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/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 110: English and American Popular Genres
CRN: 11166
Days/Times: TR 2:00-3:15
Instructor: Marsha Cassidy
This course studies our culture's most popular fictional genres, with crime, horror, and romance among the central topics.
 
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 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: 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: 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 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 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 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 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

 

071

 

160



161