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Future Courses

Summer and Fall 2015 English courses are described below. For descriptions of all English courses, refer to the Graduate Catalog


Summer 2015  
First Summer Session

ENG 608: Queer Literature/Queer Theory
ENG 611: Workshop inCreative Non-Fiction
ENG 629: QuantitativeResearch Design and Analysis
ENG 690: Seminar inComposition: Writing Assessment

Fall 2015

ENG 520: Introduction toLinguistics
ENG 601: Research inEnglish Studies (Literature)
ENG 601: Research inEnglish Studies (Linguistics)
ENG 604: Teaching withTechnology
ENG 610: Reading andWriting Across the Genres
ENG 612: Workshop inFiction Writing
ENG 616: Introduction toTheories of Language Learning
ENG 617: Methods forTeaching English Language Learners
ENG 619: Assessment inTESOL (3) 
ENG 621: Meaning andStructure in English
ENG 622: History of theEnglish Language
ENG 625: Phonology
ENG 627: Sociolinguistics
ENG 645: ContemporaryAmerican Literature
ENG 662: Renaissance andSeventeenth-Century Studies
ENG 690: Seminar inComposition
ID 601: Teaching Practicumin Higher Education

Summer 2015
First Summer Session

ENG 608: Queer Literature/Queer Theory
Section 1: Monday, Wednesday, Friday 3:00-5:40 PM


Professor: Rai Peterson

This course will consist of queer readings of literature with overtly queer themes, characters, authors, and/or social contexts.  We will read texts in reverse-chronological order so that we can readily see changes in attitudes about queer issues that led up to the widely-understood present day. Classes will meet on campus on Tuesdays and Thursdays to allow ample reading and writing time between meetings.  Writing assignments will focus on a single conference paper to be prepared for the conference of each student’s choosing.

Five longer works and some short ones will be drawn from the following list:

Are You My Mother?, Alison Bechdel
Before Nightfall, Michael Cunningham
In One Person, John Irving
She’s Not There, Jennifer Boylan
Fun Home, Alison Bechdel
Middlesex, Jeffrey Eugenides
The Buddha of Suburbia, Hanif Kureishi
The Kite Runner, Khaled Hosseini
A Home at the End of the World, Michael Cunningham
The Hours, Michael Cunningham
Tipping the Velvet, Sarah Waters
Lolita, Vladimir Nabokov
The Catcher in the Rye, J. D. Salinger
Breakfast at Tiffany’s, Truman Capote
The Price of Salt, Claire Highsmith
Orlando, Virginia Woolf
Mrs. Dalloway, Virginia Woolf
“Miss Ogilvy Finds Herself,” Radclyffe Hall
Nightwood, Djuna Barnes
Forbidden Fires, Margaret C. Anderson
Death in Venice, Thomas Mann
Imre, Robert Prime Stevenson
Symposium, Plato
The Epic of Gilgamesh
Queer Theory, Ian Morland and Annabelle Willox
Tendencies, Eve Kosofsky Sedgewick
Fashioning Sapphism, Laura Doan
Gender Trouble, Judith Butler
Bodies that Matter, Judith Butler
What’s Queer about Queer Studies Now? Judith Halberstam, David Eng, et al.
The History of Sexuality, Michel Foucalt
Sex or the Unbearable, Lauren Berlant and Lee Edelman
And lyrics and poems by the following: Aerosmith, W.H. Auden, Kay Boyle, Cheryl Burke, Rafael Campo, Mark Doty, Emily Dickinson, Eloise Klein Healy, Andrea Gibson, Allen Ginsberg, Lady Gaga, Elton John, The Kinks, Timothy Liu, Amy Lowell, James Merrill, Lou Reed, Adrienne Rich, RuPaul, Gertrude Stein, and others.

ENG 611: Workshop in Creative Non-Fiction
Section 1: Monday, Wednesday, Friday 12:00-2:40 PM 

Professor: Silas Hansen

The focus of this class will be on the craft of writing creative nonfiction: turning anecdotes into exploratory essays, interrogating your own experiences and beliefs, and creating art from facts and figures.  We will read a great deal of published work, including personal essays, memoirs, and research-based CNF (such as literary journalism, travel writing, and food writing).  You will have the opportunity to try these forms and techniques through writing exercises and experiments, some of which you will turn into fully-realized essays to share in workshop.

Possible texts (still TBD) include The Touchstone Anthology of Contemporary Creative Nonfiction, The Next American Essay, The Best American Essays, and/or recent issues of Fourth Genre, River Teeth, Brevity, and Creative Nonfiction.

ENG 629: Quantitative Research Design and Analysis
Section 1: Monday, Thursday 9:00-11:40 AM (RB) 
Tuesday 9:00-11:40 AM (Computer Lab) 

Professor: Megumi Hamada

This course introduces the practical aspects of quantitative research design and analysis that are directly relevant to studies in applied linguistics. Through discussion and hands-on activities using various materials (an introductory statistics textbook, journal articles, the APA publication manual, Microsoft Excel, and the statistical software, SPSS), upon completion of this course, students are expected to be able to (a) interpret common statistical results in applied linguistics research, (b) select a research design and appropriate analysis procedures, (c) perform analyses, and (d) report the results in writing.

ENG 690: Seminar in Composition: Writing Assessment
Section 1: Monday, Wednesday, Thursday 12:00-2:40 PM 

Professor: Jennifer Grouling

This course will look at writing assessment history and practice. We will begin with writing assessment in the classroom: evaluating and responding to student work. We will then look at writing assessment on a programmatic level. How do we assess writing in a first-year writing program or writing across the curriculum program? Finally, we will look at assessment on a university and national scale, including issues of testing and creating writing outcomes. The format of this course will include two days of readings and one day of workshop per week. Students will explore their own practices and views on assessment, learn the history of writing assessment, and learn current views on writing assessment in Rhetoric and Composition.

Fall 2015

ENG 520: Introduction to Linguistics
Section 1: Tuesday, Thursday 9:30-10:45 AM 

Professor: Frank Trechsel

Please contact the professor for information about this course.

ENG 601: Research in English Studies (Literature) 
Section 1: Mondays 6:30-9:10 PM 

Professor:  Robert D. Habich

English 601 is designed to introduce graduate students majoring in literature to some of the resources, issues, terminology, methods, and uses of literary research. A "hands-on" seminar, it requires frequent ungraded reports and activities as well as five short graded papers.

The goals of the course are:

1. to give you practice using research resources available in Bracken Library and elsewhere, both on-line and in print
2. to familiarize you with some of the scholarly issues impacting the critical study of literature: establishing texts, evaluating evidence, editing documents
3. to help you develop some of the basic writing tasks of literary scholars: establishing research issues, creating fundable "problems" for grants, preparing a bibliography, and
4. to communicate some of the enjoyment of doing literary research.

ENG 601: Research in English Studies (Linguistics)
Section 2: Tuesday 2:00-4:40 PM 

Professor: Carolyn MacKay

This course is a graduate-level introduction to research methods in linguistics, applied linguistics, and TESOL. The course will focus on research methodology:  project design, data collection, and data analysis. This course will also introduce students to the writing of grant proposals, abstracts for professional conferences, and review articles.  Students will get hands-on experience in working with issues related to original research.  As a final paper they will be expected to design a research project (choosing a topic, articulating hypotheses and goals, describing the significance of the project, researching the literature available, and determining the methods of data collection and analysis).  Students will write a conference abstract, a literature review for the project, and will write a book review of one of the key sources for their topic.  The final paper is a complete research proposal.

ENG 604: Teaching with Technology
Section 1: Thursday 6:30-9:10 PM 

Professor: Rory Lee

For many, the title of this course, “Teaching with Technology,” will conjure up images of smart classrooms equipped with new digital technologies and filled with students interacting with their smartphones, tablets, and/or laptops.  For others, it will imply teaching online courses.  Some may find appealing the prospect of teaching in such spaces, while others may find it new and, as such, intimidating.  In other words, and depending on one’s perspective and past experiences, the emergence of digital technologies that offer new possibilities for both instruction and composing can enhance and/or complicate the teaching of writing.

In this course, we’ll grapple with potentials and concerns associated with teaching about and with digital technologies and texts, and in so doing, we might remember that writing (and perhaps language itself) is a technology.  In this sense, we’ve always been teaching about and with technologies, just ones that we’re familiar with and that have become mostly invisible to us because their material economy and presence have become culturally normalized.  The advent of new digital technologies threatens this cultural system and the pedagogies common to it, and as such, this course proceeds from the idea that as writing and reading technologies change, our understanding of pedagogy also needs to change. 

In an effort not only to understand better the ways technology and pedagogy are inextricably linked but also to implement technologically rich and conscious pedagogies, we’ll trace briefly the history and intersection of composing technologies as well as explore issues central to teaching with (digital) technologies.  Along the way, we’ll learn and develop a robust set of terms to describe digital technologies, our interactions with them, the texts they produce, and the pedagogies they inform.  In addition, we’ll discuss theories of digital composing, modes and platforms for communication, the ways we can evaluate digital texts, and the social, economic, ethical, political, and educational implications of new digital technologies and the literacies they foster.

ENG 610: Reading and Writing Across the Genres
Section 1: Tuesday, Thursday 12:30-1:45 PM

Professor: Sean Lovelace

This course is designed for MA students who are beginning the Creative Writing program at BSU, but is open to all English graduate students interested in intensive reading and writing in multiple genres.  Students will experiment with different genres and will think carefully about the mechanical elements of their craft.  We will read essays about writing, and students will read and write original fiction, creative nonfiction, and poetry.  In this course, we will try to address some of the many questions of interest to serious writers, and to students who are considering creative writing as a profession. Another central aspect of this course—in all three genres—will be appropriated forms. We will also include a visit from our Creative Writing faculty and a discussion of a text selected by each.
Potential Texts:
Neck Deep by Ander Monson
American Urn: New & Selected Poems (1987–2011) by Mark Irwin
Trout Fishing in America by Richard Brautigan
A Gringo Like Me by Jennifer L Knox
Self Help by Lorrie Moore
The Kind of Beauty that has Nowhere to Go by Elisa Gabbert and Kathleen Rooney
The Next American Essay by John D’Agata
Many, Many handouts of collected appropriate works.

ENG 612: Workshop in Fiction Writing
Section 1: Wednesday 2:00-4:40 PM 

Professor: Cathy Day

This class is about the short story, about reading them with a mind turned not to what happens or what they mean but toward how they are written. There is no better way to learn this than to imitate. During the first half of the course, we will read many short stories (canonical and contemporary) and imitate their style and aesthetic. Those drafts will be revised and workshopped, and at that point, you’ll be free to break away from the initial imitation. In Coming to Terms with the Short Story, genre theorist Susan Lohafer says “Unlike longer fictions—even the most artful and word-conscious novels—short stories do not offer vicarious experience of a surrogate world.  They haven’t the time.  Rather, they put us through something…” What exactly do certain short stories put us through, and how do we learn to do that in our own work? We’ll also think about these questions: How do certain rhetorical and stylistic features (such as ending with an epiphany, the story as “slice of life,” the surprise ending, the adage to show don’t tell) become maxims, and why? How have writers of short stories invented and re-invented the form? In what way do some short stories function both as “story” and as that author’s aesthetic credo? What is “the traditional short story,” and how did it come to be traditional? 

You’ll leave the course with a wide aesthetic repertoire of texts to which to refer in workshops and upon which to model your own creative work. I hope that you find writers and stories that you value, that excite you.

Potential texts:

Tom Bailey, On Writing Short Stories, Oxford University Press
James Wood, How Fiction Works

ENG 616: Introduction to Theories of Language Learning
Section 1: Monday 12:00-2:40 PM

Professor: Megumi Hamada 

This course introduces basic theories of language learning, with a primary focus on English as a second language learning, by examining linguistic, psychological, and sociocultural factors that influence learning success. The overall objectives of this course are to understand the basic mechanisms and phenomena of second language learning and to apply that understanding to teaching and research.

ENG 617: Methods for Teaching English Language Learners
Section 1: Wednesday 12:00-2:40 PM 

Professor: Lynne Stallings

The aim of this course is to prepare students not only to understand and recognize, but to also address, the language acquisition challenges of non-native English speakers, both in the U.S. and abroad.  Students will consider a) the methods that have been used historically in the field and b) the post-method approach that often guides current practices in ESL and EFL settings.  Students will apply this information along with what they know about second language acquisition theories to develop their own principle-based approach to teaching ESL and EFL.

ENG 619: Assessment in TESOL (3)  
Section 1: Monday 12:00-2:40 PM 

Professor: Mary Lou Vercellotti

This course will explore different methods of assessing language performance in Teaching English to Speakers of Other Languages (TESOL). Assessment of different language skills (i.e., listening, speaking, writing, reading, grammar) will be considered. Both quantitative and qualitative, formal and informal, measures will be covered. Prerequisite: ENG 616 and permission of the department chair.

ENG 621: Meaning and Structure in English
Section 1: Monday 6:30-9:10 PM 

Professor: Elizabeth Riddle

A critical and in-depth study, from a semantico-pragmatic/discourse-functional and cognitive linguistic perspective, of aspects of Modern English grammar especially significant for the teaching of EFL/ESL and for further linguistics study.  Key theoretical linguistic concepts will be introduced throughout the course in conjunction with the study of particular grammatical phenomena.  Since it is not possible to cover in one semester all important aspects of the grammatical structure of English, an essential feature of the course will be to develop students’ critical thinking skills about the structure of English and to provide students with the knowledge and resources to continue to learn on their own. Specifically, students will develop their analytical skills in relation to the structure of English in order to adequately handle needs such as the following in their future teaching:  EFL/ESL error diagnosis and correction, evaluation of treatments of grammar in teaching materials, and answering EFL/ESL students’ questions grammatical phenomena inadequately treated in the professional literature.  A basic understanding of traditional English grammar concepts is assumed.  Readings will be journal articles and book chapters placed on reserve in Bracken library, with supplementary handouts distributed in class. 

ENG 622: History of the English Language
Section 1: Wednesday 5:30-9:10 PM 

Professor: Elizabeth Riddle

This course will give students an overview of the main features of the internal and external history of the English language, from Proto-Indo-European to the present, taking into account selected features from the areas of phonology, morphology, lexicon, semantics, syntax, and pragmatics. The course will also include study of changes that are in progress in English at this time.  In addition to developing students’ knowledge of the history of  English, the course will expand their knowledge of processes of language change in general, and improve their analytical, research, and writing skills.

ENG 625: Phonology
Section 1: Tuesday, Thursday 12:30-1:45 PM  

Professor: Frank Trechsel

Please contact the professor for information about this course.

ENG 627: Sociolinguistics
Section 1: Thursday 2:00-4:40 PM  

Professor: Carolyn MacKay

This course is a graduate-level introduction to sociolinguistics that investigates how regional and social factors influence the way people talk.  We will focus on regional variation in American English as well as the correlation between language use and social factors such as age, gender, social class, social networks, ethnicity, and identity.  The requirements for the course are 2 papers.  The first paper will discuss in detail an aspect of linguistic variation of interest to the student (e.g. Chicano English, the functions of non-standard 'like', uptalk, vocal fry, the origin of African-American English, the Northern Cities Shift, Gullah, gender identity and language use, Hoosier dialect, etc.). The second paper involves data collection and an analysis of linguistic variation found in conversational styles.

ENG 645: Contemporary American Literature
Section 1: Tuesdays, Thursdays 9:30-10:45 AM 

Professor: Debbie Mix

The Pulitzer Prize was established as an “incentive to excellence” in a variety of fields, including literature, and novels, plays, and poetry have been awarded (or sometimes not awarded) these prizes since 1917 (1922 for poetry). The National Book Award was established to “to celebrate the best of American literature, to expand its audience, and to enhance the cultural value of great writing in America.” The Nobel Prize purports to recognize “the most outstanding work in an ideal direction.” While such awards can lead to bestselling status for the books and their authors, being a bestseller doesn’t hinge on being “excellent,” “the best,” or “an ideal direction.” 

Drawing on the scholarship of James English, Greg Barnheisel, Loren Glass, and Paula Rabinowitz, among others, we’ll investigate the role of prizes, bestsellers, and other recognitions (like Oprah’s Book Club) as they intersect with national political and cultural priorities in post-World War II America. We’ll read across literary genres, considering the ways that a book or author’s reputation circulates in the literary marketplace and the academy. Likely primary texts include fiction by Ralph Ellison, Toni Morrison, Don DeLillo, Junot Diaz, Louise Erdrich, Amy Tan, and Thomas Pynchon; poetry by Elizabeth Bishop, Gwendolyn Brooks, Adrienne Rich, John Ashbery, Mark Doty, and Natasha Trethewey; and at least one bestselling work of the student’s choice.  Course assignments include in-class presentations, short writing assignments, and a seminar paper reflecting substantial research and original thought.

ENG 662: Renaissance and Seventeenth-Century Studies
Section 1: Tuesday 6:30-9:10 PM  

Professor: Vanessa Rapatz

Topic: Gender and Performance

This course explores plays as both texts to be read by readers and as performed events for theater audiences. We will be considering theater history along side depictions of gender in and as performance. Beginning with Shakespeare’s The Taming of the Shrew, we will look at how the Renaissance transvestite stage necessarily and significantly factors into ideals of femininity and masculinity. We will then spend the bulk of our time reading city comedies and other domestic dramas by Shakespeare’s contemporaries including Christopher Marlowe, John Webster, Ben Jonson, and Elizabeth Carey. We will also contextualize are dramatic analyses by reading conduct manuals, Renaissance portraits, and court and trial documents as we consider the performative nature of gender roles in the period. While the course is framed by gender and performance studies, in readings, class discussions, and seminar papers, students will also be engaging with new historicism, queer theory, and material and visual culture studies.

Required Texts:
The Taming of the Shrew, Texts & Contexts (The Bedford Shakespeare Series)
English Renaissance Drama (A Norton Anthology)
Tentative List of Plays:
The Taming of the Shrew
The Spanish Tragedy
Edward II
The Tragedy of Mariam
The Revenger’s Tragedy
The Roaring Girl
Women Beware Women
The Duchess of Malfi

ENG 690: Seminar in Composition
Section 1: Tuesday 6:30-9:10 PM 

Professor: Jackie Grutsch McKinney

This section of ENG 690 will focus on feminism and composition studies. The course will address the intersections of feminism (in particular, feminist theory) with composition theory, research methods, pedagogy, and professional issues. In addition to smaller assignments, the students in the course will complete a “conference” presentation and a seminar paper. In the end, students will have a better understanding of the influence of feminist theory on the field and will gain practice using a feminist lens to study important, enduring issues.

ID 601: Teaching Practicum in Higher Education
Section 301: Monday, Wednesday 9:30-10:45 AM

Professor: Mike Donnelly

Please contact the professor for information about this course.