Courses In English

CURRENT COURSE DESCRIPTIONS

This is an unofficial list of English courses that will be offered in FALL 2017. It is strictly for the use of expanded course descriptions. For the complete official course offerings, please consult the UIC SCHEDULE OF CLASSES.

English classes: 100 | 200 | 300 | 400 | 500 | INDEPENDENT STUDY
First-Year Writing Program:  070 | 071 | 160 | 161

100 Level

ENGL 101: Understanding Literature
CRN: 22333/22337
Days/Times: 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, Oscar Wilde, Joyce Carol Oates, Robert Frost, Shakespeare, and several other poets. We will write two major papers and several shorter papers. We will have a midterm and final exams.

ENGL 101:  Understanding Literature
MWF 2:00-2:50
CRN: 20578/22330
Instructor: Mark Chiang
Migrant Stories: This course will explore literature that relates narratives of migration, displacement, (re)settlement and acculturation in American society. What does it mean to move from one location to another, to find a new home, to become part of a new culture and society? We will explore these and many more issues in literature that examines the experiences of various ethnic groups encountering American society at different historical moments. The course will also provide students with fundamental skills in the reading and analysis of literature, as well as in developing their writing proficiency. We will read a range of works from different genres (such as novels, short stories, poetry and drama), and these may include such writers as Charles Johnson, Sandra Cisneros, Monica Sone, Nella Larsen, EL Doctorow, and David Henry Hwang, among others. The course will operate primarily through discussion and requirements will consist of 3 short papers, as well as other writing assignments.

ENGL/MOVI 102: Introduction to Film
CRN: 11104/24423
Days/Times: T 2-3:15; R 2-4:45
Instructor: Angela Dancey
This course is an introduction to the study and analysis of film, looking at cinema as an art form (mise en scène, camerawork, editing, sound design), a social and cultural institution, and an industry. Students will watch, discuss, and write about a variety of films from around the world, examining their formal aspects (how are they constructed?), their significance (what do they mean?), and the historical contexts in which they were produced. Learning goals include: gaining an appreciation for film as a form of creative self-expression, storytelling, and entertainment; learning and using the correct terminology for film analysis; practicing watching films with attention to significant details and patterns of repetition; demonstrating an understanding of the formal and stylistic choices available to filmmakers and how these communicate meaning; making and supporting interpretive claims about narrative, avant-garde, and documentary films; and organizing and communicating ideas in writing assignments and classroom discussions.
 
ENGL 103: English and American Poetry
CRN: 20645
Days/Times: TR 9:30-10:45
Instructor: Jacob Boyd
This course is an introduction to the appreciation of poetry from England and the USA, drawing from highlights of lyric traditions spanning several centuries. We will pay close attention to the details and prosodic strategies of both formal and free verse poems. We will consider the hallmarks of the lyric poem: apostrophe, metaphor, and music, to name a few. We will examine timeworn genres, like elegy and self-portrait, in the contexts of different eras. Our reading over the course of the semester will progress chronologically, beginning with Shakespeare and ending with poems published this year, but I will also introduce contemporary poems throughout the semester to emphasize the ongoing influence of the old masters. Assignments will include short close-readings and reflections, quizzes, and a final essay.
 
ENGL 103: Introduction to British and American Poetry
CRN: 22348
Days/Times: MWF 12:00-12:50
Instructor: Philip Jenks
In this course, we will read English and American lyric poetry historically and critically. This course covers a broad time frame as we read from the eighteenth, nineteenth, twentieth, and twenty-first centuries. Particular attention to prosody, forms, and increased understandings of performing close reading will guide us throughout the course. We will also read some relevant critical writings. By developing our skills in close textual reading of poetry as well as framing such readings within historical contexts, students will develop and strengthen analytic and interpretive skills. In so doing, students will be able to participate and demonstrate in scholarly conversations about poetry. We will study and develop learning with particular focus on authorship, diction, form, oral tradition, metaphor, meter, rhetoric, and sound throughout the semester. Substantial reading and preparation are expected. Active verbal participation, a response paper, oral recitation, a midterm, and a final paper are expected of each student.
 
ENGL 104: English & American Drama
CRN: 26201
Days/Times: MWF 1:00-1:50
Instructor: Aaron Krall
This course will be an opportunity to examine the ways plays represent the world and the role theatre continues to play in the twenty-first century. We will focus on strategies for critically reading and writing about English and American drama through an analysis of plays by playwrights including Susan Glaspell, Sophie Treadwell, Eugene O’Neil, Samuel Beckett, Wole Soyinka, Caryl Churchill, and August Wilson. In addition to reading drama as literature, we will consider the relationships between written texts and live performances through projects involving acting, directing, 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, Artaud, Brecht, Stanislavski, and others. In this way, the literary texts and techniques of playwrights will be complicated by the performers, theatres, critics, and audiences that shaped their production.
 
ENGL 105: U.S. and British Fiction: Suspense and Detection
CRN: 11126
Days/Times: TR 12:30-1:45
Instructor: Heidi Smith
Literary suspense is often believed to help to produce a sense of comfort and closure, a sense that, now that the tale is ended, the mystery solved, all is and ever was right with the social and political status quo. Suspense, however, is also a stratagem for the suspension of judgment, allowing us to inhabit a mode of speculation and doubt potentially at odds with this idea of closure. Our aim in this course will be to investigate “apprehension” (in both senses of the term) in 19th and 20th (and 21st) century British and U.S. short stories, novels, and poetry, to see what these texts might illuminate about navigating uncertainty in their historical/hysterical moments, and our own.
We will be concerned with formal and narrative aspects of literature across a range of genres and modes of representation: realism, thrillers, gothic fiction, modernism, the detective story, and mysteries. Authors include Edgar Allan Poe, Robert Browning, Sheridan Le Fanu, George Eliot, Oscar Wilde, Arthur Conan Doyle, Henry James, Henry Green, Charles Reznikoff, Raymond Chandler, Patricia Highsmith, Walter Mosley, and Roxane Gay.
It will be a discussion-centric class, with a presentation, two papers, quizzes, and short weekly responses.

ENGL 105: English and American Fiction: Re-imagining Domestic Spaces
CRN: 31721/31724
Days/Times: MWF 8:00-8:50 am
Instructor: Evan Steuber
In this course we will focus on critically reading and thinking about literary fiction.  Thematically, we will concern ourselves with the evolution of ideas concerning the domestic sphere (with the seeming-binary of the public sphere on the other side). We will also spend considerable time discussing class, race, gender, and sexuality, and how these categories are inevitably tied up with understandings of the domestic space. Key to these intersectional spaces is the notion of performance, and how social conditioning helps to reproduce certain ideas and ideologies. As a class, we will consider how literature presents unique ways to not only consider that which is represented (people, historical events, etc.) but art as well. That is, we are not only concerned with the world reflected in literature, but the actual world of literature. How does literature change and adapt, and what does this say about art and culture? How are various literary works in conversation with each other? We’ll read novels, short stories, and essays by authors such as James Baldwin, Louise Erdrich, and Virginia Woolf.

ENGL 105: (Un)Common Terrors: Social and Economic Inequality in Gothic Literature
CRN: 33744; 33745
Days/Times: TR 9:30 - 10:45 am
Instructor: Melissa Macero
Gothic literature transforms the familiar into the frightening and the mundane into the monstrous.  And yet, British and American society has been drawn to this genre for centuries. What is it about our world that causes us to seek out literature that invokes fear? How does this fear and the works that cause it impact our understanding of society? How are societal differences and inequalities represented in Gothic literature?  These are the types of questions we will strive to answer in English 105. To do so, we will explore the dawn of the genre in England with Horace Walpole’s The Castle of Otranto and Jane Austen’s sardonic Northanger Abbey and then examine how American authors have molded the genre to the unique terrors of the nation’s history. American novels we will read include William Faulkner’s Sanctuary, Shirley Jackson’s The Haunting of Hill House, Toni Morrison’s Beloved, and Tom Piccirilli’s A Choir of Ill Children. Course requirements will include two essays, a midterm, and a final, as well as various reading quizzes throughout the semester.
 
ENGL 107: Introduction to Shakespeare
CRN: 26853
Days/Times: TR 2:00-3:15
Instructor: Jeffrey Gore
Sub-titled “Remaking Shakespeare,” this course will focus on issues of remaking in Shakespeare’s works, from the time they were written to our own present day when they continue to be remade on both stage and screen.  It is well known that Shakespeare drew most of his plots and characters from classical and contemporary sources, but in remaking them as his own, he also pushed the boundaries of how comedies and tragedies might tell a story or help us to understand the human experience. Conceived during the time many scholars call the “early modern period,” Shakespeare’s works take head on issues we face today, such as Race, Sexuality, Gender, Imperialism, and Surveillance.  There are more filmed versions of Shakespeare’s writings than those of any other author, and many students find most exciting how watching video versions of plays make the words “come alive” and challenge us to understand worlds that are both strangely familiar and different from our own.  General Education Categories:  Understanding the Past & Understanding Creative Arts.

ENGL 107: Introduction to Shakespeare
CRN: 29182
Days/Times: MWF 11:00-11:50
Instructor: Ann-Marie McManaman
As an introductory survey of William Shakespeare we will be engaging with a variety of Shakespeare’s Comedies, Tragedies, Histories, and sonnets. This course is designed to enable everyone to engage with Shakespeare through an exploration of text, theatre, and film adaptation. We will examine the historical and social contexts in which Shakespeare lived and worked, as well as reflecting on Shakespeare’s legacy and relevance to our contemporary moment. This course will introduce you to Shakespeare’s complex poetic language and provide you with methods for understanding his works as well as the tools necessary to develop your skills in literary criticism. Students will closely read Shakespeare’s language and dramatic forms as a means of exploring broader themes of gender and sexuality, history, race, social class, religion, and disability.
 
ENGL 108: British Literature and Culture
CRN: 22313
Days/Times: TR 11:00-12:15
Instructor: Corbin Hiday
British Literature and Imperial Globalization
In this course we will begin within the Victorian period by looking at certain canonical novels in order to better understand the early foundations of the British Empire (Seeley quote; “the sun never set on the British Empire”). Following from this, we will examine intersections between “literature,” particularly the novel form and imperial domination and “empire,” asking questions about their relation and the role of literature in producing a wider readership during this period, which in turn led to the conditions of possibility for imagining the “globe,” perhaps providing the kernel for what we might call “world literature.” Most of the novels that we will read during the course will have been written during the vast expansion and solidification of the British Empire, the fundamental socio-political fact of the 19th century. We will pay close attention to form and genre, with the hope of tracing the ways in which these novels not only described Empire (either directly or indirectly), but also produced a critique of it as well. Ultimately we will move from a colonial to postcolonial moment, through Jean Rhys’ novel Wide Sargasso Sea (1966), a critical reimagination of Charlotte Bronte’s Jane Eyre (1847). These two novels will frame the discussion of our course from beginning to end, providing us with crucial questions along the way: how might we think of gender and sexuality within the imperial framework? How do we think the construction of the subject when more than 400 million people across the globe were literally subjects of Queen Victoria? What types of networks and collectivities do the novels imagine beyond those of global imperialism? And finally, what might we learn from the Victorian imagination of imperial globalization in light of our own current moment of ethno-nationalism? Authors may include: Charlotte Bronte, Wilkie Collins, Olive Schreiner, Arthur Conan Doyle, Joseph Conrad, Oscar Wilde and Jean Rhys.

ENGL 109: American Literary Modernism
CRN: 25233/ 25237
Days/Times: MWF 12:00 - 12:50
Instructor: Gregor Baszak
Modernism in the arts is often identified with the so-called avant-garde, a set of artists who were seeking to produce works quite out of the mainstream and literally ahead of popular tastes. It is true, some works by avant-garde or Modernist artists are complicated to understand and thus unpopular with mass audiences. And yet, one of America’s most famous Modernist writers, Ernest Hemingway, was renowned for producing sentences like these: “He was sleepy. He felt sleep coming. He curled up under the blanket and went to sleep.” Nothing complicated about this, is there? Our course will serve as an introduction to a number of important American Modernist writers like Hemingway, T.S. Eliot, F. Scott Fitzgerald, Ezra Pound, Gertrude Stein, and others. We will spend the first weeks figuring out what Modernism even was and how we can read Modernist poetry, and for the last weeks, we’ll concentrate on short stories and novels by Hemingway and Fitzgerald. In the process, we will investigate why Modernism was often perceived to be so complicated, and, indeed, why some Modernists often made their texts so hard to understand, while others seemed to pose little difficulty to their readers. Regular response papers will be required, as well as a short exam paper at the end of the term.

ENGL 109: American Literature and Culture
CRN: 25232
Days/Times: TR 12:30-1:45
Instructor: Mika Turim-Nygren
Mark Twain once claimed that he “did not speak English at all” but “only spoke American.” When authors in the U.S. set out to make their writing more “American” by including the country’s dazzling array of regional, ethnic, and class accents, they certainly succeeded in creating prose that looked like nothing ever published before. For as Walt Whitman put it, “the new world, the new times, the new peoples, the new vista” called for “new words, new potentialities of speech.” But who is allowed to speak in American literature? What voices get heard? And which groups aren’t presumed capable of speaking for themselves? This course will examine the representation of speech in the American literary tradition, and how these novels and stories think through the hierarchies of voice that still make “speaking American” such a contested notion today. Close reading of form (dialogue, dialect, indirect discourse, frame devices, ironized distance, etc.) will form the foundation of our analysis, and learning to write about texts thoughtfully will be a strong focus of the class. Authors may include: Walt Whitman, Mark Twain, Abraham Cahan, Paul Lawrence Dunbar, Henry James, Charles Chesnutt, Stephen Crane, Sarah Orne Jewett, and Anzia Yezierska.
 
ENGL 111: Women and Literature
CRN: 32312
Days/Times: MWF 9:00-10:00
Instructor: Nicole Cridland
In this course we will read works by female writers that were deemed as revolutionary or transgressive for their time. We will begin with Mary Wollstonecraft's 1792 feminist tract, A Vindication of the Rights of Woman and continue to more contemporary works. Through our readings we will examine and unpack questions surrounding what makes a fictive or critical work appear radical and how such radical ideas transgress established gender binaries and social norms. We will also ask the question of what makes a sensibility or perspective be read as exclusively "female"--and how a specifically "female" perspective can get politicized or appropriated beyond its intended readership. Texts may include but are not limited to works by the Brontë sisters, Virginia Woolf, Erica Jong, and Kathy Acker among others. Course requirements include regular attendance and participation, a short writing assignment, a midterm exam, and a final paper.

ENGL 111: Women and Literature: Madwomen, Bad Mothers, Femme Fatales, and “Cool Girls”: Difficult Women in Literature
CRN: 11191
Days/Times: TR 3:30-4:45
Instructor: Jessica Berger
As contemporary pop fiction continues to capitalize on a wealth of violent, complicated female characters in books like The Hunger Games, Gone Girl, and The Millennium Trilogy, we are provided with what are often tangled and misinterpreted representations of 21st century femininity. This course will examine novels, short stories, and the occasional film authored by and about women perceived as deviating from the social norms and categories created around femininity.  What roles are women frequently assigned? What cultural anxieties do these roles reflect or challenge? How do these roles change over time? As we look at a variety of texts across the 19th, 20th, and 21st centuries, we will use each historical context to investigate female transgression and patterns of destruction across class, race, and sexual identity. Students will practice techniques for effective literary analysis. Coursework will include response papers, reading quizzes, presentations, and a final paper.
 
ENGL/NAST 112: Introduction to Native American and First Nations Literatures
CRN: 34771/34772
Days/Times: MWF 11:00-11:50
Instructor: MaryAnne Lyons
The goal of this course is to familiarize you with the literatures of Native America, from traditional oral narratives and rituals to recent works by living Native American and First Nations authors. We will look at these works within the contexts of the history, public policy, issues, trends, and influences that inform them. We will focus primarily on the genres of fiction and life-writing, but with some attention also given to poetry and film. The course is intended as a beginning, an introduction, rather than a complete and comprehensive account of the languages, literatures, cultures, and histories of the hundreds of Native American and First Nations groups who call this continent home.

ENGL 113: Introduction to Multiethnic Literatures in the United States
CRN: 27276
Days/Times: MWF 10:00-10:50
Instructor: Sarah Buchmeier
In an effort to gain an understanding of ethnic literature as a category of study, this course will examine the relationship between religion and ethnicity in American literature.  That is, in what ways does religion function as both a constitutive part of ethnic identity and an attribute that can transcend ethnic difference?  Why are some religions more closely tied to a single ethnicity than others?   As we read through literature that represents an array of American ethnicities, we will examine how these authors use religion in their work to define and complicate their own ethnic identity in the context of a multi-ethnic society.  At the same time, we’ll think about the function of the literary text 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.

ENGL 114: Introduction to Colonial and Postcolonial Literatures
CRN: 27712
Days/Times: TR 11:00-12:15
Instructor: Jennifer Lewis
This section of English 114 will introduce students to concepts and literature that surround colonial and postcolonial literature. We will explore the origin and meaning of these terms and will acquaint ourselves with certain seminal critical articles. We will read not only for comprehension, but we’ll look for ways to connect these texts to the larger political and theoretical movements of their, and our, times. We will write quite a bit. We will focus on learning how to write a compelling and polished academic essay, how to enter into the “conversation,” and how to access and galvanize our own thoughts through the writing process.
Required Texts:
Adichie, Chimamanda Ngozi.  Americanah
Bronte, Charlotte.  Jane Eyre
Coetzee, J.M. Disgrace
Ousmene, Sembene.  God’s Bits of Wood
Phillips, Caryl. The Nature of Blood
Rhys, Jean.  Wide Sargasso Sea
Zola, Emil.  Germinal
Requirements
Each student must complete all assigned work
1. Two short essays (4-5 pages) on subjects subject to instructor approval  (40% of final grade)
2. Short, formal responses to assigned readings. Detailed instructions are provided at the end of this syllabus. (25%)
3. Final exam—essay and short answer (15%)
4. Participation and daily (informal) writing assignments and quizzes (20%). Attendance will be taken each day.
It is vital that you come to class prepared to discuss the material in the readings and your own independent ideas. While I will not keep a running tally of how many times you speak up throughout the semester, I will give you a grade for the quality of your contributions to class discussions and group activities. You will be asked to bring in research materials of your own throughout the semester, and I will factor these into your Class Participation grade as well.
 
ENGL 115/RST 115: Understanding the Bible as Literature
CRN: 32306-07; 32308-32309
Days/Times: 9:30-10:45 am
Instructor: Scott Grunow
This introductory class presents a literary perspective on the Bible. Texts from the Bible will stand at the center of our analysis, while an accompanying textbook will help us to contexualize Biblical materials within history and culture.  As we place Biblical texts in their historical and cultural contexts, we will read the Bible as a literary work that   written down in various genres that use specific language and imagery that connected with diverse audiences. We will focus on variations of themes that connect the Hebrew Bible  (“Tanakh”)/Old Testament and the New Testament, such as creation, the role of women, the hero, the journey, the Torah, the Deuteronomistic history, dissension in the community, the sacred, mimetic desire, the scapegoat (applying the theories of Rene Girard), suffering, 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, and how the authors of the New Testament employed themes from the Hebrew Bible to articulate their experiences of Jesus and his teachings. Students will produce,  as analytical responses to the readings, several short writing responses and four formal essays.

ENGL 117: Love is Strange: Exploring the Politics of Desire in Modern Literature
CRN: 25656/25657
TR: 11:00-12:15
Instructor: Jennifer Rupert
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 modern writers of memoir and fiction (mostly during the first half of the twentieth century) 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 read both modern and postmodern fiction about different kinds of 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 each and every one 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, past and present.  Lastly, our inquiry this semester will not only inspire reflection on received ideas about gender and societal notions of who should love whom but also meditation on possibilities for creating a culture of egalitarian eroticism and meaningful sexual consent.

ENGL 120: Film and Culture
CRN: 35432
Days/Times: M 3-4:50, W 3-5:45
Instructor: James Drown
This class will explore the relationship between Film and Culture. Culture both informs our reading of film, and is the lens through which films are made. We will examine films in the science fiction and fantasy genres. Using pairs of films, we will look at the ways in which these “future” and “alternative worlds” look at our changing culture in a myriad of ways, with a focus on historical influences and identity politics. The films will range from classic to counterculture to populist in order to see how they all are reflections of changing cultural norms and beliefs. Films from previous semesters have included  2001: A Space Odyssey, The Fifth Element, The Wizard of Oz, and Metropolis. Students should be prepared to keep a weekly film journal, write two short papers, screen films outside of class and take an essay focused final.

ENGL 120: Film and Culture
CRN: 39311
Days/Times: T 3:30-4:45 PM, R 3:30-6:15
Instructor: Alfred Thomas
The Gothic Closet: Medieval Monsters and Modern Horror Films. This course explores the deep psychic connection between medieval depictions of monsters and their modern iteration in contemporary horror movies. Anxieties about "murderous" Jews are deeply embedded in modern vampire like "Nosferatu." Christian narratives about female virgin martyrs, who are violently tortured and executed for their faith, return in the form of slasher movies like "Halloween," while hellish monsters make a comeback in films like "Alien." We shall study these films as examples of medieval fantasies and fears of the "Other" that the Enlightenment repressed but that returned in popular film to haunt the human imagination. 

ENGL 121/MOVI 121: INTRODUCTION TO THE MOVING IMAGE
CRN: 33405
Days/Times: T 3:30-4:45; TR 3:30-6:15
Instructor: Kate Boulay
This course looks at how the city has been represented in (mainly) mainstream American films of the 20th and 21st centuries. Combining critical readings with film screenings, we explore how a range of different films may be understood as using the concept of the city to explore such themes as labor, socio-economic status, rationalization, migration, etc. Each week there is an 80 minute discussion session (Tuesday) and a (minimum) 130 minute film screening (Thursday). Student work involves both formal papers and presentations.
 
ENGL 122: Understanding Rhetoric
CRN: 34823
Days/Times: MWF 1:00-1:50
Instructor: Casey Corcoran
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—problems that, in this course, we will discuss as primarily having to do with societal notions of Law and Justice.
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, specifically as these spaces are constructed according to dominant conceptions of Law and Justice? 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. Once this foundation is built, we will begin to think about rhetoric’s relationship specifically to notions of Law and Justice, and will consider the law as a rhetorical system which greatly structures our lived social experience. Throughout this phase of the course, we’ll highlight the ways the key terms and themes we identified earlier are taken up in terms of legal discourse and the pursuit of Justice. 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 159: Academic Writing Workshop
CRN: TBD
Days/Times: TBD
Instructor: Aaron Krall
English 159 is designed to help students move through their First-Year Writing requirements 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.
 

200 Level

ENGL 200: Basic English Grammar
CRN: 21003
Days/Times: TR 11:00-12:15
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.   There will be parts of the course that might be compared 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.  
 
ENGL 200: Basic English Grammar
CRN: 21003
Days/Times: 9:00-9:50
Instructor: Katherine Parr
Although the course is titled Basic Grammar, it is not a remedial course, nor is it a course for English language learners.  It is a 200 level class that builds on grammar covered in Engl160 and 161. This section of Basic English Grammar will apply a rhetorical lens to the traditional study of grammar and style.  Students will recognize parts of speech in terms of their functions in sentences and will practice sentence forms in order to appreciate the impact of a sentence on its reader.  Students will also produce short essays and will examine works by professional writers in terms of their grammatical and stylistic choices, recognizing that good writing is situation appropriate.
 
ENGL 200: Basic English Grammar
CRN: 12066
Days/Times: 11:00-11:50
Instructor: Katherine Parr
Although the course is titled Basic Grammar, it is not a remedial course, nor is it a course for English language learners.  It is a 200 level class that builds on grammar covered in Engl160 and 161. This section of Basic English Grammar will apply a rhetorical lens to the traditional study of grammar and style.  Students will recognize parts of speech in terms of their functions in sentences and will practice sentence forms in order to appreciate the impact of a sentence on its reader.  Students will also produce short essays and will examine works by professional writers in terms of their grammatical and stylistic choices, recognizing that good writing is situation appropriate.
 
ENGL 201: Introduction to Creative Nonfiction
CRN: 12068
Days/Times: MWF 1:00-1:50
Instructor: Kathleen Blackburn
English 201 is an introductory course in the craft of creative nonfiction. In this class, we will engage in an exploration of the term "creative nonfiction," investigating boundaries and identifying the primary challenges and opportunities inherent in the genre. We will also begin a dialogue about the forms of creative nonfiction, including but not limited to: personal essay, memoir, lyric nonfiction, science writing, nature writing, and cultural criticism. This course will be conducted as a writing workshop with supplementary reading and discussion. Throughout the course of the semester, we will examine our own work and others' from a critical perspective, looking carefully at issues of style, content, and relevance. In doing so, we hope to gain a more nuanced understanding of creative nonfiction as a whole, as well our particular positions within the genre.
 
ENGL 202: Media and Professional Writing
CRN: 23568
Days/Times: TTH  9:30-10:15
Instructor: Margena A. Christian
This course prepares you for print and online media along with professional writing. Multiple aspects of media and communications will be examined−from journalism to company PR−through writing, reading, researching, interviewing, and discussing how to analyze and construct work in these industries. A portfolio, presented via links on a personal web page, will be produced at the end of the course. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing. Media and Professional Writing will prepare you for internship and employment opportunities in this field, because the course will reflect writings in the professional workplace. Extensive computer use will be required.
 
ENGL 202: Media and Professional Writing
CRN: 26210
Days/Times: TTH  11:00-12:15
Instructor: Margena A. Christian
This course prepares you for print and online media along with professional writing. Multiple aspects of media and communications will be examined−from journalism to company PR−through writing, reading, researching, interviewing, and discussing how to analyze and construct work in these industries. A portfolio, presented via links on a personal web page, will be produced at the end of the course. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing. Media and Professional Writing will prepare you for internship and employment opportunities in this field, because the course will reflect writings in the professional workplace. Extensive computer use will be required.
 
ENGL 202: Media and Professional Writing
CRN: 39382  &  32314
Days/Times: MWF  9:00-9:50 & 10:00-10:50
Instructor: Jay Shearer
In this course, you will develop a fresh perspective on—and skills regarding—writing for media (print & online) and public relations. Through extensive reading, interviewing, writing and discussion, you will learn to analyze and produce work appropriate for these dynamically evolving industries. You will examine multiple aspects of media and communications—from journalism to company PR—and eventually produce a writing portfolio (as presented via links on your personal web page), preparing you for internship and employment opportunities to come. This course is the prerequisite for Engl 493, the English Internship in Nonfiction Writing.
 
ENGL 210: Introduction to the Writing of Poetry
CRN: 12082
Days/Times: MWF 11:00-11:50
Instructor: Daniel Magers
In the 1997 sci-fi film Contact, SETI scientist Ellie Arroway—transported alone through space to interact with extraterrestrial life—beholds a celestial event and, in awe of its beauty, says “they should have sent a poet.” But why? In our culture, poetry is by turns exalted, ridiculed, and mostly misunderstood. Our work in this course will be to answer the question “what is poetry?” through discussions about form and language; readings of poems from various schools and aesthetics (including formal, free verse, narrative, and experimental poetry);—and most importantly—through the writing of your own poems. Most of the class will be in a workshop format, where your writing will be discussed and critiqued by your peers in a rigorous, yet constructive environment. You must be open to criticism and suggestions, and be willing to make substantive revisions to your drafts. The workshop format entails active participation, completing the assigned readings, and regular attendance. A goal of the course will be to demonstrate how poetry can alter how we see the world, and how creative writing can be an empowering practice for everyone.
 
ENGL 210: Introduction to the Writing of Poetry
CRN: 12806
Days/Times: TR 2:00-3:15
Instructor: Jay Yencich
Students arrive in beginning workshops coming 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 many have taken and it's my responsibility to help get your feet wet (or throw you into the pool, as need be).  Beginning with a discussion of enjambment— what separates us from the animals— , we will proceed through a discussion of formal elements of poems with weekly readings, covering the range of poetic history, and assignments related to those techniques, building up to experimentation with recognized forms, both structural and conceptual in nature.  In addition to the weekly practice of writing, you will be asked to give short presentations on craft elements we’ve studied and how they relate to poems we read as a class as well as those you might encounter on your own in the wild capaciousness that is poetry.
 
ENGL 212: Introduction to the Writing of Fiction
CRN: 12098
Days/Times: MWF 2:00-2:50
Instructor: Brooks Sterritt
This course presents the fundamentals of fiction, including (but not limited to) plot, character, setting, and theme. During the first half of the semester we will study the work of writers who have mastered these fundamentals, as well as masters who have chosen to employ them in new ways or scrap them completely. Beyond these macro elements, we will focus on the sentence: its syntax, rhythm, sound, appearance, and efficiency. What makes a sentence pleasing to the eye and ear? What makes a sentence powerful? These and other questions will arise as you begin to complete fiction exercises and create sentences of your own. The course's second half will take the form of a workshop, in which each of you will bring in hard copies of a complete story (10-15 pages) to be constructively discussed the following week. You should be prepared to read and respond--orally and in writing--to the short stories of many contemporary authors as well as to the work of your classmates.
 
ENGL 212: Introduction to the Writing of Fiction
CRN: 12098
Days/Times: TR 12:30-1:45
Instructor: Hannah Green
Neil Gaiman once said that "A short story is the ultimate close-up magic trick – a couple of thousand words to take you around the universe or break your heart.” It is thus our tasks as writers in this course to become apprentices of this craft. This course focuses on short stories to develop our abilities to read, write, and talk about fiction. We'll analyze published works and the writing of our peers through craft annotations and workshops and use a variety of activities and exercises to generate ideas, draft, and revise our own short stories. Through these tasks we'll dissect the magic trick that is the short story to create our own detailed, moving, and compelling short fiction.
 
ENGL 222: Tutoring in the Writing Center
CRN: 12108 / 32315
Days/Times: W 2:00-3:30 /W 4:00-5:30
Instructor: Kim O'Neil
English 222 is an intensive reading and writing course for students who would like to be writing tutors.  As such, students will not only engage critically with writing center theory, but also put theory to practice in developing respectful, collaborative, and effective tutoring strategies. Activities include: observation of experienced tutors in 1:1 sessions and groupwork; cross-tutoring; participation in class discussions and presentations; reflections on tutoring sessions, aided by transcription and discourse analysis; weekly reading and writing assignments on, among other things, current tutoring research, diverse learning styles, and the roles of identity, power, and ideology in education; and a final, longer project based on a research question you design.  In addition to meeting weekly for class, all students will be required to train and work (unpaid) in the Writing Center for 2 hours per week as writing tutors.Students receive a grade at the end of the semester that assesses their academic work for the course as well as their professional commitment to tutoring. Professionally, tutors are expected to be on time, respectful of students and faculty, supportive and attentive to all the writers who use the Writing Center, and receptive to coaching from their instructors and the Writing Center’s staff.
 
ENGL 222: Tutoring in the Writing Center
CRN: 12110
Days/Times: Tue 3:30 - 5:00
Instructor: Russell Mayo
English 222 is an intensive reading and writing course that helps prepare students to become a tutors in the UIC Writing Center.  We will engage critically with writing center theory and pedagogy, and then put theory to practice in developing our own respectful, collaborative, and effective tutoring strategies.  While we only meet together once each week for a 90-minute class, you will also be required to work in the Writing Center two hours per week as a volunteer tutor (unpaid). Attendance and punctuality are requirements for both class and tutoring.  
Class activities will include: observations and cross-tutoring with experienced tutors; reflections and analyses of tutoring sessions; participation in class discussions and presentations; weekly reading and writing assignments on current writing center theory and the role of culture, power, and ideology in literacy and learning.  No textbook is required: all course readings are available online or through Blackboard.  For our final project, the class will work collaboratively to design, implement, analyze, and report abbreviated qualitative research projects about some interesting aspect of writing or tutoring.
 
ENGL 222: Tutoring in the Writing Center
CRN: 33816
Days/Times: TR11-12:15
Instructor: Charitianne Williams
English 222 is an advanced writing course focusing on tutoring and writing using theories about how students write, and methodological approaches to tutoring and teaching. We will explore writing center theory within a sociocultural context, meaning, we will examine how a student’s previous educational and cultural experiences contribute to their interactions within the university, and to their writing within the educational context.  In addition to the class meeting time, class members are required to complete 2 hours of one-on-one tutoring in the UIC writing center per week.

ENGL 232: History of Film I: 1890 to World War II
CRN: 12114/12118
Days/Times: MW 3:00-4:50
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, silent comedy, the birth of the documentary, German expressionist cinema, Soviet montage cinema, the coming of sound, the development of deep focus, and Italian neorealism.  Filmmakers covered include Georges Méliès, D.W. Griffith, Charles Chaplin, Lois Weber, Robert Flaherty, Sergei Eisenstein, Josef von Sternberg, Orson Welles, and Vittorio De Sica.  The focus of course is on how specific trends in film history shaped the film style of different eras, nations, and directorial visions.  Requirements include regular quizzes and written assignments.

ENGL 240: Intro to Literary Study and Critical Methods
CRN: 29607/29608
Days/Times: TR, 11:00-12:15 pm
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. We will learn to recognize schools of literary interpretation (liberal humanism, new criticism, narratology, etc.) and distinguish the critical methodology associated with each category. If we have time we will also pay attention to the emergence of new (or hybrid) literary genres, such as the graphic novel and speculative/Neofuturism literature. 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.
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 3-4 short papers and take midterm and final exams.

ENGL 240: Introduction to Literary Study and Critical Methods
Mark Chiang
MWF 1:00-1:50
CRN 31753
This class will introduce students to literary reading and interpretation, the practice of criticism, and some concepts and methods from contemporary literary theory. We will begin with the basic elements of literary analysis, including the genres of writing, the various tropes or figures of speech, and the workings of narrative, character and description. Students will learn to attend to the figurative, rhetorical and symbolic aspects of language, by engaging in methods of close reading and formal analysis. We will then employ these skills in the practice of criticism by learning how to engage in critical arguments and debates over the larger meanings and implications of literary works, whether those are formal, literary, social, political or historical. Requirements for the course include 3 papers of varying lengths and a final exam. Texts will include a variety of shorter works from different genres and one novel, EL Doctorow’s Ragtime.
 
ENGL 240: Intro to Literary Study and Critical Methods
CRN: 32318
Days/Times: MWF 9:00-9:50
Instructor: Chris Glomski
This course will consist of two “units”: the first unit will focus on poetry, prosody, and the genre of apologia.  Our exploration of poetry will be supplemented by critical and interpretive texts ranging from antiquity to the recent past.  For the second unit, we will turn our attention to philosophical and theoretical conceptions of the novel, using Ralph Ellison’s Invisible Man as a kind of test case for our inquiries.  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 240:  Introduction to Literary Study and Critical Methods
CRN: 40982
Days/Times: TR, 12:30-1:45
Instructor:  Jennifer Rupert
As a gateway course to the major in English at the University of Illinois at Chicago, the main objective of English 240 is to provide an overview of the methods of literary and cultural theory and criticism that you will come in contact with and utilize as serious students of literature and culture. Thus, this course is meant to be an introduction in how to read and write critically about literature and other cultural productions using multiple theoretical perspectives.  As students acquire more knowledge about critical  methods, they will aim to become more adept not only at investigating issues of form and interpretation but also applying various strategies of rhetorical analysis. Although the course  is conceived as a window into majoring in English, I am expecting that my students, no matter what their primary area of study, will gain a great deal by learning to look at various kinds of texts, both literary and popular, through the multiple critical lenses we will explore.
In this section of English 240, we will be using F. Scott Fitzgerald’s The Great Gatsby as our literary  centerpiece (alongside several works of modern short fiction)  in order to explore how practitioners of various schools of literary criticism-- psychoanalytic, Marxist, feminist, reader-response, deconstructive, new historical, queer theory, critical race studies, and post-colonial theory--  make sense of and find pleasure in this much celebrated (and taught) great American novel.  Although I anticipate that most-- if not all-- of my students will be familiar with Fitzgerald’s canonical work, I expect that we will all find something new in it by taking another closer look armed with new questions.
As the semester progresses, students will be required to try their hand at various critical approaches using other fiction assigned for the course, their own favorite works of literature, and even our popular media.

ENGL 240: Introduction to Literary Study and Critical Methods
CRN: 31753
Days/Times: MWF 1:00-1:50
Instructor: Christina Pugh
What goes into the writing, and the reading, of literary criticism?  In this course, we will discuss the ways in which a work of literature can generate multiple critical readings.  We'll also consider how we can judge the viability of those readings and create our own counter-arguments based on strategic presentation of textual evidence from the literature itself.  We will begin by thinking through the particularities of the “literary,” especially as these apply to the reading and analysis of poetry.  Later in the course, we will also discuss how the distinction between “literary” and “critical” works can fruitfully break down.  
This semester, our selection of readings may include poetry by Emily Dickinson, Wallace Stevens, and Elizabeth Bishop; fairy tales by the Brothers Grimm and others; a novel by Nella Larsen; and criticism by Helen Vendler, W.J.T. Mitchell, and Roland Barthes.  Students will write short papers and a longer, integrative final paper.  An oral presentation is also required.
 
ENGL 241: History of English Literature I: From the beginning to 1660
CRN: 29621
Days/Times: WF 12:00-12:50
Instructor: Robin Reames
It was a world without youtube. No iTunes, no smartphones, no Netflix. In the beginning, there was not even writing. Instead, there were monsters. And heroes. And battles. There were knights, mystics, and faeries. 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 English literature 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 lyric and narrative poetry, drama, prose fiction and non-fiction; to become acquainted with various kinds of literary 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 241: History of English Literature: Beginnings to 1660
CRN: 31726
Days/Times: TR 12:30-1:45
Instructor: Mary Beth Rose
This course will survey English literature from the Anglo-Saxon era through the late seventeenth century.  We will study texts from the medieval and early modern centuries with the following goals:  exploring the development of literary forms, such as lyric and narrative poetry, drama, prose fiction and non-fiction; becoming acquainted with various kinds of literary analysis and approaches, including close, in-depth reading of texts; examining the ways that texts participate in history; and considering the changing literary representations of such issues as gender, social class, race, and heroism.
 
ENGL 241: English Literature I: Beginnings to 1660
CRN: 40736
Days/Times: TR 9:30-10:45
Instructor: Jeffrey Gore
Subtitled “From Monsters to Milton,” this course offers you an introduction to the English language, literature, and culture from the early middle ages (c. 600 AD) to the late renaissance (1673), with works ranging from Beowulf to Milton’s Paradise Lost.  This period covers over a thousand years, and the literature ranges from obscene, graphic depictions of sex and violence, to earnest contemplations on the nature of God and the individual soul.  You will have the opportunity to learn about the evolution of English from a West Germanic tongue to a language that closely resembles our own today in ways that I hope will offer you a fresh perspective on our continually changing language.  Some of the works are anonymous, and many are by male writers, but we will still scrutinize their constructions of gender, sexuality, and political community as we do with contemporary works.  Highlights of this course will include the hilarious and often-bawdy writings of Geoffrey Chaucer, the technically brilliant conceits of the Metaphysical poets, Renaissance drama by Shakespeare and his contemporaries, and the heroic efforts of women writers from Margery Kempe to Margaret Cavendish to have a voice in the world around them.
 
ENGL 242: History of English Literature II
CRN: 38155
Days/Times: WF 1:00-1:50
Instructor: Lisa Freeman
This course serves as the second part of the History of English Literature series.  During the semester we will study a sampling of works from major authors of the Restoration through Victorian periods.  Our goal will be to further our knowledge of literary form and content by developing a better understanding of the relationship between literary structures and the stories they tell.  While we will approach literature in its cultural and historical contexts, we will also strive to develop an understanding of the study of literature as a discipline requiring the use of specific tools and methods.  Particular attention will be paid in the course of our readings to the rise of the British empire and to the articulation of race, class, and gender as categories of identity in an English context.

ENGL 243: American Literature
CRN: 12200
Days/Times: MW 10:00-10:50
Instructor: Walter Michaels
This course is a (very selective) survey of American literature from its beginnings until around 1900. We will focus on topics ranging from the 17th century religious controversy over whether good behavior when you were alive could get you to heaven when you died (antinomians like Anne Hutchinson thought it couldn't) through debates over what the proper length for a poem is (Edgar Allan Poe thought 100 lines) to the question of whether the emergence of divorce put an end to the importance of adultery as a crucial topic for fiction (Kate Chopin thought it didn't).
The course emphasizes reading attentively and learning to construct critical arguments, e.g., explanations of why something does or doesn't happen in a novel or why a poem uses the particular word it does rather than another word that might seem to mean the same thing. The idea is that these skills are essential for reading literature and, furthermore, that the ability to understand what you read and to explain what you have understood -- both orally and in writing -- are useful for a great many careers, as well for leading a more interesting life.
The texts in the course will be volumes B and C of the Norton Anthology of American Literature  (Ninth Edition)

300 Level

ENGL 303: Studies in Poetry: Twentieth-Century Poetry and the Lyric Tradition
CRN: 29861
Days/Times: MWF 12:00-12:50
Instructor: Christina Pugh
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 lyric poetry.  The course will address the following questions:
what is the role of musicality (including, but not limited to, formal constraint) in the lyric, especially in the twentieth century?  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 narrative or storytelling?  What is the role of emotion in the lyric?  Can lyric poetry viably respond to visual phenomena, or to broader cultural and political issues?  We will approach these questions with the aid of critics including W. R. Johnson, Paul Allen Miller, Roland Barthes, and others.  Course requirements include several short papers, a longer final paper, and a class presentation.

ENGL 311: Medieval English Literature
CRN: 27719
Days/Times: TR 11:00-12:15 pm
Instructor: Alfred Thomas

This course provides a detailed overview of the major works of British medieval literature up to 1500. Instead of focusing narrowly on works of "English" literature in the traditional canonic sense, we will the explore the multi-lingual and multi-cultural role played by texts written in English, French (Anglo-Norman), Welsh, and Latin. Readings will include the Anglo-Saxon heroic poem "The Battle of Maldon" (based on an actual battle between the English and Viking marauders); the Old English elegies "The Wanderer" and "The Seafarer;" the Latin "History of the Kings of Britain" by Geoffrey of Monmouth, which first put King Arthur on the international literary map; the Anglo-Norman lays of Marie de France such as "The Werewolf" and "The Nightingale;" the Middle English romances "Sir Orfeo" (based loosely on the classical legend of Orpheus and Eurydice) and "Sir Gawain and the Green Knight;" the elegiac poem "Pearl" which laments the death of a two-year-old little girl; "The Miller's Tale" and "The Pardoner's Tale" from Chaucer's "The Canterbury Tales;" "The Book of Margery Kempe," the first autobiography in the English language; and a selection of medieval mystery plays. We will also read a selection of Welsh stories from the "Mabinogion." We will end the course with Sir Thomas Malory's monumental "Le Morte Darthur" which chronicles the rise and fall of King Arthur and his Round Table. All readings in English. 

ENGL 323: American Literature 1990-1865
CRN: 37551
Days/Times: TR, 9:30-10:45 am
Instructor: Terence Whalen
No Place Like Home: This course explores how elements of the gothic tradition were adapted to the American scene in the years preceding the Civil War.  Despite the official reverence for the American home, many classic American authors represented the home as a gothic nightmare from which to flee.  And despite cultural and market pressures to speak plainly, many authors made their living by producing complex narratives of incredible journeys and terrifying destinations.  It could be argued that American literature begins away from home, that is, when authors and readers encounter each other as mysterious strangers in the literary marketplace, or when literary characters discover themselves to be the rootless, homeless citizens of an elusive republic.  Major authors include Herman Melville (Moby-Dick and other writings); Harriet Beecher Stowe (Uncle Tom’s Cabin); and Edgar Allan Poe (The Narrative of Arthur Gordon Pym and other writings).    Requirements: two short papers; mid term and final exams; written preparation and possible random quizzes; and class participation.  Attendance is mandatory.

ENGL 358: East and West in the Age of Empire
CRN: 33615
Days/Times: TR 12:30-1:45
Instructor: Nasser Mufti
Recent political discourse in the United States and Europe has highlighted the rifts between the "West" and the "East." Some call this dynamic a "clash of civilizations." Others simply call it "culture." In this course, we will look at the history of this divisive idea, and its role in the politics of nationalism, imperialism, and liberation. Our readings will span British, Caribbean and African novels, non-fiction, and films, as well as  literary criticism, postcolonial theory, and anthropology. The writers we will focus on include (and are not limited to) Daniel Defoe, Charles Dickens, Joseph Conrad, Aimé Césaire, Frantz Fanon, V. S. Naipaul, Ngugi wa Thiong'o, J. M. Coetzee, Edward Said, Levi Strauss, Ousmane Sembène, and Ama Ata Aidoo.

ENGL 381: Advanced Professional Writing
CRN: 39400
Days/Times: T  2:00-3:15
Instructor: Margena A. Christian
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 various reports, a proposal (book), a healthcare newsletter, a white paper and a review. 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.

400 Level

ENGL 426: Topics in American Literature to 1900
CRN: 3455
Days/Times: TR, 12:30-1:45 pm
Instructor: Terence Whalen
Tough Girls: It would seem that we are 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 one or two recent works of fiction and then work backward to several nineteenth-century American novels which may be seen as ancestors.  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 creation of a new field of study. Texts include works by Louisa May Alcott (Behind a Mask), Ben Tripp (Rise Again), Daniel Woodrell (Winter’s Bone), Suzanne Collins (The Hunger Games), Nathaniel Hawthorne (The Scarlet Letter), and Harriet Beecher Stowe (Uncle Tom’s Cabin).  Assignments include two papers, exams, and class participation.  Attendance is mandatory.  Reading is more than mandatory—it is the foundation of all we shall do.   

ENGL 429: Topics in Literature and Culture
CRN: 34462/34463
Days/Times: TR 3:30-4:45
Instructor: Madhu Dubey
Has globalization given rise to new narrative forms and new methods for approaching literary and cultural studies? Are the categories of race, ethnicity, and gender being significantly reconfigured in the context of globalization, and if so, how are new understandings of these categories explored in the genres of film and the novel? This course will examine the implications of globalization for literary and cultural studies by looking at theoretical essays, literary texts, and films (by authors and film-makers including Chris Abani, Michelle Cliff, Alfonso Cuaron, Mohsin Hamid, David Mitchell, Ruth Ozeki, Alex Rivera, and Karen Tei Yamashita) relating to a range of regional and national contexts (Britain, Mexico, the United States, the Caribbean, Africa, and Asia).

ENGL 440: The Freshwater Lab Course
CRN: 40480
Days/Times: W 3:00-5:30
Instructor: Rachel Havrelock
The Freshwater Lab course acquaints students with global water issues as it considers the intersection of water management and governance in imperial, national, and local contexts.  Primarily, the course explores the Great Lakes as a vital source of 20% of the world's water and imagines what this might mean for the future of the region. Students consider the Great Lakes through multiple literary representations and humanistic frames.  In the Humanities “lab” setting, we study the social and ecological dimensions of the Great Lakes, meet with Great Lakes leaders, visit places where water and people meet, and work on projects to advance existing initiatives and pioneer new approaches.  Students are paired with professionals working on issues relevant to their projects and Professor Havrelock helps to find avenues for advancing student projects during the semester and beyond. While we respect and depend upon scientific approaches to the Great Lakes, this Humanities course explores 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 443: Feminist and Queer Science Fiction and Fantasy
CRN: 37552 / 37554
Days/Times: TR 2:00-3:15
Instructor: Mary Anne Mohanraj
This new course will explore the rich history of feminist and queer science fiction and fantasy, including work by such authors as Samuel R. Delany, Octavia Butler, Ursula K. Le Guin, Mercedes Lackey, Sheri S. Tepper, Joanna Russ, and featuring selections chosen from the Lambda Literary Awards, the Tiptree Awards, and the Gaylactic Spectrum Awards.
 
ENGL 446: Topics in Theory: The Arts & Politics
CRN: 31743
Days/Times: M 3:30-6:15
Instructor: Anna Kornbluh
Can art be political?  What does literature do in the world? How is the organization of social relations like or unlike the composition of an artwork?  How do different genres or different media think about or engage in politics differently?  This seminar focuses on theories of aesthetics and politics from a variety of time periods and cultural contexts, and studies examples from a variety of art forms - like literature, photography, cinema, architecture, music.  Authors and artists likely include Plato, Claudia Rankine, Margaret Atwood, Jacques Ranciere, George Orwell, David Fincher, James Baldwin, Le Corbusier, Beyoncé, Sigmund Freud, Guy Debord, Caroline Levine, Fredric Jameson and more.
 
ENGL 459: Introduction to the Teaching of English in Middle and Secondary Schools
CRN: 32600/32601
Days/Times: TR 8:00-9:15
Instructor: Lauren DeJulio Bell
This course is designed to introduce students to the field of English Education. We will focus on various critical issues facing English teachers today, analyzing how each impacts educators and students. We’ll consider a range of questions, such as: What is most important when teaching English? How have perspectives shifted in terms of what matters in education? What is the purpose of English Language Arts? What are the benefits and limitations of teaching in an English classroom? How can we best meet the needs of students in a changing world? We’ll look at educational theory, policy, critical literacy, pedagogy, and curriculum choices, as well as young adult literature and personal texts and articles. By studying authors ranging from Linda Christensen and Kelly Gallagher to Sherman Alexie and Ta-Nehisi Coates, students will explore the many facets of teaching English in contemporary society. Please note: 12 hours of field experience is a required component of this course. Students must have sophomore standing or above and have completed the UIC’s writing requirement.
 
ENGL 473: Contemporary African American Cultural Studies: An Overview
CRN: 35771/35812
Days/Times: MWF 1:00-1:50
Instructor: Ainsworth Clarke
If the last several years have taught us anything, it is that race continues to be an essential dimension of our public and political life. Yet at no time since the advent of Black Studies on major American university campuses in the late 1960s has the field been under such critical review, both by those who would question its continued relevance and those who believe a reconceptualization of the Black Studies project and its relation to the modern research university is long overdue. This course aims to provide a critical overview of the principal theoretical currents animating contemporary African American cultural studies using the issues identified above as our point of orientation. We will trace the development of contemporary African American cultural studies by looking at theoretical texts by Hortense Spillers, Paul Gilroy, Fred Moten, Nahum Chandler, Alex Weheliye, Frank Wilderson, amongst others. But, we will also examine recent studies on performance and the afterlife of the Haitian Revolution, the role of “monstrous intimacies” in the making of post-Reconstruction African American subjectivity, and the relation of black culture and the police power after slavery, all in view of ascertaining how the theoretical texts we have read contribute to the rethinking of black culture witnessed in these studies. Regardless of the differences that distinguish Frank Wilderson’s Afro-pessimism from Hortense Spillers Marcusian (re-)affirmation of Black Culture, contemporary African American Cultural Studies offers some of the most vibrant and consequential theoretical interventions in the field of cultural studies and this course aims to offer an initial map of the landscape on which it operates.
 
ENGL 481: Methods of Teaching English
CRN: 33811/33812
Days/Times: TR 3:30-4:45
Instructor: Todd DeStigter
Taken in conjunction with ED 330/432 (Curriculum and Instruction), English 481 is the capstone course in the sequence of English Education methods courses.  It is to be taken 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, and practice lesson plans they design.

ENGL 486: Teaching Writing in Middle and Secondary Schools
CRN: 20658/21082
Days/Times: MWF 1:00-1:50
Instructor: Kate Sjostrom
Why teach writing? and How can we teach writing more effectively and responsibly? These are the main questions we will try to answer as we work together in English 486. Drawing from a wide range of sources such as Kirby and Crovitz’s Inside Out and from professional periodicals like the English Journal, we will think about writing not only as a transfer of information from one person to another but as a process of learning—a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter many practical, day-to-day activities suggested by experienced and successful writing teachers; we will model and 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 to write in 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 by actually participating in the types of practices you may soon be implementing in classrooms of your own. Also, in order to understand more clearly why we find certain ways of teaching writing to be more useful and ethical than others, we will discuss ideas that lend coherence and justification to our specific 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: that is, to prepare you to establish and maintain 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
CRN: 12504
Days/Times: TR, 11-12:15 pm
Instructor: Christina Pugh
In this course, we’ll be building on the poetic foundation established in English 210, as well as opening up your work to new possibilities of language and thought.  Students will write poems based on formal and thematic constraints, including poems in regular rhyme and meter forms, as well as poems in free verse.  A portfolio of revised work will be handed in at the end of the semester.  Students will also write short critical papers and give an oral presentation.  Students need to be open to, and curious about, working in various poetic forms -- in an environment that is positive, encouraging, and serious about poetry writing. 
 
ENGL 491: Advanced Writing of Fiction
CRN: 35763 and 35764
Days/Times: W 3 - 5:45 p.m.
Instructor: Cris Mazza
This advanced fiction workshop is for students who have earned an A or B in English 212 (or the equivalent).  Knowledge of fiction-writing techniques and willingness to engage in open discussion of work-in-progress are necessary. Failure to participate will adversely affect grades. Each student will write 3 story drafts and critiques for every other peer-evaluated story.  Other reading assignments TBA. This workshop will not accept work that is genre fiction: no science fiction, fantasy, mystery, horror/Gothic, romance, graphic fiction or conversion doctrine.  There will be additional required guidelines to assist students broaden the scope of their approach to writing. Work that was initiated in a previous 212 or 491 course is permissible if revised since last seen by a workshop.

ENGL 491: Advanced Fiction Writing
CRN: 30588 / 30589
Days/Times: T 3:30 - 6:15
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 others' work.  A broad range of genres are welcome, including science fiction and fantasy.
 
ENGL 492: Advanced Writing of Nonfiction Prose
CRN: 12510
Days/Times: TR 12:30-1:45
Instructor: Lisa Stolley
This course is for creative nonfiction writers who have a working knowledge of the components and structure of the personal and literary journalistic essay.  . You will continue to develop voice, style and technique through close reading and analysis of published nonfiction, and through writing and workshopping of your own essays.   Attention to narrative necessities – detail, characterization, setting, etc. and how they work together to create the whole of a successful essay– will be an important aspect of this course.  Through exploration of the architecture of published, literary essays, students will create a set of criteria with which to evaluate essay drafts in the workshop setting.  You will write a full length personal essay, and a full length literary journalism essay.
 
ENGL 493: Internship in Nonfiction Writing
CRN: 25243-25244
Days/Times: R 3:30-4:45 p.m.
Instructor: Linda Landis Andrews
“What can I do with an English major?” is a question that sometimes gives students pause, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through their websites and blogs, to add creativity to the focus of their work, and to move their ideas forward.
Becoming an employed 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, interview others, 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. Variable credit. English 202 is a prerequisite. 

500 Level

ENGL 500: Master's Proseminar: Advanced Research Methods in English
CRN: 22397
Days/Times: W 5:00–7:50
Instructor: Robin Reames
Michel Foucault famously defined the archive not as the “library of libraries” or the “sum of all the texts that that a culture has kept upon its person as documents attesting to its own past”, but as “the system of discursivity” that sets the outer limits of what may be said or thought. The archive, in other words, as a trove of discourse forms that are themselves structured by systems of discursivity, implicitly impinges on and guides our current discourse—including our scholarly discourse. Foucault’s theory of the archive prompted Jacques Derrida later to point out that while on the one hand, “nothing is less clear than the word ‘archive’”, on the other hand, “there is no political power without control of the archive.”
In this course, we will engage in scholarly research methods with this larger dilemma in mind: the discursive formations that we have access to necessarily shape the outcome of our scholarly contributions (including their social and political consequences), despite the fact that those discursive formations are themselves inescapably murky. Through working with such discourse forms as special collections, papers, and oral histories, as well as creating our own discourse forms through textual, ethnographic, quantitative, and creative methods, students will gain a deeper appreciation for how advanced research methods shape scholarship and knowledge in the discipline of English broadly conceived. Major assignments include a literature review, an annotated bibliography, and a final research project and presentation.

ENGL 503: Proseminar: Organicism
CRN: 21006
Days/Times: W 5-7:50
Instructor: Mark Canuel
This course will examine a range of texts by authors from Immanuel Kant to Timothy Morton, exploring definitions of the “organic” and how they have come to define literary, natural, and social forms. Students in rhetoric, literature, and creative writing will be encouraged to find connections in this coursework to their own intellectual work. Theoretical texts will most likely include Kant’s Critique of Judgment, selections from Hegel’s Lectures on Aesthetics, Paul de Man’s writing on Kant and Hegel, selections from Deleuze and Guattari’s Anti-Oedipus, and recent criticism by Morton, Denise Gigante, and Marjorie Levinson.  We will also read some literary works to discuss in relation to these: likely authors will include Samuel Taylor Coleridge, Thomas Hardy, and Robert Duncan.  Issues we will consider will include the problem of thinking of literary works as living organisms; the interconnections of biology, politics, and literature; the subject of "vitalism" in literary and political thinking; the associations between artificial and natural environments. Our studies will be augmented by visits from guest speakers. Requirements include participation in all classroom discussions, a presentation, a response, and two papers (one shorter, one longer).

ENGL 517: British Literature and Culture
CRN:
Days/Times: M, 2-4:50 pm
Instructor: Sunil Agnani
The Enlightenment and Postcolonial Thought: This course ranges between Europe and the former colonial world, making explicit links between the eighteenth century and the present. We consider an Enlightenment past emerging in eighteenth-century Europe, and a postcolonial present drawing examples from South Asia and the Caribbean. We begin by considering the contradiction in the Enlightenment between languages of universal rights and freedom and practices of colonialism and slavery. How did writers and thinkers in the British and French context reconcile "empire and liberty," or commerce with conquest? What possibilities existed for an anticolonial perspective? The philosophes, it has been argued, were interested in liberating not only French citizens from the ancien régime, but also many of those enslaved in the colonies. Yet were there limitations to their political imagination of freedom?
We trace the emergence of the forms of thought and critique in the European Enlightenment, taking that word to mean the plural styles of analysis which arise in this period. We turn from there to examine the collision (or compatibility) with the projects of territorial empire in the period. We span multiple periods as we move forward to the era of decolonization to examine the engagement with Enlightenment thought in the 20th century (in the Francophone context recently described as "colonial humanism") and the contemporary period. The class concludes with recent critical work on the anthropocene as presenting a new challenge (and temporality), one in which forms of the human re-emerge through a shared condition in place of an emphasis on philosophies of difference.
Eighteenth-century authors may include: John Locke, Denis Diderot, Jean-Jacques Rousseau, Edmund Burke, Immanuel Kant, Olaudah Equiano. Essays from Sartre, Frantz Fanon, Aimé Césaire, Hannah Arendt. Fictional works: Rudyard Kipling, Kim (1901), Amitav Ghosh, River of Smoke (2011). Critical & theoretical works from: Simon Gikandi, Gary Wilder, Michael Rothberg, David Scott, Ranajit Guha, Edward Said, Gayatri Spivak, Partha Chatterjee, Dipesh Chakrabarty, Ann Laura Stoler, Aamir Mufti.
 
ENGL 520: Heroism in English Literature
CRN: 40725
Days/Times: W 2:00-4:50
Instructor: Mary Beth Rose
What constitutes heroism?  What are the differences, if any, between male and female heroes? For most readers and spectators, heroism calls to mind socially and morally elevated protagonists embarking on active adventures: courageously confronting danger; valiantly rescuing the helpless; exploring and claiming unconquered terrain. A second model presents a hero as one who endures, patiently suffering catastrophe, grief, and pain.  We will examine both these representations of the heroic and their impact on literary form.  In addition we will explore the transformation of the heroic throughout centuries of English literature, investigating how representations of heroism illuminate a culture’s fundamental ways of assigning meaning and determining value. Readings will include Beowulf, Sir Gawain and the Green Knight, Marlowe’s Dr. Faustus, Shakespeare’s Julius Caesar, Macbeth, and Antony and Cleopatra; Milton’s Samson Agonistes, Aphra Behn’s Oroonoko,  Jane Austen’s Persuasion, Virginia Woolf’s To the Lighthouse, and Tony Kushner’s Angels in America.
 
ENGL 537: The Other Cold War
CRN: 33331
Days/Times: M 17:00-1950
Instructor: Nasser Mufti
This course will examine the cultural and political thought of the "Third World." This term refers to a non-Western geopolitical assemblage, as well as a mode of anticolonial thought specific to the age of decolonization. The first two-thirds of the course will focus on the 1950s and '60s, which saw the crystallization of anticolonial movements into statist projects, as well as the formation of alliances across national boundaries (most notably in the Afro-Asian, Bandung and Tricontinental conferences). We will read a range of writers (Césaire, Richard Wright, CLR James, Senghor, Nehru, Fanon, Nkrumah, Achebe, amongst others), as well as interpretations of these movements by Western intellectuals (Sartre, Wallerstein, Arrighi, for example). We will then turn our attention to the disillusionment from these movements in the 1970s, otherwise known as the birth of postcolonial thought (the principal figures being: Naipaul, Aidoo, Said, Chatterjee, Subaltern Studies, Spivak and Coetzee). By the end of the course, students will have a comfortable grasp of anticolonial thought in the postwar period, and of the premise of postcolonial studies.
Please email (nmufti [at] uic [dot] edu) me in June (or anytime after) to find out about the reading for the first day of class.
 
ENGL 557: Language and Literacy
CRN: 23604
Days/Times: T 5-7:50
Instructor: Todd DeStigter
What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it 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” can be defined and whether it remains a viable sociopolitical aspiration, 2) the extent to which pragmatism as a philosophical/analytical method provides ways to think about the possible amelioration of sociopolitical and economic problems, and 3) whether progressive initiatives that stop short of political revolution or the fundamental transformation of the modes of production merely contribute to the reproduction of the status quo.  
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 possible texts are these:
THE NEW POLITICAL ECONOMY OF URBAN EDUCATION by Pauline Lipman
LIBERALISM AND SOCIAL ACTION by John Dewey
PEDAGOGY OF THE OPPRESSED by Paulo Freire
PRAGMATISM by William James
THE PROMISE OF PRAGMATISM: MODERNISM AND THE CRISIS OF KNOWLEDGE AND AUTHORITY by John Patrick Diggins
THE FIRE NEXT TIME by James Baldwin
A SEARCH PAST SILENCE: THE LITERACY OF YOUNG BLACK MEN by David E. Kirkland
REVOLUTIONARIES TO RACE LEADERS: BLACK POWER AND THE MAKING OF AMERICAN POLITICS by Cedric Johnson
LANGUAGE ACROSS DIFFERENCE: ETHNICITY, COMMUNICATION, and YOUTH IDENTITIES IN CHANGING URBAN SCHOOLS by Django Paris
THE SOCIOLOGICAL IMAGINATION by C. Wright Mills
MORAL MAN AND IMMORAL SOCIETY by Reinhold Niebuhr
DEMOCRACY IN WHAT STATE by Giorgio Agamben, Alain Badiou, et.al.
THE IGNORANT SCHOOLMASTER by Jacques Ranciere
DISCIPLINE AND PUNISH by Michel Foucault
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
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 571: Program for Writers Fiction Workshop
CRN: 33333
Days/Times: T 5-7:50
Instructor: Cris Mazza
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 pitfalls, variables and whims of the marketplace, and how literary fiction is affected by social pressures and/or political unrest in the world are on the table for discussion. Discussion and reading assignments will be based on submissions of student work. This workshop will not discuss genre (popular) fiction.
Students who are not in the Program for Writers need the permission from the instructor to enroll.
 
ENGL 571: Program for Writers: Fiction Workshop
CRN: 33333
Days/Times: T 5-7:50 p.m.
Instructor: Cris Mazza
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: Seminar in Theoretical Sites: The Anthropocene
CRN: 29630
Days/Times: TH 5-7:50
Instructor: Ralph Cintron
During 2016 a small group of faculty and graduate students at UIC and the University of Wisconsin at Madison put together a proposal for a Humanities Without Walls initiative.  HWW was asking for proposals to address “The Work of the Humanities in a Changing Climate.”  Our proposal was one of the winners: “A Regional Approach to the Anthropocene.”  This course will be tied into this proposal.  For instance, students in the course will be invited to participate with international guest speakers and others at a small conference that we will hold at UIC in late October/early November.  There will also be an occasional guest speaker addressing the idea of the Anthropocene and/or climate change from the perspective of anthropology, or ecological science, or art and art history.
The idea of the Anthropocene is controversial and includes arguments from many disciplines.  Science studies, philosophy, political ecology, economics, rhetorical studies (language studies), sociology, anthropology, geography, journalism, and more have offered divergent analyses.  The course will emphasize rhetoric and language perspectives, but we will also pay as much attention as possible to the other disciplines.  For instance, we will begin with Jeremy Davies’s 2016 book, The Birth of the Anthropocene as well as Donna Haraway’s 2016 Staying with the Trouble.  These can be juxtaposed with a group of climate science articles downloadable from the National Oceanic and Atmospheric Administration (NOAA) on ice cores and related matters.  Of interest here are also a number of articles on “deep time” and the “new temporalities.”
Bruno Latour’s Facing Gaia: Eight Lectures on the New Climatic Regime (to be released in 2017) and perhaps some of Latour’s other works will get us directly to matters of political ecology.  Latour will be visiting UIC as part of the grant mentioned earlier, and so the class will be invited to hear his arguments and challenge him personally.  I hope to juxtapose those selections with some classic texts from political liberalism such as sections on property in Hegel’s Philosophy of Right and more contemporary work on property rights.  My current sense is that the growing movement called “political ecology” is trying to counter the rules of liberalism and its foundations in private property rights—and therein lies what may be an unresolvable struggle.  
Approaching these matters from the perspective of economics should further help us understand why the climate change debates are so heated.  The work of Jeffrey Sachs (The Age of Sustainable Development) and Robert Gordon (The Rise and Fall of American Growth) explain the crises of continuing economic expansion, which is also based on liberalism’s rules of private property.
In language studies and rhetoric the work of Merleau-Ponty on what he called “the flesh of the world” as well as the philosopher David Abrams and the anthropological semiotics of Eduardo Kohn represent a different kind of response to the Anthropocene.  These thinkers along with the scientist Peter Wohlleben (The Hidden Life of Trees) and the anthropologist Marisol de la Cadena (Earth Beings) as well as another anthropologist Elizabeth Povinelli are asking questions about what constitutes the self as individuated being in communication with other beings.  
In sum, the ideas of the Anthropocene and climate change represent matters of science (is the earth warming or not; if so, at what rate?), but they also represent an emerging logos trying to undo a prior logos.  The seminar will try to examine closely these matters that have enormous consequences for the future.



 

Research/Independent Studies


During his or her academic career, a student may enroll in a variety of independent studies. A student must obtain approval from the professor with whom he or she expects to work. It is the student’s responsibility to find a professor willing to direct the student’s independent study. A brief description of the project or research should be attached as well. Professors have the right to decline to take independent study students in a given semester. It is also the student's responsibility to meet regularly with the professor and to fulfill the special demands of the independent study. The work should be completed in the semester in which it is undertaken.

Students then must complete an Independent Study Research Form which needs to be signed by the professor who will supervise the work and presented to the Director of Graduate Studies for approval.

ENGL 591
Prospectus Research
1-12 credits (variable). For doctoral students only. Supervised research and development of dissertation prospectus and colloquium committee. All doctoral students are expected to enroll for Prospectus Research when they have passed their Preliminary Examination.

ENGL 592
Preliminary Exam Research
1-12 credits (variable). For doctoral students only. Supervised research and reading that facilitates the student's preparation for the preliminary examinations. Course is graded S/U only. Credit 1 to 12 hours, may be repeated for maximum of 12 hours of credit.

ENGL 596
Independent Study
1-4 credits (variable). Individualized research and study, with the supervision of a faculty member, in topics not covered by regular course offerings.

ENGL 597
Master's Project Research
0-4 credits (variable). For Master's degree students only. Supervised research and reading that facilitates the student's preparation of project research. Course is graded S/U only. May be repeated for a maximum of 12 hours. No more than 4 hours of ENGL 597 may be applied toward the degree.

ENGL 599
Thesis Research
1-16 credits (variable). For doctoral students only. All doctoral students are expected to enroll for Thesis Research when they have passed their Preliminary Examination (they must also enroll in ENGL 591).Can only be taken concurrently or after successfully passing the Prospectus. Students must earn a minimum of 32 research hours for the dissertation.


 

First Year Writing Program

070

MWF Sections

ENGL 070: Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 32797
Days/Times: MWF 9:00-9:50
Instructor: James Drown
In this class, focused on the needs of English Language Learners, we will develop the language, reading, and writing skills needed to progress to higher writing classes and succeed academically. We will be developing three writing projects - a summary and response blog, an in-class essay, and an academic style argumentative essay. As we do this, we will learn reading, writing and editing strategies, as well as analytical strategies, that will be useful in both this class and in your greater academic career.

TR Sections

ENGL 070: Understanding the Writing Process
CRN: 30496; 30498; 35040
Days/Times: TR 8:00-9:15; TR 9:30-10:45; TR 11:00-12:15
Instructor: Andrew Paul Young
In this class, you will explore the processes of writing from brainstorming to proofreading.  In the writing projects, you will focus on the expectations of both academic and other types of writing.  The class also includes grammar and language study appropriate for bilingual and non-native speakers of English. This class emphasizes 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, you will engage in traditional independent study, but priority will also be given to partnered/group assignments and activities. You will be expected, during these assignments, 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.  We will have three writing projects centered on the experience of being a college student with situations and genres that will develop your academic writing skills.

ENGL 070: Introduction to Academic Writing for Non-Native Speakers of English
CRN: 30497
Days/Times: TR 9:30-10:45
Instructor: Charitianne Williams
This class will explore elements of writing from analyzing audience, the situation prompting the written response, to the effects of your completed texts. We will focus on the expectations of both academic and public genres of writing. The class also includes grammar and language study appropriate for non-native or bilingual speakers of English

071

MWF Sections

ENGL 071: Popular Music and Politics
CRN: 30512; 30501
Days/Times: MWF 11:00-11:50; MWF 1:00-1:50
Instructor: Chris Glomski
This class involves intensive writing and considerable reading. It is designed to prepare you for the challenges of writing in the languages of academic and other forms of social discourse. You will be responsible for producing multiple drafts of each writing assignment, and for making substantial revisions to each as needed. You will also work on honing the mechanics of your prose at the sentence level, acquiring active academic reading skills, and broadening your vocabulary. The guiding principle for the course is that what we write about and how we write it matters. In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “Why do the meanings of some words appear to change, depending on who is saying them?” “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 products of thought, ever be harmful enough to warrant regulation?” These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester.

ENGL 071: Introduction to Academic Writing
CRN: 30505
Days/Times: MWF 9:00-9:50
Instructor: Mark Schoenknecht
English 071 is designed to help students develop the reading, writing, and rhetorical skills that are crucial to their success as college writers. To this extent, English 071 can be thought of as a "preparatory" course for English 160, which also helps students develop these same skills. However, English 071 allows for more focused emphasis on both critical reading skills and effective use of grammar and language; moreover, the course provides more extensive support for drafting, by expanding the number of drafts that students produce before submitting a final, graded version. While the writing assignments will cover various genres, the ability to conceptualize, articulate, and craft a response or an argument—that is, to join a public conversation—will be a key component of the course. English 071 is informed by the concept of situated writing, the view that writing is crafted in response to a particular situation, within a certain context, that influences the genres used and forms the writing takes. Students in ENGL 071 should expect to complete three multiple-draft writing projects—including one argumentative essay—culminating in 12 to 15 pages of finished writing by the end of the semester.

TR Sections

ENGL 071: Introduction to Academic Writing
CRN: 30502
Days/Times: TR 8:00-9:15
Instructor: Vainis Aleksa
This course will center on three projects. First, we will learn more about personal statements for scholarships and job applications. Then we will research the role of writing in your future profession. The project will result in an argumentative essay considering the different points of view you found in your research. Finally, we will explore the expectations that are typical for college writing. We will discuss assignments that you are doing for other courses and look at samples of writing by students and professors. You will be able to shadow a student taking advanced courses. The project will result in an analysis discussing what is similar and different about assignments in a range of courses. Together, we will work to make these projects useful and meaningful to you beyond the requirements of this course.

ENGL 071: Introduction to Academic Writing
CRN: 30531; 30515
Days/Times: TR 11:00-12:15; TR 12:30-1:45
Instructor: Kate Boulay
This course introduces students to college-level writing. Over the course of the semester, we work on three major writing projects with the third project being a research paper. The course's focus is on the contemporary American news media. In addition to the required readings, students will watch television news and documentaries about the news. Student writing will engage with such issues as news bias and representation of socio-cultural categories. Successful completion of the course is predicated on punctual submission of written work as well as active and engaged participation in class discussion.

ENGL 071: Writing About Marginalized Groups
CRN: 30507; 30519; 30964
Days/Times: TR 9:30-10:45; TR 12:30-1:45; TR 2:00-3:15
Instructor: Robin Gayle
Using situation, genre, language, and consequences, we will analyze how identity is shaped by community. We will also examine how racism, sexism, and heterosexism adversely affect marginalized groups, and we will investigate how these groups respond to and combat predominant stereotypes. Through class discussions and writing assignments, we will learn that language is a form of power and that we can adapt it for our purposes. Finally, by discussing the intended consequences of various works and how well they reached their objectives, we will develop strong rhetorical skills. Overall, we will discover that we are already participants in a larger community and its discourse. Ultimately, this course will provide you with the skills to be successful in English 160

159

ENGL 159: Academic Writing Workshop
CRN: TBD
Days/Times: TBD
Instructor: Aaron Krall
English 159 is designed to help students move through their First-Year Writing requirements 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.

160

MWF Sections

ENGL 160: Lies, Half-Truths, and Fake News
CRN: 11330
Days/Times: MWF 9:00-9:50
Instructor: Gregor Baszak
The historic 2016 election campaign is over, but the drama continues. Late-night tweets from the president cause outrage the next morning; suspicion over foreign meddling in the elections is followed by suspicion of internal meddling by US spy agencies; and each side shouts nearly simultaneously at the other: FAKE NEWS! What is fake news? And what, for that matter, would “real” news even be? Our course will look at famous cases of propaganda and lies, some of which started wars, while others nearly overthrew presidents. In the process, we’ll look at ways of evaluating the reliability of news sources and explore scholarly research techniques. Our writing projects will be in this order: you’ll write a short news report, a letter to the editor, a literature review, and a final argumentative essay in the form of a newspaper editorial. Some interest in politics and current events should be brought to the course.

ENGL 160: Questions and Problems of Nature and Sustainability
CRN: 11462
Days/Times: MWF 10:00-10:50
Instructor: Kathleen Blackburn
Academic writing is the art of engaging in a conversation through critical reading and written response. In this course, you will learn the key principles of engaging in academic reading and writing through four genres: rhetorical analysis, compare and contrast, argument, and personal essay. In this section of 160: Questions and Problems of Nature and Sustainability, our writing projects will consider our relationship with nature today and enter conversations about the way that we interact with, use, and integrate natural resources and the question of sustainability into various texts, disciplines, agendas, and ideologies.  A focused scope will give us the opportunity to develop writing habits and skills that we will be able to transfer across disciplines and to use as thriving professionals.

ENGL 160: Second City: Space & Place in and Around Chicago
CRN: 28746
Days/Times: MWF 8:00-8:50
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 as a whole to smaller neighborhoods and communities like UIC. You will write profiles, reviews and photo essays that will draw attention to local communities, and through 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: Writing about Campus Communities
CRN: 30668
Days/Times: MWF 12:00-12:50
Instructor: Sarah Buchmeier
In any given university, there are countless ways to group the people who populate its campus: students/faculty/administration/staff, tenured faculty/non-tenured faculty/adjuncts, graduate students/undergraduate students, student athletes/pre-med students/business students, Jewish/Muslim/Christian students, and on and on.  In this course, we’ll dig into the various communities that exist at UIC, and through a variety of different writing projects, examine what role(s) each community plays and what UIC could be done to improve their experience at the university.  We’ll work on crafting sentences, building paragraphs, and organizing researched arguments, as well as using writing to reflect on our own practice. 

ENGL 160: Writing about Technology in Social and Virtual Contexts
CRN: 11809
Days/Times: MWF 11:00-12:00
Instructor: Nicole Cridland
The topic of this course centers on questions of how to build the necessary rhetorical skills in order to successfully communicate our ideas in a world that is mediated by ever evolving technologies and social frameworks. How do we use social media technologies to connect with communities both online and social? How do we use familiar online tools and virtual networks to connect with others both socially and professionally? How can we use these technologies to become more informed, articulate individuals who possess the written communication skills to succeed academically, socially, and professionally?  In this course we will answer such questions as we familiarize ourselves with the written skills one needs in order to be a successful college student and a competitive job candidate. We will read sources from various media and will write in various genres in order to get more comfortable and confident with writing and communicating at the college level and beyond.

ENGL 160: English as both a Global and Local Language
CRN: 11818
Days/Times: MWF 12:00-12:50
Instructor: James Drown
This class will look at the English language and its use as both a global and personal language. This will involve, among other things, examining and understanding how functions in many different global and international communities, as well as how its dialect variations mark various communities. During the semester we will write projects in different genres, beginning with a summary/response blog and ending with an argumentative essay. Each project will help us develop reading, writing, argument, and rhetorical analysis skills that will be useful both academically and in the broader world. Our early writing projects will be shared publicly with the other members of the class, and will be the basis for the later projects. Finally, throughout the semester we will learn and review grammar and editing techniques appropriate to the needs of our class.

ENGL 160: Writing about Film Critically
CRN: 11446; 11548
Days/Times: MWF 1:00-1:50; MWF 2:00-2:50
Instructor: Elvira Godek-Kiryluk
In his 1930 manifesto entitled, “Toward a Social Cinema,” Jean Vigo complains, “On the pretext that the cinema was born yesterday, we speak babytalk.” We can no longer pretend that cinema was born yesterday, but when we talk about film, it is not all that clear that we do anything more than babytalk in the language of likes and dislikes, thumbs up or thumbs down, stars, tomatoes, or ticket sales. What makes a film good? What makes a film review good? What makes a good critic? We will focus not only on the traditions on which the films draw and the genres that shape them, but also on the genre of our responses and the forms of judgment that they enable. You will be asked to write a rhetorical analysis of visual images, a review of scholarly literature, an argumentative paper, and a manifesto.  For each of these projects, you are going to assess claims and counterclaims with respect to some criterion and consider the ways in which the language that you choose frames the consequences of your writing. Please note that a good number of films we will view in this class are in a foreign language and have subtitles.

ENGL 160: Fantasy in Literature and Film
CRN: 38957; 11385
Days/Times: MWF 8:00-8:50; MWF 10:00-10:50
Instructor: Adam Jones
In this class you will employ a variety of reading and writing strategies to draft and revise four major writing projects: a film review, a comic, an argumentative essay, and a personal blog post. In each of these projects, your subject will be contemporary fantasy literature and cinema. In order to have something to say, we will examine current trends in fantasy literature and cinema, as well as arguments made about current culture and the audiences driving those trends. Readings will include comics, reviews, historical narratives, critical analyses, informal interviews, and argumentative essays. To accomplish these reading and writing tasks with style and substance, you will spend a significant amount of time in class focusing on areas key to reading and writing at the college level.

ENGL 160: Reading, Writing, and Collaborating: An Introduction to College-Level Discourse
CRN: 11399; 11327
Days/Times: MWF 1:00-1:50; MWF 2:00-2:50
Instructor: MaryAnne Lyons
Although both reading and writing are sometimes regarded as solitary activities, they are, in fact, collaborative acts involving interactions between writer and reader. A successful writer is one who communicates their ideas effectively to a reader; a successful reader is one who can glean the meaning, relevance, and importance of what a writer is trying to convey. In this English 160 course we will focus on developing both your reading and writing skills to meet the wide range of assignments, challenges, and expectations that you will encounter within the university setting. We will practice reading and writing in a variety of genres with different expectations and levels of difficulty in order to give you a solid grounding in some of the major genres you will encounter in your college career and beyond. We will work on a series of readings and writing projects focused on the history, environment, and student life experience at UIC; these writing projects will culminate in group presentations on the topic of the student experience at UIC.

ENGL 160: Navigating and Analyzing Visual Culture
CRN: 11572; 11532
Days/Times: MWF 10:00-10:50; MWF 12:00-12:50
Instructor: Carrie McGath
This course will use the visual landscape around us as a way to critically evaluate society and the world. Much of the class will look to contemporary art and the numerous cultural landmarks and activities in the city and the world, accompanied by readings that will illustrate effective visual analysis with a critical eye. Visual analysis topics will include visual art, album covers, film, advertising, video games, music videos, and television. Specifically, our class readings and activities will address issues in visual culture including controversies, the market or economic issues in visual culture, and processes of artists in creating their work from creation to exhibition. There will be guest speakers in the arts during the semester to give students a real-world perspective about working within the visual culture. In-class participation is expected since much of our work in the course will involve the ability to posit and defend your analysis during in-class activities to facilitate a keen critical eye and analysis that will translate into the assigned writing projects throughout the course.

ENGL 160: Disability (W)Righting
CRN: 24146
Days/Times: 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 the history of the Disability Rights Movement, as well as engaging with works of art and poetry, in order to critically examine and actively participate in discourse and questions surrounding the concept of Disability as identity and community. Over the course of the semester you will write in four different genres, including a cover letter, a Literary and Media Analysis, a Profile, an annotated bibliography, and a final argumentative essay. After completing this course you will understand and be able to identify appropriate genres for writing, to understand and approach a variety of different texts, and to be able to communicate effectively in both an academic and professional capacity.

ENGL 160: Writing in Academic and Public Contexts
CRN:11811;11558
Days/Times: MWF 8:00-8:50; MWF 10:00-10:50
Instructor: Matt Moraghan
The main purpose of this course is for you to practice the skills that are essential for successful academic writing.  To practice those skills, we will consider the role that politics should play (if any) in an academic setting.  In the past year, a number of highly publicized protests on campuses across the country have rekindled debates over the proper function of colleges.  Many critics, on the left and the right, have argued that colleges should provide students with intellectual exposure to a range of ideas, including ones that they might find offensive; however, the same critics add that colleges often serve to indoctrinate students with specific political worldviews.  You will read versions of this argument, as well as others.  The readings (and our discussions in class) will inform the course’s four major writing projects: a Review, a Letter to the Editor, an Argumentative Essay, and a Manifesto.  In each of these projects, situation and genre will operate as guiding concepts for your investigation of the role that political discourse plays in the college classroom.  In order to complete these projects with confidence and clarity, you will spend a significant amount of time in class focusing on areas key to reading and writing at the college level.

ENGL 160: Mental Illness in Society
CRN: 27575
Days/Times: MWF 9:00-9:50
Instructor: Alonzo Rico
How do we define “mental illness” in society? It seems like a simple question, initially. Mental illness is obviously that thing people exhibit when talking, or yelling to some imaginary person. It’s that thing people do when they can’t necessarily leave the house unless certain rituals are performed in a particular way a certain number of times—it’s obviously in that person who’s unable to perform socially. But, what if these “illnesses” or “disabilities” are something that has been manufactured not only by large pharmaceutical companies, but by culture as a whole. Have we as a Western civilization, a civilization well aware of ourselves as a species, in a specific time created these categories, these terms, these labels of mental health? Is it okay that we speak in these terms and, if so, is it our duty that everyone (this includes the poor, the homeless, and those excluded by society) receive mental health care? This course will attempt to explore these questions in a general and broad sense so as to perceive the issues as a whole from every perspective and point of view. There will, of course, be no right or wrong answer, but a better understanding of how mental illness works in our society, how it functions in our day to day lives. 

ENGL 160: Your Take: Writing Your Way into the World Around You
CRN: 11393
Days/Times: MWF 12:00-12:50
Instructor: Jay Shearer
This course will direct and assist you in a written conversation with the world around you, primarily through (though not limited to) the art of composing an argument. Through articles, models, book excerpts and other media, you will examine popular culture, political culture, and your place in the country and the world. Your arguments will be geared toward specific situations in the genre of writing most appropriate to the issue at hand. You will express your take on a given situation using four distinct written forms (or genres): the Opinion Piece/Commentary, the Proposal, the Media Review, and the Argumentative Essay. This course will challenge you, improve your writing skills, and help you engage in a public conversation. It might even be actual fun.

ENGL 160: Appropriation in the Arts
CRN: 28743
Days/Times: MWF 1:00-1:50
Instructor: Brooks Sterritt
Though increasingly facilitated by recent advances in technology, the use of “borrowed” materials to create new works of art has been a more or less accepted practice since the early 20th century. This course will explore various uses of appropriation across the arts, from visual art (Dada and Surrealist collage, pop art, 1980s appropriation art, including Sherrie Levine), literature (Grace Krilanovich’s The Orange Eats Creeps, the work of Kenneth Goldsmith, and the cut-up technique as employed by William Burroughs), music (hip hop sampling over several decades leading to the mashup), and film (video collage). In this course you will engage with various forms of appropriation as well as respond critically—orally and in writing—to these examples.

ENGL 160: Chicago: Cuisine, Culture, Crime, and Campus
CRN: 24124
Days/Times: MWF 10:00-10:50
Instructor: Cecilia Villarruel
In this course you will learn how to effectively express yourself through writing; you will do this primarily by utilizing and honing your writing skills in four writing projects: a review, a feature story/profile, an argument, and a brochure.  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 Chicago, specifically on the food, art/culture, campus life, and criminal justice system within it.  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, as well as a better understanding of the city in which you live, work, and/or attend school: Chicago.

TR Sections

ENGL 160: Writing about American Cultural Myths
CRN: 11550; 11720
Days/Times: TR 8:00-9:15; TR 11:00-12:15
Instructor: Marla Weeg
In this course you will work on your critical reading and writing skills to help you in your academic career at UIC.   The core reading material we will look at will be from Gary Colombo, Robert Cullen, and Bonnie Lisle’s Rereading America (Tenth Edition). This book centers on some of the prevalent cultural myths in America. The publisher states, “Rereading America takes on the myths that dominate U.S. Culture: family, education, success, gender roles, race and the environment.”  Although we will be analyzing and using critical thinking in the readings, primarily this course provides the opportunity to explore writing and its consequences in four different situations and genres.   Through a selection of readings centered on the cultural myths of America, you will explore the ways that different written genres have an impact on their audiences and how the rhetorical construction of these genres can be effective in different situations.  Each writing project lasts three weeks, and asks students to work in different genres, including personal and argumentative essays, the opinion piece, and a dialogue.

ENGL 160: Writing about Language and Literacy
CRN: 11796
Days/Times: TR 9:30-10:45
Instructor: Danielle Bauman-Epstein
Why do we write and read, and how does the written word differ from other forms of communication?  What is literacy, what is its relationship to language, and what forms may it take?  If, as David E. Kirkland argues, literacy is inherently “social, cultural, historical, and even political,” how might this shape our understanding of language in all of its forms, including the written word?  In this course we will explore these questions and others about language, literacy, and power while becoming familiar with a particular form of language—academic writing.  Through work across four main writing projects in a range of genres students will investigate issues surrounding language and literacy and develop their skills in reading, writing, analysis, and argumentation.

ENGL 160: We are All Chicago: Exploring Humanity through a City and Its People
CRN: 11551
Days/Times: TR 9:30-10:45
Instructor: Lauren DeJulio Bell
As a student at UIC, your experiences in this city will shift and transform over time. You will be affected by the people around you, the physical space, and the social, political, environmental, and economic atmosphere of this city. You will engage daily with Chicago’s people; from the campus bookstore to public transportation to a local restaurant, your lives will intersect daily with a distinct group of people. This course is designed to immerse you in the city of Chicago as you engage in discourse and writing about a place and its people. We will explore what makes us a part of this large, urban city; we’ll also analyze how Chicago plays a role in shaping who we become. From argumentative writing and personal narratives to interviews and analysis, we will look closely at how our community influences our lives. Through reading and writing, as well as personal connections with the people of Chicago, our conversations will center on the impact of society, and how its people share our stories. You will read articles and texts that encompass differing views of what it means to live in Chicago. You will analyze the impact of story in relation to personal experiences. You will write in various genres, not only to develop your skills as a writer, but to further your engagement in the community around you. As a whole, we will discover what it means to be a productive citizen of a society, and learn from one another as we write about its impact.

ENGL 160: "The Horror! The Horror!"
CRN: 11769
Days/Times: TR 2:00-3:15
Instructor: Jessica Berger
All writing exists as part of a situated genre, and in this class you will learn to identify, navigate, and effectively respond to diverse writing situations using a genre of a different medium: the horror film. Horror is a genre in which subjects and trends active evolving with each passing decade, yet which also seems to operate via strict generic conventions. Throughout the semester we will ask questions about how and why horror’s cultural value. To develop this inquiry, we will examine film theory, academic papers, journalistic reviews, and works of film, art, and literature.  This course consists largely of discussion, group work, and presentations. Active participation is required. Warning: not for the faint of heart.

ENGL 160: Writing About Marriage
CRN: 39029
Days/Times: TR 12:30-1:45
Instructor: Jacob Boyd
In this class, you will engage in a semester long investigation of topics related to the issue of marriage.  This investigation will range from the various definitions of marriage to its pivotal role in debates over equality and freedom of choice.  Ultimately, this class will prepare you to think, speak, and write critically in a variety of rhetorical situations. You will learn to situate your own ideas into the context of ongoing conversations about marriage, starting with summary, moving to argument, and ending with profile. Your chief task is to become a better academic writer and reader, to accomplish this by improving your ability at all levels (planning, drafting, revising, etc.) of the writing process and at all levels (pre-reading, understanding, analysis, etc.) of the reading process.

ENGL 160: Writing in Academic and Public Contexts
CRN: 11583; 11390; 38941
Days/Times: TR: 11:00-12:15; TR 2:00-3:15; TR 3:30-4:45
Instructor: John Casey
How you write depends upon your purpose for writing and audience.  Are you trying to describe or inform your readers on a topic?  Or are you trying to persuade them to take a specific course of action?  Are your readers around your own age?  Do they share your social experiences?  Or are they part of a different age or social group?  Both of these elements of the writing process come together in the various forms of writing or “genres” that you use to communicate with those around you. Genres represent a contract between the writer and the reader that helps both parties anticipate the outcome of a specific piece of writing.   In this class, we will examine the concept of genre and use different forms of writing to explore the relationship between what we write and how we write.  The first two writing assignments will be descriptive in nature: an online Profile for someone who works at UIC and a Code of Conduct for Campus Housing.  The second two assignments will be argumentative in nature: an Opinion Piece examining the current debate on immigration and a Cover Letter/Proposal for a campus memorial honoring UIC’s veterans.  We will read exemplary pieces of writing in each genre and analyze what makes those pieces effective.  Then you will have the opportunity to write your own content in that genre.  Your course grade will be determined primarily by these four writing assignments and your progress over multiple drafts as well as regular attendance and class participation.

ENGL 160: Understanding Writing & Genres
CRN: 11337
Days/Times: TR 2:00-3:15
Instructor: Hannah Green
Writing is everywhere. From the tag inside your t-shirt to the lyrics of a song, from social media posts to this course description, we regularly encounter writing in all its styles and forms. The purpose of this course is to harness our pre-existing knowledge and skills to better understand how we learn to read and write, how we use writing to adapt and respond to different situations, and to understand what makes writing work. We'll have the opportunity to explore writing in a practical way that is relevant to our individual interests by examining how writing works in various settings including UIC and our future careers. While we discuss key concepts of academic writing such as situation, genre, language, and consequences, we will also examine writing as a process and look at how different mediums and technologies influence the form and content of what we write. We will complete four writing projects during the semester including a literacy narrative, a genre analysis, an argumentative essay, and a final portfolio. From each writing project, you will learn valuable writing skills that you can apply to other courses, writing outside of the university setting, and writing that you will encounter in your future careers.

ENGL 160: A Journey from Observation to Academic Argument
CRN: 11331, 11332
Days/Times: TR 8:00-9:15; TR 12:30-1:45
Instructor: Scott Grunow
“Information is not knowledge.” – Albert Einstein
The readings and writing assignments 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 others have explored. You will be embarking on 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 in argument-based assignments.  The first writing assignment, a formal letter to a campus or public official that contains elements of a report and a proposal, will explore the transition from high school to college as students adjust to diverse, often problematic living situations. The second assignment will introduce you to using audience appeals by presenting a multimedia “market plan” project and writing a rhetorical analysis of a visual medium. We will focus on how to adjust and eventually integrate your language and visuals to appeal to a specific audience, focusing on logos, ethos, pathos, and also kairos, that moment in reality that inspires and shapes your overall writing situation.  In the third and fourth assignments, we will wrestle with the complex issues involving the controversial business practices of the global retail giant, Walmart.  These two assignments will introduce you to academic discourse, especially drawing connections at the levels of ideas across multiple texts and defending a position in relation to the range of ideas surrounding a topic.  You will write the above assignments in response to close readings of texts, focusing on their situations and your insights, as well as connecting their ideas. All of the above assignments will help you become aware that writing is a dynamic process of thinking, drafting, revising, and editing.

ENGL 160: That One Good Scare: The Allure of Horror
CRN: 11841
Days/Times: TR 8:00-9:15
Instructor: Melissa Macero
Why do we like to be scared? What is the appeal of fear? Why do millions of people turn off all of lights and watch horror movies in sticky theaters or their own living rooms every year? Why is Stephen King a household name? What is the allure of horror? These and similar questions will form the intellectual basis of this class. We will examine the horror genre in most of its forms, while also exploring other genres of writing that pepper our lives and inform how we interact with the darkness of horror. In this class, you will complete four writing projects: a review, a profile, an argumentative essay, and a proposal.  Through these writing projects you will be contributing to the public discourse surrounding specific social, political, and philosophical questions related to the horror genre.  Each writing project will ask you to respond to a very specific situation by employing these different types of writing from these different situational genres.  In addition to these projects, you will write a cover letter outlining your understanding of the key English 160 terms as they apply to these assignments and your personal growth as a writer.

ENGL 160: Writing About Journalism
CRN: 11512; 11570; 11731
Days/Times: TR 8:00-9:15; TR 9:30-10:45; TR 12:30-1:45
Instructor: Scott McFarland
The purpose of English 160 is to bring you into an intellectual conversation on a particular subject, and to position yourself within that conversation. In this course, we will examine the role that journalism plays in American politics and culture. You will be introduced to the different genres of writing that make up “the press,” and to the basic journalistic principles of accuracy, integrity and fairness. This will involve evaluating the sources and resources from which news content is drawn, and analyzing how information is attributed, quoted and paraphrased. Work for this course includes: assigned readings, independent research, short weekly papers, and four longer papers—a letter to the editor, a news article parody, an argumentative paper, and a book review. The focus of our class discussions will be on looking at events and public policy questions that receive inadequate attention from mainstream media. These discussions will provide the basis for your independent research, in which you will identify both the news subjects and the news stories that you want to write about. Writing workshops and group activities will support this independent inquiry. By choosing your own subjects, posing questions, and making arguments, you will learn to write in academic and public contexts.

ENGL 160: What's Beef?
CRN: CRN 32837; CRN 23463
Days/Times: TR 12:30-1:45; TR 3:30-4:45
Instructor: Neri Sandoval
This section’s focus is on the history of U.S. Hip Hop music and culture, starting near the first Hip Hop hit single, The Sugar Hill Gang’s “Rapper’s Delight” (1979), and ends in the contemporary moment with Kendrick Lamar’s Untitled Unmastered, Lin-Manuel Miranda’s Broadway hit, Hamilton, and Beyonce’s Lemonade (all released in 2016). Besides listening to music, students will read scholarly articles surrounding the most visible academic debates in the history of the music genre, which we will undertake together as a common set of questions. Afterwards, students will develop their own academic inquiry into the course’s topic in order to experience the process of writing four different writing projects.

ENGL 160: Writing for Your Discipline
CRN: 11766
Days/Times: TR 8:00-9:15
Instructor: Heidi Smith
In this class you will learn the basics of academic writing for non-specialist audiences. The writing genres you will become familiar with will help you to develop your voice across a variety of interrelated situations (online writing, argumentative writing, proposals, literature reviews, and cover letters). By focusing on a topic and field of your choice you will gain a depth of knowledge that will help you figure out what you want to do in college, and/or give you space to explore a field outside your intended major or focus. Furthermore, through sustained engagement with a single discipline, you will gain a sense of how to learn about a new academic topic, and how to then engage with the field and communicate your findings to others. Through prewriting, extensive revisions, and critical engagement with the assigned texts and the texts you find on your own, you will develop a greater facility and familiarity with how to communicate clearly in writing and how to intervene in public debates and conversations.

ENGL 160: Writing about Immigration in the U.S.
CRN: 23296; 11801
Days/Times: TR 9:30-10:45; TR 2:00-3:15
Instructor: Lisa Stolley
This course will explore the complex and conflictual subject of immigration in the United States.  You will become familiar with historical and current policies, laws, perceptions, and the plethora of myths around immigration in the United States, with a particular focus on immigrants from Mexico and Central America.  Topics of discussion will include:  reasons for large numbers of immigrants to the U.S. from these areas; asylum seekers; the “great wall” promised by President Trump; the impact of immigration on public schools, employment, crime rates; and the current anxiety and divisiveness concerning unauthorized immigrants in the U.S., and both authorized and unauthorized immigration to the U.S.  We will also look at more personal aspects of immigration – the challenges of assimilation, the generational conflicts between first generation American youth and their immigrant parents, and more.  Class texts and material will include The Devil’s Highway, by Luis Urrea, hand-out material on the historical trajectory of U.S. immigration, a visit from a Chicago-based immigration lawyer, and academic writing handbooks.  You will learn effective methods of writing, including structuring and shaping a piece based on its purpose and intended audience, establishing an authoritative voice, argumentative techniques, language use, grammar mechanics, and more.  This course is designed to introduce you to the skills and tools you will need to join the academic community as an articulate participant. 

ENGL 160: Campus Controversies
CRN: 27282
Days/Times: TR 11:00-12:15
Instructor: Mika Turim-Nygren
The university setting is often accused of being an “ivory tower,” aloof from the conflicts of the real world. Yet over the past year, colleges kept making the headlines because of issues that went far beyond academia. A University of Chicago dean denouncing trigger warnings and safe spaces sparked outcry. A Stanford victim of sexual assault describing her attack went viral. Petitions to create sanctuary campuses spread from city to city. And speakers at Berkeley, Middlebury, and McMaster were shouted down or even attacked over their contentious views on race, gender, and sexuality. As you enter college yourself as first-year students, this course seeks to engage you in the kind of writing that can make waves on campus and beyond. We will read the various genres of writing that came out of these recent college controversies, from editorials to tweetstorms, and will analyze their rhetorical strategies. While our subject matter will sometimes be polemical or problematic, our classroom setting will always emphasize civil discourse and respect for one another. Throughout the course of debate, you will learn to take a stand as both students and citizens. Over the semester, you will produce four writing assignments situated within the university– a manifesto, an open letter, a petition, and an argumentative essay – which will enable you to argue compellingly for your convictions.

ENGL 160: Writing Towards the Arts
CRN: 11787
Days/Times: TR 11:00-12:15
Instructor: Jay Yencich
While much of the buzz of the last decade has been on the STEM fields—Science, Technology, Engineering, and Mathematics—many universities and secondary schools have recently recognized that a more creative component to spur the innovation necessary to those same disciplines. Hence, many have argued for an Arts and Design component to fill out the acronym, STEAM, thus integrating the philosophical and humanities elements traditional to higher education. In this section of English 160, we will be using the materials of the UIC composition program and its focus on genre and situation in order to explore the world of the arts, beginning with photography and increasing in writing involvement and critical scrutiny through the worlds of music and film before finally concluding in 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 both the status of these arts, what goes into evaluating them, and their relation both to the UIC campus, its history, and the world at large.

ENGL 160: Everything You Could Ever Want to Know (About Yourself)
CRN:
Days/Times:
Instructor: Andrew Osborne
In this course, you will explore how different ways of writing about yourself greatly affects the way you think about what it means to be a person. For instance, if you were to write a paper for a biology class on evolution, you would have a very different idea of what it meant to be you than you would if you were to write a cover letter to a potential employer. In the first, you are the product of evolution, an animal with a genetic code, and so on. In the second, you are a member of a society that requires you to have a job to survive.
The theme that guides this course boils down to two deeply interrelated questions:
1) What does writing about ourselves allow us to reflect on that is often never addressed in our everyday life? That is, what is the difference between self-reflection and actually living? This question is the more general, “What does it mean to write about ourselves at all?”
2) How do different genres – informed by social conventions and catering to audience expectations – directly influence the way that we think about ourselves? This question is the more specific, “What does it mean to write about ourselves by means of different, established genres?”


161

MWF Sections

 

ENGL 161: Entertainment and Identity: Writing about Stand-Up Comedy, Vaudeville, and the Minstrel Show
CRN: 11972; 11886; 11875
Days/Times: MWF 8:00-9:15; MWF 9:30-10:45; MWF 12:30-1:45
Instructor: Marc Baez
In this course we will examine relationships between entertainment and identity in Stand-Up Comedy, Vaudeville, and the Minstrel Show. As we examine these distinct but interrelated entertainment industries, we will consider developments in comedy, music, dance, fashion, management, and advertising. English 161 is designed to provide you with the tools that you will need to engage in academic inquiry.

ENGL 161: Writing about Race, Class, and Gender in the United States
CRN: 11853; 29283
Days/Times: MWF 2:00-2:50; MWF 3:00-3:50
Instructor: Philip Jenks
This course explores the relationships and intersections between race, class, and gender in the United States.  How do race, class, and gender intersect in and shift our understandings of one another? What is intersectionality? In this class, you will critically examine the intersectional meanings of race, class, and gender with an emphasis on how each of these inflect and affect our lives. You will connect these three concepts to our role in the world. By combining the experience of exploring the intersectionality of race, class, and gender with relevant written assignments and readings, you will enhance your research skills considerably. Your written assignments include an annotated bibliography, a research proposal, a literature review, and a culminating research paper. In each assignment, you will demonstrate an ability to summarize and analyze effectively.

ENGL 161: Writing about “Chicago’s Murder Problem”
CRN: 11851
Days/Times: MWF 11:00-11:50
Instructor: Aaron Krall
In May 2016, The New York Times published a feature story, titled “Chicago’s Murder Problem,” in which a seemly simple question was posed: “what’s going on in Chicago?” In our section of English 161, a writing course situated in academic inquiry, we will take up this question through an exploration of academic research and public debate. The complex answer involves race, poverty, segregation, gangs, education, social media, policing, and guns, among other issues. 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: Social Justice as the Mirror and the Lens
CRN: 27565; 25953; 21668
Days/Times: MWF 12:00-12:50; MWF 1:00-1:50; MWF 3:00-3:50
Instructor: Mark Magoon
In this section of English 161 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 use that topic as both mirror and lens en route to academic writing, 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: Is Technology Making Us Smarter, or Are We Dumbing Down?
CRN: 21667
Days/Times: MWF 2:00-2:50
Instructor: Katherine Parr
Is technology making us smarter, or are we dumbing down? From national security to the kindergarten classroom, computers have become essential to our daily lives. This section of English 161 will address the issues surrounding the use of computer technology and its effects on society. Your research will delve into the use of the technology on many fronts in order to determine its usefulness and its potential for disruptions, such as attention in children, cyber attacks, travel safety, storage of personal and vital information, e.g., in finance and in medical records. After becoming familiar with the arguments for our dependence on computer technology and the arguments against, students will choose its use in their fields of interest, or studies, for an individually tailored research project.

ENGL 161: The Age of Extremes
CRN: 11861
Days/Times: MWF 12:00-12:50
Instructor: Justin Raden
What was the 20th century and what is its specific relation to how we write, research, and think? It is generally held that this period of western history is the first for which we can not produce a comprehensive picture. Why exactly is this and what does that mean for us as prospective researchers and scholars--not just of history, but of science, art, business, engineering, mathematics, English, etc? This course will try to take these questions up as foundational to any consideration of reading and writing practices, critical thinking, and researching. It will do so through discussion of the procedures and processes on which academic research writing and reading is based and it will turn those methods onto the fraught history of the 20th century, via selections from Eric Hobsbawm’s The Age of Extremes. This will provide us with both a sample case of extended academic argumentation, as well as a historical framework in which to situate our discussions of academic practice.

ENGL 161: Histories of the Present
CRN: 24147
Days/Times: MWF 8:00-8:50
Instructor: Robert Ryan
This course poses two relatively simple questions: what is history and when does it meet the present? Over the course of the semester, we will attempt to think about these questions in and through writing. That is, we will consider the way history shapes our present social and political reality, and the ways that writing, in various forms, can help us understand and shape that present. Through a variety of reading and writing assignments, you will learn to transform subtle intimations and disparate thoughts into elegant written arguments; how to turn a series of disconnected intuitions into powerful rhetoric. In short, you will learn to give shape to and affect your world. Across four major assignments, you will learn to find the past in the present, in everyday your spheres, and to regard it with a critical eye. The course will begin with a series of (reasonably brief) assigned readings, but will for the most part focus on your interests and research. This means that you will be given a large amount of autonomy in your work: you will be encouraged to take up whatever it is interests you and to think critically about it. Readings will be organized around Howard Zinn’s A People’s History of the United States and will likely include other topical works as the semester progresses.

ENGL 161: Inner Sectum: Reading, Writing, and Researching About Insects and Their Intersection with Humans
CRN: 21838; 11922; 21629
Days/Times: MWF 8:00-8:50; MWF 9:00-9:50; MWF 11:00-11:50
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. If you’re interested you might find perusing Hugh Raffle’s Insectopedia (one of two required texts for the course) useful in terms of the scope of course inquiry.

ENGL 161: Writing About Comedy and Gender
CRN: 31721/31724
Days/Times: MWF 8:00-8:50
Instructor: Evan Steuber
In this course we will examine the history of stand-up comedy and sketch comedy through the lens of female comedians. Throughout the years, several famous comedians have felt indifferent enough (or strongly enough) to declare that women, simply, are not funny. And yet, if success is the marker, then countless women are indeed funny, more recently headlining major comedies such as Bridesmaids, while others have created hit shows such as Parks and Recreation and Inside Amy Schumer. Therefore, the question is not what makes someone funny (a generally subjective matter), but why people feel the need to declare that women specifically are not funny. At the heart of the matter is an ambiguous definition of the sexes formed by recent and not so recent history. What, as a culture, do we consider “woman?” What do we define as “man?” How do these ideas conflict and come together? We will see how female comedians have accepted and dealt with issues that are present before they even take the stage, and how their comedy reflects the issues of this debate. Our class is concerned with the analysis of the personas comedians take on and how their jokes produce meaning and cultural critique. All standard 161 essays will be required in addition to individual presentations and a significant amount of watching and reading.

TR Sections

ENGL 161: Taking Thought: Writing Analytically about Philosophy
CRN: 11961; 11892; 40447
Days/Times: TR 2:00-3:15; TR 3:30-4:45; TR 5:00-6:15
Instructor: William Ford
Why does anything exist, rather than nothing? Was the universe brought into being somehow by accident, or was it intentionally created? Does God exist? What happens after we die? If the universe is "nothing but" matter and energy, what is consciousness? Could machines (robots) ever become conscious (artificial intelligence)? How can we be sure that we really know what we think we know? What are the rules of thinking? How does language relate to the world that it purports to describe? Do we have free will? How do we know right from wrong? What is the best way to organize a society? Are there universal standards for art, or is beauty just "in the eye of the beholder"? As the title of one philosophy text puts it, "What does it all mean?" Such questions are the stuff of Philosophy. In this course, we shall be investigating these questions, and many more, with the aid of two main texts: Mel Thompson's Understand Philosophy, and Anthony Kenny’s An Illustrated Brief History of Western Philosophy. In addition, we shall be consulting a writing text specifically designed for beginning philosophy students (Writing to Reason by Brian David Mogck) that will help you, literally, to "compose your thoughts" in a methodical and analytical way, as you learn how to conduct research, how to formulate and clarify a specific philosophical question, and how to fairly consider all the alternatives in order to approach a reasonable--if tentative--solution to it. You will compose your Research Project in sections over the course of the semester, and by the end, you will have completed a thorough analytical study (of about 25 pages) of the philosophical question of your choice. Philosophy majors (current or prospective) are especially welcome, but this course is open to anyone with an interest in the subject; no prior knowledge of philosophy is required--just a deep curiosity about the True, the Good, and the Beautiful.

ENGL 161: Energy Politics, Nationalism and Apocalypse
CRN: 40443
Days/Times: TR 8:00-9:15
Instructor: Corbin Hiday
Debates revolving around access to, use and implementation of energy (nuclear, wind, solar, “green,” more generally), are at the heart of many global and domestic discussions related to global capitalism and climate change. In this class we will take up questions surrounding the role of energy in this global and domestic context—looking back at the “Atomic Age,” the bombing of Hiroshima and Nagasaki, the Cold War and threat of apocalypse, the Oil Crises of 1973 and 1979, and more contemporary concerns such as the Paris Agreement at COP21, controversy surrounding the Keystone and Dakota Access Pipelines, and our current political reality of ethno-nationalism, with a State ran by “Petro-crats.” Key questions will involve interrogating the return to oil and coal reliance within political imagination, and what this reflects about our perception of class, gender and race. Through the examination of various forms of “texts”—scholarly, public, governmental, literary, visual and cinematic—we will use this topic to develop skills of academic research and writing. In addition to thinking through socio-economic aspects of energy politics, we will also explore the cultural representation and understanding of energy and disaster/catastrophe—often arising in the form of apocalypse. Throughout the course, you will identify a topic broadly related to “energy politics” and through research and inquiry ultimately produce four related writing projects, culminating in a final research paper.

ENGL 161: “Chicago Works?”: Writing Through the Issues of the Working Poor
CRN: 32676; 27228
Days/Times: TR 8:00-9:15; TR 12:30-1:45
Instructor: Jennifer Lewis
In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the "working poor" in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.