Department of English

University of North Carolina-Chapel Hill

Spring 2008 Schedule

 

Course #

Course Name

Instructor

Time

Days

Bldg/Room

 

 

 

 

 

 

ENGL 601

 

English as a Second Language

Lee, Yuna

3:00-4:15

 

TR

 

GL MMC

ENGL 603

 

Oral Communication for International Students

Lee, Yuna

4:45-6:00

TR

GL MMC

ENGL 606

 

Rhetoric Theory & Practice

Danielewicz

2:00-3:15

TR

GL 302

ENGL 661

 

Introduction to Literary Theory

Salvaggio

3:30-6:00

T

 

ENGL 680

 

Film Theory

Flaxman

 

6:00-8:30

 

M

GL MMC (?)

ENGL 783

 

Pro-Seminar in British Literature, 1770-1870

Floyd-Wilson/ Thrailkill

12:30-1:45

TR

 

ENGL 785

 

Pro-Seminar: Literature After 1870

Allen/ Cooper or Kerry?

11:00-12:15

TR

 

 

ENGL 814

 

History of the English Language

O’Neill

9:30-10:45

TR

 

ENGL 827

 

Studies in Renaissance Authors

 

Barbour

11:00-11:50

MWF

 

 

ENGL 841

 

Seminar in 19th Century Romatnicism in English

Viscomi

6:00-8:30

T

 

ENGL 842

 

Seminar in Victorian Literature

Langbauer

3:30-6:00

T

 

ENGL 861

 

Seminar in Literary and Cultural Theory

Richards

2:00-4:30

M

 

ENGL 871

 

Seminar in African American Literature

Fisher

4:00-6:30

T

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ENGL 606
Rhetorical Theory & Practice
Prof. Jane Danielewicz

Class Meeting:  Monday 3:00-5:50   GL 104   
email: janedan@email.unc.edu                                                  

Course Description

English 606, Rhetorical Theory and Practice, will introduce you to current theories and practices of teaching writing in preparation for teaching in the UNC Writing Program.  We will survey rhetorical and critical theories and discuss strategies and practices for teaching writing that grow out of theory. Teaching writing has changed radically in the last thirty years, and even more dramatically in the last ten years with the introduction of technology.  It is critical to understand practices such as writing workshop and learning groups, and to understand new types of composing, such as multi-media, but it is equally important to know the history and theory behind current practices in teaching writing. 

Strategies or methods in and of themselves are useless if you don’t understand how or why they work.  Once you understand theories of language, communication, and collaboration, you will be adept at developing your own methods that work in your classrooms.  As such, this is a course in professional development where you will grow as writers, teachers, scholars, and prepare to be future faculty members.  This course will also prepare you as a graduate student to major or minor in Composition and Rhetoric, a path I hope many of you will consider.  Besides the teaching of literature, most jobs in English departments entail some composition teaching.  You will be learning how to teach broadly speaking in this course; many methods and practices are applicable to teaching writing or literature.

Course Projects
In addition to reading widely in the field of rhetoric and composition, and learning about and practicing writing methods, you will observe a fellow graduate student teaching a writing class.  The major course project involves designing a writing course, including a rationale for teaching and a series of daily lesson plans. Designing a writing course is an art in itself, one that we will just begin to practice.  As to fostering your abilities as writers, we will be writing for part of every class period, and you will complete several writing projects in addition to your course design.  All writing in the course will be read, but not all writing will be graded or evaluated.

Texts

RWT    Lindeman, Erika.  A Rhetoric for Writing Teachers. 4th ed.   New York: Oxford University Press, 2001.
 
EA       Lunsford, Andrea & Ruszkiewicz, John.  Everthing’s an Argument. 3rd ed.  Boston: Bedford/St. Martin’s Press, 2004.  (3rd edition; without readings)
 
TC       Johnson, T. R. (ed).  Teaching Composition: Background Readings.  2nd ed.  Boston: Bedford/St. Martin’s Press, 2005.  (free copies available from Writing Program, courtesy of B/SM Press)

SMH    Lunsford, Andrea.  The St. Martin’s Handbook.  5th ed.  Boston: Bedford/St. Martin’s Press, 2003.  (CD copies available from B/SM Press)

 

ENGL 661
Introduction to Literary Theory
Prof. Ruth Salvaggio

 

We will survey a wide range of contemporary theories that have transformed literary studies especially at the end of the last century.  Our readings will come from anthologies and a few recent books, in an attempt to think broadly but also intensely about the debates that have reshaped the discipline and questioned many of its presumed foundations.  If the so-called “age of big theory” is over, what is its legacy, and how are literature and literary criticism emerging in the 21st century? 

 

ENGL 778
Medieval Welsh I
Prof. Patrick O’Neill

 

ENGL 783
Pro-Seminar: British Literature, 1770-1870
Literature and the Body
Prof. Mary Floyd-Wilson/Prof. Jane Thrailkill

How have developments in medicine, science, philosophy, and literature shaped our modern cultural understandings of the human body? This course examines the representation of the human body in literature by pairing two key moments/locations in the history of modernity: the English Renaissance, and the United States at the cusp of the twentieth century. Both periods saw an explosion in new disciplines and technologies for imaging the body and new developments in the depiction of psychological interiority.  Moreover, body studies has had a significant impact on the literary scholarship in both fields.  In studying a range of literary and cultural texts, our critical task for the semester, as Foucault wrote, “is to expose a body totally imprinted by history.” 
The course will be divided into at least five topics for inquiry (such as gender, race, civility, fragmentation, and instrumentality).  Authors will include Edgar Allen Poe, Edmund Spenser, Henry James, John Donne, Shakespeare, Kate Chopin, Montaigne, Walt Whitman, Ben Jonson, Mark Twain, Thomas Nashe, Stephen Crane, John Webster, and Emily Dickinson.

 


ENGL 785
Pro-Seminar:  Literature after 1870
Pro-seminar in Postcolonial Literature and Theory
Prof. Gregg Flaxman

 

This course approaches the literary history of colonialism, and the discourse of the postcolonialism, by virtue of a series of "conceptual personae" which we will endeavor to construct. Provisionally, these personae include: the native (autochthon), the stranger (Other), the savage, and perhaps the cosmopolitan. Texts for the class will likely include: 

Daniel Defoe, Robinson Crusoe 
Michel Tournier, Friday
Mary Louis Pratt, Imperial Eyes
Benedict Anderson, Imagined Communities
Plato, Menexenus 
Nicole Loraux, Born of the Earth: Myth and Politics in Athens 
Kant, “Idea for a Universal History with a Cosmopolitan Purpose” 
Gayatri Spivak, Critique of Postcolonial Reason
Gilles Deleuze, "Michel Tournier and the World without Others"
Claude Levi-Strauss, The Raw and the Cooked
Clifford Geertz, The Interpretation of Cultures
Franz Fanon, selections from The Wretched of the Earth 
Alejo Carpentier, The Lost Steps
Jacques Derrida, “What is Owed to the Stranger”

 

ENGL 814
History of the English Language
Prof. Patrick O’Neill

Description:  A historical and linguistic survey of the English language from its humble origins as a dialect of West Germanic to its current status as the international language for excellence.  Students are encouraged to bring to bear their own expertise in particular stages/aspects of the English language, especially in the choice of a research topic.

Exams & Papers:  Mid-term and final exam; a major research paper.
Teaching Method:  Mainly discussion and benevolent interrogation.
Texts: 
J. Algeo & T. Pyles, The Origins and Development of the English Language, 5th Edition.
J. Algeo & E.A. Butcher, Problems in the Origins and Development of the English Language, 5th Edition.

ENGL 827
Studies in Renaissance Authors
Middle Milton
Prof. Reid Barbour

In the 1640’s and 1650’s, Milton concerned himself with a wide variety of topics: education, church polity, divine providence, Biblical hermeneutics, divorce, British history, regicide, censorship, tithing, civil liberty, blindness, and poetry.  What are the continuities and discontinuities that develop from Reason of Church Government (1642) to the Ready and Easy Way (1660)?  How do the events of Milton’s private and public life shed light on his works?  How do the rhetorical strategies of his “left-handed” prose interact with those of his “right-handed” poetry?  How did the young man with an education from St. Paul’s and Cambridge become one of England’s most notorious heretics and radicals?  The course will feature a study of Milton’s writings on religious, domestic, and political liberty, including some less famous but highly revealing works such as the History of Britain and the Likeliest Means to Remove Hirelings.  It is not intended as an introduction to or survey of Milton’s complete career.

Assignments:  in-class presentations; one research paper, ca.25 pages.
Teaching Method:  mainly discussion
Texts:  ideally, Merritt Y. Hughes, John Milton: The Complete Poems and Major Prose.

 

ENGL 841
Seminar in 19th Century Romance in England
Prof. Joe Viscomi

This seminar will begin with readings in the history and theories of textual criticism and editing before examining in some detail the theories and practice of editing visual and verbal texts in a multi-media digital environment. Students will research and evaluate major humanities projects, such as The Rossetti Archive, The Poetess Archive, and The Blake Archive, construct a hypertext resource site or database in a field of interest, and learn the practical skills and tools necessary to produce an electronic edition of a text that can be further developed beyond the seminar. Students can collaborate on projects. Knowledge of digitizing images and texts, encoding languages, or web design is NOT a requirement; we will have a technical expert in the class to teach these skills and to assist students in creating their websites.

Exams and Papers:
evaluation of a humanities project
a meta research site in one’s field
a critical hypertext edition of a text and its presentation to class

Teaching Method:
seminar discussions and workshops; online blackboard discussions

Texts: 
An Introduction to Bibliographical and Textual Studies, third edition,
William Proctor Williams, and Craig S. Abbott, MLA, 1999.
ISBN: 9780873522670 ($18)

Electronic Textual Editing. Edited by Lou Burnard, Katherine O'Brien
O'Keeffe, and John Unsworth. MLA, 2006
ISBN 9780873529716 (paperback, $28)
(online at http://www.tei-c.org/Activities/ETE/Preview/index.xml)

A Companion to Digital Humanities. Edited by: Susan Schreibman, Ray Siemens and John Unsworth. Blackwell Publishing, 2004; paperback, 2007. ($49.45; remainder hardbacks possibly to be had for 44.95).
(online at http://www.digitalhumanities.org/companion/ )

Online course pak of essays on Hypertext Theory, Textual Criticism, and Scholarly Editing

 

Other Comments:

One of the practical components of the seminar is learning to use information technology to organize, store, retrieve, and search data, in short, to open up ways of seeing and understanding texts.

 

ENGL 842
Seminar in Victorian Literature
Seminar: The Figure of the Child in Literature
Prof. Laurie Langbauer

“The child” has become a compelling category for literary studies.  Noted scholars as different as Jacqueline Rose and Lee Edelman have made visible the social and theoretical importance of nineteenth-century attention to the category of the child. Scholarly monographs about “the child” have proliferated, and not just in Victorian Studies.  Programs in “Child Studies” have even formed at several institutions.  In this course we will survey some of the best scholarship on this category, along with those recent theorists engaged in producing a “history of childhood.”  We will consider such questions as: how do we define the “child”?  How and why might that definition change?  What kind of historical (identity, racial, gendered) assumptions do we make as we conduct such research?  What difference do questions of audience and address make in constituting the literature (novel, drama, poem, children’s literature) forming itself around this category?

This class is meant to be a workshop, allowing students to develop readings that support and extend their own research.  Although it will consider texts of the Victorian period as one site for the codification of “the child” and its cultural importance, t is meant to be of interest to students working on the figure of the child in any period or national literature, across literatures (such as in transatlantic connections), or in terms of theoretical interests, such as the construction of identity.  To explore the questions arising from our various approaches to “the child,” we will have a shared grounding of theoretical and critical texts in common for discussion, but students will be given much latitude in choosing literary works during the first week to shape our syllabus and to explore for seminar presentations and the final paper.  For instance, resources as the Hockliffe Collection, among others, could provide students interested in the constitution of the child prior to the nineteenth century access to texts to study in this class; see http://www.cta.dmu.ac.uk:8000/AnaServer?hockliffe+0+start.anv/).  We could consider some classic pictures of the child:  Carroll’s Alice, Barrie’s Peter Pan, James’s Maisie,  even Baum’s Dorothy Gale.  We could explore some telling overlooked works: Wyke-Smith’s The Marvellous Land of Snergs. We could look briefly at some Victorian writing by children: diaries such as by the young Marjory Fleming, 1803-1811; published later in the century.  Every week, we will construct together a bibliography of the best work in the theory of the child, in part by consulting the fine bibliography maintained by Perry Nodelman ( see http://io.uwinnipeg.ca/~nodelman/resources/allbib.htm).  

Seminar format.  Two short seminar papers/presentations (these may be done individually or in a group); one final longer paper.

 

ENGL 861
Seminar in Literary & Cultural Theory
Lyric: Theory, History, Culture
Prof. Eliza Richards

 
*_Course Description_*: 
Although theory classes rarely focus on lyric, theories of lyric have been central to a range of influential 20th-century critical trends. 
The New Criticism, which serves as the antagonist for various forms of historicist, political, and cultural modes of inquiry, identified 
"the lyric" as thecrucial center of formalism. Deconstructionists often focused their studies in readings of lyric poetry. Lyric analysis 
did not escape cultural theorists like Walter Benjamin and Theodor Adorno. Why, then, is the study of lyric so often dismissed as a specialized, 
narrow, and even irrelevant area of study, particularly by contemporary cultural, political, and historicist critics? This course examines the 
rise and fall of the centrality of lyric theory and lyric reading practices in literary studies; it explores the ways that theories of lyric 
crucially but invisibly inform many current critical practices. We will examine the ways recent critics and theorists are seeking to bridge the 
divide between historicist and cultural studies and lyric theory (often figured as ahistorical, atemporal, apolitical, and even acultural). 
The course will concentrate on a range ofnineteenth-century poets who have been particularly important for 20th-century theories of lyric. 
Poets include Baudelaire, Wordsworth, Dickinson, and Coleridge. Theorists include Brooks, Warren, Frye, Derrida, DeMan, Benjamin, Adorno, and Culler.
Recent theorist-critics of lyric include Yopie Prins, Virginia Jackson, and Daniel Tiffany. 
 
*_Exams and Papers (quantity and/or type)_*: No exams. Occasional short reader-response papers, a book review, and oral presentation, and a final 25-page essay. 
 
*_Teaching Method (lectures, discussions, etc.)_*:brief lectures and discussion
 
 

 

ENGL 871
Seminar in African-American Literature
The Third Space of the Text: African American Literature and the Question of Another World
Prof. Rebecka Rutledge Fisher

Homi Bhabha’s well-known essay “The Commitment to Theory” (1989) defines hybridity as that which is “new, neither the one nor the other,” but instead flows fluidly from one social position to the next.  Bhabha’s hybridity is characterized by, among other things, the idea of “translation,” which he defines as “a transformation of value as part of the questioning of the project of modernity.”  Taking as its point of inquiry the “Third Space” Bhabha underscores and valorizes for its potential to subvert existing power structures, and stressing Bhabha’s indebtedness to the work of W.E.B Du Bois and Frantz Fanon, this seminar on 19th and 20th century African American literature will focus on textual notions of time and space that relate directly to the formation, or de-formation, of collective, national identity.  This sort of emphasis on the representation of political positionings regularly results in the imagining of a “third space” similar to that which Bhabha conceptualizes. 

We will consider at length these principal issues:
•    identity/alterity: slavery, exile, colonialism; the politics and poetics of race; hybridity; rooted or stagnant identity versus an identity of “relation” (a rhizomatic identity)
•    the aesthetics of the text, the aesthetics of the body: language and the im/possibility of representation; narrative structure as a reflection of culture and politics
•    the importance of landscape, Africa as “motherland,” music (tom-toms, chants, voices, rhythms)
•    temporality (as an open-ended process, as a form of strategic action)
•    politics: pan-Africanism, socialism, communism, Black Nationalism, Négritude (Blackness), Antillanité (Caribbeaness)
•    ideology and hegemony
•    surrealism and psychoanalysis

Readings may include:
Andrews, ed.  Slave Narratives (James Albert Ukawsaw Gronniosaw, Olaudah Equiano, Nat Turner, Frederick Douglass, William Wells Brown, Henry Bibb, Sojourner Truth, William and Ellen Craft, Harriet A. Jacobs, Jacob D. Green)
 Douglass: Autobiographies
W.E.B. Du Bois, Writings (Souls of Black Folk, various essays)
W.E.B. Du Bois, Dark Princess: A Romance
Gerald Early, ed.  Speech and Power (vol 1).  19th and 20th c Essays.
Ralph Ellison, Invisible Man
Ralph Ellison, Shadow and Act
Edouard Glissant, Poetics of Relation
Zora Neale Hurston: Novels and Stories : Jonah's Gourd Vine / Their Eyes Were Watching God / Moses, Man of the Mountain / Seraph on the Suwanee / Selected Stories (Library of America)
Fred Moten, In the Break: The Aesthetics of the Black Radical Tradition
Albert Murray, The Hero and the Blues (aesthetics and criticism)
Albert Murray, Train Whistle Guitar: A Novel
Shawn Michelle Smith, Lynching Photographs (Defining Moments in American Photography)
Alexander Weheliye, Phonographies: Grooves in Sonic Afro-Modernity

ENGL 874
Literature of the U.S. South: Special Topics
Autobiography and Memoir in the U.S. South 1940-2000
Prof. Fred Hobson

COURSE DESCRIPTION - The seminar will examine a dozen or so autobiographies and memoirs written by southerners since 1940 - as well as discuss the particular nature of the autobiographical impulse as it operates in southern writing.

EXAMS AND PAPERS, etc.

1) one paper of about twenty pages (which should be of publishable quality and submitted for publication afterward) as well as a class presentation of the paper; 2) several oral presentations dealing with assigned critical readings.

TEACHING METHOD: discussion

TEXTS: Zora Neale Hurston, DUST TRACKS ON A ROAD; William Alexander Percy, LANTERNS ON THE LEVEE; Richard Wright, BLACK BOY; Lillian Smith, KILLERS OF THE DREAM; Katherine Du Pre Lumpkin, THE MAKING OF A SOUTHERNER; Willie Morris, NORTH TOWARD HOME; Anne Moody, COMING OF AGE IN MISSISSIPPI; Eudora Welty, ONE WRITER'S BEGINNINGS; Will Campbell, BROTHER TO A DRAGONFLY; Harry Crews, A CHILDHOOD: THE AUTOBIOGRAPHY OF A PLACE; Elizabeth Spencer, LANDSCAPES OF THE HEART; Tim McLaurin, KEEPER OF THE MOON; Rick Bragg, ALL OVER BUT THE SHOUTIN'

 

CMPL 468
Aethesticism
Prof. Eric Downing

This course is organized around the idea of aestheticism as both a discrete nineteenth-century movement and a major facet of modernism in literature and literary theory.  The primary focus will be on attitudes toward both art and life; on the delineation of stylistic tendencies; and especially on the problems and predilections that arise out of the collusion and confusion of the spheres of life and art in the aestheticist worldview.  Authors read include:  Kierkegaard, Baudelaire, Nietzsche, Huysmans, Wilde, Gasset, Mann, Rilke, Nabokov, Dinesen, Barthes, and Sontag.     

Books for this course include: Kierkegaard, Either/Or; Baudelaire, Painter of Modern Life; Nietzsche, Gay Science; Huysmans, Against Nature; Wilde, Artist as Critic and Picture of Dorian Gray; Gasset, The Dehumanization of Art; Mann, Death in Venice and Confessions of Felix Krull; Rilke, Selected Poems; Nabokov, Lolita; Dinesen, Seven Gothic Tales; Barthes, The Pleasure of the Text and Roland Barthes.

Fulfills Arts and Sciences Aesthetic Perspective

 

CMPL 492
Prof. Diane Leonard
THE FOURTH DIMENSION: ART AND FICTIONS OF HYPERSPACE

The “fourth dimension” is a concept that originated in 19th-century non-Euclidean geometry, and was popularized in science fiction and writings on the occult. In the early 20th century it inspired various innovations in literature and the visual arts that transformed artistic representations of space and time. We’ll explore the development of the concept from its beginning in mathematics through its popularization in science fiction and the occult (E.A. Abbott, H.G. Wells, Ouspensky, Hinton), its expansion in the visual arts of early modernism (Picasso, Duchamp, Malevich, Lissitsky, Escher), and finally in texts and films of modernism and post-modernism, examining what resources writers and film-makers brought to bear on representations of this dimension (e.g., Lewis Carroll, Gertrude Stein, T.S. Eliot, Marcel Proust, Borges, Robbe-Grillet, and Chris Marker).

Fulfills requirements for Literary Arts (LA) North Atlantic World (NA)