English Department

Spring 2013

Baylor University

Special Matters

English majors should take the re-quired junior level surveys before taking 4000-level classes.

Students majoring in the natural sci-ences may take English 3300 instead of English 1304.

Please Note

It is sometimes necessary to change course offerings, class schedules, and teacher assignments. The Department of English retains the right to add, change, or cancel any courses, class schedules, or teacher assignments listed herein at any time without prior notice.

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0300 Developmental English

This course is for students who need additional preparation to do college-level work. English 0300 introduces students to the fundamentals of writing by em-phasizing grammar, mechanics, punctuation, sentence structure, paragraph structure, and essay structure. Ample exercises—from identifying subjects and verbs to proof-reading paragraphs—are a hallmark of this course. Paragraph and essay assignments reinforce the need for coherence and detail in student writing. Satisfactory comple-tion of English 0300 is based on the student’s performance on the departmental final essay, which is pass or fail. Although this course gives load credit, it satisfies no degree requirement.

Wilhite, Sec. 01, TR 9:30

1302 Thinking and Writing Prerequisite(s): ENG 0300 for students whose diagnostic test indicates inability to do satisfactory work in ENG 1302.

A course designed to help students better understand English grammar, rhetoric, and usage for correct and effective writing. The course focuses on the sev-eral steps in organizing and writing the expository essay for a variety of purposes. Essay assignments develop students’ capacity for logical thought and expression.

Staff

1304 Thinking, Writing, and ResearchPrerequisite(s): ENG 1302 or FAS 1302 or advanced placement.

A course designed to teach students to gather and evaluate information from a variety of sources and to incorporate ideas from these sources into the writing of a research paper. In addition, the course explores the techniques of persuasive and critical writing.

Staff

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2301 British LiteraturePrerequisite(s): ENG 1302 and 1304 (or equivalent).

A study of the literature of Great Britain, emphasizing the works of major writers such as Chaucer, Shakespeare, Milton, the Romantic poets, the Victorian poets, and the major novelists.

Staff

2304 American LiteraturePrerequisite(s): English 1302 and 1304 (or equivalent).

A study of the literature of the United States, emphasizing the works of ma-jor writers such as Frost, Ellison, Hawthorne, Melville, Poe, Dickinson, Whitman, Twain, Hemingway, Faulkner, and Morrison.

Staff

2304 American Literature (ENG Majors Only)Prerequisite(s): English 1302 and 1304 (or equivalent).

This course is designed to introduce English majors to significant works of American literature as paths toward understanding the United States’ literary heri-tage and the events and forces that have shaped American literature and life. Class presentation and discussion will focus on close reading of literary texts to further students’ critical and analytical skills and to encourage students’ appreciation of a variety of literary styles and techniques. Student course work will include daily read-ing assignments and discussion, writing assignments using both primary and second-ary sources, and exams.

Setina, Sec. 11, TR 11:00

2306 World Literature Prerequisite(s): ENG 1302 and 1304 (or equivalent).

A study of the literature of countries other than Britain and the United States, emphasizing the work of major writers such as Homer, Sophocles, Virgil,

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Dante, Boccaccio, Cervantes, Goethe, Flaubert, Dostoevsky, and Tolstoy, and giving attention to selected classical works of non-Western literature.

Dell, Sec. 01, MWF 9:05; Sec. 02, MWF 11:15McDonald, Sec. 03, MWF 10:10; Sec. 04, MWF 11:15

3300 Technical and Professional WritingPrerequisite(s): ENG 1302 or FAS 1302 or advanced placement; and

either upper-level standing or consent of instructor.

English 3300 is an advanced writing course designed to meet the needs of students who are preparing for careers in engineering, science, technical, business and writing professions. The course emphasizes rhetorical concepts such as purpose, audience, style, and situation as well as strategies for planning, organizing, design-ing, and editing technical and professional communication. In addition, students will learn strategies for communicating technical information to a variety of audiences, including managers and users, both technical and non-technical.

Blackwell, Sec. E5, MWF 11:15; Sec. E7, MWF 1:25DePalma, Sec. E10, MW 4:00-5:15Hoffman, Sec. E8, TR 2:00; Sec. E9, TR 3:30Krasienko, Sec. E2, MWF 9:05; Sec. E4 MWF 10:10Long, Sec. E1, TR 8:00; Sec. E6, TR 12:30Pittman, Sec. E3, TR 9:30

3302 Advanced GrammarPrerequisite(s): Upper level standing

This course is open to all English majors and is particularly well-suited for teacher education majors. We will investigate the major concepts of grammati-cal form and function, including the application of labels such as noun, adjective, verb, subject, object, phrase, and clause. Study will include the discussion of “how to teach grammar in middle and secondary schools” as well as the use of grammar in written and spoken language. We will diagram sentences and work on practi-cal grammar units which can be taken directly into the public school classroom. ***Some experience in diagramming sentences is highly recommended.

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Choucair, Sec. 01, MWF 1:25

3303 Advanced Expository WritingPrerequisite(s): Upper-level standing or consent of instructor.

This course offers junior and senior students the opportunity to study and work with advanced concepts and techniques of expository writing. Students will read exemplary essays by prominent writers, analyze rhetorical techniques, and ap-ply what they learn about writing to their own work during the semester. Reading and writing assignments will focus on invention strategies, rhetorical moves, and genre conventions commonly employed in advanced academic writing. Classes will be structured around a pattern of reading, writing, and revising and will require class participation in each step of the writing process. This course is designed to benefit all students who wish to strengthen their writing skills and is particularly helpful to students who are interested in pursuing graduate school or working in professions that require strong writing skills.

DePalma, Sec. 01, MW 2:30-3:45

3306 Creative Writing: ProsePrerequisite(s): Upper-level standing or consent of instructor

This course is an introduction to the art of writing fiction, concentrating on the short story. This class will consist of workshops; students will enhance their cre-ative writing skills through reading masterpieces of short fiction, applying relevant principles through exercises, and creating their own polished work.

Walker-Nixon, Sec. 01, MWF 12:20

3306 Creative Writing: ProsePrerequisite(s): Upper-level standing or consent of instructor

This course is an introduction to the art of writing fiction, concentrating

on the short story. Students will read widely on contemporary writing technique and well as complete preparatory outlines, synopses and 25 pages of short story fiction in a workshop environment, turning in a portfolio of their best revised work.

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Olsen, Sec. 02, TR 12:30

3307 Screenp lay and Scr ip twr i t ing Prerequisite(s): Upper-level standing or consent of instructor

Screenplay and Scriptwriting is a creative writing class designed for begin-ning to intermediate writers with an interest in dramatic forms like TV, movies, and writing for the stage. The class will focus on close reading of film scripts and study of film, and on the writing of a substantial portion of an actual screenplay. Among the elements we will discuss are pitches, scenes, structure, dialogue, genre, adapta-tion, and the business of screenwriting.

Garrett, Sec. 01, TR 2:00

3309 Writ ing for the Popular Market Prerequisite(s): Upper-level standing or consent of instructor

A workshop in writing nonfiction prose that emphasizes writing and rhetor-ical strategies appropriate for popular media including magazines, feature sections of newspapers, and nonfiction books. Commonly referred to as creative nonfiction, literary journalism, new journalism, and even feature writing, Kevin Kerrane de-scribes this broad genre as “making facts dance”. In this course, we analyze several representative examples of creative nonfiction/literary journalism texts. We will also practice using literary techniques and traditional journalistic reporting to tell true stories.

Shaver, Sec. 01, MWF 10:10

LING/ENG/ANT 3310 Introduction to Language and Linguistics Prerequisite(s): Upper-level Standing or consent of instructor

What do we know when we know a language? How do we learn it? These are the central questions we will be concerned with in this course. We will examine the core subsystems of natural language (sound structure, word structure, sentence structure, and components of meaning) and ask how these subsystems are acquired by children. We will also explore the biological basis of language in the human brain, and compare human language to animal communication systems. You will

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gain a scientific understanding of language structure that you can apply in many areas. You will learn how linguistic experts find evidence for their views, and get a taste for some of the main issues in the field.

Grebenyova, Sec. 01, MWF 11:15

3311 English Literature through the 16th CenturyPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing.

This is a survey course of selected works of Medieval and Early Modern (Renaissance) English literature from the Fourteenth, Fifteenth, and Sixteenth Cen-turies, designed to give students an understanding not simply of the literature itself but especially of the cultural and social contexts out of which it developed. Rep-resentative works include translations of Chaucer’s Canterbury Tales (selections) and his Troilus and Cressida, the Medieval miracle play The Second Shepherds’ Pageant, the Medieval morality play Everyman, Wyatt’s and Surrey’s sonnets, Sir Philip Sidney’s Astrophil and Stella (selections), Book 1 of Edmund Spenser’s The Faerie Queene, Christopher Marlowe’s Dr. Faustus, and Shakespeare’s sonnets (se-lections). Three in-class exams and a final exam and one relatively short critical essay form the basis for the grade.

Hunt, Sec. 01, TR 9:30

LING 3312/ENG 3302 Modern Eng l i sh Grammar Prerequisite(s): Upper-level standing

This course examines the structure of present-day English. The primary goal is to make explicit the conventions native speakers of English know implicitly. The terms and concepts covered in class should be helpful as you work to improve your writing and will allow you to discuss grammar more confidently and precisely.

Butler, Sec. 01, MWF 10:10

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LING 3315/ENG 3305 Language in Society Prerequisite(s): Upper-level standing

The complexities of the relationship between language and social identity have become a popular topic of interest for people in social sciences. Sociolinguis-tic research has shown that we behave and speak in ways that are highly influenced by our upbringing, our life experiences, and our sense of self. We want to belong to certain groups and to distance ourselves from others. One way of expressing our actual or desired group identity is by adopting or rejecting a group’s speech style. However, some people have more ability and greater access to learning a desired style than others, and this disparity has been found to reinforce and perpetuate the traditional power structures of society. This course covers some of the key features of variation in language that we use to both reflect and construct our social identity.

Butler, Sec. 01, TR 9:30

3331 English Literature of the 17th and 18th CenturyPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

English poetry, prose, and drama from 1600 to 1800. In drama, Shake-speare’s King Lear and Webster’s The Duchess of Malfi. In prose, Donne, Bacon, Jonson, Milton, and Browne. In fictional prose, Swift’s Gulliver’s Travels. In poetry, major Metaphysical Poets (Donne and others), major Classical Poets (Jonson and others), and Milton. Also sampled are Dryden, Pope, and Gray.

The course grade will be based primarily on four factors: three major tests (the last one being the final exam) and a brief analytical/critical paper. Each test and the paper will be valued at one-fourth in the course grade. Allowance also is made for improvement and other factors to be announced on the first day of class.

Ray, Sec. 01, MWF 11:15

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3351 British Literature from the Nineteenth Century to the Present Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing.

This course surveys four major periods of the last two hundred years of British literature: Romantic, Victorian, modern, and postmodern. Primary emphases will be developments in poetry, the literature of the Great War, and the end(s) of Empire. Grades will be based on tests, papers, and participation.

Gardner, Sec. 01, MWF 10:10

3378 Harry Potter and Epic Fantasy Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing.

In this course, we will study the best-selling fictional stories of all time, the Harry Potter novels, as English fantasy. We will begin with some writing on fairy tale, fantasy, and story from J.R.R. Tolkien and C.S. Lewis, then the majority of the course will see us reading (or, most probably, re-reading) the novels with close attention to literary, philosophical, psychological, theological, and cultural details. Assignments will include a reading journal on each work, a short critical paper, a group presentation introducing one of the novels, and a final exam.

Garrett, Sec. 01, TR 12:30

3380 American Literature through WhitmanPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

English 3380 is a survey of the literature of the United States through Whit-man, emphasizing the work of major writers such as Bradstreet, Franklin, Wheatley, Emerson, Melville, Douglass, and Whitman, but we will also examine the contribu-tions of less-well-known but still influential writers. In this course you will develop an understanding of the ethical and aesthetic motivations driving American authors through the mid-19th century and examine the changing conception of American identity during this time.

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Walden, Sec. 01, MWF 9:05

3380 Amer ican L iterature through W hi tman Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing

English 3380 is a survey of the literature of the United States through Whit-man, emphasizing the work of major writers such as Bradstreet, Taylor, Edwards, Franklin, Wheatley, Cooper, Emerson, Thoreau, Melville, Poe, Douglass, Whitman, and others. The objectives of the course are to develop an understanding of the ethi-cal and aesthetic motivations for the greatest works of American literature from the beginnings through Whitman, to understand the ebb and flow of artistic movements in American history, and to hone the critical skills necessary for analyzing this great literature.

Fulton, Sec. 02, TR 12:30

3390 American Literature from WhitmanPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing.

This course introduces American Literature from 1865 to the present. Our readings span a century and a half of American literary history. Students will gain a sense of major literary movements and the ideas and sensibilities that guided them, including realism, naturalism, modernism, and postmodernism. Representative writ-ers include Emily Dickinson, Walt Whitman, Henry James, T. S. Eliot, Jean Toomer, Ernest Hemingway, Gwendolyn Brooks, Ralph Ellison, Joan Didion, Toni Morrison, and Tracy K. Smith. Work for the course will include response papers, a presenta-tion, one longer paper, and a midterm and final exam.

Setina, Sec. 01, TR 2:00

4301 Advanced Creative Writing: Prose Prerequisite(s): ENG 3306 or consent of instructor Workshop course for advanced writers of creative prose emphasizing discussion of student work. Course may be repeated once with a different topic.

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Olsen, Sec. 01, TR 2:00

LING 4302 Semant i c s and Pragmat i c s Prerequisite(s): ENG 3310

This course will explore the meanings and uses of language following the theoretical framework of linguistic pragmatics. Pragmatics looks beyond the defini-tion of words and the syntax of sentences to the tools and goals of language use in real social contexts. How do we organize turns in conversation? How do we use ges-tures to support our message? How is it possible to interpret a question like “Where are my keys?” as both a request for information and an accusation that the hearer moved the keys? How do men and women mark their utterances in gender-specific ways? Students in this course will work together on a class project collecting, tran-scribing, and analyzing original data using a Conversation Analysis (CA) approach.

Butler, Sec. 01, TR 12:30

4305/5314 Advanced Creative Writing: PoetryPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

This is a workshop course in the writing of poetry on an advanced level. It is available to those students who are seriously interested in the craft of poetry and who have already demonstrated that interest in practice by having taken English 3304 or by having permission from the instructor. The course will primarily be devoted to the practical matters of the criticism and the revision of poems written by the students enrolled. Each student will be expected to finish a substantial body of work during the course of the semester.

Davis, Sec. 01, TR 2:00

LING 4305 Phonetics and Phonology Prerequisite(s): ENG 3310

This course is an introduction to the study of speech sounds and sound sys-tems of the world’s languages with a focus on those sounds and sound patterns which occur in English. We will examine speech sounds in terms of their production,

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their articulatory and acoustic features, and their graphic representation in phonetic notation. The introduction of basic phonological theories will provide the framework for analysis of various phonological processes which occur in English and other lan-guages. Using computerized acoustic analysis of speech samples, we will compare the ways phonological theory and acoustic phonetic analysis can account for the ways in which adjacent sounds affect each other.

Marsh, Sec. 01, TR 11:00

4313 Later Middle English Literature Excluding ChaucerPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

Students and professor will read and discuss the Middle English literature of the High Middle Ages, in Middle English. Chaucer’s works, covered in another course, will not appear. Pearl, Sir Gawain and the Green Knight, the Cycle Plays, the lyrics, verse romances, Piers Plowman, Julian of Norwich’s Shewings, and (per-haps) The Book of Margery Kempe may figure in the course readings. Students will write a short analytical paper and a longer (8-10 pages) conference paper, with an eye to a regional conference. Students will also write two-three tests and a compre-hensive final examination.

Hanks, Sec. 01, MWF 1:25

LING 4313 First Language AcquisitionPrerequisite(s): LING 3310 or consent of instructor

Children’s acquisition of sounds, lexicon, sentence structure, and contex-tual usage of their first language.

Grebenyova, Sec. 01, MW 2:30-3:45

4318 Writing for the Workplace

English 4318 examines theories and practices of workplace writing, vi-sual design, and the job search. Students will gain greater understanding of effective workplace writing, the social context of the workplace, workplace collaboration,

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analyzing the needs of an audience, visual rhetoric and design, project management, and entering the job market. Students will work in teams to identify an outside client and then work closely with this outside client to meet the communication and writ-ing needs of this organization. Students will also design and assemble a professional digital portfolio that includes a resume, cover letter, brochure, and flyer—as well as other professional documents of their choosing—that represent themselves as pro-fessional writers. This course is practice-based and is meant to better prepare you to be a successful workplace writer, to secure a job or internship, to design documents effectively, and to market yourself professionally to employers. Students who have taken this course before remark how useful and practical it was for their careers. One former student wrote, “I have used more techniques from ENG 4318 in the actual workplace than all my other college classes combined.” Literature majors often state how valuable the course was to them securing a job and understanding more about workplace contexts.

Alexander, Sec. 01, TR 11:00

LING/ENG 4319 American English Dialects Prerequisite(s): LING 3310, ENG 3310, ANT 3310 or SPA 3309 or consent of instructor

This course focuses on the basic concepts and tools of dialectology and how they are used to investigate differences in pronunciation and lexicon in the English of the United States. We will examine the British and non-British origins of the dialects spoken in colonial America and trace features of the modern Ameri-can dialects from these early beginnings. Throughout the course, we will consider how linguistic variation is tied to class, ethnicity, geography, age, gender and self-identification with a particular community. These topics will culminate in a group investigation of the dialect of Central Texas.

Marsh, Sec. 01, TR 2:00

4324 Shakespeare : Se l ec t ed P laysPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

A survey of Shakespeare’s plays (major comedies, histories, problem plays,

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and tragedies), approached with relevance for students of various fields of interest. Background in Shakespeare’s life, times, theater, and sonnets provided. Plays will include As You Like It; Twelfth Night; Henry IV, Part 1; Henry IV, Part 2; Julius Caesar; Hamlet; Troilus and Cressida; Macbeth; Antony and Cleopatra and The Tempest. Three tests and a brief analytical/critical paper are required. Each test/paper counts as approximately one-fourth in the course grade, with some allowance made for improvement and other factors to be announced on the first day of class.

Ray, Sec. 01, MWF 1:25

4332 Mi l ton Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

Until Milton published Paradise Lost in 1667, his main reputation (and infamy) was based on his Latin prose writing in defense of the execution of King Charles I. After narrowly escaping his own execution at the Restoration of the mon-archy, Milton, despite his blindness, went on to complete one of the most influential poems in the English language. So why would a blind, failed revolutionary write an epic based on Genesis 3? Milton’s career was marked by many discontinuities, but his writing suggests an ongoing preoccupation with the relationships between edu-cation, politics, religion, and poetry. This course considers the connections between these issues in Milton’s writing. Assignments include reflection writing, an anno-tated bibliography, an oral presentation, and a research essay.

Donnelly, Sec. 01, TR 11:00

4354 Romantic PoetryPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

This course is an excursion into some of the greatest poems composed by British authors between the 1780s and 1830s, the half-century or so called Romantic. In this experimental writing, we encounter brilliant and spiritually earnest minds critically reflecting on the rise of our modern world and the role of poetry in it. Our journey through this poetry will contain three major units about its sources of inspi-ration: (1) The Bible, Revolution, and Romantic Prophecy: we will examine

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how Romantic poets and their contemporaries reacted to the American and French Revolutions with spiritual hope and terror, how this led them to read the Bible with new eyes, and how some, as a result, came to believe they were modern prophets; (2) Nature, the City, and the Human Mind: we will see how Romantic poets regarded another major change in their era, the destruction of rural life and crowding of people into cities, and how they felt this changed not only nature, but also human nature—the ways we think, feel, and live together; (3) Alternative Redemptions: we will evaluate the troubled attempts of late Romantic poets to find redemption through human imagination and aspiration, even as they came to doubt Christian salvation. We will focus primarily on works by Blake, Wordsworth, Coleridge, Byron, Shel-ley, and Keats, although we will give some attention to less familiar figures, such as Charlotte Smith.

King, Sec. 01, MWF 9:05

4362 Victorian Poetry Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing English 4362, Victorian Poetry, focuses on the range and variety of po-etry written during the reign of Queen Victoria from 1837 to 1901. This was an age of contraries: of faith and doubt; of addiction to nature and industrial waste and exploitation; of strict gender roles and emergent feminist protest; of fascina-tion with the past and with the potential of the present. We will trace such tensions through Victorian poetry, and study the startling diversity of poetic forms, from the dramatic monologue to the verse novel, that Victorian poets invented and remade when reflecting on their turbulent times. We will study Victorian poetry not only in its original contexts but also reflect on its enduring relevance today. Our syl-labus will include some names you already know, such as Alfred, Lord Tennyson, Robert Browning, Elizabeth Barrett Browning, Matthew Arnold, and Christina Ros-setti. Yet we will also closely read works by poets such as George Meredith, Dante Gabriel Rossetti, and Algernon Charles Swinburne.

Losey, Sec. 01, MWF 11:15

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4368 Nineteenth-Century British Novel Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing

The novels we will be reading and studying in this course span almost the entire nineteenth century from Jane Austen’s Northanger Abbey, published in 1817, to Joseph Conrad’s Lord Jim, published in 1900. The selections include fiction written in the Romantic period (Northanger Abbey and Sir Walter Scott’s Waverley, 1814 ), the high Victorian period (Charlotte Bronte’s Shirley, 1849, Charles Dick-ens’ Hard Times 1854, and George Eliot’s The Mill on the Floss, 1860) and the late Victorian period (Thomas Hardy’s Tess of the D’Urbervilles,1891and Lord Jim). The course will close with Conrad’s novel, which, though generally considered a modern novel, was written while Queen Victoria was still on the throne. We begin with Austen and Scott because they represent the two poles of the realist and the romantic novel and throughout the semester we will consider how the characteristics of these two genres are reflected throughout the period. These novels, whether real-ist or romantic, explore many issues, but at the heart of each novel are fundamental questions about political and social issues (class, women’s roles, economic forces, imperialism), the moral issues of right and wrong, the roles of free will and determin-ism, and the conflict between one’s desire for personal fulfillment and his or her ob-ligations to others. The novels raise these questions within the context of the histori-cal events that marked the nineteenth century--the growing influence of science and industrialism, the questioning of received religious beliefs, the agitation for more democratic political institutions, the spread of the British Empire. These novels are significant works of literary art that provide the twenty-first century reader a window on the nineteenth-century world. Course requirements include written responses to the readings, occasional reading quizzes, a mid-term exam, a final exam, and a term paper.

Vitanza, Sec. 01, MWF 10:10

4374 Law and LiteraturePrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

This course will explore connections between the discourses of law and

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literature including the use of language to signify meaning and the nature of per-formance to persuade an audience. To examine these similarities, students will read works of American literature that focus on legal issues or hinge on courtroom scenes. The class will learn about the complexity of defining sanity by reading Charles Brockden Brown’s Wieland, the conflict between the rights of individuals and com-munities by reading Herman Melville’s Billy Budd and Eudora Welty’s Ponder Heart, the intersection of justice and economic class by reading Rebecca Harding Davis’ Life in the Iron-Mills, and the impact of law on race relations by reading Mark Twain’s Pudd’nhead Wilson, Richard Wright’s Native Son, and Harper Lee’s To Kill A Mockingbird. Our study of the fiction will be supplemented by legal cases as well as theories of law and literature. By studying these works as a group, students will see the significant impact of historical context on the writers and the confluence of law and literature.

Ford, Sec. 01, MWF 10:10

4375 Special Topics in Writing: Writing about Food Prerequisite: Upper-level standing or consent of instructor

Farmers’ markets, food banks, “The Food Network,” obesity, food stamps, locally grown, celebrity chefs … today, discussions about food reach into the realms of social policy, health and welfare, environmental issues, economics, politics, glob-al trade, and even entertainment. In this course, students will examine and enter these different conversations by exploring food writing. We will read, analyze, and practice writing different food writing genres including reviews, investigative es-says, and food memoirs. This class will be structured in a workshop format where students will brainstorm story ideas, peer review their writing, and revise based on the feedback they receive.

Shaver, Sec. 01, MWF 12:20

4377 In ternsh ip in Pro fe s s iona l Wri t ing Prerequisite: One advanced writing course or consent of instructor

This course allows you to apply the skills and knowledge you have ac-quired to a workplace context by completing a professional writing internship. Over the course of the semester, you will work under the supervision of both a faculty

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member (Dr. Alexander) and an employee at the placement site to complete at least 154 documented hours of internship work (about 12 hours a week). In addition to work at the site, you will attend regular class meetings and document your work and learning through a field journal, biweekly reflections, and a final professional portfolio.

Important notes: • You are expected to secure your own internship (although we do have a

list of potential sites). The main requirement is that the internship should concern some aspect of professional writing (writing, editing, publishing, designing, researching, etc.). The internship site must be approved by me before work begins. If you want a list of sites students have used in the past, email Dr. Alexander (kara_alexander@baylor.edu).

• Many organizations are already interviewing for interns, so do not delay. Begin searching now for an internship so that you will have ample time to apply, interview, and secure a site.

• Dr. Alexander will have a meeting with all registered students before the end of the Fall 2012 semester to discuss course requirements, answer ques-tions, and distribute a syllabus. We will also decide on a time for the class.

Alexander, Sec. 01, TBA

4383 American Realism and Naturalism Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing.

American Realism and Naturalism arose in the 1860s, a response to the carnage of the Civil War, the excesses of Romanticism, and philosophical trends toward economic, biological, and social determinism. Both Realism and Naturalism espoused a quasi-scientific attitude toward aesthetic depiction, with the writer Wil-liam Dean Howells proclaiming in 1889 that realism is “nothing more and nothing less than the truthful treatment of material.” The realist aimed at what Henry James called “the illusion of life.” Students in this course will read many of those attempts to apprehend reality by Howells, James, Charles Chesnutt, Kate Chopin, Stephen Crane, Frank Norris, Mark Twain and others. Students will trace the development of Realism as well as its intellectual progeny Naturalism, aesthetics that continue to influence American literature. The course will have two examinations, a reading notebook, quizzes, and a research paper.

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Fulton, Sec. 01, TR 9:30

4386 Pos tmodern Amer ican Nove l Prerequ i s i t e ( s ) : ENG 2301 and e i the r 2304 o r 2306 and upper l e ve l s t and ing

This course covers American fiction from the period of reconstruction fol-lowing World War II to the end of the twentieth century. This period of cultural history is most frequently described as postmodernism, a term that denotes both the period itself and a kind of cultural style by which many of its products are character-ized. In this course, we will emphasize the range of different voices making them-selves heard in American fiction during the second half of the twentieth century. We will begin with the post-war experiments of Jack Kerouac and the Beat generation, along with Flannery O’Connor’s Catholic vision of the same generation, and we will move on to discuss the great postmodernist novels of Kurt Vonnegut, Thomas Pyn-chon and Don DeLillo. We will spend some time on the cultural products of the Cold War, including Tim O’Brien’s meditations on his experience in the Vietnam war, The Things They Carried, and the cult movie on the bomb, Dr Strangelove. We will focus on women’s writing throughout the period, studying Sylvia Plath’s account of growing up female in the 1950s in The Bell Jar, Toni Morrison’s tragic story of race and beauty in The Bluest Eye, and Margaret Atwood’s feminist dystopia The Handmaid’s Tale. We will study Cormac McCarthy’s grim history of the Southwest in Blood Meridian, and will conclude with Jonathan Safran Foer’s post-Holocaust masterpiece, Everything Is Illuminated. Along the way, we will look at contempo-rary films, contemporary journalism, texts from the environmentalist movement and texts on the theory of postmodernism.

Ferretter, Sec. 01, TR 11:00

ENG/REL 4388 Christian Literacy Classics Prerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level standing

A study of the various ways in which theological and imaginative excel-lence is displayed in such classic Christian authors as Dante, Herbert, Bunyan, Hop-kins, and Dostoevsky.

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Wood, Sec. 01, TR 2:00

4391 Modern American PoetryPrerequisite(s): ENG 2301 and either 2304 or 2306 and upper-level

standing

This is a course in the American Poetry of the High Modernist Mode (1900-1950). We will read selections from six of the most important poets at work during this period—Robert Frost, Edwin Arlington Robinson, Hart Crane, Robinson Jeffers, Wallace Stevens, and William Carlos Williams. Each student will present several short analyses of individual poems, write two short papers, and one longer paper on one of the poets we are concentrating on or on a theme important to several of them. We will also give brief attention to the poets coming to Baylor for the Beall Poetry Festival during the time that they are here on campus. The grade for the course will be based on the reports, the papers, the final exam, and class participation.

Davis, Sec. 01, TR 12:30

5310 Rhetoric and Composition

In our multimodal society, the term “literacy” no longer refers exclusively to the reading and writing of printed texts. Instead, literacy is viewed as multiple, contextual, and multimodal. Scholars, educators, and professionals across disci-plines now recognize the importance of digital literacy to citizenship, education, in-formation-sharing, and community-building. In response to these evolving views of writing, this course will introduce students to and deepen their understanding of key theories and practices of digital writing and literacy. This introduction aims to ac-quaint students with exigent debates, leading theories, and important lines of inquiry that currently inform digital writing research and make these theories applicable to their own composition pedagogies. Through course readings, writing assignments, in-class activities, and class discussions, students in this course will also be pro-vided with a foundation that will allow them to make sound, ethical, and informed judgments as teachers of writing in their current and future classrooms, particularly when it comes to working with digital technologies. Ultimately, this course aims to invigorate students’ work as writing teachers by expanding their view of writing to include digital and multimodal literacy while also advancing their own digital and multimodal literacies as well. Assignments include a blog, a literacy narrative, peda-

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gogical assignments, and a digital seminar paper. Some books we will read include Multiliteracies for a Digital Age by Selber, Multimodal Composition: Resources for Teachers (Selfe), Toward a Composition Made Whole (Shipka), Remixing Composi-tion (Palmeri), and Teaching Writing with Computers (Takayoshi and Huot).

Alexander, Sec. 01, T 3:30-6:30

5324 English Renaissance Drama (Excluding Shakespeare) One of the richest veins in English literature consists of Renaissance Dra-ma, written between the opening of the first large London public theater in 1576 (The Curtain) and the Puritan suppression of playing in 1642. This is the first time this subject has ever been offered as a graduate seminar in the Baylor English De-partment. We will read, in a single anthology, twenty to twenty-five plays, notably those of Thomas Kyd, John Lyly, Robert Greene, Christopher Marlowe, Ben Jonson, John Webster, Thomas Dekker, Philip Massinger, Thomas Middleton, and Francis Beaumont and John Fletcher, Of particular interest will be how Kyd’s The Spanish Tragedy prepares for Hamlet, how Webster’s The Duchess of Malfi approaches King Lear in value, and how Christopher Marlowe’s Tamburlaine, Parts I & II and his Jew of Malta lay the groundwork for Shakespeare’s tragic history plays and his The Merchant of Venice. Other masterpieces assigned include Marlowe’s Dr. Faustus and Jonson’s Volpone and The Alchemist. Students will gain a deeper understanding of Shakespeare from learning about the competitive context in which he worked. Several written/oral reports and a longish seminar paper provide the basis for the grade.

Hunt, Sec. 01, T 4:00-7:00

5362 Strange Encounters of the Victorian Kind

This seminar will offer graduate students an overview of the Victorian pe-riod through the specialized lens of “the stranger.” A number of cultural forces – including class mobility, colonialism, industrialism, women’s rights, and the press – converged during the nineteenth century to place people with different ways of viewing the world into closer proximity. This proximity produced a growing sense of urgency to define Englishness, as well as a growing need for strategies in dealing with strangers. Our examination of the literature from this period will focus on h

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how texts reflected and shaped notions of Englishness in response to this cultural convergence of difference. The course will be organized around different versions of the stranger, including “the colonial other,” “the classed other,” “the feminine other,” and “the criminal other,” with a variety of texts that reflect concerns over these specific manifestations of the stranger. The readings of primary texts will be supplemented by literary criticism focused on the nineteenth-century and the issues of class, gender, colonialism, and narrative strategies. Assignments will include weekly blogposts, a scholarly book review, a “conference paper” presentation, and a seminar paper.

Pond, Sec. 01, R 4:00-7:00

5371 Modern British/Irish Literature: Seminar

This graduate course offers an in-depth study of five major twentieth-century playwrights—John Synge, Samuel Beckett, Brian Friel, Tom Stoppard, and Caryl Churchill. We will seek to understand the different dramatic contexts of these dramas, including realism, naturalism, the Irish Literary Renaissance, existential-ism, and theatre of the absurd. Students will watch movies of selected plays and everyone will attend Baylor Theatre’s April production of Churchill’s Mad Forest. Close reading and vibrant discussion are expected. By the end of the course you should be able to discuss modern drama and employ dramatic terms in your analysis of drama; be able to assess drama from a given period and explain why it is typi-cal of that period; and comprehend modern European and British and Irish drama in the various contexts out of which it has been written. Students who take this seminar will not only be able to teach similar undergraduate and graduate surveys, but they also will sharpen their skills in visual media/digital humanities. There will be a reading notebook over primary and secondary sources, a seminar paper, and a performance review of Mad Forest.

Russell, Sec. 01, W 2:30-5:30

5374 Postmodernism

Postmodernism is both the name of a historical period, from the late 1950s to the present, and of a kind of cultural style, by which many of the major literary and cultural works of that period are characterized. In this course, we will study some of

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the major American cultural products of this period, paying particular attention to the novel. We will study eleven postmodern novels, from Kurt Vonnegut’s reflection on his World War II experiences in Slaughterhouse-Five (1969) to Jennifer Egan’s pop polyphony, A Visit from the Goon Squad (2010). Other novelists will include Thomas Pynchon, Richard Brautigan, E. L. Doctorow, Ishmael Reed, Sylvia Plath, Tim O’Brien, Don DeLillo, Bret Easton Ellis and Jonathan Safran Foer. Postmod-ernism is a multi-media culture and, in addition to our focus on the novel, we will study such cultural products as the visual art of Andy Warhol, the music of John Cage, two postmodern movies -- Blade Runner (1982) and Pulp Fiction (1994) – and a range of postmodern poetry. Along the way, we will examine such products as social media, celebrity culture and war journalism. We will also pay attention to the theory of postmodernism.

Ferretter, Sec. 01, R 4:00-7:00

5391 Colonial Literature: The Early American Novel

In many ways, the rise of the American novel coincides with the rise of the American republic. The democratizing impulse of government and politics found a parallel in the democratization of reading and education. As the demand for lit-erature rose with the literacy rates, the novel emerged to fill that gap. Fueling this rise was a simultaneous revolution in information technology, which made printing fast, easy, and affordable, and changed the face of the intellectual landscape. As some commentators today critique the rise of the Internet, text messages, and Twit-ter, commentators in the early nineteenth century feared the novel’s rise as indica-tive of the intellectual downfall of America. Novels were seductive, dangerous, and easy—filled with fantastic plots and sensual imagery, they were tools of idleness, immorality, and vice. In this course we will examine the early American novel in an attempt to understand why this genre evoked such a passionate response from many corners of the early Republic, and why its unique ability to portray the world made it an ef-fective tool for social critique—and something to be feared. Much of our discussion will be framed within an historical and technological context: how are the realities of the social institutions (gender roles/expectations, slavery, nationalism, globalism, etc) affected by the scientific and technological advances in printing, travel, and medicine (among others). Additionally, we will discuss how the technological revolution of our cur

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rent time affects our relationship to these texts—how we understand them, how we research them, and how we teach them. What role do we have as academics in our expanding world network of (often mis-)information? Can we study a public genre like the novel without becoming public intellectuals ourselves? What responsibility do we in the humanities have in the current information age? Requirements for this course include posting to a public class blog to en-gage in short, direct, critical, intellectual exchanges. You will also be asked to team-lead class discussion, once on the primary text and once on the application of second-ary criticism. Your major grade will come from a draft of a publishable article-length essay dealing in some way with the thematic underpinnings of the course. Authors include Susanna Rowson, Royall Tyler, Charles Brockden Brown, and James Feni-more Cooper, among others.

Walden, Sec. 01, M 4:00-7:00

5394 Modern American Literature

In this the centennial year of the publication in England of A Boy’s Will (1913), students will study the career of Robert Frost (1874-1963) through his own poetry, prose, and plays, and through the copious reviews, biography, and criticism about him—in a deliberate effort to measure his achievements as a modern Ameri-can poet. Besides the work of reading and class discussion, there will be plenty of teaching and reporting opportunities for all, plus a seminar paper, first presented to the group and then submitted.

Thomas, Sec. 01, W 4:00-7:00

6374 Advanced Studies in Literature Prerequisite(s): Twenty-one semester hours of English graduate courses.

Readers of medieval literature will find deep anxieties about sin in religious writing, as one would expect, but the topic also serves as a focus for numerous secu-lar works intended primarily for leisure reading. This seminar will consider a selec-tion of stories about vice and virtue, confession and repentance, all of which expect the reader to pass moral judgment on the central character. We will read several en-tries from catalogs of exemplary lives, which briefly describe the accomplishments of individuals from classical mythology and ancient history as moral exempla

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for the medieval reader. The seminar will also explore the exploits of sinful knights in penitential romances; an alternative fate for Chaucer’s Criseyde in Henryson’s Testament of Cresseid; the wildly popular and problematic story of Griselda, the heroine of the Clerk’s Tale; and autobiographical reflections by Thomas Hoccleve, a contemporary of Chaucer and Christine de Pizan. The reading schedule will be demanding, based upon the expectation that students are already comfortable with reading Middle English; the course is designed for Ph.D. students who are preparing to teach at the graduate level. Assessment will be based upon presentations, short analytical papers, tests on medieval paleography, and a full-length course essay.

Johnston, Sec. 01, M 4:00-7:00

Notes

“I always feel as if I stood naked for the fire of Almighty God to go through me -- and it’s rather an awful feeling. One has to be so terribly religious, to be an artist.”

D. H. Lawrence