Courses In English


This is an unofficial list of English courses that will be offered in SPRING 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:  070 | 071 | 160 | 161

100 Level

ENGL 101: Experiencing Literature
CRN: 18934 / 18933
Day(s)/Times: MWF 8:00-8:50
Instructor: Aleksa, Vainis
When we let it, literature changes our view the world. We will read with the kind of attention that allows us to see life afresh through the words, thoughts, and feelings of another – and what a gift that is in a time like ours! We will read living authors and also take a new look at older literature to learn how it can still speak to us today. New stories and poems will be selected from “The Best American” series and authors form the past will include Walt Whitman, Andre Breton, Henry David Thoreau, and Nobel Laureate Toni Morrison. (You are welcome to contact me if you would like to read ahead during the break: Assignments will include response papers, projects where you choose to analyze or imitate authors, and in-class quizzes and exams. Our goal for each class meeting will be to encounter literature in a way that allows us to experience life more fully. Come join us!

ENGL 101: The Long and Short of It: Why Literature Now?
Day(s)/Times: MWF 12:00-12:50
Instructor: Ryan, Robert
In the “Philosophy of Composition,” Edgar Allen Poe declares the proper length of a literary work to be “one sitting.” This oft-cited claim has been attractive to teachers and students alike for some fairly obvious reasons: short works of fiction allow for ease of discussion, coherence of form, and fail to place an unnecessary burden on the ever-evaporating store of students’ free time. Following Poe’s claim, this course will explore a set of often overlooked questions about literature: how long should a literary work be? how short? how do we measure literature?
In pursuing these questions, we will read a series of short works (ranging from poetic fragments to flash fiction, short stories to tweets), as well as one longer piece, from a broad range of national traditions and aesthetic movements. We will ask what the size, shape, and length of literature should be, how it competes with or works alongside the rapid temporalities of social media, and what its relationship is to other forms of art and entertainment. Perhaps most crucially, we will ask what the place of literature is in our daily lives, paying particular attention to the question of why we read literature in the first place.
Authors may include: Zadie Smith, David Foster Wallace, Jennifer Egan, Italo Calvino, Herman Melville, Samuel Beckett, Franz Kafka, James Baldwin, Emily Dickinson, Charles Dickens, among others.

ENGL 101: Understanding Literature
CRN: 18938 / 18937
Days/Times: TR 12:30-1:45
Instructor: Macero, Melissa
The Contemporary Worker: In this introductory course, we will examine the figure of the worker in recent fiction and poetry. We will pay close attention to how the form of these works impacts their representations of working-class life. Requirements for this class will include: active participation in discussions, weekly reading quizzes, two essays, a midterm, and a final. Course texts may include the following novels: Colson Whitehead’s Zone One, Joshua Ferris’ Then We Came to the End, and Camille Perri’s The Assistants, as well as these poetry collections: Working Words and 99 Poems for the 99 Percent.

ENGL 103: English and American Poetry
Day(s)/Times: TR 12:30-1:45
Instructor: Betts, Tara
In this course, we will read English and American lyric poetry historically and critically. This course covers a broad time frame as we read from the eighteenth, nineteenth, twentieth, and twenty-first centuries. We will consider prosody, forms, and close readings will guide us throughout these texts and other relevant critical writings. By developing our skills in close textual reading of poetry and framing such readings within various contexts, students will develop and strengthen analytic and interpretive skills. In so doing, students will be expected to participate and demonstrate in scholarly conversations about poetry. The course will focus on diction, form, oral tradition, metaphor, meter, rhetoric, and sound throughout the semester. Considerable reading and preparation are expected. Active verbal participation, a response paper, oral recitation, a midterm, and a final paper are expected of each student.

ENGL 104: English & American Drama
CRN: 29789
Day(s)/Times: MWF 11:00-11:50
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’Neil, Beckett, Albee, Hansberry, Soyinka, and Churchill, 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, Artaud, Brecht, and Stanislavski. 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: The Otherworldly in American and British Fiction
Day(s)/Times: TR 2:00-3:15
Instructor: Buchmeier, Sarah
In this course, we will explore the imaginative capacity of the novel to create worlds by reading novels whose worlds are decidedly not our own. In an age where realism is the dominant literary mode, this course is interested in the value and function of literature that departs from that tradition, what otherworldly novel worlds reveal about our own real world, and what factors in our world produce the literary impulse to create the unfamiliar in fiction. We’ll also put these in conversation with texts that bring in otherwordly elements into otherwise realistic spaces. Texts will cover a wide range, including post-Civil War spiritualist depictions of heaven, utopian and dystopian novels, Afro-futurism, and horror.

ENGL 105: Waterworlds
CRN: 14332 / 20924
Day(s)/Times: MWF 10:00-10:50
Instructor: Raden, Justin
What kind of role can literature play in the climate change era? This course will ask that question, with a particular emphasis on the problem of rising oceans. More than a hundred million people could be displaced globally by rising oceans by the year 2100, and as we’ve seen recently in Houston and Bangladesh many places will not have to wait that long. Fiction has meditated on the possibility and consequences of rising oceans at least as long as science has, so perhaps it can provide a space for thinking our imminent water world differently: not in terms of technocratic solutions but in terms of new social imaginaries, interrogations of contemporary social and political configurations, or different relations to the natural world. We'll begin with some pre-climate change works which have in some sense set the stage for fiction's engagement with climate change. The works we will look at will include those by Mary Shelley, Margaret Atwood, JG Ballard, Kim Stanley Robinson, and of course we'll screen the cinematic classic from which the course takes its title, Waterworld.

English 105: British and American Novels: Cli Fi or, The Literature of Climate Change
CRN: 14331
Day(s)/Times: TR 3:30-4:45
Instructor: David Schaafsma
“It is a curious situation that the sea, from which life first arose should now be threatened by the activities of one form of that life. But the sea, though changed in a sinister way, will continue to exist; the threat is rather to life itself.”
The focus of this course will be the literature of climate change, with a particular focus on water, where the greatest concentration of CO2 can be found, the CO2 that is steadily destroying the planet. Not many contemporary novels focus on climate change, interestingly enough, given its importance for the future of humankind. Most stories are science fiction/dystopian, helping us imagine a horrific future as a kind of warning. In this course we’ll read some non-fiction articles about climate change, and some British and American novels that help us think of possible futures, including The Road, Cormac McCarthy; Shipbreakers, Paolo Bacigalupi, others. We will  see a film, possibly Waterworld. We will also explore how to get involved with Chicago area environmental organizations, including Professor Rachel Havrelock’s Freshwater Lab, focused on the survival of the Great Lakes.

ENGL 107: Introduction to Shakespeare
CRN: 25569 / 25568
Day(s)/Times: MWF 9-9:50
Instructor: McManaman, Ann-Marie
As an introductory survey of William Shakespeare we will be engaging with a variety of Shakespeare’s dramatic plays and poetry. This course is designed to enable everyone to engage with Shakespeare through an exploration of text, theatre, and film adaptation. We will examine the historical and social contexts in which Shakespeare lived and worked, as well as reflecting on Shakespeare’s legacy and relevance to our contemporary moment. This course will introduce you to Shakespeare’s complex poetic language and provide you with methods for understanding his works as well as the tools necessary to develop your skills in literary criticism. Students will closely read Shakespeare’s language and dramatic forms as a means of exploring broader themes of gender and sexuality, history, race, social class, religion, and disability.

ENGL 107: Introduction to Shakespeare
CRN: 29790 / 29791
Day(s)/Times: TR 3:30-4:45
Instructor: Buslik, Gary
This course will introduce you to the life, times, and work of the great poet, dramatist, and inventive genius of the English language, William Shakespeare. We will read a lively biography and selections from books about him, his work, and Elizabethan theater. We will read and discuss plays and sonnets. We will also watch filmed productions of the Bard's most famous plays. We will write response papers and have quizzes on all readings, midterm and summary exams.

ENGL 108 British Literature and British Culture: The Spectre of the Gothic
CRN: 19653
Day(s)/Times: MWF 11:00-11:50
Instructor: Smith, Heidi
The Gothic haunts the present. Monstrosity, vampirism, uncanny happenings: a peculiar sense of dread and terror seeping into the seeming sameness of the everyday. Our task will be to think about the persistence of this ghost, and we will therefore begin not at the beginning, but at permutations of the Gothic in the 19th century. The Victorians, conventionally remembered as straight-laced and repressed, reincarnated and devoured Gothic themes with a vengeance. The texts we will focus on raise questions about the increasing social and economic homogeneity of the period through tales of strange doppelgängers, terrible secrets, unsettling atmospheres, and temporal disjunctures. We will explore how these tropes and motifs intersect with formulations of sexuality, gender, empire, and normality, as well as how, and possibly why, these tropes and motifs are reanimated in 20th and 21st century film and literature. Novels and short stories include Sheridan Le Fanu’s Carmilla, James Hogg’s The Private Memoirs and Confessions of a Justified Sinner, Charlotte Brontë’s Jane Eyre, Robert Louis Stevenson’s Dr. Jekyll and Mr. Hyde, Rudyard Kipling’s The Phantom Rickshaw, Charles Dicken’s Great Expectations, Daphne du Maurier’s Rebecca, and Graeme Macrae Burnet’s 2016 novel His Bloody Project.

ENGL 109: You Were Never Here: Author’s Writing In And About Chicago
CRN: 24547 / 24548
Day(s)/Times: TR 11:00-12:15
Instructor: Casey, John
What comes to mind when you hear the word Chicago? For some it’s stockyards and steel mills, but these have been gone from the city’s landscape for nearly three generations. For others it’s the stories of violent crime, but Al Capone is a distant memory and many neighborhoods are not touched by the gang activity on the evening news. Some see the city as a patchwork of neighborhoods with different ethnic backgrounds at their core, but rising rents and mortgage prices have turned many ethnic neighborhoods into urban shopping malls. The Chicago that seems ‘real’ to you depends on what you already believe before picking up the book. In this class, we will examine the strong emotions that readers have about Chicago and the narratives that either seem real or fake to those reading them. Readings for the class will include classic novels such as 'Sister Carrie' and 'Native Son' alongside more recent works by local authors such as 'The Old Neighborhood.' We will also read poems by Carl Sandburg, Gwendolyn Brooks, and Louder Than a Bomb youth poetry slam founder Kevin Koval’s recent collection 'A People’s History of Chicago.'

ENGL 109: Tough Girls in American Literature and Culture
Day(s)/Times: MWF 2:00-2:50
Instructor: Whalen, Terence
We seem to be witnessing the emergence of a new type of heroine in American culture, one whom, for lack of a better phrase, we shall call the tough girl. The type can be found almost everywhere in recent popular culture, ranging from Ripley in the Alien films to Arya inGame of Thrones to Katniss in The Hunger Games (draw up your own list). This course will begin with one or two recent works of fiction and then work backward to several nineteenth-century American novels which may be seen as ancestors. At issue here is not simply the emergence of a new narrative form, but also the arbitrary choices and unforeseen consequences that accompany the naming of a genre and the creation of a new field of study. Texts include works by Louisa May Alcott (Behind a Mask), Ben Tripp (Rise Again), Daniel Woodrell (Winter’s Bone), Suzanne Collins (The Hunger Games), Nathaniel Hawthorne (The Scarlet Letter), and Harriet Beecher Stowe (Uncle Tom’s Cabin). Assignments include two papers, exams, and class presentations. Attendance is required; reading is mandatory.

ENGL 110: English and American Popular Genres: Crime, Romance, and Horror in Literature and Film
Day(s)/Times: TR 9:30-10:45
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 overarch the course and help us rethink the value of popular art itself. Required work includes reading quizzes, worksheets: unit exams; several short response papers; group work; and a class presentation, solo or with a partner.

ENGL 111: Women and Literature
CRN: 14584
Day(s)/Times: MWF 2:00-2:50
Instructor: Stolley, Lisa
This course will examine a sampling of novels and stories authored by women about women who deviate from the “norm” in some fashion, and in doing so, implicitly question, expose, or comment on cultural attitudes about gender and identity. Placing each text in its historical, cultural and sociopolitical context, we will investigate patterns and themes of fictional female transgression in women’s writing across the 19th and 20th centuries, and into the 21st century; we will also consider the conditions under which female authors wrote (and write) and how that figures into the content. This will be a reading and writing intensive class: readings will likely include Toni Morrison’s Beloved and Sylvia Plath’s The Bell Jar, as well as short stories and critical essays. Written work will include weekly responses and/or discussion questions, three short essays, and a final presentation.

ENGL/NAST 112: Introduction to Native American Literatures
Day(s)/Times: MWF 2:00-2:50
Instructor: Lyons, Maryanne
The goal of this course is to familiarize the student with the literatures of Native America, from traditional oral narratives and rituals to recent works by living Native American and First Nations authors. Some of the authors we will read are Luther Standing Bear, E. Pauline Johnson, Louise Erdrich, N. Scott Momaday, Thomas King, and Sherman Alexie. We will look at these works within the contexts of the history, public policy, issues, trends, and influences that inform them. We will focus primarily on the genres of fiction and life-writing, but with some attention also given to poetry, film, and political writing. This course is intended as a beginning, an introduction, rather than a complete and comprehensive account of the languages, literatures, cultures, and histories of the hundreds of Native American and First Nations groups who call this continent home.

ENGL 114: Empire’s Ends
CRN: 29792
Day(s)/Times: MWF 12:00-12:50
Instructor: Mufti, Nasser
Many observe today that the American empire is in decline. What does it mean for such a project to decline? And what does such an ending look like in literature? In this course, we will look at the theme of imperial decline, decay and degradation in British, Caribbean, and African literature. When does imperial decline happen on its own, and what does it look like? And when does imperial decline happen because of anti-imperial or anti-colonial resistance—the beginnings of new regimes in the Global South? In this course, we will read a range of texts spanning novels, non-fiction, and political essays, and anchor our discussions in how literature narrates the end to the largest of all modern projects: empire.

ENGL 115: Understanding the Bible as Literature
CRN: 30508 / 30509
Day(s)/Times: MWF 9:00-9:50
Instructor: Grunow, Scott
This introductory class presents a literary perspective on the Bible. Texts from the Bible will stand at the center of our analysis, while an accompanying textbook will help us to contextualize Biblical materials within history and culture. As we place Biblical texts in their historical and cultural contexts, we will read the Bible as a literary work that was written from specific social situations, written in various genres that use specific language and imagery, and produced consequences for the audiences at the time it was written. We will focus on variations of themes that connect the Hebrew Bible (“Tanakh”)/Old Testament and the New Testament, such as creation, birth, heroes and heroines, the journey, the Torah, the Deuteronomistic history, suffering, dissension in the community, holiness, mimetic desire, the scapegoat (applying the theories of Rene Girard), and the apocalypse. Overall, we will come to understand the Hebrew Bible/Old Testament and the New Testament as distinct yet connected bodies of literature that respond to specific historical and cultural situations, and how the authors of the New Testament employed images and themes from the Hebrew Bible to articulate their experiences of Jesus and his teachings. Students will produce, as analytical responses to the readings, several in-class essays and four short formal essays.

ENGL 117: Gender, Sexuality, and the Discourse of Rights
CRN: 37874
Day(s)/Times: TR 2:00-3:15
Instructor: Godek-Kiryluk, Elvira
This is a course that will combine readings of literary and theoretical texts to map the emergence and development of core concepts in feminist and queer theory. We will begin by examining the arguments used to establish the obligations that societies and individuals have to any person on account of human rights. After we lay out the formal principles behind universal human rights, we will outline a history of programmatic failures of recognition and disenfranchisement of minority groups. We will then focus on the challenges and contributions from feminist and queer theory to the discourse of rights. On the literary side, we'll read selections--with some exceptions-- from the precursors of modernism or modernist authors like Arthur Rimbaud, Oscar Wilde, Marcel Proust, Radclyffe Hall, Virginia Woolf, Gertrude Stein, Djuna Barnes, and we'll strain the periodization of modernism with James Baldwin and some film selections. On the theoretical side, we'll read selections from Simone de Beauvoir, Eve Sedgwick, Gayle Rubin, Michel Foucault, Judith Butler, Heather Love, Sharon Marcus, Michael Warner, and others.

ENGL 120: Film and Culture: Gender and Genre
CRN: 30507
Day(s)/Times: M 3:00-5:45 / W 3:00-4:50
Instructor: Dancey, Angela
This course examines the relationship between film genre and gender, both in terms of representations of masculinity and femininity in genre films (as well as intersecting categories of race and class), and the extent to which certain genres are gendered (the “chick flick” vs. the action movie, for example). We will watch and discuss representative films from both the “classical” period of each genre or subgenre as well as more recent examples—in this way, we can trace the evolution (or stasis) of their representations of gender. Finally, we will also look at gender representation in some generic hybrids (films that combine the conventions of one or more genres).

ENGL 122: Understanding Rhetoric
Day(s)/Times: TR 3:30–4:45
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 campaigns to memes, from product advertisements to internet trolls, 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, by understanding rhetoric we will understand more about the world around us.

ENGL/GLAS123: Introduction to Asian American Literature
CRN: 35443/35444; 38904/38905
Day(s)/Times: MWF 10:00-10:50
Instructor: Mark Chiang
What is Asian American literature? How can we define it? Is it a matter of identity? Does it have to have Asian American characters? Does it need to address Asian American topics or issues? Asian American literature is ultimately as diverse as Asian Americans themselves. This course will introduce students to a range of literary works that reflect the whole spectrum of Asian American experiences. We will attend both to the particular features of literary texts, as well as to their larger social and historical contexts. Assignments for the course will include short papers and exams. Texts for the class will include such works as John Okada, No-No Boy; Mohsin Hamid, The Reluctant Fundamentalist; Le Thi Diem Thuy, The Gangster We Are All Looking For; M. Evelina Galang, Her Wild American Self, and Jane Jeong Trenka, The Language of Blood.

200 Level

ENGL 200: Basic English Grammar
CRN: 26085; 35294
Day(s)/Times: MWF 9:00-9:50; MWF 12:00-12:50
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 Grammar
CRN: 27465
Day(s)/Times: TR 9:30 - 10:45
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 in complexity 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: 33188
Day(s)/Times: MWF 2:00-2:50
Instructor: Green, Hannah
Creative nonfiction (CNF) combines the creative craft choices, language, and literary devices of fiction with the real, everyday experiences of nonfiction to create personal yet accessible narratives. In fact, 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 elements embrace different mediums such as 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, Lore, 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 CNF essays and podcasts.

ENGL 202: Media and Professional Writing
CRN: 23683
Day(s)/Times: TR 9:30-10:45
Instructor: Shearer, Jay
In this course, you will develop a fresh perspective on—and skills regarding—writing for media (print & online) and public relations. Through extensive reading, interviewing, writing and discussion, you will learn to analyze and produce work appropriate for these dynamically evolving industries. You will examine multiple aspects of media and communications—from journalism to blog work to publicity—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: 14482
Day(s)/Times: MWF 10:00-10:50
Instructor: Christian, Margena A.
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: Professional Writing
CRN: 29938
Day(s)/Times: MWF 1:00-1:50
Instructor: Frangello, Gina
Professional Writing is a term that can be hard to define, as it is part of an ever-changing landscape that, at one time, was comprised mostly of traditional journalists writing for newspapers and print magazines. Now, when new media outlets are emerging online at the speed of light, yet major newspapers are declaring bankruptcy and magazines closing down, what does a career in “professional writing” look like? How is this (already complex) question further complicated by the media's now-contentious relationship with high level politicians and the debates surrounding freedom of the press and "fake news?" In this course, we will attempt to integrate the old and the new for a full survey of how the professional writing world functions today, and career possibilities for a new college graduate in this era where journalism has never been more crucial. While we will mainly examine news journalism, we will also be taking forays into various other forms of related professional writing, from book reviewing to interviewing to the personal essay to public relations press releases. We will move back and forth between a traditional (though contemporary) textbook on news reporting and writing, to more specific current events case studies. Through in-class presentations and practice in trying your hand at various types of professional writing, you will master new writing skills that can give you a sense of prospective writing-related careers, and that will aid you no matter what field you find yourself in post-graduation.

ENGL 210: Introduction to the Writing of Poetry
CRN: 14487
Day(s)/Times: TR 2:00-3:15
Instructor: McFarland, Scott
In the first half of the course, you will be introduced to a variety of poetic forms and writing techniques through an examination of "model" texts by influential poets and artists, including visual artists, spoken-word artists and songwriters. This will not a survey of self-expressive, inspired geniuses; rather, it will be an introduction to the artistic movement or "conversation" that these artists were/are part of. There will be two types of writing assignments: critical and creative. The former will be short critical responses to the texts that you find personally inspiring; the latter will be both writing exercises and poems. These poems will be based on our study of poetic form (the pantoum, the cento, the villanelle, the ballad, free verse, the pop song, the stand-up bit) and technique (concrete poetry, conceptual writing, collaborative writing, found poetry, flarf) as well as self-directed critical work. In the second half of the course we will focus on writing, workshopping and revising the creative writing produced during the first. You will be assigned two pages of creative and/or critical writing per week, along with 20 pages or so reading per week. Course readings and lectures will be the basis for two exams: a midterm and a final.

ENGL 212: Introduction to Creative Writing: Fiction
CRN: 22214
Day(s)/Times: MWF 9:00–9:50
Instructor: Jones, Adam
This class is focused on learning the basic elements of writing narrative fiction. We will read a variety of short works, analyzing their formal components: character, dialogue, setting, plot, etc. We will also complete exercises designed to practice using those components ourselves. Additionally, each student will complete and submit one story that synthesizes the different components covered in the class, which the class will collectively workshop. Overall, students will learn to read more critically (“reading as a writer”), will practice the “moves” available when writing fiction, and will gain experience participating in a fiction workshop.

ENGL 212: Introduction to the Writing of Fiction
CRN: 14488
Day(s)/Times: MWF 12-12:50
Instructor: Steuber, Evan
In this course students will be introduced to the history and techniques of fiction. In the first half of the semester we will read a wide variety of authors who are masters of their craft; we'll attempt to get a good mix of conventional fiction and styles as well as a few more experimental approaches so that a basic understanding is formed of the vast expanse that is labeled “literary fiction.” Imitation and understanding of these techniques will work as the beginnings of students transferring this knowledge to their own fiction. In the second half of the course students will workshop their own pieces. Each student will have one longer short story work-shopped of 10-15 pages as well as a shorter piece (a character sketch) of 3-6 pages. In addition to this student work will include one presentation on craft elements (or larger issues/movements in fiction) in relation to the short stories we’ll read, as well as three comprehensive quizzes (these may be substituted with prompt responses). At the end of the semester students will turn in a portfolio with revised versions of their work-shopped pieces.

ENGL 212: Introduction to the Writing of Fiction
CRN: 14489
Day(s)/Times: TR 12:30-1:45
Instructor: Berger, Jessica
To be a good writer, you should have the capacity to be a great reader – and so this class will feature a significant amount of attentive reading prior to picking up the pen. Readings, exercises, workshops, and assignments will be built around the notion of creative writing as an artistic medium forever grappling with concepts of genre, structure, and ‘romantic’ identity. Students of this course will be consciously experimenting with the production and format of texts to expand their understanding of what it is possible to express with language, and to push at the boundaries of fiction. You will be practicing writing techniques on the page, finding them in your reading, identifying them in the works of your peers, and indulging in a substantial amount of writing inside and outside of the classroom as you work with a variety of practices to build your final piece. Time in class will be devoted to the lecture and discussion of ideas and techniques used in the course readings, to in-class exercises, and to constructive workshop.

ENGL 222: Tutoring in the Writing Center
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 engage critically with composition and writing center theory and put this theory to practice in developing respectful, collaborative, and effective tutoring strategies. Activities will include the following: one-on-one observation of experienced tutors; 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 ideology, culture, and power in education. In addition to our weekly class meetings, 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.
Course readings will involve important texts in writing center and composition theory. 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.

ENGL 222: Tutoring in the Writing Center
Day(s)/Times: T 3:30-5:00 & W 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, race, gender, sexuality, power, and ideology in education; and a final, longer project you design based on a research question you choose. 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 233: History of Film II: World War II to the Present
CRN: 14589/14590
Day(s)/Times: MW 3:00-4:50
Instructor: Rubin, Martin
An overview of the modern era of film history, with an emphasis on the various "new waves" that rocked the cinema establishment during the postwar period, and on the major technical developments (widescreen, Dolby stereo, digital media) that have changed the ways we see, hear, and consume movies. Among the areas likely to be covered in the course are: the Italian neorealist movement of Rossellini and De Sica, the postwar Japanese cinema of Kurosawa and Mizoguchi, the European art cinema of Bergman and Fellini, the rule-breaking French New Wave of Godard and Truffaut, the immediacy-seeking Cinéma Vérité movement of Drew and Pennebaker, the identity-building African cinema of Sembene and Mambéty, the revolution-spawned cinemas of Cuba and Iran, and the technically innovative blockbusters of Coppola and Spielberg. Course requirements include regular quizzes and written responses.

ENGL 240: Introduction to Literary Study and Critical Methods
Day(s)/Times: MWF 12:00-12:50
Instructor: Ashton, Jennifer
In this course we'll tackle a small number of works in a variety of genres and media --poetry, short stories, novels, plays, music (more specifically rap) lyrics, and film -- and from a range of time periods. As we think about how to understand these works in formal, aesthetic and historical terms, we'll explore some foundational questions for both the practice and the theory of critical interpretation. We'll start with three basic questions: What kind of thing is a work of "literature"? What are we talking about when we refer to its “meaning”? What kind of practice are we engaged in when we call what we’re doing “literary criticism”?  As we'll see from the first several weeks of class, the answers to these questions, far from being obvious, have been the subject of longstanding, rigorous debate and it’s not only critics who disagree, but literary artists themselves. Written work will include a midterm and final exam, a short formal analysis paper, and occasional informal short writing assignments.

ENGL 240: Introduction to Literary Study and Critical Methods
CRN: 27474 / 27475
Day(s)/Times: TR 12:30-1:45
Instructor: Clarke, Ainsworth
This course is an introduction to the key terms and debates that define the field of literary study. Using the transformation of detective fiction from the classic detective story to the postcolonial crime novel as our case study, we will explore how questions of genre, literary form, agency, and narratology that circulate within the field inform critical analysis. Our readings will include classic literary analysis by Todorov, Brooks, Moretti, Genette, and Culler (amongst others) and signal examples of detective fiction by Poe, Conan Doyle, Chandler, Himes, Auster, and Chamoiseau.

ENGL 240: Introduction to Literary Study and Critical Methods
Day(s)/Times: MWF 9:00-9:50
Instructor: Jun, Helen
Why do we study literature and what are the various methods employed to engage in literary analysis? This course explores the roots and development of the humanist tradition in philosophical and literary thinking about the meaning, value, and social implications of cultural representation. We will begin with an extended focus on Mary Shelley’s Frankenstein (1818) as a novel that responds to the ethical dilemmas of its time by narrating the pinnacle of Western society and its humanist thought through the eyes of the monster that it created. We will observe how contemporary literary criticism attempts to understand and often challenge humanist assumptions and worldviews by examining a range of Marxist, feminist, psychoanalytic, and postcolonial readings of Frankenstein. As the course moves towards an emphasis on the relationship between literary study and national culture, we will also examine how African American poetry and Latina short stories can work to interrogate humanist assumptions about morality, ethicality, aesthetics, and truth under historical conditions of state violence and global capitalism.

English 240: Introduction to Literary Study and Critical Methods: The Place (and Displacement) of Critical Theory in Digital Media
Day(s)/Times: TR 11:00-12:15
Instructor: Tabbi, Joseph
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 240: Introduction to Literary Study and Critical Methods
Day(s)/Times: MWF 10;00-10:50
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 241: Survey of English Literature from the beginnings to 1660
Day(s)/Times: MWF 11:00-11:50
Instructor: Thomas, Alfred
This course provides a broad survey of the major works of English literature from the Anglo Saxons to the seventeenth century, from the earliest known literary text “Caedmon’s Hymn” to the glories of the Elizabethan and Jacobean theatre and beyond. The central question we shall ask is how and why such a great literature could arise from such modest and unpromising beginnings in a small land at the periphery of Europe? What were the circumstances that allowed a set of disparate invading Germanic tribes in the fifth century to forge a unified nation and create a cultural cohesiveness and identity that would culminate in the drama of Shakespeare and the epic grandeur of Milton? Readings will include Beowulf, the Lays of Marie de France, Sir Gawain and the Green Knight, Chaucer’s The Canterbury Tales, The Book of Margery Kempe, selected medieval and morality plays, Marlowe’s Doctor Faustus, Shakespeare’s Sonnets, Macbeth, and Milton’s Paradise Lost.

ENGL 242: English Literature, Global Origins
CRN: 14507
Day(s)/Times: WF 10:00-10:50
Instructor: Mufti, Nasser
This course is about how British imperialism was essential to the invention of “English literature.” Over the semester, we will read the canonical figures of modern English literature from the beginning of the Restoration (1660) to the end of the Victorian period (1902) and learn how Britain’s colonial exploits during this period (from slavery to massacres to settler colonialism to mass exploitation) were integral to the British literary imagination. Even though places like India, Jamaica, South Africa, and Argentina rarely find themselves on the pages of writers like Defoe, Wordsworth, Mary Shelley, Dickens, Emily Brontë, Doyle, and Conrad (all of whom, amongst others, we will read), these sites were central to the formation of their national identity their novels, poetry, and non-fiction. In a word, the point of this class is to introduce the idea that “English literature” is not properly English.

ENGL 243: American Literature: Beginnings to 1900
CRN: 29797
Day(s)/Times: MWF 1:00-1:50
Instructor: Mark Chiang
This course will provide a broad overview of the history and development of the United States, and American society and culture from its native and Spanish colonial origins to the rise of American empire at the end of the 19th century. We will examine literary texts that speak to the conflicted histories of American territorial expansion, immigration, slavery, industrialization, and urbanization. We will consider various transformations of American society and how they express themselves in struggles over race, gender, sexuality, national identity, labor, and class. Requirements will include two short essays and two exams. The course will cover a range of writers such as Phyllis Wheatley, Washington Irving, Edgar Allen Poe, Emily Dickinson, Herman Melville, Walt Whitman, Mark Twain, Frederick Douglass, Harriet Jacobs, Harriet Beecher Stowe, Sarah Orne Jewett, Charlotte Perkins Gilman, and Sui Sin Far, among others. The required texts are Vols. A and B of the Norton Anthology of American Literature.

ENGL 260 (AAST 250): The Francophone African Novel in English
Day(s)/Times: TR 11:00-12:15
Instructor: Brown, Nicholas
This course will be survey of African novels originally written in French. The language of the readings and of the course will be English; students who wish to read the books in French are welcome to do so.

300 Level

ENGL 304: Studies in Drama
Day(s)/Times: TR 11:00-12:15
Instructor: Freeman, Lisa A.
The Canon and the Contemporary Stage: Sequels, Revisions, and Riffs
If the stage holds up a mirror to life and actors are 'the abstract and brief chronicles of the times," how might we understand what happens when contemporary dramatists look to engage and rewrite classic plays. This course will explore the relationship between a number of canonical plays and their contemporary sequels and revisions. In particular we will look to how each play mediates concerns about race and gender in its time and what types of theatrical forms, technologies, and techniques are used to convey those concerns and representations. Play combinations may include such works as William Shakespeare's Othello and Lolita Chakrabarti's Red Velvet, Dion Boucicault's The Octoroon and Branden Jacobs-Jenkins's An Octoroon, and Lorraine Hansberry's A Raisin in the Sun and Bruce Norris's Clybourne Park. The emphasis in the course will be on live performance and on understanding how plays are texts that await embodiment on the stage. To that end, the class will undertake at least one trip to a local Chicago theater to see a play together. Course assignments will include a series of papers, scene performances and analyses.

ENGL 313: SHAKESPEARE: The Comedies
CRN: 32898
Day(s)/Times: TR 2:00-3:15
Instructor: Rose, Mary Beth
This course will explore six of Shakespeare’s comedies and two of his late plays, often called romances. Class discussions will focus on the nature of Shakespearean comic form and its skeptical idealizations of marriage; the idea and representation of theatricalism; shifting conceptions of gender sexuality; and conflicted representations of political authority, race, and social class. We will also consider scenes from some modern film versions of the plays.

ENGL 316: British Romantic Literature: The World of _Frankenstein_
CRN: 35392
Day(s)/Times: TR 12:30-1:45
Instructor: Canuel, Mark
This course coincides with the 200th anniversary of the publication of _Frankenstein_, and students will be able to participate in activities at the Institute for the Humanities featuring visiting speakers and films. The class itself will be devoted to exploring Mary Shelley's celebrated novel, its context, and its influence. In this class, we will of course read _Frankenstein_ and important criticism written on it over the past 200 years. But we will also read a range of works that inspired it and were inspired by it. These include famous texts responding to the French Revolution by Burke, Paine, Godwin, and Wollstonecraft; poetry by William Wordsworth, Samuel Taylor Coleridge, Percy Shelley, and Byron; examples of early Gothic novels; travel narratives; and accounts of scientific experiments. We will also examine dramatic and film adaptations, including Brinsley Peake’s sensational drama _Presumption; or, the Fate of Frankenstein_. Requirements: attendance and participation, one presentation, two papers, midterm quiz, and final exam.

ENGL 321:
Day(s)/Times: MWF 1:00-1:50
Instructor: Grey, Robin
Early American literature is extraordinarily diverse, covering everything from gothic novels, travel narratives, memoirs and poetry to witchcraft trials, political pamphlets, sermons, and contact narratives with Native Americans.
Some of the issues we will examine as they are raised in these narratives are: 1) the volatile footing on which intercultural relations are established with Native Americans as seen in contact narratives by the English, French, and Abenaki Indians; 2) the fragile nature of American nationhood during the American Revolution and shortly thereafter, prompting conspiracy theories about “foreigners”(as seen in the Gothic novel Wieland) which also includes the supernatural and ventriloquism; 3) the problem of social conformity and the eruption of witchcraft trials as symptomatic of Calvinist beliefs-- seen in the recent film The Witch and some of Hawthorne’s short stories); 4) the problem of fiction/poetry/and art as expressions of female autonomy in early America (in the poetry of Anne Bradstreet and Hester Prynne in Hawthorne’s novel The Scarlet Letter); 5)  the notion of an “American Dream”; as well as the sometimes problematic underpinnings of the Protestant work ethic and American evangelicalism (as in in Benjamin Franklin’s writings and those of Jonathan Edwards).  Requirements: a midterm, a short paper, a final examination, and occasional short analyses of readings.  Class participation will be important.

ENGL 375: Rhetoric and Public Life
Day(s)/Times: TR 12:30–1:45
Instructor: Reames, Robin
It has been said that since 9/11 we have been living in the “post-truth era.” What does this phrase mean? It means that proving something to be “true” or “false” does not necessarily impact belief because the very ideas of “truth” and “falsehood” have been called into question. How does this affect you? It makes it very hard for you to know what—and who—to believe. But you are not alone; and this problem is not a new one. It is the same problem that Plato had with the “pre-truth” sophists of ancient Greece—the very same problem the art of rhetoric was invented to solve. This course will engage in rhetorical analysis and rhetorical criticism of a selection of post-truth controversies—from climate change to school shootings to internet trolling. Our aim will be to use the art of rhetoric to uncover how “post-truth” discourses construct our ideas of what’s true and determine our beliefs and actions.

ENGL 382: Editing and Publishing
CRN: 38558
Day(s)/Times: TR 9:30-10:45
Instructor: Hayek, Philip
In ENGL 382 we will study editorial oversight, copyediting techniques, style requirements and the use of grammar as a stylistic tool, as well as publishing industry standards. We will cover the changing landscape of scholarly journal publishing, both online and print. The publishing landscape has changed so much in the past decade that it can be difficult for aspiring writers, editors, or other literary professionals to keep up with their options and the conventions of the trade. In this class, we will take a look at both the recent changes and the current marketplace, for a comprehensive survey of the publishing industry. Topics explored will be covered in a twofold manner: from the perspective of the aspiring publishing professional (i.e. copyeditor, developmental editor, marketing director, translator, literary agent) and the perspective of the aspiring professional writer (novelist, memoirist, journalist, etc.). We will survey a variety of academic and literary journals while we navigate the logistics of writing and publishing.

ENGL 383: Writing Digital and New Media
CRN: 38535
Day(s)/Times: TR 3:30-4:45
Instructor: Hayek, Philip
Writers increasingly rely on digital media to conduct their work, and the definition of “writing” is evolving to include visual communication, audio and video editing, content management, and social media. Writing Digital and New Media is designed to familiarize you with all of these topics through theoretical exploration of digital media and practical training with a variety of software tools. Broadly stated, the key goal of this course is to increase your “digital literacies.” We will read and discuss some of the most influential writers on digital literacy, then we will apply the concepts we’ve read to our own digital media projects. Our class sessions will be a mix of reading discussion, artifact analysis, and software workshop.

ENGL 383: Writing for Digital and New Media
CRN: 39948
Day(s)/Times: MWF 11:00-11:50
Instructor: Christian, Margena A.
This course will explore aspects of digital writing and the use of digital platforms in professional and media environments. Electronic storytelling, narrative and production for online sources will be the emphasis of this class. Students will present information in a variety of digital formats aimed at assessing their ability with various adaptive storytelling techniques. The purpose of this course is to integrate writing (analytical and response-to-audience) skills into the digital presentation of ideas that meet the needs of the public audience. Media convergence, most specifically the role that backpack journalism plays, will be explored. Students can expect to write a feature story and present it online with photography, video and music. A publicity campaign, incorporating team meetings, will demonstrate students’ ability to create and tell stories in a collaborative fashion. Students will examine and investigate online news sources along with understanding the range of social media through platforms such as Facebook, LinkedIn, Twitter and blogs, to name a few. Extensive computer use will be required as students produce a series of compelling writing tasks that engage audience interest.

400 Level

ENGL 408: Topics In Medieval Literature
Day(s)/Times: MWF 1:00-1:50
Instructor: Thomas, Alfred
The Once and Never King: Power and Paradox in the Arthurian Romance
This course examines a profound paradox at the heart of the Arthurian romance. The story of King Arthur is based on a myth of origins that places the British king at the threshold of history, an eternal and immutable figure who will, according to legend, return to deliver his people from oppression. At the same time the various medieval iterations of the Arthurian story—from Geoffrey of Monmouth’s History of the Kings of Britain (ca. 1136) to Sir Thomas Malory’s Le Morte Darthur (ca. 1469-70)—present an ever-changing and evolving character (in Geoffrey strong and resolute, in Malory weak and vacillating) whose permutations reflect the instability of the medieval feudal system even as the English monarchs sought to colonize and dominate the British Isles. The focus of this course is not to ask whether Arthur ever existed but to interrogate the more meaningful question: how and why did such an unlikely figure of obscure Celtic origins come to dominate the literary imagination of the European Middle Ages. Readings will include Old Welsh, Latin, Middle English, Old French, Anglo-Norman versions of Arthurian romance (all in modern translation).

English 427: Topics in American Literature
Day(s)/Times: TR 12:30-1:45
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 specifically) the relocation of literary practices within electronic media. Attention will be given to authors who discover ways not to deny 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 sample print fictions (by Ben Marcus, Shelley Jackson, William Gibson, and Joshua Cohen among others), we will regularly read, and write feature entries about works of native digital writing, of the sort found in the Electronic Literature Directory ( and the Electronic Literature Showcase.

ENGL 462: Topics in literary non-fiction
Day(s)/Times: T 3:30-6:15
Instructor: Luis A Urrea
This course will be a lively investigation of several trend-setting books that have affected the genre over the last 40 years. Readings, lectures, documentary films, a participatory class blog and final project will be mainstays of the course.

ENGL 474: The Invisible Made Visible: Writers of Color in American Speculative Literature
Day(s)/Times: MWF 2:00-2:50
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
CRN: 19874 (undergraduate); 19876 (graduate)
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 482: Campus Writing Consultants
Day(s)/Times: TR 11:00-12:15
Instructor: Williams, Charitianne
English 482 focuses on Writing Center Theory specifically for future educators. We will examine the relationship between students’ language use and their educational experiences, and how an educator’s awareness of these factors can lead to a healthier educative environment for students. Collaborative and anti-oppressive pedagogical practices will be emphasized. In addition to instruction time, class members are required to complete 2 hours of one-on-one tutoring in the UIC writing center per week.

ENGL 486: Teaching Writing in Middle and Secondary Schools
CRN: 19256/19257
Day(s)/Times: Tuesday 4:00-6:45
Instructor: Mayo, Russell
How should we value writing in the Language Arts Classroom? Should the classroom privilege certain genres and writing styles over others? What harms might this inflict? 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 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 portfolios demonstrating what you’ve learned in various sections of the course.

ENGL 490: Advanced Poetry Writing
Day(s)/Times: TR 2:00-3:15
Instructor: Pugh, Christina
In this course, we’ll be building on the poetic foundation established in English 210, as well as opening up your work to new possibilities of language and thought. Students need to be open to, and curious about, writing poems in structured rhyming and metrical formats as well as in free verse. Students will also write short critical papers and give oral presentations, in addition to completing a final portfolio of revised work at the end of the semester. The course is based on strong literary (lyric) models and on the notion that critical and creative thinking inform one another. The main emphasis here, though, will be on the discussion of student poems and on the development of craft at the advanced undergraduate level -- in an environment that is positive and encouraging, but also rigorous. As per departmental rules, English 490 will only be open to students who have received an A or a B in English 210.

ENGL 491: Advanced Writing of Fiction
Day(s)/Times: MWF 12:00-12:50
Instructor: Mohanraj, Mary Anne
This is a combined graduate and advanced undergraduate fiction workshop. We will study the craft of fiction, reading the work of published authors and examining their methods. We will also write fiction and learn to critique each others' work.

ENGL 492: Workshop in nonfiction writing
Day(s)/Times: R 3:30-6:15
Instructor: Luis A Urrea
This course will be a healthy mix of grad and undergrad. Workshop discussions focused entirely on their writing, based on prompts, guided readings, and students' ongoing work.

ENGL 493: Internship in Nonfiction Writing
CRN: 26976 / 26977
Day(s)/Times: Thursday 3:30-4:45
Instructor: Andrews, Linda Landis
“What can I do with an English major?” is a question that students begin to answer through an internship in nonfiction writing. Guided by an instructor and a supervisor, students make the transition from academic writing to the professional writing required in the workplace. Employers include radio and television stations, online and print newspapers and magazines, public relations firms, nonprofits, museums, associations, law firms, and health organizations. Interns assist employers in a number of ways: interviewing, researching, writing content, editing, assisting in special events, to name a few. Credit is variable. English 202 is a prerequisite. Required Text: What Color Is Your Parachute? 2018

ENGL 496: Portfolio Practicum
Day(s)/Times: Tuesday 3:30-4:45
Instructor: Marsha, Cassidy
English 496 is a capstone course in the Professional Writing program that helps you prepare for a writing career. In this course, you create a personalized writing portfolio that will assist you in today’s employment process. If you have not pursued the internship option (ENGL 493), you are strongly encouraged to enroll in ENGL 496.
In English 496, you compile a working portfolio of your best professional writing samples, building upon a portfolio you may have already begun. You learn how to design and structure your material effectively and to write reflective commentary on the skills you acquired in each sample. You enhance your rhetorical ability to position your work for different professional audiences and writing contexts. Instructor and peer review aid you in creating an individual professional identity through your portfolio. In a culminating assignment, you present your portfolio orally to the class, giving you practice for future employment interviews.
Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493. Prerequisite(s): Grade of C or better in two of the following courses: ENGL 381, 382, 383, 384.

ENGL 498/499: Student Teaching with Seminar
CRN: 14554 / 14556
Day(s)/Times: Wednesday 4:00 - 5:45
Instructor: DeStigter, Todd
English 498/499 is the semester of student teaching for English education students, plus the accompanying weekly seminar. These courses are to be taken concurrently, and they are only open to student teachers. Eligible students must enroll in both courses, and for each course students must enroll in both a lecture and discussion section. (In other words, students will enroll in a total of four CRN’s: two for Engl. 498 and two for Engl. 499.) Students may select any CRN's that remain open, regardless of who is listed as the instructor.
The purpose of these courses is to support student teachers’ efforts to negotiate the complexities they will encounter in classrooms and to facilitate their growth and development as English teachers. Student teachers will spend the term working in a secondary school, where they will be guided by a mentor teacher and a university field instructor. The Wednesday seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon classroom teaching, 2) those that allow student teachers to collaborate with their colleagues and field instructors to prepare for upcoming teaching, and 3) those that address issues regarding a job search and ongoing professional development.

500 Level

ENGL 507: The Aesthetics of Poverty
Day(s)/Times: Wednesday 5:00-7:50
Instructor: Davis, Lennard
This course will look into the paradox that poor people are much described and depicted but rarely by anyone who is poor. Thus the poor make up one of the only identity groups that cannot represent itself. What are the semiological components of the mythos of poverty? How are we expected to recognize a character is poor? Since financial insecurity can happen to anyone, are there biocultural markers that perhaps falsely convince us that poverty is something physical and mental rather than financial? Looking at works by Friedrich Engels, Fanny Trollope, Rebecca Harding Davis, Emile Zola, Elizabeth Gaskell, Charles Dickens, Jack London, Stephen Crane, Richard Wright, Ralph Ellison, and representative works of film and television including the 1950's working class depictions in The Honeymooners, Mama, The Goldbergs, and the 1960's Beverly Hillbillies, as well as some Italian neorealist films of the 50's we will focus on the aesthetic decisions made by writers and readers concerning the poor. We will try to grapple with the relationship between structural explanations of poverty and the renewed reconsideration of considering culture in relationship to poverty.

AH 530: Seminar in the History of Photography
CRN: 40713
Day(s)/Times: Thursday 2:00-5:00
Instructor: Michaels, Walter Benn & Stimson, Blake
Theodor Adorno was fundamentally concerned with what he called the “violence of equality-mongering” or the reduction of life to the abstract equivalence of mere identity or sheer thingliness. When art adopts such a perspective, he said, it “takes photography as its model” and is “no less barbaric than the view of the artist as creator.” In this seminar. we will take the question of barbarism and its relation to photography as our aesthetic topic and political problem. To that end, we will draw deeply on both the history of recent art-cum-photography and photography-cum-art as well as relevant critical writing by (among others) Lukács, Fried, Clark, Wagner, Wilderson, Rancière, Chiapello, Stimson and Michaels.

ENGL 540: Seminar in Modern and/or Contemporary Studies in English: Modernist Poetry Pre and Post Postmodernism
Day(s)/Times: Monday 5:00-8:00
Instructor: Ashton, Jennifer  
What does it mean to resurrect or reconfigure modernist literary forms in the wake of postmodernism? In this course, after a brief survey of some key postmodern poetic developments (language writing in particular) we’ll begin with a number of key works by their modernist predecessors, including Bertolt Brecht, Hart Crane, Langston Hughes, Laura (Riding) Jackson, Claude McKay, and Gertrude Stein, a number of whom were also taken up by later generations of writers as postmodernists avant la lettre. We’ll then revisit some of the central modernist commitments of those works -- aesthetic as well as political -- from the standpoint of poets writing now, nearly a century later. The formative years of most of these 21 st -century writers were spent in a world in which postmodern aesthetics and poststructural theory had been dominant and only by the late 1990s had begun to appear exhausted as a source of aesthetic conviction. Well look at what the points of exhaustion in postmodernism seem to be and how these writers imagine superceding it. This more recent body of work will include both poetry and prose (fiction and nonfiction) by writers such as Cody-Rose Clevidence, Keven Davies, Aaron Kunin, Ben Lerner, Tao Lin, Fred Moten, Mark Nowak, and Simone White.

ENGL 554: Seminar in English Education: Writing Studies: Theories, Pedagogies, Practices
CRN: 34331
Day(s)/Times: Thursday 5:00 - 7:50
Instructor: Schaafsma, David
Building on the work of ENGL 555 and 557, this course is intended to be a student-led, critical examination of theories, pedagogies, and practices across the fields often referred to as Composition and Writing Studies. While attention will be paid to the historical development of these fields, our readings and conversations will focus on contemporary trends and debates, especially as they relate to writing pedagogy.
Topics may include: literacy, threshold concepts, genre, process, multi-modality, transfer, basic writing, political economy, ecology, translingualism, and assessment. Guest speakers will be invited to offer their insights on these topics. Likely course texts include Adler-Kassner & Wardle’s Naming What We Know (2015), Bawarshi & Reiff’s Genre (2010), Harris’s A Teaching Subject: Composition Since 1966 (2012), Inoue’s Antiracist Writing Assessment Ecologies (2015), and Stock’s Composition's Roots in English Education (2011). Most readings will be available online as pdfs.
Students will have the opportunity to collaboratively run and construct the course, and to lead weekly class meetings. Course work will involve reading and brief conversation papers written in response to readings. Additionally, students will write longer pieces in authentic genres related to the course content, including crafting teaching statements and writing for conference presentations or publication.
This course will likely appeal to any graduate students with interests and/or experiences in Writing Studies, Composition, Rhetoric, and English Education. Students within and outside of the English Dept. are encouraged to register or audit, as are lecturers and staff members within the English Dept.–please contact us before the first class meeting if you wish to audit.

ENGL 570: Graduate Poetry Workshop
Day(s)/Times: Monday 2:00-5:00
Instructor: Pugh, Christina
This course is a poetry workshop for graduate-level poets. Discussion of student work will be the primary focus here, but we will also read some notable recent volumes of contemporary poetry; recent readings for the course have included books by Charles Wright, Dan Beachy-Quick, Phillis Levin, and C. S. Giscombe. The course also includes critical readings that directly treat issues of poetic making, including the study of syntax, line, and linguistic music. Students will write nine new poems and revise them for a final portfolio; they will also produce an artist’s statement and two papers on the assigned books of poetry.

ENGL 571: Program for Writer: Fiction Workshop
Day(s)/Times: Thursday 2:00-4:50
Instructor: Grimes, Christopher
No books to buy; your MSS are the sole and primary texts. Considering that we offer a novel workshop, let's concentrate on the short-fiction form. Let's avoid genre. No drama but the drama in the work itself. Except when things become totally dramatic. We'll deal. And we'll decide the rest together. It's your workshop, after all.

ENGL 572: Workshop in the Novel
CRN: 14578
Day(s)/Times: Tuesday 5:00-7:50
Instructor: Mazza, Cris
This workshop is open to all graduate students in the English Department's Program for Writers. All other graduate students from other English Department programs or from other departments must get prior approval of the professor. This is a writing workshop where we evaluate and discuss novels-in-progress. You do not have to have a completed novel to participate. You may only have an idea or a single chapter, perhaps several drafted chapters. Story-cycles (novel-in-stories) and memoirs are also welcome. The workshop will not distribute nor discuss formula-driven commercial fiction. Aspects of publishing and other functional or philosophic issues in a novelist's life are also fodder for workshop conversation, and reading suggestions will depend on the focus taken by workshop submissions.

Day(s)/Times: Wednesday 2:00-4:50
Instructor: Kornbluh, Anna
How do novels theorize?  What kinds of abstraction, speculation, projection, and seeing activate the form of the novel?  How do novels represent, register, or indeed perform theories, universalities, generalities, totalities, commonalities, collectivities?  How do novels think, and does it matter what they think about?  What role has novel thinking played in theories of the novel?  What are the tenets of the theory of the novel, and what advancements in it are still possible?  Where does the novel fit in to or resist theories of literature more broadly?  In pursuit of these questions, this seminar reads theorists such as Schlegel, Lukacs, Shklovsky, Jameson, Ranciere, Armstrong, Ferguson, Woloch, and Levine, and Anglophone novelists such as Defoe, Austen, James, Woolf, Ellison, Rushdie, Ishiguro, Egan, Adichie.

ENGL 585: Verisimilitude
Day(s)/Times: Tuesday 2:00-4:50
Instructor: Brown, Nicholas
What is it in a work of fiction or a painting that is "like" truth? Propositional truths are not rare (that was one), but works of fiction don't contain any of those, or when they do we are not meant to take them as such. In another sense works of art simply are truths, in that they are symptomatic of their historical moment, or of the state of mind of their creators, or the state of the field in which they create, or whatever. But that is not what we mean when we say a work of art is mimetic or realistic. What kind of claim are we making when we describe a work of art as verisimilar? What is the value, or even the sense, of describing a work of art as "truthlike"? Among our readings will be Shklovsky, Brecht, Auerbach, De Man, Lukács, Derrida, Jameson, Adorno, Roberto Schwarz, Antonio Candido, Lessing, Aristotle, Barthes, Jacobi, and Fichte.


First Year Writing Program

070 Level

ENGL 070: Introduction to Academic Writing for the Nonnative Speakers of English
CRN: 32304; 30566
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45
Instructor: Doug Sheldon
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

ENGL 071: Education and the Individual
CRN: 35508; 30567
Day(s)/Times: TR 9:30-10:45; TR 12:30-1:45
Instructor: James Drown
This class will explore our relationship to the educational systems and environments we participate in. We will begin by looking at how people describe their educational experiences in relationship to identity, language, and the learning process. We will then examine what our own relationship to education is by writing a personal memoir. Finally, we will take these ideas and use them in an argumentative form to advocate for a specific change to the educational system. As we work on these projects across the semester, we will reflect on how we are growing as readers/writers, engage in rhetorical analysis, and cover mechanical and grammatical elements. Important to this class is the notion of collaboration: learning does not happen effectively in isolation and cannot be at the highest levels unless new knowledge is put into practice. This means interacting with new ideas, questioning old ideas, and discussing these ideas with other students. We will look at writing as something that we do individually, but prepare for in more social ways; therefore, we will have many partnered / group assignments and activities.

160 Level

MWF Sections

ENGL 160: Everyday Rhetoric: How Texts Shape Our Reality
CRN: 36501; 19837; 14374
Day(s)/Times: MWF 12:00-12:50; MWF 1:00-1:50; MWF 2:00-2:50
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: Perspectives on Nature
CRN: 14356; 14363; 26189  
Day(s)/Times: MWF 9:00-9:50; MWF 10:00-10:50; MWF 12:00-12:50
Instructor: O'Hara, Mary Ellen
This class will provide you with the opportunity to contemplate, analyze, and articulate your relationship with nature. Additionally, you will explore how that relationship has perhaps been constructed and constrained by various forces (social, cultural, and political). The major writing assignments for this course include a short piece of nature writing, a summary/response project, an argumentative essay, and a reflective project.
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 also develop criteria for evaluating our writing. Throughout the semester, we will examine and shape our evaluation criteria, and in the process, create our own vocabulary for academic genres and writing.

ENGL 160: Writing in Academic and Public Contexts
CRN: 14360; 14354; 14357
Day(s)/Times: MWF 9:00-9:50; MWF 11:00-11:50; MWF 1:00-1:50
Instructor: Young, Andrew Paul
The purpose of this course is for you to examine and develop your “voice”--the sense of self that allows you to be both yourself and a member of a community larger than yourself. Writing, and how you reveal your voice in your writing, is a social activity that creates “public conversation.” The public conversation is defined by the voices of its participants. Writing in the public conversation will require you to coexist in a community which has a tolerance of diversity and respect for others. In this class, we will not only add our voices to the public conversation, but we will try to bring our ideas into useful relation to the ideas of others. Our public conversation will not dominated by the loudest voices, but will be balanced with both voicing you ideas and opinions and listening to the voices of others.
In this class, you will write 20 pages in 3 papers and a reflective project. Each paper will go through a draft process: it will be reviewed by a peer, receive comments and edits from me, and you will submit a final draft for a grade. You will do many types of writing this semester in a number of different genres: advice article, cover letter, guidelines, 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.

TR Sections

ENGL 160: We Are All Chicago: Exploring Humanity through a City and Its People
CRN: 14355
Day(s)/Times: TR 9:30-10:45
Instructor: Bell, Lauren De Julio
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 Chicago. 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.
In this course, 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.
One important goal of this course is to advance our abilities as writers and thinkers. We will analyze the impact of story in relation to personal experiences. We will write in various genres, not only to develop our skills as writers, but to further our engagement in the community and world around us. 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: Popular Music and Politics
CRN: 27287; 26187; 14361
Day(s)/Times: TR 11:00-12:15; TR 2:00-3:15; TR 3:30-4:45
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 matter. In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “Why do the meanings of some words appear to change, depending on who is saying them?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas, or products of thought, ever be harmful enough to warrant regulation?” These are some of the starting points for much stimulating critical thinking and writing we will undertake together this semester.

ENGL 160: Building a Better Place: Writing About the Political Use of Space in Chicago
CRN: 27288; 14366
Day(s)/Times: TR 2:00-3:15; TR 3:30-4:45
Instructor: Rupert, Dr. 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 skillsets 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: Writing in Academic and Public Contexts
CRN: 26185
Day(s)/Times: TR 12:30-1:45
Instructor: Sheldon, Doug
This course explores "Writing in the Public Context" as it pertains to the social phenomenon of Fandom. We will examine several genres of text including academic, narrative, journalism, and person-to-person interview. Topics covered will survey fandom-cultures such as sports, anime, comic books, and film. Major writing assignments will use rhetorical methods of communication to produce thesis-based arguments, think pieces, profiles of place, and reflective analyses, while including lessons on sentence-level grammar.

161 Level

MWF Sections

ENGL 161: Ways of Living with a Changing Climate
CRN: 14420; 14409
Day(s)/Times: MWF 8:00-8:50; MWF 10:00-10:50
Instructor: Barton, Daniel
At the center of the debate over climate change is the question of whether it’s possible to reduce human impact on the environment and still meet the needs of an ever-increasing population. While many have argued for—and are implementing—a shift toward renewable energy such as wind, solar, or nuclear power to meet the world’s demand for electricity, there’s been a re-emphasis on fossil fuels in current politics that has had both environmental and sociopolitical consequences. Equally, there’s increased concern over how agricultural practices and land use have effected the environment, leading not only to questions about how we produce our food, but our diets themselves. Using current events such as the recent controversy over the Dakota Access Pipeline to frame our discussion, this course will engage with contemporary environmental issues, such as the impact of energy and food production on local ecosystems, and examine how people have been affected, both domestically and globally, by these activities and climate change in general. In addition, we will interrogate cultural attitudes surrounding climate change and the question of sustainability to understand the contexts in which these debates have occurred. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will develop academic research and writing skills that will be important throughout your college career.

ENGL 161: Critical Thinking about Conspiracy Theory
CRN: 14439; 14449; 14383
Day(s)/Times: MWF 11:00-11:50; MWF 1:00-1:50; MWF 2:00-2:50
Instructor: Berner, Jennie
In this research- and writing-intensive course, we will be using the theme of “conspiracy theory” to explore what constitutes legitimate (and illegitimate) knowledge in academic, public, and virtual spaces. Our access to information today is unparalleled, but it also demands a kind of vigilance. How do we identify credible sources? What counts as expertise? And how do we think critically about the information we encounter? In addition to analyzing a range of conspiracy theories (e.g., assassinations, alien abductions, false flag operations, artificial diseases, New World Order, and vaccine controversies), we will also consider the broader social, psychological, and political forces that contribute to conspiracy thinking. Course readings will cover a wide array of subtopics including hoaxes, pseudoscience, gaslighting, and fake news. Assignments will emphasize summary, analysis, synthesis, and other components of academic writing, and will culminate in a substantial research project that will allow you to assess unorthodox explanations of a public event, issue, or phenomenon of your choosing.

ENGL 161 : Writing the Dead: Death and Dying in the Western World
CRN: 14467; 14474; 14444
Day(s)/Times: MWF 11:00-11:50; MWF 1:00-1:50; MWF 3:00-3:50
Instructor: Browning, Annah
The particular “body” of inquiry we will be investigating in this course is (pun intended) the human body after death. How have dominant Western narratives about death affected cultural views of the cadaver? How have these attitudes manifested in how we handle the dead—physically and emotionally, as well as intellectually and ethically—in art and in society at large? We will approach a variety of texts dealing with the treatment of the dead, including cadaver donation and the funeral industry, as well as the grassroots "death acceptance" and "green burial" movements gaining momentum in America today. As you situate yourself within this body of issues through extensive reading and writing, you will find your own topic of interest. Through your research on this topic, you will not only create a contribution to larger academic discourse surrounding the death and dying, but also develop a set of writing and research skills that will serve you throughout your time in academia and beyond. As part of this process, you will produce four (4) writing projects, culminating in a documented research paper. Your final project should not only demonstrate your understanding of the topic and the existing public and academic conversations about it, but also participate in these conversations in a meaningful way. You will develop your reading, writing, research, and communication skills through assignments and activities such as class discussion, group work, and peer review.

ENGL 161: Writing about Happiness
CRN: 32290; 14433; 14438
Day(s)/Times: MWF 12:00-12:50; MWF 1:00-1:50; MWF 3:00-3:50
Instructor: Bryson, Chris
In this course, we will examine questions about happiness. In her book, The Happiness Myth: Why What We Think is Right is Wrong, Jennifer Michael Hecht explains that our common notions of happiness, what makes us happy in today’s society, is a kind of mythology we all accept as fact. She explores the conception of happiness across history, illuminating traditions and practices that made our ancestors happy, as a means of demonstrating how those notions often contradict our current beliefs and actions. As you read Hecht’s text and the supplemental readings, you will be able to question happiness in your own lives and communities. So what are the consequences of such an inquiry? Hecht, I think, says it best in her introduction, entitled “Get Happy.” She explains:
We need to pay careful attention to our modern, unhelpful myths [about happiness] so that we can make better choices. . . . Sometimes the lesson is to go out and change our behavior, and sometimes a remarkably different experience of the same behavior becomes possible with the simple addition of some big-picture knowledge. (13-14)
The consequence of this inquiry is, in other words, to better understand our actions and the motives behind them when happiness is at stake. We can better understand ourselves and our society as a result. Much of what Hecht says on this subject is controversial (money can make us happy), and it is my belief that these kinds of propositions will inspire lively debate and engaging research papers that address happiness in modern society.

ENGL 161: Writing Revolutions and Critiquing Prisons
CRN: 32287; 14414
Day(s)/Times: MWF 11:00-11:50; MWF 1:00-1:50
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. 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, particularly those surrounding our prison system. We will be entering into an intellectual conversation about our prison system 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: Gender and Popular Culture
CRN: 14405
Day(s)/Times: MWF 11:00-11:50
Instructor: Dancey, Angela
Depending on the context, the term "popular culture" can refer to: movies, songs, sports, video games, and television shows (often referred to in cultural studies as “texts”) that are enjoyed by many people; mass or consumer culture; and cultural products that are considered “low” or less sophisticated (such as pop music or comic books). A major concern of the academic study of popular culture is how it both mirrors and shapes our understanding of gender. Your goal in this course is to identify, research, and develop an inquiry into some aspect of the intersection of gender and popular culture that interests you. As part of this process, you will produce four (4) writing projects, culminating in a documented research paper. Your final project should not only demonstrate your understanding of the topic and the existing public and academic conversations about it, but also participate in these conversations in a meaningful way. You will develop your reading, writing, research, and communication skills through assignments and activities such as class discussion, presentations, group work, and peer review.

ENGL 161: Writing for Inquiry and Research: "-isms" and the Body
CRN: 21585; 14411
Day(s)/Times: MWF 10:00-10:50; MWF 11:00-11:50
Instructor: Frangello, Gina
In this course, we will closely examine the cultural discourses—popular, academic and medical—around the experience of living in a human body that is potentially subjected to "-isms" such as racism, sexism or ableism. Topics will include the intersection between individual and universal experiences, experimentations with language taken by women and people of color to try to reflect their experiences outside the “dominant tongue,” contemporary events that interrogate instances of both implicit and explicit discrimination, and the ways in which creative writers (poets, memoirists) attempt to create empathy and knock down the wall of "Otherness" surrounding issues of race/gender/mental illness/disability. You will develop critical thinking and analytical writing skills in the process of composing three short writing projects (a summary, a research proposal, and a literature review) based on aspects of this topic that hold particular interest to you. You will then apply these skills more comprehensively in a final, lengthier research paper, thus inserting your own voice and argument into the larger cultural conversation.

ENGL 161: Documenting Action: Reenactment, Reproduction, and Production
CRN: 32285; 14462
Day(s)/Times: MWF 8:00-8:50; MWF 9:00-9:50
Instructor: Gallus-Price, Sibyl
"Joshua Oppenheimer’s 2012 film, The Act of Killing, attempts to document Indonesian genocide by asking the remaining present day perpetrators to reenact the 1965-66 killings in a style reminiscent of familiar Hollywood films. The documentary film, a critical success, begs the question: does the film more successfully document the events or the formal constraints of documenting actions? This course will approach the concepts of reenactment, reproduction, and production in an effort to explore how we mediate and represent action and collective action as events. Our sources will include a seemingly disparate collection spanning everything from documentary film, to amateur video, to photography, to disaster relief shows, to crimes scenes, to Lego stop motion animation. In understanding how we mediate and represent action and collective action as events, we will focus on the ways forms disseminate, perform, document, constrain, and create meaning in the world.

ENGL 161: Rumor, Fear and the Madness of Crowds: Researching, Reading, and Writing About the Phenomenon of Crowd Behavior
CRN: 14407; 14412
Day(s)/Times: MWF 8:00-8:50; MWF 12:00-12:50
Instructor: Grunow, Scott
Who and what is a "crowd," often-called, was first defined in the late seventeenth century in response to the growing but ill-defined mass of “rowdy” persons rioting daily in the streets of London, a mob. Not all crowds behave like mobs, of course, but crowd behavior, frequently manifesting itself in violence, has drastically changed the course of history, both creating and influencing important economic, political, social, and aesthetic events. The recent Black Lives Matter movement, which has taken on many different forms and created many different social effects, is but one representative example of the power of crowd behavior to change history. In this course, you will learn to form your own inquiry by learning the skills of analytical and research-based writing. You will learn the essential elements of writing a social sciences academic research paper, a 10-page, researched-based project with an accompanying portfolio on a topic related the course’s area of inquiry. The first part of the course will focus on honing accurate reading skills by summarizing shorter assigned readings and beginning what will become the reference list/abstract for your research paper. You will begin exploring a general research topic, focusing on what and how an incident or pattern of crowd behavior occurred. The second part of the course will move from restating another author’s claims and evidence, “they say” to responding to them critically with an “I say, based on they say” using the reading and writing techniques of analysis and synthesis. You will begin to tie in your more specific research topic to multiple crowd theorists in this unit. The third part will involve your individual path of inquiry and research on a specific topic with a research proposal and accompanying reference list and the final research paper.

ENGL 161: The Popularity of Sci-Fi and Fantasy: Writing About a Cultural Phenomenon
CRN: 25973; 14432
Day(s)/Times: MWF 9:00-9:50; MWF 10:00-10:50
Instructor: Hart, Jenna
Harry Potter, Star Wars, Game of Thrones, Star Trek, Lord of the Rings: many of the most beloved and lasting cultural artifacts of the past several decades have been sci-fi and fantasy. In this course, we'll be looking to answer the question of why these genres have become roaringly popular, looking at everything from psychology to fan culture to issues of race and gender representation. We will start with a common set of questions and texts, and then you will develop specific questions of your own and move on to enter into an academic conversation of your choosing. This class is designed around a semester-long research project, the culmination of which will be an academic research paper.

ENGL 161: Flannel, Vinyl, and Irony: Investigating Why We Love to Hate Hipsters
CRN: 14384; 14459
Day(s)/Times: MWF 8:00-8:50; MWF 9:00-9:50
Instructor: Jok, Laura
In this first-year composition class, we will examine the cultural phenomenon of the hipster, the much-maligned subset of the millennial generation who liked it before it was cool, wore it ironically, credited themselves with inventing gentrification, and ruined everything. We will consider the characteristics and values of the hipster as compared to past generations, including but not limited to gravitation to urban environments, pursuit of careers that align with ideals, irony, self-promotion on social media platforms, interest in the obscure, demand for whole, real, and cruelty-free food, coffee and craft beer snobbery, and nostalgia for vinyl and flannel. Has the word “hipster”—as some claim—lost all meaning, or can we identify meaningful trends of behavior? How do they differ cross-culturally? Which groups of people does the hipster movement exclude or fail to consider? What are the potential consequences or effects of specific habits of the hipster? What are the causes of the oddly consistent idiosyncrasies of hipsters; that is, what groups and value systems are hipsters reacting against, and why? Are their preferences progressive or shortsighted? Why can’t they even? Why do we love to hate hipsters, even if we worry that we might be hipsters? Each student will select a focused topic of inquiry relevant to the hipster movement, consider its causes, implications, or consequences, and develop a 10-page final research paper throughout the course of the semester.

ENGL 161: "Writing About “Chicago’s Murder Problem”
CRN: 14386; 14395
Day(s)/Times: MWF 1:00-1:50, MWF 2:00-2:50
Instructor: Krall, Aaron
Does Chicago have a “murder problem”? If so, what kind of problem is it? What are its causes? Are there any solutions? This course takes its title from a May 2016 New York Times feature story titled “Chicago’s Murder Problem,” in which the authors ask, “what’s going on in Chicago?” In this section of English 161, a writing course situated in academic inquiry, we will take up this question through an exploration of the academic research and public debates around issues that include race, poverty, segregation, gangs, guns, policing, education, social media, news media, art, and public health. The course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by genres of academic writing.

ENGL 161: Who Pays for the Music?: The Economics of Art and Art Education Funding
CRN: 32289; 29121; 14437
Day(s)/Times: MWF 12:00-12:50; MWF 2:00-2:50; MWF 3:00-3:50
Instructor: Kulik, Katya
When the proposed U.S. budget was announced in May, it sent into panic both small local arts organizations and such giants as the Metropolitan Opera and the Julliard School, because it asked for cutting federal funding for the National Endowment for the Arts, the Corporation for Public Broadcasting, the Institute of Museum and Library Services, and the National Endowment for the Humanities. Why is it such a big deal? Shouldn’t art organizations be self-sufficient? In this course we are going to explore how arts and art education programs get funded and look at different models of how it is done in the United States and other countries. Our readings will draw on the fields of anthropology, social studies, economics, political science and art history. English 161 is designed to provide you with the tools that you will need to engage in academic inquiry. Throughout the semester you will be encouraged to draw on your own experiences as you gradually develop a research project.

ENGL161: Nostalgia, Media, and American Culture
CRN: 14402; 14392; 14454
Day(s)/Times: MWF 9:00-9:50; MWF 10:00-10:50; MWF 12:00-12:50
Instructor: Leick, Karen
In this class we will look at the influence of mass media in the 20th and 21st Centuries. Radio, film, television, and the Internet have all contributed to and been influenced by American culture and society in profound and complex ways. The rise of each new media was accompanied by anxiety about the changing world and nostalgia for an idealized past. Looking at the historical context of these developments will highlight the many (often passionate) reactions to the rapidly shifting cultural landscape. Each student will produce a 10-page research paper about a controversial issue in media studies. These projects may discuss one or more of the media we cover in the course (radio, film, television, video games, and the internet).

ENGL 161: "Chicago Works?": Writing through the Issues of the Working Poor
CRN: 14447; 14451; 29118
Day(s)/Times: MWF 8:00-8:50; MWF 9:00-9:50; MWF 11:00-11:50
Instructor: Lewis, Jennifer
In this course, we will explore contemporary ideas, debates and questions about work, poverty and social mobility and participate in current public conversations about these (initially broad) topics. We will first discern what these public conversations about the "working poor" in fact, are, assess their validity, and articulate our own, well-supported arguments. As summary, analysis and synthesis are central components of the academic research paper, we will practice these, and we will learn to find and evaluate a variety of primary and secondary sources for our own research. You will develop your reading, writing, research and communications skills through assignments and activities such as class discussion, group work and peer review.

ENGL 161: Researching and Writing about Film in a Cultural Context
CRN: 14400; 14427
Day(s)/Times: MWF 12:00-12:50; MWF 3:00-3:50
Instructor: Lyons, MaryAnne
Movies are one of the dominant popular art forms in America and throughout the world, but they are also a valuable part of our cultural landscape. They are both made and watched within a dense fabric of culture, history, and social issues. In this class, we will research the connections between reality and cinema, interrogating the ways in which our movies reflect the values and concerns at work in our society. Over the course of the semester, we will establish a groundwork through readings in genre, film history, reviews, and film theory, while students will perform their own research on a topic of their choosing that is relevant to the theme of this class, culminating in the writing of a research paper on that topic.

ENGL 161 : Social Justice as the Mirror and the Lens
CRN: 32286; 22118; 14413
Day(s)/Times: MWF 11:00-11:50; MWF 12:00-12:50; MWF 2:00-2:50
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.

ENGL 161: Writing for Change: Studying the Recent Past to Find Solutions in the American Present
CRN: 14434; 14453
Day(s)/Times: MWF 10:00-10:50; MWF 11:00-11:50
Instructor: Moore, Thomas
In learning about current events primarily through social media, network and cable news, and late-night satire—as most Americans do—one might assume the myriad sociopolitical problems we face in 2018 bear no connection to the past. In response to this growing trend, students in this course will research and think critically about the effect recent American history (the 1980s and 1990s) has on the social and political crises of the present—xenophobia, neoliberalism, toxic masculinity, and global warming. Our discussions of contemporary politics will be organized around readings from Naomi Klein’s No Is Not Enough: Resisting Trump’s Shock Politics and Winning the World We Need (2017), and our collective investigations of the 1980s and 1990s will draw on a variety of sources ranging from scholarly to lowbrow. We will begin by reading a few articles together as a class, and, as the semester progresses, each student will be free to research the urgent sociopolitical issue that matters to them most. Students will write a semester-long, cumulative research paper with two objectives in mind: (1) understanding how a specific social or political problem became what it is today, and (2) proposing viable steps we can take to solve it.

ENGL 161 : Writing About Free Speech on the College Campus
CRN: 14461
Day(s)/Times: MWF 9:00-9:50
Instructor: Moraghan, Matt
In June 2017, The Atlantic ran an essay titled with the question “Who's Afraid of Free Speech?” For many contemporary cultural critics, the answer is simple: it's you, current college students. In our section of English 161, we will consider whether this is truly the case. Are college students actually adverse to free speech? If so, why? And to what extent? If not, how else might we explain the spate of recent attempts to prevent invited guests from speaking on campuses across the country? We will take up these questions in the spirit of academic inquiry, which means that our investigation will focus primarily on academic research and public debate. Your response will come in the form of a semester-long research project. In order to complete that project, we will begin with a common set of texts, then you will independently develop focused questions and begin to participate in the practices of academic research and writing. By the time that you complete your research project, you will demonstrate mastery of both the conventions of academic writing and the current debate revolving around free speech on college campuses.

ENGL 161: Writing Urban Secret Histories: Community, Identity, and the Human Economy
CRN: 14435; 14391; 14382
Day(s)/Times: MWF 11:00-11:50; MWF 1:00-1:50; MWF 2:00-2:50
Instructor: Newirth, Michael
This course is intended to introduce you to analytical writing, through examining contested aspects of urban life. 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. Much of a city’s cultural vitality originates with artists and eccentrics who live in the margins, and much of a city’s spirit lies in the vibrancy and tradition of its invisible communities, dependent on ethnicity, religion, and other group alliances, even though the persistence of such communities can prove problematic to that city’s greater sense of cohesion. 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. We will utilize several texts and secondary sources, while other course material may be provided in class, online, or on library reserve. You will consider written texts from a variety of viewpoints and will participate in classroom discussion intended to make you aware of how one develops the skill set of effective writing.

ENGL 161: Topics in Contemporary Gender and Sexuality
CRN: 14473; 14431
Day(s)/Times: MWF 10:00-10:50; MWF 1:00-1:50
Instructor: O'Connor, Jared
Following the political controversy of the "Bathroom Bills" in North Carolina and Texas in 2016, rights for transgender persons became a pressing concern in the American cultural imaginary. However, not only did these bathroom bills spark debates regarding civil rights for LGBTQIA+ individuals but it also challenged popular assumptions about the malleability of gender. For perhaps the first time in American history, the notion that gender could indeed be considered a construct permeated in the minds of American public, uprooting long-held and normalized stigmas of gender as a fixed, biological characteristic. In this course, we will explore a variety of topics in gender studies—and its academic companion, sexuality studies—in an effort to show how normalized understandings of gender and sexuality effect nearly every aspect of our lives. Your inquiry into these fields will be research focused and you will be identifying and thoroughly researching a topic in gender/sexuality of your choosing. Alongside student research, we will discuss a variety of topics in class and in our readings including LGBTQIA+ rights, drag, gender as performance, locations and intersections of masculinity/femininity, hetero/homonormativity and much more as it appears and structures popular culture, various art forms, and our daily lives.

ENGL 161: Arguing about Movies
CRN: 29119
Day(s)/Times: MWF 2:00-2:50
Instructor: Osborne, Andrew
It's fun to argue about movies. This is probably so because movies are open to interpretation. Here's the problem, though: not all interpretations are created equally.
Good interpretations are supported by (1) good observation and (2) good argumentation.
The plan for this course is to watch a bunch of movies (outside of class), and then argue about them (inside of class). Eventually, one of these arguments that you particularly like will turn into an extended argumentative essay, with three other writing assignments along the way to make the final paper all that much easier.

ENGL 161: Intersections: Terms and Tactics of Resistance
CRN: 26193; 14452
Day(s)/Times: MWF 9:00-9:50; MWF 10:00-10:50
Instructor: Powell, Tierney
This course will take a critical approach to, what we will define as, the three Inter-s: Intersectionality, Interdisciplinarity, and Intertextuality. Since coining the term in the 1980s, Kimberlé Crenshaw’s “intersectionality,” which describes the “discrete set of experiences that often does not accurately reflect the interaction of race and gender,” has influenced critics across the world to develop research at the intersection of race, gender, and class (Crenshaw 1989). Intersectionality confronts the problem of what Crenshaw sees as the “single-axis framework,” a way of thinking and perceiving the world that treats complex issues of identity—such as race and gender— in mutually exclusive terms. In English 161: “Intersections,” we will confront the problem of the single-axis framework by embracing the space of the intersection as a space of encounter. We will read, research, and discuss interdisciplinary approaches and intertextual relationships within the field of intersectional studies. We will cover such topics as intersectionality in the age of digital media, the politics of black feminism in television, safe spaces and the “place” of the intersection, writing “self” and writing other, and intersectional resistance in visual culture, to name a few. The course will be organized around the development of student research projects in which course participants will conduct semester-long, interdisciplinary research on topics related to intersectionality. In studying intersectionality, students will develop terms and tactics for understanding issues of identity in contemporary society, as well as, interdisciplinary methods of critical inquiry.

ENGL 161: The Politics of Humor, or is it The Humor of Politics?
CRN: 40110; 29120
Day(s)/Times: MWF 12:00-12:50; MWF 1:00-1:50
Instructor: Rush, Samuel
For decades, politics and society have provided ample subject material for comedians. Through examining the works of several comedians (Dick Gregory, George Carlin, Joe Rogan, Richard Lewis, Dave Chappelle, Adam Carolla, Chris Rock, Lewis Black, to name a few), we will take a look comedy's influence on communicating the news to segments of the populace, including those who may not otherwise be in tune with what's happening in our world. We will also examine the implications of the works of comedians: the comedians' impact on society and the society's impact on the comedians themselves.

ENGL 161: Academic Writing II: Writing for Inquiry and Research
CRN: 22115
Day(s)/Times: MWF 3:00-3:50
Instructor: Stolley, Lisa
In this course, students will gain the skills necessary to produce an argumentative research paper, through an examination of the impact of advertising on our lives. Ongoing public conversations about the topic in the form of readings and films will provide students a breadth of choices for paper topics. In the process of constructing their academic research papers, students will learn how to access and assess appropriate source material, and how to integrate that source material for best effect.

ENGL 161: Embracing Failure and Interrogating the American Dream through a Queer Theory Lens
CRN: 14394; 14470; 14404
Day(s)/Times: MWF 10:00-10:50; MWF 12:00-12:50; MWF 2:00-2:50
Instructor: Yamshon, Lyndee
In a success driven society, failure is defined as the binary or opposite of “success” with the negative connotation and the attachment of “losing.” By focusing on the evolution of queer theory, psychoanalysis, and several artists and academics, the definition of failure is transforming and redefining the idea of how to create meaning in a given lifetime. This course will provide an entry into contemporary discussions about failure through the lenses of queer theory by reading several from the perspective of memoirists, artists, and academics interrogating pop culture through a queer lens. Over the course of summary, a hybrid synthesis/personal essay, a research proposal, and finally, the research paper, students will develop critical thinking and analytical skills, which they will employ into their final paper. Throughout the semester, students are invited to critically examine and actively participate in the discourse surrounding new definitions of failure through the reading and critical analysis of several texts.

TR Sections

ENGL 161: Entertainment and Identity: Writing about Stand-Up Comedy, Vaudeville, and the Minstrel Show
CRN: 14396; 14408; 14471
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45; TR 12:30-1:45
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 and genres, 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: How Many Mics: Researching Hip Hop Culture
CRN: 14443; 14381
Day(s)/Times: TR 11:00-12:15; TR 3:30-4:45
Instructor: Betts, Tara
During this course, you will consider parallels between what has happened in hip hop culture for the last 30-40 years and what is happening in the present. These writing projects will ask you to respond employing different sources, including Jeff Chang’s book Can’t Stop, Won’t Stop. As you critically analyze and incorporate your own thoughts, it will become evident that writing is a major way in which we can contribute to the world as a part of local, national, and global public conversations. In this class, you will complete four writing projects: an annotated bibliography, a literature review, a research proposal, and a completed research paper that you will develop throughout the semester. This course invites you to actively participate in these exchanges, specifically as it relates to hip hop culture and its historical and political influences.

ENGL 161: Academic Writing II: Writing for Inquiry and Research - Writing about the Media
CRN: 14401; 14446
Day(s)/Times: TR 11:00-12:30; TR 12:30-1:45
Instructor: Boulay, Kate
Referring to the Trump administration, in this course we follow mass media coverage the president in particular and politics more generally. As a student, in addition to watching the State of the Union (SotU) address, you will read a variety of current articles, essays, opinion pieces, etc. that discuss how the media and the president intersect, interact and for what purposes. You will enter the public discussion by writing about media coverage of either President Trump or U.S. politics. The course culminates in a research paper on a topic of your choice that address some aspect of mass media coverage of the presidency or politics. Work on this paper dominates the semester.
You need not have any background in the study of media and politics to enjoy and do well in this course. What is essential is an open mind and some interest in politics. The intersection of media and politics is the backbone of the course. As such it is the prism through which you enhance your skills summarizing, analyzing, and synthesizing arguments; conducting academic research; writing a research proposal; and, drafting and completing a research paper. Readings, writings, class discussion, small group discussion, and individual meetings with the instructor will help you generate a research topic that interests you sufficiently so that you can write a paper of more than ten pages on it.

ENGL 161: Everything By Design: Writing About Chicago’s Infrastructure
CRN: 14458; 14460
Day(s)/Times: TR 9:30-10:45; TR 3:30-4:45
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: Living in the Age of Extremism: Zealots, Terrorists, and Cult Leaders; Followers and Aftereffects
CRN: 26882
Day(s)/Times: TR 12:30-1:45
Instructor: Cridland, Nicole
In this class we will interrogate the influence of charismatic figures on extremist social movements in the 20th and 21st centuries. Extremist thought has risen in visibility in our contemporary political and social landscape. By first examining the historical role of charismatic figures, students will then assess the influence of leaders on contemporary extremist social movements such as the alt-right, ISIS, and Scientology. Do these movements still depend on such figures to gain traction? Or is the diffuse nature of the internet giving rise to more de-centered movements? Would the alt-right be able to mobilize followers as effectively without Steve Bannon or Milo Yiannopoulos? At the end of this course, students will be able to write a well-argued, 10-page research multiple sources across media.

ENGL 161: Writing About Visual Art and the Community
CRN: 14388; 14463
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45
Instructor: Edelman, Adam
"We often look at visual art as individuals, focusing on how it makes us feel, or whether we “like” an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, you will read a variety of current articles, essays, opinion pieces, etc. that discuss how works of visual art and communities intersect, interact and for what purposes. You will enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of your choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future. Work on this paper dominates the semester. You need not have any background in the study of visual to enjoy and do well in this course. What is essential is an open mind and some interest in visual art. The intersection of art and community is the backbone of the course. As such it is the prism through which you enhance your skills summarizing, analyzing, and synthesizing arguments; conducting academic research; writing a research proposal; and, drafting and completing a research paper. Readings, writings, class discussion, small group discussion, and individual meetings with the instructor will help you generate a research topic that interests you sufficiently so that you can write a paper of more than ten pages on it."

ENGL 161: Academic Writing II: Writing Toward a Queerer Nation
CRN: 14442; 14389; 14390
Day(s)/Times: TR 11:00-12:15; TR 12:30-1:45; TR 2:00-3:15
Instructor: Gayle, Robin
The Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, and Asexual (LGBTQA) Civil Rights Movement is a contentious development in the United States, teeming with social support & criticism, economic theories, sociological studies, and legal proceedings. In this writing course, you will enter into contemporary discussions about some of the issues faced by the LGBTQA populations. Over the course of several writing projects, you will develop your critical thinking and analytical writing skills. As you focus your inquiry into a specific issue, you will immerse yourself into contemporary queer literature. Throughout the semester, you are invited to critically examine and actively participate in the discourse surrounding the LGBTQA communities.

ENGL 161: Academic Writing in the Digital Age
CRN: 22117
Day(s)/Times: TR 3:30-4:45
Instructor: Gemmel, Gina
In this section of 161, we will examine the way we live life in 2017 with constant access to technology. Will technology help us achieve a better and more equitable society? How much of a role has technology played in the decline in American manufacturing? Social media and smartphones help us connect with friends and family, but how connected are we really? Is having technology at our fingertips making us less intelligent? All of these questions are part of current debates about how and why we use technology, and to what effects. 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. After exploring these issues as a class, you will choose your own topic related to the digital age and begin research in preparation for constructing your own arguments. I will provide support as you construct your own arguments through workshops, conferences, and instruction in research skills. At the end of the class, you will feel more comfortable doing independent research and making arguments in an academic format, both of which will serve you well throughout your academic career.

ENGL 161: Academic Writing II: The Rhetorical Tradition
CRN: 26881
Day(s)/Times: TR 2:00 - 3:15
Instructor: Hayek, Philip
Academic Writing II focuses on the kind of academic writing that uses information drawn from research to shape convincing, defensible arguments. Using rhetorical theories of persuasion, this course reinforces and extends students' abilities to deal with the variable relationships between writer, reader, and subject in the specific context of academic research and argumentation. Students will refine their skill in using the language of academic writing shaped with greater stylistic sophistication, especially in the context of argumentative strategies. We will focus on the rhetorical tradition, from Aristotle to Obama, as we develop our abilities to discover the available means of persuasion in any given situation.

ENGL 161: The Purposes of Higher Education?
CRN: 14417; 26880; 14456
Day(s)/Times: TR 9:30-10:45; TR 11:00-12:15; TR 3:30-4:45
Instructor: Jakalski, David
Why do students go to a college or university? What experiences or services should colleges or universities provide? Should postsecondary education in the United States be devoted entirely to academics, or do co-curricular activities (clubs, sports, etc.) constitute part of the college or university experience? What methods and technologies should be employed to best provide this education? Are institutions of higher education drivers of class mobility, or do they perpetuate and maintain economic inequality? This course will conduct a focused inquiry into what constitutes the purposes of higher education in the United States. We will read from several scholarly articles and book-length studies including Andrew Delbanco’s College: What It Was, Is, and Should Be (Princeton UP, 2014), and we will also read from a variety of popular sources (journal articles from The Atlantic Monthly, film, newspapers, interviews, etc.). Assignments will include four writing projects—Annotated Bibliography, Literature Review, Research Proposal, Argumentative Research Paper—that invite you to further develop the necessary skills to write your own critical argument regarding higher education in the United States.

ENGL 161: Writing about Race, Class, and Gender in the United States
CRN: 14469; 32295; 14403
Day(s)/Times: TR 11:00-12:15; TR 2:00-3:15; TR 3:30-4:45
Instructor: Jenks, Philip
This course explores the relationships and intersections between race, class, and gender in the United States. How do race, class, and gender intersect in and shift our understandings of one another? What is intersectionality? In this class, you will critically examine the intersectional meanings of race, class, and gender with an emphasis on how these inflect and affect our lives. You will connect these concepts to our role in the world. By combining the experience of exploring the intersectionality of race, class, and gender with relevant written assignments and readings, you will enhance your research skills considerably. Your written assignments include an annotated bibliography, a research proposal, a literature review, and a culminating research paper. In each assignment, you will demonstrate an ability to summarize and analyze effectively.

ENGL 161: Writing the University: Contemporary Issues in Higher Education
CRN: 14397
Day(s)/Times: TR 3:30-4:45
Instructor: Kessler, Jeffrey
What are we doing here in an institution of higher education at UIC in this classroom? What issues about higher education affect our class? How do our experiences of higher education vary? In our section of English 161, a writing course situated in academic inquiry, we will take up these questions through an exploration of academic research and public debate. There are many more questions and even fewer easy answers. The course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by forms of academic writing.

ENGL 161: Academic Writing II
CRN: 14457; 30804; 32293
Day(s)/Times: TR 9:30-10:45; TR 11:00-12:15; TR 2:00-3:15
Instructor: Khoury, Nicole
This class will provide you with tools for researching and exploring topics on the role of language and gender. In this class, you will become familiar with the effects of gender on language use. We will discuss popular beliefs and scholarly theories about language and communication. This course is designed with the goal of using the course topic—language and gender—as a vehicle for developing critical thinking and scholarly research/analytic skills. This course introduces students to issues on language, gender, sexuality, ideology, identity and power. Not only should the course challenge what you know about language and gender, but it should also provide you with valuable academic skills that will benefit you throughout the rest of your time in college (and beyond).

ENGL 161: Writing About Corporations
CRN: 14428; 14468
Day(s)/Times: TR 3:30-4:45; TR 5:00-6:15
Instructor: McFarland, Scott
English 161 asks students to explore a topic in depth and conduct independent research related to that topic. In this course, we will examine how large corporations serve, or fail to serve, the public interest. In doing so, we will consider the role that corporations play in America’s economy, politics and culture. Through lectures, screenings, group discussions, writing workshops, and individual conferences, you will develop an independent inquiry about a specific, ongoing public policy debate concerning a particular corporation or industry. (Some companies or industries require many public policy responses; the fast food industry, for example, raises concerns about: health, minimum-wage jobs, union rights, worker safety, animal rights, government subsidies, environmental impact, etc.) This inquiry will be the basis of four writing projects: 1) an annotated bibliography; 2) a literature review; 3) a research proposal; and 4) a documented research paper.

ENGL 161: Is Technology Making Us Smarter, Or Are We Dumbing Down?
CRN: 32291; 22116
Day(s)/Times: TR 12:30-1:45; TR 2:00-3:15
Instructor: Parr, Katherine
Is technology making us smarter, or are we dumbing down? From national security to the kindergarten classroom, computers have become essential to our daily lives. This section of English 161 will address the issues surrounding the use of computer technology and its effects on society. Your research will delve into the use of the technology on many fronts in order to determine its usefulness and its potential for disruptions, such as attention in children, cyber attacks, travel safety, and the storage of personal and vital information, e.g., in finance and in medical records. After becoming familiar with the arguments for our dependence on computer technology and the arguments against, students will choose its use in their fields of interest, or studies, for an individually tailored research project.

ENGL 161: Problem-Based Writing
CRN: 41131
Day(s)/Times: TR 11:00-12:15
Instructor: Schoenknecht, Mark
Unlike many sections of ENGL 161, this course will not begin with a predetermined theme. Instead, we’ll spend the first week of class constructing a shared research question that will serve as the basis of our inquiry for the term. Readings for the course will largely consist of texts discovered by students throughout the duration of their research. Ideally, whatever organizing question we agree to will be grounded in an open-ended, real-world problem relevant to our lives as students at UIC or as residents of Chicago. The goal in this sense is to encourage genuine civic engagement, and to understand our writing as building toward an “authentic” product that might have important sociopolitical applications (aside from merely satisfying the requirements of an instructor).
Ultimately, our research question is intended to serve as an occasion for practicing critical reading, writing, and research strategies. Students will illustrate their mastery of these skills by participating in class discussions and small group work, submitting a variety of short homework assignments, and completing multiple drafts of four genre-based writing projects: a literature review, an annotated bibliography, a research proposal, and an 10-page research paper.

ENGL 161: Mental Illness and the Idioms (or Epidemics) of Distress
CRN: 26194; 14398
Day(s)/Times: TR 11:00-12:15; TR 2:00-3:15
Instructor: Shearer, Jay
In this course, we will examine the social forces, manipulations and motives that contribute to the labeling of mental illness. We will explore and analyze “idioms of distress” as well as links between contemporary psychiatry and the pharmaceutical industry, popular and professional knowledge, and the simultaneous selling of both disease and cure. You will (or should, if you do the work) develop critical thinking and analytical writing skills in the process of composing three short writing projects. You will apply these skills more comprehensively in a final, lengthier research paper, an independent research project regarding in some way mental illness, its diagnosis or treatment, the pharmaceutical industry’s links to the medical profession, the power of mass persuasion, or a closely related topic of your choosing.

ENGL 161: Inner Sectum: Reading, Writing, and Researching About Insects and Human Intersections
CRN: 14415; 14464; 14399
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45; TR 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 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: Behind the Picket Lines: Writing about Protest in America
CRN: 26879
Day(s)/Times: TR 2:00-3:15
Instructor: Turim-Nygren, Mika
From the Women’s March to the NFL brouhaha, from Occupy to the Tea Party, protests have loomed large in the national discourse of the last few years. This course will use academic writing as a means of inquiry for moving beyond the media spectacle in order to think through the origins, ideas, and ambitions of protest movements in America. Beginning with Chicago’s own Haymarket Affair, we will examine the ways that writing can memorialize--and manipulate--the legacy of a powerful demonstration. Readings will center around Howard Zinn’s A People’s History of the United States, and will also include selections from investigative journalism, cultural criticism, and historical analysis. A central tenet of this class is that writing is a means of thinking, and that as you engage in the practice of writing, you help shape the world around you. As we build toward a final research paper, you will gradually take on more autonomy in developing a topic of inquiry that interests you, and about which you can say something truly original.

ENGL 161: The Politics of Parenting
CRN: 14422; 14465
Day(s)/Times: TR 8:00-9:15; TR 9:30-10:45
Instructor: Weeg, Marla
In this class, you will explore and write about the complex tensions that surround parenthood today. You will read, analyze, and write about some of the various issues that have arisen around modern parenthood in the twenty-first century. We will look at Families As They Really Are, edited by Barbara J. Risman, and also look at various articles from other texts and journals to get a sense of what are the parenthood tensions today.
Our investigation into the “Politics of Parenthood” provides the context for our writing, but our goal is to learn about academic research and writing. Therefore, we will also spend time learning about summarizing, analyzing and synthesizing arguments, conducting academic research, and writing a research proposal. All of this will culminate in a final research paper that answers an inquiry you have posed about a specific issue concerning our topic. Our readings and our class discussions will guide you through each of these steps and help you work toward generating a research topic that interests you enough to write a 10-page paper.

ENGL 161: The Language of ‘Us’ and ‘Them’: Linguistics and Identity
CRN: 14472
Day(s)/Times: TR 12:30-1:45
Instructor: Williams, Charitianne
This class is designed to recognize the benefits and advantages of multilingualism, and to serve the needs of multilingual and English-language-learning students. In this class we will study language variation with a focus on how language shapes our own and others’ sense of identity. Examining global linguistic events such as the spread of English as Lingua Franca and the rise of the Internet, the class will attempt to separate truth from myth as course members gain mastery in one discourse community in particular: Academia.