ENGL 102: Introduction to Film
CRN: 19843
Days/Time: TR 10:45-1:15
Instructor: Andrew Osborne
Everyone has seen at least one movie. And if you already know what a movie is, what’s there to learn in a class that’s supposed to introduce you to film?
Or, maybe the fact that this course exists implies that just watching movies hasn’t really introduced you to film at all.
More than just liking or not liking a movie, there are dozens of questions to ask when watching a film: Why does the narrative of this film look a whole lot like the narrative of another film? Why do some films not seem to have much of a narrative at all? Why do certain sorts of narratives tend to be paired with certain sorts of cinematography? And, why is it that—even given the platitude that liking a movie is all about personal taste, and personal taste is subjective—we sometimes feel certain that a movie is really, actually good?
It’s these questions (and others) that we’ll ask in this course; and the only way to answer them, it turns out, is to watch as many movies, widely varied in kind, as possible.

English 107: Introduction to Shakespeare
CRN: 18177, 18178
Days/Time: TR 8:00-10:30
Instructor: Ann-Marie McManaman
Are you wondering which way madness lies? Contemplating how to look like the flower but be the serpent under it? Considering avenging the ghost of your dead father through an elaborate play within a play? Thinking about baking your enemy’s sons into pies and then feeding them to everyone at an elaborate banquet? Longing to murder a monarch and instill yourself as a tyrannical king? If so, I have good news for you. This introductory survey to Shakespeare’s tragic works covers all the necessary steps to plan your rise, and inevitable bloody downfall, as a tragic figure. This course is designed to enable everyone to engage with Shakespeare through an exploration of text, theatre, and film adaptation. This course will introduce you to Shakespeare’s complex poetic language and provide you with the methods for understanding his works. We’ll also think about how to understand Shakespeare through contemporary theories of gender and sexuality, race, class, and madness and disability studies. You’ll leave this course with an appreciation of the macabre of Shakespeare’s tragedies as well as the tools necessary to develop your critical and analytical skills.

English 109: American Literature and Culture: On Being Bored
CRN: 19846, 19848
Days/Time: TR 1:30-4:00
Instructor: Sian Roberts
On Being Bored: Iron Man 2, Jurassic Park 3, Toy Story 4: why are there no new blockbuster movies anymore? Does the trend for endless remakes and sequels suggest that American culture is becoming monotonous and turning away from new ideas? Or, after the turbulence of the Covid-19 pandemic, are we on the cusp of embracing the radically new, in the form of new ideas about how we should live our lives and remake our institutions?
In this course, we will ask how and why certain texts and movies have alternatively represented monotony or novelty. Our focus will primarily be on contemporary American texts which speak to the idea of boredom, a lack of desire or nonproductivity. We will also look at some texts that are interested in what it means to reject the familiar by way of imagining a different future.
Readings will be organized so that that workload is manageable.

ENGL 111: Women and Literature
CRN: 20116
Days/Time: MWF 10:00-11:40
Instructor: Laura Jok
The fictional omniscient point of view associates the narrator with a disembodied voice of authority that may or may not represent the author, raising questions about who claims to offer universal wisdom. In the nineteenth century, novelists exploited this ambiguity to criticize the suppression of women’s voices. Under a male penname, George Eliot’s narrators ventriloquized societal platitudes about the unseemliness of educating women, which sound like scathing irony if readers assume a female omniscience, as we will see in excerpts of Middlemarch. In Emma, Jane Austen’s free indirect discourse, in which the narrator’s language imitates the characters with mockery and empathy, dramatizes the confusions of growing up when one is clever and observant but immature, fortunate, and self-preoccupied—and in a milieu that idealizes humble and quiet women. After the near disappearance of omniscience in the work of modernist novelists like Ivy Compton-Burnett, Zadie Smith, Mavis Gallant, and Sigrid Nunez reappropriate omniscient techniques in contemporary contexts to juxtapose viewpoints of men and women: shifting perspectives, allowing characters to flout perspectival boundaries and empathetically inhabit the domestic interiors of strangers, and using the direct address to emphasize the particular, gendered identity of the narrator. Through two class presentations and midterm and final papers, students will analyze omniscience and authority in the lives and perspectives of women.

ENGL 118: Introduction to African-American Literature 1760-1910
CRN: 23195
Days/Time: MTRF 9:00-11:55
Instructor: Prof. Ainsworth Clarke
This course examines the competing notions of Black exemplarity found in the African American literary tradition from the late eighteenth to the turn of the twentieth century. A survey of the African American literary tradition beginning with the Black Atlantic slave narratives and concluding with the novels of Paul Laurence Dunbar and Pauline Hopkins, this course explores the narrative, aesthetic, and discursive strategies regarding race that continue to organize our discussions today.

ENGL 120: Film and Culture: The Cinema of Logistics
CRN: 19246
Days/Time: MWF 12:00-1:40
Instructor: Tierney Powell
Quarantined at home, we’ve ordered online and have had boxes delivered to our door. In the first year of the pandemic, Amazon saw record profits and Bezos (“Jeffrey, Jeffrey Bezos”) added nearly $70 billion to his net worth. The news blares, now, about a supply chain in crisis. And when we are increasingly met with “out of stock” notifications and delivery delays, it is often “the supply chain” that gets the blame. Of the many things ushered in by the COVID-19 pandemic, a new attention to the global supply chain has transformed the logistical systems animating global supply from the mundane to the meme-d. How can film help us understand logistics—and what’s at stake? In this class we will unpack depictions of global supply and logistics in film. We will inventory the crises, paradigms of security, uses of law, and cultural representations of logistics. We will map the network of infrastructures, technologies, and sites of global logistics, and will deliver—just in time for the end of the semester—critical analyses of logistics in works which construct, congest, pack, pirate, jam, and hack logistics networks. We will engage with films including Alex Rivera’s Sleep Dealer, Lizzie Borden’s Born in Flames, and Michael Mann’s Miami Vice.

ENGL 159: Academic Writing Workshop
CRN: 21948
Days/Time: M 2:00-3:10
Instructor: Amanda Bohne

ENGL 160: Academic Writing I
CRN: 16259
Days/Time: MWF10:00-11:40
Instructor: Evan Reynolds

ENGL 160: Academic Writing I
CRN: 22157
Days/Time: TR 10:00-11:50
Instructor: Doug Sheldon

ENGL 160: Academic Writing I
CRN: 22155
Days/Time: MW 8:00-9:50
Instructor: Amy Hayden

ENGL 160: Academic Writing I
CRN: 22156
Days/Time: MW 10:00-11:50
Instructor: Amanda Bohne

ENGL 161: Academic Writing II
CRN: 18181
Days/Time: MWF 4:00-5:40
Instructor: Mohammed AlQaisi

ENGL 161: Academic Writing II
CRN: 17707
Days/Time: MWF 10:00-11:40
Instructor: JJohn Goldbach

ENGL 161: Academic Writing II
CRN: 16397
Days/Time: MW 8:00-9:50
Instructor: Mark Magoon

ENGL 161: Academic Writing II
CRN: 22870
Days/Time: TR 1:30-4:00
Instructor: Desiree Brown

ENGL 222: Tutoring in Writing Center
CRN: 22719
Days/Time: MW 2:00-3:40
Instructor: Charitianne Williams
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting Week 2 of the semester. Students continue to meet in class in small sections capped at 12, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 222: Tutoring in Writing Center
CRN: 22720 CNF Linked
Days/Time: Arranged
Instructor: Charitianne Williams
English 222 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting Week 2 of the semester. Students continue to meet in class in small sections capped at 12, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 240: Interpretation and Critical Analysis
CRN: 18247, 18248
Days/Time: TR 10:45-1:15
Instructor: Christopher Grimes
Introduction on how to read, interpret, analyze, and write critically about texts and other cultural productions–literary, theoretical, rhetorical, and/or critical. Course Information: Recommended background: Completion of ENGL 161 and 3 hours from ENGL 101-125. Class Schedule Information: To be properly registered, students must enroll in one Discussion/Recitation and one Lecture-Discussion.
Our entirely on-line summer section will focus on New Critical approaches to selected short stories. It’ll be both focused and pretty chill. A five-to-six-page midterm paper will be developed into a ten-to-twelve-page final project. All the material for the class will be available through public domain sites, so there’ll be no books to buy.

English 241: English Studies 1: Beginnings to the 17th Century
CRN: 17305, 17306
Days/Time: TR 1:30-4:00
Instructor: Prof. Robin Reames
What was literature in English before there was such a thing as “English Literature”? The idea of “literature” as we commonly think of it today did not exist before the 18th or some even say the 19th century. So what function did it have for the people who created, heard, and read “literature” before the existence of the very idea?
In this course, we pursue this question through four intertwined thematic currents: rhetoric, epic, romance, and pilgrimage. We examine how, prior to the invention of literature, the craft of rhetoric propelled poets and wordsmiths in the medieval and early modern eras to innovate with the arts of language (Bede, Geoffrey of Vinsauf, Thomas Wilson). We see how, in the beginning, before writing even existed, the ultimate form of oral poetry—epic—served as the storehouse of cultural knowledge (Homer, Beowulf). We watch as epic swells into a rallying cry of a national ethos (Fairie Queene, Paradise Lost). We investigate how the very idea of romance was invented in the medieval era (Lanval, Tristran and Isolt), how it emerged through the legend of King Arthur, and how, like epic, the Arthurian myths were used to craft a national identity (Le Morte Darthur) and how its conventions came to define storytelling as such (Shakespeare). We trace the expanding boundaries of the known world through pilgrimages and the stories people told about them (Sæwulf, Margery Kempe, Canterbury Tales), and how, in the early modern era, the idea of the Americas was co-created by such stories of pilgrimage.
The worlds constructed within these texts, as you might imagine, are very different from our own. But at the same time, they contain the template for what our world would become. By examining what literature in English was before the idea of “English literature” was invented, we see how poets and wordsmiths of the medieval and early modern eras used language to shape the world—the world in which we now live.

English 242: English Literature II: 1660-1900
CRN: 14702, 14703
Days/Time: MWF 10:00-11:40
Instructor: Jenna Hart
This course is a survey of British literature from the Restoration through the Victorian period. Over these few centuries, the British Empire rose to heights of global power surprising for such a small nation— but these centuries were also haunted by the shadows of the events, movements, and beliefs that would eventually topple that empire. By examining some of the major literature from this period, this class aims to not only give an overview of important writers, genres, and works, but also to explore the ways in which Britain’s troubled colonial power influenced and was influenced by literature. What does it mean to be British? What does it mean to write British literature? Who is excluded from these things? Authors read may include Jane Austen, Emily Bronte, Daniel Defoe, William Wordsworth, Mary Shelley, and others.

ENGL 243 American Literature: Beginnings-1900
CRN: 14138, 14142
Day/Time: TR 1:30-4:00
Instructor: Jared O’Connor
How did America become what it is today? And how did America’s earliest writers conceptualize the American ideals that continue to define us as a nation: democracy, identity, and freedom? In this survey, we will explore the origins of American literary history to the beginning of the 20th century to gain insight into how early Americans envisioned the future of their nation in its nascence. We will read a broad variety of text from Native American origin stories to political documents, diaries and poetry, short fiction,  and social critiques of American life. This course will introduce students to texts from a large breadth of writers to develop their understanding of how American literary culture shaped the political and social world we inhabit today.

ENGL 101:  Understanding Literature and Culture:  GIRLS IN TROUBLE
CRN:  22330, 20578
Days/Time:  MWF 2:00-2:50
Instructor:  Peter Coviello
GIRLS IN TROUBLE: This course introduces students to literary interpretation by studying the fate of imperiled young women across a range of fictions. We will consider the entanglements of desire and danger – as well as questions of freedom, friendship, family, work – as they play in the lives of women navigating their way through turbulent worlds. Authors may include Carson McCullers, Nella Larsen, Flannery O’Connor, Toni Morrison, and others.

ENGL 101: Understanding Literature and Culture
CRN: 29203, 29202
Days/Time: TR 3:30-4:45
Instructor: Gary Buslik
In this course, we will read and learn how to appreciate great works of literature. We will read, analyze, and discuss several short stories, one novel, about ten poems, and a play. Authors will include Hemingway, Jamaica Kincaid, Joyce Carol Oates, Robert Frost, Shakespeare, and several other poets. We will write two major papers and several shorter papers. We will have midterm and final exams.

ENGL 101:  Understanding Literature and Culture
CRN:  25644, 25642
Days/Time:  MWF 10:00-10:50
Instructor:  Sian Roberts
In this course we will attempt to answer some key questions about literature: why do we read and study literature in the first place? How do we effectively analyze texts and take up a critical position? Our readings will be structured around the theme of the future. We will read texts that anticipated our own present with eerie accuracy and texts that attempt to imagine where our present world might lead us. We will encounter many different visions of the future as inaccessible, prosperous, and uncertain. Our focus will be on texts from the twentieth and twenty-first century.

ENGL 103:  Understanding Poetry – Finding Place in Poetry
CRN:  22348, 22349
Days/Time:  TR 11:00-12:15
Instructor:  Daniel Barton
Have you ever encountered a place—whether it’s a park, street corner, or specific city—and felt an unmistakable connection to it? How were you moved by the experience? More pressing, what would it mean to lose a sense of place or be disconnected from places important to us? What if the places close to us are fraught with difficult histories? These questions have been rich and compelling catalysts for poets across different time periods and from around the world. Reflecting on this tradition, in this course we will examine how poets have variously approached the theme of place to discover what makes poetry, as an experience of language, unique from other forms of writing, particularly when it comes to drawing connections between place and self. We’ll look at poets from different literary time periods, ranging from the 18th century to the present, and compare their approaches to this theme, whether it’s Romantic meditations on landscape, contemporary Eco poetry, or the work of postcolonial writers navigating legacies of Imperialism and displacement. Throughout our investigation, we’ll develop a vocabulary for various aspects of form, line, meter, and other devices to better appreciate how they work together to achieve the ultimate effect of a poem. Grading for this course will be based on participation in daily discussions, written responses to class readings, one short paper, and a longer final paper.

ENGL 103:  Understanding Poetry
CRN:  20645, 20646
Days/Time:  MWF 12:00-12:50
Instructor:  Jennifer Ashton
If a poem were like an engine, how would you set about dismantling and reassembling it?  If a poem were a math problem or an equation, how would you solve it?  If a poem were a research subject, how would you interview it? What would you ask it and what do you think it might say?  You could call this course Poetry for Engineers.  Or you could call it Poetry for Mathematicians.  Or Poetry for Sociologists and Statisticians. All the above will apply to the work we do, but you can also think of this course as Poetry for Poets, Teachers, and English literature majors.  We’ll spend the semester studying a set of case examples ranging from early ballads with recognizable patterns of rhythm and rhyme to 21st century poems that contain no words at all. Our efforts in and out of the classroom will revolve around studying these texts closely and discovering and developing the tools necessary for explaining how their producers intend them to work.

All our practice in this course will emphasize what the great 20th-century avant-garde dramatist and poet Bertolt Brecht thought that all art (and all thinking about art) should involve: namely, *fun*.

And even though our focus will be on poetry (not exactly what a majority of people choose to focus on for fun), the skills you practice will be both fun and highly transferable.  Let’s just say that if you can learn how to give a compelling explanation of how a work of literature (or any work of art) operates, you can probably learn how to construct a compelling explanation of just about anything else, and that is a highly valued ability in many kinds of careers.

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

ENGL 131/MOVI 131:  Introduction to Moving Image Arts
CRN:  47486
Days/Time:  TR 3:30-4:45/6:15
Instructor:  Kate Boulay
Focusing on a number of different themes, in this course students learn about the history and development of moving image arts and the field’s intersections with various socio-cultural categories including race, class, gender and sexualities.

ENGL 132:  Understanding Film
CRN:  47454
Day/Time:  MW 3:00-5:45/4:15
Instructor:  Thomas Moore
In this course, students will collaborate with their peers to understand how the various elements of cinema—such as sound, music, acting, editing, lighting, dialogue, narrative, composition, set design, and cinematography—are brought together to produce meaning. As a class, we will seek to answer the following questions: What is distinctive about the medium of film? How does one interpret a movie as a work of art? Why do so many cinematic masterpieces manifest an acute awareness of themselves as films?

Attentive to the roles of writers, actors, and other creative agents involved in this necessarily collective art form, we will study thirteen internationally acclaimed films by such directors as David Lynch, Alfred Hitchcock, Ingmar Bergman, Billy Wilder, and Jordan Peele. The course will feature in-class film screenings on Mondays and student-directed, discussions on Wednesdays.

ENGL 135:  English and American Popular Genres
CRN:  47462
Days/Time:  MW 9:30-10:45
Instructor:  David Schaafsma
This course is a kind of introduction to comic books and graphic novels with an eye to two things: What does it mean that visual storytelling–and not just film–is increasingly popular today? And what kind of storytelling is it doing compared to film, video games, and traditional fiction/non-fiction? The theme of the course will be young adult narratives–comics growing-up stories, coming-of-age. I have a lot of ideas for (and experience teaching) this course, but I welcome your suggestions. We’ll sample comic books, graphic novels and memoirs, digital storytelling, American comics, and manga. Most of our texts will not be superhero comics, though we will read some.

ENGL 154:  Understanding Rhetoric
CRN:  47488
Days/Time:  MWF 1:00-1:50
Instructor:  Ralph Cintron

ENGL 154:  Understanding Rhetoric
CRN:  47490
Days/Time:  TR 3:30-4:45
Instructor:  Doug Sheldon
The comedian Lewis Black declared, “Here’s your law: If a company, can’t explain, in
one sentence, what it does… it’s illegal.” What has he done here? He has used sarcasm and economic law to shape a position. But he has also a conditional sentence, a colon and an ellipsis! All of these items contribute to Black’s comedic rhetoric of identity. Now, this class cannot tell you in one sentence what rhetoric does, or even what it is, but through the examination of ancient rhetoric to that of the twenty-first century we will negotiate with this term to better understand our identities as thinkers and social beings. In addition, this course will examine multilingual rhetoric, political rhetoric, multimodal rhetoric, and other delivery systems that shape what we call “identity”. Ideas examined in this class will include: How do we use rhetoric in our lives both consciously and unconsciously? How do rhetors and rhetoric interact on an intellectual, academic, and public level to influence identity creation? How do cultures benefit/suffer from language, identity, and policy built on rhetorical frameworks? This course will allow students to see rhetoric not as a negative label, but as a method to interrogate the texts, the visuals, and the conversations we encounter daily.

This course is ideal for English, Pre-Law, Education, and Professional Writing students.

ENGL 154:  Understanding Rhetoric
CRN:  47489
Days/Time:  MWF 10:00-10:50
Instructor:

ENGL 158:  English Grammar and Style
CRN:  47491
Days/Time:  TR 2:00-3:15
Instructor:  Doug Sheldon
In his book Philosophical Investigations, Ludwig Wittgenstein wrote, “the harmony between thought and reality is to be found in the grammar of the language.” While this seems lofty, it speaks to grammar being the most communicative tool built within language. This course will focus on grammar as object of structure and style within several genres of text, examining not just form and function, but practical application across a variety of professional areas. Preference will be given to examining grammar uses as intentional choices made by authors to aid audiences in comprehending the goals of textual communication. In both individual and group contexts, students in this course will learn the structures of English grammar and analyze texts containing those functions. At the conclusion of the course students will be able to use grammatical terms and processes to better understand written communication and take with them a skill that aids in revision and reflection.

This course is ideal for Pre-Law, Education, and Professional Writing students.

ENGL 158:  English Grammar and Style
CRN:  47493
Days/Time:  TR 9:30-10:45
Instructor:  Jeffrey Gore
Although we regularly understand grammar as a set of prescriptive (or even annoying) rules, during the Renaissance, grammar was understood as the “art of speaking and writing well.”  In this course, we’ll work to get the best of both perspectives:  rules will become tools to help you to speak and write more effectively.   Parts of the course will be comparable to the drills that athletes practice (such as free throws for a basketball player or kata for a practitioner of karate).  You will learn to recognize parts of speech in terms of their functions in sentences and to describe them by name.  You will practice using different sentence forms to appreciate how they allow you to convey different kinds of thoughts and feelings.  You will exercise your mastery of these forms by producing short essays that emphasize different grammatical forms, and you will examine works by professional writers in terms of their grammatical and stylistic choices.  By the end of the semester, you should be able to use terms of grammar to discuss what makes writing more effective, and you should have enough practice with these grammatical forms that better writing will come more naturally to you.

**Highly Recommended for Pre-Law, Education, and Professional Writing students

ENGL 158:  English Grammar and Style
CRN:  47492
Days/Time:  MWF 2:00-2:50
Instructor:  Jeffrey Kessler
This course will not be your conventional “grammar drill” or “right and wrong” class. Instead, we will approach grammar and style as analytical and creative tools. Our ultimate goal will be to use grammatical forms to be more aware of the choices we make when we read and write. We will also discuss significant issues surrounding the English language, including its history, Black English, prescriptive v. descriptive linguistics, and the ethics of writing. Students will complete analyses to demonstrate the grammatical skills they have learned, as well as complete assessments of their own writing and a short-written project at the end of the semester.

ENGL 207: Interpretation and Critical Analysis: WHY IS EVERYTHING ABOUT SEX?
CRN: 47525, 47524
Days/Time: MW 4:30-5:45
Instructor: Peter Coviello
WHY IS EVERYTHING ABOUT SEX? This course introduces students to several interpretive methods rooted in the turbulence, strangeness, exhilaration, and bewildering human intricacy of sex. We will read novels and poems and films alongside critical works (in disciplines like queer theory and feminism), paying particular attention to the knotty entanglements of gender, sexuality, and meaning. Authors may include Nella Larsen, Henry James, Carson McCullers, and others.

ENGL 207:  Interpretation and Critical Analysis
CRN:  47517, 47516
Days/Time:  TR 9:30-10:45
Instructor:  Walter Benn Michaels
What’s the difference between studying literature and just reading it? If you’re taking English 207, you may well be an English major, and you probably find some pleasure in reading and maybe writing stories and poems. The purpose of this class is to explore the questions that come up when we start turning our pleasure in literature into an interest also in English studies as an intellectual discipline. In this class, we’ll do this in three ways. First, we’ll pay particularly close attention to a range of texts, focusing on questions like why one word (say, “stilled”) is used rather than another (say, “stopped”) or what is lost (or gained) when a ten-page short story is edited into a five-page shorter story. Second, we’ll study several different theories about what it means for readers to understand the meaning of a text, and we’ll do this in part by considering the relations between literary and legal texts – between what’s involved in interpreting a novel and what’s involved in interpreting, say, the Constitution. Third, we’ll pay special attention to what’s involved in writing about literature – to what a literary critical thesis or argument looks like and to how to go about formulating one.

ENGL 207:  Interpretation and Critical Analysis:  Arguing About Literature
CRN:  47521, 47520
Days/Time:  MW 3:00-4:15
Instructor:  Raphael Magarik
This introduction to literary study will be organized around a series of debates between literary readers; for each unit, we will read a primary text (or portions thereof) and then at least two critical texts that disagree strongly with each other. Course goals (which will inform the choice of readings) include: (1) understanding how apparently small ambiguities in the texts we read sometimes relate to bigger questions of social, political, or philosophical import, (2) understanding how people disagree and produce arguments about literary texts, which are sometimes represented in popular culture (and in high school classrooms) as objects of subjective taste and opinion, (3) starting to place yourself into these debates.
Though I cannot (and would not!) normatively require or assess affect or attitude, I so hope to construct a pedagogical space in which we relish and enjoy controversy, while honoring the real consequences—and sometimes, considerable pain—associated with the various positions we encounter.
Sample possible debates (no guarantee these particularly will be included): does Milton’s “”Samson Agonistes”” celebrate suicidal terrorism or not, and if it does, how should we relate to such celebration? Is Chaucer’s “”Wyfe of Bath”” a realistic depiction of a fourteenth century middle-class woman bucking patriarchy, or is she an amalgam of sexist fantasies? Is the biblical narrative of the Exodus the pattern of progressive politics in modern life, or is it a regressive, genocidal text?

ENGL 207:  Interpretation and Critical Analysis
CRN:  47523, 47522
Days/Time:  MWF 2:00 to 2:50
Instructor:  Natasha Barnes
This course is designed to teach English majors how to read literature, specifically in relation to the construction and analysis of literary realism. We will explore the form and narrative language of realism as a springboard to understanding some of the main tenets of twentieth-century literary theory.  As we examine how “English literature” became an academic pursuit, we will recognize schools of literary interpretation (liberal humanism, new criticism, narratology, etc.) and distinguish the critical methodology associated with each category. Literary texts studied will include Ian McEwan’s Saturday and Atonement Virginia Woolf’s Mrs. Dalloway and Michael Cunningham’s The Hours. Excerpts from Peter Barry’s Introduction to Literary and Cultural Theory and Robert Dale Parker’s How to Analyze Literature: Critical Theory for Literary and Cultural Studies will guide our theoretical studies.

There is about 75-100 pages of reading per week for this class. Students are expected to read ALL assigned texts carefully and to take difficult literary fiction seriously.

IMPORTANT: I would prefer that student intending to choose academic literature as their concentration in the English major take this course. This is a rigorous course and I expect every student who elects to take this class should apply themselves with due diligence.

If you’re *not* an English major and want to take an English class to practice academic writing, this course is probably too specialized for your needs.

Textbooks: All books will be available at the UIC Bookstore, articles and short stories will be uploaded on Blackboard
Students will be required to take 10 random quizzes, write 2 short papers, and take midterm and final exams

ENGL 207:  Interpretation and Critical Analysis
CRN:  47518, 47519
Days/Time:  MWF 11:00-11:50
Instructor:  Jennifer Ashton
Our practice in this class will emphasize what the great 20th-century avant-garde dramatist Bertolt Brecht thought all art (and all thinking about art) should involve: fun.  He also thought that having fun could foster serious thinking. Thus, along with practicing fun, we’ll be practicing some serious material and critical analysis.  Our literary objects of study will include poetry, prose fiction (short stories and a novel), a play (as it happens, by Brecht), and a film adaptation of that play.  We’ll do a range of written and in-class work, involving both creative experimentation and rigorous analytical thinking, equally designed to help you enter the inner workings of our literary objects of study.
Even though our focus will be on literature (which is not exactly what most people choose to focus on in their lives for fun or for serious thought), the skills you practice will nevertheless be highly transferable.  Let’s just say that if you can learn how to give a compelling explanation of how a work of literature (or any work of art) operates, you can probably learn how to construct a compelling explanation of just about anything else, and that a highly valued ability in many kinds of careers.

ENGL 208:  English Literature I: The Beginning to the 17th Century
CRN:  47528
Days/Time:  MW 9:00–9:50
Instructor:  Robin Reames
What was literature in English before there was such a thing as “English Literature”? The idea of “literature” as we commonly think of it today did not exist before the 18th or some even say the 19th century. So, what function did it have for the people who created, heard, and read “literature” before the existence of the very idea?
In this course, we pursue this question through four intertwined thematic currents: rhetoric, epic, romance, and pilgrimage. We examine how, prior to the invention of literature, the craft of rhetoric propelled poets and wordsmiths in the medieval and early modern eras to innovate with the arts of language (Bede, Geoffrey of Vinsauf, Thomas Wilson). We see how, in the beginning, before writing even existed, the ultimate form of oral poetry—epic—served as the storehouse of cultural knowledge (Homer, Beowulf). We watch as epic swells into a rallying cry of a national ethos (Fairie Queene, Paradise Lost). We investigate how the very idea of romance was invented in the medieval era (Lanval, Tristran and Isolt), how it emerged through the legends of King Arthur, and how, like epic, the Arthurian myths were used to craft national identity (Le Morte Darthur). We trace the expanding boundaries of the known world through pilgrimages and the stories people told about them (Sæwulf, Margery Kempe, Canterbury Tales), and how, in the early modern era, the idea of the Americas was co-created by such stories of pilgrimage.
The worlds constructed within these texts, as you might imagine, are very different from our own. But at the same time, they contain the template for what would become our world. By examining what literature in English was before the idea of “English literature” was invented, we see how poets and wordsmiths of the medieval and early modern eras used language to shape the world—the world in which we now live.

ENGL 209:  English Studies II: 17th Century to Today
CRN:  47598
Days/Time:  MWF 11-11:50
Instructor:  Mark Canuel
This course surveys literature in English by authors ranging from the Augustans to the present. We will concentrate our studies on Britain as an empire and its changing relationships with other parts of the world: the European continent, Asia, Africa, the Americas, and so on.  The works that we will study will include works from Swift’s Gulliver’s Travels and Mary Shelley’s Frankenstein to Olaudah Equiano’s Interesting Narrative and M. NourbeSe Philip’s Zong!  Topics to be considered will include Britain’s actual and imagined connections with different peoples, regions, nations, and empires; the connection between literary imagination and constructions of national and imperial spaces; and the formative interactions between literary genres and questions of political scale—i.e., widening patterns of communal relationship and institutional affiliation. Emphasis will also be placed on techniques of “close reading,” readings informed by literary theory, and essay-writing skills. Requirements include regular attendance, 2 essays, occasional other assignments or quizzes, midterm, and final examinations.

ENGL 209:  English Studies II: 17th Century to Today
CRN:  47533
Days/Time:  MWF 10:00-10:50
Instructor:  Anna Kornbluh
This course tracks how literary forms emerged and changed in response to events like the expansion of global capitalism, the development of mass literacy, revolutions and the rise of democracy, and the growth of cities.  We will study authors from England, the British Colonies, and the United States, and focus on the development of the novel as the literary form unique to modernity.  We will also practice close reading to carefully appreciate the specific formal strategies involved in writing literature.  Authors may include Daniel Defoe, Jane Austen, Frederick Douglass, Nathaniel Hawthorne, Oscar Wilde, Virginia Woolf, James Baldwin, Jonathan Franzen, and others.

ENGL 213:  Introduction to Shakespeare:  Shakespeare, Then & Now
CRN:  47461, 46460
Days/Time:  MWF 2:00-2:50
Instructor:  Vainis Aleksa
We will seek to understand why original audiences were captivated by Shakespeare and how theatre productions today continue to enact the plays in powerful ways. Shakespeare’s art can help us imagine our human experience more deeply: the joy of falling in love, the lust for power, the longing for harmony, the fascination with violence, the ability to be strong in times of trouble. We will entertain many points of view, including how Shakespeare embodies both the ideals and biases of Renaissance society as well as ours. Because the course will emphasize discussion and listening to each other, being present in class will be important. We will be reading Hamlet, As You Like It, King Henry IV part 1, Antony & Cleopatra, Midsummer Night’s Dream, King Lear, and Much Ado about Nothing.  As we discuss and write about the plays, you will have an opportunity to develop a personal and lasting connection between Shakespeare and your own life.

ENGL 213:  Introduction to Shakespeare
CRN:  47459, 47458
Days/Time:  TR 2:00-3:15
Instructor:  Jeffrey Gore
Subtitled “The Raw and the Cooked,” this course will pair Shakespeare’s early experimental works with the more refined comedies, tragedies, and histories from the height of his career.  We will juxtapose the early slapstick humor of The Taming of the Shrew with the refined wit of Twelfth Night’s cross-dressing romance to understand better different kinds of comedy and different forms of social domination.  Although T. S. Eliot referred to Shakespeare’s early tragedy Titus Andronicus as “one of the stupidest. . . plays ever written,” recent scholarship on gender, race, and trauma challenges us to examine more deeply the play’s cannibalism and escalating cycles of revenge.  “To be or not to be” will certainly be one of the questions when we turn to the author’s tragic masterpiece Hamlet – written a decade after Titus – but so will be the lead character’s bawdy humor and hapless efforts to be the avenging warrior that his father was.  With the histories, we will examine two kinds of leaders, the villainous “Machiavel” Richard III, and the unifying warrior-king, Henry V:  although the former cruelly murders his way to the top, the latter draws a subtler approach from the Machiavellian playbook.  These pairs will help us understand different approaches to storytelling during the years that Shakespeare was most devoted to experimentation and refining his craft.

ENGL 223:  Introduction to Colonial and Postcolonial Literature: “A World Cut in Two”
CRN:  47474
Days/Time:  TR 2:00- 3:15
Instructor:  Margaux Brown
In this course, we will explore literature written in English by formerly colonized nations and people within their historical and cultural contexts. Frantz Fanon wrote in his seminal book, The Wretched of the Earth, that “the colonial world is a world cut in two.” We will use this quote as a lens to think critically about how authors negotiate between colonial and indigenous culture and use literature as a means of resistance. We will read literature from colonized regions such as India, Africa, the Caribbean, and Native American nations.
We will interrogate notions of national, regional, global, and cosmopolitan identities. Additionally, we will explore, define, and investigate intersections of nation, region/the local, the global, class, race, gender in relation to larger social, political, and cultural movements throughout colonial and postcolonial history. We will read texts by authors such as Edward Said, Frantz Fanon, Aimé Césaire, Arundhati Roy, Ama Ata Aidoo, Du Bois, and Leslie Marmon Silko.

ENGL 229: Intrduction to Asian Film
CRN: 43803
Days/Time: MWV9:30-10:45
Instructor: Mark Chiang
Course description can be found GLAS 229.

ENGL 230: Film and Culture
CRN:  47482
Days/Time:  MW 3:00-4:15/5:45
Instructor:  Erich von Klosst-Dohna
During this course, we will predominantly be looking at films produced during the 1950s through the 1990s from around the world (though we may contextualize these decades with some outside work). Our objective will be to learn how the formal elements of film allow us to interpret a film’s meaning. As we progress through historical time, we will also attempt to track the differing interests of our directors as they try to work through the aesthetic and cultural problems of their time. This course will require short writing assignments, a presentation, a final exam, and active participation. A possible list of directors for this course may include Hitchcock, Wilder, Herzog, Antonioni, Fellini, Kurosawa, Lynch, Verhoeven, Kubrick, and Spike Lee.

ENGL 230:  Introduction to Film and Culture
CRN:  47484
Days/Time:  TR 3:30-4:45/6:15
Instructor:  Angela Dancey
This course examines the relationship between film and culture through the lens of the horror genre. We will watch and discuss a variety of horror movies and analyze how their representations of gender, racial, and ethnic difference both shape and are shaped by the cultural context in which the films were produced.

After completing this course, you will be able to:

• Understand the ways in which film both reflects and influences culture.
• Grasp the concept of genre theory as it applies to film.
• Identify how gender and racial difference are expressed through individual films and the horror genre.
• Use the correct terminology for film and cultural studies.
• Watch films with attention to significant details and patterns of repetition.
• Analyze the formal and stylistic choices available to filmmakers and how these communicate meaning.
• Make and support interpretive claims about film.
• Organize and communicate your ideas through writing and speaking.”

ENGL 232:  History of Film I: 1890 to World War II
CRN:  12118, 12114
Days/Time:  MW 1:00 – 2:50
Instructor:  Martin Rubin
An overview of film history from the late 19th century to the late 1940s.  Topics covered include the invention of cinema, the evolution of the film director, the role of women in early film history, the rise of narrative cinema, the emergence of “race movies” as an alternative to Hollywood racism, German expressionist cinema, French impressionist cinema, Soviet montage cinema, the coming of sound, early queer cinema, the development of deep focus cinematography, and Italian neorealism.  Filmmakers covered include Georges Méliès, D.W. Griffith, Lois Weber, Oscar Micheaux, Germaine Dulac, Sergei Eisenstein, Orson Welles, and Vittorio De Sica.  The focus of the course is on how specific trends in film history shaped the film styles of different eras, nations, and filmmakers.  There is no textbook; requirements include regular quizzes and written assignments.

ENGL 237:  Graphic Novels
CRN:  47578
Days/Times:  TR 2:00-3:15
Instructor:  James Drown
This class in the Graphic Novel will begin by examining some basic questions such as, “What is a Graphic Novel,” and “How do we read and understand graphic novels.” We will begin by grounding our exploration with texts about comics, such as Understanding Comics by Scott McCloud and Comics and Sequential Art by William Eisner. We will then move on and examine questions like, “How have graphic novels reflected our society” and “Why have they become an important and recognized literary form?” Readings will focus on work produced since the 1960’s and include both full graphic novels and specific selections. Additionally, while we are mainly interested in American Graphic Novels, we will include some influential works from Japan and Europe.  Examples of International graphic novels we may examine for the course include Tintin by Herge, works by Osamu Tezuka (Astroboy), Akira by Katsuhiro Otomo, and I Hear the Sunspot by Yukio Fumino. American Graphic Novels will include both literary and populist works, such as Maus by Art Spiegelman, The Dark Knight Returns by Frank Miller, The Sandman by Neil Gaiman. Persepolis by Marjane Satrapi, Black Panther by Ta-Nehisi Coates, and Fun House by Alison Bechdel.  Assignments will include online discussion boards, weekly Journals, midterm and final, and an independent research paper examining a specific graphic novel.

ENGL 245/ GWS 245:  Introduction to Gender, Sexuality and Literature:  Love is Strange: Politics of Desire in Modern Literature
CRN:  47477
Days/Time:  MWF 9:00-9:45
Instructor:  Jennifer Rupert
We will begin the work of Gender, Sexuality, and Literature by tracing the social forces that brought about the “invention” of heterosexuality. By immersing ourselves in this history, we will aim to become better readers of the ways in which late 19th and early 20th century writers of memoir and fiction either resisted or internalized the pathologizing voices of the sexual sciences as these texts framed masculinity and femininity as biologically determined and heterosexuality as the norm. As we close the course concentrating on 21st century queer and transgender speculative fiction about different ways of being in love, one of our overarching projects will be to locate in the literature we read patterns of resistance to both long-standing and relatively new discourses that attempt to put all of us into very confining gender and sexuality boxes. In doing so, we will investigate the ways in which notions of class, race, and ability differences inform various kinds of scientific and literary narratives about gender and sexual normalcy as well as what we have come to understand as “romantic love.” Thus, our inquiry this semester will not only inspire reflection on societal notions of who should love whom but also meditation on possibilities for creating a culture of “ethical eroticism” that encourages mutuality and love in its many possible forms.

ENGL 245:  Queer Forms
CRN:  47475
Days/Time:  TR 2:00-3:15
Instructor:  Jared O’Connor
The cultural revolutions of the late 1960s brought about significant transformations in the ways we think about gender/sex and sexuality in our everyday lives. Not only were these revolutions tethered to presenting and enacting radical gender and sexual identities in our social reality, but they were also represented in the literature and art of the period. And these representations have continually inspired the ways contemporary literature and art thinks about and represents gender and sex. This course will explore literature and art from the late 1960s to our present day by paying particular attention to experiments with form and genre as they relate to gender and sex. We will read novels, poems, and the graphic novel that use form to interrogate and make legible these radical ideas and what these expressions suggest about our ever-changing relationship to gender and sexuality.

ENGL 245:  Introduction to Gender, Sexuality and Literature
CRN:  47480
Days/Time:  TR 12:30-1:45
Instructor:  Alexandrine Ogundimu
Two of the most ancient and prevailing topics in literature are gender and sexuality. From the poetry of Sappho through to the prose of Brontez Purnell, we will be reading texts, including poetry, short stories, and novels, from a variety of eras and traditions that tackle issues of gender and sexuality as well as LGBTQ characters and themes. By the end of this class, you should have a working knowledge of queer and gender related literature.

ENGL 247:  Women and Literature:  Difficult Women in 20th Century Literature
CRN:  47465
Days/Time: TR 11:00-12:15
Instructor:  Keeley Harper
Feminism’s success often comes down to the complicated, contradictory (even problematic) women who fought for equal rights. In her book, Difficult Women: An Imperfect History of Feminism, Helen Lewis argues that too many feminist pioneers have been whitewashed or forgotten in service of narratives that fulfill society’s need for feel-good, inspirational heroines. The same could be said of women in literature. Too often, in our quest to elevate and bring attention to the works of women authors, we elevate them unequivocally, failing to examine the more challenging or “difficult” aspects of their works and lives. In this course, we will identify what it means to be a “difficult” woman by scrutinizing troubling, complex, and evasive representations of women in novels and short stories of the 20th century—as well as the difficult women who wrote them. Together, we’ll seek to understand how the complex, messy lives of these authors might have contributed to their works and discuss wildly varying representations of women in the 20th century.

ENGL 247:  Women and Literature
CRN:  47469
Days/Time:  TR 5:00- 6:15
Instructor:  Virginia Costello
In this class, lectures and class discussion invite students to immerse themselves in the environments in which they were written. We will take a socio-historical approach to texts written by and about women. Although we will analyze Sappho’s poetry and recent work in transgender studies, many of our texts were written between 1890- 1940. Writing during this period often depicted a crisis in the human spirit and disruption of tradition. As such, this period offers a unique view of the intersections between gender, sexuality, class, race, and nationality (among others). Many American artists and writers moved to Paris during this time, and we will examine why they chose Paris and what drove them out of the US in the first place. Finally, a close reading of our texts and supporting documents will allow us to address, at least tangentially, issues of censorship and sexuality.  The texts we will read include (but are not limited to) Mark Twain’s Personal Recollections of Joan of Arc, Jhumpa Lahiri’s Interpreter of Maladies and Erika Sánchez’s I am Not Your Perfect Mexican Daughter.

ENGL 247:  Women and Literature:  Women and the Cartography of Land & Body
CRN:  47467
Days/Time:  MWF 10:00- 10:50
Instructor:  Dez Brown
A world that is hypercritical of women’s bodies has tangible effects on the relationships that women have with their bodies. At the same time, the connection that women have with the land/environment around them directly affects these relationships, creating a complex and unique web of experiences.
In this course, we will examine the ways in which women write about the experiences that lie at the intersections of land and body, mapping themes and rhetorical approaches that these women use in their work. We will read poetry and essays by a number of women writers, including Toni Morrison, Natalie Diaz, Leah Lakshmi Piepzna-Samarasinha, and Layli Long Soldier.

ENGL 251:  Literature and the Environment
CRN:  47638
Days/Time:  TR 11:00-12:15
Instructor:  Todd Sherfinski
We are all familiar with Environmental issues: Climate Change, Global Warming, Extinction of Species, Sustainability, to name a few. What might surprise us is how literature both reflects and comments on these issues as well as offers insights into our own habitats and surroundings. In this way, all literature can be viewed as environmental in that it delineates spaces and creates worlds in which characters abide and interact with both the world and each other. Course readings will include novels by Richard Powers the Overstory, Patricia Lockwood No One is Talking About This, and Laline Paull The Bees. Students can also expect to read poetry and prose that speaks to the environment and to environments. In addition to daily reading and writing assignments, students will write two short papers (3-5 pages each), present on a topic or writer in class, and take a midterm and final exam. Students can expect to work in both whole group and small group settings.

ENGL 262/BLST 262:  Black Cultural Studies
CRN:  33575
Days/Time:  MW 3:00-4:15
Instructor:  Marlo La Mothe
Search BLST 262 for a course description.

ENGL 266/BLST 266:  African Literature and Revolution
CRN:  47089
Days/Time:  MW 4:30 – 5:45
Instructor:  Nicholas Brown
This course is about literature, politics, and history in Africa, from roughly the middle of the twentieth century to the present. While Africa has no shortage of literature concerning armed conflict, an exclusive focus on such literature would probably tell us more about the genre of the war novel than anything particular to African literature and history. Rather, we will be construing “revolution” broadly: radical social transformation as a horizon for thinking and writing. Sometimes this looks indeed like revolutionary war: Pepetela in Angola, Ngugi wa Thiong’o in Kenya. Sometimes, however, it looks like the tragic collapse of pre-colonial societies (Wole Soyinka and Chinua Achebe in Nigeria). Sometimes it looks like a Utopian future (Cheikh Hamidou Kane in Senegal); sometimes it looks like social disintegration (Ayi Kwei Armah in Ghana). Sometimes it looks like dreadful historical mistake (Maaza Mengiste in Ethiopia). Sometimes, indeed, it is obsessed with the fact that it doesn’t know what it looks like (Mongane Serote in South Africa). As can be seen from this brief list of authors and places, this course will range widely over countries, histories, and decades. However, the goal of the course is for students, through a limited focus, to acquire a sense of the sweep of history in Africa over the past seventy-five years, and a sense of the scope and power of African literature in that three-quarters of a century.
Possible readings:
Cheikh Hamidou Kane, _Ambiguous Adventure_
Pepetela, _Mayombe_
Ngugi wa Thiong’o, _Petals of Blood_
Chimamanda Ngozi Adichie, _Half of a Yellow
Sun_Chinua Achebe, _Arrow of God_
Wole Soyinka, _Collected Plays_, Vol. 1
Mongane Serote, _Gods of Our Time_
Zoe Wicomb, _David’s Story_
Nadine Gordimer, _My Son’s Story_
J.M. Coetzee, _Age of Iron_
Writing assignments:  The major assignments will be a 10–12-page final paper and a 5-7 page midterm paper.
Exams:  There will be brief midterm and final exams covering reading assignments.
Grading:  Grades will be based on 70% papers, 10% exams, 20% class discussion and other assignments.

ENGL 267:  Introduction to U.S. Latinx Literature
CRN:  47590, 47589
Days/Time:  MWF 12:00-12:50
Instructor:  Frida Sanchez- Vega
In this introductory survey, we will read, think about, and discuss a range of works – including fiction, poetry, drama – by pioneering as well as present-day authors of U.S. Latinx Literature. Set alongside, and sometimes against, dominant American culture, U.S. Latinx Literature touches on some of the most prominent and controversial issues in contemporary life in the United States: immigration and the immigrant experience; the gains and losses of assimilating into American culture; the exploitation of labor; and identity formation based on race, ethnicity, gender, sexuality, and class. This course will especially focus on queer Latinx writers and how they navigate the U.S. alongside their cultures. Texts will include works by Gloria Anzaldúa, Piri Tomas, Anna Castillo, Luis Negron, Reinaldo Arenas, Justin Torres, and others. Assessment will be based on response writing, class and group discussions, class engagement, a short presentation, and two papers. The main objectives of the class are to enrich your understanding of literature generally and, more importantly, to learn about the exciting and multifarious works of Latinx writers and culture

ENGL 269:  Introduction to Multiethnic Literature in the United States
CRN:  47471
Days/Time:  MWF 9:00-9:50
Instructor:  Tierney Powell
Novel Connectivities: Mapping Fictions of Transnational America”: What does it mean to be connected—and what is at stake in answering this question about fictions of transnational America? In this course, we will read works by authors such as Karen Tei Yamashita, Teju Cole, Gary Shteyngart, and Hari Kunzru, among others. These works expose some of the key discourses in contemporary literature about globalization, posing fascinating questions about the nature of novel form, the possibilities of representation in the neoliberal global order, and the promise of cultural and literary production. In this course we will turn to the practice of mapping, of connecting points, to gain “some new heightened sense of [our] place in the global system,” one obsessively and at times dangerously connective (Jameson, Postmodernism). We will think through the urge to connect while critiquing that very impulse.

ENGL 280:  Media and Professional Writing
CRN:  47496
Days/Time:  MWF 9:00-9:50
Instructor:  Karen Leick
In this course, students learn skills in media and communication that are used in the professional workplace. Students will research, discuss, and analyze aspects of professional written communication, including journalism, feature writing, and public relations. Over the course of the semester, each student will produce a portfolio of writing in various genres, presented on a personal webpage. The course is designed to prepare students for professional internships and employment. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.

ENGL 280:  Media and Professional Writing
CRN:  47497
Days/Time:  MWF 1:00- 1:50
Instructor:  Karen Leick
In this course, students learn skills in media and communication that are used in the professional workplace. Students will research, discuss, and analyze aspects of professional written communication, including journalism, feature writing, and public relations. Over the course of the semester, each student will produce a portfolio of writing in various genres, presented on a personal webpage. The course is designed to prepare students for professional internships and employment. English 202 is the prerequisite for English 493, the English internship for Nonfiction Writing.

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

ENGL 282:  Tutoring in Writing Center
CRN:  47514, 47515
Days/Time:  W 3:00 to 4:15
Instructor:  Mohammed AlQaisi
In our course, you will learn how working with peers on their writing creates special opportunities for students to be more involved in their assignments and more connected with other students on campus.

The purpose of our weekly reading and writing is to prepare you to be resourceful in making decisions as you tutor the wide range of students who use the Writing Center.

Both research and practice have provided evidence for how a tutoring environment can be created to best help students gain confidence and motivation they need to keep growing as writers.

Our aim in tutoring is to create responses that support writers’ efforts while helping them take a next step tailored to their interests and needs. For some the next step might be learning more about writing, for others it might be better understanding what is expected from the assignment, or making their thoughts clearer, or getting the assignment done on time.  As you begin tutoring and gain experience, we will continue to analyze and reflect on tutoring. As you will see, making it a goal to learn something new from each session will help you not only better understand how we all progress as writers, but also how to advance your own communication, writing, and leadership skills.

ENGL 282:  Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN:  47512, 47513
Days/Time:  T 2:00-3:15
Instructor:  Kim O’Neil
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.
Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 282:  Peer Tutoring in the Writing Center: Introduction to Theory and Practice
CRN:  47510, 47511
Days/Time:  W 9:30-10:45
Instructor:  Antonio Guerrero
English 282 prepares students to tutor writing from all academic disciplines and levels. The course is reading- and writing intensive, drawing on established theory and evidence-based practice from the field of writing center studies. As part of the course, students tutor two hours a week starting the fifth week of the semester. Students continue to meet in class in small sections capped at 12 throughout the semester, analyzing their sessions, critically engaging theories of tutoring, conducting research, and developing collaborative approaches to tutoring that foster an inclusive community among fellow UIC students. With its emphasis on integrating learning with practice, the course is ideal for students of all majors who would like to develop professional skills, especially critical thinking, communication in diverse environments, and leadership.

Prerequisite: A or a B in English 161 (or the equivalent transfer course) or in other courses that have a substantial writing requirement.

ENGL 290:  Introduction to the Writing of Poetry
CRN:  47507
Days/Time:  TR 11;00-12:15
Instructor:  Jay Yencich
Students end up coming into beginning workshops from a variety of backgrounds.  Maybe they’ve spent a many a sleepless night scratching down poems by candlelight or perhaps they’re just coming in as dabblers, either from another genre or another major.  In any case, this class is likely to be the first formal workshop any of you have taken and it’s my responsibility to help get your feet wet (or throw you into the pool, as need be).
The first half of the semester will be devoted to getting us used to the idea of what elements have traditionally comprised a poem and how a workshop operates.  The second half of the semester, we’ll be switching over to a more formal workshop while building on the moves laid out in the first half, making more complex mental and linguistic contortions.

ENGL 290:  Introduction to the Writing of Poetry
CRN:  47506
Days/Time:  MWF 1:00-1:50
Instructor:  Dez Brown
Traditionally, introductory poetry courses tend to focus on formal verse and its rules of meter and rhyme; however, most contemporary poetry is free verse. As such, this course will focus on free verse poetry and the rhetorical use of language, carefully considering the motivations behind poets’ interpretations of the “freedom” that this type of poetry offers. In the process, students will learn to apply critical tools and terminology when making poems that experiment with form, voice, imagery, creative response, revision, and other elements in the poet’s rhetorical toolbox.
Most weeks students will submit poetry writing assignments that focus on the poetic concepts we are studying. Students will revise these weekly assignments and collect them in a portfolio that will include an artist’s statement that describes their poetic journey throughout the semester, and they will have several opportunities for peer feedback that will aid them during revision. Our investigations will focus not only on how poems are written, but also why they are written and what relationship they have to the contexts and worlds in which they are read.

ENGL 291:  Introduction to Fiction Writing
CRN:  47509
Days/Time:  MWF 12:00-12:50
Instructor:  Christopher Grimes
This intro course will be front-loaded with published short fiction to discuss such craft issues as point of view, reliability, setting, form, theme, characterization, etc.  We’ll then turn to your own efforts at writing short stories in a supportive workshop environment.  Your own work will ultimately be the primary text for the course, so there are no books to purchase.  Your final portfolio will consist of approximately 25 pages of original fiction.

ENGL 291:  Introduction to the Writing of Fiction
CRN:  47508
Days/Time:  TR 11:00 – 12:15
Instructor:  Travis Mandell
Reading makes a great writer. The more one reads, the more one understands the world of fiction, the better their prose; there is no substitute. This course will build on four major tenets of writing creative fiction: reading the works of established authors, writing our own fiction, critiquing the works of others, and editing/revising our own works.
For the first half of the semester, we will be reading short story selections from Gotham Writers’ Workshop Fiction Gallery, as well as some craft-oriented and theoretical work by other famous authors, to get a grasp on the technique and form that goes into producing lasting fiction. We will interrogate point of view, setting, world building, characters, plot, conflict, narrative voice, and dialogue. One cannot begin to break the rules, without first knowing them.
In the second half of the course, we will apply the fundamentals from the readings to develop our own short stories.  Positioning ourselves as both writers and critics in workshop sessions, we will help every writer improve their work through constructive criticism and inspired discussion. We will utilize Blackboard for readings, quizzes, workshopping, and short assignment (writing prompt) submissions.

ENGL 292:  Introduction to the Writing of Nonfiction Prose
CRN:  47494
Days/Time:  TR 9:30-10:45
Instructor:  Carla Barger
This course is designed to serve as an introduction to the craft of writing creative nonfiction (CNF). We will investigate a wide range of CNF, including personal essays, memoir, nature writing, art writing, and the many different hybrid forms that fall under the umbrella term lyric essay. We’ll interact with these different forms of nonfiction by completing short response essays and in-class writing exercises and by creating our own original work. We’ll offer one another constructive criticism during workshop and receive the same in turn. This means that to be successful in this class one must be open to suggestions and willing to make revisions. It also means that participation is mandatory.

Some of the authors we’ll read include Michel de Montaigne, Virginia Woolf, Annie Dillard, Ira Sukrungruang, Paisley Rekdal, and Eula Biss.

ENGL 297/CL 297:  Studies in the Classical Tradition
CRN: 42256
Days/Time:  TR 2:00-3:15
Instructor:  Heidi Schlipphacke
Search CL 297 for a course description.

ENGL 305:  Studies in Fiction:  The “Postracial” American Novel
CRN:  44139
Days/Time:  MWF 10-10-50
Instructor:  Ainsworth Clarke
The course will be reading work of contemporary American literature with the aim of exploring the narrative strategies mobilized to represent race in a post-postmodern, post-Civil Rights era in American fiction.  “Postracial” here in no way suggests an end or beyond of ‘race’; as the past several years have made painfully and tragically clear, race and racism remain abiding features of our American experience. Yet, while W.E.B. Du Bois 1903 assertion that “the problem of the Twentieth Century is the problem of the color line” still holds for us today, “postrace” identifies the very different logic that underwrites race in the early 21st century.  Used with the full ironic force suggested and mobilized by Colson Whitehead and others, “postrace” will frame our investigation of form, literary language, and the post-postmodern, post-Civil Rights iteration of American racial formations. Our readings will be drawn from Percival Everett, Colson Whitehead, Junot Diaz, Karen Tei Yamashita, Jessica Hagedorn, and Tommy Orange, amongst others.

ENGL 311:  MEDIEVAL ENGLISH LITERATURE: WOMEN READERS AND WRITERS FROM THE ANGLO-SAXON AGE TO 1500.
CRN:  27719
Days/Time:  TR 9:30-10;45
Instructor:  Alfred Thomas
Despite their secondary status in a patriarchal society, medieval women played a key role in the commissioning, reading and even writing of texts in Latin, Anglo-Norman and English up to 1500. This course examines women’s contribution to medieval literature as readers and writers in the British Isles from the Old English “The Wife’s Lament” to the “Book of Margery Kempe” in the fifteenth century. Readings include: The “Lays” of Marie de France; Clemence of Barking’s Anglo-Norman “The Life of St Catherine”; the Early Middle English “Wooing Of Our Lord” and related texts for female recluses; Chaucer’s “The Legend of Good Women”; Julian of Norwich’s “A Revelation of Love”; and “The Book of Margery Kempe.” Following the English Reformation of the sixteenth-century women’s active involvement in the production of English literature was diminished as the Protestant religion reinforced the patriarchal role of men in the family as well as in society. All readings in English.

ENGL 324:  American Literature to the 2oth Century
CRN:  47260
Days/Time:  TR 3:30-4:45
Instructor:  Terence Whalen

ENGL 335:  Literature and Popular Culture
CRN:  47536
Days/Time:  MW 3:00-4:15
Instructor:  Mary Anne Mohanraj
The Invisible Made Visible: Writers of Color in American Speculative Lit.
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.

ENGL 351:  Topics in Black Art and Literature:  Contemporary African American Literature
CRN:  37202
Days/Time:  TR 3:30-4:45
Instructor:  Madhu Dubey
This course will examine African American literary and cultural production ranging from the “post-soul” and New Black Aesthetic movements of the 1990s to the current explosion of Afrofuturist art across various literary forms and cultural media. Course readings (and ‘viewings’) include novels, short stories, plays, poems, performance art, and manifestos by writers including Trey Ellis, Percival Everett, Eve Ewing, Douglas Kearney, Suzan-Lori Parks, Evie Shockley, and Colson Whitehead. Our approach to these texts will focus on how they experiment with form and medium to explore the shifting meanings of racial identity, culture, politics, and community in the post-Civil Rights decades.

ENGL 380:  Advanced Professional Writing
CRN:  47537
Days/Time:  MWF 8-8:50
Instructor:  Phil Hayek
Course description and goals
This advanced professional writing course teaches ethics and argumentation relevant to writing in the workplace. Our assignments will bridge the public and private sectors and teach you how to define issues, propose changes, judge actions, and promote values within your chosen field. We will debate about controversies involving business, government, law, and medicine. Integral to these debates will be how clear thinking and good writing can create the common ground necessary for these professional communities to work and to work together.
Public Sector (public policy):
We will explore the area of public policy writing, and you will practice various genres in the policy communication process. We will study the writing that drives social action, and you will locate, analyze and advise on an issue in public policy.
Private Sector (business communication)
In this unit we will practice writing internal and external business messages. You will work on promotional materials for a business of your choosing and develop social media strategies and crisis management solutions.
Third Sector (proposal and grant writing):
The third sector refers to America’s non-business, non-government institutions, commonly known as nonprofit organizations, or NPOs. NPOs include most of our hospitals, a large part of our schools, and a large percentage of our colleges and universities. Habitat for Humanity is one such philanthropy, with thousands of chapters and a million volunteers. Proposal and grant writing offers a competitive edge for young jobseekers across many disciplines: art, business, corporate communications, education, environmental studies, health, music, the STEM fields, politics, sociology, etc. This unit will teach research and assessment, project management, professional editing, and formal document design, as you develop a media packet for a nonprofit of your choosing.

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

ENGL 384:  Technical Writing
CRN:  43391
Days/Time:  MWF 10:00-10:50
Instructor:  Phil Hayek
This course covers the theory and practice of technical communication, including the types of specialized writing forms required of most professionals in fields like business, medicine, science, and technology. The purpose of this course is to understand the theories, concepts, models, genres, and techniques of technical writing and technical communication in the workplace so that students will be able to act as a member or leader of technical writing and technical communication teams. Students will gain knowledge of the key principles of technical communication and gain experience writing proposals, technical specifications, technical documentation, and recommendation reports. We will learn research methods to find, create, and deliver technical information to a wide variety of audiences.
Technical writing is a subject that encompasses more than practice in strategies of professional communication in STEM fields and the workplace. As practitioners of professional and technical writing we engage with the rhetoric of science and economics and technology in the interest of ultimately fusing with them, supporting them, and being in concert with these other disciplines in the effort to shape all knowledge.

ENGL 389:  Writing for Community Advocacy and Activism
CRN:  47580
Days/Time:  MWF 12:00-12:50
Instructor:  Karen Leick
In this course, students will learn about writing strategies and a variety of genres related to nonprofit organizations, advocacy, and activism.  Assignments will include an advocacy letter, a newsletter or brochure for nonprofit organizations, and a grant proposal. Students will also develop, design, and produce content for a white paper. In addition, students will learn to create an effective oral presentation using a presentation program (such as PowerPoint, Google Slides, Prezi).

ENGL 411:  FANTASIES OF EMPIRE: POWER AND POLITICS IN THE MEDIEVAL ARTHURIAN ROMANCE
CRN:  47539, 47540
Days/Time:  TR 12:30-1:45
Instructor:  Alfred Thomas
King Arthur and his Round Table of Knights are traditionally viewed through a romantic lens of chivalry and courtly love. But this was largely the French tradition that was imported into England in the twelfth century. Before that the insular Arthur was by turns a Celtic chieftain and a warrior king intent on subjugating the peoples of the British Isles. This expansionist role reflected the ambitions of the Norman and Plantagenet kings of England as they strove to forge an empire within and beyond Britain. We will trace this insular tradition from Geoffrey of Monmouth’s foundational pseudo-chronicle THE HISTORY OF THE KINGS OF BRITAIN to Sir Thomas Malory’s LE MORTE DARTHUR, a compendium of stories about King Arthur that culminates in the collapse of his empire and his own betrayal and death. This course will allow us to understand not only medieval English history and culture but also the tragedy of today’s Europe as it experiences its most destructive war since WWII as well as the fantasies of empire that still animate geopolitics in the twenty-first century.

ENGL 424:  Topics in Literature and Culture: 1900- Present
CRN:  47581, 47582
Days/Time:  TR 5:00-6:15
Instructor: Terence Whalen

ENGL 430:  Introduction to Multiethnic Digital Humanities
CRN:  47546, 47547
Days/Time: TR 2:00-3:15
Instructor:  Alexis Guilbault
The digital humanities (DH) gives scholars and students a set of tools to perform research and to present information to diverse audiences in various forms, such as digital maps, exhibitions, multimedia chapter books, archives, games, and more. In this course, we will focus on multiethnic digital humanities projects: projects that promote the intersection of digital tools and diverse languages, identities, cultures, and communities. This course is designed to introduce students to the vast potential and current debates in the digital humanities and to prepare students for future research, internships, and employment in a variety of fields.
The first part of this course will introduce students to several DH tools and platforms through in-class experimentation, so those new to and experienced in the digital humanities are very welcome. Students will explore digitization, archiving, social networking, mapping, text mining and analysis, image analysis, data visualization, and more. Throughout the course, students will also build or begin a multiethnic digital humanities project (group or individual). Students can also produce a written exploration of digital humanities methods for a new or existing research project or analyze the opportunities and limitations of the digital humanities. We will discuss progress on projects often and consult with each other and with experts around UIC.

ENGL 435:  Fictions of Slavery
CRN:  47556, 47557
Days/Time:  MW 3:00-4:15
Instructor:  Natasha Barnes
This course will consider how American slavery is imagined in contemporary cultural contexts. We will see how writers grappled with the subject in different, often hybrid, literary and narrative forms; Bildungsroman, the long novel as well as more experimental genres such as magic realism and science/speculative fiction. The course will study fiction from a variety of historical and cultural contexts; authors examined could include William Wells Brown, William Styron, Toni Morrison, Edward P Jones, Octavia Butler. Towards the end of the course, we will consider the resurgence of slave narratives in contemporary cinema. To that end we will examine the cinematic offerings from Quinten Tarentino’s Django and Steve McQueen’s 12 Years a Slave to the recent television adaptation of Colson Whitehead’s The Underground Railroad. The course will also examine controversies of representation in the museum and art world. Primary readings will be augmented with interdisciplinary critical readings from Saidiya Hartman, David Blight, Arlene Kaiser, Tiya Miles and some of the new historical work on women, enslavement, and economic and sexual labor.
Expectations: The reading load will be heavy, expect about 100 pages a week…this a course where I expect serious engagement with a serous subject. There will be one long paper assignment, class presentations and midterm and final exam as well as pop quizzes.

ENGL 466:  Topics in Multi-Ethnic Literatures in the U.S.: Speculative Fiction
CRN:  47555, 47554
Days/Time:  TR 12:30-1:45
Instructor:  Madhu Dubey
Over the last few decades, African American, Arab-American, Asian American, Latinx, and Native American writers have increasingly turned to various forms of speculative fiction, including alternate history, utopia/dystopia, magical realism, time travel narratives, alien abduction stories, and cyberpunk. Focusing on this speculative turn, this course will look at novels and short stories by writers including Sherman Alexie, Gloria Anzaldua, Octavia Butler, Ted Chiang, Omar El-Akkad, Louise Erdrich, N.K. Jemisin, Claire Light, Malka Older, Lilliam Rivera, Helena Maria Viramontes, and Charles Yu, as well as aesthetic manifestos and critical writings on literary movements including Afrofuturism, Chicanafuturism, and Native Slipstream, among others. Course readings and discussion will be guided by the overarching question of how speculative genres of fiction challenge established understandings of history and futurity and instill a critically defamiliarized understanding of the present.

ENGL 467: Topics in Latinx Literature: Anzalduan Thought
CRN: 47548, 47549
Days/Time: TR 9:30-10:45
Instructor: PENDING
This course invites an intensive study of the life and work of Gloria E. Anzaldúa. We will read her collected works and select criticism of her work. In so doing, our goal will be twofold: We will locate her work in multiple literary and cultural traditions and assess her contributions to fields of study including Chicanx Studies, Border Studies, Decolonial Studies, Women’s, Gender, and Sexuality Studies, and Queer Studies.
Course Texts May Include:
This Bridge Called my Back: Writings by Radical Women of Color
Borderlands/La Frontera: The New Mestiza, Making Face
Making Soul: Haciendo Caras
This Bridge We Call Home: Radical Visions for Transformation
Friends from the Other Side
Prietita and the Ghost Woman
The Gloria Anzaldúa Reader
Interviews/Entrevistas
Light in the Dark/Luz en lo Oscuro

ENGL 480:  Introduction to the Teaching of English in Middle and Secondary Schools
CRN:  47552, 47553
Days/Time:  TR 2:00-3:15
Instructor:  Lauren Johnson
This course is the first methods course for students exploring English Education and those interested in becoming English teachers. We will spend time thinking about different perspectives of and approaches toward the English Language classroom. We will also engage with questions such as, “Why teach English?” and “What is the purpose of English/Language Arts?” As part of their work, students will be expected to conduct observations in English classrooms in the city of Chicago.

ENGL 481:  Methods of Teaching English
CRN:  33811, 33812
Days/Time:  TR 3:30-4:45
Instructor:  Todd DeStigter
To be taken in conjunction with ED 425 (Curriculum and Instruction), English 481 is the final course in the sequence of English Education methods courses.  It is to be taken only by English education students the semester before student teaching.  The course’s central objectives focus on the challenges of making literature and writing connect with students’ lives and with broader social/political issues—to make clear, in other words, why English “matters” to high school kids.  Special attention will be paid to the ways in which teachers’ methodological choices are influenced by the theoretical frameworks they adopt.  Additional focus will be on long- and short-term lesson planning and assessment.  In addition to weekly written work, English 481 students will lead discussions, organize small group activities, create an instructional unit based on a Shakespeare play, and practice teaching lesson plans they design.

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

ENGL 486:  The Teaching of Writing in Middle and Secondary Schools
CRN:  20658, 21082
Days/Time:  MWF 1:00–1:50
Instructor:  Kate Sjostrom
Why teach writing? How can we teach writing more effectively and responsibly? These are the main questions we will try to answer in English 486. Drawing from a wide range of sources, we will think about writing not only as a transfer of information but as a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter practical activities suggested by experienced writing teachers; we will practice these activities as we write extensively together; we will read and assess each other’s work; we will talk about how to teach students a variety of genres. In essence, we will create an environment where you can develop your professional identity as a writer and teacher of writing. Also, we will discuss ideas that lend coherence to our classroom activities (what some people call “theory”). Whatever generalizing we do, however, will be grounded in the details of working toward the goal of this class: to prepare you to establish a productive community of writers. Course requirements include 12-15 hours of field work in an area high school and three portfolios demonstrating what you have learned in various sections of the course.

ENGL 486:  Teaching Writing in Middle and Secondary Schools
CRN:  47023, 47024
Days/Time:  TR 3:30-4:45
Instructor:  Brennan Lawler
Why teach writing? How can we teach writing more effectively and responsibly? These are the main questions we will try to answer in English 486. Drawing from a wide range of sources, we will think about writing not only as a transfer of information but as a way of thinking critically, reflectively, and precisely about issues that are important to us. In our readings, we will encounter practical activities suggested by experienced writing teachers; we will practice these activities as we write extensively together; we will read and assess each other’s work; we will talk about how to teach students a variety of genres. In essence, we will create an environment where you can develop your professional identity as a writer and teacher of writing. Also, we will discuss ideas that lend coherence to our classroom activities (what some people call “theory”). Whatever generalizing we do, however, will be grounded in the details of working toward the goal of this class: to prepare you to establish a productive community of writers. Course requirements include 12-15 hours of field work in an area high school and three portfolios demonstrating what you have learned in various sections of the course.

ENGL 487:  Teaching of Reading and Literature in Middle and Secondary Schools
CRN:  47558, 47559
Days/Time:  TR 12:30-1:45
Instructor:  Abigail Kindelsperger
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for a wide variety of readers. Major assignments include lesson plans, discussion leadership, and a teaching demonstration. Students also complete 12-15 hours of field work in local schools, with an opportunity to facilitate literary study for a small group of learners.

ENGL 487:  Teaching of Reading and Literature in Middle and Secondary Schools
CRN:  47560, 47561
Days/Time:  TR 2:00-3:15
Instructor:  Abigail Kindelsperger
Intended as part of the English Education methods sequence, this course focuses on how to plan effective and engaging lessons focused on reading comprehension and literary analysis, as well as how to scaffold instruction for a wide variety of readers. Major assignments include lesson plans, discussion leadership, and a teaching demonstration. Students also complete 12-15 hours of field work in local schools, with an opportunity to facilitate literary study for a small group of learners.

ENGL 490:  Advanced Writing of Poetry
CRN:  12504, 20335
Days/Time:  MW 3:00-4:15
Instructor:  Christina Pugh
In this course, we’ll be building on the poetic foundation established in English 210, as well as opening your poetry to new possibilities of language and thought. Students need to be open to, and curious about, writing poems in structured rhyming and metrical formats, as these will comprise many of our poem assignments. The idea here is that writing in fixed forms will enable poets — as well as writers in any genre — to become more attuned to the sounds and rhythms of language. Students will also write short critical papers, as well as handing in a final portfolio of revised work at the end of the semester. This course will elaborate on concepts introduced in English 210, such as metaphor and metonymy, syntactical structures (including parataxis and hypotaxis), concrete description (as in, for example, poems engaging dreams and visual artworks), and various approaches to musicality. The course includes critical materials addressing these issues, as well as the reading of contemporary and earlier poetry. The course is based on strong literary (lyric) models and on the notion that critical and creative thinking inform one another. Our emphasis will be on the discussion of student poems and on the development of craft at the advanced undergraduate level — in an environment that is rigorous, but also positive and encouraging of every student’s voice.

ENGL 491:  Advanced writing of Fiction
CRN:  22375, 22376
Days/Time:  T 3:30-6 :00
Instructor:  Cris Mazza
This advanced fiction workshop is for students who have earned a B or higher in English 212 (or the equivalent). Knowledge of fiction-writing techniques and willingness to engage in discussion of work-in-progress are necessary. Each student will write 3 story drafts and brief critiques for every other peer-evaluated story. This workshop will not accept work that is formula-based: no genre science fiction, fantasy, horror, or graphic fiction. There will be additional guidelines to assist students broaden the scope of their approach to writing. Work that was initiated in a previous 212 course is permissible if revised since last seen by a workshop.

ENGL 491:  Advanced Writing of Fiction
CRN:  35763, 35764
Days/Time:  MW 4:30-5:45
Instructor:  Mary Anne Mohanraj
This is a combined graduate and advanced undergraduate fiction
workshop. We will study the craft of fiction, reading the work of
published authors and examining their methods. We will also write
fiction and learn to critique each others’ work. A broad range of
genres are welcome, including science fiction and fantasy.

ENGL 492:  Advanced Writing of Creative Nonfiction
CRN:  12510, 20346
Days/Time:  W 3:00 – 5:30
Instructor:  Cris Mazza
Creative nonfiction (CNF) includes memoir, personal essay, literary journalism, literary travel-writing, public writing, and similar genres. Each student will write 3 CNF drafts and brief critiques for other workshop members’ drafts. Willingness to engage in discussion of work-in-progress is necessary; reading assignments are made up of work turned in by the workshop members. This course also welcomes any English Department graduate student other than those in the Program for Writers.

ENGL 493:  Internship in Nonfiction Writing
CRN:  25243, 25244
Days/Time:  R 3:30-4:45
Instructor:  Linda Landis Andrews
What can I do with an English major?” is a question that often concerns students, particularly when parents and others ask about the future. No need to hedge; every organization needs writers to provide information through websites, social media, and blogs, to add creativity to the focus of its work, and to move its ideas forward. Writers are gifted people, and their skills are needed.
Becoming a contributing writer takes planning, however, starting with an internship, which provides an opportunity to step off campus and use the writing and analytical skills gained through English courses.
In ENGL 493, guided by an instructor and a supervisor, English majors quickly adjust to a public audience and conduct research, gain interviewing skills, write content, edit, learn technology, assist with special events, to name a few of the tasks assigned in an internship. Students are enrolled in ENGL 493 while concurrently working at an internship for 12 hours a week.
Employers include nonprofits, radio, and television stations, online and print newspapers and magazines, public relations firms, museums, associations, law firms, and health organizations. There is an internship for every interest.  Many internships are conducted remotely, which makes the world a stage. Last year one intern worked for an organization in Denver, and another worked from home in Ho Chi Minh City.
First, register for ENGL 280, Media and Professional Writing, the prerequisite for the course, to launch your writing career. Procrastination is not advised.
Credit is variable: three or six credits
Note: Through the new Flames Internship Grant (FIG) students may apply for possible reimbursement while working at unpaid internships. Securing a grant is competitive.

ENGL 496:  Portfolio Practicum
CRN:  46515
Days/Time:  TR 11:00-12:15
Instructor:  Margena A. Christian
English 496 is a capstone course in UIC’s undergraduate program in Professional Writing designed to assist our students in landing their first post-degree position as a writing professional. The major focus of this seminar is creating and revising a writing portfolio that not only represents each student’s unique talents as a writer of specialized genres but also showcases their ability to expand upon their proven academic skill sets in new professional writing situations.
To prepare seminar participants for the job market of their choosing, students will compile a working portfolio of their best professional writing samples through an on-line platform of their choosing and in this way build upon and refine a portfolio they have already begun as members of our professional writing program. Over the course of the seminar, students will learn how to (re-)design and structure material they have already produced as students of writing for audiences beyond the university.  In putting together their writing portfolio, students will be given ample opportunity to reflect on the skills they have acquired in their education to establish a recognizable and marketable professional identity. In a culminating assignment, students will not only present their portfolio to the class but also practice talking to future employers through mock interviews.
This seminar is designed to increase students’ confidence as they enter the job market by preparing them to share verbally and in writing their achievements as a young professional well-prepared to utilize the writing skills they have carefully developed and honed during their university education.
Prerequisite(s): Grade of C or better in two of the following courses: ENGL 380, 382, 383, 384.
Course Information: Credit is not given for ENGL 496 if the student has credit for ENGL 493.

ENGL 498:  Educational Practice with Seminar I and II
CRN:  12518, 40998
Days/Time:  Arranged
Instructor:  Kate Sjostrom
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice for each ENGL 498 and 499.
The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 498:   Educational Practice with Seminar I and II
CRN:  12521, 12533
Days/Time:  Arranged
Instructor:  David Schaafsma
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice for each ENGL 498 and 499.
The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 499:  Educational Practice with Seminar II
CRN:  12530, 41001
Days/Time:  Arranged
Instructor:  Kate Sjostrom
A two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades nine through twelve. Graduate credit only with approval of the department. Prerequisite(s): Good academic standing in a teacher education program, completion of 120 clock hours of pre-student-teaching field experiences, and approval of the department. To be properly registered, students must enroll in one Lecture-Discussion and one Practice for each ENGL 498 and 499.
The seminar is structured to encourage three different sorts of conversations and activities: 1) those that invite reflection upon your classroom teaching; 2) those that allow you to collaborate with your colleagues and field instructors to prepare for your upcoming teaching and licensure assessment; and 3) those that address issues pertinent to your job search and on-going professional development.

ENGL 500:  Master’s Proseminar
CRN: 22397
Days/Time:  W 5-7:50
Instructor:  Lennard Davis
Realism and Naturalism: Problems of Representation
The course will look at novels of the 19th and early 20th century to examine the attempt to capture “”the real”” through fictional representations. The complexity of the idea of representation will be examined critically through the works of Honore de Balzac, Charles Dickens, Gustave Flaubert, Emile Zola, George Eliot Frank Norris, Theodore Dreiser, Richard Wright, and others.

ENGL 503: Proseminar: Theory and Practice of Criticism: The End of Our World?
CRN:  21006
Days/Time:  W 5:00-7:50
Instructor:  Raphael Magarik
This proseminar will attempt to situate us in something like a critical present, taking as its premise—though of course also subjecting to some scrutiny—the intuition that our moment is in some way apocalyptic: that the institutions of twentieth century literary study in the United States threaten to collapse, that epidemiological and climatic catastrophes shadow our present and future, that apparently durable verities about what literary study is and what it is for seem open to being imminently relativized as artifacts of a past period.
Because I am a scholar of religion, and early modern Christianity particularly, we will approach this moment through other apocalyptic moments—pairing, in essence, three categories of texts:
1) material from the long archive of apocalypticism (Revelation, “”King Lear”” perhaps, bits of AG Mojtabai’s book about the churches neighboring the Pantex nuclear-weapons assembly plant, some of the debate about so-called “”cargo cults”” in the Melanesian islands and elsewhere)
2) Texts that help orient us to major theoretical paradigms (i.e., what literary study has been recently…), but with especial attention to how they relate to, process, contain, or feed off the apocalypse, whether that’s formalism Kermode’s “”Sense of an Ending,”” queer theory through “”Is the Rectum a Grave?”  Marxism through Lukacs-Bloch debate on chiliastic pre-modern communism, and so on.
3) Attempts to theorize or grapple with the disquiet or unease in literary studies at the present: Marc Bousquet, Margaret Price, Christopher Newfield, anonymous authors of “”A Third University Is Possible”” on the material practices of the present-day university; some of the debate on whether critique is dead, undead, or whatnot; recent proposals to re-orient literary study around various crises, etc.
We will also attend to how the “”end”” of literary study can mean not only its termination but its telos, with the hope that one of the virtues of the apocalyptic mode is how it forces us to confront with unusual urgency the purposes of otherwise routinized, humdrum professional protocols.

ENGL 507:  Theory, Rhetoric, and Aesthetics
CRN:  33616
Days/Time:  M 5:00-7:50
Instructor:  Palph Cintron

ENGL 555:  Teaching College Writing
CRN:  12546
Days/Time:  R 2:00-4:50
Instructor:  Mark Bennett
English 555 prepares you to teach FYW courses at UIC and to examine the teaching of writing as an intellectual activity that fits within the disciplinary work of English Studies. You will create two detailed syllabi that focus on writing as a situated activity. Your chief task is to design writing projects and plan instruction that supports your students’ work on those projects. Day-to-day activities that help students successfully complete their writing assignments include:  attention to the genre of the task at hand, an understanding of the context and situation, attention to sentence-level grammatical issues and their rhetorical impact, analysis of readings for content or as examples of a genre, and discussion of the possible consequences of a piece of writing.  We also will focus on other writing class activities, including small-group work, responding to, and grading written work, and engaging students in peer review. To successfully complete writing projects, students also must learn core skills including a rhetorical approach to grammar and appropriate use of the intellectual tools of summary, analysis, synthesis, and argument. Enrollment in this course is restricted to First-year TA’s in the English Department, or by special permission.

ENGL 557:   Language and Literacy
CRN:  23604
Days/Time:  T 5:00-7:50
Instructor:  Todd DeStigter
Language and Literacy: Pragmatism, Schooling, and the Quest for Democracy
What does it mean to teach for justice and democracy, and what does American pragmatism have to contribute to conversations regarding whether it is desirable or even possible to do so?  These central questions will provide a framework for our exploration of the (ir?) relevance of our work as scholars and teachers of English to the world beyond our classrooms and campuses.
Although we will occasionally discuss specific curricular choices and teaching methods, most of our readings will encourage us to consider broader theoretical issues such as 1) how “democracy” and “social justice” can be defined and whether these remain viable sociopolitical aspirations, 2) the extent to which pragmatism as a philosophical/analytical method provides useful ways to think about ameliorating social and economic problems, and 3) what schools —specifically, English language arts classes—have to do with any of this.
Put another way, this course will be the site of an ongoing conversation about whether we as students and teachers of English can/should hope that our work “matters” beyond our own intellectual or financial interests.  Though our reading list will evolve in response to our discussions and students’ recommendations, some likely texts (or at least selected chapters from them) are these:
LEARNING TO LABOR: HOW WORKING-CLASS KIDS GET WORKING CLASS JOBS by Paul Willis
GHOSTS IN THE SCHOOLYARD: RACISM AND SCHOOL CLOSINGS ON CHICAGO’S SOUTH SIDE by Eve Ewing
DEMOCRACY AS FETISH by Ralph Cintron
LIBERALISM AND SOCIAL ACTION by John Dewey
TWENTY YEARS AT HULL HOUSE or DEMOCRACY AND SOCIAL ETHICS by Jane Addams
PEDAGOGY OF THE OPPRESSED by Paulo Freire
PRAGMATISM by William James
TEACHER UNIONS AND SOCIAL JUSTICE: ORGANIZING FOR THE SCHOOLS AND COMMUNITIES’ STUDENTS DESERVE by Michael Charney, Jesse Hagopian, and Bob Peterson (eds.)
THE FIRE NEXT TIME by James Baldwin
CULTIVATING GENIUS: AN EQUITY FRAMEWORK FOR CULTURALLY AND HISTORICALLY RESPONSIVE LITERACY by Gholdy Muhammad
CLASS DISMISSED: WHY WE CAN’T TEACH OR LEARN OUR WAY OUT OF INEQUALITY by John Marsh
CREOLIZING THE NATION by Kris F. Sealey
THE IGNORANT SCHOOLMASTER by Jacques Ranciére
English 557 is intended for students in the graduate English, Education, and TESOL programs. Course requirements include bi-weekly “conversation papers” used to prompt class discussions, a mid-term paper, and an end-of-term paper/project of each student’s choosing.  Interested students are encouraged to contact Todd DeStigter (tdestig@uic.edu).

ENGL 570:  Program for Writers: Poetry Workshop
CRN:  33612
Days/Time:  M 2:00-4:450
Instructor:  Daniel Borzutzky
This class welcomes graduate student poets, and writers of other genres as well. Writers with different aesthetic styles are also welcomed. Our workshops will be generative in nature and our workshopping format will focus less on editorial critiques and more on questions of process, poetics, aesthetics, language, voice, and helping each writer develop individualized approaches to writing about what is most important to them. Students will be encouraged to write from research, to create documentary projects, to employ unconventional formal constraints, to use found text, to write across genres, to write in response to visual art, to translate or write in multiple languages, to write for performance, to incorporate video and sound, among other approaches. We will read a broad range of poems by canonical and contemporary authors with the aim of figuring out how we can apply what we learn about this writing to our own poetry. We will look for ways of finding excitement, wonder, pain, joy, beauty, force, and intensity in the writing we make. And we will hold on tightly to the idea that poetry should be exciting, ambitious, and transformative.  In collaboration with the newly formed Initiative for Latinx Literature and the Americas, we will have the opportunity to meet with, both virtually and in person, contemporary writers who might help us think even further about how to develop vibrant, electrifying poems.

ENGL 571:  Program for Writers: Fiction Workshop
CRN:  33333
Days/Time:  W 2:00-4:50
Instructor:  Christopher Grimes
You know the drill for this graduate-level seminar.  We’re totally going to champion one another’s work in a thoughtful, productive, and supportive environment.  I prefer workshopping short forms, only because you can have the whole thing in your hands, as it were.   But I’m flexible.

ENGL 574:  Programs for Writers:  Non-Fiction Workshop
CRN:  33334
Days/Time:  M 2:00-4:50
Instructor:  Luis Urrea

ENGL 583:  Seminar in Theories of the Popular: A Tale of Two Socialisms: The British New Left and Anticolonial Thought
CRN:  36968
Days/Time:  R 5:00-7:50
Instructor:  Nasser Mufti
Britain’s nineteenth century was invented as a field of academic inquiry in the 1950s. The British New Left (key figures including Stuart Hall, Raymond Williams, and E.P. Thompson) and Victorian studies both formed during these years and took the 1800s as the basis for their theorizations of culture, class, and popular politics. While this story is familiar, less so is how between 1962-3, three Caribbean intellectuals—Eric Williams, CLR James, and V.S. Naipaul—each published social and political histories of Britain’s nineteenth century and reinvented nineteenth century British culture and society to rethink what bourgeois revolution might look like from the standpoint of decolonization.
This course will examine these two itineraries of Britain’s nineteenth century. In addition to the thinkers referenced above, we will also read the primary texts that are important to them (including Hazlitt, Dickens, Eliot, Hughes, Thackeray, and Kipling), and supplement these readings with other canonical accounts the period, including Marx, Lukacs, Arendt, Foucault and Said. In a word, this course could be understood to introduce two theorizations of bourgeois revolution by two post-war socialisms: the British New Left and anticolonial thought.

ENGL 585:  Seminar in Theoretical Sites:  Marx: Capital and Manuscripts
CRN:  29630
Days/Time:  T 2:00-4:50
Instructor:   Nicholas Brown
This course will be a close reading of the entirety of the first volume of _Capital_, the only volume of _Capital_ to be completed by Marx and published during his lifetime. But if _Capital_ is one of the most tightly composed monuments of the dialectical tradition, Marx’s body of work as we have it today is among the most rhizomatic in modern thought. Many ideas that have entered the “Marxist” or left or even critical vocabulary generally, some of which have become historical in fateful ways, were never published by Marx. Some of the major touchstones — among them the _Grundrisse_, the second two volumes of _Capital_, the “Economic and Philosophic Manuscripts of 1844,” the “Critique of the Gotha Programme,” the “Theses on Feuerbach” — are notes, or letters, or manuscripts in various stages of preparation. The relation of these texts to the published work is not given even what comes to us authoritatively as an “Appendix” to the modern edition of _Capital_ is a set of notes and fragments whose ordering and relation to the whole has never been definitively established. Further, Engels’s editing of the posthumous publications is not automatically to be trusted and, to add yet another complication, there is substantial evidence of a decisive break between Marx’s early and late economic thinking. The safest thing would seem to be to stick to the published masterwork. And yet some of the most vexing questions and aporias in that text are worked out in the manuscripts and elsewhere. Indeed _Capital_ I was always intended by Marx to be the first book of a multi-volume project; we can assume that any representation of capitalism derived solely from the first volume is a drastically curtailed and incomplete one.
For this reason, we will be reading dialectically and rhizomatically at the same time. The chronology of the course will be determined by a consecutive reading of the first volume of _Capital_ as the problem of representing capitalism as a totality is taken up on successively broader stages. At the same time, we will chase down Marx’s thinking, where we can, into its nooks and crannies: primarily in the _Contribution to the Critique of Political Economy_, the _Grundrisse or Outlines of the Critique of Political Economy_, the “Economic and Philosophic Manuscripts of 1844,” and the later volumes of _Capital_.
*Note*- Please note that we will be beginning in earnest on the first day of class. The reading for the first class meeting, 23-Aug, will be the first two chapters (125-187) of the Fowkes translation of _Capital_, Volume I.
Books- The only required text for this course is the Ben Fowkes translation of _Capital_, which is widely available new and used, with pagination consistent between the current edition from Penguin Classics and earlier editions. Other texts will be distributed in electronic format but are easy to find in printed form. The _Grundrisse_ and three volumes of _Capital_ are readily available new and used in Penguin Classics editions; students will have no trouble finding good OCRed PDFs of any of these texts online. The web site marxists.org contains everything we will be reading and much more in several file formats, but not always in the same translations as the most commonly available printed texts. The complete _Marx-Engels Collected Works_ is available from International Publishers and can be found online as OCRed PDFs. Marx is generally very ably translated, but students with even rudimentary German may wish to acquire a PDF or hard copy of the _Marx-Engels Werke_ edition of _Das Kapital_ I (Vol. 23) published by Karl Dietz.

ENGL 060:  English as a Second Language Composition II
CRN:  37556
Days/Times:  TR 12:30-1:45
Instructor:  Doug Sheldon
ENGL 060 is a course that introduces students to the structure of English compositions and provides practice in critical reading, grammar, vocabulary, and mechanics of basic writing. This will be a workshop-based course that functions to create clear and direct sentences that build to effective paragraphs. This will be achieved through close-reading exercises that act as models for effective writing and consistent practice in and out of class by working closely with the instructor and classmates.

ENGL 070:  Introduction to Academic Writing for the Nonnative Speakers of English
CRN:  30497
Days/Times:  TR 9:30-10:45
Instructor:  James Drown
In this class you will examine issues concerning writing and writing instruction. During the semester you will have three major projects in different genres. The first will be a series of summary/responses that will not only help ground you in conversations about writing but will also help you develop better reading and critical thinking habits. In the second project, you will take a critical look at a specific aspect of writing and/or writing instruction, formulate a position around that belief, and create a populist argumentative essay based on that position. For the third project, you will be expected to write three reflective essays during the semester. You will write one for each project and one at midterm concerning your reading skills. Each reflection will be based on a critical examination of what you learned and how well you have been able to apply what we learn in class. There will be four reflective essays in total, including a final letter for students in a future class. Each project will help you develop rhetorical analysis skills and give you a chance to apply them in a particular genre and context. All writing for the class will be shared publicly within the class through in-class discussion, presentation, and peer editing. Finally, throughout the semester you will also learn and utilize grammar, writing processes, organizational strategies, and editing techniques as appropriate to the needs of our class.

ENGL 070:  Introduction to Academic Writing for the Nonnative Speakers of English
CRN:  35040
Days/Time:  TR 8:00-9:30
Instructor:  James Drown
In this class you will examine issues concerning writing and writing instruction. During the semester you will have three major projects in different genres. The first will be a series of summary/responses that will not only help ground you in conversations about writing but will also help you develop better reading and critical thinking habits. In the second project, you will take a critical look at a specific aspect of writing and/or writing instruction, formulate a position around that belief, and create a populist argumentative essay based on that position. For the third project, you will be expected to write three reflective essays during the semester. You will write one for each project and one at midterm concerning your reading skills. Each reflection will be based on a critical examination of what you learned and how well you have been able to apply what we learn in class. There will be four reflective essays in total, including a final letter for students in a future class. Each project will help you develop rhetorical analysis skills and give you a chance to apply them in a particular genre and context. All writing for the class will be shared publicly within the class through in-class discussion, presentation, and peer editing. Finally, throughout the semester you will also learn and utilize grammar, writing processes, organizational strategies, and editing techniques as appropriate to the needs of our class.

ENGL 071:  Introduction to Academic Writing
CRN:  30505
Days/Time:  8:00-9:15
Instructor:  Robin Gayle
Writing Legacy for First Generation Students”” This section is designed specifically for first generation college students, meaning you are the first in your family to attend a university. This course will enable first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students.  The classroom will be structured as a “homeplace” that builds on each student’s cultural richness.  Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. Student writing projects will include competing in the First-at-LAS “Tell Me Your Story” essay contest and writing reflections of their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 071:  Introduction to Academic Writing
CRN:  30507
Days/Time:  TR 9:30-10:45
Instructor:  Robin Gayle
Writing Legacy for First Generation Students”” This section is designed specifically for first generation college students, meaning you are the first in your family to attend a university. This course will enable first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students.  The classroom will be structured as a “homeplace” that builds on each student’s cultural richness.  Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. Student writing projects will include competing in the First-at-LAS “Tell Me Your Story” essay contest and writing reflections of their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 071:  Introduction to Academic Writing
CRN:  30521
Days/Time:  TR 11:00-12:15
Instructor:  Robin Gayle
Writing Legacy for First Generation Students”” This section is designed specifically for first generation college students, meaning you are the first in your family to attend a university. This course will enable first-generation students to increase their confidence as academics, establish a strong community of like-minded students, and ultimately, craft a legacy to be passed down to incoming students.  The classroom will be structured as a “homeplace” that builds on each student’s cultural richness.  Students will learn how to access and use available resources, and they will develop networks within UIC support services and enrichment programs. Student writing projects will include competing in the First-at-LAS “Tell Me Your Story” essay contest and writing reflections of their first-year experiences, wherein they offer advice to incoming first-generation students. In short, this course will help to prepare you for the rigors of academic writing and collegiate life.

ENGL 071:  Introduction to Academic Writing: Writing and the Student Experience
CRN:  30512
Days/Time:  MWF 11:00-11:50
Instructor:
In this course, we’ll focus on improving our reading comprehension and writing skills, using topics related to the student experience as a means of situating ourselves in a conversation about English composition. While thinking critically about “the student experience” will often include a reflection on our own experience as students, it will also entail an investigation into things like the (potentially) racist politics of mainstream writing instruction, the ways schools and other institutions create and reproduce hegemonic power relations, and the complex social dynamics involved in navigating between identities at home and at school (especially for those who are poor or come from marginalized communities).
Students will be asked to write three papers in this course: a personal essay, an argumentative essay, and a multi-genre project accompanied by a reflective essay. We’ll read a variety of written texts, from scholarly articles to literary memoirs, and engage with others in the UIC writing community through visits to the Writing Center and via a possible guest speaker or two. Students will also be asked to contribute work to a digital magazine written and edited by the class and will be expected to actively participate in class discussions and activities.

ENGL 071:  Introduction to Academic Writing:  Choices and Change in the Study of Academic Writing
CRN:  30514
Days/Time:  MWF 12:00-12:50
Instructor:  Sarah Primeau
What exactly is academic writing? In writing classes, we often learn about rules for writing and the boundaries of what counts as academic writing, yet some of the most influential pieces of academic writing intentionally push at those boundaries and break the rules. When do writers choose to conform to historic ideas of academic writing and when do they choose to subvert the rules in their writing? These choices may be personal to the writer and to their identity, and yet these choices can create lasting political and social change for future readers and students. In this class, we will read BOTH examples of writing that conform to academic standards and examples from scholars who are working to change the definition of academic writing. The major projects in this course include a narrative about your own experience, an argumentative essay, and the study of another genre (or type of writing) that is new to you.

ENGL 159:  Academic Writing Workshop
CRN:  40751
Days/Time:  M 10:00-10:50
Instructor:  Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159:  Academic Writing Workshop
CRN:  40752
Days/Time:  W 10:00-10:50
Instructor:  Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159:  Academic Writing Workshop
CRN:  40753
Days/Time: F 10:00-10:50
Instructor:  Aaron Krall  
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159:  Academic Writing Workshop
CRN:  41705
Days/Time:  M 2:00-2:50
Instructor:  Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159:  Academic Writing Workshop
CRN:  41706
Days/Time:  W 2:00-2:50
Instructor:  Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159:  Academic Writing Workshop
CRN:  41707
Days/Time:  F 2:00-2:50
Instructor:  Aaron Krall
English 159 is designed to help students move through the First-Year Writing sequence more quickly by supporting the required writing for English 160. This is a challenging course that requires students to make critical reading and writing connections, to shape and communicate meaning, and to meet the demands of academic writing conventions, including sentence-level correctness. English 159 provides an individualized space distinct from (but also connected to) the space of English 160. Students will discuss and reflect on the expectations for college writing, workshop drafts of English 160 writing projects, review their English 160 Instructors’ feedback, and discuss strategies for revision and editing.

ENGL 159:  Academic Writing Workshop
CRN:  40315
Days/Time:  M 1:00-1:50
Instructor:  Amanda Bohne
English 159 is designed to support students as they complete English 160.

ENGL 159:  Academic Writing Workshop
CRN:   40316
Days/Time:  W 1:00-1:50
Instructor:  Amanda Bohne
English 159 is designed to support students as they complete English 160.

ENGL 159:  Academic Writing Workshop
CRN:  40317
Days/Time:  F 1:00-1:50
Instructor:  Amanda Bohne
English 159 is designed to support students as they complete English 160.

ENGL 160: Academic Writing I: Monsters Across Media
CRN: 46734
Days/Time: MWF 8:00-8:50
Instructor: Hyacinthe Ingram
In this course, you will look at monsters and their functions across various types of media. You will examine a range of monsters, from werewolves and vampires to ghosts and mysterious cosmic beings and explore how they are used within the confines of their medium, and why it is significant that monsters are used. Through class discussion, analysis, and assignments, you will learn what the function of monsters are within media, taking into consideration the cultural and political context of using non-humans to discuss a plethora of human issues. By reading, watching, listening to, and analyzing a variety of genres and styles of media involving monsters, you will learn the ways in which monster media is a lens through which audiences can view human experiences, despite being existing in media that seems like a fun escape into fantasy. The goal of this class is to engage with monsters in order to learn how to become articulate writers within academia and adjust your writing to appeal to a variety of audiences. By taking an in depth look at monsters, culminating in a film review, a comparative analysis, an argumentative essay, and a reflection, you will expand your reading, critical thinking, and writing skills, and help prepare you for your future in academia.

ENGL 160: Academic Writing I: Monsters Across Media
CRN: 46737
Days/Time: MWF 11:00- 11:50
Instructor: Hyacinthe Ingram
In this course, you will look at monsters and their functions across various types of media. You will examine a range of monsters, from werewolves and vampires to ghosts and mysterious cosmic beings and explore how they are used within the confines of their medium, and why it is significant that monsters are used. Through class discussion, analysis, and assignments, you will learn what the function of monsters are within media, taking into consideration the cultural and political context of using non-humans to discuss a plethora of human issues. By reading, watching, listening to, and analyzing a variety of genres and styles of media involving monsters, you will learn the ways in which monster media is a lens through which audiences can view human experiences, despite being existing in media that seems like a fun escape into fantasy. The goal of this class is to engage with monsters in order to learn how to become articulate writers within academia and adjust your writing to appeal to a variety of audiences. By taking an in depth look at monsters, culminating in a film review, a comparative analysis, an argumentative essay, and a reflection, you will expand your reading, critical thinking, and writing skills, and help prepare you for your future in academia.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context
CRN:  11784
Days/Time:  TR 12:30-1:45
Instructor:  Jay Shearer
his course will direct and assist you in a written conversation with the world around you, primarily through the art of composing an argument. Through articles, book excerpts and other media, you will examine popular culture, political culture, and your place in the nation and the world. You will express and examine ideas regarding these issues and evaluate claims that differ from your own. Ultimately, you will give your “take” on a given situation using three distinct written genres:  the Opinion Piece, the Media Review, and the Argumentative Essay. You will also compose a Reflective Essay with your final portfolio. This course will challenge you, improve your writing, and help you engage in a public conversation. It might even be actual fun.

ENGL 160:  Academic Writing I: Writing About Illness
CRN:  46866
Days/Time:  MW 9:30- 10:45
Instructor:  Evan Reynolds
On the difficulty of writing about illness, Virginia Woolf claims “The merest schoolgirl, when she falls in love, has Shakespeare, Donne, Keats to speak her mind for her; but let a sufferer try to describe a pain in his head to a doctor and language at once runs dry.” Despite the relative lack of effective models of writing about illness in prior times, writers over the last century have nonetheless attempted to broach the subject by bringing illness to bear on the writing of their disciplines.
This class will help you hone your writing skills by practicing on a topic so common, it is almost invisible. Illness will serve as an occasion for thinking, writing and thinking about writing. We will interrogate evidence in writing. What counts as evidence and when and why? Is personal experience always irrelevant to the construction and apprehension of knowledge? We will examine, apply and explain the relevance of fundamentals of effective writing as it relates to our course theme: organization, exposition, grammatical structure, etc. We will examine how writing shapes and is shaped by the expectations of its disciplinary and social contexts (e.g.: academic writing in your discipline vs memoir).
This is as much a course about metacognition as it is a course about writing. “Good” writing is always relative to a particular discursive context and goal within that context. It’s not enough to know which notes need to be played—you need to know why they need to be played. To this end, we will examine different models of writing about illness to see what notes they were playing and why. We will then compose our own pieces, drawing on the models for inspiration without simply reproducing them.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  46724
Days/Time:  TR 8:00-9:15
Instructor:  Ling He
This course will be taught fully online for the entire Fall 2022 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. All course materials will be on the Blackboard course site. Specific guides for the course site login will be sent to the class by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, context, and the related expectations for the writing form and content. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations. Reading is integrated into writing for topical knowledge, modeling, and genre analyses. ENGL160 features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  46726
Days/Time:  TR 9:30-10:45
Instructor:  Ling He
This course will be taught fully online for the entire Fall 2022 semester. The sessions will be conducted synchronously on Tuesday and Thursday on Blackboard Collaborate. You will need to have access to your own computer and a high-speed Internet Service Provider. All course materials will be on the Blackboard course site. Specific guides for the course site login will be sent to the class by email before the first day of the semester.
ENGL160 is designed and taught using genre-based pedagogy, viewing the genre as the common form of responding to similar situations that shape writing. From this lens, the course is structured around four writing projects to help you develop genre-specific knowledge through attention to the writing purposes, audience, context, and the related expectations for the writing form and content. You will learn how to write five academic genres: Reading Summary, Reading Response, Argumentation, Rhetorical Analysis, and Reflection, in addition to public writing using social media. These genre-based writing strategies help ensure your success in writing for your university coursework and specific rhetorical situations. Reading is integrated into writing for topical knowledge, modeling, and genre analyses. ENGL160 features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in and after class.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  46865
Days/Time:  TR 2:00-3:15
Instructor:  Ling He
ENGL160 aims to reinforce writing in academic and public contexts through rhetorical awareness of audiences, purposes, and the use of language. The course is structured around four major writing projects through which you develop effective writing strategies for social media, an academic summary, a reading response, argumentation, a rhetorical analysis, and reflection. These writing skills help ensure your success in writing for your university coursework. Reading scholarly articles is integrated into discussions of each genre for topical knowledge and as writing modeling. ENGL160 features student-centered learning, offering frequent opportunities to write with ongoing instructor feedback on multiple drafts and teacher-student interactions in decisions.

ENGL 160:  English 160: Academic Writing I: Writing in Academic and Public Contexts; Identity, Professionalism, and Rhetoric
CRN:  11841
Days/Time:  TR 8-9:15
Instructor:

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Gentrification
CRN:  30965
Days/Time:  MWF 1:00-1:50
Instructor:  Sian Roberts
Gentrification is sweeping through America. For some, the process of gentrification represents a form of social cleansing and institutionalized racism that forces people to move away from their homes and communities. However, supporters of gentrification claim that change is inevitable and that the process of gentrification increases prosperity and public safety.
Through work across four writing projects, you will think about the issues relating to gentrification. These assignments and our readings will inspire in-class discussions about a topic that is urgent and important, particularly in the city of Chicago. Through this course work, you will sharpen some of the most valuable skills for your academic and professional lives. You will improve on your ability to understand complex arguments and to write clear, correct, and compelling prose.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts: Writing about the Work of Art
CRN:  11327
Days/Time:  MWF 2:00-2:50
Instructor:  Erich von Klosst-Dohna
What is the work of art? What place does it hold in our society? Is there any real difference between Manet and Monet? Or even Monet and money? This course will use the work of art in its many forms as the backdrop to learn to write in many genres. We will discuss both the pleasure that comes along with interacting with the work of art as well as the philosophical questions concerning what a work of art is and what it does if anything at all. Whether we are writing a memoir about a personal experience with a work of art or an argumentative essay where interpretation and proof is key, this course will prepare you to produce a foundation for cogent, thoughtful writing no matter what major you decide to study during your time at UIC.

ENGL 160:  Academic Writing I: Writing & Performance
CRN:  11558
Days/time:  MWF 1:00-1:50
Instructor:  Michael Williamson
In this first-year writing course, we will study the intersections of composition and performance. Like performance, writing is a social act meant for audience consumption—if this is true, what could be learned from studying them in tandem? While you will not be called on to perform in this class, you will be made to think critically about the nature of performance through a variety of writing assignments and in-depth readings. Throughout the semester, you will engage with more traditionally performative, public genres of writing like blog posts and reviews, as well as explore the more formal, academic voice of an argumentative essay. The central consideration that will propel you through each of these assignments is that of audience: how can we, as writers, adjust to audience expectations much in the way a performer might? Our understanding of performance in this course will be wide-ranging, including things like theater, dance, drag, stand-up comedy, and even contemporary modes of online performance.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts:  Writing Towards the Arts
CRN:  41620
Days/Time:  TR 8:00-9:15
Instructor:  Jay Yencich
While much of the buzz of the last twenty years has been about the STEM fields—Science, Technology, Engineering, and Mathematics—many universities and secondary schools have recently recognized that a creative component is necessary to spur innovation in those same disciplines. Hence, many have argued for an Arts and Design aspect to fill out the acronym—STEAM—thus re-integrating humanities elements traditional to higher education. In this section of English 160, we will be using the foundations of the UIC composition program, focusing on genre and situation, to explore the world of the arts.  We will begin with photography and build up writing involvement and critical scrutiny through the worlds of music and film before finally concluding with a work of literature spanning a few hundred pages, be it a novel, a play, a collection of short stories, a book of poems, or a set of essays.  Through these various lenses, we will examine the status of these art forms, what goes into evaluating them, and their relationship with society at large.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  23461
Days/Time:  TR 12:30-1:45
Instructor:  Lisa Stolley
Of the 40 million immigrants living in the U.S., 10.5 million are undocumented: they entered the U.S. without permission – by crossing the U.S./Mexico border undetected by border patrol; overstaying a temporary visa; or using false documentation.  It is estimated that five million of the 10.5 million undocumented immigrants are from Mexico, and 1.9 million are from Central America.  They have fully immigrated to the U.S., meaning they live, work, and have families here – for them, the U.S. is “home.”   In this class, we will look closely at the ongoing issue of undocumented immigrants in the U.S., including the implications of living without legal status, and the long-standing failure of the American government to figure out a fair, humane, and logical solution.  We will also examine U.S. asylum policies as they pertain to migrants attempting to seek asylum at the U.S./Mexico border; detention centers (in which migrants and apprehended undocumented immigrants are often held); U.S. immigration laws; and more.   You will read and write a variety of texts of different genres with the purpose of adding your own voice to the often contentious and always important national discussion of undocumented immigrants in the U.S., and the unending waves of migrants arriving at the southern border, desperately seeking stability and safety in the U.S.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11390
Days/Time:  TR 2:00-3:15
Instructor:  Lisa Stolley
Of the 40 million immigrants living in the U.S., 10.5 million are undocumented: they entered the U.S. without permission – by crossing the U.S./Mexico border undetected by border patrol; overstaying a temporary visa; or using false documentation.  It is estimated that five million of the 10.5 million undocumented immigrants are from Mexico, and 1.9 million are from Central America.  They have fully immigrated to the U.S., meaning they live, work, and have families here – for them, the U.S. is “home.”   In this class, we will look closely at the ongoing issue of undocumented immigrants in the U.S., including the implications of living without legal status, and the long-standing failure of the American government to figure out a fair, humane, and logical solution.  We will also examine U.S. asylum policies as they pertain to migrants attempting to seek asylum at the U.S./Mexico border; detention centers (in which migrants and apprehended undocumented immigrants are often held); U.S. immigration laws; and more.   You will read and write a variety of texts of different genres with the purpose of adding your own voice to the often contentious and always important national discussion of undocumented immigrants in the U.S., and the unending waves of migrants arriving at the southern border, desperately seeking stability and safety in the U.S.

ENGL 160:  Academic Writing I: writing in Academic and Public Contexts
CRN:  25927
Days/Time:  MWF 12-12:50
Instructor:  Margo Arruda
Covid 19. Climate change. Police brutality. Government surveillance. Artificial Intelligence. The line between reality and dystopia is becoming increasingly blurred. From images of nuclear holocaust to Philip K Dick’s pre-crime division, we will examine popular depictions of dystopia in the modern world to help us better understand what it is, why we engage with dystopic tropes, and what we stand to learn from engaging with them. To better understand the power of tales of dystopia to spur social change, we will examine movies, movie reviews, short stories, emergent narrative video games, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation. In this English 160 course, you will learn how to effectively express yourself through writing and gain the tools necessary for success in a range of writing situations both in your academic career here at UIC and beyond.

ENGL 160:  Academic Writing I: Dystopia & The Modern World
CRN:  29462
Days/Time:  MWF 1:00-1:50
Instructor:  Margo Arruda
Covid 19. Climate change. Police brutality. Government surveillance. Artificial Intelligence. The line between reality and dystopia is becoming increasingly blurred. From images of nuclear holocaust to Philip K Dick’s pre-crime division, we will examine popular depictions of dystopia in the modern world to help us better understand what it is, why we engage with dystopic tropes, and what we stand to learn from engaging with them. To better understand the power of tales of dystopia to spur social change, we will examine movies, movie reviews, short stories, emergent narrative video games, formal analyses, and argumentative essays. Along the way, we will focus on areas key to reading and writing at the college level, including genre, form, rhetoric, and argumentation. In this English 160 course, you will learn how to effectively express yourself through writing and gain the tools necessary for success in a range of writing situations both in your academic career here at UIC and beyond.

ENGL 160:  Academic Writing I: Lose Yourself: The Transformative Power of Music
CRN:  46739
Days/Time:  TR 8:00-9:15
Instructor:  Margena A. Christian
When O’Shea “Ice Cube” Jackson and Lorenzo “MC Ren” Patterson, members of the rap group NWA, penned a controversial song that appeared on their 1988 debut album Straight Outta Compton, the teens were frustrated and angry about being racially profiled and harassed by certain cops in Compton, California. The tune was their way to be heard and an opportunity to let the world know about their unpleasant realities, growing up in urban South-Central Los Angeles. Today, 31 years later, the song resonates with a new generation who seem to encounter the same concerns. Legendary U2 rocker Bono once said it best, “”Music can change the world because it can change people.”” That’s the transformative power it encompasses from the cradle to the grave. It transcends time, boundaries, and race. It is the universal soundtrack of our lives, rhythmically punctuating and documenting the good, the bad and the ugly by stirring emotions that make us dance, laugh, cry, listen, learn, and grow. Using various genres of academic writing, this course, “Lose Yourself: The Transformative Power of Music,” enables you to critically reflect upon how music could move the masses and capture history with its message. From NWA to Lil Nas X, you will begin to consider the transformative ability some of these artists and their music possess. The focus of this course is to prepare you for the challenges of writing in the languages of academic and other forms of social discourse. Most importantly, you will observe how the way in which we approach a story, the contents we use to support it and the context in which we craft it makes a difference in producing our own melody writing. Be prepared to produce a position essay, a playlist memoir, an argumentative essay, and a self-evaluation essay.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  38997
Days/Time:  MWF 1:00-1:50
Instructor:  Phil Hayek
This course focuses on the kind of academic writing that uses information drawn from research to shape convincing, defensible arguments. This course will teach you how to function in college through writing. ENGL 160 will reinforce and extend your abilities to deal with the tricky relationships between writer, reader, and subject in the specific context of academic research and argumentation. This course will help you build the confidence you need to enter into and contribute to academic and public conversations through writing. You’ll be able to identify an issue in academia or the public sphere, or both, and research this issue. We will practice library and online research, and you’ll discover who is saying what about the issue and why, and you’ll eventually be able to bring your own convictions to bear on the issue, making arguments in support of your individual perspective.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11720
Days/Time:  TR 11:00-12:15
Instructor:  Chris Glomski
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?”  While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics.  Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres.  All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  39029
Days/Time:  TR 12:30-1:45
Instructor:  Chris Glomski
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?”  While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics.  Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres.  All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  39062
Days/Time:  TR 3:30-4:45
Instructor:  Chris Glomski
In “Popular Music and Politics,” we will investigate subjects that may find us debating such questions as: “How does popular music reflect and comment on contemporaneous social and political issues?” “What might something so basic, so essential, as the music we listen to reveal about our social class or political beliefs?” “Can mere ideas or artistic creations ever be dangerous enough to warrant regulation?”  While these questions provide the context for our writing, our goal is to learn about the conventions of academic discourse and writing, not just about pop music or politics.  Therefore, in addition to our inquiries into these subjects, we will also spend time learning to engage actively with course texts, to work on sharpening mechanics, and to write effectively in a variety of genres.  All of this will culminate in a final reflective project pertaining to your experiences in English 160.

ENGL 160:  Academic Writing I: Imagine That: Writing About Sci-fi and Speculative Fiction
CRN:  11570
Days/Time:  MWF 11:00-11:50
Instructor:  Rana Awwad
In this class, you will engage with a variety of different mediums (short stories, graphic novels, TV shows, films, critical engagements, etc.,) that explore the various themes and tropes that make up science fiction and speculative fiction. What role do the themes of (dis)connection, loneliness, found family, estrangement, etc. do for these genres? What kind of tropes are at play in sci-fi and speculative fiction and what do they do to complicate or reproduce the genres? Is there even a clear difference between these two genres? Centered around four major writing projects, this course will strengthen the reading, writing, and critical thinking skills you will need to write in academic and public contexts.

ENGL 160:  Academic Writing I: Imagine That: Writing About Sci-fi and Speculative Fiction
CRN:  27283
Days/Time:  MWF 12;00-12:50
Instructor:  Rana Awwad
In this class, you will engage with a variety of different mediums (short stories, graphic novels, TV shows, films, critical engagements, etc.,) that explore the various themes and tropes that make up science fiction and speculative fiction. What role do the themes of (dis)connection, loneliness, found family, estrangement, etc. do for these genres? What kind of tropes are at play in sci-fi and speculative fiction and what do they do to complicate or reproduce the genres? Is there even a clear difference between these two genres? Centered around four major writing projects, this course will strengthen the reading, writing, and critical thinking skills you will need to write in academic and public contexts.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Illness and the Body
CRN:  38996
Days/Time:  MW 9:30-10:45
Instructor:  Bridget English
In her memoir Constellations: Reflections from Life, Irish journalist Sinéad Gleeson writes that “Illness is an outpost: lunar, Arctic, difficult to reach […] it is the location of an unrelatable experience never fully understood by those lucky enough to avoid it.” The COIVD pandemic has brought the experience of illness home to us, blurring the boundaries between sick and well and causing us to consider illness in a new way. In this course we will discuss the relationship between writing, illness, and the body. How can writing help to alleviate mental and/or physical suffering? Is it possible to convey pain in words?  Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, and argumentative essays—we will pursue answers to these questions as we assess the relationship between bodily experience, identity, and writing. You will learn to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will get the chance to write in a variety of genres and to share your work with other members of the class.  Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Illness and the Body
CRN:  46867
Days/Time:  MW 3:00-4:15
Instructor:  Bridget English
In her memoir Constellations: Reflections from Life, Irish journalist Sinéad Gleeson writes that “Illness is an outpost: lunar, Arctic, difficult to reach […] it is the location of an unrelatable experience never fully understood by those lucky enough to avoid it.” The COIVD pandemic has brought the experience of illness home to us, blurring the boundaries between sick and well and causing us to consider illness in a new way. In this course we will discuss the relationship between writing, illness, and the body. How can writing help to alleviate mental and/or physical suffering? Is it possible to convey pain in words?  Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, and argumentative essays—we will pursue answers to these questions as we assess the relationship between bodily experience, identity, and writing. You will learn to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will get the chance to write in a variety of genres and to share your work with other members of the class.  Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Illness and the Body
CRN:  32836
Days/Time:  MW 4:30-5:45
Instructor:  Bridget English
In her memoir Constellations: Reflections from Life, Irish journalist Sinéad Gleeson writes that “Illness is an outpost: lunar, Arctic, difficult to reach […] it is the location of an unrelatable experience never fully understood by those lucky enough to avoid it.” The COIVD pandemic has brought the experience of illness home to us, blurring the boundaries between sick and well and causing us to consider illness in a new way. In this course we will discuss the relationship between writing, illness, and the body. How can writing help to alleviate mental and/or physical suffering? Is it possible to convey pain in words?  Through reading, writing, and discussing a variety of texts—memoirs, op-ed pieces, and argumentative essays—we will pursue answers to these questions as we assess the relationship between bodily experience, identity, and writing. You will learn to participate in a public conversation about illness that ranges from personal memoirs to political policies. You will get the chance to write in a variety of genres and to share your work with other members of the class.  Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160:   Academic Writing I: Writing in Academic and Public Context: Treat Yo Self: Self-Care and Self-Help in 2022
CRN:  41780
Days/Time:  TR 8:00-915
Instructor:  Katie Brandt  
In this class, we will explore a variety of issues related to the larger course theme of “Self-Care and Self-Help”—that is, what it means to take care of oneself holistically in the strangeness of life post-2020. Throughout the semester, we will learn about multiple self-care methods; practice, criticize, and evaluate methods of self-care; discuss barriers to self-care; and explore the self-help industry as it has evolved from the 20th to 21st century. Some questions we will be thinking about broadly this semester include: How do I define self-care? (Why) is it important to engage in self-care? What methods of self-care work best for me? What are the social, economic, political, racial, gendered barriers that exist to certain self-care methods? How and why has the self-help industry emerged in America throughout the last century? Perhaps most importantly, we will constantly be questioning how reading and writing can help one engage in self-care.
We will work within numerous genres and writing styles, including some challenging texts—both in terms of stylistic difficulty as well as subject matter. By reading and analyzing a variety of texts within the theme of “Self-Care and Self-Help,” our goal is to understand the nuances of genre and situation, rhetoric, and style to become articulate and engaging writers for a wide range of purposes and audiences. Genres that we will focus on (but are not limited to) include listicle, review, annotated bibliography, anthology, argument, self-reflection, and evaluation. You need not master each of these genres nor the course topic by the end of the course; rather, the goal is to learn about and experiment with these genres to develop your writing skills and explore the course theme of “Self-Care and Self-Help” in a meaningful way.

ENGL 160:  Academic Writing 1: Writing in Public and Academic Contexts
CRN:  11496, 11393, 11572
Days/Time:  MWF 8:00-8:50
Instructor:  Scott Grunow
Information is not knowledge.” – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing.

ENGL 160:  Academic Writing 1: Writing in Public and Academic Contexts
CRN:  11393
Days/Time:  MWF 11:00-11:50
Instructor:  Scott Grunow
Information is not knowledge.” – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing.

ENGL 160:  Academic Writing 1: Writing in Public and Academic Contexts
CRN:  11572
Days/Time:  MWF 12:00-12:50
Instructor:  Scott Grunow
Information is not knowledge.” – Albert Einstein
The readings in this course will explore a range of issues, such as relationships with neighbors during the pandemic and the role of Amazon in the global economy, that are and will be relevant to your experience as citizens of the UIC campus community of thinkers, readers, and writers. You will be embarking a journey that will begin with closely observing and describing information, to analyzing this information in relation to multiple experiences and viewpoints, and finally, being able to effectively make the move from information to knowledge, though developing skills in applying, analyzing, and evaluating, and ultimately, writing argument-based assignments. We will emphasize, overall, in this class, making the transition to college-level thinking, reading, and writing.

ENGL 160:  Academic Writing I: Writing as Knowing: Literacy, Language, and Identity in the University
CRN:  11343
Days/Time:  TR 8:00-9:15
Instructor:  Keeley Harper
Writing and reading are integral parts of our lives. We often come to know ourselves, one another, and the world around us through reading and writing. Whether you consider yourself a “writer” or not, language is our main vehicle for human communication–and we all want to be understood. This class will explore writing as a vehicle for knowledge-making, self-discovery, and clear communication. It will ask questions about what literacy is and what myths or stories we often talk about literacy. How does education and the university at large play a role in perpetuating these stories? Does education shape our identities? And what is the goal of education? By exploring these ideas and developing your critical thinking, reading, and writing skills, this course will help students make sense of our often-precarious relationship to literacy and language in the university.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11809
Days/Time:  MWF 2:00-2:50
Instructor:  Catherine Vlahos
In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? We may read about other topics as well, but this is the focus of the course.
You will write about these questions and more in the form of 4 major writing projects: a memoir, a news article, an argumentative essay, and a video reflection.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  42863
Days/Time:  MWF 11:00-11:50
Instructor:  Catherine Vlahos
In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? We may read about other topics as well, but this is the focus of the course.
You will write about these questions and more in the form of 4 major writing projects: a memoir, a news article, an argumentative essay, and a video reflection.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  46732
Days/time:  MWF 12:00-12:50
Instructor:  Catherine Vlahos
In this class, we will be reading, discussing, and writing about heroes and modern culture. What is a hero, and how does this idea change across time and culture? Who can be heroic, and how? Was there ever a time you acted heroically? Why is the world so obsessed with superhero movies? Why do we like anti-heroes as much as traditional heroes, and do both types exist in real life? We may read about other topics as well, but this is the focus of the course.
You will write about these questions and more in the form of 4 major writing projects: a memoir, a news article, an argumentative essay, and a video reflection.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Writing the Bureaucrat
CRN:  42864
Days/Time:  MWF 1:00-1:50
Instructor:  Alonzo Rico
The purpose of this course is to familiarize students with the different forms of writing that one usually encounters in an administrative setting. From work memos to emails, and from personal correspondences to minutes, students will gradually be exposed to the professional styles in which institutional writing takes with the hope that they may themselves inhabit their own uniquely bureaucratic disposition. And it is also with this in mind that students will be given space to experiment with their own writing in order that they may both understand the limits required by that genre of writing as well as how those limits may be imaginatively bent or circumvented.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Writing the Bureaucrat
CRN:  11330
Days/Time:  MWF 2:00-2:50
Instructor:  Alonzo Rico
The purpose of this course is to familiarize students with the different forms of writing that one usually encounters in an administrative setting. From work memos to emails, and from personal correspondences to minutes, students will gradually be exposed to the professional styles in which institutional writing takes with the hope that they may themselves inhabit their own uniquely bureaucratic disposition. And it is also with this in mind that students will be given space to experiment with their own writing in order that they may both understand the limits required by that genre of writing as well as how those limits may be imaginatively bent or circumvented.

ENGL 160:  Academic Writing I:   Writing in Academic and Public Context
CRN:  11791
Days/Time:  TR 8:00-9:15
Instructor:  Ryan Croken
“From the perils of climate change, to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history?  In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.”

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  41621
Days/Time:  TR 9:30-10:45
Instructor:  Ryan Croken
From the perils of climate change, to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history?  In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context:
CRN:  32837
Days/Time:  TR 12:30-1:45
Instructor:  Ryan Croken
From the perils of climate change, to the devastation of mass extinction, the beauty and bounty of this planet are increasingly threatened by the ecological crisis brought about by human industrial society. How do we conceive of ourselves, and communicate with one another, at this critical point in our planetary history?  In this course students will develop a conceptual framework through which to approach such a question. Concurrently, you will cultivate the requisite skills to express yourselves in various genre forms, including a letter to future generations, an op-ed, an argument-based academic essay, and a self-reflective essay with the option for a creative component.
These efforts will help prepare you to effectively participate in public conversations pertaining to environmental issues—as well as related issues of social consequence—that will serve you throughout your careers at UIC and beyond. Particular attention will be paid to climate change, environmental justice, and the COVID-19 pandemic.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context: Visual Art, Music, and Society
CRN:  27372
Day/Time:  MW 3:00-4:15
Instructor:  Carrie McGath
Visual art and music has an intriguing and deep connection in our world and in this course we will delve into that connection. This course will examine the visual landscape around us through visual art and music. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and can deeply explore and analyze these artforms in order to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.
We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Katy Perry, David Bowie, Lady Gaga, The Cars, Beyoncé, LP, Orville Peck, and Sonic Youth, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the cannon and history that is being created right now.
There will be numerous readings throughout the semester that will be available on the course Blackboard as well as short writing assignments, activities, and class discussions to ready you for the writing projects you will submit during the semester. Through the readings, activities, and discussions, you will learn to analyze and to use analysis skills to create an argument using compare and other strategies. You will become acquainted with research strategies that will ready you for English 161 including how to begin to conduct research with peer-reviewed sources and citing those sources using MLA.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context:   Visual Art, Music, and Society
CRN:  46868
Days/Time:  MW 4:30-5:45
Instructor:  Carrie McGath
Visual art and music have an intriguing and deep connection in our world and in this course, we will delve into that connection. This course will examine the visual landscape around us through visual art and music. Together, we will look at visual art from the 20th century to the present and how it relates to music, from videos and album covers to various collaborations. Art and music will be our entry into a deep examination of how these artforms express the times we are living in and the times that came before us. In this course, you will learn and can deeply explore and analyze these artforms to explore and analyze society. You will learn numerous strategies to set you up for success in looking and listening, deeply exploring, and analyzing the art and music we look at together to prepare you to do this on your own in writing projects throughout the semester.
We will look at music video directors who have also embarked on other forms of visual art including painting, sculpture, installation, and performance. Some of the musicians we will look closely at in the course include Katy Perry, David Bowie, Lady Gaga, The Cars, Beyoncé, LP, Orville Peck, and Sonic Youth, among others. You will learn about important art movements and the artists who were a part of them in the 20th century and what is happening in the art world in the 21st century and how it relates to musical artists and the cannon and history that is being created right now.
There will be numerous readings throughout the semester that will be available on the course Blackboard as well as short writing assignments, activities, and class discussions to ready you for the writing projects you will submit during the semester. Through the readings, activities, and discussions, you will learn to analyze and to use analysis skills to create an argument using compare and other strategies. You will become acquainted with research strategies that will ready you for English 161 including how to begin to conduct research with peer-reviewed sources and citing those sources using MLA.

ENGL 160:  Academic Writing I: What Is This? Reading and Writing About the Arts
CRN:  41809
Days/Time:  TR 3:30-4:45
Instructor:  Jared O’Connor
How do we understand art? How do we even approach it? When we see, read, or hear a piece of art, how do we know what it means? How do we explain it? And most importantly, why can it be so meaningful to us and others? Together, we will learn how to read and write about many different types of art objects, including literary, visual, and moving arts. This course will provide the tools for interpreting, evaluating, and writing about art in academic and non-academic settings. Ultimately, our goal is to recognize how pervasive and significant art is not only for this course but also in our everyday lives.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  28744
Days/Time:  MW 3:00-4:15
Instructor:  Andrew Osborne

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  11337
Days/Time:  MW 4:30-5:45
Instructor:  Andrew Osborne

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  11505
Days/Time:  TR 11-12:15
Instructor:  Jay Shearer
This course will direct and assist you in a written conversation with the world around you, primarily through the art of composing an argument. Through articles, book excerpts and other media, you will examine popular culture, political culture, and your place in the nation and the world. You will express and examine ideas regarding these issues and evaluate claims that differ from your own. Ultimately, you will give your “take” on a given situation using three distinct written genres:  the Opinion Piece, the Media Review, and the Argumentative Essay. You will also compose a Reflective Essay with your final portfolio. This course will challenge you, improve your writing, and help you engage in a public conversation. It might even be actual fun.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context:  Telling Your Own Story
CRN:  11583
Days/Time:  TR 11:00-12:15
Instructor:  Alexandrine Ogundimu
Everyone has a story, but not everyone gets the opportunity to tell it. There are many factors that can influence a person’s ability to tell their own story: Literacy, opportunity, audience, or lack thereof. In this class we will tackle some of these factors through writing while empowering each other to better tell our own stories. By the end you should be able to know what your story is, why it matters to be able to tell it, and have a set of tools that will allow you to make that effort.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context:  This, Not That: The Art of Making Distinctions
CRN:  39017
Days/Time:  MW 3:00-4:15
Instructor:  Joseph Staten
This class takes as its central premise the idea that clear writing is based in clear thinking—and, further, that the basis of clear thinking is the ability to make clear distinctions between two or more things that are different from one another. This sounds simple (and boring), but the reality is that 90% or more of bad writing (and bad thinking) is plagued by a basic inability to distinguish between different ideas, topics, or themes. In this class, we will develop and sharpen our capacity for distinction making—and therefore our capacity for clear thinking and clear writing as well.
Readings will be drawn from a diverse range of clear thinkers (and wonderfully clear writers), from ancient philosophers such as Aristotle to contemporary essayists such as Joan Didion and James Baldwin. We will apply the lessons learned from these writers to four genre-based writing assignments, which may include memoir, arts criticism, argumentative essay, reflective essay, and/or others.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context:  This, Not That: The Art of Making Distinctions
CRN:  21630
Days/Time:  MW 4:30-5:45
Instructor:  Joseph Staten
This class takes as its central premise the idea that clear writing is based in clear thinking—and, further, that the basis of clear thinking is the ability to make clear distinctions between two or more things that are different from one another. This sounds simple (and boring), but the reality is that 90% or more of bad writing (and bad thinking) is plagued by a basic inability to distinguish between different ideas, topics, or themes. In this class, we will develop and sharpen our capacity for distinction making—and therefore our capacity for clear thinking and clear writing as well.
Readings will be drawn from a diverse range of clear thinkers (and wonderful writers), from ancient philosophers such as Aristotle to contemporary essayists such as Joan Didion and James Baldwin. We will apply the lessons learned from these writers to four genre-based writing assignments, which may include memoir, arts criticism, argumentative essay, reflective essay, and/or others.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  27284
Days/Time:  TR 9:30- 10:45
Instructor:  Angela Dancey
Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal? Maybe they told you that your college instructors will be impressed by “big,” formal-sounding words like “individuals” and “a plethora” (instead of “people” and “a lot”).
What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”
While it can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that the five-paragraph essay doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.
Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.

ENGL 160:  Academic Writing I:  Writing about Popular Media, Resistance, and Social Change
CRN: 11803
Days/Time:  MWF 12:00-12:50
Instructor:  Jennifer Rupert
What does it mean to be “woke.” Do you believe that popular culture can be a force for social change or does mainstream popular culture mostly encourage “slacktivism”? In this course, we will explore the ways in which (mostly) American popular media— video games, film, television, books, social media, advertising, news reporting, and other forms of infotainment—heighten or diminish our social awareness and corresponding desire to act on social problems. As a starting point for this investigation, we will be reading a recent collection, Popular Culture and the Civic Imagination: Case Studies of Creative Social Change (New York University Press, 2020). Students will utilize the theories generated by academics and activists to build original thinking on the popular media texts that matter most to them. A combination of in-class discussion, short writing assignments, and discussion board posts will not only prepare students to build arguments in three distinct genres—film analysis, opinion piece, and manifesto—but also to contribute to public conversations about pop culture and politics by transforming their academic prose into social media posts designed to heighten awareness of social issues for carefully chosen audiences. Through this course work, students will sharpen some of the most valuable skill sets for their future academic, personal, and professional lives: the ability to understand complex arguments, the ability to write clear, correct, and compelling prose, and the ability to assess various sorts of rhetorical situations in order to make successful presentations. In other words, students will begin to see the value of smart rhetorical choices in achieving their short and long term goals

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  46718
Days/Time:  TR 12:30- 1:45
Instructor:  Angela Dancey
Did your high school teachers tell you that you should never use the first-person (“I”) in an academic essay? Or that you should avoid contractions (like “don’t” and “can’t”) because they sound too informal? Maybe they told you that your college instructors will be impressed by “big,” formal-sounding words like “individuals” and “a plethora” (instead of “people” and “a lot”).
What about the five-paragraph essay (referred to as a “theme” back in the day)? Even if your teachers didn’t call it that, you will recognize its structure right away: an introduction and thesis that sets up three main points, three corresponding body paragraphs, and a conclusion that restates the introduction and begins with something like, “In conclusion…”
While it can be useful in some specific writing situations (such as standardized tests), those who study and teach academic writing generally agree that the five-paragraph essay doesn’t prepare students for college writing. In addition, it rarely produces papers that are enjoyable to write or read.
Don’t despair—the good news is that this course aims to challenge some outdated beliefs and unhelpful ideas about academic writing and replace them with habits and strategies that will serve you better as a college writer. We’ll accomplish this by focusing on situation, purpose, and audience, as well as prioritizing revision—significant changes to language and structure—over editing (corrections at the level of words and sentences). Finally, an important goal for this course is to make writing enjoyable in ways it might not have been for you in high school, and possibly shift your perception of yourself as a writer.

ENGL 160:  Academic Writing I: Writing in Academic and Public Context
CRN:  30668
Days/Time:  MWF 12:00-12:50
Instructor:  Seunghyun Shin
In this section of English 160, which I have named “Writing in the Pandemic” we will examine literary genres in relation to the pandemic. As a tutorial composition course designed for freshmen, through the next sixteen weeks, you will be guided to the world of fundamental writing by working on four projects: Memoir, Editorial, Indie Game Review, and Reflection. All semester long you will work step-by-step writing about yourself, your community, what you love, and ultimately, what you have done during the pandemic and what you want to do as a young scholar. Our class will function as a collective writing community where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily. Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both creative and critical thinking.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  46717
Days/Time:  MWF 10:00-10:50
Instructor:  Thierney Powell
To bell hooks “talking back,” or “back talk,” is a “courageous act,” that means “speaking as an equal to an authority figure. It [means] daring to disagree” (hooks 5). This course will develop student writing as a means of critically engaging with the world. Students will learn to understand writing as a means of teaching, connecting, persuading, and resisting. Framing the course through the idea of “talking back,” students will develop the skills to intervene in contemporary conversations related to social justice, politics, and space. Students will read and analyze different mediums of resistance writing–songs, speeches, opinion pieces, non-traditional scholarly articles, and academic scholarly articles–and engage these texts through in-class discussion, journaling, and in- class activities. We will assess the rhetorical framing of these various texts to shape our understanding of resistance writing. Students will produce a body of work that reflects the different ways in which writing can be a “political gesture that challenges the politics of domination”.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  11828
Days/Time:  MW 8;00-9:15
Instructor:  Erica Hughes

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  41816
Days/Time:  MW 9:30-10:45
Instructor:  Erica Hughes

ENGL 160:  Academic Writing I
CRN:  11759
Days/Time:  MWF 1:00-1:50
Instructor:  Seunghyun Shin
In this section of English 160, which I have named “Writing in the Pandemic” we will examine literary genres in relation to the pandemic. As a tutorial composition course designed for freshmen, through the next sixteen weeks, you will be guided to the world of fundamental writing by working on four projects: Memoir, Editorial, Indie Game Review, and Reflection. All semester long you will work step-by-step writing about yourself, your community, what you love, and ultimately, what you have done during the pandemic and what you want to do as a young scholar. Our class will function as a collective writing community where reading, research, philosophy, theory, controversial issues, and your own writing will be shared and discussed daily. Academic writing is a process that develops because of critical thinking and critical reading, and it takes shape via the ever-continuing process of both creative and critical thinking.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11331
Days/Time:  TR 8-9:15
Instructor:  Andrew Paul Young 
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC.  You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing.  One goal for this class is that the writing you do is focused on your experiences as a college student.  Another goal is that, at some point, you will use writing to share ideas, solve problems or make this campus, or this world, a better place.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11543
Days/Time:  TR 9:30-10:45
Instructor:  Andrew Paul Young
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC.  You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing.  One goal for this class is that the writing you do is focused on your experiences as a college student.  Another goal is that, at some point, you will use writing to share ideas, solve problems or make this campus, or this world, a better place.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11458
Days/Time:  TR 11:00-12:15
Instructor:  Andrew Paul Young
The purpose of this course is for you to examine and develop your “voice” in the context of being a student at UIC.  You will learn the conventions of “academic” writing and how expectations of “college” writing translate to “public” writing.  One goal for this class is that the writing you do is focused on your experiences as a college student.  Another goal is that, at some point, you will use writing to share ideas, solve problems or make this campus, or this world, a better place.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  11788
Days/Time:  MWF 2;00-2:50
Instructor:  Amanda Bohne
As students, you will spend much of your time looking at print works, but you look at images and writing in other contexts every day. Whether or not you seek them out, rhetorical messages reach you and you probably have a sense of how to respond. These messages frequently concern the future and welfare of local and global communities, both here in Chicago, in other communities where you have lived and traveled, and even online. Reading an article, listening to a speech, or encountering a post on social media, you already know how to “read” these arguments and respond to them in a general sense.  This course is an introduction to writing, rhetoric, and research. Though each of these terms can be defined in numerous ways, we will focus most carefully on writing and rhetoric as the craft of constructing an argument and research as the process of investigation and analysis. Since good writing begins with good thinking, this course will emphasize the importance of critical reading and will ask you to analyze a variety of texts throughout the term. We will focus on discourse surrounding real-world issues in cities and other communities in various public media and from diverse sources.

ENGL 160:  Academic Writing I:  Writing the Body and Understanding Empathy
CRN:  11811
Days/Time:  MWF 1:00-1:50
Instructor:  Lauren Keeley
The term “empathy” has become a buzzword of the COVID-19 pandemic, but what exactly does it mean to share and understand the feelings of another? How do we communicate pain, and why is doing so important? In this course, we will discuss the relationship between writing, illness, and the body. We will explore how language functions to communicate what is seemingly inexpressible (physical and mental pain) but fundamentally human and shared. You will get to write in a variety of genres, such as memoir, op-ed, and argumentative essay as we chart the boundaries between sickness and health. Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160:  Academic Writing I:  Writing the Body and Understanding Empathy
CRN:  11548
Days/Time:  MWF 2-2:50
Instructor:  Lauren Keeley
The term “empathy” has become a buzzword of the COVID-19 pandemic, but what exactly does it mean to share and understand the feelings of another? How do we communicate pain, and why is doing so important? In this course, we will discuss the relationship between writing, illness, and the body. We will explore how language functions to communicate what is seemingly inexpressible (physical and mental pain) but fundamentally human and shared. You will get to write in a variety of genres, such as memoir, op-ed, and argumentative essay as we chart the boundaries between sickness and health. Finally, the class will provide a review of the grammar, editing and revision techniques that will prove useful to you throughout your time at UIC and beyond.

ENGL 160:  Academic Writing I: Writing in Academic and Public Contexts
CRN:  11526
Days/Time:  TR 3:30-4:45
Instructor:  Lisa Stolley
Of the 40 million immigrants living in the U.S., 10.5 million are undocumented: they entered the U.S. without permission – by crossing the U.S./Mexico border undetected by border patrol; overstaying a temporary visa; or using false documentation.  It is estimated that five million of the 10.5 million undocumented immigrants are from Mexico, and 1.9 million are from Central America.  They have fully immigrated to the U.S., meaning they live, work, and have families here – for them, the U.S. is “home.”   In this class, we will look closely at the ongoing issue of undocumented immigrants in the U.S., including the implications of living without legal status, and the long-standing failure of the American government to figure out a fair, humane, and logical solution.  We will also examine U.S. asylum policies as they pertain to migrants attempting to seek asylum at the U.S./Mexico border; detention centers (in which migrants and apprehended undocumented immigrants are often held); U.S. immigration laws; and more.   You will read and write a variety of texts of different genres with the purpose of adding your own voice to the often contentious and always important national discussion of undocumented immigrants in the U.S., and the unending waves of migrants arriving at the southern border, desperately seeking stability and safety in the U.S.

English 160: Academic Writing I: Writing in Academic and Public Contexts; Identity, Professionalism, and Rhetoric
CRN:  46738
Days/Time:  TR 9:30-10:45
Instructor:

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  46715
Days/Time:  MWF 11:00-11:50
Instructor:  Andrew Middleton
In “Writing About Music is like Dancing About Architecture,” we use music as an inspiration for our writing. You can mirror music in your writing in a few ways. You will have a chance to write about how music has affected you or continues to be meaningful to you. A song’s lyrics can be used to introduce a subject that is important to you on an individual level (e.g., love, motivation, depression, loneliness) or that is important to society generally (e.g., violence, racism, sexism). You can also write about what you know about the structure of music. Music is traditionally a hard subject to write about (hence the title of the course). Still, there are many parallels between music and writing in terms of how a musician might structure a musical or lyrical phrase and how you might reflect those same concerns in a sentence or in an essay more broadly. Just as music is a bridge between art and society so too will this course allow you to make those connections.

ENGL 160:  Academic Writing I:  Writing in Academic and Public Context
CRN:  11575
Days/Time:  MWF 1:00-1:50
Instructor:  Andrew Middleton
In “Writing About Music is like Dancing About Architecture,” we use music as an inspiration for our writing. You can mirror music in your writing in a few ways. You will have a chance to write about how music has affected you or continues to be meaningful to you. A song’s lyrics can be used to introduce a subject that is important to you on an individual level (e.g., love, motivation, depression, loneliness) or that is important to society generally (e.g., violence, racism, sexism). You can also write about what you know about the structure of music. Music is traditionally a hard subject to write about (hence the title of the course). Still, there are many parallels between music and writing in terms of how a musician might structure a musical or lyrical phrase and how you might reflect those same concerns in a sentence or in an essay more broadly. Just as music is a bridge between art and society so too will this course allow you to make those connections.

ENGL 160:   Academic Writing I: Writing in Academic and Public Contexts: Writing about Sound
CRN:  28743
Days/Time:  MWF 11:00-11:50
Instructor:  Eniko Deptuch Vaghy
In this course, you will investigate the significance of sound at the personal, social/cultural, and political level. Through discussions, analyses, and assignments focused on environmental sound, personal sound/speech, music, as well as other topics concerning sonic production, we will approach questions such as: “Is it possible for sounds to represent the cultural or political landscape of a certain place?” “Can you discern unrest and strife—or, conversely, joy—just by listening to the world around you?” “What are the politics contained in code-switching and personal dialect alterations?” “What biases do we inflict on others based on the way they speak?” To answer these questions, you will participate in sound walks, listen to podcasts, read articles and stories about sound, contribute to in-class discussions, and write informal reflections as well as longer papers on sound. By this, you will strengthen and diversify your writing, reading, and listening skills.

English 160: Academic Writing I: Writing in Academic and Public Contexts Environments
CRN:  27373
Days/Time:  TR 2:00-3:15
Instructor:  John Goldbach
Critical thinking begins with an environment. To understand something, we first must understand something about its surroundings and conditions of possibility. A phenomenon takes place within a given context, an environment, and thinking critically requires that we first understand something about this context and the conditions under which the taking place of the phenomenon is possible. A human being, for example, lives within a certain natural environment, and to think critically about being human requires that we first understand something about the environmental conditions in which a human being lives and under which a human being flourish.
This course is devoted to the study of environments. From the air and water of the natural environment to the social media platforms and cellphone apps of the digital environment, it will focus on environmental contexts and conditions to foster independent critical thinking and writing skills. It is divided into four sections: natural environments, built environments, cultural environments, and digital environments. The first section will address various questions concerning ecology, climate change and the Anthropocene; the second will touch on issues of urban living and combined and uneven geographical development; the third will discuss language use, the culture industry, and politics and ideology; and the fourth will touch on the Internet, social media, and technological advances.

ENGL 160: Academic Writing: Writing about Chicago’s Near West Side
CRN: 38957
Days/Time: MWF 8:00-8:50
Instructor: Rachel Zein
Have you ever wondered why University Hall looks like a tall, grey waffle? Do you ever think about what Chicago might have looked like a hundred years ago? In this class we will be exploring the past, present, and future of one Chicago community area — the Near West Side — through photos, words, videos, and more. We will also consider the area beyond the realm of UIC to discuss past and current trends such as urban renewal, gentrification, ethnic neighborhood formation and dissolution, and more.
Over the course of fifteen weeks, in addition to reading and learning about the Near West Side as a class, each of you will also create four writing projects. This course is structured to allow you to work in more than just the traditional academic essay format, allowing you to integrate media such as images and sound into your writing. Your writing assignments are designed to be useful in the world beyond the university. We will begin with a photo essay assignment (no experience with photography required) for which I ask you to go out into the Near West Side, document what you observe, and write about it. Next, we will learn about the rhetoric of persuasion so that you can write persuasive letters to government officials on the Near West Side regarding an issue you care about. Third, I’ll ask you to write an argumentative essay related to UIC’s fraught history on the Near West Side. Finally, toward the end of the semester, you will reflect on everything you have learned and create a podcast about your own writing journey in the course.

ENGL 160: Academic Writing: Writing about Chicago’s Near West Side
CRN: 11332
Days/Time: MWF 11:00-11:50
Instructor: Rachel Zein
Have you ever wondered why University Hall looks like a tall, grey waffle? Do you ever think about what Chicago might have looked like a hundred years ago? In this class we will be exploring the past, present, and future of one Chicago community area — the Near West Side — through photos, words, videos, and more. We will also consider the area beyond the realm of UIC to discuss past and current trends such as urban renewal, gentrification, ethnic neighborhood formation and dissolution, and more.
Over the course of fifteen weeks, in addition to reading and learning about the Near West Side as a class, each of you will also create four writing projects. This course is structured to allow you to work in more than just the traditional academic essay format, allowing you to integrate media such as images and sound into your writing. Your writing assignments are designed to be useful in the world beyond the university. We will begin with a photo essay assignment (no experience with photography required) for which I ask you to go out into the Near West Side, document what you observe, and write about it. Next, we will learn about the rhetoric of persuasion so that you can write persuasive letters to government officials on the Near West Side regarding an issue you care about. Third, I’ll ask you to write an argumentative essay related to UIC’s fraught history on the Near West Side. Finally, toward the end of the semester, you will reflect on everything you have learned and create a podcast about your own writing journey in the course.

ENGL 160: Academic Writing: Questions of Humanity in Black Sci-Fi
CRN: 41782
Days/Time: MWF 8:00-8:50
Instructor: Arney Bray
What makes you a human? As humans, we make rules on what humanity is and how to define it. But are you considered a human in all aspects, or is your humanity questioned? Black Americans historically were legally deemed subhuman. Our Constitution concluded that enslaved Africans were only considered property and part of a man. Science Fiction is a genre that applauds the creation of anything. Speculative fiction has given Black writers a space to create and define Black humanity. The goal of this class is to question the definitions of humanity and explore through writing how our own humanity is granted or ignored in the genre of sci-fi.

ENGL 160: Academic Writing: Questions of Humanity in Black Sci-Fi
CRN: 46716
Days/Time: MWF 11:00-11:50
Instructor: Arney Bray
What makes you a human? As humans, we make rules on what humanity is and how to define it. But are you considered a human in all aspects, or is your humanity questioned? Black Americans historically were legally deemed subhuman. Our Constitution concluded that enslaved Africans were only considered property and part of a man. Science Fiction is a genre that applauds the creation of anything. Speculative fiction has given Black writers a space to create and define Black humanity. The goal of this class is to question the definitions of humanity and explore through writing how our own humanity is granted or ignored in the genre of sci-fi.

ENGL 160: Academic Writing: Into the Cyber-verse: Writing in the Digital Commons
CRN: 11796
Days/Time: MWF/ 8:00 – 8:50
Instructor: Shaina Warfield
To think about the genre conventions of academic and public writing, we will consider the formal conditions of the cyber commons, the digital media spaces that we occupy and help to build as Web 2.0 users. Together, we will think through what it means to be a “content creator” and the analog ancestry of digital media forms. While considering the role of digital publics and their productive function in our lives, we will take the position of digital professionals, explore the nuances of digital protest, form perspectives on digital policy, and contemplate the paradoxes of constructing our own digital personhood. We will take on these tasks with four writing assignments: creating a professional resume and cover letter, profiling significant social media movements, writing an argumentative essay on digital policy, and reflecting on our experiences as cyber citizens.

ENGL 160: Academic Writing: Into the Cyber-verse: Writing in the Digital Commons
CRN: 27282
Days/Time: MWF 11:00 – 11:50
Instructor: Shaina Warfield
To think about the genre conventions and rhetorical contexts of academic and public writing, we will consider the formal conditions of the cyber commons, the digital media spaces that we occupy and help to build as Web 2.0 users. Together, we will think through what it means to be a “content creator” and the analog ancestry of digital media forms. While considering the role of digital publics and their productive function in our lives, we will take the position of digital professionals, explore the nuances of digital protest, form perspectives on digital policy, and contemplate the paradoxes of constructing our own digital personhood. We will take on these tasks with four writing assignments: creating a professional resume and cover letter, profiling a significant social media movement, writing an argumentative essay on a digital policy, and reflecting on our experiences as cyber citizens.

ENGL 160: Academic Writing
CRN: 46713
Days/Time: MWF 8:00-8:50
Instructor: Zhuang Du
In this course, you will investigate the concept and behaviors of self-management. Through discussions, analyses and assignments focused on the self-management’s relationship with Neoliberalism, Post-Fordism, and the current American political and racial atmosphere, we will decipher the seemingly direct and simple “self-management” and treat it in a more intricate and complex manner. Self-management might be considered as a sign of people’s success in controlling their lives, but this mindset can also reveal persons’ lack of security, and too much self-management might lead to high mental and psychological pressures. A discussion and exploration about this topic will help students reconsider the relationship between themselves and the physical environment in the neo-liberalist context.

ENGL 160: Academic Writing
CRN: 41625
Days/Time: MWF 10:00-10:50
Instructor: Zhuang Du
In this course, you will investigate the concept and behaviors of self-management. Through discussions, analyses and assignments focused on the self-management’s relationship with Neoliberalism, Post-Fordism, and the current American political and racial atmosphere, we will decipher the seemingly direct and simple “self-management” and treat it in a more intricate and complex manner. Self-management might be considered as a sign of people’s success in controlling their lives, but this mindset can also reveal persons’ lack of security, and too much self-management might lead to high mental and psychological pressures. A discussion and exploration about this topic will help students reconsider the relationship between themselves and the physical environment in the neo-liberalist context.

ENGL 160: Academic Writing: Pollinators & Their Concerning Future
CRN: 46736
Days/Time: MWF 8:00-8:50
Instructor: Daniel McGee
This course will give you a wide-but-shallow look at the breadth of pollinator species and the specific relationships they have with flora and other vegetation. You will read several sources including government websites, endangered species lists, research articles, and many other sources to get a holistic understanding of the danger’s pollinators face. As you investigate pollinators, you will compose a nature memoir, letters to future generations, an argumentative essay, and a reflective essay to engage with the past, present, and future of pollinators. No prior information on ecology is needed.

ENGL 160: Academic Writing: Pollinators & Their Concerning Future
CRN: 11551
Days/Time: MWF 11:00-11:50
Instructor: Daniel McGee
This course will give you a wide-but-shallow look at the breadth of pollinator species and the specific relationships they have with flora and other vegetation. You will read several sources including government websites, endangered species lists, research articles, and many other sources to get a holistic understanding of the danger’s pollinators face. As you investigate pollinators, you will compose a nature memoir, letters to future generations, an argumentative essay, and a reflective essay to engage with the past, present, and future of pollinators. No prior information on ecology is needed.

ENGL 160: Academic Writing: Linguistic (r)Evolution
CRN: 46731
Days/Time: MWF 8:00 – 8:50
Instructor: Spencer Harrison
The main purpose of this course is for you to develop a writing process that will set you up for success in your college career and beyond. The emphasis is on writing as a process, and rather than think of writing as producing a series of distinct assignments, you will develop a core writing habit that you can adapt to complete all your writing projects. This involves self-reflection, so that you can tailor your process to what works for you. Allow your process to evolve as you progress as a writer. The course is not designed to fit you into a cookie cutter mold of an “academic writer” bound by rules and convention, but to make you aware of the conventions, and give you your own rationale for when to adhere and when to deviate from those conventions. This course will introduce you to the ongoing debate in higher education about what kinds of writing are and are not acceptable in academia. We will compare translingual theories of writing that incorporate code-meshing (using multiple dialects/languages in the same document) and “Edited Academic English” (largely governed by tradition and excludes voices outside of a narrow band of “acceptable” speech) to introduce you to a wide range of writing styles for you to develop your own voice.

ENGL 160: Academic Writing: Linguistic (r)Evolution
CRN: 46735
Days/Time: MWF 10:00 – 10:50
Instructor: Spencer Harrison
The main purpose of this course is for you to develop a writing process that will set you up for success in your college career and beyond. The emphasis is on writing as a process, and rather than think of writing as producing a series of distinct assignments, you will develop a core writing habit that you can adapt to complete all your writing projects. This involves self-reflection, so that you can tailor your process to what works for you. Allow your process to evolve as you progress as a writer. The course is not designed to fit you into a cookie cutter mold of an “academic writer” bound by rules and convention, but to make you aware of the conventions, and give you your own rationale for when to adhere and when to deviate from those conventions. This course will introduce you to the ongoing debate in higher education about what kinds of writing are and are not acceptable in academia. We will compare translingual theories of writing that incorporate code-meshing (using multiple dialects/languages in the same document) and “Edited Academic English” (largely governed by tradition and excludes voices outside of a narrow band of “acceptable” speech) to introduce you to a wide range of writing styles for you to develop your own voice.

English 160: Academic Writing: English Composition I
CRN: 11835
Days/Time: MWF 8:00-8:50
Instructor: Abigail Kremer
Almost everyone uses language daily to interact with other people. That language doesn’t just communicate information via what you say, but also communicates information on how you say it. By investigating the culture significance and practical effects of language, this course will explore the implications of language, how to use language, and how it is perceived.

English 160: Academic Writing: English Composition I
CRN: 11792
Days/Time: MWF 9:00-9:50
Instructor: Abigail Kremer
Almost everyone uses language daily to interact with other people. That language doesn’t just communicate information via what you say, but also communicates information on how you say it. By investigating the culture significance and practical effects of language, this course will explore the implications of language, how to use language, and how it is perceived.

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  11958
Days/Time:  TR 2:00-3:15
Instructor:  Virginia Costello

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  30672
Days/Time:  TR 3:30-4:45
Instructor:  Virginia Costello

ENGL 161:  Academic Writing II:  Crises of the Neoliberal Present and How We Solve Them
CRN:  30673
Days/Time:  MWF 1:00-1:50
Instructor:  Thomas Moore
Students in this course will research and critically analyze how the actions (and inactions) of the recent past led to the sociopolitical, ecological, and economic crises of the neoliberal present—namely those of xenophobia, toxic masculinity, perpetual war, global warming, income inequality, and a grossly exploited global pandemic. Our discussions and collective investigation of contemporary American politics will draw on a variety of scholarly and popular sources. We will begin by reading two articles and watching a video together as a class to set the foundation, and, as the semester progresses, each student will be free to research the issue that matters to them most. Students will embark on semester-long, cumulative research projects with two objectives in mind: (1) understanding how a specific sociopolitical, cultural, and/or economic problem became what it is today; and (2) proposing realistic steps we can take to solve it.

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  11861
Days/Time:  MWF 1:00-1:50
Instructor:  Nestor Gomez

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  41712
Days/Time:  MWF 2:00-2:50
Instructor:  Nestor Gomez

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  30670
Days/Time:  TR 12:30-1:45
Instructor:  John Casey
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. As many of these systems malfunction due to age and a changing climate, experts are examining what it would take to make these systems resilient (able to withstand change) and sustainable (lessen the impact on the environment) in addition to fixing longstanding problems. In this class we will examine the problems associated with aging infrastructure and the attempts by community leaders and organizations to make infrastructure resilient and sustainable. This examination will be paired with a discussion of general skills in reading, research, and writing that will be useful to you in college and long after you graduate.

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  22420
Days/Time:  MWF 1:00-1:50
Instructor:  Antonio Guerrero

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  11686
Days/Time:  MWF 2:00-2:50
Instructor:  Antonio Guerrero

ENGL 161:  Academic Writing II: Writing about Stand-Up Comedy and Audience
CRN:  11875
Days/Time:  TR 8:00-9:15
Instructor:  Marc Baez
In this course we will inquire into stand-up comedy as an art that is particularly
bound to audience. Beginning our inquiry with an analysis of stand-up’s
fundamental modes (jokes, stories, and arguments), class readings and
discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield
of stereotype humor; types of awkwardness; argument by analogy in satire;
conglomerate niche marketing and the rise of the Netflix stand-up special; and
the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a
Research Project, you will complete daily homework and engage in individual in-class writing and group work.  Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic
career. So be prepared to read and write every day.

ENGL 161:  Academic Writing II: Writing about Stand-Up Comedy and Audience
CRN:  40444
Days/Time:  TR 9:30-10:45
Instructor:  Marc Baez
In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career.  So be prepared to read and write every day.

ENGL 161:  Academic Writing II:  Writing about Stand-Up Comedy and Audience
CRN:  21700
Days/Time:  TR 11:00-12:15
Instructor:  Marc Baez
In this course we will inquire into stand-up comedy as an art that is particularly bound to audience. Beginning our inquiry with an analysis of stand-up’s fundamental modes (jokes, stories, and arguments), class readings and discussions will soon branch out to touch on some possible research topics that emphasize the dynamic between performer and audience: the sword and shield of stereotype humor; types of awkwardness; argument by analogy in satire; conglomerate niche marketing and the rise of the Netflix stand-up special; and the relationship between social norms and comedy taboos.
In addition to an Annotated Bibliography, a Synthesis, a Proposal, and a Research Project, you will complete daily homework and engage in individual in-class writing and group work. Ultimately, the purpose of this course is to engage you in reading, writing, and research in preparation for the rest of your academic career.  So be prepared to read and write every day.

English 161: Academic Writing II: Writing for Inquiry and Research:  The Beyonce Effect: Sexuality, Race, and Feminism
CRN:  11853
Days/Time:  TR 2-3:15
Instructor:  Katrina R Washington
Beyonce is, arguably, the most influential performer/musician of her time. Since taking the music industry by storm in the 90s, first as lead singer in successful female pop group Destiny’s Child and later as a breakout solo star, she has garnered both worldwide praise and criticism.  While some consider her a proponent for modern day feminism, social justice, activism, and black culture, others disregard her impact as nothing more than a falsified and damaging image of women of color, women empowerment, and social justice in America. In this class we will explore the meaning of feminism, the difference, if any, between black feminism and feminism, womanhood, sexuality, female pleasure, and how the media, particularly music and its creators, influence each. While most of your readings and imagery will focus on Beyoncé’s most recent visual albums and recordings, you will have the opportunity to argue for or against the feminist influence of multiple women in pop culture (think: Lady GAGA, Syd, Janelle Monae, Teyana Taylor). This class is for the Beyhive, the Bey haters, and everyone in between who either detests, appreciates, or wants to learn more of the impact sexuality, race, and feminism, as portrayed in the media, have on female existence in society.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  32676
Days/Time:  TR 8:00 – 9:15
Instructor:  Todd Sherfinski
Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.
The course seeks to view academic writing through the lens of entomology in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word “research,” as well as the scope and impact of research.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  42939
Days/Time:  TR 12:30 – 1:45
Instructor:  Todd Sherfinski
Animalia arthropoda hexapoda will serve as the subject of inquiry for this course. Whether you’re confused as Gregor Samsa or as certain as E. O. Wilson about insects, you’ll find this course emphasizing what it means to engage in both oral and written academic conversations, how to read around subjects, and how to navigate research on the world wide web as well as through the stacks of the Daley Library. The course involves reading and writing assignments, four writing projects, and a group research project – all revolving around insects and how we interact with them.
The course seeks to view academic writing through the lens of entomology in the hopes that students might make connections between composition and the physical world. The course also challenges students to consider what we mean when we use the word “research,” as well as the scope and impact of research.

ENGL 161:  Academic Writing II: “The Spirit of the Original”: Writing About Adaptation
CRN:  29334
Days/Time:  MWF 10:00-10:50
Instructor:  Jules Wood 
In this course, we will explore examples of adaptation between fiction and film in order to
improve our critical reading, writing, and textual analysis skills. Writing assignments will focus on argumentative and research-based essays. Through the process of reading short stories like Annie Proulx’s “”Brokeback Mountain”” and Ted Chiang’s “”Story of Your Life,”” watching their respective film adaptations, and entering the existing conversation among scholarly articles, we will examine what transformation occurs as a story cross between mediums: what elements stay the same, what is lost in translation, and what is unique to its own genre form.

ENGL 161:  Academic Writing II: “The Spirit of the Original”: Writing About Adaptation
CRN:  11932
Days/Time, MWF 11:00-11:50
Instructor:  Jules Wood 
In this course, we will explore examples of adaptation between fiction and film in order to
improve our critical reading, writing, and textual analysis skills. Writing assignments will focus on argumentative and research-based essays. Through the process of reading short stories like Annie Proulx’s “”Brokeback Mountain”” and Ted Chiang’s “”Story of Your Life,”” watching their respective film adaptations, and entering the existing conversation among scholarly articles, we will examine what transformation occurs as a story cross between mediums: what elements stay the same, what is lost in translation, and what is unique to its own genre form.

ENGL 161:  Academic Writing II: Deep Fried and Delicious: A Taste of the Fast Food Industry
CRN:  42940
Days/Time:  TR 8;00-9:15
Instructor:  Travis Mandell
In this course, we will engage in a semester long investigation of the Fast-Food Industry and it’s impacts on society at large (both in the U.S and Globally).  We will read critical texts that investigate the industry’s influence on culture, economy, the environment, and physical health.  We will discuss countering points of view on the different issues, ranging from worker minimum wage to environmental health-impacts, and analyze the various debates taking place across different fields of inquiry.
Through lectures, discussions, in-class activities, and writing projects, this class will prepare you to participate in the academic discourse surrounding any subject you may choose in the future.  By developing research ideas, conducting research, and writing an academic essay, you will become well versed in the art of academic writing and argument.  We will be reading scholarly essays (peer reviewed) as well as popular articles to help broaden our understanding of genre/audience in regard to the Fast-Food Industry.  Ultimately, the purpose of this course is to prepare you for the rest of your academic career at UIC, fostering a strong foundation for your academic writing skills that can be used in your specific discipline/major.

ENGL 161:  Academic Writing II – Writing about Cinema
CRN:  42942
Days/Time:  TR 12:30-13:45
Instructor:  Kate Boulay
In this class our focus is writing about cinema. Students will learn academic writing conventions and research skills via research on cinema and its intersection with social categories such as race, gender, socio-economic class, sexualities, etc.

ENGL 161:  Academic Writing II
CRN:  29300
Days/Time:  ARRANGED
Instructor:  Jenna Hart
We live in a time when we’re inundated with media reports on any number of catastrophic things, almost daily. How can we determine what is worth our attention? How can we know which ones are solid reporting? What issues should we be paying the most attention to? We’ll be using these questions to look at texts and other media in a critical way, as a tool to begin learning about academic dialogue. The course will consist of layered assignments—an annotated bibliography, literature review, proposal, outline— that lead up to a longer academic research paper on a topic of your choosing.

ENGL 161:  Academic Writing II
CRN:  30669
Days/Time:  ARRANGED
Instructor:  Jenna Hart
We live in a time when we’re inundated with media reports on any number of catastrophic things, almost daily. How can we determine what is worth our attention? How can we know which ones are solid reporting? What issues should we be paying the most attention to? We’ll be using these questions to look at texts and other media in a critical way, as a tool to begin learning about academic dialogue. The course will consist of layered assignments—an annotated bibliography, literature review, proposal, outline— that lead up to a longer academic research paper on a topic of your choosing.

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  21668
Days/Time:  TR 3:30-4:45
Instructor:  Hanna Khan

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research
CRN:  25879
Days/Time:  TR 5:00-6:15
Instructor:  Hanna Khan

ENGL 161:  Academic Writing II: Writing about Sustainability in a Changing Climate
CRN: 40447
Days/Time:  TR 12:30-1:45
Instructor: Daniel Barton
At the center of debates around the environment is the question of sustainability—whether it’s possible to meet the needs of an ever-increasing population while also respecting the planet’s ecological limits. While discussions of sustainability often focus on environmental impacts—reducing our carbon footprint through shifts to renewable energy, for example—sustainability also raises questions of equity and social justice as people face disproportionate impacts from pollution and environmental decline. It also encompasses every aspect of our lives, from the water that comes from our faucets to the food we eat. Using current events and contemporary discourses on environmental advocacy to frame our discussion, this course will engage with contemporary environmental issues, such as the impact of energy and food production on communities and local ecosystems, to explore challenges and possibilities for a more sustainable future. In addition, we will interrogate cultural attitudes surrounding climate change and the question of sustainability to understand the contexts in which these debates have occurred. Through critical examination of various texts—scholarly, public, governmental, etc.—and an independent research project culminating in a final research paper, we will develop academic research and writing skills that will be important throughout your college career and beyond.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  25953
Days/Time:  MWF 1:00-1:50
Instructor:  Casey Corcoran
In 2016 the Swedish Academy awarded the Nobel Prize in Literature to American songwriter Bob Dylan, stating that Dylan deserved the award “for having created new poetic expressions within the great American song tradition.” If poetry, as
Aristotle originally writes in The Poetics, “sprung from a cause lying deep in our nature,” then there does seem to be an interesting connection between human nature and the existence and role of music in society. This course will be a study of various aspects of that tradition, with an emphasis on how music is inextricably linked to social and cultural circumstances out of which it emerges—both in terms of audience reception and the creation of the work itself. We will explore contemporary debates, ideas, and issues surrounding the relationship between entertainment, audience, identity, and politics, in terms of American music, and the ways by which the notion of the individual human self is partly created by, as well as expressed through, the medium of song. Your inquiry into these discussions will span across various genres—we will attempt to think through and discuss certain identity politics (whether they be social, cultural, economic, etc.) entwined in and associated with these particular genres and sub-genres—and our delving into these conversations will ultimately produce a set of questions that you will use to develop a line of inquiry, in relation to the course topic, that is based in your own specific research interest.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  21629
Days/Time:  MWF 2:00-2:50
Instructor:  Casey Corcoran
In 2016 the Swedish Academy awarded the Nobel Prize in Literature to American songwriter Bob Dylan, stating that Dylan deserved the award “for having created new poetic expressions within the great American song tradition.” If poetry, as Aristotle originally writes in The Poetics, “sprung from a cause lying deep in our nature,” then there does seem to be an interesting connection between human nature and the existence and role of music in society. This course will be a study of various aspects of that tradition, with an emphasis on how music is inextricably linked to social and cultural circumstances out of which it emerges—both in terms of audience reception and the creation of the work itself. We will explore contemporary debates, ideas, and issues surrounding the relationship between entertainment, audience, identity, and politics, in terms of American music, and the ways by which the notion of the individual human self is partly created by, as well as expressed through, the medium of song. Your inquiry into these discussions will span across various genres—we will attempt to think through and discuss certain identity politics (whether they be social, cultural, economic, etc.) entwined in and associated with these particular genres and sub-genres—and our delving into these conversations will ultimately produce a set of questions that you will use to develop a line of inquiry, in relation to the course topic, that is based in your own specific research interest.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  21697
Days/Time:  TR 2:00-3:15
Instructor:  Michael Newirth       
This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester.  In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  11979
Days/Time:  MWF 1:00-1:50
Instructor:  Jennifer Lewis

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  11961
Days/Time:  MWF 10:00-10:50
Instructor:  Jennifer Lewis

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  27565
Days/Time:  MWF 12:00-12:50
Instructor:  Jennifer Lewis

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  40445
Days/Time:  TR 3:30-4:45
Instructor:  Michael Newirth       
This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester.  In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161:  Academic Writing II  Writing for Inquiry and Research
CRN:  11892
Days/Time:  TR 5:00-6:15
Instructor:  Michael Newirth       
This English 161 course is structured around the theme of “”Writing Urban Secret Histories””. We will look at contested or alternative narratives in urban life, including issues such as segregation, the underground economy, political corruption, and the development of infrastructure and law enforcement in cities like Chicago, New York, Atlanta, Las Vegas, and Paris. We will read full-length critical and shorter texts by scholars and writers such as Gary Krist and Marco d’Eramo. As with all 161 courses, students will produce a minimum of 20 pages of polished, original expository writing over the course of the semester.  In this class, this takes the form of an independent research paper following a research proposal, and two shorter papers focused on required critical texts. Students will encounter relevant historical narratives and social arguments as background material. In addition to being a full-time Lecturer in English at UIC for over fifteen years, the instructor has an extensive background as a writer and editor. These professional experiences inform the intense focus on the nuts and bolts of revising argumentative writing for clarity and power.

ENGL 161:  Academic Writing II:  Writing for Inquiry and Research:  Disability (W)Righting
CRN:  24055
Days/Time:  MWF 8:00 – 8:50
Instructor:  Ann-Marie McManaman
In this course we will focus on reading and writing arguments from the field of Disability Studies to consider Disability as a concept of medicine, society, and identity. This class will be an opportunity to learn about how disabled writers narrate their life as well as engaging with works of film, television, art and poetry, in order to critically examine and actively participate in discourse and questions surrounding the concept of Disability as identity and community. Our primary concern for the course will be matters of representation and your final research project will reflect this in some way.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research:   Issues in Higher Education
CRN:  11956
Days/Time:  MWF 11:00-11:50
Instructor:  Jeffrey Kessler
What are we doing here in an institution of higher education? What issues about higher education affect our class and how do our experiences of higher education vary? In our section of English 161, a writing course situated in academic inquiry, we will take up these questions through an exploration of academic research and public debate. The course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by forms of academic writing.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research:  Issues in Higher Education
CRN:  24008
Days/Time:  MWF 1:00-1:50
Instructor:  Jeffrey Kessler
What are we doing here in an institution of higher education? What issues about higher education affect our class and how do our experiences of higher education vary? In our section of English 161, a writing course situated in academic inquiry, we will take up these questions through an exploration of academic research and public debate. The course is organized around a semester-long research project. We will begin with a common set of texts and questions, and then you will develop focused questions and participate in the practices of academic research and writing. We will use this work to explore disciplinary conventions and methodologies and to attend to the ways students enter communities structured by forms of academic writing.

ENGL 161:   Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN:  11924
Days/Time:  MWF 8:00-8:50
Instructor:  Mark Magoon
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161:   Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN:  11854
Days/Time:  MWF 9:00-9:50
Instructor:  Mark Magoon
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research; Social Justice as the Mirror and the Lens
CRN:  11950
Days/Time:  MWF 10:00-10:50
Instructor:  Mark Magoon
In this section of English 161, which I have named “Social Justice as the Mirror and the Lens,” we will examine the topic of “social justice”—the fair and just relation between individuals and society as it relates to opportunity and social privilege—and we will use that topic to become better academic writers and researchers, but also to better understand ourselves and our world. Debates revolving around education, race, gender, identity, sexuality, and the rhetoric that surrounds them are at the heart of many community and cultural discussions not only here in Chicago, but abroad too. In this course—one that will function as a writing community and safe space—we will take up questions surrounding the topic of social justice today. Through the examination of various forms of “texts”—scholarly, public, literary, visual, and cinematic—we will use our course topic to develop skills of critical reading, academic research, and writing.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  40443
Days/Time:  TR 2:00-3:15
Instructor:  John Casey
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. As many of these systems malfunction due to age and a changing climate, experts are examining what it would take to make these systems resilient (able to withstand change) and sustainable (lessen the impact on the environment) in addition to fixing longstanding problems. In this class we will examine the problems associated with aging infrastructure and the attempts by community leaders and organizations to make infrastructure resilient and sustainable. This examination will be paired with a discussion of general skills in reading, research, and writing that will be useful to you in college and long after you graduate.

ENGL 161:  Academic Writing II: Writing for Inquiry and Research
CRN:  30674
Days/Time:  TR 3:30-4:45
Instructor:  John Casey
Infrastructure is all around you. The roads you drive to work or school, the water that comes out of the faucet in your home, the lights you turn on when it gets dark, and even the schools you have attended are all examples of infrastructure. These intricately designed systems for organizing space are fundamental parts of our lives that we often take for granted until they malfunction. As many of these systems malfunction due to age and a changing climate, experts are examining what it would take to make these systems resilient (able to withstand change) and sustainable (lessen the impact on the environment) in addition to fixing longstanding problems. In this class we will examine the problems associated with aging infrastructure and the attempts by community leaders and organizations to make infrastructure resilient and sustainable. This examination will be paired with a discussion of general skills in reading, research, and writing that will be useful to you in college and long after you graduate.