Courses In English

COURSE DESCRIPTIONS

This is an unofficial list of English courses that will be offered in Fall 2018. 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
First-Year Writing Program:  060 | 070 | 071 | 160 | 161

100 Level

ENGL 101: Understanding Literature
CRN: 22333 / 22337
Day(s)/Times: TR 3:30-4:45
Instructor: Buslik, Gary
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 midterm and final exams.

ENGL 101: Understanding Literature - Bureaucracy, and the Man Behind the Curtain
CRN: 20586 / 11088
Day(s)/Times: MWF 8:00-8:50
Instructor: Rico, Alonzo
What is bureaucracy? We encounter it everyday either through long tedious forms that require endless amounts of information such as: name, birthday, social security, mother’s maiden name, home address, permanent address, place of previous employment, reason for leaving (or, if fired, please explain why); or, through the anxiously paranoid thought that crosses our mind when the functionary behind the desk says, “we don’t have your paperwork on file, you may want to speak to so-and-so,” whom, as we all know, will simply pass us to the next functionary, and to the next until we end up back where we started. In this course, then, we will explore this concept of bureaucracy, and attempt to answer such questions as: how does bureaucracy work, why does it work, who makes it work, what does it mean to be a bureaucrat, and what does Hannah Arendt mean when she writes in The Origins of Totalitarianism that “the ideal of such a political body [bureaucracy as a form of government] will always be the man behind the scenes who pulls the strings of history”?

ENGL/MOVI 102: Introduction to Film: Stalking the Horror Film from DR. CALIGARI to GET OUT
CRN: 11104; 24423
Day(s)/Times: Tue. 2:00-3:15, Thu. 2:00-4:45
Instructor: Dancey, Angela 
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 films from around the world, examining their formal aspects (how they are constructed), their significance (what they mean), and the historical contexts in which they were produced (what they reflect about culture). In addition, we will be using the horror genre as a framework for our exploration of film techniques and traditions. Questions we will consider include: How has film been shaped by and expressed our common fears? Why is the horror genre so enduring, and how has it evolved over time? Why do we enjoy being frightened by certain films and experiences?

ENGL 103: English and American Poetry
CRN: 20646 / 20645
Day(s)/Times: TR 11:00-12:15
Instructor: Ashton, Jennifer
In this course we'll study poetry not only by examining specific poems but also by considering the art form as a generalized endeavor that functions, in the words of the poet and critic Allen Grossman, as an ongoing "civilizational project." Our texts will span several centuries and two continents, from anonymous 13th-century Scots ballads to experimental poetry published in the last five years. We'll look at major works from key periods and developments, including representatives of 17th century metaphysical poetry, the romantic lyric, modernism, the Black Arts Movement, "Language" poetry, conceptual poetry, rap, and even some recent experiments in crowd-sourced authorship, such as the Google-based "Flarf" movement and poetry-for-hire using Amazon Turk. From the outset we'll consider basic questions: What are the requirements for reading a poem? What methods do we need to explain the meaning of a poem? Where and how do we connect each poem's very distinctive formal qualities to the communicative aims it does and doesn't pursue? How do poets negotiate their work's place in relation to the traditions they inherit and the pressing issues--aesthetic, social, political--of their own moment? Grading will be based on a midterm and final exam, short written assignments involving both creative and analytical practice, and class participation.

ENGL 103: English and American Poetry
CRN: 22348
Day(s)/Times: MWF 11:00-11:50
Instructor: Pugh, Christina
The reading of poetry requires a different form of attention than most reading of prose (whether fiction or information). This course is an introduction to the close reading of poetry in English, drawing from highlights of both the English and American lyric traditions over several centuries. By paying close attention to the details and prosodic strategies of poems, we will increase the pleasures we take in reading them both silently and aloud. The course will provide tools for reading and interpreting poems in both formal and free verse, and in genres that perform many varieties of engagement with the self, others, and the material or natural world. We will consider the hallmarks of the lyric poem: apostrophe, metaphor, and musicality, just to name a few. Written assignments will include short close-reading papers, longer papers, and midterms and final exams.

ENGL 104: English and American Drama
CRN: 26201
Day(s)/Times: MWF 10:00-10:50
Instructor: Krall, Aaron
How do plays represent the world? How do they produce new worlds? This course will examine the form and content of English & American drama from the end of the nineteenth century, the beginning of “modern drama,” to the contemporary stage. We will focus on strategies for critically reading and writing about plays through an analysis of works by playwrights including Glaspell, O’Neill, Beckett, Albee, Soyinka, Fornés, and Parks, and we will see and review a production by the UIC Theatre. Our reading will be supported by an exploration of the relationships between written texts and live performances through projects involving acting, directing, and design, as well as literary criticism. We will also explore the social contexts for plays by reading theatre history and dramatic theory, including pieces by Aristotle, Shaw, Artaud, and Brecht. In this way, the literary texts and techniques of playwrights will be complemented and complicated by the theatre artists, theatre companies, critics, and audiences that shaped their production.

ENGL 105: English and American Fiction - Morlocks, Robots, Androids, Cyborgs: An Introduction to Science Fiction Literature
CRN: 31721/31724
Day(s)/Times: MWF 10:00-10:50
Instructor: Baszak, Gregor
Centuries after Nicolaus Copernicus proved that the earth revolved around the sun, Charles Darwin came along and showed us once more that the universe wasn’t created with us in mind: Rather than the product of a divine act of creation, humans were merely the product of a long process of what he called “random mutation” and “natural selection.” We tend to forget that this process of evolution is still ongoing and that our species might look a lot different from now—especially if we speed up the process ourselves, as developments in genetic engineering and AI indicate…
In this class we will read a selection of science fiction writers from the UK and America who pondered what the future of evolution—natural and scientific—might bring with it. Our readings won’t look to space as much as inward, to ourselves. What did writers more than a century ago believe the future may hold? What do writers today predict? The authors we will discuss may include H.G Wells, H.P. Lovecraft, George Schuyler, Aldous Huxley, Isaac Asimov, Philip K. Dick, William Gibson, Octavia Butler, and others.
The weekly amount of reading will be manageable, but to expect an A, you should enter this class with a willingness to read.

ENGL 105: English and American Fiction - Disastrous Environments
CRN: 33744
Day(s)/Times: TR 12:30-1:45
Instructor: Hiday, Corbin
During our present moment of climate change and ecological crisis—rising sea levels, a warming planet, species collapse, and population displacement—what might literature offer to ongoing climate discourses so often mired in techno-utopian engineering, or in outright political denialism? In this course, we will explore the role of literature across continents and borders to grapple with our current moment of climate disasters, present catastrophes with deep roots in our past, including imperialist expansion, accumulation, and appropriation against limits—ideologies foundational to the British nineteenth century, giving birth to industrialization and extractive fossil-fuel practices. Over the duration of the course we will also consider representational problems that arise when grappling with such an abstraction as “climate change,” and its disasters, thinking through what Rob Nixon terms, “slow violence,” lived realities of climate disaster that do not manifest as spectacularly evental, manifesting in plain sight, but rather accumulate and accrete over the long course of history. If our current social order (through political arrangements of institutions) has produced what manifests as the looming destruction of the world, how does literature, fabrications and constructions of worlds, offer visions beyond catastrophism and/or denialism? Potential authors include: H.G. Wells, J.G. Ballard, Octavia Butler, Cormac McCarthy, Margaret Atwood, Kim Stanley Robinson, Ken Saro-Wiwa, and Italo Calvino.

ENGL 105: English and American Fiction - End Times in British and American Fiction
CRN: 11126; 20597
Day(s)/Times: TR 8:00-9:15
Instructor: Luft, Alex
According to literary critic Frank Kermode, one of the great charms of books is that they must end. How might we read the ending of a novel against a sense that our world might be near its end? While we can envision a variety of apocalypses for the world as we know it, some endings might also be alluring, as when we imagine the end of racism, sexism, ableism or economic injustice. This course will analyze British and American literary fiction that imagines worlds arriving at their ends, with special attention to matters of plot, temporal structure and narrative closure. Selected novelists will likely include Virginia Woolf, Kurt Vonnegut, Katherine Dunn, Julian Barnes, and Colson Whitehead.

ENGL 107: Introduction to Shakespeare - Shakespeare Then & Now
CRN: 29183 / 29182
Day(s)/Times: MWF 10:00-10:50
Instructor: Aleksa, Vainis
Shakespeare continues to stir our hearts and minds through words and stories about the joy of falling in love, the lust for power or revenge, the desire for harmony and beauty, the fascination with violence and death, and the strength we find at times to rise above a sea of troubles. We will seek to understand the long lasting power of Shakespeare’s plays by analyzing how recent films portray them. We will also take a trip back in time to learn how the plays were experienced by their first viewers. Thinking about what these plays teach us about life will give us an opportunity to practice a range of communication and critical thinking skills. Because the course will emphasize discussion and what students can learn from each other, attendance will count heavily. Assignments will include quizzes, reflections, adaptations, and proposals for new ways to enact the plays.

ENGL 107: Introduction to Shakespeare - Remaking Shakespeare
CRN: 26593 / 26585
Day(s)/Times: TR 2:00-3:15
Instructor: Gore, Jeffrey
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.

ENGL 108: British Literature and British Culture - Literary Futures
CRN: 22313
Day(s)/Times: TR 9:30-10:45
Instructor: Canuel, Mark
This course will focus on the way that works of literature engage in future-directed thinking in order to imagine new selves, relations, communities, and institutions. Focusing on texts from the Romantic age to the present, our studies will range over works that are sometimes utopian, sometimes dystopian, and sometimes somewhere in between. We’ll want to address questions that include the following: What is the relation between literary and political writing? Why do writers of poetry and novels think that their works are adequate ways to think about new social relationships? What opportunities are disclosed by future-directed literary work, and what opportunities are foreclosed? What is the relationship between revolutionary thinking and progressive thinking? To what extent do new societies demand new kinds of people to inhabit them? Authors we’ll consider will most likely include William Blake, Percy Shelley, William Morris, T.S. Eliot, and Kazuo Ishiguro. The class will be supplemented by programming at the Institute for the Humanities, including the “Political Futures” conference in October 2018. Requirements: attendance, participation (with short homework assignments or quizzes), 1 short essay, 2 papers, midterm, and final exam.

ENGL 108: British Literature and British Culture - Not-British British Literature
CRN: 29602
Day(s)/Times: MWF 12:00-12:50
Instructor: Mufti, Nasser
At its height, the British empire ruled over a quarter of the world’s population. What do writers from this empire think about Britain? What is their relationship to British rule both during and after colonization? In this course on “British literature,” we will look to those who were colonized, dominated, and exploited to tell us about Britain, its empire and its afterlife. How do writers from the Caribbean, Africa, and South Asia represent Britain? Does this change over time? What are narratives of immigration to Britain like (and how are these different from immigrant narratives in the United States)? What is a British literature that is wholly not properly “British”?

ENGL 109: American Literature and American Culture - American Literature in Black & White
CRN: 25235 / 25231
Day(s)/Times: TR 8:00-9:15
Instructor: Ryan, Robert
A cursory glance at many classic anthologies of American literature will reveal a remarkable consistency: their whiteness. What, though, does it mean to understand American literature as white? Why do we distinguish African-American literature as something outside of or parallel to or distinct from, a more general American literature? To put these questions somewhat differently, we might ask: how does American literature and culture organize itself around the question race?

Addressing these questions, our course will be interested in a long history of American literature, focusing on how novels, stories, poems, and various other cultural forms call forth and invest themselves in a certain racial imaginary, one that has profound consequences for the present political moment. Put more bluntly, from pre-Civil War to contemporary America, race has played a crucial role in understanding what something like “America” even means, and today, in an era of heightened state violence and grassroots resistance.

Our course will pair texts from different moments over the past two centuries to work out how we have thought about race--in particular, categories of whiteness and blackness--in various contexts, culminating in two films: 2017 Oscar winner Get Out! and 2002 Eminem vehicle 8 Mile. Authors will include Herman Melville, Frederick Douglass, William Faulkner, Toni Morrison, James Baldwin, Graham Greene, George Saunders, and Colson Whitehead. We will also critically listen to and discuss albums such as Beyonce’s Lemonade, D’Angelo’s Black Messiah, Kendrick Lamaar’s To Pimp a Butterfly, among others, to understand how America’s racial history is taking shape in the present moment.

ENGL 109: American Literature and Culture - Experiencing the Civil War from the Desk to the Frontlines
CRN: 25223 / 24237
Day(s)/Times: MWF 12:00-12:50
Instructor: Grey, Robin
This course will cover the experiences of people during the American Civil War (1861-1865), from the perspective of those on the front lines (soldiers), the home front (women and children), and those who wrote about it from the safety of their desks. We will read soldiers' and their wives' letters, diary entries, and similar texts from the people who were fighting or enduring the war. We will also read the literary writings of those who were not in combat, but were invested in the war in other ways, including Walt Whitman (who served as a nurse), Herman Melville (who went on one campaign to learn about the war), Louisa May Alcott (who served in the newly permitted women's nursing staff), and Ambrose Bierce (who had the distinction of both fighting and writing in detail about it in his chilling short stories). We will also read black soldiers' letters and African American authors writing about the war. There will be a midterm, a short paper, some brief reaction papers, and a final exam.

ENGL 110: English and American Popular Genres - Crime, Romance, and Horror
CRN: 11166
Day(s)/Times: TR 12:30-1:45
Instructor: Cassidy, Marsha
Crime, romance, and horror are three of our culture’s best-loved forms of popular fiction. This course studies the conventions and formulas that make these tried-and-true genres so enduring in literature, film, and television. In our readings, out-of-class screenings, and student discussions, we search for the underlying cultural and social themes that drive these stories. Questions of race, ethnicity, sexual orientation, social class, and gender over-arch the course and help us rethink the value of popular art itself. Required work includes reading quizzes, unit exams, several short response papers, group work, a class presentation, and creative projects.

ENGL 111: Women and Literature - The Trope of the "Fallen Woman" in 19th and 20th Century Fictions
CRN: 32312
Day(s)/Times: MWF 10:00-10:50
Instructor: Cridland, Nicole
In this course we will read literary texts that depict women who attempt to break free of the confines of traditional gender roles and domestic expectations by engaging in illicit behaviors (specifically women who carry on extramarital affairs, harbor same sex desire, or refuse to engage in domestic labor). We will begin the class with Gustave Flaubert's 19th Century novel, Madame Bovary, where the female protagonist falls within the trope of the "fallen woman," and continue to more contemporary works that depict women who engage in behavior considered shocking or illicit in the context of the gender norms of their time.

Through our readings we will examine and unpack questions surrounding what makes a female character of a fictive work be seen as shocking, rebellious, or dangerous in the face of conventional family structures and domestic expectations, as well as ask what greater cultural implications may result from writing such a character. In addition to the novels, we will read secondary criticism and theory in order to deepen your understanding of the primary texts’ social and historical contexts and help you more pointedly approach your class participation and writing.

ENGL 111: Women and Literature
CRN: 11191
Day(s)/Times: TR 3:30-4:45
Instructor: Turim-Nygren, Mika
Norman Mailer infamously called women’s writing “always fey, old-hat, Quaintsy Goysy, tiny, too dykily psychotic, crippled, creepish, fashionable, frigid.” Similarly, Mark Twain so loathed reading Jane Austen that he expressed a wish to “dig her up and beat her over the skull with her own shin-bone.” What about women’s writing could have inspired such animosity? Was it the caliber of the writing – or was it the convictions of the women? What features of writing by female authors might even make it distinguishable as “women’s writing” to begin with? In this class, we will read works by women who made waves. We will pay special attention to the way that these women, in the process of tackling unconventional subject matter, wound up creating new genres and literary forms. Readings will come from American literature of the 19th and 20th centuries, including longer works by Charlotte Perkins Gilman, Kate Chopin, Sylvia Plath, Edith Wharton, and Margaret Atwood, as well as a variety of short stories and essays. Major assignments will consist of one four-page and one six-page essay, a midterm exam, and a final exam.

ENGL 112: Introduction to Native American Literatures
CRN: 34771
Day(s)/Times: MWF 10:00-10:50
Instructor: Villarruel, Cecilia
This course is an introduction to the oral and written literatures of Native Americans and First Nations people. While we will mostly read fiction, we will also read articles, essays, speeches, and excerpts from memoirs to help contextualize the novels and stories we read. Readings will likely include Louise Erdrich, Thomas King, William Apess, Sarah Winnemucca, and N. Scott Momaday.

ENGL 113: Introduction to Multiethnic Literatures in the U.S. - Introduction to the Multiethnic American Novel
CRN: 25649
Day(s)/Times: MW 4:30-5:45
Instructor: Brown, Margaux
In this introductory course, we will explore novels written by an array of multiethnic writers in order to gain a broader understanding of how the novel works on the level of form and content to create a text that is both prospective and retrospective in nature. Kenneth Warren suggests in his book, What Was African American Literature? that what separates literature today from what proceeded it is that it is retrospective in nature compared to the prospective literature of our past. What does it mean for an author to create a novel that offers a retrospective or prospective depiction of American life? We will explore issues of class, race, and gender in relation to larger social, political, and cultural movements throughout American history. As we read through African, Native, Latin, and Asian American novels we will explore how these authors engage in debates of language, literacy, culture, space, place and the antagonisms that occur between these intersections; and what it means to be both multiethnic and American. At the same time, we’ll think about the function of the novel both in representing ethnicity and in making an argument that ethnicity is something that needs literary representation. Students will write several short close reading exercises, as well as a longer paper. Assessments will likely include reading quizzes, a midterm and a final exam. We will read texts by authors such as Charles Chesnutt, Zora Neale Hurston, N. Scott Momaday, Leslie Marmon Silko, Octavia Butler, Jamaica Kincaid, Junot Diaz, Sherman Alexie, and Colson Whitehead.

ENGL 114: Introduction to Postcolonial Literature - The Empire Writes Back
CRN: 27712
Day(s)/Times: TR 12:30-1:45
Instructor: Barnes, Natasha
This course is designed to introduce students to the aesthetics and politics of postcolonial literature. We will start first by interrogating what colonialism is and examining how European (particularly British) literary culture participates in the promotion of colonial power. Next we will see how writers from marginalized societies respond to this. The course will be organized around the pairings of literary texts from a variety of historical and geographic contexts. Charlotte Brontë’s Jane Eyre will be read alongside Jean Rhys’ Wide Sargasso Sea; Joseph Conrad’s Heart of Darkness will be compared to Chinua Achebe’s Things Fall Apart. Whenever possible we will think through an “internal colonization” model to study the writing of historically marginalized groups in the United States. Students will be required to write two essays and take a midterm and final exam. Everyone expected to keep up with readings and contribute regularly to class discussion.

ENGL 117: Introduction to Gender, Sexuality, and Literature - Intimate Disruptions: Disability, Gender, Sexuality and Literature
CRN: 30900
Day(s)/Times: MWF 8:00-8:50
Instructor: McManaman, Ann-Marie
This course intends to disrupt – it intends to push against limited ideas of embodiment, medicalization, and understandings of disability, gender, and sexuality. As such, we will explore both a historic and literary account of gender and sexuality as a means of thinking about the ways in which literature counters and engages with the medicalizing and pathologizing of sex. Our focus will be on the ‘invention of heterosexuality’ and the ‘normative’ and literary and theoretical responses to the emergence of these terms. Together we will think about the de-sexualizing of non-normative bodies and the radical response of crip and queer intimacies (and the act of claiming and using these words). We will consider various kinds of experiences of sex, love, passion, violence, and bodies. Our classes will explore, through close reading and application of theoretical concepts, poems, novels, short stories, and comic books with particular attention to the ways in which disability, gender, and sexuality, are produced in form, content, and language. Literary texts may include Virginia Woolf, Alison Bechdel, Emily Dickinson, Walt Whitman, and Herman Melville. Theoretical readings may include Eve Sedgwick, Michel Foucault, Judith Butler, Heather Love, Michael Warner, Lauren Berlant, and other scholars working in queer and disability studies.

ENGL 117: Introduction to Gender, Sexuality, and Literature - Love is Strange: Exploring the Politics of Desire in Modern Literature
CRN: 25656
Day(s)/Times: MW 4:30-5:45
Instructor: Rupert, Jennifer
We will begin the work of ENGL 117: Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which 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: 39311
Day(s)/Times: T 3:30-4:45 TH 3:30-6:15
Instructor: Drown, James
Course Description, Goals, and Objectives Film and its media outgrowths have become an integral part of daily modern life. These media are fascinating to study, as they act as both a reflection of our culture, and as an impetus for cultural change. They are one of the primary ways we embody much of our current storytelling, and that we perpetuate our cultural history and myths. In this class, we will view sets of populist films primarily from the late 60’s to the early 80’s. Looking at sets of films will allow us to use compare and contrast techniques to examine how films reflect the historical moment, deep-seated social beliefs, and help predict and reinforce social change. Requirements for the class include weekly responses to the films, a group project analyzing your own set of films, and a take-home midterm and final. After this class viewing films will become a richer experience that will allow you to see the world around you in new ways.
ENGL 120: Film and Culture - Working-Class Horrors
CRN: 35432
Day(s)/Times: Mon. 3:00-4:50; Wed. 3:00-5:45
Instructor: Macero, Melissa
In this class, we will examine how the working-class has been represented in horror films from the 1930s to today. We will pay particular attention to the use of sub-genres (psychological horror, body horror, home invasion, etc.) and how these forms capture or complicate how the working class is viewed in society. In order to fully understand how the working class is portrayed, we will also compare this representation to those of the upper class and the poor.

ENGL 122: Understanding Rhetoric - Persuasion in a Dangerous Time
CRN: 32345
Day(s)/Times: MWF 2–2:50
Instructor: Reames, Robin
What is “rhetoric” and why should we care about it? Although Socrates demeaned rhetoric as a dangerous and deceptive form of flattery, Aristotle defined it as an art—the art of seeing the available means of persuasion. Even today the importance of these ideas can be witnessed all around us. From political controversies, to product advertisements, to outright lies—the power of language persuades us, determines our thoughts and beliefs, and dictates our actions. In this course we seek to understand rhetoric—both what it is and how we use it. In this way, rhetoric is meant to help us understand more about the world around us.

In this course, we will test the relevance of the some of the basic concepts of the rhetorical tradition as we analyze numerous rhetorical events of our own time: the rhetorics of DACA, the Muslim ban, the Black Lives Matter movement, and more. Through examining how concepts like kairos, stasis, ethos, pathos, etc., function in these and other rhetorical events, we will gain a deeper understanding both of how persuasion works… and how it fails.

200 Level


ENGL 200: Basic English Grammar
CRN: 21003
Day(s)/Times: TR 9:30-10:45
Instructor: Gore, Jeffrey
Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.” In this course, we’ll work to get the best of both perspectives: rules will become tools to help you to speak and write more effectively. 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: 12066; 35758
Day(s)/Times: MWF 10:00-10:50; MWF 1:00-1:50
Instructor: Parr, Katherine
Grammar is an important component to writing. It enables a writer to produce sentence structures that affect how well a message, essay, or other document will be received by the reader. 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. However, this is not a remedial course in grammar. It does advance the student's understanding of grammar from Composition I and II.

ENGL 201: Introduction to the Writing of Creative Non-fiction - Prose, Podcasts, and Digital Storytelling
CRN: 12072
Day(s)/Times: TR ‪11:00-12:15‬
Instructor: Green, Hannah
Creative nonfiction (CNF) combines the creative craft choices, language, and literary devices of creative writing with the real, everyday experiences of nonfiction to create personal yet accessible narratives. Lee Gutkind likens CNF to jazz with its “rich mix of flavors, ideas, and techniques, some of which are newly invented and others as old as writing itself.” Some of these newly invented techniques embrace different mediums to create digital storytelling, especially podcasts. While podcasts cover a range of topics and forms, this course will focus on “true stories, well told.” We will read CNF and craft essays to trace the development, differences, and debates surrounding both the CNF genre and digital storytelling. In tracing these histories, we’ll analyze and participate in the rise of podcasts such as The Moth, Strangers, This American Life, and Snap Judgement. By the end of this course, we will be able to identify elements of creative writing, analyze their effects, and verbalize our craft choices as we create and share our own essays and podcasts.

ENGL 202: Media and Professional Writing
CRN: 23568
Day(s)/Times: TR 9:30-10:45
Instructor: Christian, Margena
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: 32314
Day(s)/Times: MWF 10:00-10:50
Instructor: Shearer, Jay
In this course, you will develop a fresh perspective on—and skills regarding—writing for media (print & online) and the basic principles of journalism and publicity. 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 and PR to blogging and feature writing—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 202:Media and Professional Writing
CRN: 39382
Day(s)/Times: MWF 9:00-9:50
Instructor: Hayek, Philip
We all belong to a discourse community known as Millennials, myself included, and we are “digital natives.” We all consume media constantly, and in this class we’ll practice producing basic forms of media in various professional contexts. Through extensive reading, writing and discussion, you will analyze and produce work appropriate for these dynamically evolving industries. You will examine multiple aspects of media and communications—from journalism to public relations—and create writing samples in various genres and mediums that take advantage of the different digital technologies available to us. This course is intended to prepare you for internship and employment opportunities in different fields that utilize written communication.

ENGL 210: Introduction to the Writing of Poetry
Day(s)/Times: MWF 11:00-11:50
Instructor: Borzutsky, Daniel
This course will introduce students to a broad range of poetry from a variety of time periods, languages, and approaches to content and structure. In the process, students will learn to apply critical tools and terminology by making poems that experiment with form, voice, meter and rhythm, imagery, translation, creative response, and revision. Most weeks students will submit poetry writing assignments that focus on the poetic concepts we are studying. Students will revise these weekly assignments and collect them in a portfolio with their own critical introduction. Additionally, students will submit their work to the class for peer critique and will respond both critically and creatively to the work of their classmates. Our investigations will focus not only on how poems are written, but also why they are written and what relationship they have to the contexts and worlds in which they are read.

ENGL 210: Introduction to the Writing of Poetry
CRN: 12086
Day(s)/Times: TR 2:00-3:15
Instructor: McGath, Carrie
This course is designed to serve as an introduction to the craft of writing poetry. As such, our emphasis will not only be on investigating aspects of form and language with an eye toward improving your own work, but also on developing a critical vocabulary to approach your peers’ work and the work of published poets. You will learn these basics through extensive writing exercises and readings, as well as through craft lectures and workshop. You will be writing about poems, and we will be examining poetic forms as well as free verse strategies. You will also be required to revise your work, often dramatically; therefore, in order for you to be successful in this class, you must be open to criticism and suggestions. It is my hope that through this course you will begin to develop a writing process that will serve you as poets, as well as deepen and expand your appreciation of the art form.

ENGL 212: Introduction to the Writing of Fiction
CRN: 22428
Day(s)/Times: MWF 10:00-10:50
Instructor: Magers, Dan
This class is focused on developing a writing practice devoted to narrative fiction. In literature, “fiction” has come to mean a kind of imaginative storytelling in prose that can reveal “timeless truths.” However, another definition of “fiction” is simply “lies.” WTF? To investigate (and put into practice) this seeming paradox, we will study the fundamentals of fiction writing (including – but not limited to – plot, character, setting, dialogue, and theme) by analyzing these elements in published short stories, as well as (and more importantly) by putting them into practice in your own original writing. 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 fiction writing can alter how we see the world, and how creative writing can be an empowering practice for everyone.

ENGL 212: Introduction to the Writing of Fiction
CRN: 12098
Day(s)/Times: TR 3:30-4:45
Instructor: Mohanraj, Mary Anne
This is an intro 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 212: Introduction to the Writing of Fiction
CRN: 29606
Day(s)/Times: MWF 1:00-1:50
Instructor: Rensch, Adam
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 222: Tutoring in the Writing Center
CRN: 33816
Day(s)/Times: WF 1:00-1:50
Instructor: Corcoran, Casey
English 222 is an intensive reading and writing course that will help prepare you to become a tutor in the UIC Writing Center. In this course, you will not only engage critically with writing center theory, but also put theory to practice in developing respectful, collaborative, and effective tutoring strategies. Guiding questions include: What is writing? What is tutoring? Why should we tutor writers? How should we tutor writers? We will think critically about the choices we make as tutors as we negotiate our position as liaison between the writers we serve and the university.

In addition to our weekly class meeting, you will be required to work (unpaid) in the Writing Center for two hours per week. Attendance and punctuality are requirements for both class and tutoring.

Activities will include the following: cross-tutoring with experienced tutors; 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 ideology, culture, race and power in education.

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 faculty.

While English 222 students are unpaid for their time in the writing center, they may apply for a paid staff tutor position the following semester. You can consider 222 a 15-week audition. That said, our ability to hire depends on our turnover and limited funding; we are unable to offer employment to all qualified applicants each term, so this class should serve as an end in itself.

ENGL 222: Tutoring in the Writing Center
CRN: 12110; 12108
Day(s)/Times: Tues. 3:30-5:00; Wed. 2:00-3:30
Instructor: O'Neil, Kim
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, inclusive and effective tutoring strategies. Activities include: observation and 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 language, identity, identity, race, gender, sexuality, 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 232: History of Film I: 1890 to World War II
CRN: 12114 / 12118
Day(s)/Times: TR 5:00-7:00
Instructor: Rubin, Martin
An overview of film history from the late 19th century to the late 1940s. Topics covered include the invention of cinema, the evolution of the film director, the role of women in early film history, the rise of narrative cinema, the birth of the documentary, German expressionist cinema, Soviet montage cinema, the coming of sound, the development of deep focus cinematography, and Italian neorealism. Filmmakers covered include Georges Méliès, Edwin S. Porter, D.W. Griffith, 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: Introduction to Literary Study and Critical Methods
CRN: 36394
Day(s)/Times: MWF 2:00-2:50
Instructor: Dubey, Madhu
The purpose of this course is to introduce and explain a range of influential approaches to making sense of literature, including formalism, structuralism, psychoanalytical criticism, new historicism, feminism, postcolonial theory, Marxism, and deconstruction, among others. Reading poetry, drama, and fiction by authors ranging from John Donne to Toni Morrison, the course will also help students gain a basic understanding of key questions and debates about literary periods and genres. Required Readings: Norton critical editions of Shakespeare’s The Tempest, Mary Shelley’s Frankenstein, and Henry James’ The Turn of the Screw; selection of poems, short stories, and essays in literary criticism that will be posted on Blackboard. Course Requirements: two 3-page response papers; one 5-page paper close reading a literary text; one 8-10 page final paper.

ENGL 240: Introduction to Literary Study and Critical Methods
CRN: 29607 / 29608
Day(s)/Times: TR 11:00-12:15
Instructor: Michaels, Walter Benn
What’s the difference between studying literature and just reading it? If you’re planning to take English 240, you’re probably an English major, and you probably find some pleasure in reading and maybe writing stories and poems. The purpose of this class is to explore the questions that come up when we start turning our pleasure in literature into an interest also in English studies as an intellectual discipline. For example, this class is an introduction to “critical methods.” What are “critical methods?” Why are there more than one? Why can’t literary critics figure out which is the best and just stick to it?
Focusing on a small number of literary, critical and theoretical texts, we will ask additional questions like what distinguishes works of art from everything else, whether it’s possible to say what makes a good poem or novel, and what (the author’s intention? the rules of the language? the reader’s response?) determines a text’s meaning. Our central concerns will be literary but we will also draw on materials as different as Amy Farrah Fowler’s (devastating) critique of Raiders of the Lost Ark in the sitcom The Big Bang Theory and the late Justice Antonin Scalia’s (not quite as devastating) dissent from the Supreme Court’s majority decision in Smith v. United States. Given the times we live in, we will also pay significant attention to the political and economic questions that inflect our relation to literary writing and English studies.

ENGL 240: Introduction to Literary Study and Critical Methods
CRN: 40726
Day(s)/Times: MWF 1:00-1:50
Instructor: Pugh, Christina
What goes into the writing, and the reading, of literary criticism? How, and why, do works of literature generate critical thought? In this introduction to literary study and critical methods, we will discuss the ways in which a work of literature can generate multiple critical readings, as well as the ways we can judge the viability of those readings and create our own counter-arguments based on strategic presentation of textual evidence. Since writers of literary criticism are necessarily interested in the properties of literature as such, our critical readings will also discuss issues of genre that inform works of poetry, the fairy tale and other short fictions, and the novel. Works studied may include the poems of Emily Dickinson, fairy tales by the Brothers Grimm and others, and a novel by Nella Larsen. This course is conceived as a seminar; class discussion will therefore be paramount here. Students will write short papers and a longer, integrative final paper.

ENGL 240: Introduction to Literary Study and Critical Methods
CRN:
Day(s)/Times: MWF 9:00-9:50
Instructor: Whalen, Terence
This course will explore literary criticism as both a field of study and a practical skill. We will consider major approaches and theories on their own terms, but we will also “test” various theories against a range of primary literary texts. Literary authors include Mary Shelley, Herman Melville, and Edgar Allan Poe. Requirements: weekly writing assignments; two or three formal papers; a research project; a final critical paper (based upon the research project); occasional tests or quizzes; and participation in group projects.

ENGL 240: Introduction to Literary Study and Critical Methods
CRN: 29607
Day(s)/Times: TTh 11:00-12:15
Instructor: Clarke, Ainsworth A.

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



ENGL 241: English Literature I: Beginnings to 1660
CRN: 29621
Day(s)/Times: WF 12–12:50
Instructor: Reames, Robin
It was a world without youtube. No iTunes. No smartphones. No Netflix. In the beginning, there was not even writing.

In the beginning, there were monsters. And heroes. And battles. There were knights, mystics, and faeries. There was love and betrayal, birth and death. The gods spoke to us, and we spoke back. The spirits played games. The world was alive with mystery, and it was anything but boring. This world, as you might imagine, is very different from our own. But at the same time, it contains the template for what our world would become—the world in which we now live.

In this course we will survey 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 in mind: to explore the development of literary and rhetorical forms; to become acquainted with various kinds of literary and rhetorical analyses; to examine the ways that texts shape and are shaped by; and to consider the changing literary representations of issues that bear on our own time and experience, such as gender roles, class, race, and heroism.

ENGL 242: English Literature II: 1660-1900
CRN: 38155
Day(s)/Times: MW 1:00-1:50
Instructor: Freeman, Lisa A.
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: Beginnings to 1900
CRN: 12200
Day(s)/Times: MW 10:00-10:50
Instructor: Coviello, Peter
This course surveys the astonishing archive of American writing from the 18th- and 19th-cenuries, the years that witness the transformation of a provincial colonial outpost into that unlikeliest of things: a nation. We will read a great range of works, written by slaves, aristocrats, sailors, spinsters, sex-radicals, and bureaucrats, to ask how contradictions between empire and freedom, colonization and enfranchisement, democracy and enslavement, gave shape to the "America" that emerged. Authors will include Phillis Wheatley, Herman Melville, Frederick Douglass, Mark Twain, Harriet Beecher Stowe, and others. Students will be responsible for two critical essays and two exams, as well as reading quizzes as needed.

300 Level


ENGL 302: Studies in the Moving Image - The Horror Genre: Studies in the Moving Image
CRN: 21666
Day(s)/Times: Tue. 3:30-4:45, Thu. 3:30-6:15
Instructor: Cassidy, Marsha
In this course we study the narrative and cinematic conventions that have come to define the Hollywood horror genre and look carefully at the genre’s main sub-categories. After reviewing the history of the genre’s low-brow reputation, we turn to newer scholarship that takes the genre seriously, examining issues of gender, sexual orientation, race, religion, and the body. Each Thursday, we screen in class a touchstone example of a horror film from across the genre’s history, beginning in the silent era and ending with contemporary versions that are more self-reflective. Students are required to write several short response essays, complete a creative project, submit a final research paper, and prepare a classroom presentation with a partner. 

ENGL 319: Post-War British Literature: 1945-1980
CRN: 42057
Day(s)/Times: MWF 10:00-10:50
Instructor: Brown, Nicholas
This course will not exactly survey British literature from WWII to the dawn of the Thatcher era; rather, it will focus on works from the period that whose ambition is to make an intervention into literary form. That is, the course will focus on works that undertake either to develop or to react against literary modernism, or particular versions of it. In some ways the literature of this era looks forward to what will come to be called postmodernism; in others it seems, from the standpoint of contemporary literature, an utterly foreign landscape. Authors may include Samuel Beckett, Ivy Compton-Burnett, J.G. Ballard, V.S. Naipaul, Malcolm Lowry, Lawrence Durell, Doris Lessing, George Lamming, Jean Rhys, Samuel Selvon, Anthony Powell, Elizabeth Bowen, and others.

ENGL 323: American Literature: 1790-1865 - Tearing Down Monuments and the American Civil War
CRN: 27720
Day(s)/Times: MWF 2:00-2:50
Instructor: Grey, Robin
This course will start with the current debate about tearing down Confederate War monuments, then move back to the Civil War and the failures of the Reconstruction to understand the investments in those Civil War Monuments. We will be reading about the war and its sources through eyes of the participants, including both well-known authors (Stowe, Whitman, Alcott, Melville, Bierce) as well as the lesser-known authors (Augusta Jane Evans) and politicians who were also authors, such as Albion Tourgée. Black and white perspectives will be investigated, both then and now. I will also try to arrange for the class to visit some local Civil War monuments, if at all possible.
Course requirements: a midterm, a series of short reaction papers, a 7-10 paper, and a final exam. We may include some oral reports, depending upon the inclinations of the class.

ENGL 326: Postwar American Literature - Contemporary American Literature: 1980-Present
CRN: 36965
Day(s)/Times: TR 11:00-12:15
Instructor: Tabbi, Joseph
A consideration of recent work by established and emerging novelists and conceptual writers in the United States and how such work bears on longstanding international debates on World Literature, World Systems, and (more specifially) the relocation of literary practices within electronic media. Attention will be given to authors who discover ways not to deny to the systems that increasingly define contemporary life, and not to resist these systems mindlessly, but rather to reform the systems--and at the same time do the hard work of reforming, informing, and remaking oneself. Formally, the works are also chosen for their adaptive qualities, the way they do not simply follow the rules of a given genre or mode, but rather use these formulas toward unpredictable, innovative ends. This plasticity of form extends even to the mixture of poetry and essayistic writing, image and narrative, and other combinations of fields and practices normally kept separate.

In addition to our discussion of two or three sample print fictions (by Kathy Acker, Ben Lerner, and Tom McCarthy), we will regularly read, and write feature entries about works of native digital writing, of the sort found in the Electronic Literature Directory (www.eliterature.org) and the Electronic Literature Showcase. These entries, due every 4th week, will be graded and they can also be submitted for peer to peer consideration, for publication in the ELD.

ENGL 375: Rhetoric and Public Life - Climate Change and the Rhetorics of
CRN: 33226
Day(s)/Times: TR 12:30-1:45
Instructor: Cintron, Ralph
A group of faculty and graduate students from UIC and the University of Wisconsin, Madison have organized an interdisciplinary inquiry into matters of climate change. We have tentatively named ourselves “Political Ecology: Platform Chicago.” Some of the disciplines that we belong to are human geography, English, rhetorical studies, environmental sciences, art and art history, political science, anthropology, and we are seeking still other collaborators. So, this course is informed by the discussions that are occurring among us. Moreover, members of this group may occasionally drop into the course and provide a lecture or two; or we may attend events and make “field trips” sponsored by different members of this group.

The course will pay attention to climate change itself. We will ask questions such as: What is the evidence for climate change, and, How does the chemistry of the biosphere respond to increases of carbon dioxide? But we will also be interested in the economics of climate change: Are alternative energy sources becoming sufficiently inexpensive to replace carbon energy? At the center of the course, however, will be a collection of “post-humanist” texts such as a selection of works from Donna Haraway and Bruno Latour, Kath Weston’s Animate Planet: Making Visceral Sense of Living in a High-Tech Ecologically Damaged World, and Eduardo Kohn’s How Forests Think: Toward an Anthropology Beyond the Human. These works raise deeper questions about the ways in which we organize our relations with things, both animate and inanimate. Finally, we will examine legal dimensions that have policy consequences related to climate change. For instance, there is a current movement to go beyond environmental law and to establish what is broadly called “Rights of Nature” laws. Ecuador and Bolivia, for instance, have written into their constitutions “rights of nature” guarantees in which rivers and mountains acquire “personhood” and become “rights bearers” as opposed to being merely protected by environmental laws. Rights of Nature claims are, of course, fascinating. The legal fiction of “personhood” has been long applied to corporations, but the metaphorical extension of personhood to rivers and earth itself is novel, and even its advocates are not certain about the positives and negatives of such claims.

ENGL 381: Advanced Professional Writing
CRN: 39400
Day(s)/Times: TR 2:00-3:15
Instructor: Christian, Margena
In this course, you will learn genres and forms in the professional writing spectrum that demonstrate competence in creating clear, concise narratives for a wide variety of audiences with changing needs. You will examine characteristics of effective writing in a non-academic context, developing a facility in writing across a range of specialized areas. Expect to produce proposals, reports, newsletters and document design. You will learn to make sense of numbers with data reporting and research methods that measure your proficiency to construct appropriate styles of advanced professional writing on an array of platforms, including online. In the process, you will learn to communicate well by recognizing the correct manner and form to use for different media formats.

ENGL 381: Advanced Professional Writing
CRN: 40990
Day(s)/Times: MWF 10:00-10:50
Instructor: Hayek, Philip
In this course we will study ethics and argumentation as they apply in the workplace. You will be encouraged to write from within the framework of your own profession, and to debate students from other professionals about controversies involving business, government, law, medicine, science and technology. We will study the intersection of these professional discourses and write different genres and forms across the professional spectrum, including but not limited to organizational profiles, educational brochures, newsletters, and grant proposals.

ENGL 384: Technical Writing
CRN: 39401
Day(s)/Times: MWF 1:00-1:50
Instructor: Hayek, Philip
In this course, we will examine the types of writing required of most professionals in fields like business, medicine, science, technology and law. No matter what major you have chosen, in this class we will be able to investigate how written communication functions in your chosen profession. As technical communicators in this class you will make information more usable and accessible in order to advance ideas and innovation in the different STEM fields. Frequent opportunities to practice these skills and to incorporate knowledge you have gained in your science and technology courses will be integrated with exercises in peer review and revision. We will learn to pay attention to analyzing audience and purpose, organizing information, designing graphic aids, and writing such specialized forms as instructions (or end-user documentation for CS majors), proposals and reports. This course will impart to students the principles and procedure of Technical Writing. 

400 Level


ENGL 428: Topics in Literature and Culture, 1900-Present - Post-Digital Practices in Literature & Culture
CRN: 33730 / 33731
Day(s)/Times: TR 3:30-4:45
Instructor: Tabbi, Joseph
It may go without saying that the Internet, not the library is where readers go first to explore literary and cultural developments, even as literary and cultural discussions take place, in the first place, through blogs and social media. Generally speaking, digitization has had tremendous impact on culture in the United States. At the same time, topics of concern to American literary and cultural scholars now extend, immediately and globally across multi-cultural channels. Professor Joseph Tabbi of the English Department is a scholar of electronic literature and will provide students with insights into the relocation of literary, historical, and cultural discussion in databases, blogs, and networked media. Such digital relocations can of course degenerate into inconsequential chats; but others, when rightly organized can also be monitored by dedicated, peer review communities whose conversations are highly focused and conceptually rigorous. While reading widely (and often critically) in established discussion forums (Quora and Reddit, among others), we will develop a vocabulary for discussing literary and cultural texts as well as a vocabulary specific to texts that are written for new media (and not just transferred there, as e-books or You-Tube videos). This lively, discussion driven course will introduce students to the major themes, dynamics, and contexts of digital conversation. Sites will be presented on the screen, for all to see and comment on. (Devices in class should be turned off, as one of our themes is the necessity, at least occasionally, to step away from the individualized, addictive nature of unreflective texting.

In addition to studying (and occasionally sending posts over) a range of online forums, both of general and specific scholarly interest, students will consider how the Internet has been anticipated and interpreted in selected novels and films, from The Lumiere Brothers in the early 1900s through Modernist, Situationist, and eventual experiments in electronic literature.

In the first week of classes, or before, students should enlist in at least three of the following listservs:
Quora
Reddit
The Electronic Literature Organization Twitter feed
Bloomsbury Press blog and Twitter feed
Archive of Digital Art

Others can be added at the first week, based on recommendations by students.
Students are not expected to have read all of the posts for a given week in any one list, and not all students will have enrolled in all lists but we will have read summaries and thoughts from classmates about a given list composed (and posted over our own class listserv) once weekly.
As the course proceeds, the following textbooks will be read, offering a literary context for modes of digital expression encountered in social media and throughout the Internet:

“Small Screen Fictions,” edited by Astrid Ennslin, Lisa Swanstrom, and Paweł Frelik. Parodoxa (2018) Electronic Literature, Scott Rettberg. Polity (2018)
Beyond the Screen: Transformations of Literary Structures, Interfaces and Genres. Joergen Schaefer and Peter Gendolla. (2010)

ENGL 437: Topics in Poetry and Poetic Theory - Forms of Resistance 2008-2018
CRN:
Day(s)/Times: TR 2:00-2:15
Instructor: Ashton, Jennifer
We'll read a range of very recent work in American poetry with a focus on how poets imagine the practice of poetry as a mode of political, social, and aesthetic resistance, or, at a further extreme, in light of what Allen Grossman means when he calls poetry the "civilizational means of last recourse" -- in other words, what it means to think of poetry as the representational practice that we turn to when no other (e.g., the essay, the novel, the theatre, film, music, etc.) can do the job. We'll read poetry published within the past decade and inspired by economic, social, environmental, and aesthetic crises, work that has emerged in the midst of dramatic climate change, financial collapse, racist/sexist/xenophobic violence and discrimination, and rapidly rising economic inequality. Poets we'll study may include Steven Alvarez, Anne Boyer, Cathy Park Hong, Douglas Kearney, Ben Lerner, Lucas de Lima, Tao Lin, Joseph Massey, Mark Nowak, Claudia Rankine, Juliana Spahr, Nick Thurston, Rodrigo Toscano, and Simone White. Students will be expected to contribute to class discussion, complete regular short written assignments involving both creative and analytical practice, and write a final conference-style research paper.

ENGL 440: Topics in Cultural and Media Studies - The Freshwater Lab
CRN: 40480 / 40481
Day(s)/Times: Tue. 3:00-6:15 
Instructor: Havrelock, Rachel
The Freshwater Lab course introduces students to the pressing issues and vast possibilities for the North American Great Lakes. Along with readings and in-class workshops, the Freshwater Lab course brings experts in different fields into the classroom and takes students around the city to witness some of the most exciting water-related projects and events. Ultimately, each student chooses a topic and develops an innovative approach to addressing a fresh water issue. Students are then paired with professionals to get advice on improving and implementing their ideas. Past student projects have included films, policy papers, research analysis, live events, digital storytelling, communication plans, art, water tech, and activism. Many alums have secured fellowships and jobs through their projects. The power of literary representation and language in creating a sense of place, stewardship and free access to public waters constitutes an important line of inquiry for the Freshwater Lab.
This one of a kind course empowers UIC students to understand, claim, and protect our magnificent public waters. For more information, visit freshwaterlab.org and freshwater stories.com

ENGL 459: Introduction to the Teaching of English in Middle and Secondary Schools
CRN: 32600 / 32601
Day(s)/Times: MWF 11:00-11:50
Instructor: Bell, Lauren DeJulio
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 David Kirkland to Angie Thomas and Luis Alberto Urrea, 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 (AAST 490) - The Contemporary African Novel
CRN: 35771
Day(s)/Times: Wed. 3:00-5:50
Instructor: Brown, Nicholas
What has happened in the African novel in the new century? If the first wave of African novels seemed clearly unified by a concern with the precolonial past, the colonial encounter, and hopes for decolonization, the second is unified by its disillusionment with the ideals of the decolonization moment and by its exploration of the difficulties of the newly independent African nations. After that the story becomes much less clear. While outstanding novels continued to be written, a coherent narrative of the field appeared elusive. While this phenomenon partly reflected serious problems with the publishing industries in many African countries, it may not have been entirely negative. It could be that the lack of a thematic center has opened up the field for the most recent generation of African novelists. On one hand, it is apparent that for practical reasons many African novelists are now writing for an audience is not primarily African. On the other hand, the last decades have seen a renaissance in ambitious African fiction, even as its responsibility to the African context has at times been questioned. This course will offer the opportunity to read some of the most important texts of the past twenty years, as well as to evaluate the current state of the field. This course is a seminar for advanced undergraduates and graduate students. This means that engaged participation in class discussion will count substantially toward your evaluation, and that the major assignment will be a single, 15-20 page final paper.

ENGL 474: Topics in Popular Culture and Literature - The Invisible Made Visible: Writings of Color in American Speculative Fiction
CRN: 35761 / 35762
Day(s)/Times: TR 12:30-1:45
Instructor: Mohanraj, Mary Anne
In this course we will examine speculative literature authored by American writers of color. Speculative literature is a catch-all term meant to inclusively span the breadth of fantastic literature, encompassing literature ranging from hard science fiction to epic fantasy to ghost stories to horror to folk and fairy tales to slipstream to magical realism to modern myth-making -- any piece of literature containing a fabulist or speculative element. Writers of color will primarily be limited to non-white writers, although the nuanced details of that definition will be discussed further during class. Readings will include books authored by Samuel R. Delany, Octavia Butler, Nnedi Okorafor, and Hiromi Goto, and anthologies edited by Sheree R. Thomas, Nisi Shawl, and Uppinder Mehan / Nalo Hopkinson.

ENGL 481: Methods of Teaching English in Middle and Secondary Schools
CRN: 33811 (undergrad) / 33812 (grad)
Day(s)/Times: TR 3:30-4:45
Instructor: DeStigter, Todd
Taken in conjunction with ED 425 (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
Day(s)/Times: Tue. 3:30-6:15
Instructor: Mayo, Russell
How should we value writing in the English Language Arts Classroom? Should the classroom privilege certain genres and writing styles over others? What harms might this inflict? How do outside pressures inform our instruction of writing? English 486 engages with these questions as we develop a sense of what it means to teach writing in the middle and high school classroom. Drawing from a wide range of sources—including Kirby and Crovitz’s (2012) Inside Out and curricular materials from NPR, 826 National, and Rethinking Schools—we will explore how writing can enable all students to develop as critical and creative thinkers. Together, we will explore many different genres, practice modes of assessment, engage with writing processes, and reflect on the role of writing and literacy in our lives. This course will be run as a hybrid writing workshop and methods seminar; as we discuss how we teach, we will also consider how we write, and vice versa. Course requirements include a minimum 12 hours of field work volunteering with 826CHI and four writing portfolios demonstrating what you’ve learned in various sections of the course.

English 490: Advanced Poetry Writing
Day(s)/Times: MWF 11:00-11:50
Instructor: Borzutsky, Daniel
This course further develops the poetic concepts and critical tools studied in English 210, but with a more refined focus on the study of individual authors and sustained student projects. We will read poems and collections by modernist and contemporary authors from the U.S., Europe, and Asia, and there will be a special focus on writing by Latin American, Caribbean, and U.S. Latinx poets whose work traverses multiple nations and languages. Poets we study may include César Vallejo, Julia de Burgos, Pablo Neruda, Pedro Pietri, Nicolás Guillén, Juan Felipe Herrera, Kim Hyesoon, Gwendolyn Brooks, Muriel Rukeyser, and Bertolt Brecht (all readings will be in English). These writers will serve as models for our experiments with form; and as models of writers committed to the belief that poetry has a place in public discourse. In the first part of the semester, students will submit weekly poetry assignments focusing on formal and conceptual concerns. In the second part, students will develop a lengthier, more sustained project, and will complete a portfolio of revised work with their own critical introduction.

ENGL 491: Advanced Writing of Fiction
CRN: 35763
Day(s)/Times: Wed. 3:00-5:45
Instructor: Mazza, Cris
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 492: Advanced Creative Nonfiction Writing
CRN: 12510
Day(s)/Times: MWF 1:00-1:50
Instructor: Stolley, Lisa
This course will further your knowledge, skill and experience as both readers and writers in the genre of creative nonfiction. You will continue to develop voice, style and technique through consistent writing of different styles of creative nonfiction, including personal essay, literary journalism, and other such creative nonfiction forms. Close reading of published creative nonfiction essays by well-regarded and successful authors will provide you a standard of craft with which to measure your own work in the workshop setting. You will be responsible for writing two completed essays, which will be workshopped over the course of the semester.

ENGL 493: Internship in Nonfiction Writing
CRN: 25243
Day(s)/Times: Thu. 3:30-4:45
Instructor: Andrews, Linda Landis
“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 - Practicing Literature, Practical Criticism
CRN: 22397
Day(s)/Times: Wed. 6:00-8:50
Instructor: Kornbluh, Anna
What do words do in the world? What activities, projects, industries, and societies accommodate literature as a way of life? This MA proseminar considers the processes and goals of reading and writing at the graduate level, while training sights on these endeavors beyond the university. How do we practice the vocation of criticism amid the ruins of the profession? What genres and platforms and jobs have recently emerged as opportunities for writers and readers? Our inquiry into what literature is, what reading is, and what criticism is will be guided by a range of literary works, by accounts of the profession of literature, and by pointed engagements with literary, aesthetic, and cultural theories in the guise of Marxism, formalism, and psychoanalysis.

ENGL 503: Proseminar: Theory and Practice of Criticism - Not-Knowing
CRN: 21006
Day(s)/Times: Wed. 6:00-8:50
Instructor: Mufti, Nasser
What anxiety could be more endemic to academia than the fear of not knowing? For graduate students and junior faculty in particular, the fear of not knowing something quickly escalates into the fear of not knowing anything. Such is the synecdochic logic of academia in late-capital, which expertly keeps us on our toes, looking over our shoulders and pretending to know. When it comes to politics too, everyone these days seems to know for sure what’s *really* going on. So what would it mean to make not knowing not the symptom of a lack, but a form of knowledge? What would an epistemology of non-knowledge look like? In this course, we will think about how not knowing something (or anything) might be a type of knowledge nevertheless—a kind of negative epistemology. We will read broadly: Marxism, psycho-analysis, architecture theory, postcolonial theory, historiography, anthropology, and novels by Conrad, Naipaul and Coetzee. All of this with the hope to learn how to not know, which is to say, how to be bad workers.

ENGL 507: Theory, Rhetoric, and Aesthetics - Melville's Modernity
CRN: 35520
Day(s)/Times: Mon. 3:00-5:50
Instructor: Coviello, Peter
This course will read the major works of Herman Melville and use them--novels, stories, poetry, as well as a copious exegetical archive--as an entry-point into several ongoing critical conversations. Most broadly, we will be concerned three major conceptual formations: the decolonial, biopolitics, and ecology. Guided by Melville's kaleidoscopic vision of Atlantic modernity, we will take up questions of empire, of sex and racialization, and of temporality, justice, and extinction, and ask how the theoretical paradigms shaped in relation to them do, and do not, accommodate one another. Readings likely to include C.L.R. James, Bersani, Spillers, Sedgwick, Modern, Luciano, Allewaert, and a great deal of Melville.

ENGL 537: Global and Multiethnic Literatures and Cultures - How Not to Run an Empire
CRN: 33331
Day(s)/Times: Thu. 3:00-5.50
Instructor: Agnani, Sunil
How Not to Run an Empire: fantasies of consensual colonialism from the 18th century to the present

Fantasies of conquest, designing a colony much as a painter would a blank canvas, breeding a docile yet happy subject populace: all of these were ideas which nations attempted to put into practice in the move from commercial enterprise to territorial empire. The literary and cultural imagination often served as a vanguard in advance of material projects, undergirding or, at times, undermining those dreams of a “colonialism by consent.”

We’ll examine the literature and cultural politics of the British and French empires beginning with the 18th century, examining the ideologies that emerge more clearly in the 19th century, and turn to the period of decolonization in the mid-20th century. In its aftermath follows multiple third-worldist projects, efforts at Afro-Asian solidarity (e.g. the Bandung conference of 1955), which give shape to postcolonial thought and literature, and its critique of the false universalism of much European Enlightenment thought. Here we explore the idea of the European anticolonial imagination at its conceptual limit. It is a contention of this course that current ecological crises, questions of migrancy and national identity (e.g., the refugee crises in both Europe and America), cannot be understood without outlining the ghostly contours of these past imperial schemes.

In terms of method, we’ll read primary texts, such as that by 18th-century Black Atlantic intellectual Equiano, paired with broad ranging critical and theoretical readings that have been produced around such works (e.g. Simon Gikandi, Slavery and Cultures of Taste). Other authors to be read may include: Diderot, Defoe, Kipling, Aime Cesaire, Gandhi, Fanon, CLR James, Coetzee, Amitav Ghosh, Mohsin Hamid (Exit West), Camus (alongside Kamel Daoud’s The Meursault Investigation, a re-writing of The Stranger). Critics and theorists to be read may include: Edward Said, Gayatri Spivak (An Aesthetic Education in the Era of Globalization), Gauri Viswanathan, Hannah Arendt, Anne Stoler, Gary Wilder, Greg Grandin, Ajay Skaria, Dipesh Chakrabarty. Please email me in July for the first few week’s readings.

ENGL 557: Language and Literacy - Pragmatism, Schooling, and the Quest for the Democratic Subject
CRN: 23604
Day(s)/Times: Tue. 6:00-8:50
Instructor: DeStigter, Todd
What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it is desirable or even possible to do so? These central questions will provide a framework for our exploration of the (ir?)relevance of our work as scholars and teachers of English to the world beyond our classrooms and campuses.

Although we will occasionally discuss specific curricular choices and teaching methods, most of our readings will encourage us to consider broader theoretical issues such as 1) how “democracy” 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 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
CULTURALLY SUSTAINING PEDAGOGY by Django Paris and H. Samy Alim
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
THE INTIMACIES OF FOUR CONTINENTS by Lisa Lowe
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: Fiction Workshop
Day(s)/Times: Thu. 6:00-8:45
Instructor: Christopher Grimes
You know the drill. In workshop, the critical experiences you have in your literary topics seminars may directly inform your workshop discourse. Formal concerns such as constraint and various compulsions toward laying bare, for example, may well synchronize with more conceptually thematic considerations, e.g. issues--historical, ethical and theoretical--existent in depictions of the differently abled body. FUN!



First Year Writing Program

 

060 Level


ENGL 060: ESL Composition
CRN: 37556
D
ay(s)/Times: TR 12:30-1:45
Instructor: Sheldon, Douglas
This course will involve the instruction and assessment of basic English language sentence structures, paragraph creation and combination, and the use of academic vocabulary. Students will work alone and in groups to create texts that show academic understanding and sentence/paragraph writing ability in response to academic readings. The class also includes level-appropriate grammar and language study for non-native to bilingual speakers of English.

070 Level


ENGL 070: Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 30496; 30498
Day(s)/Times: TR 8:00-9:15; 9:30-10:45
Instructor: Sheldon, Douglas
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 Level

MWF Sections

ENGL 071: Introduction to Academic Writing
CRN: 30505
Day(s)/Times: MWF 9:00-9:50
Instructor: Magers, Dan
When we talk about the “American Dream,” what do we mean? The phrase was popularized in the first third of the 20th century and has inspired Americans – and immigrants coming to America – ever since. The word “dream” itself can be aspirational (“I have a dream”), but can also mean something imaginary (the dreams you have when you sleep). Does the American Dream exist? Does the American Dream involve you personally? We will use these set of questions, and others like them, as a way of developing our writing, reading, and critical thinking skills. Expect to do a lot of writing and reading, both in class and as homework, as well as engage in discussions with your classmates in pairs, small groups, and as a class. This course will give you skills that will be used in every other college class you enroll in, regardless of your field of study.

ENGL 071: Introduction to Academic Writing - Sports Fans: Psychology, Superstition, and Scapegoats
CRN: 30512; 30501
Day(s)/Times: MWF 11:00-11:50; MWF 1:00-1:50
Instructor: Glomski, Chris
This class involves intense 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 “Psychology, Supersition, and Scapegoats,” we will explore the psychology of sports fans and the folklore attached to sports teams in considerable depth as we pursue the aforementioned goals. Beginning with the etymological roots of the word “fan” (from “fanatic”), we will explore such phenomena as deindividuation, disinhibition, and parasocial relationships. We’ll also examine the history of superstition, curses, and scapegoats attached to our own Chicago Cubs (and other teams). These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester.

ENGL 071: Introduction to Academic Writing - Getting Here, Staying Here
CRN: 30509; 30511
Day(s)/Times: MWF 10:00-10:50; MWF 2:00-2:50
Instructor: Rush, Samuel
Enrolling in college for the first time (particularly at a school as large as UIC) can prove to be intimidating on several fronts. This section of ENGL 071 will address issues that first-year students encounter. As a class, we will frame our discussions and assignments in fashions that address retention issues that first-year students face, no matter their demographic backgrounds. Some discussions will address student retention in general; however, many of our conversations will be UIC-specific.The smaller assignments will culminate into a project where students will offer methods to increase retention outcomes, methods that students in subsequent classes can use for their own academic careers.


TR Sections

ENGL 071: Introduction to Academic Writing
CRN: 30521; 30519; 30964
Day(s)/Times: TR 11:00-12:15; TR 12:30-1:45; TR 2:00-3:15
Instructor: Gayle, Robin
Writing About Criminal (In)Justice in the United States

Using situation, genre, language, and consequences, we will analyze how contemporary police procedures are the product of institutionalized racism. We will also examine how racism, sexism, and heterosexism adversely affect marginalized groups throughout the criminal justice system, and we will investigate how these groups combat the stereotypes that contribute to the increased policing of their communities. Through class discussions and writing assignments, we will learn that language is a form of power that we can adapt 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.

ENGL 071: Introduction to Academic Writing
CRN: 30502; 30507; 35040
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45; TR 11:00-12:15
Instructor: Young, Andrew Paul
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC. You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing. One goal for this class is that the writing you do is focused on your experiences as a college student. Another goal is that, at some point, you will use writing as a way to share ideas, solve problems, or make this campus, or this world, a better place.

Reading is a key skill in a college writing course. All of the course readings examine issues or ideas about being a member of a college community. You will read these works critically using the concepts of situation, genre, language, and consequences. Also, you will become a better reader. Even though you are taking a writing class, this is also a reading class. Few, if any, English 071 instructors say, “Go home, write something, and then come back.” Most writing instructors give students something to read, and then ask the students to react in writing to what they read. If you don’t understand what you read, you will have difficult time writing about it. In your Writing Projects, you will work with some reading strategies that will help you understand the difficult texts that you will read in a college classroom.

In this class, you will write 20 pages in four projects. Each paper will go through a draft process: a peer will review your paper, I will read your paper and provide comments and edits, and I will grade your final draft. You will do many types of writing this semester in a number of different genres: advice article, cover letter, literature review, opinion piece, argumentative essay, discussion boards, peer review and impromptu class responses. I believe your writing improves the more you do it, so I want you to do ample writing this semester.

160 Level

MWF Sections

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - We Are All Chicago: Exploring Humanity through a City and Its People
CRN: 38957
Day(s)/Times: MWF 8:00-8:50
Instructor: Bell, Lauren DeJulio
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: Academic Writing I: Writing in Academic and Public Contexts - Re-Writing a Revolutionary: Pespectives on the Legacy of MLK
CRN: 24146; 27284; 38997
Day(s)/Times: MWF 8:00; MWF 10:00-10:50; MWF 11:00-11:50
Instructor: Boyd, Jacob
April of 2018 marks the fiftieth anniversary of Martin Luther King Jr.'s assassination and the riots that followed. As a resident of Chicago, MLK made a significant impact, so much so that Chicagoans are still dealing with the tragic after-effects of the rioting in his name. By revisiting MLK's writings and those who have written about him, our class will seek to understand who he was and what he believed. Our foundational text will be a small collection of essays titled Fifty Years Since MLK. This subject will provide us with the ideas and examples to practice writing in a variety of genres, including profile, proposal, argument, and reflection.

ENGL 160: ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – Economic Justice
CRN 38961; 38962; 38960
Day(s)/Times: MWF 3:00-3:50; MWF 4:00-4:50; MWF 5:00-5:50
Instructor: Clarke, Matthew
The theme of this course—Economic Justice—is meant to allow you to participate in ongoing public conversations about a vitally important issue through the medium of your writing. Throughout the course, we’ll discuss the nature of justice and debate some of its definitions. We’ll examine a selection of historically significant speeches dealing with economic justice in the United States. We will debate particular problems of economic and social justice in contemporary Chicago, and we’ll think—and write—about how to solve them. Throughout the course, we’ll pay close attention to the way the written word interacts with and shapes the public sphere. ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Writing about Technology in Social and Virtual Contexts

CRN: 11818
Day(s)/Times: MWF 12:00-12:50
Instructor: Cridland, Nicole
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 medias 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: Academic Writing I: Writing in Academic and Public Contexts - Everyday Rhetoric: How Texts Shape Our Reality
CRN: 11803; 11809
Day(s)/Times: MWF 8:00-8:50; MWF 11:00-11:50
Instructor: Guerrero, Antonio
From emails to snapchats, our communication practices are permeated by painstakingly measured rhetorical choices. In this course, we will explore how we arrive at these rhetorical choices, why they work within a rhetorical situation, and more broadly, how all texts are shaped by these nuances. Instead of understanding texts as products that are either well or poorly executed, we will be examining what they do and how they can be powerful forms of action in the world. In so doing, we will try to understand the multiple purposes of composing texts and how they are shaped by contexts, audiences, and intentions within cultural situations. At its core, this course will serve as a platform for you to contextualize and practice writing.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - The Community, the Self, and the Environment
CRN: 30667; 30965
Day(s)/Times: MWF 11:00-11:50; MWF 1:00-1:50
Instructor: Hart, Jenna
In this course, we will be using a wide range of reading materials that loosely connect through familiar themes—how does the self interact with the community and the environment around it? How does the environment impact communities? etc.—to explore concepts of genre and begin to work towards an understanding of rhetoric generally, as well as what it means to write and communicate in the college classroom. We’ll start with reading and writing profiles, work through rhetorical analyses, write an argumentative paper, and end with a multimodal project where you get to demonstrate what you’ve learned about genre and rhetoric through adopting an entirely new genre of your choice; an in-depth reflection will accompany this final project.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Fantasy in Literature, Film, and Popular Culture
CRN: 28745
Day(s)/Times: MWF 2:00-2:50
Instructor: Jones, Adam
The main purpose of this class is to introduce you to writing in academic and public contexts by providing you with strategies and knowledge that you can use to prepare yourself for the writing that you will be expected to produce throughout your career here at UIC as a contributing member of an academic community, as well as beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analysis of a comic, two movie reviews, an argumentative essay, and self-reflection. Each of these projects will revolve around contemporary 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: ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – Music as Social Experience: Connecting Lives, Communities, and Environment
CRN 39030; 25964; 11385
Day(s)/Times: MWF 3:00-3:50; 4:00-4:50; 5:00-5:50
Instructor: Kulik, Ekaterina
The main goal of this class is to introduce you to writing in academic context by providing you with strategies and knowledge that you can use to write about ideas which can impact a broader social context. The wider theme of this course is music, or to be more exact, our experience of the musical performance in which we take part whether by performing, listening, rehearsing, practicing, or dancing, and the ways in which music enriches (if at all) our daily life. We will work on a number of writing projects which, on the hand, will explore the topic of music as a ‘participatory’, not merely ‘presentational’ experience, and on the other, will require that we participate in that social experience through writing.


ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Chicago
CRN: 11339; 11330; 11393
Day(s)/Times: MWF 9:00-9:50; MWF 10:00-10:50; MWF 12:00-12:50
Instructor: Leick, Karen
In this class will consider our roles as citizens of Chicago who actively contribute to our community and its history. We will discuss essays, poems, plays, stories and films about Chicago in order to enter into conversations about the city’s literary history, social challenges, personal and political histories. You will develop the skills to constructively contribute to these debates and discussions about our city and its citizens. Three major writing projects are required: a profile, a movie review, and an argumentative essay. There will also be shorter written assignments and a reflective project due at the end of the semester.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Disability (W)Righting
CRN: 11572
Day(s)/Times: MWF 10:00-10:50
Instructor: McManaman, Ann-Marie
In this course we will focus on reading and writing arguments from the field of Disability Studies to consider Disability as a concept of medicine, society, and identity. This class will be an opportunity to learn about how disabled writers narrate their life as well as engaging with works of film, television, art and poetry, in order to critically examine and actively participate in discourse and questions surrounding the concept of Disability as identity and community. Our primary concern for the course will be matters of representation and each of the writing projects will reflect this in some capacity. Over the course of the semester you will write in five different genres, including a cover letter, a life writing narrative, a summary, an argumentative essay, and a final multigenre reflection. 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: Academic Writing I: Writing in Academic and Public Contexts - Writing Towards Catastrophe
CRN: 11327
Day(s)/Times: MWF 2:00-2:50
Instructor: Rensch, Adam
The goal of this course is to encourage you to think critically about one of the major problems facing human civilization: catastrophic climate change. Discussions in this course will thus be circling around the approaches to dealing with climate change: Is climate change solvable? Is a healthy environment compatible without our current way of life, or does it require a massive overhaul of the entire capitalist economy? What makes global warming so hard to conceptualize, and why, given the overwhelming evidence of its dangers, does it fail to inspire action? We will discuss climate change as it affects Chicago, and how it relates to you as a student here at UIC. This course will prepare you to locate your own voice within the public discourses surrounding the topic. Throughout the semester, you will learn how to effectively express yourself through writing in a variety of different genres. By the end of the semester, you should have a new understanding about the contexts from which we write, and why writing is important. Furthermore, you will have (hopefully) learned more about your thoughts on a defining social issue, and perhaps even have an idea of what you'd like to see change.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - This Film’s Broken, There’s No Color
CRN: 21750
Day(s)/Times: MWF 11:00-11.50
Instructor: Rico, Alonzo
In this course we will be looking at a variety of old films (sometimes referred to as “black and white” films) as well as those that are saturated with color. This, of course, is not to suggest that classic films are better than contemporary films, perhaps, but rather to posit the possibility that old-timey films think differently and therefore follow a different logic than contemporary films. In other words, what are the rules of a movie like Rear Window (old, but in color) when compared to a movie like Disturbia? Or, put differently, those of Star Wars – A New Hope from its contemporary Star Wars – Force Awakens? Are older films more theoretically and socially inclined than newer films, which, one could argue, are completely superficial and designed to generate copious amounts of capital? Do older films follow an ideology of humanism that is completely absent in newer films; or, are the stakes simply different and therefore more complicated?

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Building a Better Place: Writing About the Politics of Space in Chicago
CRN: 11399
Day(s)/Times: MWF 1:00-1:50
Instructor: Rupert, Jennifer
As Chicago’s only public research university and a member of the Great Cities Institute, the University of Illinois at Chicago has a huge impact on the quality of life for those who live in the Chicagoland area and plays a significant role in what makes the city such a wonderful place to be. In this section of English 160, students will pursue several writing projects designed to provoke contemplation on how they might play a key role in making the city even better through the knowledge acquired in their university education. Over the course of the semester, students will contribute to a long-standing tradition of urban ethnography by interviewing a Chicagoland dweller on his/her favorite place; create new knowledge through their writing by joining a conversation on a controversial use of space on campus or in the Chicagoland area; and propose the creation of a new place designed to serve the unique needs of a well-defined community.

While each writing project will serve as a means to get students connected to the city in which they study and help them to imagine productive and fulfilling futures within it, the work of this course will most immediately prepare them for the academic writing expectations of the university community. Some students may even find themselves using the ideas produced by their writing as preparation for interviews for internships, undergraduate research, or volunteer work as they seek to further build their academic resumés. Through this coursework, students will sharpen some of the most valuable skill sets for their future academic and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their long-term educational and professional goals.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Writing and the Student Experience
CRN: 11558
Day(s)/Times: MWF 10:00-10:50
Instructor: Schoenknecht, Mark
In this course, we'll focus on improving our reading comprehension and writing skills, using topics related to the student experience as a means of situating ourselves in a conversation about English composition. While thinking critically about "the student experience" will often include a reflection on our own experience as students, it will also entail an investigation into things like the (potentially) racist politics of mainstream writing instruction, the ways schools and other institutions create and reproduce hegemonic power relations, and the complex social dynamics involved in navigating between identities at home and at school (especially for those who are poor, or who identify as people of color). In this sense, our course theme takes up some very important problems facing not only those of us in ENGL 160, but practically anyone who is, was, or will be part of the U.S. education system.

Students will be asked to produce four genre-based writing projects in this course, including a personal essay, an argumentative essay, and a multi-genre project accompanied by a reflective essay. We'll read a variety of written texts, from scholarly articles to literary memoirs, and engage with others in the UIC writing community through visits to the Writing Center and via a possible guest speaker or two. Students will also be asked to contribute work to a digital magazine written and edited by the class, and will be expected to actively participate in class discussions and activities.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Your Take (Writing Your Way into the World)
CRN: 11539; 11446
Day(s)/Times: MWF 12:00-12:50; MWF 1:00-1:50
Instructor: Shearer, Jay
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, the city of Chicago, and your place in the country and the world. You will express and examine your opinions regarding these issues and evaluate opinions that differ from your own. 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: Academic Writing I: Writing in Academic and Public Contexts - The True Crime Mystery Genre as Map to Basic Academic Writing
CRN: 29462
Day(s)/Times: MWF 12:00-12:50
Instructor: Smith, Heidi
In this class you'll learn the fundamentals of academic writing and research through the branch of longform journalism concerned with unsolved mysteries. Unsolved mysteries parallel the open-endedness of academic research, and through critical examination of this genre you will learn how to intervene in both academic and non-specialist conversations. General questions we will consider: What counts as evidence, and why? What are the larger implications of a given mystery? What pieces of the puzzle are needed to solve it? What remains unknown? What is bias? How does the organization of a written piece persuade the reader? What sorts of social biases do we bring with us as readers and writers? Through prewriting, extensive revisions, and critical engagement with the assigned texts and texts you find through your own research, you will develop a greater familiarity with how to communicate clearly in writing and with how to participate in broader historical and social debates across disciplines.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Writing about Immigration
CRN: 11601; 11560
Day(s)/Times: MWF 3:00-3:50; MWF 4:00-4:50
Instructor: Stolley, Lisa
The purpose of this class is to provide you the opportunity to explore and engage in the process of writing in different situations and genres. Through the course readings on the topic of unauthorized Latino immigrants in the U.S., you will gain awareness of structure, organization, content, language, and sentence structure of different genres of writing; in noticing how writers express content, you will learn to develop your own guidelines for successful writing. You will be responsible for four writing projects, the last of which will be a reflective essay, one that thoughtfully and thoroughly discusses and analyzes your own learning process as a writer.

MW Sections

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Apocalypse (Maybe) Now: Writing About Dystopia and the End Times
CRN: 11828; 41816
Day(s)/Times: MW 8:00-9:15 AM; MW 9:30-10:45
Instructor: Barton, Daniel
In the words of a popular '80s song, “It’s the end of the world as we know it and I feel fine.” Change is a natural part of life. From starting a new job to moving to a new city, we’ve all experienced it to some degree—college itself is a moment of adjustment for many. However, from movies depicting giant asteroids plummeting toward Earth to scientists discussing the damaged climate in the news, apocalyptic rhetoric has grown increasingly prevalent in popular culture, reminding us that change can also be destructive. There is no shortage of movies and television that envision either the end times or a bleak, dystopian future. Why do we enjoy watching the end of the world? Is it that apocalyptic and dystopian storylines reflect social, environmental, and/or political realities? Or is it the expression of a deeper anxiety surrounding change? By writing critically about portrayals of dystopia and the apocalypse in popular media using the lens of social, climatic, and even personal experiences of change, you will have the opportunity to develop writing and critical thinking skills that will benefit you throughout your academic and professional careers.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Lies, Half-Truths, and Fake News
CRN: 11550
Day(s)/Times: MW 8:00-9:15
Instructor: Baszak, Gregor
Two years after the historic 2016 election campaign has ended, 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 U.S. 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 ways of evaluating the reliability of news sources and explore scholarly research techniques. Among our writing projects will be a summary, an annotated bibliography, and an argumentative essay in the form of a newspaper editorial. Some interest in politics and current events should be brought to the course.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - The Sounds of Dissent: Sounds Like?
CRN: 27285
Day(s)/Times: MW 3:00-4:15
Instructor: Brown, Margaux
This course will explore how the sonic, or sound, challenges, resists and dissents against constructions of class, gender, and sex in multiple genres and mediums. We will explore what noises, sounds, and listening practices are privileged and how they intersect with constructions of identity, culture, issues of poverty and social norms. We will investigate, read, research and discuss articles, fiction, music/music videos, films, and television that use sound to depict or challenge tropes and consider the consequences and possibilities of resisting and or creating new understandings that “help us to hear our world differently.” Jennifer Stoever’s book, The Sonic Color Line: Race and the Cultural Politics of Listening will help us build a foundation to asking questions like, who controls sound and why; and what does it mean to dissent against accepted sonic practices and behaviors? The course will consist of three writing projects: a memoir, rhetorical analysis, and an argument where you will explore one of the topics we have discussed throughout the semester.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – Writing the UIC Campus
CRN 28744; 32836
Day(s)/Times: MW 3:00-4:15; MW 4:30-5:45
Instructor: Browning, Annah
The cornerstone of the UIC composition program is the idea that successful writing both arises from a specific situation in the world, and has the ability to shape that world itself. Your writing for this semester will be generated by a real-life situation that you are already becoming steadily more familiar with: the UIC campus. A steady stream of new people, ideas, and environments has bombarded you, no doubt, since your arrival as a student. The first task for your work for this course is to become intimately acquainted with the situation of campus itself, and the excitements and challenges that are unique to this space in which you and your peers are pursuing your educational goals. Once you have become familiar with your surroundings, you will soon see opportunities for their improvement. From there you will learn how, through the genres of writing that we will explore in this course, you can go about effecting the kind of changes that you determine are necessary to make the campus a better place. Through your work for this course, you will learn a set of writing practices that will help you become an active participant in your new social and cultural environment. These practices will become evident as you compose both a letter to a newspaper editor and an argumentative essay that details the type of changes you would like to make on campus. By the end of the semester you will have developed ideas about the role of student organizations on campus as well as strategies for starting your own student organizations. In short, you will enact in writing ways to establish new opportunities for your campus community to thrive and your issues to be addressed. The writing you will practice in this course will empower you not only to enact change in your environment at UIC, but outside the boundaries of the university as well. You will, after taking this course, be capable of understanding and participating in projects that can be applied to the social and cultural issues of your community, your city, and beyond.


ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - The Rhetoric of Contemporary Human Rights Issues and the Judicial System
CRN: 27372
Day(s)/Times: MW 3:00-4:15
Instructor: Corcoran, Casey
English 160 is not "English class" in the way you may have previously thought about English classes. More specifically, English 160 is a writing class set up to provide you with ways of challenging yourself as a thinker and composer in creative and multi-modal ways. As students and thinkers, you already have a strong understanding of writing and reading various kinds of texts. Now, we're going to explore and expand concepts of writing, rhetoric and communication. We'll use small group work, lots of class discussion, digital tools, and differing workshops in an effort to investigate how written and visual communications work. By closely considering our context as well as the context out of which all sorts of writing emerges, we will explore our assumptions of writing and how to think about writing in new and useful ways.

The theme of the course, as listed above, is the rhetoric of contemporary human rights issues and the judicial system. We will not only think about and discuss various social and cultural issues pertaining to human rights and the judicial system, but also try to investigate the manner in which high-stakes topics such as these are discussed, portrayed, and understood in dominant cultural contexts. What do we actually mean when we say that something is a violation of basic human rights? How are human rights violations and the judicial system portrayed in popular culture and for what ends? How might reconceptualizing the language of the law as a rhetorical system change our fundamental understanding of this field, and allow us to better understand (or just understand differently) the nature of human rights and judicial law in contemporary America and abroad? Via inquiring into various writings on human rights and judicial issues, then, this course will allow us to reflect on our current understandings of these issues while learning how to effectively communicate our ideas on said issues in various academic and social contexts.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Documenting the Document
CRN: 11766
Day(s)/Times: MW 8:00-9:15
Instructor: Gallus-Price, Sibyl
What does it mean to document? What is the correlation between terms like "official" and "document"? With the advent of the smartphone and social media, the act of documenting seems to have become as natural as breathing. Yet, what do we do when we document? Do we carve a space for the truth, some truth, a truth, or somewhere in between? Do we leave a mark, make a claim, or just tell another story? To document something, some would argue, is to make the categories of evidence and argument interchangeable, to produce evidence that can stand on its own. Others argue that documents, embedded with the sociopolitical or economic stakes of the claims being made, go beyond sheer evidence. This course seeks to unravel these claims and a litany of binary terms associated with the act of documenting. We will contrast categories of official and unofficial, history and fiction, and veracity and falsity among many others. Investigating a variety of forms that range from artifacts, to photographs, to film, we will work to uncover the acts behind the act of documenting. In doing so we will collectively define the limits and the possibilities of the document. This course seeks to understand the document, not solely to serve writing endemic to an English classroom, but as a form that operates within a far-reaching array of disciplines.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Personality and Persona
CRN: 39017
Day(s)/Times: MW 9:30-10:45
Instructor: Jok, Laura
In this first-year writing course, we will study the ways in which we perceive and perform identity. Self-help texts as diverse as Susan Cain’s Quiet and Dale Carnegie’s How to Win Friends and Influence People dramatize our cultural preoccupation with, whether introvert or extrovert, how we should present ourselves to others. We will consider which traits are valued in different contexts and the extent to which personalities and personas are dynamic and adaptable to audience and purpose. Throughout the semester, you will be challenged to try out the different registers of your writerly voice by completing a personal narrative, an argumentative essay, a research synthesis, and a final reflective assignment. We will discuss what adapting to the demands of different genre situations means for a writer’s stable sense of identity and sincerity.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Fantasy in Literature, Film, and Popular Culture
CRN: 38958; 38959
Day(s)/Times: MW 3:00-4:15; MW 4:30-5:45
Instructor: Jones, Adam
The main purpose of this class is to introduce you to writing in academic and public contexts by providing you with strategies and knowledge that you can use to prepare yourself for the writing that you will be expected to produce throughout your career here at UIC as a contributing member of an academic community, as well as beyond. In this class, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: an analysis of a comic, two movie reviews, an argumentative essay, and self-reflection. Each of these projects will revolve around contemporary 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: Academic Writing I: Writing in Academic and Public Contexts - That One Good Scare: The Allure of Horror
CRN: 38996
Day(s)/Times: MW 9:30-10:45
Instructor: Macero, Melissa
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 scene analysis, an argumentative essay, and a multi-genre portfolio. Through these writing projects you will be contributing to the public discourse surrounding specific social, political, and philosophical questions related to the horror genre.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - What Is This? Reading and Writing about Art
CRN: 27275
Day(s)/Times: MW 9:30-10:45 AM
Instructor: O'Connor, Jared
How do we understand art? How do we begin to approach it? When we see, read, or hear a piece of art, how do we know what it means? How do we explain it? And, most importantly, why can it be so meaningful to us and others? Together, we will learn how to read and write about many different types of art objects, including literary, visual, and moving arts. Using a variety of writing genres, we will interrogate our multifaceted and pervasive relationship to the arts. This course will provide the tools for interpreting, evaluating, and writing about art in academic and non-academic settings.

ENGL 160: ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – Perspectives on Nature
CRN 11512; 24124; 11548
Day(s)/Times: MW 8:00-9:15; MW 9:30-10:45; MWF 2:00-2:50
Instructor: O'Hara, Mary Ellen
Each of us has our own unique relationship with nature: how we define nature, how we feel in it, and how we respond when it is threatened. We may even consider how our relationship to nature is constructed and constrained by various forces (social, cultural and political). However, most of us have never formally articulated  our unique relationship with nature/the wild. So, this course will provide a forum to contemplate, analyze and articulate that relationship. What will you say? This  class  is  also  an  invitation  to  join  a  learning  community; a community whose  goal  is  to  investigate  and  discover  best  writing  practices. As a community, through homework, postings, group assignments, activities and discussions, we will discover the essential practices of academic writing and incorporate those practices into our compositions. But the investigation doesn’t stop there. We will examine our writing and, as a group, develop criteria for evaluating it. Throughout this semester, we will repeatedly examine and shape our evaluation criteria, and in the process, create our own vocabulary and definition for academic genres and writing. Ultimately, you will be responsible for evaluating the writing in this class.


ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Talking Back: Reading, Writing, and Resisting in Contemporary America
CRN: 30663
Day(s)/Times: MW 9:30-10:45
Instructor: Powell, Tierney S.
To bell hooks "talking back," or "back talk," is a "courageous act," that means "speaking as an equal to an authority figure. It [means] daring to disagree." This course will develop student writing as a means of critically engaging with the world. Students will learn to understand writing as a means of teaching, connecting, persuading, and resisting. Framing the course through the idea of "talking back," students will develop the skills to intervene in contemporary conversations related to social justice, politics, and space. Students will read and analyze different mediums of resistance writing--songs, speeches, podcasts, opinion pieces, non-traditional scholarly articles, and academic scholarly articles--and engage these texts through in-class discussion, journaling, and in-class activities. We will assess the rhetorical framing of these various texts to shape our understanding of resistance writing. Students will produce a body of work that reflects the different ways in which writing can be a "political gesture that challenges the politics of domination." It is not only important that students understand the power of writing as a means of "talking back" to social injustice and systems of oppression but it is equally important to empower them in all moments of daring disagreement.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Writing About Gender
CRN: 23463; 41811
Day(s)/Times: MW 3:00-4:15; MW 4:30-5:45
Instructor: Steuber, Evan
Whether we take the time to acknowledge it or not, almost everything in our world can be and has been gendered in some way. Objects, subjects, careers, and ideas (etc.), have (or continue) to somehow attain either a marked connection to one’s sex, or to traditional understandings of masculine and feminine. Through an argumentative essay, a faux historical document, and a series of product ads attempting to operate within a gendered market, we will explore how difficult it is to remove gender from typical modes of meaning, and yet how taxing it is to come up with any kind of stable understanding of gendered categories. Gender is seemingly vital to understanding, while the understanding of gender itself remains unstable and shifting. We will finish the course with a reflective project that looks back over the rhetorical choices you made in your previous writing projects.

TR Sections


ENGL 160: Academic Writing I: Writing in Academic and Public Contexts – More Than Writing On The Walls: Responding To Public Art
CRN 11390
Day(s)/Times: TR 2:00-3:15
Instructor: Adiutori, Vincent
In the second half of the 20th century, how and why to support works of art in public was an important topic of debate. From the standpoint of urban planners, art historians, political scientists, and economists to civil leaders, parks & recreation workers, security companies, and artists, these debates remain unsettled. What benefits do we expect from public artworks? In this class, you will use writing, and more specifically the conventions of different genres, to explore, interpret, and respond to works of public art already in the world. You will also use writing to imagine those works that do not exist but that you think ought to. In writing art reviews, annotated bibliographies and literature reviews, project proposals, and position papers, you will be asked to read across multiple disciplines, write for different audiences, and fulfill certain generic expectations. You will also be expected to visit some of the many public artworks around Chicago. In addition to the aesthetic experiences you have with them, these works should also make visible the technologies and infrastructure that bring the public to art—transportation, public space, cultural industries, public education, and of course the internet—and teach us something about the civic life that surrounds them.


ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - The Horror! The Horror!
CRN: 11801; 41808; 38941
Day(s)/Times: TR 2:00-3:15; TR 3:30-4:45; TR 5:00-6:15
Instructor: Berger, Jessica
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: Academic Writing I: Writing in Academic and Public Contexts – Photography and Truth
CRN 41711; 27282; 41807
Days(s)/Times: TR 8:00-9:15; TR 11:00-12:15; TR 2:00-3:15
Instructor: Berner, Jennie
Photography can count as a forensic technology, a form of official identification, a documentary record, and a means of surveillance. Yet photographs can also be deceptive, particularly in our age of digital manipulation. In this introductory college writing course, we will examine the circumstances under which photography is treated as art and/or evidence. Subtopics will range from social media & selfies to political photography, from advertising & Photoshop to family albums. You will complete several writing projects that allow you to explore different genres including a photo essay, a dialogue, an argumentative essay, and a multimedia reflection. Readings and classroom activities will help you not only hone your writing skills, but also analyze contemporary social, cultural, and aesthetic issues related to our course theme, “Photography and Truth.”


ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Perspectives on Place
CRN: 11570
Day(s)/Times: TR 9:30-10:45
Instructor: Blackburn, Kathleen
In this course, you will learn the key principles of academic reading and writing through various genres including personal essay and researched argument. In this section of 160: Perspectives on Place, your writing projects will consider your relation to place and enter conversations about the way we interact with, use, and integrate the concept of place as land, region, resource, and people. How is "place" constructed, made visible or invisible? How does a place come to be designated as resource or wasteland, beautiful or contaminated? What is the relationship between language and place? A focused scope will give you the opportunity to develop writing habits and skills that transfer across disciplines.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Emerging Rhetoric and U.S. Politics
CRN: 11514; 11769; 29191
Day(s)/Times: TR 11:00-12:15, TR 2:00-3:15, TR 5:00-6:15
Instructor: Bryson, Christopher
The main purpose of this class is to provide you with writing experience that you can use throughout your entire career here at UIC as a contributing member of an academic community. Specifically, you will employ a variety of reading and writing strategies to draft and revise four major writing projects: a Review, a Letter to the Editor, an Argumentative Essay, and a Reflective Essay. In each of these projects, situation and genre will operate as guiding concepts, and your subject will be the current state of politics in the United States. 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: Academic Writing I: Writing in Academic and Public Contexts - Writing About 20th Century Music
CRN: 11505; 41807
Day(s)/Times: TR 11:00-12:15; TR 2:00-3:15
Instructor: Edelman, Adam
Writing has an impact on many aspects of our lives, and there are countless writing strategies we use everyday to accomplish tasks or achieve goals. Since writing is such a necessary tool, it’s important to develop our skills and learn new methods to use it more effectively. The purpose of this course is to harness our pre-existing knowledge and skills to better understand how we learn to become better writers, how we use writing to adapt and respond to different situations, and to understand what makes writing effective. We'll have the opportunity to explore writing in a practical way that is relevant to our individual interests by honing our writing skills in four writing projects: a memoir, a review, an argument, and a multi-genre reflective project. 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 music in the 20th century, specifically on the styles, innovations, and cultural impacts music had during this incredible period of music history. 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 how music of the 20th century continues to influence the ways we express ourselves.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Current Events
CRN: 11784; 41620; 19880
Day(s)/Times: TR 12:30-1:45; TR 2:00-3:15; TR 5:00-6:15
Instructor: Frangello, Gina
The purpose of this class is to provide you the opportunity to explore and engage in the process of writing in different situations and genres. Through the course readings on the diverse topics that constitute "current events" (for example, you may read everything from Op-Eds on transgender bathrooms to proposed gun control legislation to Twitter feeds on #metoo to personal essays on immigration), you will gain awareness of structure, organization, content, language, and sentence structure of different genres of writing. In noticing how writers express content, you will learn to develop your own guidelines for successful writing. Good writers are aware of their audience and purpose. Genre awareness helps us to meet the expectations of our audience. You will be responsible for four writing projects, the last of which will be a reflective essay, one that thoughtfully and thoroughly discusses and analyzes your own learning process as a writer. In English 160: Current Events, you will find your own “voice” with which to add to the existing and constantly evolving conversations about the world around us.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Work Sucks!: Jobs and Labor in the 21st Century
CRN: 32837; 23460; 41622
Day(s)/Times: TR 12:30-1:45; TR 2:00-3:15; TR 5:00-6:15
Instructor: Kessler, Jeffrey C.
Odds are, you’ve already had a job you didn’t like, or, at least you know of someone who regularly complains about their work. Why do so many people hate their jobs? Why does the world of work often inspire such resentment? In this course we will explore and consider the ways we understand the world of work through film, literature, critical writing, and our own experiences. We’ll use several low-stakes writing assignments to build up to writing in different genres including film reviews, argumentative essays, cover letters, and a reflective project. Through these assignments, we’ll look at both representations of work, as well as contemplate our own relationships to contemporary buzzwords like workaholic, gig-economy, and work-life balance.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Academic Writing
CRN: 11551; 11458; 11343
Day(s)/Times: TR 9:30-10:45; TR 11:00-12:15; TR 2:00-3:15
Instructor: Khoury, Nicole
What is academic discourse? What kind of writing is valued in your discipline? How can we learn the different discourses that we are expected to perform in our disciplines? This course will examine the disciplinary discourses at the university by asking you to think about the kinds of writing and writing processes that are valued here at UIC. This course will challenge the notion that academic writing is ambiguous. In this class, we will learn how to identify, define, and compose academic writing that is meaningful to your education. In addition, you will be analyzing conversations currently taking place in higher education in the United States. Finally, your writing assignments will ask you to share the knowledge you find with other incoming freshmen.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Reading, Writing, and Addressing an Audience: An Introduction to College-Level Discourse
CRN: 11534; 39062; 11787
Day(s)/Times: TR 12:30-1:45; TR 3:30-4:45; TR 5:00-6:15
Instructor: Lyons, MaryAnne
In this English 160 course we will focus on developing both your writing and reading 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 and disciplines, with different expectations and levels of difficulty, in order to give you a solid grounding in some of the major areas you will encounter in your college career and beyond.
Two particular areas that we will emphasize are:
1. Collaboration: Working together on peer review and group work; thinking of both reading and writing as interactions between writer and reader rather than as solitary activities.
2. Developing self-awareness as readers and writers: Identifying both our strengths and those areas where we could use improvement. This will be accomplished through self-reflective work, starting early in the semester with a literacy narrative in which you reflect on your introduction to literacy and culminating in a final self-reflective essay and creative project in which you look back on the progress you have made over the course of the semester and how you see yourself now as a writer and a reader. Our ultimate goal for this class is for you, the student, to achieve the skills and confidence to succeed as you continue your university education.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Evaluating Visual Culture
CRN: 11727
Day(s)/Times: TR 5:00-6:15
Instructor: McGath, Carrie
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, runway shows, 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: Academic Writing I: Writing in Academic and Public Contexts - Writing about Music
CRN: 39029
Day(s)/Times: TR 12:30-1:45
Instructor: Raden, Justin
What does it mean to write about music? What are we doing when we translate what we hear in an album track or concert into words, phrases, sentences, and paragraphs? Does sound have grammar? And conversely, does reading about music change the way we hear it? This class will explore these questions through a series of listening experiments, writing exercises in different genres, and lots of discussion and brainstorming. Music will serve as our primary example of a problem that seems to be common to all writing: the difficult (and sometimes painful!) process of translating, transposing, and transcoding the stuff that somehow got into your head onto the page. It will also help us think a bit about how that stuff got there in the first place.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - The Practical Value of Academic Inquiry
CRN: 38999
Day(s)/Times: TR 9:30-10:45
Instructor: Rush, Samuel
For many undergraduates, the academic and practical worlds are two separate, exclusive entities. This section of ENGL 160 demonstrates the value of academic inquiry as it pertains to the "real" world. Students will complete writing assignments that demonstrate the relationship between both worlds; in addition, and probably most importantly in the interim, students will gain an understanding of the type of writing that students do while at UIC. We will also analyze readings and writings from different academic disciplines, paying close attention to their similarities and differences.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Writing and Difference
CRN: 11543
Day(s)/Times: TR 9:30-10:45
Instructor: Ryan, Robert
What is the difference, one might ask, between your history and world history? How can we transpose our own experience into generalizable content—to align the singular and universal? This course understands these question as incontrovertibly linked to history and futurity. This is to say that the University expects you to be able to identify and collect what is already known and what has been, and put it to use in a future heralded but not yet present. Throughout the semester, we will engage in several experiments in writing, collected under the rubric of scale. Questions will include: How much information needs go into an essay? What is the proper size and shape of your research? What degrees of specificity and generality make good writing? The first half of the course will include reading from Karl Marx, Howard Zinn, Jedidiah Purdy, among others. The second half of the course will be largely driven by your own interests, culminating in an argumentative paper on a topic entirely of your choosing.

ENGL 160: Academic Writing I: Writing in Academic and Public Contexts - Campus Controversies
CRN: 23461
Day(s)/Times: TR 12:30-1:45
Instructor: Turim-Nygren, Mika
Academia is often accused of being an “ivory tower,” aloof from the conflicts of the real world. Yet over the past few years, schools kept making the headlines because of issues that went far beyond education. Survivors of the Parkland shooting took over Twitter. A Stanford victim of sexual assault describing her attack went viral. And speakers at Berkeley, Middlebury, and – yes – even UIC found their talks cancelled or violently interrupted due to 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 various genres of writing that came out of these recent controversies, from editorials to tweetstorms, and will analyze their rhetorical strategies. While our subject matter will sometimes be polemical, our classroom setting will always emphasize civil discourse and respect for one another. Over the semester, you will produce three writing assignments – a manifesto, a persuasive narrative, and an argumentative essay – which will enable you to argue compellingly for your convictions. Finally, you will reflect on these previous projects within a writer’s anthology, allowing you to take stock of the value of your own voice.

161 Level

MWF Sections

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Living in the Digital Age
CRN: 25953; 11935
Day(s)/Times: MWF 1:00-1:50; MWF 2:00-2:50
Instructor: Gemmel, Gina 
The second required course in a two-course sequence in UIC’s First-Year Writing Program, English 161 asks students to explore a topic in depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture by asking them to pose questions about important issues and to develop an argument in response to what others have said. In this section of 161, we will examine the way we live life in 2018 with constant access to technology. Is having technology at our fingertips making us less intelligent? Will technology help us achieve a better and more equitable society? How much of a role has technology played in the decline of the American worker? All of these questions are part of current debates about how and why we use technology and the consequences of our use. As a generation who has grown up with technology at your fingertips, you are prepared to enter this debate; English 161 will show you how to do so in the form of academic argument regarding a topic of your choice related to our course theme. At the end of the class, you will feel more comfortable doing independent research and arguing in an academic format, both of which will serve you well in your academic career.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Writing for Sociopolitical Change: Studying the Recent Past to Find Solutions in the American Present
CRN: 11868
Day(s)/Times: MWF 10:00-10:50
Instructor: Moore, Thomas 
Students in this course will research and critically analyze how the actions (and inactions) of the 1980s and 1990s led to the sociopolitical, ecological, and economic crises of the neoliberal present—namely those of xenophobia, toxic masculinity, perpetual war, global warming, and income inequality. Our discussions of contemporary American politics will be organized around weekly readings from Naomi Klein’s No Is Not Enough (2017), and our collective investigations of the recent past will draw on a variety of scholarly and popular sources. We will begin the course by reading two articles together as a class, and, as the semester progresses, each student will be free to research the issues that matter to them most. Students will embark on semester-long, cumulative research projects with two objectives in mind: (1) understanding how a specific sociopolitical, cultural, and/or economic problem became what it is today, and (2) proposing realistic steps we can take to solve it.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Arguing about Movies
CRN: 11864; 11922 
Day(s)/Times: MWF 8:00-8:50; MWF 9:00-9:50
Instructor: Osborne, Andrew 
We all have a working knowledge of how to write (a knowledge that will, no doubt, improve throughout the course of this class), but I would wager that far fewer of us have much experience making good arguments. In order to write the final argumentative essay required in 161, you will need a knowledge of both writing and arguing. You will need to know how to write a good sentence, a good paragraph, and how to string these paragraphs together; but you will also need to know how to draw a conclusion from a set of given premises, spot fallacies, do research, so on and so forth. 
Since 161 requires improving both writing and arguing, I don't see the point in adding a third burden: gaining a passing familiarity with a particular theme which you know (presumably) nothing about. Performing the additional task of learning about this or that thing while learning to write and argue diverts attention from the writing and the arguing. It's like learning to box by entering the ring with a heavyweight champion while someone shouts instructions at you from your corner. 
But, alas, we need to argue about something. If this is so, why not argue about movies? We already do it all the time anyways. Who doesn't have an opinion about their favorite movie? As we argue about movies, we'll wind up naturally having to address a whole slew of interesting questions: What does it mean to argue about a movie? How does one interpret a movie? How does one decide on the best interpretation? What is interpretation, anyways? So on and so forth. 

ENGL 161: Academic Writing II: Writing for Inquiry and Research - The Silicone Ceiling: Why Aren’t More Women Working in Technology?
CRN: 11861
Day(s)/Times: MWF 12:00-!2:50
Instructor: Parr, Katherine 
Maria Clawe, President of Harvey Mudd College in Claremont, California, explains, “We’ve done lots of research on why young women don’t choose tech careers and number one is they think it’s not interesting. Number two, they think they wouldn’t be good at it. Number three, they think they will be working with a number of people that they just wouldn’t feel comfortable or happy working alongside.” This section of English 161 will address the silicone ceiling, the glass ceiling in tech fields, a bias that discourages women from entering tech fields and impedes leadership by women. 

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Appropriation in the Arts
CRN: 24055; 23990
Day(s)/Times: MWF/8:00-8:50; MWF/9:00-9:50
Instructor: Sterritt, Brooks
To appropriate is to take something for your own use, usually without permission. 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.

MW Sections

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Entertainment and Identity: Writing about Stand-Up Comedy, Vaudeville, and the Minstrel Show
CRN: 40443; 11958; 28747
Day(s)/Times: MW 8:00-9:15; MW 9:30-10:45; MW 3:00-4:15
Instructor: Baez, Marc 
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.

Though we will read in a variety of subject areas, please take note that these readings form sets of connections that you are encouraged to develop in your Research Paper. This means that you are invited to incorporate course readings and any of your writing assignments, including homework, into your Research Paper. The main point here is for you to think of all the work that we do throughout the semester as directly relevant material for your final project.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Living in the Digital Age
CRN: 21697
Day(s)/Times: MW 4:30-5:45
Instructor: Gemmel, Gina 
The second required course in a two-course sequence in UIC’s First-Year Writing Program, English 161 asks students to explore a topic in depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture by asking them to pose questions about important issues and to develop an argument in response to what others have said. In this section of 161, we will examine the way we live life in 2018 with constant access to technology. Is having technology at our fingertips making us less intelligent? Will technology help us achieve a better and more equitable society? How much of a role has technology played in the decline of the American worker? All of these questions are part of current debates about how and why we use technology and the consequences of our use. As a generation who has grown up with technology at your fingertips, you are prepared to enter this debate; English 161 will show you how to do so in the form of academic argument regarding a topic of your choice related to our course theme. At the end of the class, you will feel more comfortable doing independent research and arguing in an academic format, both of which will serve you well in your academic career.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Social Justice as the Mirror and the Lens
CRN: 21838; 11952; 21668
Day(s)/Times: MW 8:00-9:15; MW 9:30-10:45; MW 3:00-4:15
Instructor: Magoon, Mark
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.

TR Sections

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Participation Points: Writing About Structural Inequalities
CRN: 21667; 11892
Day(s)/Times: TR 2:00-3:15; TR 5:00-6:15
Instructor: Buchmeier, Sarah
In this course, we will explore how our social institutions and norms produce and perpetuate inequalities that affect a particular group's ability to fully participate in society in very concrete ways. The class will begin by looking at models for the problem/solution argument structure before they choose their own topic, taking the modern classroom's bias toward extroverts as a launching point. Students will research how our current social institutions create value systems that exclude or harm a particular population, explicate the causes, and propose a solution. Three shorter writing projects will build toward a final 10-page research paper.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Everything by Design—Writing About Chicago’s Infrastructure
CRN: 11853; 27289; 40447
Day(s)/Times: TR 2:00-3:15; TR 3:30-4:45; TR 5:00-6:15
Instructor: Casey, John
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. But what is the logic behind the systems that make up infrastructure and how were those systems created? What is the future for infrastructure, particularly in the Chicago area? These are just a few of the questions we will explore in this class as we use the subject of infrastructure to learn some basic skills of academic research and writing.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Racism and Identity Politics in the U.S. Today
CRN 11858; 29283
Day(s)/Times: MWF 3:00-3:50; MWF 5:00-5:50
Instructor: Chu, Erica
In this course, we will focus on understanding the use of identity politics by those organizing because of racism. Defining racism in a structural sense, we will critique the concepts of colorblindness, reverse racism, and the model minority, and we will explore the use and misuse of identity politics by race-based movements such as Black Lives Matter, the alt-right, and some Asian-American community organizing. We will look specifically at demonstrations that have occurred in recent years in Ferguson, MO (over the shooting death of Michael Brown by police officer Darren Wilson), in Brooklyn, NY (over the trial of police officer Peter Liang, who killed Akai Gurley), and in Charlottesville, VA (over the removal of a confederate monument). 

This course is designed to prepare you for the research and writing you will do throughout your academic career. Class discussion on the course topic will involve class lecture and activities to assist you in engaging in the practice of academic discourse, which involves developing rhetorical, grammatical, and research skills. Students will be required to read challenging academic texts, learn to navigate library databases, evaluate sources, write formal research assignments, do some reflective writing, work in discussion and peer-editing groups, and meet with the instructor in one-on-one consultations. By the sixth week of the semester, students will choose their own research topic related to racism and identity politics in the U.S. today. This research topic will be the basis of your research proposal, which, when approved by the instructor, will be the topic of a 10-page research paper due at the end of the semester. Our common readings are available free online, but students will be required to print articles, papers, and other documents throughout the semester.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Writing about Criminal Justice
CRN: 11875; 11886; 30670
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45; TR 12:30-1:45
Instructor: Costello, Virginia
Although we begin with an analysis of Emma Goldman’s highly romantic and wildly impractical theory of anarchism, this class centers on a student-driven, semester-long research project about prisons. Since Goldman became an anarchist primarily in response to the treatment of Haymarket anarchists, we will start here in Chicago, 1886, but spend most of our time making connections to contemporary movements and politics. We will be entering into an intellectual conversation about prison systems and students will be positioning themselves within those conversations.

Contrary to common understanding, neither writing nor research is a linear process. Thus, in this class you will write drafts and revise several times before you submit work for a grade. Our text From Inquiry To Academic Writing: A Practical Guide explains how to develop ideas, read and think critically, analyze sources, construct a thesis, organize an essay, conduct basic research, and use appropriate styles and forms of citation. Writing assignments include but are not limited to the following: Proposal and Annotated Bibliography, Claim/Analysis Outline, Literature Review, and Research Paper.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Politics of Energy
CRN: 21836
Day(s)/Times: TR 9:30-10:45
Instructor: Hiday, Corbin
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—with particular interest in the rise of industrialization, its connections to imperialism, and extraction as orienting principle of accumulation. We will consider these historical foundations in light of 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, the attempted resurrection of King Coal, and climate change denialism. Key questions will involve interrogating this (imagined) return to coal, but also the recommitment to oil and natural gas within the political imagination, and what this reflects about our perceptions 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. Throughout the course, you will identify a topic broadly related to the “politics of energy” and through research and inquiry ultimately produce four related writing projects, culminating in a final research paper.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Writing Urban Secret Histories
CRN: 11961; 27375; 25879
Day(s)/Times: TR 2:00-3:15, TR 3:30-4:45, TR 5:00-6:15
Instructor: Newirth, Mike
This course is intended to introduce you to analytical writing, through examining contested aspects of urban life. It will teach you how to develop an academic research paper, and familiarize you with the rhetorical skills necessary for effective communication. The course will culminate in a thesis-driven research project on a topic in urban issues of your choosing. Prior to that, the course will focus on diverse readings, class discussion, and writing assignments, emphasizing your assertion of views based on evidence. The phrase “secret histories” suggests there are suppressed narratives beneath the familiar surface of urban life, to be unearthed through a process that starts with textual research, and ends in the structured medium of writing. We will investigate questions including: How do cities change over time, and how do they stay the same? Can cities be said to succeed and fail, to be blessed and cursed, to be loved and hated? Why does downtown Detroit look nearly nothing like downtown Chicago? Do cities bring people together, or drive them apart? While we will be discussing urban issues, this is not a course in urban history. The overall purpose of this course is to develop methods of conducting academic research and writing effectively, through exploring these under-examined urban issues.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Inner Sectum: Reading, Writing, and Researching about Insects and Human Intersections
CRN: 32676; 21700; 27288
Day(s)/Times: TR 8:00-9:15; 11:00-12:15; 12:30-1:45
Instructor: Sherfinski, Todd
Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you're confused as Gregor Samsa or as certain as E. O. Wilson about insects, you'll find this course emphasizing what it means to engage in both oral and written academic conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project--all revolving around insects and how we interact with them. The course seeks to view academic writing through the lens of entomology, the study of insects, in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word "research," as well as the scope and impact of research.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Conflict and Negotiation
CRN 21836; 24008
Day(s)/Times: TR 9:30-10:45; TR 11:00-12:15
Instructor: Solheim, Jennifer
In this course, we’ll consider some of the major issues and events of the first two decades of the 21st century through the works of writers, artists, journalists, and academics that are primarily from Chicago. You will also spend the semester writing your own literacy narrative. In other words, you will tell the story about how you express yourself and negotiate the world around you, through reading, writing, or another significant activity in your life. You will develop your literacy narrative through the writing, research, and revision of four major writing assignments, with a focus on rhetoric and narrative. Students will work closely with their classmates and professor to develop their writing, argumentative and analytic skills through collaboration, discussion, feedback, and revision of writing projects.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Writing About Video Games
CRN: 25973; 21837
Day(s)/Times: TR 9:30-10:45; TR 11:00-12:15
Instructor: Yencich, Jay
The spring of 2018 saw the release of Ready Player One, a film directed by Steven Spielberg and based on a New York Times bestselling novel about players navigating a virtual reality, MMORPG which proves more stable and reliable than the dystopian reality the characters otherwise live in. Such status helps to confer a cultural credibility to gaming as an institution, yet was hardly a foregone conclusion twenty-five years prior with the release of the perplexing Super Mario Bros movie. The gaming community has emerged as a force within the economy, with The International 2017 generating a purse of nearly $25 million for the best in DOTA 2 competition. It has also emerged as force for potential good, as Games Done Quick annually raises millions of dollars for the Prevent Cancer Foundation and Doctors Without Borders. Yet, as an online subculture, it has also sometimes presented as a threatening and exclusionary entity, with the Gamergate controversy leading to online harassment and the threat of real-life violence canceling discussion panels. As with any form of cultural media, discussions persist on gaming’s power to influence, both for good and ill. Using the tools of academic inquiry and research, we will examine the possibilities presented by video games and the debates surrounding them. Can they be sports? Storytelling art forms? Escapist exercises in wish fulfillment? Laboratories for examining cultural institutions or moral problems? Voyeurism? Something else entirely?