursework and projects.
ENGL 388 Writing for the Health Professions
CRN: 46602
Days/Time: TR 12:30- 1:45
Instructor: Bridget English
This is a course designed for English pre-health profession and English students interested in the field of health humanities and how writing can shape healthcare. Students in this course will investigate how structural racism, social inequities, and medical biases perpetuate health disparities, and the different ways that writing can advocate for health justice.
In this course we will ask who decides how mental illnesses are narrated: diagnosed, attributed, and treated? How have gender, race, class, ability, and sexual orientation affected the treatment and experiences of people deemed “mad”? To answer these questions, we will look at the history of psychiatric discourse from degeneracy to hysteria, shell shock to paraphilia, and protest psychosis. We will consider how theoretical lenses from fields such as disability studies, medical anthropology, and public health can help us think in complex ways about the root causes of mental health inequity. We will read texts ranging from patient narratives, memoirs, and journalism to creative non-fiction to consider how the formal and rhetorical choices across these genres can inform our own writing about these topics.
ENGL 406 Topics in Poetry and Poetic Theory: Emily Dickinson and Her Legacy in American Poetry
CRN: 46201, 46271
Days/Time: TR 12:30-1:45
Instructor: Christina Pugh
Emily Dickinson’s poetry has been both central to the history of American letters and enormously influential on the direction of American lyric poetry after her time. This course will begin by studying Dickinson’s works and considering a variety of critical approaches to her poetry – including prosodic, feminist, and so on, covering critical writings by Cristanne Miller, Sharon Cameron, Virginia Jackson, and others. The course will then proceed to consider several twentieth and twenty-first poets whose work either directly comments on Dickinson (for example, Lucie Brock-Broido and / or Alice Fulton) or could be seen as more indirect heirs (Louise Bogan, Marianne Moore, Ed Roberson, and / or Carl Phillips). The course will require a short paper and a longer final paper, as well as oral presentations.
ENGL 407 Realism
CRN: 46272, 46202
Days/Time: MW 3:00 – 4:15
Instructor: Nicholas Brown
Is realism a genre? Surely it is. But this course seeks a more robust or ambitious understanding of realism, one both more capacious — in that it might include works that initially present themselves as anything but realist — and more restrictive, in that most generically “realist” works might not be included. The purpose of this course is to investigate whether literature is capable of producing insight into, in Gyorgy Lukács’s phrase, “the real movement of society” — in the strongest version of this thesis, of producing insight that is unavailable through other discourses and modes of knowledge. Readings will include acknowledged classics of the realist tradition (Honore de Balzac, Mongane Serote, George Eliot [Mary Ann Evans]), generically realist novels (Champfleury, Adichie, Dickens), and novels like those of Kafka , Tutuola, or Conrad that might serve realist ends through anti-realist means.
ENGL 422 The Literature of Decolonization: From Colony to Postcolony
CRN: 43656, 43657
Days/Time: TR 11:00-12:15
Instructor: Sunil Agnani
This course introduces students to what used to be called third-world literature, or postcolonial literature. The aim is to understand anticolonial nationalism in tandem with decolonization.
We will investigate the legacies of European colonialism through a study of fiction, essays, and films that were produced during the colonial period and its aftermath. We begin with Conrad and Kipling, then shift to those in the colonies in order to examine the cultural impact of empire, anti-colonial nationalism, and the role played by exile and diaspora communities.
What challenges do works from writers on the receiving end of empire—such as Gandhi, Fanon, Césaire, J.M. Coetzee, Assia Djebar, Michael Ondaatje, Salman Rushdie and Amitav Ghosh—pose to the conventional idea of justice? How do they reveal contradictions within the languages of liberalism and progress that emerged in 19th-century Europe? How do such writers rework the classic forms of the novel? Finally, how has the failure of some of the primary aims of decolonization (economic sovereignty, full political autonomy) affected more recent writing of the last 40 years? Criticism from: Edward Said and Gayatri Spivak
ENGL 423 Topics in American Literary Nonfiction Prose
CRN: 46203, 46273
Days/Time: T 2:00-4:50
Instructor: Luis Urrea
How Do Stories Function: 15 Stories and 2 Books This course explores both fiction and nonfiction. We will examine short form essays and stories and all of the magic tricks writers use to make them sink deeply into the consciousness of the readers. We will also read a collection of “flash fiction” and I will dissect with you one of my own nonfiction books. Warning: I will also ask you to do a few creative projects. It’s a celebration!

ENGL 424 Topics in American Literature and Culture
CRN: 46204, 46274
Days/Time: TR 12:30-1:45
Instructor: Jennifer Ashton
Work, Art, and Money: 1845-1945 “I am writing this with an American Dollar Pen,” Gertrude Stein remarks in her Depression-era masterpiece, The Geographical History of America(1937). There did indeed exist (and still does) a kind of novelty pen with a rolled-up U.S. dollar bill visible inside it. For Stein, money taken out of circulation is represented in that work as a kind of analogue to the work of art as such, whether in the form of a poem or a novel or a painting. In the works we’ll look at, starting with two strikingly different texts from 1845 — Edgar Allan Poe’s “The Raven” and Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave the concept of the market is also transformative, and in the case of these antebellum texts by Poe and Douglass, it represents in very different ways a positive mechanism for transformation, whether social or aesthetic. Meanwhile, in the case of Stein and others, the market and its operations prove deadly for art and for persons alike. Other works to be discussed may include Herman Melville, “Bartleby, the Scrivener: A Tale of Wall-Street” (1853), Rebecca Harding Davis, Life in the Iron-Mills (1861), Henry James, “The Real Thing” (1892), poetry by Paul Laurence Dunbar (1895-1896), Kate Chopin, The Awakening (1899), Theodore Dreiser, Sister Carrie (1900), Jack London, The Iron Heel (1908), T.S. Eliot, The Waste Land (1922), Hart Crane, “Voyages” (1931), Langston Hughes, Scottsboro Limited (1933), Ernest Hemingway, “The Snows of Kilimanjaro” (1936), as well as works by Laura Riding and Gertrude Stein from the late 20s and early 30s. Most of our texts are in the public domain (no longer subject to copyright restrictions) and will be available to you in PDF form. Students will complete several short writing assignments (500-750 words) and a longer conference-panel-length paper (1500-2000 words). Some creative options will be available for those honing their own literary artistic skills.

ENGL 435/GLAS 490
CRN: ENGL 46866, 46867
CRN: GLAS 42776, 43365
Days/Time: TR 2:00-3:15
Instructor: Mark Chiang
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 Sayonara, Flower Drum Song, Lawrence of Arabia, and Rising Sun.

ENGL 446 Afropessimism: A Critical Overview
CRN: 24820, 24821
Days/Time: MW 9:30-10:45
Instructor: Ainsworth Clarke
Afropessimism is a controversial and increasingly influential current of black critical theory that reassesses and contests the theoretical investments that have dominated cultural studies over the last generation. Identified principally with the work of Frank Wilderson and Jarod Sexton, Afropessimism proposes a “different conceptual framework,” one that dispenses with the “theoretical aphasia” it argues marks cultural studies and that informs the latter’s inability to genuinely consider the question of power. The aim of this course is to interrogate the theoretical assumptions on which these claims rest and situate Afropessimism in relation to other important currents in black critical theory. Along with the work of Wilderson and Sexton, we will be reading Sylvia Wynter, Katherine McKittrick, Fred Moten, Christina Sharpe, the recent work of Nahum Chandler and Ronald Judy, amongst others.
ENGL 450 Topics in Disability Studies
CRN: 46214, 46275
Days/Time: W 3-5:30
Instructor: Lennard J Davis
This course will cover the basics of disability studies including an emphasis on Deaf Studies, Mad Studies, Neurodiversity, Intersectionality, Poverty and Disability. We will also cover the failings of disability studies up to this point and directions where disability studies could go. Also included are controversies within disability studies. Readings will include theoretical and critical works as well as fiction, poetry, art, film, and video.
ENGL 453 The Freshwater Lab + Internship Course
CRN: 46589, 46590
Days/Time: T 2:00-4:50
Instructor: Rachel Havrelock
The Freshwater Lab Internship course consists of three parts:
Study of local and regional water and environmental issues
Skill-building with professionals in the areas of environmental writing and communication, community-based research, water policy, and public health
Placement in an internship for all interested students. Professor Havrelock tailors the internship to student interests. An internship is not mandatory for those who prefer to focus on a project
Last year every student received a summer stipend for their internship. Many have joined an active Freshwater Lab cohort that helps to advance professional careers in the environmental sector.
ENGL 455 Topics in Rhetorical Studies: Climate Change—Past, Present, and Future
CRN: 46215, 46276
Days/Time: TR 2:00-3:15
Instructor: Ralph Cinton
Jointly taught: Professors Ralph Cintron and George Crabtree
This course is an experiment. A small interdisciplinary group of faculty from the sciences and humanities from the College of Liberal Arts and Sciences and other Colleges have been exploring what a set of courses addressing climate change might look like. We have been talking for about two years, and this course is one of our first iterations.
Cintron is a member of the English department and Latin American and Latino Studies. Crabtree is an electro chemist and physicist who is also a Distinguished Professor at UIC and a Distinguished Scientist at Argonne National Laboratory.
The goal of the course is to explore climate change through many perspectives: for instance, from the physics of climate change; to historical instances of climate change (paleoclimatology); to the predicted futures of climate change; to the problems of climate modeling; to philosophical matters such as the relationship between certainty and uncertainty; to indigenous vs. modernist conceptualizations of nature; to the advent and role of capitalism in climate change; to policy-making; to theories of social catastrophe; to economic and political repercussions due to climate change; to climate migration and the possible futures of the nation-state; to climate denialism; to particular case studies (Hurricane Fiona in Puerto Rico, flooding in Pakistan, and so on). In one sense the course will be a broad overview, but we also hope to invite a series of guest speakers representing different disciplines who will deepen specific areas of study.
ENGL 480
CRN: 46218, 46278
Days/Time: TR 12:30-1:45
Instructor: David Schaafsma
English 480 is the first required methods course for the English Education major and also a course anyone can take who might want to explore the possibility of being an English teacher. Together we will explore the seemingly simple question, Why teach English? This question will undoubtedly lead to a series of related questions, such as, What is the purpose of English/Language Arts? What does English teaching look like in different settings? How do our students influence what teaching English means? What does it mean to teach in an urban or at least multicultural environment? We will consider competing perspectives and reflect on our own assumptions in an attempt to develop an emerging framework for how we might approach English teaching. We’ll read texts such as Same as it Never Was by Chicago middle school teacher Greg Michie, some Young Adult literature, we’ll read a book of Chicago neighborhood stories of which I was co-editor, Growing Up Chicago, we’ll learn a bit about lesson planning and we’ll connect through field experience with area high school English classes.

ENGL 481 Methods of Teaching English
CRN: 19874, 19876
Days/Time: TR 3:30-4:45
Instructor: Todd DeStigter
ENGL 481 is to be taken in conjunction with ED 425 (Curriculum and Instruction) and 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. 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. Note: for graduate students the CRN of this course is 19876.
ENGL 486 Teaching of Writing in Middle and High Schools
CRN: 19256, 19257
Days/Time: TR 12:30-1:45
Instructor: Kate Sjostrom
Why teach writing? How can we teach writing more effectively and responsibly? These are the main questions we will try to answer in English 486. Drawing from a wide range of sources, we will think about writing not only as a transfer of information but as a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter practical activities suggested by experienced writing teachers; we will practice these activities as we write extensively together; we will read and assess each other’s work; we will talk about how to teach students a variety of genres. In essence, we will create an environment where you can develop your professional identity as a writer and teacher of writing. Also, we will discuss ideas that lend coherence to our classroom activities (what some people call “theory”). Whatever generalizing we do, however, will be grounded in the particular details of working toward the goal of this class: to prepare you to establish a productive community of writers.
Course requirements include 12-15 hours of field work in an area high school and three portfolios demonstrating what you have learned in various sections of the course.
ENGL 486 Teaching Writing in Middle and Secondary Schools
CRN: 46647, 46648
Days/Time: TR 3:30-4:45
Instructor: Brennan Lawler
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 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.
ENGL 487 Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 46220
Days/Time: TR 2:00-3:15
Instructor: Abby Kindelsperger
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for a wide variety of readers. Major assignments include lesson plans, discussion leadership, and a teaching demonstration. Students also complete 12-15 hours of field work in local schools, with an opportunity to facilitate literary study for a small group of learners.
ENGL 490 Advanced Poetry Writing
CRN: 29430
Days/Time: MWF 1:00-1:50
Instructor: Daniel Borzutzky
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 writing workshop is much more about generating new work than it is about critique. It’s exciting to make new things! It’s exciting to experiment with language, images, forms, and voices, in a classroom where students make work that is vibrant, unexpected, and transformational. Students will be encouraged to create chapbooks and long poems; to use documentary or research-oriented approaches; to translate or write in multiple languages; to write across genres and art forms; and to incorporate film and sound and music into their poems. To this end, we will read broadly as we study innovative poetic and artistic models that will help us craft our own work. And we will get the chance to speak with some writers as well as we investigate new approaches to how art and poetry get made.
ENGL 491 Advanced Writing of Fiction
CRN: 19260, 19261
Days/Time: TR: 11:00-12:15
Instructor: Christopher Grimes
You must have taken ENGL 291 to enroll. Otherwise, this will be a productive, respectful and engaged workshop focused exclusively on your own writing.
ENGL 491 Advanced Fiction Writing
CRN: 22828, 22829
Days/Time: MWF 12:00-12:50
Instructor: Mary Anne Mohanraj
This is a combined graduate and advanced undergraduate fiction workshop. We will study the craft of fiction, reading the work of published authors and examining their methods. We will also write fiction and learn to critique each other’s’ work. A broad range of genres are welcome, including science fiction and fantasy.
ENGL 493 Internship in Nonfiction Writing
CRN: 26976, 26977
Days/Time: R 3:30-4:45
Instructor: Linda Landis Andrews
What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites, social media, and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people, and their skills are needed.
Becoming a contributing writer takes planning, however, starting with an internship, which provides an opportunity to step off campus and use the writing and analytical skills gained through English courses.
In ENGL 493, guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship. Students are enrolled in ENGL 493 while concurrently working at an internship for 12 hours a week.
Employers include nonprofits, radio and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Many internships are conducted remotely, which makes the world a stage. During the pandemic, one intern worked for an organization in Denver, and another worked from home in Ho Chi Minh City.
First, register for ENGL 280, Media and Professional Writing, to launch your writing career. Procrastination is not advised.
Credit is variable: three or six credits Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.
Come, jump in- you have everything to gain and nothing to lose.
ENGL 496 Portfolio Practicum
CRN: 41077
Days/Time: W 9:30-10:45
Instructor: Margena A. Christian
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 a young professional 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 Student teaching with seminar
CRN: 14554
Days/Time: Arranged -Online
Instructor: Todd DeStigter
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers complete the edTPA assessment, and 3) those that address issues regarding a job search and ongoing professional development.
ENGL 498 Educational Practice with Seminar
CRN: 14555, 14556
Days/Time: Arranged – Online
Instructor: Katherine Sjostrom
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. 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 Student teaching with seminar
CRN: 14560
Days/Time: W 4:00-5:50
Instructor: Todd DeStigter
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 & 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar meetings will be remote and are structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers complete the edTPA assessment, and 3) those that address issues regarding a job search and ongoing professional development.
ENGL 499 Educational Practice with Seminar
CRN: 14561, 14562
Days/Time: Arranged-Online
Instructor: Katherine Sjostrom
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. 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 515 Studies in Medieval Literature: MEDIEVAL SHAKESPEARE
CRN: 46404
Days/Time: M 2:00-4:50
Instructor: Alfred Thomas
This course examines the continuities between medieval English literature and the plays of William Shakespeare. Refuting the old-fashioned taxonomy that artificially separated the Renaissance of the sixteenth century from the late medieval period, it reveals the medieval subtexts and themes in many of Shakespeare’s greatest plays, including Richard II, The Merchant of Venice, Hamlet, King Lear, and The Winter’s Tale, and the way Shakespeare uses the past in order to critique the political present. ”
ENGL 527 The Chicanx (Im)migration Narrative
CRN: 36689
Days/Time: T 5:00-7:50
Instructor: Esmeralda Arrizon-Palomera
(Im)migration is a central topic in U.S. Latinx literature. This seminar will interrogate its significance in the work of Chicanx writers. Students will explore how movement, within and across national borders, has shaped the contours of Chicanx literature and criticism. Our course readings will include 19th and 20th century primary texts that attend to the way race, class, gender, sexuality, and legal status inform Chicanx (im)migration narratives. Secondary work will include recent scholarship on Chicanx literature and (im)migration. Together, these texts will give students a strong foundation in Chicanx literature and criticism and provide important context for recent publications by undocumented and formerly undocumented writers such as, My (Underground) American Dream, Dear America: Notes of an Undocumented Immigrant, The Undocumented Amerícans, Children of the Land, and Solito.
ENGL 537 Contemporary Fiction
CRN: 46505
Days/Time: M 5:00-7:50
Instructor: Madhu Dubey
Various critical rubrics have been developed to characterize the genre of the novel in what is often clunkily called “the post-postmodern moment.” In this seminar, we will examine some such rubrics (novels of globalization, world-system novels, Afropolitanism, speculative realism, capitalist realism, post-postmodern realism, cli-fi, and petrofiction), paying attention to their accounts of contemporaneity as well as of contemporary fiction. We will read these critical accounts in relation to novels by authors including NoViolet Bulawayo, Jennifer Egan, William Gibson, Mohsin Hamid, David Mitchell, Jesmyn Ward, Colson Whitehead, and Karen Tei Yamashita.
ENGL 570 Program for Writers: Poetry Workshop
CRN: 35448
Days/Time: R 2:00-4:50
Instructor: Christina Pugh
This course is a poetry workshop for graduate level poets. Graduate level writers in other genres are welcomed in our course. Varied styles and aesthetics are also welcomed in the workshop. Discussion of student work will be the primary focus here, but we will also read some notable recent volumes of contemporary poetry. The course includes critical readings that directly treat issues of poetic making, including the study of syntax, line, and linguistic music. These critical works treat poems in the lyric tradition; it is my belief that study of this tradition can inform a variety of aesthetic commitments.
Students will write ten new poems and revise nine of these for a final portfolio; they will also produce an artist’s statement and critical writing on the assigned books of poetry.
My goal is for you to be writing with energy and focus, and for you to deepen your own poetic practice by thinking critically about the elements of craft that are available to you as a poet. I also strive to create a classroom environment that is encouraging and supportive – while staying seriously focused on the art and craft (and the perennial challenge and delight) of making poems.
ENGL 571 Program for Writers Fiction Workshop
CRN: 14577
Days/Time: T 2:00-4:50
Instructor: Christopher Grimes
You know the drill: we’ll be engaged in championing each other’s work in a thoughtful, respectful, collegial environment. As Professor Mazza’s workshop will be focusing on longer forms, we’ll be concentrating on short fiction.
ENGL 572 Novel Workshop
CRN: 14578
Days/Time: R 5:00-7:50
Instructor: Cris Mazza
This workshop is open to all graduate students in the English Department’s Program for Writers. All other graduate students from other English Department programs or from other departments must get prior approval of the professor. This is a writing workshop where we evaluate and discuss novels-in-progress. You do not have to have a completed novel to participate. You may only have an idea or a single chapter, perhaps several drafted chapters. Memoirs are also welcome. The workshop will not distribute nor discuss formula-driven genre/commercial fiction. Aspects of publishing and other functional or philosophic issues in a novelist’s life are also fodder for workshop conversation and reading suggestions will depend on the focus taken by workshop submissions.
ENGL 580 Aesthetic Environment
CRN: 35414
Days/Time: W 5:00-7:50
Instructor: Anna Kornbluh
This seminar studies the environmental capacities of the novel and film, including probing the inclusions and exclusions of the genre deemed “cl-fi”: climate fiction and climate film. We will work with theories of medium and form and the history of urbanization to develop an understanding of the aptitudes for world-building in these setting-driven modes and familiarize ourselves with “climate humanities” paradigms like infrastructuralism and ecomarxism. Questions will include: how does the novel as the literary form unique to capitalism conceptualize petromodernity? How does film intervene in the invisibility of oil and of infrastructure? What alternative energy regimes can novels and films help us design and implement? What art forms mediate the political specters of degrowth, “fully automated luxury gay space communism,” and authoritarian scarcity? Authors likely to include Emily Bronte, Lydia Millet, Michael Mann, Roland Emmerich, Kim Stanley Robinson, Octavia Butler, Ridley Scott, John Hughes, Georg Lukacs, David Bordwell, Fredric Jameson, Eric Hayot, Brian R. Jacobson, Myron Dewey, David Harvey, Mike Davis, Caroline Levine, Ruth Levitas, Andreas Malm.
ENGL 585 Theoretical Sites: On Antilogic
CRN: 36690
Days/Time: W 2:00-4:50
Instructor: Robin Reames
Rhetoric was the first discipline to self-consciously and explicitly theorize about language—the first formal study of and systematic speculation about what language could be harnessed to do. This course will offer an abbreviated account of that history through one of rhetoric’s repressed techniques: the practice of “antilogic.”
Despite its name, antilogic was a form of dialectic that predated the birth of what is now called “logic” by over a century. An experienced practitioner of antilogic could cause a person to view a single thing or idea in diametrically opposing ways, and to hold those opposing views simultaneously with no need or desire for resolution or synthesis. In this way, the practice of antilogic deliberately pursued aporia and the suspension of judgment to the same extent that the practice of logic pursues judgment and knowledge. In fact, one reason Western logic came into being in the first place was precisely to suppress the rival dialectic of antilogic. It is for this reason that antilogic is now all but lost for us today.
Central to this study is the idea that language implicitly carries on its back an ontology, an apprehension of what is. Thus, the language of antilogic was coextensive with an ontology that was different from and repressed by the ontology that arose in and through the logic of Western metaphysics. By investigating the repressed linguistic technique that rivalled and imperiled logic, we will likewise unearth its concomitant rival metaphysics and its rival model of knowledge: a will to suspend judgment that preceded the irreversible ascendance of the West’s implacable Will-to-Know.
Students in the course will gain a foundational understanding of what rhetoric as a discipline was at its inception and engage in advanced research methods in support of an independent scholarly project

Fall 2022

ENGL 060: English as a Second Language Composition II
CRN: 37556
Days/Times: TR 12:30-1:45
Instructor: Doug Sheldon
ENGL 060 is a course that introduces students to the structure of English compositions and provides practice in critical reading, grammar, vocabulary, and mechanics of basic writing. This will be a workshop-based course that functions to create clear and direct sentences that build to effective paragraphs. This will be achieved through close-reading exercises that act as models for effective writing and consistent practice in and out of class by working closely with the instructor and classmates.

ENGL 070: Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 30497
Days/Times: TR 9:30-10:45
Instructor: James Drown
In this class you will examine issues concerning writing and writing instruction. During the semester you will have three major projects in different genres. The first will be a series of summary/responses that will not only help ground you in conversations about writing but will also help you develop better reading and critical thinking habits. In the second project, you will take a critical look at a specific aspect of writing and/or writing instruction, formulate a position around that belief, and create a populist argumentative essay based on that position. For the third project, you will be expected to write three reflective essays during the semester. You will write one for each project and one at midterm concerning your reading skills. Each reflection will be based on a critical examination of what you learned and how well you have been able to apply what we learn in class. There will be four reflective essays in total, including a final letter for students in a future class. Each project will help you develop rhetorical analysis skills and give you a chance to apply them in a particular genre and context. All writing for the class will be shared publicly within the class through in-class discussion, presentation, and peer editing. Finally, throughout the semester you will also learn and utilize grammar, writing processes, organizational strategies, and editing techniques as appropriate to the needs of our class.

ENGL 070: Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 35040
Days/Time: TR 8:00-9:30
Instructor: James Drown
In this class you will examine issues concerning writing and writing instruction. During the semester you will have three major projects in different genres. The first will be a series of summary/responses that will not only help ground you in conversations about writing but will also help you develop better reading and critical thinking habits. In the second project, you will take a critical look at a specific aspect of writing and/or writing instruction, formulate a position around that belief, and create a populist argumentative essay based on that position. For the third project, you will be expected to write three reflective essays during the semester. You will write one for each project and one at midterm concerning your reading skills. Each reflection will be based on a critical examination of what you learned and how well you have been able to apply what we learn in class. There will be four reflective essays in total, including a final letter for students in a future class. Each project will help you develop rhetorical analysis skills and give you a chance to apply them in a particular genre and context. All writing for the class will be shared publicly within the class through in-class discussion, presentation, and peer editing. Finally, throughout the semester you will also learn and utilize grammar, writing processes, organizational strategies, and editing techniques as appropriate to the needs of our class.

ENGL 071: Introduction to Academic Writing
CRN: 30505
Days/Time: 8:00-9:15
Instructor: Robin Gayle
“””Writing Legacy for First Generation Students”” 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 first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. Student writing projects will include competing in the First-at-LAS “Tell Me Your Story” essay contest and writing reflections of their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.”

ENGL 071: Introduction to Academic Writing
CRN: 30507
Days/Time: TR 9:30-10:45
Instructor: Robin Gayle
“””Writing Legacy for First Generation Students”” 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 first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. Student writing projects will include competing in the First-at-LAS “Tell Me Your Story” essay contest and writing reflections of their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.”

ENGL 071: Introduction to Academic Writing
CRN: 30521
Days/Time: TR 11:00-12:15
Instructor: Robin Gayle
“””Writing Legacy for First Generation Students”” 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 first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students. The classroom will be structured as a “homeplace” that builds on each student’s cultural richness. Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. Student writing projects will include competing in the First-at-LAS “Tell Me Your Story” essay contest and writing reflections of their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.”

ENGL 071: Introduction to Academic Writing: Writing and the Student Experience
CRN: 30512
Days/Time: MWF 11:00-11:50
Instructor: Mark Schoenknecht
“In this course, we’ll focus on improving our reading comprehension and writing skills, using topics related to the student experience as a means of situating ourselves in a conversation about English composition. While thinking critically about “the student experience” will often include a reflection on our own experience as students, it will also entail an investigation into things like the (potentially) racist politics of mainstream writing instruction, the ways schools and other institutions create and reproduce hegemonic power relations, and the complex social dynamics involved in navigating between identities at home and at school (especially for those who are poor or come from marginalized communities).
Students will be asked to write three papers in this course: a personal essay, an argumentative essay, and a multi-genre project accompanied by a reflective essay. We’ll read a variety of written texts, from scholarly articles to literary memoirs, and engage with others in the UIC writing community through visits to the Writing Center and via a possible guest speaker or two. Students will also be asked to contribute work to a digital magazine written and edited by the class and will be expected to actively participate in class discussions and activities.”

ENGL 071: Introduction to Academic Writing: Choices and Change in the Study of Academic Writing
CRN: 30514
Days/Time: MWF 12:00-12:50
Instructor: Sarah Primeau
What exactly is academic writing? In writing classes, we often learn about rules for writing and the boundaries of what counts as academic writing, yet some of the most influential pieces of academic writing intentionally push at those boundaries and break the rules. When do writers choose to conform to historic ideas of academic writing and when do they choose to subvert the rules in their writing? These choices may be personal to the writer and to their identity, and yet these choices can create lasting political and social change for future readers and students. In this class, we will read BOTH examples of writing that conform to academic standards and examples from scholars who are working to change the definition of academic writing. The major projects in this course include a narrative about your own experience, an argumentative essay, and the study of another genre (or type of writing) that is new to you.
ENGL 101: Understanding Literature and Culture
CRN: 29203, 29202
Days/Time: TR 3:30-4:45
Instructor: Gary Buslik
In this course, we will read and learn how to appreciate great works of literature. We will read, analyze, and discuss several short stories, one novel, about ten poems, and a play. Authors will include Hemingway, Jamaica Kincaid, Joyce Carol Oates, Robert Frost, Shakespeare, and several other poets. We will write two major papers and several shorter papers. We will have midterm and final exams.

ENGL 101: Understanding Literature and Culture: GIRLS IN TROUBLE
CRN: 22330, 20578
Days/Time: MWF 2:00-2:50
Instructor: Peter Coviello
“GIRLS IN TROUBLE: This course introduces students to literary interpretation by studying the fate of imperiled young women across a range of fictions. We will consider the entanglements of desire and danger – as well as questions of freedom, friendship, family, work – as they play in the lives of women navigating their way through turbulent worlds. Authors may include Carson McCullers, Nella Larsen, Flannery O’Connor, Toni Morrison, and others. “

ENGL 101: Understanding Literature and Culture
CRN: 25644, 25642
Days/Time: MWF 10:00-10:50
Instructor: Sian Roberts
In this course we will attempt to answer some key questions about literature: why do we read and study literature in the first place? How do we effectively analyze texts and take up a critical position? Our readings will be structured around the theme of the future. We will read texts that anticipated our own present with eerie accuracy and texts that attempt to imagine where our present world might lead us. We will encounter many different visions of the future as inaccessible, prosperous, and uncertain. Our focus will be on texts from the twentieth and twenty-first century.

ENGL 103: Understanding Poetry – Finding Place in Poetry
CRN: 20645, 20646
Days/Time: MWF 12:00 – 12:50
Instructor: Daniel Barton
Have you ever encountered a place—whether it’s a park, street corner, or specific city—and felt an unmistakable connection to it? How were you moved by the experience? More pressing, what would it mean to lose a sense of place or be disconnected from places important to us? What if the places close to us are fraught with difficult histories? These questions have been rich and compelling catalysts for poets across different time periods and from around the world. Reflecting on this tradition, in this course we will examine how poets have variously approached the theme of place to discover what makes poetry, as an experience of language, unique from other forms of writing, particularly when it comes to drawing connections between place and self. We’ll look at poets from different literary time periods, ranging from the 18th century to the present, and compare their approaches to this theme, whether it’s Romantic meditations on landscape, contemporary Eco poetry, or the work of postcolonial writers navigating legacies of Imperialism and displacement. Throughout our investigation, we’ll develop a vocabulary for various aspects of form, line, meter, and other devices to better appreciate how they work together to achieve the ultimate effect of a poem. Grading for this course will be based on participation in daily discussions, written responses to class readings, one short paper, and a longer final paper.

ENGL 103: Understanding Poetry
CRN: 22349, 22348
Days/Time: TR 11:00-12:15
Instructor: Jennifer Ashton
“If a poem were like an engine, how would you set about dismantling and reassembling it? If a poem were a math problem or an equation, how would you solve it? If a poem were a research subject, how would you interview it? What would you ask it and what do you think it might say? You could call this course Poetry for Engineers. Or you could call it Poetry for Mathematicians. Or Poetry for Sociologists and Statisticians. All the above will apply to the work we do, but you can also think of this course as Poetry for Poets, Teachers, and English literature majors. We’ll spend the semester studying a set of case examples ranging from early ballads with recognizable patterns of rhythm and rhyme to 21st century poems that contain no words at all. Our efforts in and out of the classroom will revolve around studying these texts closely and discovering and developing the tools necessary for explaining how their producers intend them to work.
All our practice in this course will emphasize what the great 20th-century avant-garde dramatist and poet Bertolt Brecht thought that all art (and all thinking about art) should involve: namely, *fun*.
And even though our focus will be on poetry (not exactly what a majority of people choose to focus on for fun), the skills you practice will be both fun and highly transferable. Let’s just say that if you can learn how to give a compelling explanation of how a work of literature (or any work of art) operates, you can probably learn how to construct a compelling explanation of just about anything else, and that is a highly valued ability in many kinds of careers.”

ENGL 104: Understanding Drama
CRN: 26201
Days/Time: MWF 1:00-1:50
Instructor: Aaron Krall
How do plays represent the world? How do they produce new worlds? This course will examine the form and content of drama from the end of the nineteenth century, the beginning of “modern drama,” to the contemporary stage. We will focus on strategies for critically reading and writing about plays through an analysis of works by playwrights including Ibsen, O’Neill, Beckett, Soyinka, Churchill, and Parks, 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 131/MOVI 131: Introduction to Moving Image Arts
CRN: 47486
Days/Time: TR 3:30-4:45/6:15
Instructor: Kate Boulay
Focusing on a number of different themes, in this course students learn about the history and development of moving image arts and the field’s intersections with various socio-cultural categories including race, class, gender and sexualities.

ENGL 132: Understanding Film
CRN: 47454
Day/Time: MW 3:00-5:45/4:15
Instructor: Thomas Moore
In this course, students will collaborate with their peers to understand how the various elements of cinema—such as sound, music, acting, editing, lighting, dialogue, narrative, composition, set design, and cinematography—are brought together to produce meaning. As a class, we will seek to answer the following questions: What is distinctive about the medium of film? How does one interpret a movie as a work of art? Why do so many cinematic masterpieces manifest an acute awareness of themselves as films?
Attentive to the roles of writers, actors, and other creative agents involved in this necessarily collective art form, we will study thirteen internationally acclaimed films by such directors as David Lynch, Alfred Hitchcock, Ingmar Bergman, Billy Wilder, and Jordan Peele. The course will feature in-class film screenings on Mondays and student-directed, discussions on Wednesdays.

ENGL 135: English and American Popular Genres
CRN: 47462
Days/Time: MW 9:30-10:45
Instructor: David Schaafsma

ENGL 154: Understanding Rhetoric
CRN: 47488
Days/Time: MWF 1:00-1:50
Instructor: Ralph Cintron

ENGL 154: Understanding Rhetoric
CRN: 47490
Days/Time: TR 3:30-4:45
Instructor: Doug Sheldon
“The comedian Lewis Black declared, “Here’s your law: If a company, can’t explain, in
one sentence, what it does… it’s illegal.” What has he done here? He has used sarcasm and economic law to shape a position. But he has also a conditional sentence, a colon and an ellipsis! All of these items contribute to Black’s comedic rhetoric of identity. Now, this class cannot tell you in one sentence what rhetoric does, or even what it is, but through the examination of ancient rhetoric to that of the twenty-first century we will negotiate with this term to better understand our identities as thinkers and social beings. In addition, this course will examine multilingual rhetoric, political rhetoric, multimodal rhetoric, and other delivery systems that shape what we call “identity”. Ideas examined in this class will include: How do we use rhetoric in our lives both consciously and unconsciously? How do rhetors and rhetoric interact on an intellectual, academic, and public level to influence identity creation? How do cultures benefit/suffer from language, identity, and policy built on rhetorical frameworks? This course will allow students to see rhetoric not as a negative label, but as a method to interrogate the texts, the visuals, and the conversations we encounter daily.
This course is ideal for English, Pre-Law, Education, and Professional Writing students.”

ENGL 154: Understanding Rhetoric
CRN: 47489
Days/Time: MWF 10:00-10:50
Instructor: Mark Schoenknecht
“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 158: English Grammar and Style
CRN: 47491
Days/Time: TR 2:00-3:15
Instructor: Doug Sheldon
“In his book Philosophical Investigations, Ludwig Wittgenstein wrote, “the harmony between thought and reality is to be found in the grammar of the language.” While this seems lofty, it speaks to grammar being the most communicative tool built within language. This course will focus on grammar as object of structure and style within several genres of text, examining not just form and function, but practical application across a variety of professional areas. Preference will be given to examining grammar uses as intentional choices made by authors to aid audiences in comprehending the goals of textual communication. In both individual and group contexts, students in this course will learn the structures of English grammar and analyze texts containing those functions. At the conclusion of the course students will be able to use grammatical terms and processes to better understand written communication and take with them a skill that aids in revision and reflection.
This course is ideal for Pre-Law, Education, and Professional Writing students.”

ENGL 158: English Grammar and Style
CRN: 47493
Days/Time: TR 9:30-10:45
Instructor: Jeffrey Gore
“Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives: rules will become tools to help you to speak and write more effectively. Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate). You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name. You will practice using different sentence forms to appreciate how they allow you to convey different kinds of thoughts and feelings. You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices. By the end of the semester, you should be able to use terms of grammar to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing will come more naturally to you.
**Highly Recommended for Pre-Law, Education, and Professional Writing students”

ENGL 158: English Grammar and Style
CRN: 47492
Days/Time: MWF 2:00-2:50
Instructor: Jeffrey Kessler
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 159: Academic Writing Workshop
CRN: 40751
Days/Time: M 10:00-10:50
Instructor: Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 40752
Days/Time: W 10:00-10:50
Instructor: Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 40753 F 10:00-10:50
Instructor: Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 41705
Days/Time: M 2:00-2:50
Instructor: Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 41706
Days/Time: W 2:00-2:50
Instructor: Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 41707
Days/Time: F 2:00-2:50
Instructor: Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159: Academic Writing Workshop
CRN: 40315
Days/Time: M 1:00-1:50
Instructor: Amanda Bohne
English 159 is designed to support students as they complete English 160.

ENGL 159: Academic Writing Workshop
CRN: 40316
Days/Time: W 1:00-1:50
Instructor: Amanda Bohne
English 159 is designed to support students as they complete English 160.

ENGL 159: Academic Writing Workshop
CRN: 40317
Days/Time: F 1:00-1:50
Instructor: Amanda Bohne
English 159 is designed to support students as they complete English 160.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11784
Days/Time: TR 12:30-1:45
Instructor: Jay Shearer
“This course will direct and assist you in a written conversation with the world around you, primarily through the art of composing an argument. Through articles, book excerpts and other media, you will examine popular culture, political culture, and your place in the nation and the world. You will express and examine ideas regarding these issues and evaluate claims that differ from your own. Ultimately, you will give your “take” on a given situation using three distinct written genres: the Opinion Piece, the Media Review, and the Argumentative Essay. You will also compose a Reflective Essay with your final portfolio. This course will challenge you, improve your writing, and help you engage in a public conversation. It might even be actual fun.”

ENGL 160: Academic Writing I: Reading and Writing Mystery: Investigating True Crime
CRN: 11901
Days/Time: MWF 9-9:50
Instructor: Karisa Sosnoski
In this course, you will investigate true crime through reading, watching, and writing. By viewing various forms of media, and reading diverse true stories, you will dig deeper into the complexities of true crime narratives. Through group discussions and critical analysis, you will consider how mysterious experiences, relationships with the police, the legal system, denationalization of violence, and intersectionality’s reveal larger social, political, moral, and ethical issues. You will be provided with the opportunity to find your voice while considering how mystery and true crime have influenced your own life. Through the course of the semester, you will be assigned four major writing projects (WPs) that will be guided by our reading, watching, and smaller writing assignments in and outside of the classroom. Each writing project is a distinctly different genre that will allow you to experience how crime and mystery adapt and transform. Throughout the course of the semester, you will be invited to consider how style, language, and audience influence true crime, as well as the reasoning behind society’s obsession with true crime stories.

ENGL 160: Academic Writing I: Reading and Writing Mystery: Investigating True Crime
CRN: 24124
Days/Time: MWF 11-11:50
Instructor: Karisa Sosnoski
In this course, you will investigate true crime through reading, watching, and writing. By viewing various forms of media, and reading diverse true stories, you will dig deeper into the complexities of true crime narratives. Through group discussions and critical analysis, you will consider how mysterious experiences, relationships with the police, the legal system, denationalization of violence, and intersectionality’s reveal larger social, political, moral, and ethical issues. You will be provided with the opportunity to find your voice while considering how mystery and true crime have influenced your own life. Through the course of the semester, you will be assigned four major writing projects (WPs) that will be guided by our reading, watching, and smaller writing assignments in and outside of the classroom. Each writing project is a distinctly different genre that will allow you to experience how crime and mystery adapt and transform. Throughout the course of the semester, you will be invited to consider how style, language, and audience influence true crime, as well as the reasoning behind society’s obsession with true crime stories.

ENGL 160: Academic Writing I: Monsters Across Media
CRN: 46734
Days/Time: MWF 8:00-8:50
Instructor: Hyaciinthe Ingram
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 within 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: Monsters Across Media
CRN: 46737
Days/Time: MWF 11:00- 11:50
Instructor: Hyacinthe Ingram
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 within 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: Writing about Chicago’s Near West Side
CRN: 38957
Days/Time: MWF 8:00-8:50
Instructor: Rachel Zein
Have you ever wondered why University Hall looks like a tall, grey waffle? Do you ever think about what Chicago might have looked like a hundred years ago? In this class we will be exploring the past, present, and future of one Chicago community area — the Near West Side — through photos, words, videos, and more. We will also consider the area beyond the realm of UIC to discuss past and current trends such as urban renewal, gentrification, ethnic neighborhood formation and dissolution, and more.
Over the course of fifteen weeks, in addition to reading and learning about the Near West Side as a class, each of you will also create four writing projects. This course is structured to allow you to work in more than just the traditional academic essay format, allowing you to integrate media such as images and sound into your writing. Your writing assignments are designed to be useful in the world beyond the university. We will begin with a photo essay assignment (no experience with photography required) for which I ask you to go out into the Near West Side, document what you observe, and write about it. Next, we will learn about the rhetoric of persuasion so that you can write persuasive letters to government officials on the Near West Side regarding an issue you care about. Third, I’ll ask you to write an argumentative essay related to UIC’s fraught history on the Near West Side. Finally, toward the end of the semester, you will reflect on everything you have learned and create a podcast about your own writing journey in the course.
ENGL 160: Academic Writing: Writing about Chicago’s Near West Side
CRN: 11332
Days/Time: MWF 11:00-11:50
Instructor: Rachel Zein
Have you ever wondered why University Hall looks like a tall, grey waffle? Do you ever think about what Chicago might have looked like a hundred years ago? In this class we will be exploring the past, present, and future of one Chicago community area — the Near West Side — through photos, words, videos, and more. We will also consider the area beyond the realm of UIC to discuss past and current trends such as urban renewal, gentrification, ethnic neighborhood formation and dissolution, and more.
Over the course of fifteen weeks, in addition to reading and learning about the Near West Side as a class, each of you will also create four writing projects. This course is structured to allow you to work in more than just the traditional academic essay format, allowing you to integrate media such as images and sound into your writing. Your writing assignments are designed to be useful in the world beyond the university. We will begin with a photo essay assignment (no experience with photography required) for which I ask you to go out into the Near West Side, document what you observe, and write about it. Next, we will learn about the rhetoric of persuasion so that you can write persuasive letters to government officials on the Near West Side regarding an issue you care about. Third, I’ll ask you to write an argumentative essay related to UIC’s fraught history on the Near West Side. Finally, toward the end of the semester, you will reflect on everything you have learned and create a podcast about your own writing journey in the course.

ENGL 160: Academic Writing: Questions of Humanity in Black Sci-Fi
CRN: 41782
Days/Time: MWF 8:00-8:50
Instructor: Arney Bray
What makes you a human? As humans, we make rules on what humanity is and how to define it. But are you considered a human in all aspects, or is your humanity questioned? Black Americans historically were legally deemed subhuman. Our Constitution concluded that enslaved Africans were only considered property and part of a man. Science Fiction is a genre that applauds the creation of anything. Speculative fiction has given Black writers a space to create and define Black humanity. The goal of this class is to question the definitions of humanity and explore through writing how our own humanity is granted or ignored in the genre of sci-fi.

ENGL 160: Academic Writing: Questions of Humanity in Black Sci-Fi
CRN: 46716
Days/Time: MWF 11:00-11:50
Instructor: Arney Bray
What makes you a human? As humans, we make rules on what humanity is and how to define it. But are you considered a human in all aspects, or is your humanity questioned? Black Americans historically were legally deemed subhuman. Our Constitution concluded that enslaved Africans were only considered property and part of a man. Science Fiction is a genre that applauds the creation of anything. Speculative fiction has given Black writers a space to create and define Black humanity. The goal of this class is to question the definitions of humanity and explore through writing how our own humanity is granted or ignored in the genre of sci-fi.

ENGL 160: Academic Writing: Into the Cyber-verse: Writing in the Digital Commons
CRN: 11796
Days/Time: MWF/ 8:00 – 8:50
Instructor: Shaina Warfield
To think about the genre conventions of academic and public writing, we will consider the formal conditions of the cyber commons, the digital media spaces that we occupy and help to build as Web 2.0 users. Together, we will think through what it means to be a “content creator” and the analog ancestry of digital media forms. While considering the role of digital publics and their productive function in our lives, we will take the position of digital professionals, explore the nuances of digital protest, form perspectives on digital policy, and contemplate the paradoxes of constructing our own digital personhood. We will take on these tasks with four writing assignments: creating a professional resume and cover letter, profiling significant social media movements, writing an argumentative essay on digital policy, and reflecting on our experiences as cyber citizens.

ENGL 160: Academic Writing: Into the Cyber-verse: Writing in the Digital Commons
CRN: 27282
Days/Time: MWF 11:00 – 11:50
Instructor: Shaina Warfield
To think about the genre conventions and rhetorical contexts of academic and public writing, we will consider the formal conditions of the cyber commons, the digital media spaces that we occupy and help to build as Web 2.0 users. Together, we will think through what it means to be a “content creator” and the analog ancestry of digital media forms. While considering the role of digital publics and their productive function in our lives, we will take the position of digital professionals, explore the nuances of digital protest, form perspectives on digital policy, and contemplate the paradoxes of constructing our own digital personhood. We will take on these tasks with four writing assignments: creating a professional resume and cover letter, profiling a significant social media movement, writing an argumentative essay on a digital policy, and reflecting on our experiences as cyber citizens.
ENGL 160: Academic Writing
CRN: 46713
Days/Time: MWF 8:00-8:50
Instructor: Zhuang Du
In this course, you will investigate the concept and behaviors of self-management. Through discussions, analyses and assignments focused on the self-management’s relationship with Neoliberalism, Post-Fordism, and the current American political and racial atmosphere, we will decipher the seemingly direct and simple “self-management” and treat it in a more intricate and complex manner. Self-management might be considered as a sign of people’s success in controlling their lives, but this mindset can also reveal persons’ lack of security, and too much self-management might lead to high mental and psychological pressures. A discussion and exploration about this topic will help students reconsider the relationship between themselves and the physical environment in the neo-liberalist context.
ENGL 160: Academic Writing
CRN: 46725
Days/Time: MWF 10:00-10:50
Instructor: Zhang Du
In this course, you will investigate the concept and behaviors of self-management. Through discussions, analyses and assignments focused on the self-management’s relationship with Neoliberalism, Post-Fordism, and the current American political and racial atmosphere, we will decipher the seemingly direct and simple “self-management” and treat it in a more intricate and complex manner. Self-management might be considered as a sign of people’s success in controlling their lives, but this mindset can also reveal persons’ lack of security, and too much self-management might lead to high mental and psychological pressures. A discussion and exploration about this topic will help students reconsider the relationship between themselves and the physical environment in the neo-liberalist context.

ENGL 160: Academic Writing: Pollinators & Their Concerning Future
CRN: 46736
Days/Time: MWF 8:00-8:50
Instructor: Daniel McGee
This course will give you a wide-but-shallow look at the breadth of pollinator species and the specific relationships they have with flora and other vegetation. You will read several sources including government websites, endangered species lists, research articles, and many other sources to get a holistic understanding of the danger’s pollinators face. As you investigate pollinators, you will compose a nature memoir, letters to future generations, an argumentative essay, and a reflective essay to engage with the past, present, and future of pollinators. No prior information on ecology is needed.
ENGL 160: Academic Writing: Pollinators & Their Concerning Future
CRN: 11551
Days/Time: MWF 11:00-11:50
Instructor: Daniel McGee
This course will give you a wide-but-shallow look at the breadth of pollinator species and the specific relationships they have with flora and other vegetation. You will read several sources including government websites, endangered species lists, research articles, and many other sources to get a holistic understanding of the danger’s pollinators face. As you investigate pollinators, you will compose a nature memoir, letters to future generations, an argumentative essay, and a reflective essay to engage with the past, present, and future of pollinators. No prior information on ecology is needed.
ENGL 160: Academic Writing: Linguistic (r)Evolution
CRN: 46731
Days/Time: MWF 8:00 – 8:50
Instructor: Spencer Harrison
The main purpose of this course is for you to develop a writing process that will set you up for success in your college career and beyond. The emphasis is on writing as a process, and rather than think of writing as producing a series of distinct assignments, you will develop a core writing habit that you can adapt to complete all your writing projects. This involves self-reflection, so that you can tailor your process to what works for you. Allow your process to evolve as you progress as a writer. The course is not designed to fit you into a cookie cutter mold of an “academic writer” bound by rules and convention, but to make you aware of the conventions, and give you your own rationale for when to adhere and when to deviate from those conventions. This course will introduce you to the ongoing debate in higher education about what kinds of writing are and are not acceptable in academia. We will compare translingual theories of writing that incorporate code-meshing (using multiple dialects/languages in the same document) and “Edited Academic English” (largely governed by tradition and excludes voices outside of a narrow band of “acceptable” speech) to introduce you to a wide range of writing styles for you to develop your own voice.

ENGL 160: Academic Writing: Linguistic (r)Evolution
CRN: 46735
Days/Time: MWF 10:00 – 10:50
Instructor: Spencer Harrison
The main purpose of this course is for you to develop a writing process that will set you up for success in your college career and beyond. The emphasis is on writing as a process, and rather than think of writing as producing a series of distinct assignments, you will develop a core writing habit that you can adapt to complete all your writing projects. This involves self-reflection, so that you can tailor your process to what works for you. Allow your process to evolve as you progress as a writer. The course is not designed to fit you into a cookie cutter mold of an “academic writer” bound by rules and convention, but to make you aware of the conventions, and give you your own rationale for when to adhere and when to deviate from those conventions. This course will introduce you to the ongoing debate in higher education about what kinds of writing are and are not acceptable in academia. We will compare translingual theories of writing that incorporate code-meshing (using multiple dialects/languages in the same document) and “Edited Academic English” (largely governed by tradition and excludes voices outside of a narrow band of “acceptable” speech) to introduce you to a wide range of writing styles for you to develop your own voice.

English 160: Academic Writing: English Composition I
CRN: 11835
Days/Time: MWF 8:00-8:50
Instructor: Abigail Kremer
Almost everyone uses language daily to interact with other people. That language doesn’t just communicate information via what you say, but also communicates information on how you say it. By investigating the culture significance and practical effects of language, this course will explore the implications of language, how to use language, and how it is perceived.

English 160: Academic Writing: English Composition I
CRN: 11792
Days/Time: MWF 9:00-9:50
Instructor: Abigail Kremer
Almost everyone uses language daily to interact with other people. That language doesn’t just communicate information via what you say, but also communicates information on how you say it. By investigating the culture significance and practical effects of language, this course will explore the implications of language, how to use language, and how it is perceived.

ENGL 160: Academic Writing I: Writing About Illness
CRN: 46866
Days/Time: MW 9:30- 10:45
Instructor: Evan Reynolds
“On the difficulty of writing about illness, Virginia Woolf claims “The merest schoolgirl, when she falls in love, has Shakespeare, Donne, Keats to speak her mind for her; but let a sufferer try to describe a pain in his head to a doctor and language at once runs dry.” Despite the relative lack of effective models of writing about illness in prior times, writers over the last century have nonetheless attempted to broach the subject by bringing illness to bear on the writing of their disciplines.
This class will help you hone your writing skills by practicing on a topic so common, it is almost invisible. Illness will serve as an occasion for thinking, writing and thinking about writing. We will interrogate evidence in writing. What counts as evidence and when and why? Is personal experience always irrelevant to the construction and apprehension of knowledge? We will examine, apply and explain the relevance of fundamentals of effective writing as it relates to our course theme: organization, exposition, grammatical structure, etc. We will examine how writing shapes and is shaped by the expectations of its disciplinary and social contexts (e.g.: academic writing in your discipline vs memoir).
This is as much a course about metacognition as it is a course about writing. “Good” writing is always relative to a particular discursive context and goal within that context. It’s not enough to know which notes need to be played—you need to know why they need to be played. To this end, we will examine different models of writing about illness to see what notes they were playing and why. We will then compose our own pieces, drawing on the models for inspiration without simply reproducing them.”

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 23296
Days/Time: MW 8:00-9:15
Instructor: Ling He
ENGL160 aims to reinforce writing in academic and public contexts through rhetorical awareness of audiences, purposes, and the use of language. The course is structured around four major writing projects through which you develop effective writing strategies for social media, an academic summary, a reading response, argumentation, a rhetorical analysis, and reflection. These writing skills help ensure your success in writing for your university coursework. Reading scholarly articles is integrated into discussions of each genre for topical knowledge and as writing modeling. ENGL160 features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in decisions.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 30663
Days/Time: MW 9:30-10:45
Instructor: Ling He
“ENGL160 aims to reinforce writing in academic and public contexts through rhetorical awareness of audiences, purposes, and the use of language. The course is structured around four major writing projects through which you develop effective writing strategies for social media, an academic summary, a reading response, argumentation, a rhetorical analysis, and reflection. These writing skills help ensure your success in writing for your university coursework. Reading scholarly articles is integrated into discussions of each genre for topical knowledge and as writing modeling. ENGL160 features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in decisions. ”

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 27285
Days/Time: MW 3:00-4:15
Instructor: Ling He
“ENGL160 aims to reinforce writing in academic and public contexts through rhetorical awareness of audiences, purposes, and the use of language. The course is structured around four major writing projects through which you develop effective writing strategies for social media, an academic summary, a reading response, argumentation, a rhetorical analysis, and reflection. These writing skills help ensure your success in writing for your university coursework. Reading scholarly articles is integrated into discussions of each genre for topical knowledge and as writing modeling. ENGL160 features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in decisions. ”

ENGL 160: English 160: Academic Writing I: Writing in Academic and Public Contexts; Identity, Professionalism, and Rhetoric
CRN: 11841
Days/Time: TR 8-9:15
Instructor: Laura Jok
In this first-year writing course, we will study the ways in which we perceive and perform personality. Hybrid narrative and psychology texts like Susan Cain’s Quiet dramatize our cultural preoccupation with the person versus situation debate—how stable or dynamic our traits are depending on our audience and purpose. We will devote particular attention to the choices that you make regarding structure and style when writing for your intended professional or academic disciplines, as well as personal or creative forms of writing, each of which have unique conventions. Throughout the semester, you will exercise the different registers of your writer’s voice by completing a narrative, a summary and analysis of a model piece of writing, an argumentative paper based on that model, and a reflective final essay. We will discuss what writing for these different genre situations means for your sense of academic, professional, and authorial identity.

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Gentrification
CRN: 30965
Days/Time: MWF 1:00-1:50
Instructor: Sian Roberts
“Gentrification is sweeping through America. For some, the process of gentrification represents a form of social cleansing and institutionalized racism that forces people to move away from their homes and communities. However, supporters of gentrification claim that change is inevitable and that the process of gentrification increases prosperity and public safety.
Through work across four writing projects, you will think about the issues relating to gentrification. These assignments and our readings will inspire in-class discussions about a topic that is urgent and important, particularly in the city of Chicago. Through this course work, you will sharpen some of the most valuable skills for your academic and professional lives. You will improve on your ability to understand complex arguments and to write clear, correct, and compelling prose.”

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts: Writing about the Work of Art
CRN: 11327
Days/Time: MWF 2:00-2:50
Instructor: Erich von Klosst-Dohna
What is the work of art? What place does it hold in our society? Is there any real difference between Manet and Monet? Or even Monet and money? This course will use the work of art in its many forms as the backdrop to learn to write in many genres. We will discuss both the pleasure that comes along with interacting with the work of art as well as the philosophical questions concerning what a work of art is and what it does if anything at all. Whether we are writing a memoir about a personal experience with a work of art or an argumentative essay where interpretation and proof is key, this course will prepare you to produce a foundation for cogent, thoughtful writing no matter what major you decide to study during your time at UIC.

ENGL 160: Academic Writing I: Writing & Performance
CRN: 11558
Days/time: MWF 1:00-1:50
Instructor: Michael Williamson
In this first-year writing course, we will study the intersections of composition and performance. Like performance, writing is a social act meant for audience consumption—if this is true, what could be learned from studying them in tandem? While you will not be called on to perform in this class, you will be made to think critically about the nature of performance through a variety of writing assignments and in-depth readings. Throughout the semester, you will engage with more traditionally performative, public genres of writing like blog posts and reviews, as well as explore the more formal, academic voice of an argumentative essay. The central consideration that will propel you through each of these assignments is that of audience: how can we, as writers, adjust to audience expectations much in the way a performer might? Our understanding of performance in this course will be wide-ranging, including things like theater, dance, drag, stand-up comedy, and even contemporary modes of online performance.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts: Writing Towards the Arts
CRN: 41620
Days/Time: TR 8:00-9:15
Instructor: Jay Yencich
While much of the buzz of the last twenty years has been about the STEM fields—Science, Technology, Engineering, and Mathematics—many universities and secondary schools have recently recognized that a creative component is necessary to spur innovation in those same disciplines. Hence, many have argued for an Arts and Design aspect to fill out the acronym—STEAM—thus re-integrating humanities elements traditional to higher education. In this section of English 160, we will be using the foundations of the UIC composition program, focusing on genre and situation, to explore the world of the arts. We will begin with photography and build up writing involvement and critical scrutiny through the worlds of music and film before finally concluding with a work of literature spanning a few hundred pages, be it a novel, a play, a collection of short stories, a book of poems, or a set of essays. Through these various lenses, we will examine the status of these art forms, what goes into evaluating them, and their relationship with society at large.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 23461
Days/Time: TR 12:30-1:45
Instructor: Lisa Stolley
“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: Writing in Academic and Public Contexts
CRN: 11390
Days/Time: TR 2:00-3:15
Instructor: Lisa Stolley
“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: writing in Academic and Public Contexts
CRN: 25927
Days/Time: MWF 12-12:50
Instructor: Margo Arruda
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 to help us better understand what it is, why we engage with dystopic tropes, and what we stand to learn from engaging with them. 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: Dystopia & The Modern World
CRN: 29462
Days/Time: MWF 1:00-1:50
Instructor: Margo Arruda
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 to help us better understand what it is, why we engage with dystopic tropes, and what we stand to learn from engaging with them. 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: Lose Yourself: The Transformative Power of Music
CRN: 46739
Days/Time: TR 8:00-9:15
Instructor: Margena A. Christian
“When O’Shea “Ice Cube” Jackson and Lorenzo “MC Ren” Patterson, members of the rap group NWA, penned a controversial song that appeared on their 1988 debut album Straight Outta Compton, the teens were frustrated and angry about being racially profiled and harassed by certain cops in Compton, California. The tune was their way to be heard and an opportunity to let the world know about their unpleasant realities, growing up in urban South-Central Los Angeles. Today, 31 years later, the song resonates with a new generation who seem to encounter the same concerns. Legendary U2 rocker Bono once said it best, “”Music can change the world because it can change people.”” That’s the transformative power it encompasses from the cradle to the grave. It transcends time, boundaries, and race. It is the universal soundtrack of our lives, rhythmically punctuating and documenting the good, the bad and the ugly by stirring emotions that make us dance, laugh, cry, listen, learn, and grow. Using various genres of academic writing, this course, “Lose Yourself: The Transformative Power of Music,” enables you to critically reflect upon how music could move the masses and capture history with its message. From NWA to Lil Nas X, you will begin to consider the transformative ability some of these artists and their music possess. The focus of this course is to prepare you for the challenges of writing in the languages of academic and other forms of social discourse. Most importantly, you will observe how the way in which we approach a story, the contents we use to support it and the context in which we craft it makes a difference in producing our own melody writing. Be prepared to produce a position essay, a playlist memoir, an argumentative essay, and a self-evaluation essay. “

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 38997
Days/Time: MWF 1:00-1:50
Instructor: Phil Hayek
This course focuses on the kind of academic writing that uses information drawn from research to shape convincing, defensible arguments. This course will teach you how to function in college through writing. ENGL 160 will reinforce and extend your abilities to deal with the tricky relationships between writer, reader, and subject in the specific context of academic research and argumentation. This course will help you build the confidence you need to enter into and contribute to academic and public conversations through writing. You’ll be able to identify an issue in academia or the public sphere, or both, and research this issue. We will practice library and online research, and you’ll discover who is saying what about the issue and why, and you’ll eventually be able to bring your own convictions to bear on the issue, making arguments in support of your individual perspective.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11720
Days/Time: TR 11:00-12:15
Instructor: Chris Glomski
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 39029
Days/Time: TR 12:30-1:45
Instructor: Chris Glomski
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 39062
Days/Time: TR 3:30-4:45
Instructor: Chris Glomski
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?” While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics. Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres. All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160: Academic Writing I: Imagine That: Writing About Sci-fi and Speculative Fiction
CRN: 11570
Days/Time: MWF 11:00-11:50
Instructor: Rana Awwad
In this class, you will engage with a variety of different mediums (short stories, graphic novels, TV shows, films, critical engagements, etc.,) that explore the various themes and tropes that make up science fiction and speculative fiction. What role do the themes of (dis)connection, loneliness, found family, estrangement, etc. do for these genres? What kind of tropes are at play in sci-fi and speculative fiction and what do they do to complicate or reproduce the genres? Is there even a clear difference between these two genres? Centered around four major writing projects, this course will strengthen the reading, writing, and critical thinking skills you will need to write in academic and public contexts.

ENGL 160: Academic Writing I: Imagine That: Writing About Sci-fi and Speculative Fiction
CRN: 27283
Days/Time: MWF 12;00-12:50
Instructor: Rana Awwad
In this class, you will engage with a variety of different mediums (short stories, graphic novels, TV shows, films, critical engagements, etc.,) that explore the various themes and tropes that make up science fiction and speculative fiction. What role do the themes of (dis)connection, loneliness, found family, estrangement, etc. do for these genres? What kind of tropes are at play in sci-fi and speculative fiction and what do they do to complicate or reproduce the genres? Is there even a clear difference between these two genres? Centered around four major writing projects, this course will strengthen the reading, writing, and critical thinking skills you will need to write in academic and public contexts.

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Illness and the Body
CRN: 38996
Days/Time: MW 9:30-10:45
Instructor: Bridget English
In her memoir Constellations: Reflections from Life, Irish journalist Sinéad Gleeson writes that “Illness is an outpost: lunar, Arctic, difficult to reach […] it is the location of an unrelatable experience never fully understood by those lucky enough to avoid it.” The COIVD pandemic has brought the experience of illness home to us, blurring the boundaries between sick and well and causing us to consider illness in a new way. In this course we will discuss the relationship between writing, illness, and the body. How can writing help to alleviate mental and/or physical suffering? Is it possible to convey pain in words? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, and argumentative essays—we will pursue answers to these questions as we assess the relationship between bodily experience, identity, and writing. 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 grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Illness and the Body
CRN: 46867
Days/Time: MW 3:00-4:15
Instructor: Bridget English
In her memoir Constellations: Reflections from Life, Irish journalist Sinéad Gleeson writes that “Illness is an outpost: lunar, Arctic, difficult to reach […] it is the location of an unrelatable experience never fully understood by those lucky enough to avoid it.” The COIVD pandemic has brought the experience of illness home to us, blurring the boundaries between sick and well and causing us to consider illness in a new way. In this course we will discuss the relationship between writing, illness, and the body. How can writing help to alleviate mental and/or physical suffering? Is it possible to convey pain in words? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, and argumentative essays—we will pursue answers to these questions as we assess the relationship between bodily experience, identity, and writing. 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 grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Illness and the Body
CRN: 32836
Days/Time: MW 4:30-5:45
Instructor: Bridget English
In her memoir Constellations: Reflections from Life, Irish journalist Sinéad Gleeson writes that “Illness is an outpost: lunar, Arctic, difficult to reach […] it is the location of an unrelatable experience never fully understood by those lucky enough to avoid it.” The COIVD pandemic has brought the experience of illness home to us, blurring the boundaries between sick and well and causing us to consider illness in a new way. In this course we will discuss the relationship between writing, illness, and the body. How can writing help to alleviate mental and/or physical suffering? Is it possible to convey pain in words? Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, and argumentative essays—we will pursue answers to these questions as we assess the relationship between bodily experience, identity, and writing. 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 grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Treat Yo Self: Self-Care and Self-Help in 2022
CRN: 41780
Days/Time: TR 8;00-915
Instructor: Katie Brandt
“In this class, we will explore a variety of issues related to the larger course theme of “Self-Care and Self-Help”—that is, what it means to take care of oneself holistically in the strangeness of life post-2020. Throughout the semester, we will learn about multiple self-care methods; practice, criticize, and evaluate methods of self-care; discuss barriers to self-care; and explore the self-help industry as it has evolved from the 20th to 21st century. Some questions we will be thinking about broadly this semester include: How do I define self-care? (Why) is it important to engage in self-care? What methods of self-care work best for me? What are the social, economic, political, racial, gendered barriers that exist to certain self-care methods? How and why has the self-help industry emerged in America throughout the last century? Perhaps most importantly, we will constantly be questioning how reading and writing can help one engage in self-care.
We will work within numerous genres and writing styles, including some challenging texts—both in terms of stylistic difficulty as well as subject matter. By reading and analyzing a variety of texts within the theme of “Self-Care and Self-Help,” our goal is to understand the nuances of genre and situation, rhetoric, and style to become articulate and engaging writers for a wide range of purposes and audiences. Genres that we will focus on (but are not limited to) include listicle, review, annotated bibliography, anthology, argument, self-reflection, and evaluation. You need not master each of these genres nor the course topic by the end of the course; rather, the goal is to learn about and experiment with these genres to develop your writing skills and explore the course theme of “Self-Care and Self-Help” in a meaningful way.”

ENGL 160: Academic Writing 1: Writing in Public and Academic Contexts
CRN: 11496, 11393, 11572
Days/Time: MWF 8:00-8:50
Instructor: Scott Grunow
“Information is not knowledge.” – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing. “

ENGL 160: Academic Writing 1: Writing in Public and Academic Contexts
CRN: 11393
Days/Time: MWF 11:00-11:50
Instructor: Scott Grunow
“Information is not knowledge.” – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing. “

ENGL 160: Academic Writing 1: Writing in Public and Academic Contexts
CRN: 11572
Days/Time: MWF 12:00-12:50
Instructor: Scott Grunow
“Information is not knowledge.” – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing. “

ENGL 160: Academic Writing I: Writing as Knowing: Literacy, Language, and Identity in the University CRN: 11343
Days/Time: TR 8:00-9:15
Instructor: Keeley Harper
Writing and reading are integral parts of our lives. We often come to know ourselves, one another, and the world around us through reading and writing. Whether you consider yourself a “writer” or not, language is our main vehicle for human communication–and we all want to be understood. This class will explore writing as a vehicle for knowledge-making, self-discovery, and clear communication. It will ask questions about what literacy is and what myths or stories we often talk about literacy. How does education and the university at large play a role in perpetuating these stories? Does education shape our identities? And what is the goal of education? By exploring these ideas and developing your critical thinking, reading, and writing skills, this course will help students make sense of our often-precarious relationship to literacy and language in the university.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11809
Days/Time: MWF 2:00-2:50
Instructor: Catherine Vlahos
“In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? We may read about other topics as well, but this is the focus of the course.
You will write about these questions and more in the form of 4 major writing projects: a memoir, a news article, an argumentative essay, and a video reflection.”

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 42863
Days/Time: MWF 11:00-11:50
Instructor: Catherine Vlahos
“In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? We may read about other topics as well, but this is the focus of the course.
You will write about these questions and more in the form of 4 major writing projects: a memoir, a news article, an argumentative essay, and a video reflection.”

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 46723
days/time: MWF 3:00-3:50
Instructor: Catherine Vlahos
“In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? We may read about other topics as well, but this is the focus of the course.
You will write about these questions and more in the form of 4 major writing projects: a memoir, a news article, an argumentative essay, and a video reflection.”

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Writing the Bureaucrat
CRN: 42864
Days/Time: MWF 1-1.50
Instructor: Alonzo Rico
The purpose of this course is to familiarize students with the different forms of writing that one usually encounters in an administrative setting. From work memos to emails, and from personal correspondences to minutes, students will gradually be exposed to the professional styles in which institutional writing takes with the hope that they may themselves inhabit their own uniquely bureaucratic disposition. And it is also with this in mind that students will be given space to experiment with their own writing in order that they may both understand the limits required by that genre of writing as well as how those limits may be imaginatively bent or circumvented.

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Writing the Bureaucrat
CRN: 11330
Days/Time: MWF 2-2.50
Instructor: Alonzo Rico
The purpose of this course is to familiarize students with the different forms of writing that one usually encounters in an administrative setting. From work memos to emails, and from personal correspondences to minutes, students will gradually be exposed to the professional styles in which institutional writing takes with the hope that they may themselves inhabit their own uniquely bureaucratic disposition. And it is also with this in mind that students will be given space to experiment with their own writing in order that they may both understand the limits required by that genre of writing as well as how those limits may be imaginatively bent or circumvented.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11791
Days/Time: TR 8:00-9:15
Instructor: Ryan Croken
“From the perils of climate change, to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.”

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 41621
Days/Time: TR 9:30-10:45
Instructor: Ryan Croken
“From the perils of climate change, to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.”

ENGL 160: Academic Writing I: Writing in Academic and Public Context:
CRN: 32837
Days/Time: TR 12:30-1:45
Instructor: Ryan Croken
“From the perils of climate change, to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history? In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.”

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Visual Art, Music, and Society
CRN: 27372
Day/Time: MW 3:00-4:15
Instructor: Carrie McGath
“Visual art and music has an intriguing and deep connection in our world and in this course we will delve into that connection. This course will examine the visual landscape around us through visual art and music. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and can deeply explore and analyze these artforms in order to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.

We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Katy Perry, David Bowie, Lady Gaga, The Cars, Beyoncé, LP, Orville Peck, and Sonic Youth, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the cannon and history that is being created right now.

There will be numerous readings throughout the semester that will be available on the course Blackboard as well as short writing assignments, activities, and class discussions to ready you for the writing projects you will submit during the semester. Through the readings, activities, and discussions, you will learn to analyze and to use analysis skills to create an argument using compare and other strategies. You will become acquainted with research strategies that will ready you for English 161 including how to begin to conduct research with peer-reviewed sources and citing those sources using MLA. ”

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Visual Art, Music, and Society
CRN: 46868
Days/Time: MW 4:30-5:45
Instructor: Carrie McGath
“Visual art and music have an intriguing and deep connection in our world and in this course, we will delve into that connection. This course will examine the visual landscape around us through visual art and music. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and can deeply explore and analyze these artforms to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.

ENGL 160: Academic Writing I: What Is This? Reading and Writing About the Arts
CRN: 41809
Days/Time: TR 3:30-4:45
Instructor: Jared O’Connor
How do we understand art? How do we even 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? Together, we 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 160: Academic Writing I: Writing in Academic and Public Context
CRN: 28744
Days/Time: MW 3:00-4:15
Instructor: Andrew Osborne

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11337
Days/Time: MW 4:30-5:45
Instructor: Andrew Osborne

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11505
Days/Time: TR 11-12:15
Instructor: Jay Shearer
“This course will direct and assist you in a written conversation with the world around you, primarily through the art of composing an argument. Through articles, book excerpts and other media, you will examine popular culture, political culture, and your place in the nation and the world. You will express and examine ideas regarding these issues and evaluate claims that differ from your own. Ultimately, you will give your “take” on a given situation using three distinct written genres: the Opinion Piece, the Media Review, and the Argumentative Essay. You will also compose a Reflective Essay with your final portfolio. This course will challenge you, improve your writing, and help you engage in a public conversation. It might even be actual fun.”

ENGL 160: Academic Writing I: Writing in Academic and Public Context: Telling Your Own Story
CRN: 11583
Days/Time: TR 11:00-12:15
Instructor: Alexandrine Ogundimu
“Everyone has a story, but not everyone gets the opportunity to tell it. There are many factors that can influence a person’s ability to tell their own story: Literacy, opportunity, audience, or lack thereof. In this class we will tackle some of these factors through writing while empowering each other to better tell our own stories. By the end you should be able to know what your story is, why it matters to be able to tell it, and have a set of tools that will allow you to make that effort.”

ENGL 160: Academic Writing I: Writing in Academic and Public Context: This, Not That: The Art of Making Distinctions
CRN: 39017
Days/Time: MW 3:00-4:15
Instructor: Joseph Staten
“This class takes as its central premise the idea that clear writing is based in clear thinking—and, further, that the basis of clear thinking is the ability to make clear distinctions between two or more things that are different from one another. This sounds simple (and boring), but the reality is that 90% or more of bad writing (and bad thinking) is plagued by a basic inability to distinguish between different ideas, topics, or themes. In this class, we will develop and sharpen our capacity for distinction making—and therefore our capacity for clear thinking and clear writing as well.

Readings will be drawn from a diverse range of clear thinkers (and wonderfully clear writers), from ancient philosophers such as Aristotle to contemporary essayists such as Joan Didion and James Baldwin. We will apply the lessons learned from these writers to four genre-based writing assignments, which may include memoir, arts criticism, argumentative essay, reflective essay, and/or others. ”

ENGL 160: Academic Writing I: Writing about Popular Media, Resistance, and Social Change
CRN: 41625
Days/Time: MWF 10:00-10:50
Instructor: Jennifer Rupert
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to act on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short and long term goals

ENGL 160: Academic Writing I: Writing in Academic and Public Context: This, Not That: The Art of Making Distinctions
CRN: 21630
Days/Time: MW 4:30-5:45
Instructor: Joseph Staten
“This class takes as its central premise the idea that clear writing is based in clear thinking—and, further, that the basis of clear thinking is the ability to make clear distinctions between two or more things that are different from one another. This sounds simple (and boring), but the reality is that 90% or more of bad writing (and bad thinking) is plagued by a basic inability to distinguish between different ideas, topics, or themes. In this class, we will develop and sharpen our capacity for distinction making—and therefore our capacity for clear thinking and clear writing as well.

Readings will be drawn from a diverse range of clear thinkers (and wonderful writers), from ancient philosophers such as Aristotle to contemporary essayists such as Joan Didion and James Baldwin. We will apply the lessons learned from these writers to four genre-based writing assignments, which may include memoir, arts criticism, argumentative essay, reflective essay, and/or others. ”

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 27284
Days/Time: TR 9:30- 10:45
Instructor: Angela Dancey
“Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal? Maybe they told you that your college instructors will be impressed by “big,” formal-sounding words like “individuals” and “a plethora” (instead of “people” and “a lot”).

What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”

While it can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that the five-paragraph essay doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.

Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.”

ENGL 160: Academic Writing I: Writing about Popular Media, Resistance, and Social Change
CRN: 11803
Days/Time: MWF 12:00-12:50
Instructor: Jennifer Rupert
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to act on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short and long term goals

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 46718
Days/Time: TR 12:30- 1:45
Instructor: Angela Dancey
“Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal? Maybe they told you that your college instructors will be impressed by “big,” formal-sounding words like “individuals” and “a plethora” (instead of “people” and “a lot”).

ENGL 160: Academic Writing I: Writing in Academic and Public Context: “Second City: Space & Place in and around Chicago”
CRN: 41808
Days/Time: TR 3:30-4:45
Instructor: Margaux Brown
We are all members of the UIC community, and we come to UIC with our own unique social and cultural backgrounds that shape our experiences, beliefs, and values down to how we express ourselves through written and spoken language. In this course we will explore and consider the spaces and places that are around us from the broad range of the city of Chicago to smaller neighborhoods and communities like UIC. You will write a profile and review that will draw attention to local communities and though an argumentative essay you will draw important attention to an issue that affects a specific local community. Through these different genres and engaging in rhetorical situations around them you will explore and learn the necessary critical reading and writing skills to be successful in your academic career.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 30668
Days/Time: MWF 12:00-12:50
Instructor: Seunghyun Shin
In this section of English 160, which I have named “Writing in the Pandemic” we will examine literary genres in relation to the pandemic. As a tutorial composition course designed for freshmen, through the next sixteen weeks, you will be guided to the world of fundamental writing by working on four projects: Memoir, Editorial, Indie Game Review, and Reflection. All semester long you will work step-by-step writing about yourself, your community, what you love, and ultimately, what you have done during the pandemic and what you want to do as a young scholar. Our class will function as a collective writing community where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily. Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both creative and critical thinking.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 46717
Days/Time: MWF 10:00-10:50
Instructor: Thierney Powell
To bell hooks “talking back,” or “back talk,” is a “courageous act,” that means “speaking as an equal to an authority figure. It [means] daring to disagree” (hooks 5). This course will develop student writing as a means of critically engaging with the world. Students will learn to understand writing as a means of teaching, connecting, persuading, and resisting. Framing the course through the idea of “talking back,” students will develop the skills to intervene in contemporary conversations related to social justice, politics, and space. Students will read and analyze different mediums of resistance writing–songs, speeches, opinion pieces, non-traditional scholarly articles, and academic scholarly articles–and engage these texts through in-class discussion, journaling, and in- class activities. We will assess the rhetorical framing of these various texts to shape our understanding of resistance writing. Students will produce a body of work that reflects the different ways in which writing can be a “political gesture that challenges the politics of domination”.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11828
Days/Time: MW 8;00-9:15
Instructor: Erica Hughes

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 41816
Days/Time: MW 9:30-10:45
Instructor: Erica Hughes

ENGL 160: Academic Writing I
CRN: 11759
Days/Time: MWF 1:00-1:50
Instructor: Seunghyun Shin
In this section of English 160, which I have named “Writing in the Pandemic” we will examine literary genres in relation to the pandemic. As a tutorial composition course designed for freshmen, through the next sixteen weeks, you will be guided to the world of fundamental writing by working on four projects: Memoir, Editorial, Indie Game Review, and Reflection. All semester long you will work step-by-step writing about yourself, your community, what you love, and ultimately, what you have done during the pandemic and what you want to do as a young scholar. Our class will function as a collective writing community where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily. Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both creative and critical thinking.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11331
Days/Time: TR 8-9:15
Instructor: Andrew Paul Young
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC. You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing. One goal for this class is that the writing you do is focused on your experiences as a college student. Another goal is that, at some point, you will use writing to share ideas, solve problems or make this campus, or this world, a better place.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11543
Days/Time: TR 9:30-10:45
Instructor: Andrew Paul Young
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC. You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing. One goal for this class is that the writing you do is focused on your experiences as a college student. Another goal is that, at some point, you will use writing to share ideas, solve problems or make this campus, or this world, a better place.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11458
Days/Time: TR 11:00-12:15
Instructor: Andrew Paul Young
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC. You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing. One goal for this class is that the writing you do is focused on your experiences as a college student. Another goal is that, at some point, you will use writing to share ideas, solve problems or make this campus, or this world, a better place.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11788
Days/Time: MWF 2;00-2:50
Instructor: Amanda Bohne
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. Reading an article, listening to a speech, or encountering a post on social media, you already know how to “read” these arguments and respond to them in a general sense. This course is an introduction to writing, rhetoric, and research. Though each of these terms can be defined in numerous ways, we will focus most carefully on writing and rhetoric as the craft of constructing an argument and research as the process of investigation and analysis. Since good writing begins with good thinking, this course will emphasize the importance of critical reading and will ask you to analyze a variety of texts throughout the term. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.

ENGL 160: Academic Writing I: Writing the Body and Understanding Empathy
CRN: 11811
Days/Time: MWF 1:00-1:50
Instructor: Lauren Keeley
The term “empathy” has become a buzzword of the COVID-19 pandemic, but what exactly does it mean to share and understand the feelings of another? How do we communicate pain, and why is doing so important? In this course, we will discuss the relationship between writing, illness, and the body. We will explore how language functions to communicate what is seemingly inexpressible (physical and mental pain) but fundamentally human and shared. You will get to write in a variety of genres, such as memoir, op-ed, and argumentative essay as we chart the boundaries between sickness and health. Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160: Academic Writing I: Writing the Body and Understanding Empathy
CRN: 11548
Days/Time: MWF 2-2:50
Instructor: Lauren Keeley
The term “empathy” has become a buzzword of the COVID-19 pandemic, but what exactly does it mean to share and understand the feelings of another? How do we communicate pain, and why is doing so important? In this course, we will discuss the relationship between writing, illness, and the body. We will explore how language functions to communicate what is seemingly inexpressible (physical and mental pain) but fundamentally human and shared. You will get to write in a variety of genres, such as memoir, op-ed, and argumentative essay as we chart the boundaries between sickness and health. Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts
CRN: 11526
Days/Time: TR 3:30-4:45
Instructor: Lisa Stolley
“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. “

English 160: Academic Writing I: Writing in Academic and Public Contexts; Identity, Professionalism, and Rhetoric
CRN: 46738
Days/Time: TR 9:30-10:45
Instructor: Laura Jok
In this first-year writing course, we will study the ways in which we perceive and perform personality. Hybrid narrative and psychology texts like Susan Cain’s Quiet dramatize our cultural preoccupation with the person versus situation debate—how stable or dynamic our traits are depending on our audience and purpose. We will devote particular attention to the choices that you make regarding structure and style when writing for your intended professional or academic disciplines, as well as personal or creative forms of writing, each of which have unique conventions. Throughout the semester, you will exercise the different registers of your writer’s voice by completing a narrative, a summary and analysis of a model piece of writing, an argumentative paper based on that model, and a reflective final essay. We will discuss what writing for these different genre situations means for your sense of academic, professional, and authorial identity.

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 46715
Days/Time: MWF 11:00-11:50
Instructor: Andrew Middleton

ENGL 160: Academic Writing I: Writing in Academic and Public Context
CRN: 11575
Days/Time: MWF 1:00-1:50
Instructor: Andrew Middleton

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts: Writing about Sound
CRN: 28743
Days/Time: MWF 11:00-11:50
Instructor: Eniko Deptuch Vaghy
“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.”

English 160: Academic Writing I: Writing in Academic and Public Contexts Environments
CRN: 27373
Days/Time: TR 2:00-3:15
Instructor: John Goldbach
“Critical thinking begins with an environment. To understand something, we first must understand something about its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and to think critically about being human requires that we first understand something about the environmental conditions in which a human being lives and under which a human being flourish.

This course is devoted to the study of environments. From the air and water of the natural environment to the social media platforms and cellphone apps of the digital environment, it will focus on environmental contexts and conditions to foster independent critical thinking and writing skills. It is divided into four sections: natural environments, built environments, cultural environments, and digital environments. The first section will address various questions concerning ecology, climate change and the Anthropocene; the second will touch on issues of urban living and combined and uneven geographical development; the third will discuss language use, the culture industry, and politics and ideology; and the fourth will touch on the Internet, social media, and technological advances.”

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 11958
Days/Time: TR 2:00-3:15
Instructor: Virginia Costello

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 30672
Days/Time: TR 3:30-4:45
Instructor: Virginia Costello

ENGL 161: Academic Writing II: Crises of the Neoliberal Present and How We Solve Them
CRN: 30673
Days/Time: MWF 1:00-1:50
Instructor: Thomas Moore
“Students in this course will research and critically analyze how the actions (and inactions) of the recent past led to the sociopolitical, ecological, and economic crises of the neoliberal present—namely those of xenophobia, toxic masculinity, perpetual war, global warming, income inequality, and a grossly exploited global pandemic. Our discussions and collective investigation of contemporary American politics will draw on a variety of scholarly and popular sources. We will begin by reading two articles and watching a video together as a class to set the foundation, and, as the semester progresses, each student will be free to research the issue that matters to them most. Students will embark on semester-long, cumulative research projects with two objectives in mind: (1) understanding how a specific sociopolitical, cultural, and/or economic problem became what it is today; and (2) proposing realistic steps we can take to solve it.”

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 11861
Days/Time: MWF 1:00-1:50
Instructor: Nestor Gomez

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 41712
Days/Time: MWF 2:00-2:50
Instructor: Nestor Gomez

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 30670
Days/Time: TR 12:30-1:45
Instructor: John Casey
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. As many of these systems malfunction due to age and a changing climate, experts are examining what it would take to make these systems resilient (able to withstand change) and sustainable (lessen the impact on the environment) in addition to fixing longstanding problems. In this class we will examine the problems associated with aging infrastructure and the attempts by community leaders and organizations to make infrastructure resilient and sustainable. This examination will be paired with a discussion of general skills in reading, research, and writing that will be useful to you in college and long after you graduate.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 22420
Days/Time: MWF 1:00-1:50
Instructor: Antonio Guerrero

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 11686
Days/Time: MWF 2:00-2:50
Instructor: Antonio Guerrero

ENGL 161: Academic Writing II: Writing about Stand-Up Comedy and Audience
CRN: 11875
Days/Time: TR 8:00-9:15
Instructor: Marc Baez
“In this course we will inquire into stand-up comedy as an art that is particularly
bound to audience. Beginning our inquiry with an analysis of stand-up’s
fundamental modes (jokes, stories, and arguments), class readings and
discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield
of stereotype humor; types of awkwardness; argument by analogy in satire;
conglomerate niche marketing and the rise of the Netflix stand-up special; and
the relationship between social norms and comedy taboos.

In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a
Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic
career. So be prepared to read and write every day.”

ENGL 161: Academic Writing II: Writing about Stand-Up Comedy and Audience
CRN: 40444
Days/Time: TR 9:30-10:45
Instructor: Marc Baez
“In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.

In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.”

ENGL 161: Academic Writing II: Writing about Stand-Up Comedy and Audience
CRN: 21700
Days/Time: TR 11:00-12:15
Instructor: Marc Baez
“In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.

In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career. So be prepared to read and write every day.”

English 161: Academic Writing II: Writing for Inquiry and Research: The Beyonce Effect: Sexuality, Race, and Feminism
CRN: 11853
Days/Time: TR 2-3:15
Instructor: Katrina R Washington
Beyonce is, arguably, the most influential performer/musician of her time. Since taking the music industry by storm in the 90s, first as lead singer in successful female pop group Destiny’s Child and later as a breakout solo star, she has garnered both worldwide praise and criticism. While some consider her a proponent for modern day feminism, social justice, activism, and black culture, others disregard her impact as nothing more than a falsified and damaging image of women of color, women empowerment, and social justice in America. In this class we will explore the meaning of feminism, the difference, if any, between black feminism and feminism, womanhood, sexuality, female pleasure, and how the media, particularly music and its creators, influence each. While most of your readings and imagery will focus on Beyoncé’s most recent visual albums and recordings, you will have the opportunity to argue for or against the feminist influence of multiple women in pop culture (think: Lady GAGA, Syd, Janelle Monae, Teyana Taylor). This class is for the Beyhive, the Bey haters, and everyone in between who either detests, appreciates, or wants to learn more of the impact sexuality, race, and feminism, as portrayed in the media, have on female existence in society.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 32676
Days/Time: TR 8:00 – 9:15
Instructor: Todd Sherfinski
“Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.

The course seeks to view academic writing through the lens of entomology in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word “research,” as well as the scope and impact of research. “

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 42939
Days/Time: TR 12:30 – 1:45
Instructor: Todd Sherfinski
“Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.

ENGL 161: Academic Writing II: “The Spirit of the Original”: Writing About Adaptation
CRN: 29334
Days/Time: MWF 10:00-10:50
Instructor: Jules Wood
“In this course, we will explore examples of adaptation between fiction and film in order to
improve our critical reading, writing, and textual analysis skills. Writing assignments will focus on argumentative and research-based essays. Through the process of reading short stories like Annie Proulx’s “”Brokeback Mountain”” and Ted Chiang’s “”Story of Your Life,”” watching their respective film adaptations, and entering the existing conversation among scholarly articles, we will examine what transformation occurs as a story cross between mediums: what elements stay the same, what is lost in translation, and what is unique to its own genre form.”

ENGL 161: Academic Writing II: “The Spirit of the Original”: Writing About Adaptation
CRN: 11932
Days/Time, MWF 11:00-11:50
Instructor: Jules Wood
“In this course, we will explore examples of adaptation between fiction and film in order to
improve our critical reading, writing, and textual analysis skills. Writing assignments will focus on argumentative and research-based essays. Through the process of reading short stories like Annie Proulx’s “”Brokeback Mountain”” and Ted Chiang’s “”Story of Your Life,”” watching their respective film adaptations, and entering the existing conversation among scholarly articles, we will examine what transformation occurs as a story cross between mediums: what elements stay the same, what is lost in translation, and what is unique to its own genre form.”

ENGL 161: Academic Writing II: Deep Fried and Delicious: A Taste of the Fast Food Industry
CRN: 42940
Days/Time: TR 8;00-9:15
Instructor: Travis Mandell
“In this course, we will engage in a semester long investigation of the Fast-Food Industry and it’s impacts on society at large (both in the U.S and Globally). We will read critical texts that investigate the industry’s influence on culture, economy, the environment, and physical health. We will discuss countering points of view on the different issues, ranging from worker minimum wage to environmental health-impacts, and analyze the various debates taking place across different fields of inquiry.

Through lectures, discussions, in-class activities, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you may choose in the future. By developing research ideas, conducting research, and writing an academic essay, you will become well versed in the art of academic writing and argument. We will be reading scholarly essays (peer reviewed) as well as popular articles to help broaden our understanding of genre/audience in regard to the Fast-Food Industry. Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC, fostering a strong foundation for your academic writing skills that can be used in your specific discipline/major.”

ENGL 161: Academic Writing II – Writing about Cinema
CRN: 42942
Days/Time: TR 12:30-13:45
Instructor: Kate Boulay
In this class our focus is writing about cinema. Students will learn academic writing conventions and research skills via research on cinema and its intersection with social categories such as race, gender, socio-economic class, sexualities, etc.

ENGL 161: Academic Writing II
CRN: 25973
Days/Time: TR 9:30-10:45
Instructor: Jenna Hart
We live in a time when we’re inundated with media reports on any number of catastrophic things, almost daily. How can we determine what is worth our attention? How can we know which ones are solid reporting? What issues should we be paying the most attention to? We’ll be using these questions to look at texts and other media in a critical way, as a tool to begin learning about academic dialogue. The course will consist of layered assignments—an annotated bibliography, literature review, proposal, outline— that lead up to a longer academic research paper on a topic of your choosing.

ENGL 161: Academic Writing II
CRN: 33987
Days/Time: TR 11:00-1215
Instructor: Jenna Hart
We live in a time when we’re inundated with media reports on any number of catastrophic things, almost daily. How can we determine what is worth our attention? How can we know which ones are solid reporting? What issues should we be paying the most attention to? We’ll be using these questions to look at texts and other media in a critical way, as a tool to begin learning about academic dialogue. The course will consist of layered assignments—an annotated bibliography, literature review, proposal, outline— that lead up to a longer academic research paper on a topic of your choosing.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 21668
Days/Time: TR 3:30-4:45
Instructor: Hanna Khan

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 25879
Days/Time: TR 5:00-6:15
Instructor: Hanna Khan

ENGL 161: Academic Writing II: Writing about Sustainability in a Changing Climate
CRN: 11935
Days/Time: MWF 2:00-2:50
Instructor: Daniel Barton
At the center of debates around the environment is the question of sustainability—whether it’s possible to meet the needs of an ever-increasing population while also respecting the planet’s ecological limits. While discussions of sustainability often focus on environmental impacts—reducing our carbon footprint through shifts to renewable energy, for example—sustainability also raises questions of equity and social justice as people face disproportionate impacts from pollution and environmental decline. It also encompasses every aspect of our lives, from the water that comes from our faucets to the food we eat. Using current events and contemporary discourses on environmental advocacy to frame our discussion, this course will engage with contemporary environmental issues, such as the impact of energy and food production on communities and local ecosystems, to explore challenges and possibilities for a more sustainable future. In addition, we will interrogate cultural attitudes surrounding climate change and the question of sustainability to understand the contexts in which these debates have occurred. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will develop academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 25953
Days/Time: MWF 1:00-1:50
Instructor: Casey Corcoran
In 2016 the Swedish Academy awarded the Nobel Prize in Literature to American songwriter Bob Dylan, stating that Dylan deserved the award “for having created new poetic expressions within the great American song tradition.” If poetry, as Aristotle originally writes in The Poetics, “sprung from a cause lying deep in our nature,” then there does seem to be an interesting connection between human nature and the existence and role of music in society. This course will be a study of various aspects of that tradition, with an emphasis on how music is inextricably linked to social and cultural circumstances out of which it emerges—both in terms of audience reception and the creation of the work itself. We will explore contemporary debates, ideas, and issues surrounding the relationship between entertainment, audience, identity, and politics, in terms of American music, and the ways by which the notion of the individual human self is partly created by, as well as expressed through, the medium of song. Your inquiry into these discussions will span across various genres—we will attempt to think through and discuss certain identity politics (whether they be social, cultural, economic, etc.) entwined in and associated with these particular genres and sub-genres—and our delving into these conversations will ultimately produce a set of questions that you will use to develop a line of inquiry, in relation to the course topic, that is based in your own specific research interest.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 21629
Days/Time: MWF 2:00-2:50
Instructor: Casey Corcoran
In 2016 the Swedish Academy awarded the Nobel Prize in Literature to American songwriter Bob Dylan, stating that Dylan deserved the award “for having created new poetic expressions within the great American song tradition.” If poetry, as Aristotle originally writes in The Poetics, “sprung from a cause lying deep in our nature,” then there does seem to be an interesting connection between human nature and the existence and role of music in society. This course will be a study of various aspects of that tradition, with an emphasis on how music is inextricably linked to social and cultural circumstances out of which it emerges—both in terms of audience reception and the creation of the work itself. We will explore contemporary debates, ideas, and issues surrounding the relationship between entertainment, audience, identity, and politics, in terms of American music, and the ways by which the notion of the individual human self is partly created by, as well as expressed through, the medium of song. Your inquiry into these discussions will span across various genres—we will attempt to think through and discuss certain identity politics (whether they be social, cultural, economic, etc.) entwined in and associated with these particular genres and sub-genres—and our delving into these conversations will ultimately produce a set of questions that you will use to develop a line of inquiry, in relation to the course topic, that is based in your own specific research interest.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 21697
Days/Time: TR 2:00-3:15
Instructor: Michael Newirth
“This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power. “

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

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 11961
Days/Time: MWF 10:00-10:50
Instructor: Jennifer Lewis

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 27565
Days/Time: MWF 12:00-12:50
Instructor: Jennifer Lewis

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 40445
Days/Time: TR 3:30-4:45
Instructor: Michael Newirth
“This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power. “

ENGL 161: Academic Writing II Writing for Inquiry and Research
CRN: 11892
Days/Time: TR 5:00-6:15
Instructor: Michael Newirth
“This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester. In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power. “

ENGL 161: Academic Writing II: Writing for Inquiry and Research: Disability (W)Righting
CRN: 24055
Days/Time: MWF 8:00 – 8:50
Instructor: Ann-Marie McManaman
In this course we will focus on reading and writing arguments from the field of Disability Studies to consider Disability as a concept of medicine, society, and identity. This class will be an opportunity to learn about how disabled writers narrate their life as well as engaging with works of film, television, art and poetry, in order to critically examine and actively participate in discourse and questions surrounding the concept of Disability as identity and community. Our primary concern for the course will be matters of representation and your final research project will reflect this in some way.

ENGL 161: Academic Writing II: Writing for Inquiry and Research: Issues in Higher Education
CRN: 11956
Days/Time: MWF 11:00-11:50
Instructor: Jeffrey Kessler
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: Writing for Inquiry and Research: Issues in Higher Education
CRN: 24008
Days/Time: MWF 1:00-1:50
Instructor: Jeffrey Kessler
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: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN: 11924
Days/Time: MWF 8:00-8:50
Instructor: Mark Magoon
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161: Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN: 11854
Days/Time: MWF 9:00-9:50
Instructor: Mark Magoon
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161: Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN: 11950
Days/Time: MWF 10:00-10:50
Instructor: Mark Magoon
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 40443
Days/Time: TR 2;00-3:15
Instructor: John Casey
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. As many of these systems malfunction due to age and a changing climate, experts are examining what it would take to make these systems resilient (able to withstand change) and sustainable (lessen the impact on the environment) in addition to fixing longstanding problems. In this class we will examine the problems associated with aging infrastructure and the attempts by community leaders and organizations to make infrastructure resilient and sustainable. This examination will be paired with a discussion of general skills in reading, research, and writing that will be useful to you in college and long after you graduate.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 30674
Days/Time: TR 3:30-4:45
Instructor: John Casey
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. As many of these systems malfunction due to age and a changing climate, experts are examining what it would take to make these systems resilient (able to withstand change) and sustainable (lessen the impact on the environment) in addition to fixing longstanding problems. In this class we will examine the problems associated with aging infrastructure and the attempts by community leaders and organizations to make infrastructure resilient and sustainable. This examination will be paired with a discussion of general skills in reading, research, and writing that will be useful to you in college and long after you graduate.

ENGL 207: Interpretation and Critical Analysis: WHY IS EVERYTHING ABOUT SEX?
CRN: 47525, 47524
Days/Time: MW 4:30-5:45
Instructor: Peter Coviello
“WHY IS EVERYTHING ABOUT SEX? This course introduces students to several interpretive methods rooted in the turbulence, strangeness, exhilaration, and bewildering human intricacy of sex. We will read novels and poems and films alongside critical works (in disciplines like queer theory and feminism), paying particular attention to the knotty entanglements of gender, sexuality, and meaning. Authors may include Nella Larsen, Henry James, Carson McCullers, and others.”

ENGL 207: Interpretation and Critical Analysis
CRN: 47519, 47518
Days/Time: MWF 11:00-11:50
Instructor: Christina Pugh
How can we know what poems and stories “mean”? In this introduction to interpretation and critical analysis, we will investigate how works of literature can speak to many different readers and generate multiple critical readings. Conceived as an active dialogue between literary and critical texts, the course gives students practice in judging the viability of critical readings and in creating counterarguments based on strategic presentation of textual evidence. We will consider the varied philosophical, conceptual, aesthetic, and political concerns that critics bring to writing literary criticism, as well as the ways that critics mine specific aspects of literary texts to create their arguments. Since writers of literary criticism are necessarily interested in the properties of literature as such, our critical readings will also discuss issues of genre that inform works of poetry, the fairy tale and other short fictions, and the novel. Later in the course, we will also discuss how we can engage criticism that is not primarily literarily based (e.g., Louis Althusser’s “Ideology and Ideological State Apparatuses”), as well as how the distinction between “literary” and “critical” works can fruitfully break down. Course requirements include class participation, short papers, and a longer, integrative final paper.

ENGL 207: Interpretation and Critical Analysis
CRN: 47517, 47516
Days/Time: TR 9:30-10:45
Instructor: Walter Benn Michaels
“What’s the difference between studying literature and just reading it? If you’re taking English 207, you may well be an English major, and you probably find some pleasure in reading and maybe writing stories and poems. The purpose of this class is to explore the questions that come up when we start turning our pleasure in literature into an interest also in English studies as an intellectual discipline. In this class, we’ll do this in three ways. First, we’ll pay particularly close attention to a range of texts, focusing on questions like why one word (say, “stilled”) is used rather than another (say, “stopped”) or what is lost (or gained) when a ten-page short story is edited into a five-page shorter story. Second, we’ll study several different theories about what it means for readers to understand the meaning of a text, and we’ll do this in part by considering the relations between literary and legal texts – between what’s involved in interpreting a novel and what’s involved in interpreting, say, the Constitution. Third, we’ll pay special attention to what’s involved in writing about literature – to what a literary critical thesis or argument looks like and to how to go about formulating one.”

ENGL 207: Interpretation and Critical Analysis: Arguing About Literature
CRN: 47521, 47520
Days/Time: MW 3:00-4:15
Instructor: Raphael Magarik
“This introduction to literary study will be organized around a series of debates between literary readers; for each unit, we will read a primary text (or portions thereof) and then at least two critical texts that disagree strongly with each other. Course goals (which will inform the choice of readings) include: (1) understanding how apparently small ambiguities in the texts we read sometimes relate to bigger questions of social, political, or philosophical import, (2) understanding how people disagree and produce arguments about literary texts, which are sometimes represented in popular culture (and in high school classrooms) as objects of subjective taste and opinion, (3) starting to place yourself into these debates.

Though I cannot (and would not!) normatively require or assess affect or attitude, I so hope to construct a pedagogical space in which we relish and enjoy controversy, while honoring the real consequences—and sometimes, considerable pain—associated with the various positions we encounter.

Sample possible debates (no guarantee these particularly will be included): does Milton’s “”Samson Agonistes”” celebrate suicidal terrorism or not, and if it does, how should we relate to such celebration? Is Chaucer’s “”Wyfe of Bath”” a realistic depiction of a fourteenth century middle-class woman bucking patriarchy, or is she an amalgam of sexist fantasies? Is the biblical narrative of the Exodus the pattern of progressive politics in modern life, or is it a regressive, genocidal text? ”

ENGL 207: Interpretation and Critical Analysis
CRN: 47523, 47522
Days/Time: MWF 2:00 to 2:50
Instructor: Natasha Barnes
“This course is designed to teach English majors how to read literature, specifically in relation to the construction and analysis of literary realism. We will explore the form and narrative language of realism as a springboard to understanding some of the main tenets of twentieth-century literary theory. As we examine how “English literature” became an academic pursuit, we will recognize schools of literary interpretation (liberal humanism, new criticism, narratology, etc.) and distinguish the critical methodology associated with each category. Literary texts studied will include Ian McEwan’s Saturday and Atonement Virginia Woolf’s Mrs. Dalloway and Michael Cunningham’s The Hours. Excerpts from Peter Barry’s Introduction to Literary and Cultural Theory and Robert Dale Parker’s How to Analyze Literature: Critical Theory for Literary and Cultural Studies will guide our theoretical studies.

There is about 75-100 pages of reading per week for this class. Students are expected to read ALL assigned texts carefully and to take difficult literary fiction seriously.

IMPORTANT: I would prefer that student intending to choose academic literature as their concentration in the English major take this course. This is a rigorous course and I expect every student who elects to take this class should apply themselves with due diligence.

If you’re *not* an English major and want to take an English class to practice academic writing, this course is probably too specialized for your needs.

Textbooks: All books will be available at the UIC Bookstore, articles and short stories will be uploaded on Blackboard

Students will be required to take 10 random quizzes, write 2 short papers, and take midterm and final exams”

ENGL 207: Interpretation and Critical Analysis
CRN: 47527, 47526
Days/Time: TR 3:30-4:45
Instructor: Jennifer Ashton
“Our practice in this class will emphasize what the great 20th-century avant-garde dramatist Bertolt Brecht thought all art (and all thinking about art) should involve: fun. He also thought that having fun could foster serious thinking. Thus, along with practicing fun, we’ll be practicing some serious material and critical analysis. Our literary objects of study will include poetry, prose fiction (short stories and a novel), a play (as it happens, by Brecht), and a film adaptation of that play. We’ll do a range of written and in-class work, involving both creative experimentation and rigorous analytical thinking, equally designed to help you enter the inner workings of our literary objects of study.

Even though our focus will be on literature (which is not exactly what most people choose to focus on in their lives for fun or for serious thought), the skills you practice will nevertheless be highly transferable. Let’s just say that if you can learn how to give a compelling explanation of how a work of literature (or any work of art) operates, you can probably learn how to construct a compelling explanation of just about anything else, and that a highly valued ability in many kinds of careers.”

ENGL 208: English Literature I: Beginnings to 17th Century
CRN: 47532
Days/Time: F 8:00-8:50
Instructor: Eniko Deptuch Vaghy
In ENGL 208, we will chart the inception and evolution of the English language as well as the literature that arose throughout this time. Attention will be given to the “beginnings” of English language and literature through an exploration of early approaches to storytelling—such as the oral tradition and other methods of conveying and documenting narratives—that predated the written form of language we know and rely on today. By this, students will learn that the English language was not something that just “happened,” but a response to pivotal events in history that compelled its existence and then proceeded to shape and transform it. We will delve into epic works such as Beowulf, Sir Gawain, and the Green Knight (both literary and film depictions), and Le Morte d’Arthur, among other texts, and discuss how the thematic backbones of these stories have informed and inspired certain tropes in literature, beliefs in society, and popular, more recent narratives of our own time. Major assignments for the course will be a midterm paper as well as a final paper at the end of the semester, with minor assignments being responses submitted to questions posed through discussion boards.

ENGL 208: English Literature I: Beginnings to 17th Century
CRN: 47531
Days/Time: F 9:00-9:50
Instructor: Eniko Deptuch Vaghy
In ENGL 208, we will chart the inception and evolution of the English language as well as the literature that arose throughout this time. Attention will be given to the “beginnings” of English language and literature through an exploration of early approaches to storytelling—such as the oral tradition and other methods of conveying and documenting narratives—that predated the written form of language we know and rely on today. By this, students will learn that the English language was not something that just “happened,” but a response to pivotal events in history that compelled its existence and then proceeded to shape and transform it. We will delve into epic works such as Beowulf, Sir Gawain, and the Green Knight (both literary and film depictions), and Le Morte d’Arthur, among other texts, and discuss how the thematic backbones of these stories have informed and inspired certain tropes in literature, beliefs in society, and popular, more recent narratives of our own time. Major assignments for the course will be a midterm paper as well as a final paper at the end of the semester, with minor assignments being responses submitted to questions posed through discussion boards.

ENGL 208: English Literature I: The Beginning to the 17th Century
CRN: 47528
Days/Time: MW 9:00–9:50
Instructor: Robin Reames
“What was literature in English before there was such a thing as “English Literature”? The idea of “literature” as we commonly think of it today did not exist before the 18th or some even say the 19th century. So, what function did it have for the people who created, heard, and read “literature” before the existence of the very idea?

In this course, we pursue this question through four intertwined thematic currents: rhetoric, epic, romance, and pilgrimage. We examine how, prior to the invention of literature, the craft of rhetoric propelled poets and wordsmiths in the medieval and early modern eras to innovate with the arts of language (Bede, Geoffrey of Vinsauf, Thomas Wilson). We see how, in the beginning, before writing even existed, the ultimate form of oral poetry—epic—served as the storehouse of cultural knowledge (Homer, Beowulf). We watch as epic swells into a rallying cry of a national ethos (Fairie Queene, Paradise Lost). We investigate how the very idea of romance was invented in the medieval era (Lanval, Tristran and Isolt), how it emerged through the legends of King Arthur, and how, like epic, the Arthurian myths were used to craft national identity (Le Morte Darthur). We trace the expanding boundaries of the known world through pilgrimages and the stories people told about them (Sæwulf, Margery Kempe, Canterbury Tales), and how, in the early modern era, the idea of the Americas was co-created by such stories of pilgrimage.

The worlds constructed within these texts, as you might imagine, are very different from our own. But at the same time, they contain the template for what would become our world. By examining what literature in English was before the idea of “English literature” was invented, we see how poets and wordsmiths of the medieval and early modern eras used language to shape the world—the world in which we now live. “

ENGL 209: English Studies II: 17th Century to Today
CRN: 47598
Days/Time: MWF 11-11:50
Instructor: Mark Canuel
This course surveys literature in English by authors ranging from the Augustans to the present. We will concentrate our studies on Britain as an empire and its changing relationships with other parts of the world: the European continent, Asia, Africa, the Americas, and so on. The works that we will study will include works from Swift’s Gulliver’s Travels and Mary Shelley’s Frankenstein to Olaudah Equiano’s Interesting Narrative and M. NourbeSe Philip’s Zong! Topics to be considered will include Britain’s actual and imagined connections with different peoples, regions, nations, and empires; the connection between literary imagination and constructions of national and imperial spaces; and the formative interactions between literary genres and questions of political scale—i.e., widening patterns of communal relationship and institutional affiliation. Emphasis will also be placed on techniques of “close reading,” readings informed by literary theory, and essay-writing skills. Requirements include regular attendance, 2 essays, occasional other assignments or quizzes, midterm, and final examinations.

ENGL 209: English Studies II: 17th Century to Today
CRN: 47533
Days/Time: MWF 10:00-10:50
Instructor: Anna Kornbluh
This course tracks how literary forms emerged and changed in response to events like the expansion of global capitalism, the development of mass literacy, revolutions and the rise of democracy, and the growth of cities. We will study authors from England, the British Colonies, and the United States, and focus on the development of the novel as the literary form unique to modernity. We will also practice close reading to carefully appreciate the specific formal strategies involved in writing literature. Authors may include Daniel Defoe, Jane Austen, Frederick Douglass, Nathaniel Hawthorne, Oscar Wilde, Virginia Woolf, James Baldwin, Jonathan Franzen, and others.

ENGL 213: Introduction to Shakespeare: Shakespeare, Then & Now
CRN: 47461, 46460
Days/Time: MWF 2:00-2:50
Instructor: Vainis Aleksa
“We will seek to understand why original audiences were captivated by Shakespeare and how theatre productions today continue to enact the plays in powerful ways. Shakespeare’s art can help us imagine our human experience more deeply: the joy of falling in love, the lust for power, the longing for harmony, the fascination with violence, the ability to be strong in times of trouble. We will entertain many points of view, including how Shakespeare embodies both the ideals and biases of Renaissance society as well as ours. Because the course will emphasize discussion and listening to each other, being present in class will be important. We will be reading Hamlet, As You Like It, King Henry IV part 1, Antony & Cleopatra, Midsummer Night’s Dream, King Lear, and Much Ado about Nothing. As we discuss and write about the plays, you will have an opportunity to develop a personal and lasting connection between Shakespeare and your own life.”

ENGL 213: Introduction to Shakespeare
CRN: 47459, 47458
Days/Time: TR 2:00-3:15
Instructor: Jeffrey Gore
Subtitled “The Raw and the Cooked,” this course will pair Shakespeare’s early experimental works with the more refined comedies, tragedies, and histories from the height of his career. We will juxtapose the early slapstick humor of The Taming of the Shrew with the refined wit of Twelfth Night’s cross-dressing romance to understand better different kinds of comedy and different forms of social domination. Although T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” recent scholarship on gender, race, and trauma challenges us to examine more deeply the play’s cannibalism and escalating cycles of revenge. “To be or not to be” will certainly be one of the questions when we turn to the author’s tragic masterpiece Hamlet – written a decade after Titus – but so will be the lead character’s bawdy humor and hapless efforts to be the avenging warrior that his father was. With the histories, we will examine two kinds of leaders, the villainous “Machiavel” Richard III, and the unifying warrior-king, Henry V: although the former cruelly murders his way to the top, the latter draws a subtler approach from the Machiavellian playbook. These pairs will help us understand different approaches to storytelling during the years that Shakespeare was most devoted to experimentation and refining his craft.

ENGL 223: Introduction to Colonial and Postcolonial Literature: “A World Cut in Two”
CRN: 47474
Days/Time: TR 2:00- 3:15
Instructor: Margaux Brown
“In this course, we will explore literature written in English by formerly colonized nations and people within their historical and cultural contexts. Frantz Fanon wrote in his seminal book, The Wretched of the Earth, that “the colonial world is a world cut in two.” We will use this quote as a lens to think critically about how authors negotiate between colonial and indigenous culture and use literature as a means of resistance. We will read literature from colonized regions such as India, Africa, the Caribbean, and Native American nations.

We will interrogate notions of national, regional, global, and cosmopolitan identities. Additionally, we will explore, define, and investigate intersections of nation, region/the local, the global, class, race, gender in relation to larger social, political, and cultural movements throughout colonial and postcolonial history. We will read texts by authors such as Edward Said, Frantz Fanon, Aimé Césaire, Arundhati Roy, Ama Ata Aidoo, Du Bois, and Leslie Marmon Silko. “

ENGL 230: Film and Culture
CRN: 47482
Days/Time: MW 3:00-4:15/5:45
Instructor: Erich von Klosst-Dohna
During this course, we will predominantly be looking at films produced during the 1950s through the 1990s from around the world (though we may contextualize these decades with some outside work). Our objective will be to learn how the formal elements of film allow us to interpret a film’s meaning. As we progress through historical time, we will also attempt to track the differing interests of our directors as they try to work through the aesthetic and cultural problems of their time. This course will require short writing assignments, a presentation, a final exam, and active participation. A possible list of directors for this course may include Hitchcock, Wilder, Herzog, Antonioni, Fellini, Kurosawa, Lynch, Verhoeven, Kubrick, and Spike Lee.

ENGL 230: Introduction to Film and Culture
CRN: 47484
Days/Time: TR 3:30-4:45/6:15
Instructor: Angela Dancey
“This course examines the relationship between film and culture through the lens of the horror genre. We will watch and discuss a variety of horror movies and analyze how their representations of gender, racial, and ethnic difference both shape and are shaped by the cultural context in which the films were produced.
After completing this course, you will be able to:
• Understand the ways in which film both reflects and influences culture.
• Grasp the concept of genre theory as it applies to film.
• Identify how gender and racial difference are expressed through individual films and the horror genre.
• Use the correct terminology for film and cultural studies.
• Watch films with attention to significant details and patterns of repetition.
• Analyze the formal and stylistic choices available to filmmakers and how these communicate meaning.
• Make and support interpretive claims about film.
• Organize and communicate your ideas through writing and speaking.”

ENGL 232: History of Film I: 1890 to World War II
CRN: 12118, 12114
Days/Time: MW 1:00 – 2:50
Instructor: Martin Rubin
An overview of film history from the late 19th century to the late 1940s. Topics covered include the invention of cinema, the evolution of the film director, the role of women in early film history, the rise of narrative cinema, the emergence of “race movies” as an alternative to Hollywood racism, German expressionist cinema, French impressionist cinema, Soviet montage cinema, the coming of sound, early queer cinema, the development of deep focus cinematography, and Italian neorealism. Filmmakers covered include Georges Méliès, D.W. Griffith, Lois Weber, Oscar Micheaux, Germaine Dulac, Sergei Eisenstein, Orson Welles, and Vittorio De Sica. The focus of the course is on how specific trends in film history shaped the film styles of different eras, nations, and filmmakers. There is no textbook; requirements include regular quizzes and written assignments.

ENGL 237: Graphic Novels
CRN: 47578
Days/Times: TR 2:00-3:15
Instructor: James Drown
This class in the Graphic Novel will begin by examining some basic questions such as, “What is a Graphic Novel,” and “How do we read and understand graphic novels.” We will begin by grounding our exploration with texts about comics, such as Understanding Comics by Scott McCloud and Comics 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 245/ GWS 245: Introduction to Gender, Sexuality and Literature: Love is Strange: Politics of Desire in Modern Literature
CRN: 47477
Days/Time: MWF 9:00-9:45
Instructor: Jennifer Rupert
We will begin the work of Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which late 19th and early 20th century writers of memoir and fiction either resisted or internalized the pathologizing voices of the sexual sciences as these texts framed masculinity and femininity as biologically determined and heterosexuality as the norm. As we close the course concentrating on 21st century queer and transgender speculative fiction about different ways of being in love, one of our overarching projects will be to locate in the literature we read patterns of resistance to both long-standing and relatively new discourses that attempt to put all of us into very confining gender and sexuality boxes. In doing so, we will investigate the ways in which notions of class, race, and ability differences inform various kinds of scientific and literary narratives about gender and sexual normalcy as well as what we have come to understand as “romantic love.” Thus, our inquiry this semester will not only inspire reflection on societal notions of who should love whom but also meditation on possibilities for creating a culture of “ethical eroticism” that encourages mutuality and love in its many possible forms.

ENGL 245: Queer Forms
CRN: 47475
Days/Time: TR 2:00-3:15
Instructor: Jared O’Connor
The cultural revolutions of the late 1960s brought about significant transformations in the ways we think about gender/sex and sexuality in our everyday lives. Not only were these revolutions tethered to presenting and enacting radical gender and sexual identities in our social reality, but they were also represented in the literature and art of the period. And these representations have continually inspired the ways contemporary literature and art thinks about and represents gender and sex. This course will explore literature and art from the late 1960s to our present day by paying particular attention to experiments with form and genre as they relate to gender and sex. We will read novels, poems, and the graphic novel that use form to interrogate and make legible these radical ideas and what these expressions suggest about our ever-changing relationship to gender and sexuality.

ENGL 245: Introduction to Gender, Sexuality and Literature
CRN: 47480
Days/Time: TR 12:30-1:45
Instructor: Alexandrine Ogundimu
“Two of the most ancient and prevailing topics in literature are gender and sexuality. From the poetry of Sappho through to the prose of Brontez Purnell, we will be reading texts, including poetry, short stories, and novels, from a variety of eras and traditions that tackle issues of gender and sexuality as well as LGBTQ characters and themes. By the end of this class, you should have a working knowledge of queer and gender related literature.”

ENGL 247: Women and Literature: Difficult Women in 20th Century Literature
CRN: 47465
Days/Time: TR 11:00-12:15
Instructor: Keeley Harper
Feminism’s success often comes down to the complicated, contradictory (even problematic) women who fought for equal rights. In her book, Difficult Women: An Imperfect History of Feminism, Helen Lewis argues that too many feminist pioneers have been whitewashed or forgotten in service of narratives that fulfill society’s need for feel-good, inspirational heroines. The same could be said of women in literature. Too often, in our quest to elevate and bring attention to the works of women authors, we elevate them unequivocally, failing to examine the more challenging or “difficult” aspects of their works and lives. In this course, we will identify what it means to be a “difficult” woman by scrutinizing troubling, complex, and evasive representations of women in novels and short stories of the 20th century—as well as the difficult women who wrote them. Together, we’ll seek to understand how the complex, messy lives of these authors might have contributed to their works and discuss wildly varying representations of women in the 20th century.

ENGL 247: Women and Literature
CRN: 47469
Days/Time: TR 5:00- 6:15
Instructor: Virginia Costello
In this class, lectures and class discussion invite students to immerse themselves in the environments in which they were written. We will take a socio-historical approach to texts written by and about women. Although we will analyze Sappho’s poetry and recent work in transgender studies, many of our texts were written between 1890- 1940. Writing during this period often depicted a crisis in the human spirit and disruption of tradition. As such, this period offers a unique view of the intersections between gender, sexuality, class, race, and nationality (among others). Many American artists and writers moved to Paris during this time, and we will examine why they chose Paris and what drove them out of the US in the first place. Finally, a close reading of our texts and supporting documents will allow us to address, at least tangentially, issues of censorship and sexuality. The texts we will read include (but are not limited to) Mark Twain’s Personal Recollections of Joan of Arc, Jhumpa Lahiri’s Interpreter of Maladies and Erika Sánchez’s I am Not Your Perfect Mexican Daughter.

ENGL 247: Women and Literature: Women and the Cartography of Land & Body
CRN: 47467
Days/Time: MWF 10:00- 10:50
Instructor: Dez Brown
“A world that is hypercritical of women’s bodies has tangible effects on the relationships that women have with their bodies. At the same time, the connection that women have with the land/environment around them directly affects these relationships, creating a complex and unique web of experiences.

In this course, we will examine the ways in which women write about the experiences that lie at the intersections of land and body, mapping themes and rhetorical approaches that these women use in their work. We will read poetry and essays by a number of women writers, including Toni Morrison, Natalie Diaz, Leah Lakshmi Piepzna-Samarasinha, and Layli Long Soldier.”

ENGL 251: Literature and the Environment
CRN: 47638
Days/Time: TR 11:00-12:15
Instructor: Todd Sherfinski
We are all familiar with Environmental issues: Climate Change, Global Warming, Extinction of Species, Sustainability, to name a few. What might surprise us is how literature both reflects and comments on these issues as well as offers insights into our own habitats and surroundings. In this way, all literature can be viewed as environmental in that it delineates spaces and creates worlds in which characters abide and interact with both the world and each other. Course readings will include novels by Richard Powers the Overstory, Patricia Lockwood No One is Talking About This, and Laline Paull The Bees. Students can also expect to read poetry and prose that speaks to the environment and to environments. In addition to daily reading and writing assignments, students will write two short papers (3-5 pages each), present on a topic or writer in class, and take a midterm and final exam. Students can expect to work in both whole group and small group settings.

ENGL 262/BLST 262: Black Cultural Studies
CRN: 33575
Days/Time: MW 3:00-4:15
Instructor: Marlo La Mothe
Search BLST 262 for a course description.

ENGL 266/BLST 266: African Literature and Revolution
CRN: 47089
Days/Time: MW 4:30 – 5:45
Instructor: Nicholas Brown
“This course is about literature, politics, and history in Africa, from roughly the middle of the twentieth century to the present. While Africa has no shortage of literature concerning armed conflict, an exclusive focus on such literature would probably tell us more about the genre of the war novel than anything particular to African literature and history. Rather, we will be construing “revolution” broadly: radical social transformation as a horizon for thinking and writing. Sometimes this looks indeed like revolutionary war: Pepetela in Angola, Ngugi wa Thiong’o in Kenya. Sometimes, however, it looks like the tragic collapse of pre-colonial societies (Wole Soyinka and Chinua Achebe in Nigeria). Sometimes it looks like a Utopian future (Cheikh Hamidou Kane in Senegal); sometimes it looks like social disintegration (Ayi Kwei Armah in Ghana). Sometimes it looks like dreadful historical mistake (Maaza Mengiste in Ethiopia). Sometimes, indeed, it is obsessed with the fact that it doesn’t know what it looks like (Mongane Serote in South Africa). As can be seen from this brief list of authors and places, this course will range widely over countries, histories, and decades. However, the goal of the course is for students, through a limited focus, to acquire a sense of the sweep of history in Africa over the past seventy-five years, and a sense of the scope and power of African literature in that three-quarters of a century.
Possible readings:
Cheikh Hamidou Kane, _Ambiguous Adventure_
Pepetela, _Mayombe_
Ngugi wa Thiong’o, _Petals of Blood_
Chimamanda Ngozi Adichie, _Half of a Yellow Sun_
Chinua Achebe, _Arrow of God_
Wole Soyinka, _Collected Plays_, Vol. 1
Mongane Serote, _Gods of Our Time_
Zoe Wicomb, _David’s Story_
Nadine Gordimer, _My Son’s Story_
J.M. Coetzee, _Age of Iron_
Writing assignments: The major assignments will be a 10–12-page final paper and a 5-7 page midterm paper.
Exams: There will be brief midterm and final exams covering reading assignments.
Grading: Grades will be based on 70% papers, 10% exams, 20% class discussion and other assignments.”

ENGL 267: Introduction to U.S. Latinx Literature
CRN: 47590, 47589
Days/Time: MWF 12:00-12:50
Instructor: Frida Sanchez- Vega
In this introductory survey, we will read, think about, and discuss a range of works – including fiction, poetry, drama – by pioneering as well as present-day authors of U.S. Latinx Literature. Set alongside, and sometimes against, dominant American culture, U.S. Latinx Literature touches on some of the most prominent and controversial issues in contemporary life in the United States: immigration and the immigrant experience; the gains and losses of assimilating into American culture; the exploitation of labor; and identity formation based on race, ethnicity, gender, sexuality, and class. This course will especially focus on queer Latinx writers and how they navigate the U.S. alongside their cultures. Texts will include works by Gloria Anzaldúa, Piri Tomas, Anna Castillo, Luis Negron, Reinaldo Arenas, Justin Torres, and others. Assessment will be based on response writing, class and group discussions, class engagement, a short presentation, and two papers. The main objectives of the class are to enrich your understanding of literature generally and, more importantly, to learn about the exciting and multifarious works of Latinx writers and culture.

ENGL 269: Introduction to Multiethnic Literature in the United States
CRN: 47471
Days/Time: MWF 9:00-9:50
Instructor: Tierney Powell
“Novel Connectivities: Mapping Fictions of Transnational America”: What does it mean to be connected—and what is at stake in answering this question about fictions of transnational America? In this course, we will read works by authors such as Karen Tei Yamashita, Teju Cole, Gary Shteyngart, and Hari Kunzru, among others. These works expose some of the key discourses in contemporary literature about globalization, posing fascinating questions about the nature of novel form, the possibilities of representation in the neoliberal global order, and the promise of cultural and literary production. In this course we will turn to the practice of mapping, of connecting points, to gain “some new heightened sense of [our] place in the global system,” one obsessively and at times dangerously connective (Jameson, Postmodernism). We will think through the urge to connect while critiquing that very impulse.

ENGL 280: Media and Professional Writing
CRN: 47496
Days/Time: MWF 9:00-9:50
Instructor: Karen Leick
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 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280: Media and Professional Writing
CRN: 47497
Days/Time: MWF 1:00- 1:50
Instructor: Karen Leick
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 202 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
In this course, you will develop a fresh perspective and skills regarding media and professional writing. Through reading, 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: Tutoring in Writing Center
CRN: 47514, 47515
Days/Time: W 3:00 to 4:15
Instructor: Mohammed AlQaisi
“In our course, you will learn how working with peers on their writing creates special opportunities for students to be more involved in their assignments and more connected with other students on campus.

The purpose of our weekly reading and writing is to prepare you to be resourceful in making decisions as you tutor the wide range of students who use the Writing Center.
Both research and practice have provided evidence for how a tutoring environment can be created to best help students gain confidence and motivation they need to keep growing as writers.

Our aim in tutoring is to create responses that support writers’ efforts while helping them take a next step tailored to their interests and needs. For some the next step might be learning more about writing, for others it might be better understanding what is expected from the assignment, or making their thoughts clearer, or getting the assignment done on time. As you begin tutoring and gain experience, we will continue to analyze and reflect on tutoring. As you will see, making it a goal to learn something new from each session will help you not only better understand how we all progress as writers, but also how to advance your own communication, writing, and leadership skills.”

ENGL 282: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 47512, 47513
Days/Time: T 2:00-3:15
Instructor: Kim O’Neil
“English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.”

ENGL 282: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN: 47510, 47511
Days/Time: W 9:30-10:45
Instructor: Antonio Guerrero
“English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.”

ENGL 290: Introduction to the Writing of Poetry
CRN: 47507
Days/Time: TR 11;00-12:15
Instructor: Jay Yencich
“Students end up coming into beginning workshops from a variety of backgrounds. Maybe they’ve spent a many a sleepless night scratching down poems by candlelight or perhaps they’re just coming in as dabblers, either from another genre or another major. In any case, this class is likely to be the first formal workshop any of you have taken and it’s my responsibility to help get your feet wet (or throw you into the pool, as need be).

The first half of the semester will be devoted to getting us used to the idea of what elements have traditionally comprised a poem and how a workshop operates. The second half of the semester, we’ll be switching over to a more formal workshop while building on the moves laid out in the first half, making more complex mental and linguistic contortions.”

ENGL 290: Introduction to the Writing of Poetry
CRN: 47506
Days/Time: MWF 1:00-1:50
Instructor: Dez Brown
“Traditionally, introductory poetry courses tend to focus on formal verse and its rules of meter and rhyme; however, most contemporary poetry is free verse. As such, this course will focus on free verse poetry and the rhetorical use of language, carefully considering the motivations behind poets’ interpretations of the “freedom” that this type of poetry offers. In the process, students will learn to apply critical tools and terminology when making poems that experiment with form, voice, imagery, creative response, revision, and other elements in the poet’s rhetorical toolbox.

Most weeks students will submit poetry writing assignments that focus on the poetic concepts we are studying. Students will revise these weekly assignments and collect them in a portfolio that will include an artist’s statement that describes their poetic journey throughout the semester, and they will have several opportunities for peer feedback that will aid them during revision. Our investigations will focus not only on how poems are written, but also why they are written and what relationship they have to the contexts and worlds in which they are read.”

ENGL 291: Introduction to Fiction Writing
CRN: 47509
Days/Time: MWF 12:00-12:50
Instructor: Christopher Grimes
This intro course will be front-loaded with published short fiction to discuss such craft issues as point of view, reliability, setting, form, theme, characterization, etc. We’ll then turn to your own efforts at writing short stories in a supportive workshop environment. Your own work will ultimately be the primary text for the course, so there are no books to purchase. Your final portfolio will consist of approximately 25 pages of original fiction.

ENGL 291: Introduction to the Writing of Fiction
CRN: 47508
Days/Time: TR 11:00 – 12:15
Instructor: Travis Mandell
“Reading makes a great writer. The more one reads, the more one understands the world of fiction, the better their prose; there is no substitute. This course will build on four major tenets of writing creative fiction: reading the works of established authors, writing our own fiction, critiquing the works of others, and editing/revising our own works.

For the first half of the semester, we will be reading short story selections from Gotham Writers’ Workshop Fiction Gallery, as well as some craft-oriented and theoretical work by other famous authors, to get a grasp on the technique and form that goes into producing lasting fiction. We will interrogate point of view, setting, world building, characters, plot, conflict, narrative voice, and dialogue. One cannot begin to break the rules, without first knowing them.

In the second half of the course, we will apply the fundamentals from the readings to develop our own short stories. Positioning ourselves as both writers and critics in workshop sessions, we will help every writer improve their work through constructive criticism and inspired discussion. We will utilize Blackboard for readings, quizzes, workshopping, and short assignment (writing prompt) submissions.”

ENGL 292: Introduction to the Writing of Nonfiction Prose
CRN: 47494
Days/Time: TR 9:30-10:45
Instructor: Carla Barger
“This course is designed to serve as an introduction to the craft of writing creative nonfiction (CNF). We will investigate a wide range of CNF, including personal essays, memoir, nature writing, art writing, and the many different hybrid forms that fall under the umbrella term lyric essay. We’ll interact with these different forms of nonfiction by completing short response essays and in-class writing exercises and by creating our own original work. We’ll offer one another constructive criticism during workshop and receive the same in turn. This means that to be successful in this class one must be open to suggestions and willing to make revisions. It also means that participation is mandatory.
Some of the authors we’ll read include Michel de Montaigne, Virginia Woolf, Annie Dillard, Ira Sukrungruang, Paisley Rekdal, and Eula Biss. ”

ENGL 297/CL 297: Studies in the Classical Tradition
CRN: 42256
Days/Time: TR 2:00-3:15
Instructor: Heidi Schlipphacke
Search CL 297 for a course description.

ENGL 305: Studies in Fiction: The “Postracial” American Novel
CRN: 44139
Days/Time: MWF 10-10-50
Instructor: Ainsworth Clarke
The course will be reading work of contemporary American literature with the aim of exploring the narrative strategies mobilized to represent race in a post-postmodern, post-Civil Rights era in American fiction. “Postracial” here in no way suggests an end or beyond of ‘race’; as the past several years have made painfully and tragically clear, race and racism remain abiding features of our American experience. Yet, while W.E.B. Du Bois 1903 assertion that “the problem of the Twentieth Century is the problem of the color line” still holds for us today, “postrace” identifies the very different logic that underwrites race in the early 21st century. Used with the full ironic force suggested and mobilized by Colson Whitehead and others, “postrace” will frame our investigation of form, literary language, and the post-postmodern, post-Civil Rights iteration of American racial formations. Our readings will be drawn from Percival Everett, Colson Whitehead, Junot Diaz, Karen Tei Yamashita, Jessica Hagedorn, and Tommy Orange, amongst others.

ENGL 311: MEDIEVAL ENGLISH LITERATURE: WOMEN READERS AND WRITERS FROM THE ANGLO-SAXON AGE TO 1500.
CRN: 27719
Days/Time: TR 9:30-10;45
Instructor: Alfred Thomas
Despite their secondary status in a patriarchal society, medieval women played a key role in the commissioning, reading and even writing of texts in Latin, Anglo-Norman and English up to 1500. This course examines women’s contribution to medieval literature as readers and writers in the British Isles from the Old English “The Wife’s Lament” to the “Book of Margery Kempe” in the fifteenth century. Readings include: The “Lays” of Marie de France; Clemence of Barking’s Anglo-Norman “The Life of St Catherine”; the Early Middle English “Wooing Of Our Lord” and related texts for female recluses; Chaucer’s “The Legend of Good Women”; Julian of Norwich’s “A Revelation of Love”; and “The Book of Margery Kempe.” Following the English Reformation of the sixteenth-century women’s active involvement in the production of English literature was diminished as the Protestant religion reinforced the patriarchal role of men in the family as well as in society. All readings in English.

ENGL 335: Literature and Popular Culture
CRN: 47536
Days/Time: MW 3:00-4:15
Instructor: Mary Anne Mohanraj

ENGL 324: American Literature to the 2oth Century
CRN: 47260
Days/Time: TR 3:30-4:45
Instructor: Terence Whalen

ENGL 351: Topics in Black Art and Literature: Contemporary African American Literature
CRN: 37202
Days/Time: TR 3:30-4:45
Instructor: Madhu Dubey
This course will examine African American literary and cultural production ranging from the “post-soul” and New Black Aesthetic movements of the 1990s to the current explosion of Afrofuturist art across various literary forms and cultural media. Course readings (and ‘viewings’) include novels, short stories, plays, poems, performance art, and manifestos by writers including Trey Ellis, Percival Everett, Eve Ewing, Douglas Kearney, Suzan-Lori Parks, Evie Shockley, and Colson Whitehead. Our approach to these texts will focus on how they experiment with form and medium to explore the shifting meanings of racial identity, culture, politics, and community in the post-Civil Rights decades.

ENGL 380: Advanced Professional Writing
CRN: 47537
Days/Time: MWF 8-8:50
Instructor: Phil Hayek
“Course description and goals
This advanced professional writing course teaches ethics and argumentation relevant to writing in the workplace. Our assignments will bridge the public and private sectors and teach you how to define issues, propose changes, judge actions, and promote values within your chosen field. We will debate about controversies involving business, government, law, and medicine. Integral to these debates will be how clear thinking and good writing can create the common ground necessary for these professional communities to work and to work together.

Public Sector (public policy):
We will explore the area of public policy writing, and you will practice various genres in the policy communication process. We will study the writing that drives social action, and you will locate, analyze and advise on an issue in public policy.

Private Sector (business communication)
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 jobseekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

ENGL 382: Editing and Publishing
CRN: 44817
Days/Time: TR 9:30-10:45
Instructor: Margena A. Christian
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 384: Technical Writing
CRN: 43391
Days/Time: MWF 10:00-10:50
Instructor: Phil Hayek
“This course covers the theory and practice of technical communication, including the types of specialized writing forms required of most professionals in fields like business, medicine, science, and technology. The purpose of this course is to understand the theories, concepts, models, genres, and techniques of technical writing and technical communication in the workplace so that students will be able to act as a member or leader of technical writing and technical communication teams. Students will gain knowledge of the key principles of technical communication and gain experience writing proposals, technical specifications, technical documentation, and recommendation reports. We will learn research methods to find, create, and deliver technical information to a wide variety of audiences.

Technical writing is a subject that encompasses more than practice in strategies of professional communication in STEM fields and the workplace. As practitioners of professional and technical writing we engage with the rhetoric of science and economics and technology in the interest of ultimately fusing with them, supporting them, and being in concert with these other disciplines in the effort to shape all knowledge. “

ENGL 389: Writing for Community Advocacy and Activism
CRN: 47580
Days/Time: MWF 12:00-12:50
Instructor: Karen Leick
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 advocacy letter, 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 an effective oral presentation using a presentation program (such as PowerPoint, Google Slides, Prezi).

ENGL 411: FANTASIES OF EMPIRE: POWER AND POLITICS IN THE MEDIEVAL ARTHURIAN ROMANCE
CRN: 47539, 47540
Days/Time: TR 12:30-1:45
Instructor: Alfred Thomas
King Arthur and his Round Table of Knights are traditionally viewed through a romantic lens of chivalry and courtly love. But this was largely the French tradition that was imported into England in the twelfth century. Before that the insular Arthur was by turns a Celtic chieftain and a warrior king intent on subjugating the peoples of the British Isles. This expansionist role reflected the ambitions of the Norman and Plantagenet kings of England as they strove to forge an empire within and beyond Britain. We will trace this insular tradition from Geoffrey of Monmouth’s foundational pseudo-chronicle THE HISTORY OF THE KINGS OF BRITAIN to Sir Thomas Malory’s LE MORTE DARTHUR, a compendium of stories about King Arthur that culminates in the collapse of his empire and his own betrayal and death. This course will allow us to understand not only medieval English history and culture but also the tragedy of today’s Europe as it experiences its most destructive war since WWII as well as the fantasies of empire that still animate geopolitics in the twenty-first century.

ENGL 424: Topics in Literature and Culture: 1900- Present
CRN: 47581, 47582
Days/Time: TR 5:00-6:15
Instructor: Terence Whalen

ENGL 430: Introduction to Multiethnic Digital Humanities
CRN: 47546, 47547
Days/Time: TR 2:00-3:15
Instructor: Alexis Guilbault
“The digital humanities (DH) gives scholars and students a set of tools to perform research and to present information to diverse audiences in various forms, such as digital maps, exhibitions, multimedia chapter books, archives, games, and more. In this course, we will focus on multiethnic digital humanities projects: projects that promote the intersection of digital tools and diverse languages, identities, cultures, and communities. This course is designed to introduce students to the vast potential and current debates in the digital humanities and to prepare students for future research, internships, and employment in a variety of fields.

The first part of this course will introduce students to several DH tools and platforms through in-class experimentation, so those new to and experienced in the digital humanities are very welcome. Students will explore digitization, archiving, social networking, mapping, text mining and analysis, image analysis, data visualization, and more. Throughout the course, students will also build or begin a multiethnic digital humanities project (group or individual). Students can also produce a written exploration of digital humanities methods for a new or existing research project or analyze the opportunities and limitations of the digital humanities. We will discuss progress on projects often and consult with each other and with experts around UIC.”

ENGL 435: Fictions of Slavery
CRN: 47556, 47557
Days/Time: MW 3:00-4:15
Instructor: Natasha Barnes
This course will consider how American slavery is imagined in contemporary cultural contexts. We will see how writers grappled with the subject in different, often hybrid, literary and narrative forms; Bildungsroman, the long novel as well as more experimental genres such as magic realism and science/speculative fiction. The course will study fiction from a variety of historical and cultural contexts; authors examined could include William Wells Brown, William Styron, Toni Morrison, Edward P Jones, Octavia Butler. Towards the end of the course, we will consider the resurgence of slave narratives in contemporary cinema. To that end we will examine the cinematic offerings from Quinten Tarentino’s Django and Steve McQueen’s 12 Years a Slave to the recent television adaptation of Colson Whitehead’s The Underground Railroad. The course will also examine controversies of representation in the museum and art world. Primary readings will be augmented with interdisciplinary critical readings from Saidiya Hartman, David Blight, Arlene Kaiser, Tiya Miles and some of the new historical work on women, enslavement, and economic and sexual labor.
Expectations: The reading load will be heavy, expect about 100 pages a week…this a course where I expect serious engagement with a serous subject. There will be one long paper assignment, class presentations and midterm and final exam as well as pop quizzes. “

ENGL 466: Topics in Multi-Ethnic Literatures in the U.S.: Speculative Fiction
CRN: 47555, 47554
Days/Time: TR 12:30-1:45
Instructor: Madhu Dubey
Over the last few decades, African American, Arab-American, Asian American, Latinx, and Native American writers have increasingly turned to various forms of speculative fiction, including alternate history, utopia/dystopia, magical realism, time travel narratives, alien abduction stories, and cyberpunk. Focusing on this speculative turn, this course will look at novels and short stories by writers including Sherman Alexie, Gloria Anzaldua, Octavia Butler, Ted Chiang, Omar El-Akkad, Louise Erdrich, N.K. Jemisin, Claire Light, Malka Older, Lilliam Rivera, Helena Maria Viramontes, and Charles Yu, as well as aesthetic manifestos and critical writings on literary movements including Afrofuturism, Chicanafuturism, and Native Slipstream, among others. Course readings and discussion will be guided by the overarching question of how speculative genres of fiction challenge established understandings of history and futurity and instill a critically defamiliarized understanding of the present.

ENGL 480: Introduction to the Teaching of English in Middle and Secondary Schools
CRN: 47552, 47553
Days/Time: TR 9:30-10:45
Instructor: Lauren Johnson
This course is the first methods course for students exploring English Education and those interested in becoming English teachers. We will spend time thinking about different perspectives of and approaches toward the English Language classroom. We will also engage with questions such as, “Why teach English?” and “What is the purpose of English/Language Arts?” As part of their work, students will be expected to conduct observations in English classrooms in the city of Chicago.

ENGL 481: Methods of Teaching English
CRN: 33811, 33812
Days/Time: TR 3:30-4:45
Instructor: Todd DeStigter
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 481 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. 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 481 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 482: Writing Center Leadership: Theory and Practice
CRN: 21190, 47267
Days/Time: TR 11:00-12:15
Instructor: Charitianne Williams
English 482 is an advanced Writing Center studies/tutor-training course exploring multiple perspectives–specifically that of tutor, administrator, and researcher. We will examine established best practices from the cross-disciplinary field of peer tutoring and tutor training, read about multiple theoretical perspectives (feminist theory, genre theory, and second language acquisition theories, to name a few), and practice research methods (such as survey, discourse analysis, and case study) common to writing center research. By the end of the class, participants will understand the potential of peer tutoring in the curriculum, major concerns in the administration and assessment of writing centers, as well as how to conduct qualitative research that moves the discipline forward.

ENGL 486: The Teaching of Writing in Middle and Secondary Schools
CRN: 20658, 21082
Days/Time: MWF 1:00–1:50
Instructor: Kate Sjostrom
“Why teach writing? How can we teach writing more effectively and responsibly? These are the main questions we will try to answer in English 486. Drawing from a wide range of sources, we will think about writing not only as a transfer of information but as a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter practical activities suggested by experienced writing teachers; we will practice these activities as we write extensively together; we will read and assess each other’s work; we will talk about how to teach students a variety of genres. In essence, we will create an environment where you can develop your professional identity as a writer and teacher of writing. Also, we will discuss ideas that lend coherence to our classroom activities (what some people call “theory”). Whatever generalizing we do, however, will be grounded in the 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.”

ENGL 486: Teaching Writing in Middle and Secondary Schools
CRN: 47023, 47024
Days/Time: TR 3:30-4:45
Instructor: Brennan Lawler
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 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.

ENGL 487: Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 47558, 47559
Days/Time: TR 12:30-1:45
Instructor: Abigail Kindelsperger
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for a wide variety of readers. Major assignments include lesson plans, discussion leadership, and a teaching demonstration. Students also complete 12-15 hours of field work in local schools, with an opportunity to facilitate literary study for a small group of learners.

ENGL 487: Teaching of Reading and Literature in Middle and Secondary Schools
CRN: 47560, 47561
Days/Time: TR 2:00-3:15
Instructor: Abigail Kindelsperger
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for a wide variety of readers. Major assignments include lesson plans, discussion leadership, and a teaching demonstration. Students also complete 12-15 hours of field work in local schools, with an opportunity to facilitate literary study for a small group of learners.

ENGL 490: Advanced Writing of Poetry
CRN: 12504, 20335
Days/Time: MW 3:00-4:15
Instructor: Christina Pugh
In this course, we’ll be building on the poetic foundation established in English 210, as well as opening your poetry to new possibilities of language and thought. Students need to be open to, and curious about, writing poems in structured rhyming and metrical formats, as these will comprise many of our poem assignments. The idea here is that writing in fixed forms will enable poets — as well as writers in any genre — to become more attuned to the sounds and rhythms of language. Students will also write short critical papers, as well as handing in a final portfolio of revised work at the end of the semester. This course will elaborate on concepts introduced in English 210, such as metaphor and metonymy, syntactical structures (including parataxis and hypotaxis), concrete description (as in, for example, poems engaging dreams and visual artworks), and various approaches to musicality. The course includes critical materials addressing these issues, as well as the reading of contemporary and earlier poetry. The course is based on strong literary (lyric) models and on 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 of every student’s voice.

ENGL 491: Advanced writing of Fiction
CRN: 22375, 22376
Days/Time: T 3:30-6 :00
Instructor: Cris Mazza
This advanced fiction workshop is for students who have earned a B or higher in English 212 (or the equivalent). Knowledge of fiction-writing techniques and willingness to engage in discussion of work-in-progress are necessary. Each student will write 3 story drafts and brief critiques for every other peer-evaluated story. This workshop will not accept work that is formula-based: no genre science fiction, fantasy, horror, or graphic fiction. There will be additional guidelines to assist students broaden the scope of their approach to writing. Work that was initiated in a previous 212 course is permissible if revised since last seen by a workshop.

ENGL 491: Advanced Writing of Fiction
CRN: 35763, 35764
Days/Time: MW 4:30-5:45
Instructor: Mary Anne Mohanraj

ENGL 492: Advanced writing of creative nonfiction
CRN: 12510, 20346
Days/Time: W 3:00 – 5:30
Instructor: Cris Mazza
Creative nonfiction (CNF) includes memoir, personal essay, literary journalism, literary travel-writing, public writing, and similar genres. Each student will write 3 CNF drafts and brief critiques for other workshop members’ drafts. Willingness to engage in discussion of work-in-progress is necessary; reading assignments are made up of work turned in by the workshop members. This course also welcomes any English Department graduate student other than those in the Program for Writers.

ENGL 493: Internship in Nonfiction Writing
CRN: 25243, 25244
Days/Time: R 3:30-4:45
Instructor: Linda Landis Andrews
“What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites, social media, and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people, and their skills are needed.

In ENGL 493, guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship. Students are enrolled in ENGL 493 while concurrently working at an internship for 12 hours a week.

Employers include nonprofits, radio, and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Many internships are conducted remotely, which makes the world a stage. Last year one intern worked for an organization in Denver, and another worked from home in Ho Chi Minh City.

First, register for ENGL 280, Media and Professional Writing, the prerequisite for the course, to launch your writing career. Procrastination is not advised.

Credit is variable: three or six credits

Note: Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.”

ENGL 496: Portfolio Practicum
CRN: 46515
Days/Time: TR 11:00-12:15
Instructor: Margena A. Christian
“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.

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 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 a young professional well-prepared to utilize the writing skills they have carefully developed and honed during their university education.

Prerequisite(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384.

Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.”

ENGL 498: Educational Practice with Seminar I and II
CRN: 12518, 40998
Days/Time: Arranged
Instructor: Kate Sjostrom
“A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. 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 for each ENGL 498 and 499.

The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development. “

ENGL 498: Educational Practice with Seminar I and II
CRN: 12521
Days/Time: Arranged
Instructor: David Schaafsma
“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 for each ENGL 498 and 499.

ENGL 499: Educational Practice with Seminar II
CRN: 12533
Days/Time: Arranged
Instructor: David Schaafsma
“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 for each ENGL 498 and 499.

ENGL 499: Educational Practice with Seminar II
CRN: 12530, 41001
Days/Time: Arranged
Instructor: Kate Sjostrom
“A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. 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 for each ENGL 498 and 499.

ENGL 500: Master’s Proseminar
CRN: 22397
Days/Time: W 5-7:50
Instructor: Lennard Davis l
“Realism and Naturalism: Problems of Representation
The course will look at novels of the 19th and early 20th century 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 Honore de Balzac, Charles Dickens, Gustave Flaubert, Emile Zola, George Eliot Frank Norris, Theodore Dreiser, Richard Wright, and others. “

ENGL 503: The End of Our World?
CRN: 21006
Days/Time: W 5:00-7:50
Instructor: Raphael Magarik
“This proseminar will attempt to situate us in something like a critical present, taking as its premise—though of course also subjecting to some scrutiny—the intuition that our moment is in some way apocalyptic: that the institutions of twentieth century literary study in the United States threaten to collapse, that epidemiological and climatic catastrophes shadow our present and future, that apparently durable verities about what literary study is and what it is for seem open to being imminently relativized as artifacts of a past period.

Because I am a scholar of religion, and early modern Christianity particularly, we will approach this moment through other apocalyptic moments—pairing, in essence, three categories of texts:

1) material from the long archive of apocalypticism (Revelation, “”King Lear”” perhaps, bits of AG Mojtabai’s book about the churches neighboring the Pantex nuclear-weapons assembly plant, some of the debate about so-called “”cargo cults”” in the Melanesian islands and elsewhere)
2) Texts that help orient us to major theoretical paradigms (i.e., what literary study has been recently…), but with especial attention to how they relate to, process, contain, or feed off the apocalypse, whether that’s formalism Kermode’s “”Sense of an Ending,”” queer theory through “”Is the Rectum a Grave?” Marxism through Lukacs-Bloch debate on chiliastic pre-modern communism, and so on.
3) Attempts to theorize or grapple with the disquiet or unease in literary studies at the present: Marc Bousquet, Margaret Price, Christopher Newfield, anonymous authors of “”A Third University Is Possible”” on the material practices of the present-day university; some of the debate on whether critique is dead, undead, or whatnot; recent proposals to re-orient literary study around various crises, etc.
We will also attend to how the “”end”” of literary study can mean not only its termination but its telos, with the hope that one of the virtues of the apocalyptic mode is how it forces us to confront with unusual urgency the purposes of otherwise routinized, humdrum professional protocols.”

ENGL 507: Theory, Rhetoric, and Aesthetics
CRN: 33616
Days/Time: M 5:00-7:50
Instructor: Palph Cintron

ENGL 555: Teaching College Writing
CRN: 12546
Days/Time: R 2:00-4:50
Instructor: Mark Bennett
English 555 prepares you to teach FYW courses at UIC and to examine the teaching of writing as an intellectual activity that fits within the disciplinary work of English Studies. You will create two detailed syllabi that focus on writing as a situated activity. Your chief task is to design writing projects and plan instruction that supports your students’ work on those projects. Day-to-day activities that help students successfully complete their writing assignments include: attention to the genre of the task at hand, an understanding of the context and situation, attention to sentence-level grammatical issues and their rhetorical impact, analysis of readings for content or as examples of a genre, and discussion of the possible consequences of a piece of writing. We also will focus on other writing class activities, including small-group work, responding to, and grading written work, and engaging students in peer review. To successfully complete writing projects, students also must learn core skills including a rhetorical approach to grammar and appropriate use of the intellectual tools of summary, analysis, synthesis, and argument. Enrollment in this course is restricted to First-year TA’s in the English Department, or by special permission.

ENGL 557: Language and Literacy
CRN: 23604
Days/Time: T 5:00-7:50
Instructor: Todd DeStigter
Language and Literacy: Pragmatism, Schooling, and the Quest for Democracy

What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it is desirable or even possible to do so? These central questions will provide a framework for our exploration of the (ir?) relevance of our work as scholars and teachers of English to the world beyond our classrooms and campuses.

Although we will occasionally discuss specific curricular choices and teaching methods, most of our readings will encourage us to consider broader theoretical issues such as 1) how “democracy” and “social justice” can be defined and whether these remain viable sociopolitical aspirations, 2) the extent to which pragmatism as a philosophical/analytical method provides useful ways to think about ameliorating social and economic problems, and 3) what schools —specifically, English language arts classes—have to do with any of this.

Put another way, this course will be the site of an ongoing conversation about whether we as students and teachers of English can/should hope that our work “matters” beyond our own intellectual or financial interests. Though our reading list will evolve in response to our discussions and students’ recommendations, some likely texts (or at least selected chapters from them) are these:

LEARNING TO LABOR: HOW WORKING-CLASS KIDS GET WORKING CLASS JOBS by Paul Willis
GHOSTS IN THE SCHOOLYARD: RACISM AND SCHOOL CLOSINGS ON CHICAGO’S SOUTH SIDE by Eve Ewing
DEMOCRACY AS FETISH by Ralph Cintron
LIBERALISM AND SOCIAL ACTION by John Dewey
TWENTY YEARS AT HULL HOUSE or DEMOCRACY AND SOCIAL ETHICS by Jane Addams
PEDAGOGY OF THE OPPRESSED by Paulo Freire
PRAGMATISM by William James
TEACHER UNIONS AND SOCIAL JUSTICE: ORGANIZING FOR THE SCHOOLS AND COMMUNITIES’ STUDENTS DESERVE by Michael Charney, Jesse Hagopian, and Bob Peterson (eds.)
THE FIRE NEXT TIME by James Baldwin
CULTIVATING GENIUS: AN EQUITY FRAMEWORK FOR CULTURALLY AND HISTORICALLY RESPONSIVE LITERACY by Gholdy Muhammad
CLASS DISMISSED: WHY WE CAN’T TEACH OR LEARN OUR WAY OUT OF INEQUALITY by John Marsh
CREOLIZING THE NATION by Kris F. Sealey
THE IGNORANT SCHOOLMASTER by Jacques Ranciére

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

ENGL 570: Program for Writers: Poetry Workshop
CRN: 33612
Days/Time: M 2:00-4:450
Instructor: Daniel Borzutzky
“This class welcomes graduate student poets, and writers of other genres as well. Writers with different aesthetic styles are also welcomed. Our workshops will be generative in nature and our workshopping format will focus less on editorial critiques and more on questions of process, poetics, aesthetics, language, voice, and helping each writer develop individualized approaches to writing about what is most important to them. Students will be encouraged to write from research, to create documentary projects, to employ unconventional formal constraints, to use found text, to write across genres, 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 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. We will look for ways of finding excitement, wonder, pain, joy, beauty, force, and intensity in the writing we make. And we will hold on tightly to the idea that poetry should be exciting, ambitious, and transformative. In collaboration with the newly formed Initiative for Latinx Literature and the Americas, we will have the opportunity to meet with, both virtually and in person, contemporary writers who might help us think even further about how to develop vibrant, electrifying poems. “

ENGL 571: Program for Writers: Fiction Workshop
CRN: 33333
Days/Time: W 2:00-4:50
Instructor: Christopher Grimes
You know the drill for this graduate-level seminar. We’re totally going to champion one another’s work in a thoughtful, productive, and supportive environment. I prefer workshopping short forms, only because you can have the whole thing in your hands, as it were. But I’m flexible.

ENGL 574: Programs for Writers: Non-Fiction Workshop
CRN: 33334
Days/Time: M 2:00-4:50
Instructor: Luis Urrea

ENGL 583: Seminar in Theories of the Popular: A Tale of Two Socialisms: The British New Left and Anticolonial Thought
CRN: 36968
Days/Time: R 5:00-7:50
Instructor: Nasser Mufti
“Britain’s nineteenth century was invented as a field of academic inquiry in the 1950s. The British New Left (key figures including Stuart Hall, Raymond Williams, and E.P. Thompson) and Victorian studies both formed during these years and took the 1800s as the basis for their theorizations of culture, class, and popular politics. While this story is familiar, less so is how between 1962-3, three Caribbean intellectuals—Eric Williams, CLR James, and V.S. Naipaul—each published social and political histories of Britain’s nineteenth century and reinvented nineteenth century British culture and society to rethink what bourgeois revolution might look like from the standpoint of decolonization.

This course will examine these two itineraries of Britain’s nineteenth century. In addition to the thinkers referenced above, we will also read the primary texts that are important to them (including Hazlitt, Dickens, Eliot, Hughes, Thackeray, and Kipling), and supplement these readings with other canonical accounts the period, including Marx, Lukacs, Arendt, Foucault and Said. In a word, this course could be understood to introduce two theorizations of bourgeois revolution by two post-war socialisms: the British New Left and anticolonial thought. ”

ENGL 585: Seminar in Theoretical Sites: Marx: Capital and Manuscripts
CRN: 29630
Days/Time: T 2:00-4:50
Instructor: Nicholas Brown
“This course will be a close reading of the entirety of the first volume of _Capital_, the only volume of _Capital_ to be completed by Marx and published during his lifetime. But if _Capital_ is one of the most tightly composed monuments of the dialectical tradition, Marx’s body of work as we have it today is among the most rhizomatic in modern thought. Many ideas that have entered the “Marxist” or left or even critical vocabulary generally, some of which have become historical in fateful ways, were never published by Marx. Some of the major touchstones — among them the _Grundrisse_, the second two volumes of _Capital_, the “Economic and Philosophic Manuscripts of 1844,” the “Critique of the Gotha Programme,” the “Theses on Feuerbach” — are notes, or letters, or manuscripts in various stages of preparation. The relation of these texts to the published work is not given even what comes to us authoritatively as an “Appendix” to the modern edition of _Capital_ is a set of notes and fragments whose ordering and relation to the whole has never been definitively established. Further, Engels’s editing of the posthumous publications is not automatically to be trusted and, to add yet another complication, there is substantial evidence of a decisive break between Marx’s early and late economic thinking. The safest thing would seem to be to stick to the published masterwork. And yet some of the most vexing questions and aporias in that text are worked out in the manuscripts and elsewhere. Indeed _Capital_ I was always intended by Marx to be the first book of a multi-volume project; we can assume that any representation of capitalism derived solely from the first volume is a drastically curtailed and incomplete one.

For this reason, we will be reading dialectically and rhizomatically at the same time. The chronology of the course will be determined by a consecutive reading of the first volume of _Capital_ as the problem of representing capitalism as a totality is taken up on successively broader stages. At the same time, we will chase down Marx’s thinking, where we can, into its nooks and crannies: primarily in the _Contribution to the Critique of Political Economy_, the _Grundrisse or Outlines of the Critique of Political Economy_, the “Economic and Philosophic Manuscripts of 1844,” and the later volumes of _Capital_.
Please note that we will be beginning in earnest on the first day of class. The reading for the first class meeting, 23-Aug, will be the first two chapters (125-187) of the Fowkes translation of _Capital_, Volume I.
Books- The only required text for this course is the Ben Fowkes translation of _Capital_, which is widely available new and used, with pagination consistent between the current edition from Penguin Classics and earlier editions. Other texts will be distributed in electronic format but are easy to find in printed form. The _Grundrisse_ and three volumes of _Capital_ are readily available new and used in Penguin Classics editions; students will have no trouble finding good OCRed PDFs of any of these texts online. The web site marxists.org contains everything we will be reading and much more in several file formats, but not always in the same translations as the most commonly available printed texts. The complete _Marx-Engels Collected Works_ is available from International Publishers and can be found online as OCRed PDFs. Marx is generally very ably translated, but students with even rudimentary German may wish to acquire a PDF or hard copy of the _Marx-Engels Werke_ edition of _Das Kapital_ I (Vol. 23) published by Karl Dietz.”

Spring 2022

ENGL 101: Understanding Literature
Instructor: Rico, Alonzo
What constitutes literature? Yes, it’s crucial we learn how to read, think and analyze literature; that we understand it and contemplate its various formal mechanizations and how they arise in different genres. But, in doing this, we should also ask ourselves what counts as literature? Why are some works of fiction considered great and canonical while others are relegated to the margins of history? Or, to put this differently, is English literature the only literature capable of creating great works of art? With this in mind, and at the risk of being haphazard, the reading for this class will jump across different time periods and regions, and various different forms in order to not only understand literature but also understand what comprises it.

ENGL 102: Introduction to Film
Instructor: Dancey, Angela
This course is an introduction to the academic study of film, looking at cinema as an art form, a social and cultural institution, and an industry. We will watch, discuss, and write about a variety of movies, examining their formal aspects (their individual parts and how they are put together), their significance (what they mean), and how they relate to their historical context (when, how, and why they were made).

At the conclusion of this course, you will be able to:
• Recognize film as a mode of creative expression, storytelling, and entertainment.
• Define and use basic film terminology.
• Analyze a film based on its content and form.
• Identify significant details and patterns of repetition in the films you watch.
• Explain the formal and stylistic choices available to filmmakers and how they are used to communicate meaning.
• Explore connections at the level of ideas across multiple film texts.
• Articulate how film shapes and is shaped by cultural beliefs, values, and ideas.

ENGL 103: English and American Poetry
Instructor: von Klosst-Dohna, Erich
What is poetry? What is it that poetry can do that prose writing (or other forms of art) cannot? In this course we will read a variety of poems over several centuries in the English and American traditions with special attention in the American 20th century. Our readings will include the Romantic poets, modernism, language poetry, conceptual poetry, and more. We will read to understand the pleasure that comes from reading poetry, but we will also examine the formal qualities of the poems in the attempt to understand the ways in which poets create meaning. This course will require attentive class participation as well as a midterm exam and a final paper.

ENGL 104: English and American Drama
Instructor: Krall, Aaron
How do plays represent the world? How do they produce new worlds? This course will examine the form and content of English & American 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 Glaspell, O’Neill, Beckett, Churchill, Soyinka, and Parks, 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, including pieces by Aristotle, Shaw, Artaud, and Brecht. 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 107: Introduction to Shakespeare
Instructor: Buslik, Gary
This course will introduce you to the life, times, and work of the great poet, dramatist, and inventive genius of the English language, William Shakespeare. We will read a lively biography and selections from books about him, his work, and Elizabethan theater. We will read and discuss plays and sonnets. We will also watch filmed productions of the Bard’s most famous plays. We will write response papers and have quizzes on all readings, as well as midterm and summary exams.

ENGL 107: Introduction to Shakespeare: Shakespeare Then & Now
Instructor: Aleksa, Vainis
We will seek to understand why original audiences were captivated by Shakespeare and how theatre productions today continue to enact the plays in powerful ways. Shakespeare’s art can help us imagine our human experience more deeply: the joy of falling in love, the lust for power, the longing for harmony, the fascination with violence, the ability to be strong in times of trouble. We will entertain many points of view, including how Shakespeare embodies both the ideals and biases of Renaissance society as well as ours. Because the course will emphasize discussion and listening to each other, being present in class will be important. We will be reading Romeo & Juliet, Much Ado about Nothing, Antony & Cleopatra, Midsummer Night’s Dream, The Tempest, King Lear, and Hamlet. As we discuss and write about the plays, you will have an opportunity to develop a personal and lasting connection between Shakespeare and your own life.

ENGL 110: English and American Popular Genres
Instructor: Powell, Tierney
Quarantined at home, we’ve ordered online and have had boxes delivered to our door. In the first year of the pandemic, Amazon saw record profits and Bezos (“Jeffrey, Jeffrey Bezos”) added nearly $70 billion to his net worth. The news blares, now, about a supply chain in crisis. And when we are increasingly met with “out of stock” notifications and delivery delays, it is often “the supply chain” that gets the blame. Of the many things ushered in by the COVID-19 pandemic, a new attention to the global supply chain has transformed the logistical systems animating global supply from the mundane to the meme-d. How can literature, film, and television help us understand logistics—and what’s at stake? In this class we will unpack depictions of global supply and logistics in contemporary literature, film, and television. We will inventory the crises, paradigms of security, uses of law, and cultural representations of logistics. We will map the network of infrastructures, technologies, and sites of global logistics, and will deliver—just in time for the end of the semester—critical analyses of logistics in literature, television, film, and contemporary culture. We will consider works which construct, congest, pack, pirate, jam, and hack logistics networks. We will engage such works as Season 2 of HBO’s The Wire, Alex Rivera’s Sleep Dealer, and Karen Tei Yamashita’s Tropic of Orange, among others.

ENGL 111: Women and Literature
Instructor: Costello, Virginia
In this class, we will take a socio-historical approach to texts written by and about women. Although we will analyze Sappho’s poetry and recent work in transgender studies, many of our texts were written between 1890-1940. Writing during this time period often depicted a crisis in the human spirit and disruption of tradition. Many American artists and writers moved to Paris during this time, and we will examine why they chose Paris and what drove them out of the US in the first place. Finally, a close reading of our texts and supporting documents will allow us to address, at least tangentially, issues of censorship and sexuality. The texts we may read: Bernard Shaw’s Saint Joan, Jhumpa Lahiri’s Interpreter of Maladies and Erika Sánchez’s I Am Not Your Perfect Mexican Daughter.

ENGL 111: Women and Literature
Instructor: Jok, Laura
The fictional omniscient point of view associates the narrator with a disembodied voice of authority that may or may not represent the author, raising questions about who claims to offer universal wisdom. In the nineteenth century, novelists exploited this ambiguity to criticize the suppression of women’s voices. Under a male penname, George Eliot’s narrators ventriloquized societal platitudes about the unseemliness of educating women, which sound like scathing irony if readers assume a female omniscience, as we will see in excerpts of Middlemarch. In Emma, Jane Austen’s free indirect discourse, in which the narrator’s language imitates the characters with mockery and empathy, dramatizes the confusions of growing up when one is clever and observant but immature, fortunate, and self-preoccupied—and in a milieu that idealizes humbled and quiet women. Zadie Smith, Mavis Gallant, and Sigrid Nunez reappropriate omniscient techniques in contemporary contexts to juxtapose viewpoints of men and women: shifting perspectives, allowing characters to flout perspectival boundaries and empathetically inhabit the domestic interiors of strangers, and using the direct address to emphasize the particular, gendered identity of the narrator. Through a discussion presentation and midterm and final papers, students will analyze omniscience and authority in the lives and perspectives of women.

ENGL 111: Women and Literature
Instructor: Leick, Karen
In this course we will read 20th and 21st century novels, poems, and short stories by American women including Willa Cather, Zora Neale Hurston, Sylvia Plath, Toni Morrison, Louise Erdrich, Amy Tan, and Erika Sánchez. We will discuss the ways the role of women has changed over time by looking at the struggles facing the characters in these works. In addition, we will analyze the reception of each text, talk about the issues that were most important to contemporary readers, and consider how the concerns of readers have shifted. Students will write essays, actively participate in class discussion, and contribute to one author presentation

ENGL 113: Introduction to Multiethnic Literature in the U.S.
Instructor: Brown, Margaux
In this introductory course, we will explore novels written by an array of multiethnic writers in order to gain a broader understanding of how the novel works on the level of form and content to create a text that is both prospective and retrospective in nature. Kenneth Warren suggests in his book, What Was African American Literature that what separates literature today from what proceeded, is that it is retrospective in nature compared to the prospective literature of our past. What does it mean for an author to create a novel that offers a retrospective or prospective depiction of American life? We will explore issues of class, race, and gender in relation to larger social, political, and cultural movements throughout American history. As we read through African, Native, Latin, and Asian American novels we will explore how these authors engage in debates of language, literacy, culture, space, place and the antagonisms that occur between these intersections; and what it means to be both multiethnic and American. At the same time, we’ll think about the function of the novel both in representing ethnicity and in making an argument that ethnicity is something that needs literary representation. Students will write several short close reading exercises, as well as a longer paper. Assessments will likely include reading quizzes, a midterm and a final exam. We will read texts by authors such as Charles Chesnutt, Zora Neale Hurston, N. Scott Momaday, Leslie Marmon Silko, Octavia Butler, Jamaica Kincaid, Junot Diaz, Sherman Alexie and Colson Whitehead.

ENGL 115: Understanding the Bible as Literature
Instructor: Grunow, Scott
This introductory class presents a literary perspective on the Bible. As we place Biblical texts in their historical and cultural contexts, we will read the Bible as a body of work written in various genres that employ recognizable patterns of language and imagery. We will specifically focus on variations of themes that connect the Hebrew Bible (“Tanakh”)/Old Testament and the New Testament, such as creation, birth, heroes and heroines, the journey, the Torah, the Deuteronomistic history, suffering, dissension in the community, holiness, mimetic desire, the scapegoat (applying the theories of Rene Girard), and the apocalypse. Overall, we will come to understand the Hebrew Bible/Old Testament and the New Testament as distinct yet connected bodies of literature that respond to the complex historical and cultural situations of their communities, and how the authors of the New Testament employed themes from the Hebrew Bible to articulate their experiences of Jesus and his teachings.

ENGL 117: Introduction to Gender, Sexuality, and Literature
Instructor: Gayle, Robin
In this introductory course, will read influential essays by prominent feminists and queer theorists to learn how writers have re-imagined and reclaimed feminist and queer identities over the past 50 years. We will also read survivor poetry, prose, and memoir, wherein womxn use literature as a tool to carve out their unique identities despite pressure to conform to heteronormative, patriarchal dictates. Throughout the course, we will acknowledge and grapple with the ways in which the intersections of identities complicate and nuance literature. Reading list will include writers such as Audre Lorde, Maya Angelou, Lillian Faderman, Rupi Kaur, Amanda Lovelace, Leah Lakshmi Piepzna-Samarasinha, Roxane Gay, Jennine Capo Crucet, and others.

Note: This course does not assume any prior knowledge or experience with feminism, queer theory, and/or the application of these theories to literature. Instead, the goal is to understand how feminist and queer literary criticism—combined with open, frank communication with classmates—can ultimately develop your own critical ability to address issues of gender and sexuality both in academic papers and everyday life.

ENGL 117: Introduction to Gender, Sexuality, and Literature: Gender and Sex in Early British Literature
Instructor: Bohne, Amanda
This course will consider how premodern literary texts depicted and conceptualized gender and sex in Britain between the years 1000 and 1500 (or so), before the introduction of the modern categories we now understand. Engaging these texts may disrupt our expectations: how do the constructions of gender and sexuality that we find in these texts correspond to the twenty-first-century depictions of the “medieval” we often encounter? Course texts will include some canonical works, as well as less well-known narratives, such as the Roman de Silence, a romance in which a count raises his child, “the boy who is a girl,” as a knight. Theoretical scholarship on medieval and modern gender and sex will support our investigations. Any texts not written in modern English will be provided in translation.

ENGL 117: Introduction to Gender, Sexuality, and Literature: Love is Strange: The Politics of Desire in Modern Literature
Instructor: Rupert, Jennifer
We will begin the work of ENGL 117: Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which late 19th and early 20th century writers of memoir and fiction either resisted or internalized the pathologizing voices of the sexual sciences as these texts framed masculinity and femininity as biologically determined and heterosexuality as the norm. As we close the course concentrating on 21st century queer and transgender speculative fiction about different ways of being in love, one of our overarching projects will be to locate in the literature we read patterns of resistance to both long-standing and relatively new discourses that attempt to put all of us into very confining gender and sexuality boxes. In doing so, we will investigate the ways in which notions of class, race, and ability differences inform various kinds of scientific and literary narratives about gender and sexual normalcy as well as what we have come to understand as “romantic love.” Thus, our inquiry this semester will not only inspire reflection on societal notions of who should love whom but also meditation on possibilities for creating a culture of “ethical eroticism” that encourages mutuality and love in its many possible forms.

ENGL 120: Film and Culture
Instructor: Drown, James
Film and its media outgrowths (such as television series, cable and now YouTube and TikTok) have become an integral part of daily modern life. And these films are fascinating to study as they can not only reflect culture but can also help propel cultural change. Films and related media are the form we use for much of our modern storytelling that perpetuates and shifts our cultural history and myths. We will view and think critically about groups of populist films, each of which contains at least one film from the 1970’s (a decade with both a surprising number of influential films and one that grappled with many of the social issues that we are still dealing with.) Looking at our films through different lenses will help us see how films reflect the historical moment, deep-seated social beliefs, and can ultimately help us better understand the world we currently live in. Requirements for the class include weekly film responses, a group project analyzing a set of films, as well as a take-home midterm and final. After this class, viewing films will become a richer experience that will allow you to see the world around you in new ways.

ENGL 120: Film and Culture: Dystopian Visions in Twentieth-Century Science Fiction and Film
Instructor: Thomas, Alfred
From medieval visions of the New Jerusalem and Sir Thomas More’s Utopia (1516) western writers and philosophers have dreamed of an ideal society based on principles of order and rationality. Between the defeat of Napoleon in 1814 and the outbreak of World War I in 1914, Europe enjoyed a century of relative peace and political progress. All that changed in the twentieth century: world wars, totalitarianism, the Great Influenza of 1918 and the Holocaust transformed the world as we know it. As a result writers and filmmakers of the twentieth and twenty-first centuries began to focus on the dark side of the utopian dream. Readings include H.G. Wells’ The War of the Worlds (1898); E.M. Forster’s The Machine Stops (1911); Jack London’s The Scarlet Plague (1911); John W. Campbell’s Who Goes There? (1938) and Philip K. Dick’s Do Androids Dream of Electric Sheep? (1968). Film screenings include Nosferatu (1922); Metropolis (1926); Alien and Aliens (1979 and 1986); The Thing (1982); Bladerunner (1982), and 28 Days Later (2002).

ENGL 121: Introduction to Moving Image Arts
Instructor: Boulay, Kate
This course focuses on labor and its representation in (mainly) Euro-American films of the 20th century. Combining critical readings and viewings with film screenings, we explore how a range of different films may be understood as exploring labor and allied issues such as socio-economic status, political economy, migration, etc. Each week there is a discussion (Tuesday) followed by a screening (Thursday). Student work involves active participation, reading, weekly papers, presentations and other work as assigned. Given the workload, it is advised that only students with a keen interest in cultural studies, sociology, humanities and/or anthropology take the course. This is not a course for those looking for an easy ‘A’ or final semester seniors wanting to ‘glide.’

ENGL 122: Understanding Rhetoric
Instructor: Gore, Jeffrey
Although we regularly use rhetoric now as a negative term to describe the empty or devious words of our opponents – “their proposals were ‘mere rhetoric” – this field of study has actually played a central role in educational systems around the world for thousands of years. In the fifth century BCE, Aristotle defined rhetoric practically, as a lawyer or politician might, as “the faculty of observing in any given case the available means of persuasion.” His teacher Plato, however, cast a more suspicious eye on the practitioners of rhetoric, comparing them to chefs of fine cuisine who flatter the senses with “what is most pleasant for the moment” with little care for “what foods are best for the body.” In this course, we will approach rhetoric from both perspectives, as a practical art of persuasion – used by such inspiring speakers as Martin Luther King, Malcolm X, and Greta Thunberg – and as a means to excite our passions, our desires, and our sense of political community, which also has the potential to put our rational, thinking minds on hold. Readings will include selections from the history of ancient and modern rhetoric and a number of test cases that challenge our assumptions of what it means to be a worker, a citizen, or an American.

**Highly Recommended for Pre-Law, Literature, and Professional Writing students

ENGL 122: Understanding Rhetoric
Instructor: Schoenknecht, Mark
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?

In an effort to address these questions, our course will begin by exploring some general theories of rhetoric as both a discipline and a practice. We’ll read a variety of commentaries and canonical texts, paying particular attention to the way 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 123: Introduction to Asian American Literature
Instructor: Chiang, Mark
What does it mean to be Asian American? What are the social and historical contexts that have shaped Asian American identities and communities? This course will offer a general introduction to Asian American history and culture through the literary works of Asian American writers. We will explore the ways in which these texts respond to the conditions confronting Asian Americans in American society, including racism and racialization, segregation and forced confinement, labor struggles, community and identity formation, panethnicity and interethnic conflict, among other topics. We will also discuss such issues as assimilation, generational conflicts, family, gender, sexuality, and class. Texts for the class will include such works as John Okada, No-No Boy; Mohsin Hamid, The Reluctant Fundamentalist; Le Thi Diem Thuy, The Gangster We Are All Looking For; M. Evelina Galang, Her Wild American Self, and Jane Jeong Trenka, The Language of Blood.

ENGL 125: Introduction to U.S. Latinx Literature
Instructor: Lewis, Jennifer
We will be reading, writing about and discussing a wide range of U.S. Latinx novelists, short-story writers, poets, playwrights and performers. As this is an introductory survey we will not only examine writers from a variety of backgrounds (including Mexico, Puerto-Rico, Cuba, Colombia, Dominican Republic) we will consider their historical, political and aesthetic contexts. Our authors include Luis Alberto Urrea, Gabriela Garcia, Junot Díaz, John Leguizamo, Ivelisse Rodriguez, Lin Manuel Miranda, Quiara Allegría Hudes, and more. You will complete eight one-page written responses, a 2-3 page analysis essay (mid-term) a longer (5-page) synthesized analysis.

ENGL 200: English Grammar and Style
Instructor:Gore, Jeffrey
Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives: rules will become tools to help you to speak and write more effectively. Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate). You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name. You will practice using different sentence forms in order to appreciate how they allow you to convey different kinds of thoughts and feelings. You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices. By the end of the semester, you should be able to use terms of grammar to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing will come more naturally to you.

**Highly Recommended for Pre-Law, Education, and Professional Writing students

ENGL 200: English Grammar and Style
Instructor: Sheldon, Doug
In his book “Philosophical Investigations”, Ludwig Wittgenstein wrote, “the harmony between thought and reality is to be found in the grammar of the language.” While this seems lofty, it speaks an ability of grammar to function as a communicative tool built within language. This course will focus on grammar as object of form and style within several genres of text. Preference will be given to examining grammar use as purposeful choices on the part writers to aid their audiences in understanding the goals of textual communication. In both individual and group contexts, students in this course will learn the functions of English grammar and analyze texts containing those functions in order to respond with written content. At the conclusion of the course students will be able to use grammatical terms and processes to better understand written communication and take with them a skill that aids in revision and reflection.

ENGL 201: Introduction to the Writing of Creative Nonfiction
Instructor: Barger, Carla
This course is designed to serve as an introduction to the craft of writing creative nonfiction (CNF). We will investigate a wide range of CNF, including personal essays, memoir, nature writing, art writing, and the many different hybrid forms that fall under the umbrella term lyric essay. We’ll interact with these different forms of CNF by completing short response essays and in-class writing exercises and by creating our own original work. We’ll offer one another constructive criticism during workshop and receive the same in turn. This means that in order to be successful in this class one must be open to suggestions and willing to make revisions. It also means that participation is mandatory.

Some of the authors we’ll read include Virginia Woolf, Luis Urrea, Bell Hooks, Jeanette Winterson, Wendell Berry, Naomi Shihab Nye, Paisley Rekdal, and Eula Biss.

ENGL 202: Media and Professional Writing
Instructor: Leick, Karen
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 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 202: Media and Professional Writing
Instructor: Shearer, Jay
In this course, you will develop skill and perspective in different forms of media and professional writing. Through extensive reading, 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 (as presented via links on a personal web page), preparing you for internship and employment opportunities.

ENGL 202: Media Professional Writing
Instructor: Kessler, Jeffrey
This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and public relations. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 210: Introduction to the Writing of Poetry
Instructor: McGath, Carrie
This course is designed to serve as an introduction to the craft of writing poetry. As such, our emphasis will not only be on investigating aspects of form and language with an eye toward improving your own work, but also on developing a critical vocabulary to approach your peers’ work and the work of published poets. You will learn these basics through extensive writing exercises and readings, as well as through craft lectures and workshops. Reading is essential to writing and there will be readings assigned throughout the course to keep you inspired to write, to think about craft and form, and to help you start to construct your own poetry and craft “library.”

You will be writing about poems throughout the semester, and we will be examining poetic forms as well as free verse strategies. You will also be required to revise your work, often dramatically; therefore, in order for you to be successful in this class, you must be open to criticism and suggestions. It is my hope that through this course you will begin to develop a writing process that will serve you as poets, as well as deepen and expand your appreciation of the art form.

ENGL 210: Introduction to the Writing of Poetry
Instructor: Vaghy, Eniko
It was Percy Bysshe Shelley who defined poetry as the thing that “…lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar.” Shelley’s description of crafting poems endows a writer with something akin to a magical power, awarding them with the ability to perceive experiences, objects, and people in a more thorough, experimental, and vibrant manner. This remarkable way of looking at and responding to the world will carry us through the course as we analyze approaches to description, imagery, voice/tone, form, the stanza, etc. and implement these techniques in our own work and critically assess them in brief reflection essays. As our course will be following the workshop format, you will be given the opportunity to share your poems and thoughts on poetry with your peers and hear theirs in return. By this, you will be given the precious opportunity to form a community of emerging writers committed to the strengthening of their interests in the literary arts and the facilitation of each other’s work.

ENGL 212: Introduction to the Writing of Fiction
Instructor: Mandell, Travis
Reading makes a great writer. The more one reads, the better their prose; there is no substitute. This course will build on four major tenets of writing creative fiction: reading the works of established authors, writing our own literary fiction, critiquing the works of others, and editing/revising our own works.

For the first half of the semester, we will be reading short story selections from Gotham Writers’ Workshop Fiction Gallery, as well as some craft-oriented and theoretical work by other famous authors, to get a grasp on the technique and form that goes into producing lasting fiction. We will interrogate point of view, setting, characters, plot, conflict, narrative voice, dialogue, and literary movements. One cannot begin to break the rules, without first knowing them.

In the second half of the course, we will apply the lessons of our readings to developing our own short stories. Positioning ourselves as both writers and critics in workshop sessions, we will help every writer improve their work through constructive criticism and inspired discussion. We will utilize Blackboard for readings, quizzes, comment sharing, and short assignment submissions.

ENGL 212: Introduction to the Writing of Fiction
Instructor: Williamson, Michael
This course will serve as an introduction to the art and craft of writing fiction. Our focus will be on the components that go into literary storytelling, with a particular emphasis on things like plot, character, dialogue, perspective, and setting. In order to examine how these elements work in a piece of fiction, we will be reading a variety of short stories by established writers. Rather than analyzing these texts for cultural significance or meaning, however, we will be analyzing them purely on the level of craft. Our goal when reading will be to understand how a story works from the ground up, how all these mysterious components come together to build a piece of literary art. This analytical work will culminate with a class workshop in the second half of the semester, during which time you will produce your own body of two short stories. You will submit each of these stories to your peers, who will provide you with substantive feedback and critique in order to further refine your writing. In addition, you will be expected to provide thoughtful commentary on your peers’ work in turn.

ENGL 222: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
Instructor: Guerrero, Antonio; O’Neil, Kim; Sanchez Vega, Frida
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 233: History of Film II
Instructor: Rubin, Martin
An overview of the modern era of film history, with emphasis on the various “new waves” that rocked the cinema establishment during the postwar period, and on the major technical developments (widescreen, Dolby stereo, digital media) that have changed the ways we see, hear, and consume movies. Among the areas likely to be covered in the course are: the Italian neorealist movement of Rossellini and De Sica, the early American avant-garde of Deren and Anger, the postwar Japanese cinema of Kurosawa and Mizoguchi, the European art cinema of Bergman and Fellini, the rule-breaking French New Wave of Godard and Truffaut, the immediacy-seeking Cinéma Vérité movement of Drew and Pennebaker, the identity-building African cinema of Sembene and Mambéty, and the technically innovative blockbusters of Coppola and Spielberg. Course requirements include regular written responses and online quizzes. History of Film I is not required; this course is self-sufficient.

ENGL 240 Introduction to Literary Study and Critical Methods
Instructor: English, Bridget
The process of reading literary texts gives us pleasure because it allows us to enter another world and to imagine what it is like to be someone else. In this sense literature encourages us to empathize with others. But how do we make sense of this experience which reading enables and how is it connected to the “real world”? What methods can we use to better understand or decipher the meaning of a novel, short story, poem, or play? In this course we will study different theoretical approaches to literature, including Marxist, psycho-analytical, historical, structuralist and post-structuralist literary and social theory in order to gain skills of literary analysis, but also to learn about different ways of “seeing” or understanding the world around us. After completing this course students will have a better understanding of what literary theory is and how to apply it, and will also know how to formulate their own thesis based on this understanding.

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Barnes, Natasha
This course is designed to teach English majors how to read literature, specifically in relation to the construction and analysis of literary realism. We will explore the form and narrative language of realism as a springboard to understanding some of the main tenets of twentieth-century literary theory. As we examine how “English literature” became an academic pursuit, we will recognize schools of literary interpretation (liberal humanism, new criticism, narratology, etc.) and distinguish the critical methodology associated with each category. Literary texts studied will include Ian McEwan’s Saturday and Atonement Virginia Woolf’s Mrs Dalloway and Michael Cunningham’s The Hours. Excerpts from Peter Barry’s Introduction to Literary and Cultural Theory and Robert Dale Parker’s How to Analyze Literature: Critical Theory for Literary and Cultural Studies will guide our theoretical studies.

There is about 75-100 pages of reading per week for this class. Students are expected to read ALL assigned texts carefully and to take difficult literary fiction seriously.

IMPORTANT: I would prefer that students intending to chose academic literature as their concentration in the English major take this course. This is a rigorous course and I expect every student who elects to take this class should apply themselves with due diligence.

If you’re *not* an English major and want an English class to practice academic writing, this course is probably too specialized for your needs.

Textbooks: All books will be available at the UIC Bookstore, articles and short stories will be uploaded on Blackboard.

Students will be required to write 2 short papers and take midterm and final exams<

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Davis, Lennard
The purpose of this course is to give you an understanding of the principles of literary theory, particularly focusing on questions of aesthetics….that is what literature is and how people have thought about it over time. We will examine how we make judgments about literature, and what we base those judgments on. We will read theoretical works along with literary works and try to understand the interrelationship of theory and practice. The course will also be a writing course, with the goal of improving the quality and style of your writing. We will read three novels and some selected poetry along with the theoretical works.

ENGL 240: Introduction to Literary Study and Critical Methods: Thinking Big Thoughts With Literature
Instructor: Kornbluh, Anna
When we study literature and art as opposed to individually enjoying it, we engage in a group practice of making knowledge. This course introduces students to some ways of describing, practicing, and valuing that knowledge. How does literature differ from everyday communication? Why do human beings make art? Should literature be useful? What are some of the big ideas that literature helps us think about? What do English majors learn? Why is interpretation collaborative? To approach these questions, we will read a combination of literary works, films, and short theory texts from traditions like queer studies, Marxism, and psychoanalysis.

ENGL 241: English Literature I: Beginnings to 1660
Instructor: Reames, Robin
It was a world without YouTube. No Spotify. No smartphones. No Netflix. In the beginning, there was not even writing.

In the beginning, there were monsters. And heroes. And battles. There were knights, mystics, and faeries. There was love and betrayal, birth and death. The gods spoke to us, and we spoke back. The spirits played games. The world was alive with mystery, and it was anything but boring. This world, as you might imagine, is very different from our own. But at the same time, it contains the template for what our world would become—the world in which we now live.

In this course we will survey literature, language, and rhetoric from this other-worldly world, with particular attention to how the people of this era used language to shape and structure their experiences and lives—perhaps one of the most important things you can do in college. We will study texts from the medieval and early modern centuries with the following goals: to explore the development of literary and rhetorical forms, such as allegory, epic, lyric and narrative poetry, drama, prose fiction and non-fiction; to become acquainted with various kinds of textual analysis and approaches, including close, in-depth reading of texts; to examine the ways that texts participate in history; and to consider the changing literary representations of issues that bear on our own time and experience, such as gender, social class, race, and heroism.

ENGL 242: English Literature II: 1660 to 1900
Instructor: Mufti, Nasser
This course is about how British imperialism was essential to the invention of “English literature.” Over the semester, we will read the canonical figures of modern English literature from the Restoration (1660) to the end of the Victorian period (1902) and learn how Britain’s colonial adventures oversaw slavery, settler colonialism, the rise of capitalism, mass exploitation, and how these were integral to the British literary imagination. Even though places like India, Jamaica, South Africa, and Argentina rarely find themselves on the pages of writers like Defoe, Wordsworth, Mary Shelley, Dickens, Emily Brontë, Doyle, and Conrad (all of whom, amongst others, we will read), these sites were central to the formation of their national identity. In a word, the point of this class is to introduce the idea that “English literature” is not properly English.

>ENGL 243: American Literature: Beginnings to 1900
Instructor: Chiang, Mark
This course will provide a broad overview of the history and development of American society and culture from its indigenous and Spanish colonial origins to the rise of American empire at the end of the 19th century. We will examine literary texts that speak to the conflicted histories of territorial expansion, immigration, slavery, industrialization, and urbanization. We will consider various transformations of American society and how they express themselves in struggles over race, gender, sexuality, national identity, labor, and class. We will read writers such as Phyllis Wheatley, Washington Irving, Edgar Allen Poe, Emily Dickinson, Herman Melville, Walt Whitman, Mark Twain, Frederick Douglass, Harriet Jacobs, Harriet Beecher Stowe, Sarah Orne Jewett, Charlotte Perkins Gilman, and Sui Sin Far, among others. The primary text for the course will be the Norton Anthology of American Literature.

ENGL 313: Major Plays of Shakespeare
Instructor: Freeman, Lisa A.
In Major Plays of Shakespeare we will study a selection of William Shakespeare’s most important plays. We will approach these works as plays meant to be staged and will compare the effects of text with those of both live performance and film adaptation. Particular attention will be paid to how identity categories such as race, class, gender, and nation are construed both in Shakespeare’s texts and in subsequent adaptations and productions of his plays. Over the course of the semester, we will work together to form a class ensemble through the experience of thinking about and experimenting with Shakespearean performance. Course assignments will include three essays of varying length and a performance reflection.

ENGL 351: Topics in Black Literature: Literatures of Decolonization
Instructor: Clarke, Ainsworth
The mid-twentieth century marks not only the advent of the Cold War but also registers a political and cultural transformation that continues to circumscribe us today. Within a brief twenty-eight-month period in the mid-1950s we witnessed the end of legal segregation in the United States with the decision of Brown v. Board of Education (1954), the toppling of a colonial power with the French defeat at Dien Bien Phu (1954), and the arrival of alternative political and cultural voices with the 1955 Bandung Conference in Indonesia and the First International Congress of Black Writers and Artists held in Paris the following year. Although the decision in Brown and the French defeat in Vietnam are viewed as embodying different histories and sets of concerns, this course will seek to ask what it would mean to read these moments –– and the texts that engage them –– together. The course will take as its focus the work of representative African American and postcolonial writers of the period and situate them against the backdrop of concerns embodied by these signal moments. Our readings will include works by Chester Himes, Richard Wright, George Lamming, Chinua Achebe, and Tayeb Salih, amongst others.

ENGL 382: Editing and Publishing
Instructor: Christian, Margena
In this course, students will study editorial oversight, copyediting techniques, style requirements, grammar as a stylistic tool, and industry standards with variations in both traditional and self-publishing. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 383: Writing Digital and New Media
Instructor: Hayek, Philip
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing Digital and New Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.”

ENGL 384: Technical Writing
Instructor: Hayek, Philip
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 408: Topics in Medieval Literature: Writing the Plague: The Literature of Pandemic from Chaucer to Shakespeare
Instructor: Thomas, Alfred
The Black Death, the greatest biomedical crisis in human history, killed about half the population of Europe between 1348 and 1353, but continued to ravage the continent for the next three hundred years. In this course we shall explore how medieval and early modern writers from Chaucer to Shakespeare reacted to these high rates of mortality. Some authors like Geoffrey Chaucer and the Pearl-Poet address the Black Death obliquely, while others like such as the early Italian humanist Giovanni Boccaccio address it head-on. One of the most serious consequences of the Black Death was the scapegoating of vulnerable minorities like Jews and lepers who were accused of poisoning the wells and were murdered in large numbers. The point of the course is to understand the similarities as well as differences between medieval and modern reactions to epidemiological catastrophe and how COVID-19 has also led to hysteria and the scapegoating of ethnic minorities today.

Readings:
Hartmann von Aue: Poor Henry (12th c.)
Guillaume de Machaut: The Judgment of the King of Navarre (1349)
Giovanni Boccaccio: Decameron (1353)
Geoffrey Chaucer: The Pardoner’s Tale; The Prioress’s Tale (1390s)
Anonymous: Pearl; Cleanness (1390s)
Johannes von Tepl: The Plowman from Bohemia (ca. 1400)
William Shakespeare: King Lear; Macbeth (1605/6)

ENGL 422: Topics in Postcolonial and World Literature: From Colony to Postcolony: The Literature of Decolonization
Instructor: Agnani, Sunil
This course introduces students to what used to be called third-world literature, or postcolonial literature. We will investigate the legacies of European colonialism through a study of fiction, essays, and films that were produced during the colonial period and its aftermath. We begin with Conrad and Kipling, then shift to those in the colonies in order to examine the cultural impact of empire, anti-colonial nationalism, and the role played by exile and diaspora communities.

What challenges do works from writers on the receiving end of empire—such as Gandhi, Fanon, Césaire, J.M. Coetzee, Assia Djebar, Michael Ondaatje, Salman Rushdie and Amitav Ghosh—pose to the conventional idea of justice? How do they reveal contradictions within the languages of liberalism and progress that emerged in 19th-century Europe? How do such writers rework the classic forms of the novel? Finally, how has the failure of some of the primary aims of decolonization (economic sovereignty, full political autonomy) affected more recent writing of the last 40 years? Criticism from: Edward Said and Gayatri Spivak.

ENGL 437: Topics in Poetry and Poetic Theory: Forms of Resistance in Late 20th and early 21st-Century Poetic Practice
Instructor: Ashton, Jennifer
In this course we’ll explore a range of formal experiments and movements in recent American poetry. We’ll start with a survey of late 20th-century examples of what came to be known as Language (a.k.a. L=A=N=G=U=A=G=E) Writing, followed by a number of early 21st-century antagonistic and otherwise resistant responses to that movement, both aesthetic and sociopolitical, that became associated with the term “postlangpo.” This will lead us to a number of works flying under the banner of conceptualism. Some involve wholesale or partial appropriation of existing texts: Katie Degentesh’s and Michael Magee’s contributions to the Internet-search-based “Flarf” movement; Mark Nowak’s Coal Mountain Elementary, a collage of news reports of mining accidents in China and firsthand testimonies of survivors of the 2006 Sago Mine disaster in Virginia alongside K-12 lesson plans about coal mining published on a website operated by the American Coal Foundation, a pro-coal industry lobbying group; Jen Bervin’s Nets, an erasure-based work using Shakespeare’s sonnets. Other works shift poetic agency away from the poet onto mechanical processes or procedures or outsourced producers: computer-generated works such as The Apostrophe Engine or Gnoetry, pseudo-aleatory methods adopted by Harryette Mullen in Sleeping with the Dictionary, poems written by Amazon Turk workers in Nick Thurston’s Of the Subcontract. Some of these works are also legible as forms of resistance to a longstanding lyric tradition (variously defined), with which much of the poetry written in English and other European languages over the last four and half centuries (at least) has been associated. Tracing the path of lyric engagement further will lead us to some remarkable invented speakers: the “Black Automaton” in the series of eponymous graphic poems by Douglas Kearney; Cathy Park Hong’s fabricated “pidgin” spoken by a Virgil-like “Guide” in Dance Dance Revolution; Claudia Rankine’s astonishing use of the second-person address in Citizen: An American Lyric; or the exaggerated confessional persona of ‘Tao Lin’ in that writer’s early poems.

Our texts will consist primarily of PDF excerpts from works by the writers mentioned above (along with others) that will be housed on Blackboard free of charge; however, three books will need to be acquired, whether by purchase from a book vendor, loan from a library, or gift from a generous soul: Nowak’s Coal Mountain Elementary, Hong’s Dance Dance Revolution, and Rankine’s Citizen. Written work for the course will consist of four efforts involving more extended engagement with our readings. By the end of the semester this written work will amount to a mix of both analytical papers (3-4 pages double-spaced) and creative exercises (up to 4 pages double-spaced for prose and up to 3 pages single-spaced for poetry). Students will be free to set the ratio of analytical to creative work in that mix as long as the four projects include at least one of each type. Graduate students will be expected to develop one of their four projects into a longer conference-panel-length paper (2000-2500 words) due by the end of semester.

ENGL 442: Topics in Latinx Literature: Puro Latinx—Roots & Branches
Instructor: Urrea, Luis
This course will feature a quick survey of the roots of Latinx Literature and an adventuresome climb out along the branches into the 21st century to understand how we tell our stories. We will have zoom conversations with several authors and even take a detour into Latinx moviemaking as well as popular music (roc en espanol).

ENGL 459: Introduction to the Teaching of English in Middle and Secondary Schools
Instructor: Ovalle, Rex
This course is the start of students’ work toward becoming English teachers. We will spend time thinking about different perspectives of the English Language classroom. Further, we will produce meaningful answers to the two toughest questions: “Why teach English?” and “What does it mean to teach English?” As part of their work, students will be expected to conduct observations in English classrooms in the city of Chicago.

ENGL 481: Methods of Teaching English in Middle and Secondary Schools
Instructor: DeStigter, Todd
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 481 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. 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 481 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 483: Studies in Language and Rhetoric: The Freshwater Lab
Instructor: Havrelock, Rachel
The Spring Freshwater Lab course focuses on law, policy, and rhetoric concerning the Great Lakes and other cross-border watersheds. Through grant funding, guest professors and speakers from a wide range of environmental organizations and initiatives visit class and work with individual students on their ideas and projects. Following spring break, students have the opportunity to develop their own projects or to undertake an internship at an organization focused on water or the environment. Professor Havrelock helps to place students in an internship most aligned with their interests and extends summer funding for the internship through a competitive process. In Summer 2021, all Freshwater Lab interns were funded and met for field trips along the lake and river. More information is available at http://www.freshwaterlab.org/internship

ENGL 486: Teaching Writing in Middle and Secondary Schools
Instructor: Sjostrom, Kate
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.

ENGL 489: Teaching of Reading and Literature in Middle and Secondary Schools
Instructor: Kindelsperger, Abigail
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. This course provides hands-on practice in lesson planning, discussion leadership, and reading instruction.

3 undergraduate hours. 4 graduate hours. Field work required.

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

ENGL 493: Internship in Nonfiction Writing
Instructor: Andrews, Linda Landis
“What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people and their skills are needed.

Employers include nonprofits, radio and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Because of the pandemic, many internships are conducted remotely, which makes the world a stage. Last spring one intern worked for an organization in Denver and another worked from home in Ho Chi Minh City.

Credit is variable: three or six credits English 202 is a prerequisite.

Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.

ENGL 496: Portfolio Practicum
Instructor: Christian, Margena
Students will reflect upon, organize, and present a working portfolio of professional writing samples. 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 it also showcases their ability to expand upon their proven academic skill sets in new professional writing situations.

ENGL 498/499: Educational Practice with Seminar I & II
Instructor: DeStigter, Todd
English 498/499 is the semester of student teaching for English education students (498), plus the accompanying weekly seminar (499). These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses (498 &a 499), and students may select any CRN’s that remain open, regardless of who is listed as the instructor.

The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. The Wednesday seminar will often be remote, and it is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection on classroom teaching, 2) those that help student teachers complete the edTPA assessment, and 3) those that address issues regarding a job search and ongoing professional development.

ENGL 527: American Literature and Culture: Race, Class and Contract in American Literature: 1881-1912
Instructor: Michaels, Walter Benn
The 14th Amendment was ratified in 1868 as one of the three Civil War Amendments. But if its original purpose was to guarantee that freedmen not be deprived “of life, liberty, or property, without due process of law,” by 1905 that very clause had become the foundation of a “right to contract” never mentioned in the text itself and characteristically invoked to declare labor laws (limiting work hours, for example) unconstitutional. This course will not be about the 14th Amendment but it will be about the ways in which some major American writers understood and altered the novel’s relation to changing conceptions of agency, ownership, and identity, especially in relation to work and most especially in relation to the work of writing. Central figures will include Henry James, Edith Wharton, Charles Chesnutt, Jack London, Pauline Hopkins, and William Dean Howells. We will begin the semester with The Portrait of a Lady and James’s Preface to it, both of which you ought to have read by the first class meeting.

In addition to the primary texts, we will read critical texts relevant to each one. Students will be asked to present on the criticism at least once and, if possible, twice during the semester. A final (roughly 12-15 page) paper will be required at the end, related in some way to the issues raised in the course although not necessarily to any of the texts we read.

ENGL 530: Seminar in British Romantic Studies: Romantic Progressivism
Instructor: Canuel, Mark
This course explores why English Romantic writers believed in “progress” and what they meant by that term. Fueled by the energies of enlightened reason’s critique of doctrinal superstition, economic inequality, and monarchical oppression, Romantic writers deployed a range of genres including lyric poems, epics, and novels to imagine a better world. But these writers simultaneously questioned their authority to determine what shape that world might take; they creatively troubled their own ambitious system-building. From the dissenting constitutionalism of Priestley to the cacophonous utopias of Shelley, Romantic writing will offer us crucial insights into the interconnected aesthetic and political quest for, and skepticism about, improvement. Literary authors to be studied include Anna Barbauld, William Wordsworth, Charlotte Smith, Percy Shelley, and Jane Austen. We will also engage influential theoretical writing on progress and enlightenment from Theodor Adorno to Lauren Berlant. Requirements: in-class f2f attendance, participation, weekly collaborative journal, short paper, research paper.

ENGL 540: Seminar in Modern and/or Contemporary Studies in English: Two Times Ten Divided by Two: Recent American Poetry 2000-2020
Instructor: Ashton, Jennifer
This semester we’ll be reading the work of ten poets — Anne Boyer, Kevin Davies, Timothy Donnelly, Michael Fried, Cathy Park Hong, Douglas Kearney, Aaron Kunin, Anthony Madrid, Claudia Rankine, and Rodrigo Toscano. We’ll focus primarily on portions, or in some cases the entirety, of two books by each poet, books published largely in the first two decades of the 21st century (with a couple of exceptions in the cases of the earlier of the paired works) and written against the backdrop of manifold crises: social, environmental, political, and economic. Our reading and writing will also engage with secondary sources such as interviews, reviews, scholarly criticism, and in some cases, non-literary texts offering related contextual or theoretical frameworks for our primary works. Complete books will be on order from the UIC Bookstore website, but I will also provide PDF excerpts from those books, representing what I anticipate will be some of the center-pieces of our discussion.

Over the course of the semester class members will be required to give two to three brief presentations. These presentations will happen on a rotating basis, with their frequency determined by our enrollment numbers. At the end of the semester, all class members will also complete a final symposium-length literary-critical essay (3000-4000 words) that addresses, at least in part, one or more of the assigned works in the class.

ENGL 554: Seminar in English Education
Instructor: Reine Johnson, Lauren Elizabeth
In this course, we will explore a wide variety of texts that may be used in English classrooms and beyond. We will consider questions such as, “How do such texts influence our curriculum, pedagogies, and dispositions with students, each other, and our communities?” Through suggested and student-selected texts, projects, and experiences, we will pursue conversations in English Education and schooling (past, ongoing, and perhaps not yet named), especially concerning the field’s understandings of and relationships to equity, justice, and antiracism.

ENGL 572: Program for Writers: Workshop in the Novel
Instructor: Mazza, Cris
This workshop is open to all graduate students in the English Department’s Program for Writers. All other graduate students from other English Department programs or from other departments must get prior approval of the professor.

This is a writing workshop where we evaluate and discuss novels-in-progress. You do not have to have a completed novel to participate. You may only have an idea or a single chapter, perhaps several drafted chapters. Memoirs are also welcome. The workshop will not distribute nor discuss formula-driven genre/commercial fiction. Aspects of publishing and other functional or philosophic issues in a novelist’s life are also fodder for workshop conversation, and reading suggestions will depend on the focus taken by workshop submissions.

ENGL 581: Seminar in Interdisciplinary English Studies
Instructor: Davis, Lennard
The aim of the course is to try and understand when the poor arose as something worth representing in literature and the arts, and how that representation changed over time. When did the poor become a problem in need of a solution? A disease in need of cure? We will consider the problematics of how a group is represented without having been able to fully represent itself in the dominant culture. The notion of representation and authenticity will be interrogated. And of course the question of identity—can a group have a self-representation that is something other than an existence determined by external “experts.” Obviously intersections of race, gender, and disability will be important to trace and explain. Readings will include works by Engels, Zola, Lukacs, Agee, Steinbeck, as well as lesser-known proletarian writers.

Fall 2021

ENGL 101: Understanding Literature
Instructor: Michaels, Water Benn
How is understanding literature different from understanding any other piece of writing? Why, for example, is a shopping list in a poem different from the exact same list you might look at in a supermarket? Is it because one is supposed to tell you what to buy and the other is supposed to give you some kind of aesthetic pleasure? How does that work? Is it because one has “formal” qualities and the other doesn’t? What are formal qualities anyway? In this course we’ll read some poems, short stories, and at least one novel and try to see whether they do in fact give us some kind of pleasure and, if so, how. The reading assignments will be short but you’ll be expected to do them carefully, and the writing assignments will also be short but there will be several of them, plus revisions – the idea is not only to get better at reading literature but also to work on writing about it.

ENGL 102: Introduction to Film
Instructor: Osborne, Andrew
When you watch a movie, you understand intuitively that it’s about something. Which is why if your friend says they like it, that’s a matter of taste; but if your friend thinks it was actually about something different than what you think it’s about, you feel that you have to talk with them until the two of you agree on what it’s about. (Or maybe you’re sophisticated and you think that movies are about whatever you want them to be about. But I’d not do that and stick with the intuition that they’re about something.)

The problem is that it’s often hard to say why you think that the movie’s about this rather than that. The purpose of this course is to watch so many movies—and talk about what they’re about—that you get really good at talking about movies, and you get really good at talking about why they’re about what you say they’re about.

ENGL 103: English and American Poetry: The Poem in the City
Instructor: Canuel, Mark
Poetry has a troubled relation to the city. The crowds, the noise, the trash, and the ceaseless movement bring exhilaration, repulsion, or a mixture of these and other contradictory emotions. This course examines English and American poetry from the eighteenth century to the present, focusing on poetry’s relation to three great cities: London, Chicago, and New York. The particular features of these cities, and how they were affected by issues ranging from urban planning and industrialization to poverty and immigration, help us to contextualize our readings of poems by authors including Jonathan Swift, William Blake, Mary Robinson, Walt Whitman, Gwendolyn Brooks, and Claudia Rankine. In a range of genres and styles, poetic forms respond to the city’s variously frustrating, agglomerating, disintegrating, and chaotic energies, encouraging us to build a history of poetry through its negotiation with urban space. Requirements: attendance, short assignments or quizzes, final paper.

ENGL 103: English and American Poetry
Instructor: Schoenknecht, Mark
This section of English 103 will explore roughly the past 200 years of English-language lyric poetry (from the height of Romanticism to the present), with a particular focus on post-World War II American poetry and poetics. We’ll conduct close readings of the works of canonical poets representing a diverse array of identities and experiences, while investigating the ways these works engage—or refuse to engage—with the personal, aesthetic, and sociopolitical conditions under which they were produced. While studying the major periods and movements of poetry’s relatively recent English-language history, we’ll aim to develop a robust poetic vocabulary—including an understanding of prominent poetic genres, relevant figurative techniques, and key elements of form and prosody—to help us better analyze and appreciate the poems we encounter. Students will also be asked to seek out poems by established writers of their choosing and to share responses to these poems in weekly discussion board posts. Additional assignments will include two papers (a midterm and a final), an in-class presentation, and occasional reading quizzes.

ENGL 107: Introduction to Shakespeare: The Raw and the Cooked
Instructor: Gore, Jeffrey
This course will pair Shakespeare’s early experimental works with the more refined comedies, tragedies, and histories from the height of his career. We will juxtapose the early slapstick humor of The Taming of the Shrew with Love’s Labour’s Lost’s courtly banter in order to understand better different kinds of comedy and different forms of social domination. Although T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” recent scholarship on gender, race, and trauma challenges us to examine more deeply the play’s cannibalism and escalating cycles of revenge. “To be or not to be” will certainly be one of the questions when we turn to the author’s tragic masterpiece Hamlet – written a decade after Titus – but so will be the lead character’s bawdy humor and hapless efforts to be the avenging warrior that his father was. With the histories, we will examine two kinds of leaders, the villain Machiavel Richard III, and the unifying warrior-king, Henry V: although the former cruelly murders his way to the top, the latter draws a more subtle approach from the Machiavellian playbook. These pairs will help us to understand different approaches to story telling during the years that Shakespeare was most devoted to experimentation and refining his craft.

ENGL 109: American Literature and American Culture: Tough Girls in American Literature and Culture
Instructor: Whalen, Terence
We seem to be witnessing the emergence of a new type of heroine in American culture, one whom, for lack of a better phrase, we shall call the tough girl. The type can be found almost everywhere in recent popular culture, ranging from Ripley in the Alien films to Arya in Game of Thrones to Katniss in The Hunger Games (draw up your own list). This course will begin with two recent works of fiction and then work backward (to the Nineteenth Century) and outward (to other genres and media). At issue here is not simply the emergence of a new narrative form, but also the arbitrary choices and unforeseen consequences that accompany the naming of a genre and the imagining of a new field of study. Texts include works by Suzanne Collins (The Hunger Games), Daniel Woodrell (Winter’s Bone), Louisa May Alcott (Behind a Mask), Jay Kristoff (Stormdancer), and Ben Tripp (Rise Again). Assignments include two papers, exams, and class presentations. Attendance is required; reading is mandatory.

ENGL 110: English and American Popular Genres: The Future and the Past
Instructor: Khan, Hanna
How do we imagine the future and in what ways do we make sense of the past? For some, the future is already an imagined space that is being planned for, analyzed, and mapped out in the present. For others, representations of the future may reveal a bleak reality resulting from events currently taking place in the present or ones that already did in the past. In this class, we will read texts and genres spanning from fiction, to sci-fi, to speculative fiction, and examine how authors have understood the problems of the past and how they will anticipate the future.

ENGL 111: Women and Literature
Instructor: McManaman, Ann-Marie
This course asks – what’s the relationship between madness and womanhood? We’ll read 19th, 20th, and 21st century novels, poetry, and short stories by women, femmes, ENBY, and Transwomen across a broad range of American and British locations to probe the long-standing history of mad women.

Some of the questions that underpin this course are as follows: Who gets to decide who is and is not mad? In what ways do madness and gender or sexuality overlap? What spaces are attached to mad women? Through a combination of survivor narratives, literature, and theoretical accounts of gender, madness, disability, and race we’ll challenge a whole history of concepts about mad women. We’ll work continuously at short readings, producing smaller close reading papers, reflective responses, and creative reflections, as a means of exploring these and many more questions that emerge throughout the semester.

The goal of this course is to think critically and analytically about the representation of
madness in literature as well as developing skills in reading theory and literary close reading
practices.

ENGL 111: Women and Literature: Women, Wives, and Shapeshifting Lives
Instructor: Vaghy, Eniko
In this course, we will examine the role transformation plays in the lives of women and consider whether it denotes a period of “becoming,” or a phase of personal estrangement between the mind, body, and will. Through literary depictions of explicit and implicit transformation, we will uncover the many ways transformation can manifest and discuss how women compelled to undergo a transformation navigate these sometimes revelatory, sometimes devastating instances of personal evolution. The authors that will assist us in our discussions of transformation will be Angela Carter, Carmen Maria Machado, Samantha Hunt, Emma Donoghue, and other creatives of word and image. This course will be discussion-based and students will be encouraged to facilitate in-class conversations through their observations, questions, and visions regarding our texts. Written assignments will be administered in the form of analytical reflections, creative reflections, and two essays related to the themes of the course.

ENGL 113: Introduction to Multiethnic Literatures in the United States
Instructor: Powell, Tierney S.
The sociological map of the late-nineteenth/early-twentieth century, with its color-coded racial categories and thick-markered lines demarcating ethnic enclaves from commercial centers, sought to know the American city. But what does it mean to know the American city? To map it? To read it? What borders and lines are generated, vantage points obscured, citizenships created, anxieties deepened? In this course, we will read twentieth and twenty-first century multi-ethnic literature of the American city and examine how experiences, modes of perception, and modes of representation affect and are affected by the urban landscape and its transformations. As we move into the contemporary moment, we will consider in what ways processes of globalization are localized in the city—and further, in the text. We will discuss questions related to citizenship, right to place, and form.

ENGL 117: Introduction to Gender, Sexuality, and Literature: Queer Forms
Instructor: O’Connor, Jared
The cultural revolutions of the late 1960s brought about significant transformations in the ways we think about gender and sexuality in our everyday lives. Not only were these revolutions tethered to presenting and enacting radical gender and sexual identities in our social reality, but they were also represented in the literature and art of the period. And these representations have continually inspired the ways contemporary literature and art thinks about and represents gender and sex. This course will explore literature and art from the late 1960s to our present day by paying particular attention to experiments with form and genre as they relate to gender and sex. We will read a variety of genres—novels, short stories, poems, and plays—that use form to interrogate and make legible these radical ideas and what these expressions suggest about our ever-changing relationship to gender and sexuality.

ENGL 120: Film and Culture: The Form of Film in an Increasingly Commercialized Era: Film in the 1950s through 1970s
Instructor: von Klosst-Dohna, Erich
As this course title suggests, we will predominantly be looking at films produced during the 1950s through the 1970s from around the world (though we may contextualize these decades with some outside work). Our objective will be to learn how the formal elements of film allow us to interpret a film’s meaning. As we progress through historical time, we will also attempt to track the differing interests of our directors as they try to work through aesthetic and cultural problems. One cultural consideration that will be relevant to this course will be the proliferation of television, and how televised advertisements and televised war (the Vietnam War) may influence the way in which film was produced. A possible list of directors for this course may include: Hitchcock, Wilder, Truffaut, Antonioni, Fellini, Kurosawa, Lynch, Spielberg, Coppola, and Hopper.

This course will require weekly class discussion and response questions, as well as short group presentations and a final take home exam assignment.

ENGL 121: Introduction to Moving Image Arts
Instructor: Boulay, Kate
In this course we consider the Hollywood movie. Our reading and writing is grounded in discussion of one of the most influential cinemas of the 20th century. Not an exercise in review or fandom, however, writing assignments seek to understand narrative film as socio-cultural phenomena. In short, we use film to think about our culture and society. To do this, we document and critically consider how various discourses – ideas about, for instance, morality, visuality, reality, story-telling, capitalism, the urban, gender, race, sexualities, what it means to be human, animal rights, etc. – impact and complicate our understanding of film.

ENGL 122: Understanding Rhetoric: The Shapes of Identity
Instructor: Sheldon, Douglas
The comedian Lewis Black declared, “Here’s your law: If a company can’t explain in one sentence, what it does… it’s illegal.” What has he done here? He has used sarcasm and economic law to shape a position. But he has also a conditional sentence, a colon and an ellipsis! All of these rhetorical choices contribute to Black’s comedic identity. Now, this class cannot tell you in one sentence what rhetoric does, or even what it is, but through the examination of ancient rhetoric to that of the twenty-first century we will negotiate with this term to better understand our identities as thinkers and social beings. In addition, this course will examine multilingual rhetoric, political rhetoric, multimodal rhetoric, and other delivery systems that shape what we call “identity”. Ideas examined in this class will include: How as rhetoric functioned to deliver identities from the classical period to the present? How do we use rhetoric in our lives both consciously and unconsciously? How do rhetors and rhetoric interact on an intellectual, academic, and public level to influence identity creation? How do cultures benefit/suffer from language, identity, and policy built on rhetorical frameworks? This course will allow students to see rhetoric not as a negative label, but as a method to interrogate the texts, the visuals, and the conversations we consistently encounter.

ENGL 122: Understanding Rhetoric
Instructor: Corcoran, Casey
Aristotle’s teacher Plato, who thought of rhetoric as the “art of enchanting the soul,” 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 were alive, no definitive consensus about what constitutes “rhetoric” has yet been reached. Given this messy history, how should we understand the field of “rhetoric” today? In what ways has rhetoric influenced the social spaces we inhabit? And why might studying this be useful? In an effort to address these questions, our course will begin by exploring some general theories of rhetoric as both a discipline and a practice. We’ll read a variety of commentaries and canonical texts, paying particular attention to the way certain key terms and themes arise out of the history of rhetorical theory.

ENGL 125: Introduction to U.S. Latinx Literature
Instructor: Borzutzky, Daniel
This is a survey course of Latinx literature in various genres written by Latinx authors from many national and regional backgrounds. We’ll read works from the 1950s to the present day, with particular attention to the Chicanx and Puerto Rican activist movements of the 1960s and 70s; diasporic literatures from Cuba, the Dominican Republic and Central and South America; Spanglish, translation, and language-mixing; immigration law, enforcement, and activism; labor movements; terminology (Latino/a/x/@/e); Afro-Latinx experiences amid broader questions of race and racism in Latin America and Latinx communities; gender and sexuality; and different visions of nationalism and assimilation. Our pedagogy will include student presentations, formal and informal writing assignments, close readings, small group discussions, and active and thoughtful listening. We will hopefully get a chance to speak with some contemporary authors as well.

ENGL 125: Introduction to U.S. Latinx Literature
Instructor: Sanchez Vega, Frida
In this introductory survey, we will read, think about, and discuss a range of works – including fiction, poetry, drama – by pioneering as well as present-day authors of U.S. Latinx Literature. Set alongside, and sometimes against, dominant American culture, U.S. Latinx Literature touches on some of the most prominent and controversial issues in contemporary life in the United States: immigration and the immigrant experience; the gains and losses of assimilating into American culture; the exploitation of labor; and identity formation based on race, ethnicity, gender, sexuality, and class. This course will especially focus on queer Latinx writers and how they navigate the U.S. alongside their cultures. Texts will include works by Gloria Anzaldúa, Piri Tomas, Anna Castillo, Luis Negron, Reinaldo Arenas, Justin Torres, and others. Assessment will be based on response writing, class and group discussions, class engagement, a short presentation, and two papers. The main objectives of the class are to enrich your understanding of literature generally and, more importantly, to learn about the exciting and multifarious works of Latinx writers and culture.

ENGL 200: Basic English Grammar
Instructor: Kessler, Jeffrey
This course will focus on the foundation of English grammar and the underlying rules that shape our language. While much of the course will be dedicated to learning these rules, our ultimate goal will be to use grammatical forms to make more stylistically informed choices. We will also discuss significant issues surrounding the English language, including its history, Black English, global English, prescriptive v. descriptive linguistics, and the ethics of writing.

ENGL 200: Basic English Grammar
Instructor: Gore, Jeffrey
Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives: rules will become tools to help you to speak and write more effectively. Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate). You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name. You will practice using different sentence forms in order to appreciate how they allow you to convey different kinds of thoughts and feelings. You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices. By the end of the semester, you should be able to use terms of grammar to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing will come more naturally to you.

**Highly Recommended for Pre-Law, Education, and Professional Writing students

ENGL 201: Introduction to Writing of Creative Nonfiction
Instructor: Washington, Katrina
This course is designed with two aims in mind: to develop your nonfiction prose writing skills and enhance your abilities as readers of nonfiction, including (but not necessarily limited to) literary journalism, the personal essay, and memoir. We will discuss aspects and styles of nonfiction and the craft of writing, read exemplary models of published nonfiction, and workshop your pieces. We will read these works—published authors’ and your own—less as literary critics than as fellow writers, our core focus being process, aim and technique, i.e. the writer’s craft, how the writer does what he or she does and with what purpose in mind. Our discussion and workshopping of peers’ writing will focus on the skills and techniques studied throughout the course. It is my hope that this class will assist you in becoming a genuinely effective writer and active reader of nonfiction.

ENGL 202: Media and Professional Writing
Instructor: Shearer, Jay
In this course, you will develop a fresh perspective on—and skills regarding—writing in media and professional forms. Through extensive reading, 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 printed 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 (as presented via links on your personal web page), preparing you for internship and employment opportunities

ENGL 202: Media and Professional Writing
Instructor: Kessler, Jeffrey
This course will introduce students to genres in professional media and communication with close attention to writing with directness and clarity. We will discuss many aspects of professional writing, developing a rhetorical mindset towards genres in journalism, feature writing, and public relations. Along with several shorter writing assignments, students will produce a portfolio of their work presented on a personal webpage. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 210: Introduction to the Writing of Poetry
Instructor: Brown, Deziree
Traditionally, introductory poetry courses tend to focus on formal verse and its rules of meter and rhyme; however, most contemporary poetry is free verse. As such, this course will focus on free verse poetry and the rhetorical use of language, carefully considering the motivations behind poets’ interpretations of the “freedom” that this type of poetry offers. In the process, students will learn to apply critical tools and terminology when making poems that experiment with form, voice, imagery, creative response, revision, and other elements in the poet’s rhetorical toolbox.

ENGL 210: Introduction to the Writing of Poetry
Instructor: Reynolds, Evan
The term “poetry” comes from the Greek “poiesis,” roughly meaning “making.” This course will present poetry as a human-constructed art object and explore various periods and genres of poetry—from ancient to contemporary—to show the various assumptions about what thing is thought to have been made when we say “poetry.” With a particular emphasis on the lyric tradition, we will discover the most common formal components of a poem (e.g.: line, meter, stanza, diction, etc.) in order to learn how to produce our own poetry.

While this class will emphasize form and a poem’s constructedness, we should not lose sight that poetry is ultimately brought into existence by human agency and oftentimes deals primarily with human concerns. In the words of poet Fernando Pessoa: “The poet is a faker / Who’s so good at his act / He even fakes the pain / Of pain he feels in fact.” This class will prepare students to produce their own poetry, to collect a critical vocabulary, to engage in productive critique, to revise their own poems and perhaps even to start to develop aesthetic proclivities.

ENGL 212: Introduction to the Writing of Fiction
Instructor: Jok, Laura
In this introductory fiction writing class, we will study the elements of storytelling, such as plot, dialogue, point of view, image, and symbol, from a craft perspective. You will read and analyze established literary models, produce creative work, and provide constructive feedback to one another in writing workshops. The exercises and final story that you write will be based on aspects of the assigned reading that you identify as especially effective or memorable. T.S. Eliot once said that immature writers imitate, but mature writers steal. In other—and less inflammatory—words, you will learn not to merely imitate the writers that inspire you but to engage on a critical level with the techniques that underlie their mastery—and consider how you can adapt them for use in your own inimitable fiction.

ENGL 212: Introduction to the Writing of Fiction
Instructor: Grimes, Christopher
We’ll begin the semester by studying various forms and modes of short fiction. Key concepts will include interpretation, setting, point of view, motivation, characterization, realism, naturalism, modernism, postmodernism, experimentalism, etc. Around mid-semester, we transition to workshopping your own work. Each of you will write a series of drafts of original fiction, as well as substantive critiques for every peer-evaluated story. Finally—and this is specific to workshop—each of you will periodically be assigned primary critic duties (more on this during our introductory discussion).

ENGL 222: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
Instructor: Brandt, Katherine
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 222: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
Instructor: Aleksa, Vainis
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

ENGL 222: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
Instructor: O’Neil, Kim
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership. Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 232: History of Film I: 1890 to World War II
Instructor: Rubin, Martin
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, followed by the rise of a story-based cinema and the emergence of the film director to better tell those stories. The casual structure of the early film industry opens up a space for women filmgoers and filmmakers, while “race movies,” aimed at African American audiences, 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 filmmakers 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. This trend includes grittier subject matter in the socially conscious films of the early 1930s; increased use of holistic techniques such as deep focus cinematography and the long take; and, in the postwar Italian neorealist movement, a more open form of film storytelling whose influence is still felt today. There is no textbook; requirements include regular quizzes and written assignments.

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Ashton, Jennifer
In this course we’ll tackle a small number of works in a variety of genres and media and from a range of time periods. As we think about how to understand these works in formal, aesthetic, rhetorical, and historical terms, we’ll explore some foundational questions for both the practice and the theory of literary scholarship. We’ll proceed from several basic questions: What kind of thing is a work of literature? What do we as students have in mind (and what do professional literary scholars have in mind) when talking about the meaning of a work of literature? What kinds of interpretive and research practices are involved in the scholarly study of literature, and how do these academic practices differ from more informal and everyday engagements with works of literature (e.g. “reading for pleasure,” book clubs, fan fiction, Goodreads)? The answers to some of these questions, far from being obvious, have been the subject of longstanding debate. We’ll also examine how literature progresses – how do writers enter into dialogue with (and sometimes dispute or resist) their contemporaries and predecessors, and how do these engagements affect their practice and the literary works they produce? Our literary objects of study will include poetry, prose fiction (short stories and a novel), theatrical works, and a film adaptation. Grading will be based on regularly submitted reading notes/questions, occasional in-class quizzes and group activities, a final short analysis paper involving several draft stages, and participation in class discussion.

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Clarke, Ainsworth
This course is an introduction to the key terms and debates that define the field of literary study. Using the transformation of detective fiction from the classic detective story to the postcolonial crime novel as our case study, we will explore how questions of genre, literary form, agency, and narratology that circulate within the field inform critical analysis. Our readings will include classic literary analysis by Todorov, Brooks, Moretti, Genette, and Culler (amongst others) and signal examples of detective fiction by Poe, Conan Doyle, Chandler, Himes, Auster, Everett, and Chamoiseau.

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Whalen, Terence
This course will explore literary criticism as both a field of study and a practical skill. We will consider major approaches and theories on their own terms, but we will also “test” various theories against a range of primary literary texts. Literary authors include Edgar Allan Poe, Mary Shelley, and George Orwell. Requirements: weekly writing assignments; two or three formal papers; a research project; a final critical paper (based upon the research project); occasional tests or quizzes; and participation in group projects.

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Pugh, Christina
How can we know what poems and stories “mean”? In this introduction to literary study and critical methods, we will investigate how works of literature can speak to many different readers and generate multiple critical readings. Conceived as an active dialogue between literary and critical texts, the course gives students practice in judging the viability of particular critical readings and in creating counter-arguments based on strategic presentation of textual evidence. We will consider the varied philosophical, conceptual, aesthetic, and political concerns that critics bring to writing literary criticism, as well as the ways that critics mine specific aspects of literary texts in order to create their arguments. Since writers of literary criticism are necessarily interested in the properties of literature as such, our critical readings will also discuss issues of genre that inform works of poetry, the fairy tale and other short fictions, and the novel. Later in the course, we will also discuss how we can engage criticism that is not primarily literarily based (e.g., Louis Althusser’s “Ideology and Ideological State Apparatuses”), as well as how the distinction between “literary” and “critical” works can fruitfully break down. Course requirements include class participation, short papers, and a longer, integrative final paper.

ENGL 241: English Literature I: Beginnings to 1660
Instructor: Thomas, Alfred
A panoramic survey of the most important works written in English from the Anglo-Saxons to the Restoration of the monarchy in 1660. Covering a thousand years of history, this course will range from the earliest extant poem in Old English (Caedmon’s hymn) to Milton’s “Paradise Lost”. Other readings will include “Beowulf”; “Sir Gawain and the Green Knight”; selected tales from the “Canterbury Tales” by Geoffrey Chaucer; “The Tragical History of Dr Faustus” by Christopher Marlowe, and Shakespeare’s sonnets as well as his tragedy “Macbeth.” This course will form a valuable basis for more specialized courses within the medieval and early-modern periods and will serve to illuminate the study of modern British and American literature.

ENGL 242: English Literature II: 1660 to 1900
Instructor: Brown, Nicholas
This course undertakes the impossible task of surveying over two hundred years of English literature in fifteen weeks. From allegory to lyric, from essay to novel, from ballad to dramatic monologue; from the scandalous affairs of Restoration comedy to the chaste attachments of Victorian verse; from the origins of the English novel with Daniel Defoe to its apotheosis in George Eliot (and to its transformation in Joseph Conrad): this 240-year stretch of literary history is crowded with new forms and new thematic and narrative material. The reading load for this course will therefore be heavy. Since this course is designed for English majors, it is presumed that students will arrange their semester to enable them to devote sufficient time to it. The payoff will be worth the effort. This semester will provide a solid backbone to the study of the period and a strong basis on which to begin a study of twentieth-century literature.

Please note that for reasons relating to continuing precautions over coronavirus transmission, the lecture portion of this class will be taught asynchronously online.

ENGL 243: American Literature: Beginnings to 1900
Instructor: Ashton, Jennifer
Our broad survey of American literature will follow an unusual trajectory: We will work our way backwards in time (instead of the customary forward direction), beginning in 1899 with two stories from Charles Chesnutt’s The Wife of His Youth and Other Stories of the Color Line. In the course of our reverse travel through time, we’ll survey major writers in the American tradition, including Paul Laurence Dunbar, Kate Chopin, Henry James, Walt Whitman, Emily Dickinson, Rebecca Harding Davis, Herman Melville, Nathaniel Hawthorne, Frederick Douglass, Edgar Allan Poe, Benjamin Franklin, Jonathan Edwards, John Winthrop and Anne Hutchinson. Grading will be based on weekly discussion questions, occasional pop quizzes, a take-home midterm, and a take-home final (there may be some minor changes to this plan in advance of the final syllabus being distributed the first day of class).

**Please note that to be properly enrolled in this course you must register not only for the main lecture sessions with Professor Ashton on Monday/Wednesday but also for one of the four TA-led discussion sections, which will be held on Fridays.**

ENGL 311: Medieval English Literature: The Two Traditions of King Arthur in Medieval Britain
Instructor: Thomas, Alfred
In the England of the late Middle Ages there were two Arthurian traditions. They existed side by side. One tradition represents King Arthur as a national hero, a battle-leader, a historical king, and narrates his rise to power, his flourishing, his conquests, and his fall and death. It is the native tradition, established as quasi-historical by Geoffrey of Monmouth, monumentally embodied in the great epic poem of the Brut by Layamon, dominant to a large extent in the romance-cum-epic of the Alliterative Morte Arthur, and present still in Malory. Arthur is the center of this body of narratives. The other Arthurian tradition in England is the one that came back into the country via France. Arthur has lost his central role as a national hero, and has faded into a shadowy figure, an ineffectual king, a mere husband, to accommodate the adulterous liaison of Lancelot and Guinevere. He is still the head of the order of the Round Table, but mostly Camelot is a place that individual knights go out from and come back to; and the king is there to wish them well when they leave and welcome them back when they return. The enormous influence of French literature in England during the thirteenth and fourteenth centuries, when the aristocracy was largely French-speaking, means that this tradition was dominant. This other (French) tradition, which originated in the romances of Chrétien de Troyes and Marie de France, finds its insular English expression in Sir Gawain and the Green Knight. The love interest between the knight and a lady is also a major feature of the plot in this second Arthurian tradition.

ENGL 315: Restoration and Eighteenth Century Literature: Enlightenment Narratives, Colonial Subjects: Literature & Empire in the 18th Century
Instructor: Agnani, Sunil
The global world which many take for granted today was formed in the eighteenth century through world-wide commerce, seafaring trade, and the establishment of colonial empires—in short, early capitalism. Alongside these social phenomena were vibrant and contentious cultural and political debates on sovereignty and slavery. How do writers and thinkers in this period conceive of the cultural, racial and religious difference they encounter?

“Enlightenment narratives” puts stress on ideas of progress, the forward march of humanity, the circulation of the rights of man, and the ever widening circle of freedom associated with this period. Yet the view of many “colonial subjects” in the eighteenth century should cause us to question a simply optimistic and one-sided understanding of the period.

As Diderot once put, addressing his European reader, “you are proud of your Enlightenment, but what good is it for the Hottentot?” (Just who the Hottentots were and why Diderot discussed this South African group of tribal peoples will be the topic of one class). We read novels (from Aphra Behn, Jean-Jacques Rousseau, Daniel Defoe, and Jonathan Swift), life narratives (Olaudah Equiano) and prose writings (from Mary Wollstonecraft, Edmund Burke, and Denis Diderot) to explore these questions.

ENGL 381: Advanced Professional Writing
Instructor: Hayek, Philip
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, informative, and crisis management materials for a business of your choosing.

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.

ENGL 381: Advanced Professional Writing
Instructor: Christian, Margena
In this course, you will learn genres and forms in the professional writing spectrum that demonstrate competence in creating clear, concise narratives for a wide variety of audiences with changing needs. You will examine characteristics of effective writing in a non-academic context, developing a facility in writing across a range of specialized areas. Expect to produce proposals, reports, newsletters and document design. You will learn to make sense of numbers with data reporting and research methods that measure your proficiency to construct appropriate styles of advanced professional writing on an array of platforms, including online. In the process, you will learn to communicate well by recognizing the correct manner and form to use for different media formats.

ENGL 382: Editing and Publishing
Instructor: Christian, Margena
In this course, you will study editorial oversight, copyediting techniques, style requirements, use of grammar as a stylistic tool and industry standards with variations in both traditional and self-publishing. Basic design skills will also be taught for producing a cover and a book interior while adhering to publishing best practices.

ENGL 384: Technical Writing
Instructor: Hayek, Philip
Technical writing is a subject that encompasses more than practice in strategies of professional communication in STEM fields and the workplace. As practitioners of professional and technical writing we have a responsibility to continue our humanities education by developing interdisciplinary relationships. The disappearance of distance, and the rise of commercial globalization, supports the disappearance of the divide between liberal and professional education. As technical writers we have the opportunity to confront science and economics and technology in the interest of ultimately fusing with them, supporting them and being in concert with these other disciplines in the effort to shape all knowledge, and to point that knowledge in the direction of a global humanity.

The truths of STEM fields are not produced in a vacuum, and in this course we will 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 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 400: History of the English Language: The Idea of “English” and the Politics of Language Ideology
Instructor: Reames, Robin
“This is a country where we speak English. It’s English. You have to speak English!” During Trump’s term as president, we heard words like these repeated numerous times, and with the end of that administration we might hope that the sentiment is now obsolete. It isn’t: in February 2021, a month after Trump’s term ended, a bill was introduced to congress proposing to make English the official language of the U.S. and English proficiency a prerequisite for citizenship.

In a nation of over 41 million Spanish speakers, such policies seem at best nativist and anti-immigrant—reflective of a larger movement to restrict not just the languages that can be spoken in the public sphere, but also the very people who can work and participate in public life. But nativism and xenophobia are far from the only questionable aspects of the issue.

A larger question is: What is English? When people promote “English-only” policies, whose English do they have in mind? Where did that version of English originate? How has it changed over time, and where is it going?

This semester, we explore the history of the English language in order to define the hegemonic concept of “English” against a larger backdrop of what English has been in the past and how it became what it is today. In so doing, we examine the historical and ontological stakes of phenomena like the “English-only” movement and “English-only” policies. We also examine emerging linguistic phenomena like internet slang and variations on Standard American English, such as African American Vernacular English and Chicano/a English. We consider these transformations in English in light of the long view, examining how English evolved from Anglo-Saxon and Anglo-Norman roots in the Middle Ages. And we consider how questions of class have always inflected the idea of “correct” language use.

Students in this course have the opportunity to undertake an independent research project on the politics of the English language, potentially involving their community and/or the city of Chicago. Graduate students have the additional opportunity to design their own course in the history of the English language, a standard class taught in English departments.

ENGL 402: Rhetoric: Ecologies, Nature, Mind, and Human/Nonhuman Relations
Instructor: Cintron, Ralph
1) Rhetorical studies today is attempting to develop an “ecological rhetoric.” This movement wishes to address not just our emerging environmental catastrophes but also how language and language use might be imagined as “ecological phenomena” and challenge traditional notions of audience/speaker relations. 2) Some of this work has explored scientific understandings of “energetic systems” as well as some of the epistemological assumptions underlying scientific inquiry, such as “entanglement” in physics. “Entanglement” and “ecology” have become almost equivalent terms for some rhetorical theorists. 3) Work in the biological sciences has been exploring the evolution of “sentience.” “Sentience” seems to be a property of all life forms and the beginning of “mind” and “cognition.” “Sentience” functions at different scales, from “cellular communication” to, according to forestry science, entire forests below and above ground. 4) What is Nature? What are the overlaps and differences among pre-Socratic, Aristotelian, and indigenous conceptions of Nature? What is Nature inside market economies? 5) How are human/nonhuman relations being imagined inside these different categories of thought? Why is rhetorical theory interested in all this “wild” stuff?

ENGL 428: Topics in Literature and Culture, 1900-Present: Working-Class Experience in the US and UK
Instructor: Davis, Lennard
Do you come from a working-class family? Are you a first-gen student? Do you want to know more about how working-class people, poor people of color, immigrant families are depicted in literature? There is much energy given to courses on identity politics, but often poor and working-class people are neglected in reading lists. This course will focus on the lives and experiences of people living in poverty or hovering precariously near poverty. Reading through the lens of US and UK writers, we will see the variety of narratives as experienced by writers who come from the working class and creating what was called “proletarian literature” and writers coming from other classes but writing about the lived experience of people who were poorer than themselves. Writers include Jack London, Michael Gold, George Orwell, Richard Wright, Piri Thomas, Tillie Olsen, James Agee. Other media include “Moonlight,” “Nomadland,” “Slumdog Millionaire,” “Shameless,” “Beasts of the Southern Wild.”

ENGL 440: Topics in Cultural and Media Studies: The Freshwater Lab
Instructor: Havrelock, Rachel
The Freshwater Lab course is a project of the UIC Freshwater Lab, launched in 2015 through support from the Humanities Without Walls Initiative. Rather than a traditional lecture course, it endeavors to put the pressing issues surrounding the Great Lakes before students in order to support their knowledge of the issues and their innovative approaches to addressing them. In this Humanities “lab” setting, we will study and discuss social and environmental dimensions of the Great Lakes, meet with leaders in the Great Lakes water sector, visit relevant Chicago area sites, and work individually and in groups on projects to advance existing initiatives and pioneer new approaches. Students will be paired with professionals working on issues relevant to their project and Professor Havrelock will help to suggest avenues for advancing student projects during the semester and beyond.

Although we certainly respect and depend upon scientific approaches to the Great Lakes, this is a Humanities course interested in the many ways in which water interacts with socio-political systems, legal structures, cultural perceptions, and artistic visions. It focuses on Environmental Justice and how race, class, and gender determine access to water, exposure to contamination, and participation in the institutions responsible for the region’s water.

ENGL 474: Topics in Popular Culture and Literature: The Invisible Made Visible: Writers of Color in American Speculative Literature
Instructor: Mohanraj, Mary Anne
In this course we will examine speculative literature authored by American writers of color. Speculative literature is a catch-all term meant to inclusively span the breadth of fantastic literature, encompassing literature ranging from hard science fiction to epic fantasy to ghost stories to horror to folk and fairy tales to slipstream to magical realism to modern myth-making — any piece of literature containing a fabulist or speculative element. Writers of color will primarily be limited to non-white writers, although the nuanced details of that definition will be discussed further during class. Readings may include books authored by Samuel R. Delany, Octavia Butler, Nnedi Okorafor, and Hiromi Goto, and anthologies edited by Sheree R. Thomas, Nisi Shawl, and Uppinder Mehan / Nalo Hopkinson.

ENGL 481: Methods of Teaching English in Middle and Secondary School
Instructor: DeStigter, Todd
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 481 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. 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 481 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 482: Campus Writing Consultants: Theory and Practice for Writing Center Leadership
Instructor: Williams, Charitianne
English 482 is an advanced Writing Center studies/tutor-training course exploring multiple perspectives–specifically that of tutor, administrator, and researcher. We will examine established best practices from the cross-disciplinary field of peer tutoring and tutor training, read about multiple theoretical perspectives (feminist theory, genre theory, and second language acquisition theories, to name a few), and practice research methods (such as survey, discourse analysis, and case study) common to writing center research. By the end of the class, participants will understand the potential of peer tutoring in the curriculum, major concerns in the administration and assessment of writing centers, as well as how to conduct qualitative research that moves the discipline forward.

ENGL 486: The Teaching of Writing in Middle and Secondary Schools
Instructor: Sjostrom, Kate
Why teach writing? and 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’ve learned in various sections of the course.

ENGL 490: Advanced Writing of Poetry
Instructor: Borzutzky, Daniel
This writing laboratory further develops the poetic concepts and critical tools studied in English 210, but with a more refined focus. We will read poems and collections by modernist and contemporary authors from the U.S., Europe, and Asia, and there will be a special focus on writings and translations by Latin American, Caribbean, and U.S. Latinx poets whose work traverses multiple nations and languages. These writers will serve as models for our experiments with form and content; and as models of writers committed to the belief that poetry has a place in public discourse. In the first part of the semester, students will submit weekly assignments focusing on formal and conceptual concerns. Towards the end of the semester, students will develop a lengthier, more sustained project. This class welcomes writers and writing that uses multiple languages, that incorporates translation, film, music and visual art. We will study documentary and social poetics, and we will take seriously the idea that poetry can change the way we live.

ENGL 491: Advanced Fiction Writing
Instructor: Grimes, Christopher
This class will provide an environment to hone your creative and critical skills. Requirement: English 212. The sole and primary texts for this course will by your own work.

ENGL 491: Advanced Fiction Writing
Instructor: Mohanraj, Mary Anne
This is a combined graduate and advanced undergraduate fiction workshop. We will study the craft of fiction, reading the work of published authors and examining their methods. We will also write fiction and learn to critique each others’ work.

ENGL 492: Advanced Writing of Creative Nonfiction
Instructor: Mazza, Cris
This advanced creative nonfiction workshop is for students who have taken English 201 (or the equivalent). The workshop also welcomes any graduate student other than those in the Program for Writers. Creative nonfiction includes memoir, personal essay, literary journalism, literary travel- and science-writing and similar genres. Course work: Each student will write 3 CNF drafts and critiques for every other peer-evaluated essay. Willingness to engage in discussion of work-in-progress is necessary; reading assignments are made up of drafts of work turned in by the workshop members. This will be a synchronous course.

Becoming a contributing writer takes planning, however, starting with an internship, which provides an opportunity to step off campus and use the writing and analytical skills gained through English courses. Guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship.

Employers include nonprofits, radio and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest. Students are enrolled in ENGL 493 while concurrently working at an internship for 12 hours a week. Because of the pandemic, many internships are conducted remotely, which makes the world a stage.

Credit is variable: three or six credits English 202 is a prerequisite.

ENGL 500: Master’s Proseminar
Instructor: Brown, Nicholas
However disputed the claim may be, the discipline of literary study is incoherent without the presumption that literary works are essentially different from other kinds of written artifacts. The contours of this difference are up for debate and have been for over two hundred years; dispute over the nature of its object is constitutive of disciplinary discourse in general, and in the case of the arts, this dispute cannot help but have an impact on the works themselves. Indeed, from the beginnings of literary discourse as we know it, the meaning of the literary work has been bound up with the legible self-understanding of the work itself. In other words, no literary work can be understood without a sense of the text’s own self-understanding, which is nonetheless not given to us in advance. The literary text thus calls for a peculiar mode of reading. The words we have for this mode of reading are all metaphors, but the traditional “close reading” will do as well as any other. This course will be a practicum in close reading.

ENGL 503: Proseminar: Theory and Practice of Criticism
Instructor: Kornbluh, Anna
The project of advanced literary study today confronts interlocking crises of representation, institutions, and ecology, which occasions intensified reflections about knowledge-making, disciplinary specificity, method, and the history of the university, as well as abundant experiments in public criticism and public humanities. Our proseminar endeavors to activate introductory thinking about questions like: What is intellectual labor? What differentiates historical phases of cultural production? What are the genres of criticism? What role does cultural writing play in the creative economy? What was the university? Readings likely include: Marx, Gramsci, Jameson, Guillory, Olin Wright, Ngai, Emre, Brouillette, Winant, Newfield, Warner, Ferguson, Brim, Buurma & Heffernan, Levine, novels and tv.

ENGL 517: British Literature and Culture: How Not to Run an Empire: Fantasies of Consensual Colonialism from the 18th Century to the Present
Instructor: Agnani, Sunil
Fantasies of conquest, designing a colony much as a painter would a blank canvas, breeding a docile yet happy subject populace: all of these were ideas which nations attempted to put into practice in the move from commercial enterprise to territorial empire. The literary and cultural imagination often served as a vanguard in advance of material projects, undergirding or, at times, undermining those dreams of a “colonialism by consent.”

We’ll examine the literature and cultural politics of the British and French empires beginning with the 18th century, examining the ideologies that emerged more clearly in the 19th century, and turn to the period of decolonization in the mid-20th century. In its aftermath follows multiple third-worldist projects, efforts at Afro-Asian solidarity (e.g. the Bandung conference of 1955), which give shape to postcolonial thought and literature, and its critique of the false universalism of much European Enlightenment thought. Here we explore the idea of the European anticolonial imagination at its conceptual limit. It is a contention of this course current ecological crises, questions of migrancy and national identity (e.g. the refugee crises in both Europe and America), cannot be understood without outlining the ghostly contours of these past imperial schemes.

Eighteenth-century authors may include: John Locke, Denis Diderot, Jean-Jacques Rousseau, Edmund Burke, Immanuel Kant, Olaudah Equiano. Essays from CLR James, Aimé Césaire, Hannah Arendt. Fictional works: Rudyard Kipling, Kim (1901), Amitav Ghosh, River of Smoke (2011). Critical works from: Simon Gikandi, Gary Wilder, Edward Said, Gayatri Spivak, Aamir Mufti, Siraj Ahmed and Adom Getachew.

ENGL 537: Global and Multiethnic Literature and Culture: Globalization and the Decline of U.S. Empire
Instructor: Jun, Helen
This course serves as an introduction to contemporary discourses of globalization and narratives of U.S. imperial decline. We will read analyses of globalization that provide a critical framework for understanding recent modulations in the forms of capitalist accumulation and the crises of neoliberalism (e.g., David Harvey’s A Brief History of Neoliberalism, David McNally’s Global Slump: The Economics and Politics of Crisis and Resistance, William Robinson’s The Global Police State, and Arrighi’s, Adam Smith in Beijing: Lineages of the Twenty First Century). We will examine how contemporary cultural texts (literature, film, television) reckon with the contemporary decline of the US Empire and articulate a range of anxieties over the displacement of US hegemony over the past half century (1970s to the present).

Cultural texts will likely include Colson Whitehead’s Zone One, Ahmed Saadawi’s, Frankenstein in Baghdad, Shteyngart’s Super Sad True Love Story, Baharni’s White Tiger (2021), Zhao’s Nomadland (2021), Mendonca’s Bacurau (2019), and several others.

ENGL 555: Teaching College Writing
Instructor: Bennet, Mark
English 555 prepares you to teach FYW courses at UIC and to examine the teaching of writing as an intellectual activity that fits within the disciplinary work of English Studies. You will create two detailed syllabi that focus on writing as a situated activity. Your chief task is to design writing projects and plan instruction that supports your students’ work on those projects. Day-to-day activities that help students successfully complete their writing assignments include: attention to the genre of the task at hand, an understanding of the context and situation, attention to sentence-level grammatical issues and their rhetorical impact, analysis of readings for content or as examples of a genre, and discussion of the possible consequences of a piece of writing. We also will focus on other writing class activities, including small-group work, responding to and grading written work, and engaging students in peer review. To successfully complete writing projects, students also must learn core skills including a rhetorical approach to grammar and appropriate use of the intellectual tools of summary, analysis, synthesis, and argument.

ENGL 557: Language and Literacy: Pragmatism, Schooling, and the Quest for Democracy
Instructor: DeStigter, Todd
What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it is desirable or even possible to do so? These central questions will provide a framework for our exploration of the (ir?)relevance of our work as scholars and teachers of English to the world beyond our classrooms and campuses.

Although we will occasionally discuss specific curricular choices and teaching methods, most of our readings will encourage us to consider broader theoretical issues such as 1) how “democracy” and “social justice” can be defined and whether these remain viable sociopolitical aspirations, 2) the extent to which pragmatism as a philosophical method provides useful ways to think about ameliorating sociopolitical and economic problems, and 3) what schools —specifically, English language arts classes—have to do with any of this.

Put another way, this course will be the site of an ongoing conversation about whether we as students and teachers of English can/should hope that our work “matters” beyond our own intellectual and/or financial interests. Though our reading list will evolve in response to our discussions and students’ recommendations, some likely texts are these:

DEMOCRACY AS FETISH by Ralph Cintron
GHOSTS IN THE SCHOOLYARD: RACISM AND SCHOOL CLOSINGS ON CHICAGO’S SOUTH SIDE by Eve Ewing
LIBERALISM AND SOCIAL ACTION by John Dewey
PEDAGOGY OF THE OPPRESSED by Paulo Freire
PRAGMATISM by William James
TEACHER UNIONS AND SOCIAL JUSTICE: ORGANIZING FOR THE SCHOOLS AND COMMUNITIES STUDENTS DESERVE by Michael Charney, Jesse Hagopian, and Bob Peterson (eds.)
THE FIRE NEXT TIME by James Baldwin
CRITICAL LITERACY AND URBAN YOUTH by Ernest Morrell
THE SUM OF US: WHAT RACISM COSTS EVERYONE AND HOW WE CAN PROSPER TOGETHER by Heather McGhee
THE AMERICAN EVASION OF PHILOSOPHY: A GENEOLOGY OF PRAGMATISM by Cornel West
CULTURALLY SUSTAINING PEDAGOGY by Django Paris and H. Samy Alim
THE IGNORANT SCHOOLMASTER by Jacques Ranciere
CLASS DISMISSED: WHY WE CAN’T TEACH OR LEARN OUR WAY OUT OF INEQUALITY by John Marsh
TWENTY YEARS AT HULL HOUSE by Jane Addams
TWO CHEERS FOR ANARCHISM by James C. Scott

ENGL 570: Program for Writers: Poetry Workshop
Instructor: Pugh, Christina
This course is a poetry workshop for graduate level poets. While the course is designed for poets enrolled in the Program for Writers, other graduate-level writers of poetry may enroll with permission of the instructor. Varied styles and aesthetics are also welcomed in the workshop. Discussion of student work will be the primary focus here, but we will also read some notable recent volumes of contemporary poetry. The course includes critical readings that directly treat issues of poetic making, including the study of syntax, line, and linguistic music. These critical works treat poems in the lyric tradition; it is my belief that study of this tradition can inform a variety of aesthetic commitments.

Students will submit a new poem nearly every week of the semester. Most of these poems will be revised for submission in a final portfolio due at the end of the course. Students will also produce an artist’s statement and critical writing on the assigned books of poetry. My goal is for all of you to be writing with energy and focus, and for you to deepen your own poetic practice by thinking critically about the elements of craft that are available to you as a poet. I also strive to create a classroom environment that is encouraging and supportive – while staying seriously focused on the art and craft (and the perennial challenge and delight) of making poems.

ENGL 571: Program for Writers: Fiction Workshop
Instructor: Mazza, Cris
The Program for Writers fall fiction workshop is for fiction of all lengths: novels, short fiction, novellas, flash fiction, etc. Writers of literary nonfiction who can’t fit the nonfiction workshop into their schedules are also welcome.

Workshop discussion includes critiques of works-in-progress, including approach to writing fiction, specific techniques, shape, form, plot, character, theory, etc.. We can also entertain discussion about pitfalls, variables and whims of the marketplace, and how literary fiction is affected by social pressures and/or political unrest in the world. Discussion and reading assignments will be based on submissions of student work. This workshop will not discuss genre (commercial/popular) fiction.

Students who are not in the Program for Writers need the permission from the instructor to enroll.

ENGL 574: Program for Writers: Nonfiction Workshop
Instructor: Urrea, Luis
At last, we return to the workshop. This is about YOUR work and how I (along with your peers) can help develop your projects. You are the text. We will present our work on a rotating schedule: once we have been through two full rounds of nonfiction, I will open it to any other genre that you would like attended to, including more nonfiction. Prompts, meditations and handouts will be coming your way.

ENGL 581: Seminar in Interdisciplinary English Studies: Saturated: Literature and Rhetoric of Oil, Petrocultures, and Climate Change
Instructor: Havrelock, Rachel
Several contemporary crises dead end at oil. The extreme weather and destabilized systems related to climate change knock right up against the continued burning of fossil fuels. The yawning chasm of income inequality cannot be separated from asymmetrical industrialization and deindustrialization. Geographies of injustice reflect the concentration of polluting activities and toxic emissions in marginalized communities. The links between war and oil are often too obvious to warrant comment.

What is oil? How did it come to be inseparable from modern existence and so difficult for us to think outside it? Where is the threshold at which oil will not or cannot be burned? What to expect from the era after oil? Will multinational oil corporations run the same business with renewable energy? How reliable is the grid?

This seminar considers the ubiquity of oil, its status as a driver of culture and the many places it hides in plain sight. Its texts include novels that forefront fossil fuels and climate change, films, scholarly literature concerning petrocultures and the Anthropocene, and some history and geography for context. These works will largely pertain to North America and the Middle East, although students with familiarity of other regions or who read in other languages can bring a comparative lens. Interdisciplinary approaches are encouraged.

Summer 2021

SESSION II

ENGL 102: Introduction to Film: Dream Machines, or How to Look at Cinema
Instructor: Raden, Justin
This course will cover the basic components of the study of cinema in order to help you develop critical viewing techniques. You’ll learn about things like shot types, editing, the relation of sound and image tracks, genre, a bit of film history and the film industry, and some major critical concepts. We’ll also spend some time differentiating the features of some film movements, including Expressionist cinema, various national “New Waves,” Third Cinema, New Hollywood, and others. This is a seminar which will consist mainly of screenings and discussion, with some supplementary readings to help you develop your technical knowledge and facilitate our conversations.

ENGL 111 Women and Literature: Stories of Water
Instructor: Blackburn, Kathleen
In this course, we will explore nonfiction literature on water authored by women. Among several texts, our readings will include Sarah Broom’s The Yellow House, a memoir about urban water, race, and Hurricane Katrina, as well as Anna Clark’s Poisoned City, about the water crisis in Flint, Michigan. Thinking with and through course texts, we will analyze the colonialist drivers of climate change and better understand the roles of women and feminist critique in environmental justice. We will consider the political possibilities for varying forms of narrative. Students will practice close-reading to produce two brief analyses, one class presentation, and one personal essay. By the end of the course, each student will be familiar with some eco-feminist and indigenous frameworks; students will also have a deepened understanding of how literature and writing can help us re-think our relationship to water.

This course will require weekly class discussion and response questions, as well as short group presentations and a final take home exam assignment.

ENGL 160: Academic Writing I: Visual Art, Music, and Society
Instructor: McGath, Carrie
Visual art and music has an intriguing and deep connection in our world and in this course we will delve into that connection. This course will examine the visual landscape around us through visual art and music. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and have the opportunity to deeply explore and analyze these artforms in order to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.

We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Katy Perry, Björk, New Order, Interpol, Nirvana, David Bowie, Lady Gaga, The Cars, Death Cab for Cutie, Beyoncé, Beck, and Sonic Youth, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the cannon and history that is being created right now.

There will be numerous readings throughout the semester that will be available on the course Blackboard as well as short writing assignments, activities, and class discussions to ready you for the writing projects you will submit during the semester. Through the readings, activities, and discussions, you will learn to analyze and to use analysis skills to create an argument using compare and contrast and other strategies. You will become acquainted with research strategies that will ready you for English 161 including how to begin to conduct research with peer-reviewed sources and citing those sources using MLA.

ENGL 161: Academic Writing II
Instructor: Khan, Hanna
Entertainment occupies a large role in contemporary American culture, and it is no surprise that fans and fan communities take an active role in absorbing, creating, amending, or supplanting their favorite entertainment genres, from books to games to television and film and more. From the production to the distribution of various creative works, fans are no longer passive consumers of their favorite media, but active participants and members of a community. This first-year writing course explores some of the ways in which entertainment and media have adapted with the emergence of fandom communities, technology, crowd sourcing, real-time streaming, and overall cultural criticism and commentary. These subgenres will also pay attention to the different voices generally excluded therein. In this English 161 class, you will question, read, watch, research, and write extensively about the convergence of entertainment and various media and how it (positively or negatively) informs your outlook on both leisure and life, and the ways in which fans like you actively contribute to or complicate it.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
Instructor: Schoenknecht, Mark
Unlike many sections of ENGL 161, this course will not begin with a predetermined theme. Instead, we’ll spend the first day of class constructing a shared research question that will serve as the basis of our inquiry for the term. Readings for the course will largely consist of texts discovered by students throughout the duration of their research. Ideally, whatever organizing question we agree to will be grounded in an open-ended, real-world problem relevant to our lives as students at UIC or as residents of Chicago. The goal in this sense is to encourage genuine civic engagement, and to understand our writing as building toward an “authentic” product that might have important sociopolitical applications (aside from merely satisfying the requirements of an instructor).

Ultimately, our research question is intended to serve as an occasion for practicing critical reading, writing, and research strategies. Students will illustrate their mastery of these skills by participating in class discussions and peer review activities, submitting discussion board posts and Flipgrid videos, and completing multiple drafts of three genre-based writing projects: a literature review, an annotated bibliography, and an eight-page research paper. The course will be conducted in an entirely remote, hybrid format, where we’ll meet synchronously via Blackboard Collaborate once per week (on Wednesdays) and additional assignments will be uploaded digitally (typically on Mondays and Fridays).

English 222: Peer Tutoring in the Writing Center: Introduction to Theory and Practice
Instructor: Aleksa, Vainis
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor three hours a week starting the 3rd week of the semester. Students continue to meet in class in a small section capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

ENGL 240: Introduction to Literary Study and Critical Methods
Instructor: Moore, Thomas
This course, which prepares English majors for upper-level study, centers around learning how to interpret literature and write criticism. Students will encounter numerous approaches to these literary pursuits through reading theoretical and critical texts alongside novels by Henry James, Virginia Woolf, and Samuel Beckett. In so doing, we will examine what counts as interpretation, why certain novels reward attention of perusal, and how novels make meaning.

Our synchronous, discussion-based seminar will meet twice a week on Zoom. Carefully reading the texts and actively participating in discussion is imperative. Additional coursework will consist of weekly response papers, a “close reading” presentation, and two critical analysis papers.

English 241: English Literature I: Beginnings to 1660
Instructor: Gallus-Price, Sibyl
This course seeks to move beyond the idea that studying early English literature means only difficult language and dusty artifacts. Instead we’ll consider how these early visions of the world inform the ways we currently understand literature and history. Though this survey is meant to cover nearly 1000 years of textual production, our task will be accomplished by focusing on a select group of works that significantly shaped the period. We will take time for close reading and analysis to understand how each work contributed to an expanding textual landscape in light of ongoing social, economic, and political developments. Whether addressing the visions of an illiterate cowherd in “Caedmon’s Hymn,” the epic saga of the heroic Beowulf, the romantic love of Tristan and Isolde, or the maneuvers of the metaphysical poets, we are reminded how these forms and narratives are not just foundational to English literature but to the stories we continue to tell.

ENGL 242: English Literature II: 1600 to 1900
Instructor: Barger, Carla
This course surveys British literature from the Restoration through the Victorian periods. We will read poetry, novels, and plays with an eye toward the cultural and historical forces that helped guide each author’s hand, and we will hone our close reading skills so that we may discern all the author is trying to tell us. The reading load will be heavy, but it won’t be dull; our list is full of scandal, adventure, “madness,” and visitations from the other side. Authors may include John Milton, Samuel Taylor Coleridge, Emily Bronte, Mary Shelley, Lord Byron, Charles Dickens, Arthur Conan Doyle, and Virginia Woolf.

Students will discuss works in class and provide responses in short classroom writing assignments. Regular attendance and classroom participation are required. There will be at least one short quiz and a final exam.

ENGL 243: American Literature: Beginnings to 1900
Instructor: Brown, Margaux
This course is a survey of American literature from its beginnings up to about 1900. While we can’t read everything, this course will provide you with a broad overview of the history and development of American society, culture, and literary tradition. We will read literature that explores America’s rise and origins as a nation through expansion, immigration, slavery, industrialization, sexuality, class mobility, race, and more. Additionally, we will examine literary forms and aesthetics such as poetic conventions, slave narratives, political satire and consider what makes American literature “American.” We will read several authors, including Nathaniel Hawthorne, Phillis Wheatley, Jupiter Hammon, Harriet Jacobs, Mark Twain, Herman Melville, Frederick Douglass, Walt Whitman, Benjamin Franklin, Edgar Allan Poe, Emily Dickinson, Ralph Waldo Emerson, and Willa Cather. Assessments will likely include participation, reading quizzes (as needed), short close reading exercises, as well as two short exams.

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English

College Of Liberal Arts And Sciences

Past Course Descriptions

Introduction

Past Courses

spring 2025

Fall 2024

Spring 2024

Fall 2023

Summer 2023

Spring 2023

Fall 2022

Spring 2022

Fall 2021

Summer 2021

Department of English

Your browser is unsupported

Past Course Descriptions

Introduction

Past Courses

Spring 2025

spring 2025

Fall 2024

Fall 2024

Spring 2024

Spring 2024

Fall 2023

Fall 2023

Summer 2023

Summer 2023

Spring 2023

Spring 2023

Fall 2022

Fall 2022

Spring 2022

Spring 2022

Fall 2021

Fall 2021

Summer 2021

Summer 2021