Courses

Courses
CM/EN 104. Introduction to Medieval English Literature.
This course offers an introductory survey of the literature produced in England between 800 and 1485, from Anglo-Saxon poetry through the advent of print. Major texts include pre-Conquest poetry and prose (such as Beowulf and the Anglo-Saxon Chronicle), early Middle English romance, post-Conquest lyric and narrative verse (including Chaucer), the fourteenth-century alliterative revival, Arthurian romance, drama, chronicles, and personal letters. Designed for nonmajors and prospective majors, the entry-level course provides a foundation in critical thinking about literary history. Enrollment limited to 39. (English: Medieval.) (English: Pre-1800.) [AC] [HS] M. Wright.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 105. 9/11 in Literature and Film.
This course examines a wide range of literature, film, and other art that represents the September 11 attacks and their aftermath. Students consider the many ways in which ideas of national belonging intersect with practices of racial and other exclusions in the public cultures of mourning and memorialization that frame the idea of "9/11." Although the focus is on texts that engage with concepts of post-9/11 American culture, students also consider these events and their meanings in global contexts. Enrollment limited to 49. (English: Post-1800.) [AC] [HS] E. Osucha.
Concentrations
ENG 113. Theory of Narrative.
The novelist E. M. Forster distinguished between "the king died and then the queen died," which is a story, and "the king died, and then the queen died of grief," which is a plot. How does the causal meaning of "then" explain narrative? Narratology provides a theory of reading that crosses literary criticism, neuroscience, and philosophy of law. This course, in examining causality, agency, event, and temporality, also may pursue recent questions that ask what role narratives play in understanding self, consciousness, and cognition and emotion. Enrollment limited to 49. (English: Post-1800.) [AC] S. Freedman.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN 114. Introduction to African American Literature I: 1600–1910.
This introductory course traces the development of a distinct African American literary tradition from the Atlantic Slave Trade to 1910. Students examine music, orations, letters, poems, essays, slave narratives, autobiographies, fiction, and plays by Americans of African descent. The essential questions that shape this course include: What is the role of African American literature in the cultural identity and collective struggle of Black people? What themes, tropes, and forms connect these texts, authors, and movements into a coherent living tradition? Not open to students who have received credit for AA/EN 114. Enrollment limited to 49. (Africana: Historical Perspective.) (English: Race, Ethnicity, or Diasporic Literature.) T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN 115. Introduction to African American Literature II: 1910–Present.
This introductory course traces the development of a distinct African American literary tradition from 1910 to the present. Students examine music, orations, letters, poems, essays, autobiographies, fiction, and plays by Americans of African descent. The essential questions that shape this course include: What is the role of African American literature in the cultural identity and collective struggle of Black people? What themes, tropes, and forms connect these texts, authors, and movements into a coherent living tradition? This course is a continuation of African American Literature I, which considers literary production before 1910. Not open to students who have received credit for AA/EN 115. Enrollment limited to 49. (Africana: Historical Perspective.) (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 118. The Aesthetics of Seeing: Poetry as Witness.
This course explores poetry profoundly influenced by poets’ lived experiences as witnesses. Often the aesthetic of witness is one based in the traumatic: war, abuse, exile, and injustice. But this witnessing can also be the experience of observing kindness, joy, and beauty during times of inhumanity. The course examines how poets use what they have seen, what they have witnessed, to make poems. In effect, poetry preserves memories of the unmemorable. The course studies poems by Carolyn Forche, Yusef Komunyakaa, and Mahmoud Darwish, among others. Classes are discussion-based and include close readings of poems, group exercises, and short papers. Enrollment limited to 29. (English: Post-1800.) Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 119. "I, too, sing America.": Poetry of this Moment/Movement.
In the tradition of Walt Whitman and Langston Hughes, American poets who explicitly wrote of the political and social anxieties of their country's moment, this course analyzes the work of contemporary poets responding to the current social and political moment in the United States. Students closely examine poetry that speaks from small town America, environmental wreckage, #BlackLivesMatter, #MeToo, the Standing Rock Dakota Pipeline movement as well as poetry that addresses our current political leadership. Readings include Claudia Rankine, Terrance Hayes, and Layli Long Soldier. Students engage these discussions through the production of critical examinations of the texts and through their own creative writing. Enrollment limited to 25. (English: Post-1800.) M. Hardy.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 121. Colloquia in Literature.
Colloquia introduce students to the study of literature from a variety of perspectives, with a focus on such objects as author, genre, and literary period. These courses not only delve into their particular subject matter, they also allow a preliminary discussion of critical vocabulary and methods that will carry over into more advanced courses. Discussion and frequent writing assignments characterize each section. Prospective majors are urged to take at least one colloquium. Enrollment limited to 25 per section.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 121E. Introduction to Poetry.
An introduction to reading poetry through the close reading of British and American poems from the Renaissance to the present day. Topics include authorial intention, literary "meaning," cultural context, the diversity of traditional forms, and contemporary lyric genres. The course is based on the discussion of one or two poems each class day. Enrollment limited to 25 per section. S. Dillon.
Concentrations

This course is referenced by the following General Education Concentrations

EN/GS 121G. Asian American Women Writers.
This course introduces students to some major themes and concerns addressed in the literature of Asian American and Pacific Islander women writers. The course spans the twentieth century into the twenty-first, covering canonical and noncanonical texts, including novels, poetry, short stories, memoirs, and experimental and visual texts by Sui Sin Far, Maxine Hong Kingston, Hisaye Yamamoto, Lisa Linn Kanae, Caroline Sinavaiana, Jessica Hagedorn, Nora Okja Keller, and Miné Okubo. This course combines literary analysis with empire studies, cultural studies, women of color feminisms, and queer theory. Students explore the social, political, economic, and historical realities that shape the literature Asian American and Pacific Islander women produce, particularly the authors’ resistances to U.S. military histories and legal policies. They examine writers’ decolonial practices in spaces of U.S. imperialism and their responses to American immigration policies, war, and adoption practices. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] [HS] T. Salter.
Concentrations
ENG 121I. Poetry in the Twenty-First Century.
A critical study of the variegated terrain of American poetry in the twenty-first century. Readings include mainstream and experimental poetic works, critical works, and commentary. Students use music, film, and visual art to reflect on unique themes and novel directions for poetry in this century. Written work includes short response papers and a longer essay. Students also produce a small sample of poems in order to better grasp questions concerning the craft of poetry. Enrollment limited to 25. (English: Post-1800.) [AC] [CP] R. Strong, Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 121L. Modern Short Stories.
A study of the short story and novella as characteristic twentieth-century genres, with a brief introduction to works in the nineteenth century. The course focuses on both "classic" and contemporary texts by writers selected from among Anton Chekhov, Thomas Hardy, James Joyce, Jamaica Kincaid, Jhumpa Lahiri, D. H. Lawrence, David Leavitt, W. S. Maugham, Katherine Mansfield, Susan Minot, Shani Mootoo, Susan Sontag, Guy Vanderhaeghe, and Virginia Woolf. Students experiment with writing a short story. Enrollment limited to 25 per section. (English: Post-1800.) [AC] [CP] J. Anthony.
Concentrations

This course is referenced by the following General Education Concentrations

EN/ES 121Q. The Lives of Rivers.
In this colloquium, students read broadly—from the magical waterways of classical antiquity to the American folk tradition that takes us "down by the riverside"—in order to better understand the human need to write about rivers. Students consider verse by Whitman, Walcott, and Spark alongside Twain's stories of Huckleberry Finn and the classic angling novella A River Runs Through It. From the local riparian zone on the banks of the Androscoggin, students follow contemporary currents of ecocritical inquiry, investigating moments when the landed human body is literally or figuratively swept away by a torrent of fresh water. Enrollment limited to 25. [AC] [HS] M. Wright.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 129. Introduction to Early Modern English Literature.
This course offers an introductory survey of early modern English literature from 1509 to 1660. Major works include courtly lyric, drama, epic, and prose romance. Topics include the Protestant Reformation, the Anglo-Spanish War, Tudor and Stuart courtly politics, print culture, and humanist learning. Designed for nonmajors and prospective majors, this entry-level course provides a foundation in critical thinking about literary history. Enrollment limited to 39. (English: Pre-1800.) Normally offered every year. [AC] [HS] Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 131. Tragedy and the Drama of Voice.
"Why does tragedy exist?" asks Anne Carson. The answer: "Because you are full of rage. And why are you full of rage? Because you are full of grief." This course explores how dramatic tragedy expresses such rage and such grief through the medium of the embodied, dramatic voice. By probing the voice's place in tragedy, emotion, and politics, students seek to better understand tragedy as a genre. Students read two classical tragedies and two Shakespearean tragedies, each alongside an adaptation by modern artists who re-think how tragedy works and whom it serves. Enrollment limited to 29. K. Adkison.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 142. Early American Literature.
The diverse traditions that comprise colonial American literature, from the early seventeenth century to the late eighteenth, arguably not only culminated in the creation of a national literature but in the nation itself. This course tests this thesis through a broad range of readings, including scholarly texts and historical documents, and ranging from fifteenth- and sixteenth-century European accounts of "New World" exploration through the turn of the nineteenth century, including the emergence of a distinctive tradition of the American novel. Additional course readings may include representations of early America in nineteenth- and twentieth-century literature. In considering the nation’s early history in relation to its early literature, students examine what might have been alongside what came to be, as debates over slavery, revolution and war, women’s roles, models of governance, and indigenous peoples’ rights played out in prose, verse, and oration. Enrollment limited to 25. (English: Pre-1800.) [AC] [HS] E. Osucha.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 143. Nineteenth-Century American Literature.
A critical study of American literary history from the early national period through the Gilded Age. Students examine a wide range of texts in relation to key historical phenomena and events. These historical concerns provide a context for understanding the work of literature in constructions of the nation and of American identity. Special emphasis is placed on writing by African American and Native American authors working within and against dominant literary traditions. Texts, authors, and themes may differ across iterations of the course, but students consider—along with key genres and aesthetic impulses—racial formations in American literature; gender roles, "separate spheres" ideology, and nineteenth-century feminisms; dialectical relations of violence and civic belonging; and constructions of urban, rural, and frontier spaces. Enrollment limited to 25. (English: Post-1800.) [AC] [HS] E. Osucha.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

ENG 152. American Writers since 1900.
A study of ten to twelve American texts selected from the works of such writers as Dickinson, Twain, Gilman, Chesnutt, James, Adams, Dreiser, Hughes, Frost, Stein, Hemingway, Larsen, Fitzgerald, Faulkner, Pound, Eliot, Crane, Cullen, Wright, Stevens, Williams, Baldwin, Plath, Albee, Brooks, Walker, Ellison, Pynchon, and Morrison. Enrollment limited to 25 per section. (English: Post-1800.) Normally offered every year. [AC] [HS] S. Dillon, E. Osucha.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

EN/TH 201. Contemporary African and Caribbean Theater.
This course explores the dramatic literature and theater history of the African continent and the islands of the Caribbean from the mid-twentieth century to the present. These two areas of the world connected through the African diaspora have brought forth playwrights who were inspired by a mix of traditional African rituals, the Western European theater tradition, colonial histories, and the various social and political upheavals through which many of them have lived. This course presents a critical, historical, and sociological view of these playwrights and the world that created them. Prerequisite(s): one course in Africana, English, or theater. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [W2] Normally offered every year. C. Odle.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 202. The Global English Renaissance.
A survey course on the transnational and transatlantic contexts informing sixteenth-century English literature. Students are introduced to critical approaches and terms in early modern literary and cultural studies. They explore the impact on literature of religious controversy, ethnicity, colonial encounters, and literary form. Selections from Spanish, French, Italian, and ancient Roman colonial sources complement primary readings of More, Kyd, Spenser, Marlowe, Sidney, Raleigh, Bacon, and Donne. Recommended background: one English course. Open to first-year students. Enrollment limited to 29. (English: Pre-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] [HS] Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 203. Thinking through Dreams in Medieval and Early Modern Britain.
How did medieval and early modern people reckon with the mystery of dreams? What did they make of the relationship between the involuntary act of dreaming and the deliberate practices of reading and writing? This course explores the compelling, terrifying, and revelatory effects of dreams in British literature from Chaucer to Shakespeare. In reading works by these and other authors including Malory, Spenser, and Wroth, students examine how literary dreams invite readers to look differently at everyday sources of anxiety: God, sex, nation, and the boundaries of the self. Prerequisite(s): one 100-level English course. Recommended background: ENG 213 or 214. Enrollment limited to 29. (English: Medieval.) (English: Pre-1800.) [W2] [AC] [HS] M. Wright.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 204. Milton and the English Civil War.
An exploration of Milton’s literary, political, and intellectual career in the context of the English Civil War. This course examines Milton’s inventions and innovations in English poetry and language; his political writings on censorship and religion; and his public writings on divorce, regicide, and international affairs. Considerable attention is paid to Milton’s biography: his blindness, his marriages, his travels, and his political enemies. Primary readings in prose and verse include Lycidas, A Masque at Ludlow Castle, Of Education, Areopagitica, Paradise Lost, and Samson Agonistes. Prerequisite(s): one 100-level English course. Enrollment limited to 25. (English: Pre-1800.) [AC] [HS] S. Dillon.
Concentrations

This course is referenced by the following General Education Concentrations

CM/EN 206. Trans/Atlantic Chaucer: Colonizing Identities in the Middle Ages.
Reading and interpretation of Chaucer's major works, including The Canterbury Tales. Students interrogate the many ways Chaucer’s texts challenge assumptions of fixity, including definitions of gender, race, class, territory, and time. All works are read in Middle English. Open to first-year students. Enrollment limited to 25. (English: Medieval.) (English: Pre-1800.) [W2] Normally offered every year. [AC] [HS] S. Federico.
Concentrations

This course is referenced by the following General Education Concentrations

AV/EN 208. Asian American Graphic Narrative.
This course traces the evolution of Asian American graphic narrative. Students consider the narrative in a visual format, discussing how works created by Asian Americans combat decades of stereotypes propagated in comic books, especially as evil-genius Fu Manchu figures. Students read graphic novels, graphic memoir, and selected issues of several comics series. Topics include race, identity, family history, military history, gender performance, and sexuality. Students discuss writing practice, style, genre, research, and multimodal composition. They also workshop their writing and discuss effective revision critiques. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [W2] [AC] [HS] T. Salter.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 213. Shakespeare.
A study of the major plays, with some emphasis on the biography of Shakespeare and the Elizabethan milieu. ENG 213 is offered in the fall. Prerequisite(s): one 100-level English course. Not open to students who have received credit for ENG 215. Enrollment limited to 25 per section. (English: Pre-1800.) Normally offered every year. [AC] [HS] S. Freedman, K. Adkison.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 214. Shakespeare and Early Modern Racialization.
This course examines how Shakespeare's works channel early modern racial and supremacist ideologies. Topics include anti-blackness, geohumorism, colonialism, blood lineage, pedigree, religious concession, and embodied difference. Historical sources range from ancient to early modern. Readings include works by Marlowe, Kyd, Lyly, and Middleton. Prerequisite(s): one 100-level English course. Enrollment limited to 25 per section. (English: Pre-1800.) (English: Race, Ethnicity, or Diasporic Literature.) Normally offered every year. [AC] [HS] K. Adkison, M. Wright.
Concentrations

This course is referenced by the following General Education Concentrations

AM/EN 219. Reconstruction Then and Now.
In the present moment of enormous unrest and upheaval, this course revisits another: Reconstruction, the period of political and cultural rebuilding that followed the end of slavery. Students consider Reconstruction not only as a moment of unprecedented historical change, but also as a narrative problem. How did writers and filmmakers of the late nineteenth and early twentieth century represent the momentous shift from slavery to freedom? How were conventional genres and formal strategies—from romance to tragedy and from marriage plots to flashbacks—used to tell wildly divergent stories about this contentious period in U.S. history? And how have more recent writers and filmmakers taken up what often seems the unfinished business of Reconstruction? Prerequisite(s): one English course. Enrollment limited to 39. One-time offering. T. Carmody.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 222. Seventeenth-Century Literature: Animal and Political Lives.
This survey of seventeenth-century British writing conceives of human activities—like plotting rebellions, fighting plagues, laying curses, and reading books—as natural, animal phenomena. Students compare the early moderns’ growing interest in natural history with their efforts to describe human society, becoming familiar with the major events of the century: the ascension of James and the plot against his life, the voyages and settlements that brought British people to a “new world,” the English Civil Wars and the establishment of a protectorate under Oliver Cromwell, the Restoration of the monarchy, the Great Plague and Great Fire of the 1660s, and the Glorious Revolution of 1688. They trace the evolution of scientific thought from Francis Bacon at the beginning of the century to Isaac Newton at its end. How was the world made? Does our species have dominion over all others? What happens to our souls and bodies after death? And how should people be governed? These questions blur the line between the animal and the political. Prerequisite(s): one 100-level English course. Enrollment limited to 25. (English: Pre-1800.) [AC] [HS] M. Wright.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN 223. Survey of Literatures of the Caribbean.
This course examines the literatures of the African diaspora in the Caribbean and the Caribbean diaspora in Canada, the United States, the United Kingdom, and France. Some texts are drawn from Anglophone authors such as Lamming, Anthony, Walcott, Brodber, Danticat, Lovelace, Brathwaite, NourBese (Philip), Hopkinson, and Dionne Brand; others, from Francophone and Hispanophone writers, including Guillen, Carpentier, Condé, Chamoiseau, Depestre, Ferré, Santos-Febres, and Morejón. The course places each work in its historical, political, and anthropological contexts, and introduces students to to a number of critical theories and methodologies with which to analyze the works, including poststructural, Marxist, Pan-African, postcolonial, and feminist. Recommended background: AFR 100 or one 100-level English course. Not open to students who have received credit for AA/EN 223. Enrollment limited to 49. (Africana: Diaspora.) (English: Race, Ethnicity, or Diasporic Literature.) S. Houchins.
Concentrations

This course is referenced by the following General Education Concentrations

CM/EN 225. Imagining Troy: Medieval Tales of the City.
This course examines the popular motif of ancient Troy in late medieval literature, from 1100 to 1500, in Western Europe. Topics include the representations of epic heroism and treachery, the problematics of "pagan" sensuality, and the political and social uses of Troy as a foundation for aristocratic identity and nascent ideas of nationality in the late Middle Ages. Competing narratives of Troy are studied alongside their classical and medieval sources, primarily in English, French, Welsh, Irish, and Scottish texts; Italian and German versions are also studied for comparative purposes. Prerequisite(s): one 100-level course in classical and medieval studies or English. Enrollment limited to 29. (English: Medieval.) (English: Pre-1800.) S. Federico.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 226. Milton's Paradise Lost.
Milton's Christian epic, Paradise Lost (1668), which retells the story of man's fall from Paradise, is one of the most influential and interesting works in English literature. Students read this poem twice: once before midterm, with attention to internal form and structure, and then again afterwards, focusing on significant problems from the history of Milton criticism and on the remarkable influence of Milton's poem in the eighteenth and nineteenth centuries. Prerequisite(s): one 100-level course in English. Not open to students who have received credit for ENG 204. Enrollment limited to 25. (English: Pre-1800.) S. Dillon.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 227. Surreal Fictions.
The word "surrealism" often evokes Dali's melting clocks or perhaps Magritte's headless man, images culled from, or speaking to, a dream. This course examines the history and aesthetic of the surreal in various fictions. Surreal stories and novels do not defy realism, rather they employ the rules of realism as a means to go beyond, into the dream. What are the unlikely effects of surreal fictions? How do surreal fictions manage the essential components of storytelling, such as character, allusion, metaphor, and verisimilitude? What sorts of truths can be unearthed through stories that challenge or defy reason? Authors may include Breton, Barthelme, Carroll, Ellison, Budnitz, Millhauser, Morrison, Antrim, Murakami, Calvino, and Crevel. Prerequisites(s): one 100-level English course. Enrollment limited to 25. (English: Post-1800.) J. Anthony.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 231. Women Writers of the 1950s.
This course examines the fiction, poetry, and drama of female writers writing and/or publishing in the 1950s, including O'Connor, Welty, Plath, Moore, Bishop, Jackson, McCullers, Hansberry, Brooks, and Porter. Prerequisite(s): one 100-level English course. Enrollment limited to 25. (English: Post-1800.) [AC] [HS] J. Anthony, S. Dillon.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 232. The Eighteenth-Century and Global Enlightenment.
This course places traditionally read literature of the European Enlightenment within the context of its surrounding historical periods and examines its relationship to newly emerging paradigms of global enlightenment. Considered are the writings of Locke, Rousseau, Jefferson, Wollstonecraft, eighteenth-century British novels, and social satires of Behn, Swift, Voltaire, and Mandeville. Recent historical criticism in global enlightenment studies that have focused on American and Asian enlightenments, including Islam's global presence between 1650 and 1750, Orientalism’s development in England in the 1700s, and Creole personhood in American Tropics between 1750 and 1820 frame the discussions. Interdisciplinarily, the methods and aims of this course impact fields of literary criticism, period studies, comparative history, colonial studies, and religion. Prerequisite(s): one 100-level English course. Enrollment limited to 29. (English: Pre-1800.) S. Freedman.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 233. New York City: Land of Poets.
What poet does New York City make? Why has New York City been "the" place for poets to be, live, and converge? This course explores poems and poets emerging from the experience of either being a native New Yorker or influenced or inspired by this metropolis. Students examine poets including those from the New York School, a group of poets of the 1950s and 1960s allied with and interested in visual art and artists, urban wit, and casual address including Frank O’Hara, Barbara Guest, and John Ashbery. Students also examine Langston Hughes, Audre Lorde, Eileen Myles, Hettie Jones, Allen Ginsberg, and Federico Garcia Lorca, the lauded Spanish poet who lived in New York City for nine months, among others. The course includes a creative work. Enrollment limited to 25. Normally offered every year. M. Hardy.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 234. The Brontë Siblings.
Reading a selection of fiction and poetry by the four Brontë siblings—Charlotte, Emily, Anne, and Branwell—as well as their juvenile writings and a range of critical essays and biographical studies, students approach their literary productions in the context of family dynamics, consider the relation between literature and history in the Victorian period, examine the Brontës' representations of British imperialism and of gender and class, and discuss the interrelations between these social categories. Prerequisite(s): one 100-level English course. Enrollment limited to 25. (English: Post-1800.) [AC] L. Nayder.
Concentrations

This course is referenced by the following General Education Concentrations

EN/ES 235. Climate Fiction.
This course examines representations of climate change in contemporary literature, comics, and film. Working with materials from a variety of world regions and cultural traditions, students consider the emerging genre of "climate fiction" in relation to a larger and longer history of environmental fiction. They grapple with the form, function, and limits of climate fiction as a discourse. Is cli-fi a kind of science fiction? A new mode of realism? form of activism or pedagogy? A genre of Anthropocene fiction? Or something else entirely? Prerequisite(s): ENVR 205 or one 100-level English course. Enrollment limited to 29. (English: Post-1800.) T. Harper.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 238. Jane Austen: Then and Now.
Students read Austen's six major works, investigate their relation to nineteenth-century history and culture, and consider the Austen revival in film adaptations and fictional continuations of her novels. The course highlights the various and conflicting ways in which critics represent Austen, and the cultural needs her stories now seem to fulfill. Readings include Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma, Northanger Abbey, and Persuasion. Prerequisite(s): one 100-level English course. Enrollment limited to 25. (English: Post-1800.) [AC] L. Nayder.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

ENG 239. Shakespeare's Queens.
When Shakespeare began writing plays, England was ruled by a queen. Elizabeth I understood that her power was inextricable from her gender, and she developed intricate iconography and ideology to support her queenly rule—iconography and ideology which also made it into some of the greatest art of the age. This course considers the question of queenship in Shakespeare's poetry and plays. Centralizing concerns of gender—including those of sovereign rule, race, queerness, desire, religion, agency, performativity, and intersectionality—students work to understand forms of "queenship" in playful as well as serious ways. Prerequisite(s): one 100-level English course. Enrollment limited to 29. (English: Pre-1800.) Normally offered every other year. K. Adkison.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 241. Fiction in the United States.
Critical readings of a diverse selection of novels and shorter fictions, ranging from works by earlier writers such as Hawthorne, Howells, James, Wharton, Jewett, and Chesnutt, to more recent writing from James Baldwin, Don DeLillo, Toni Morrison, Donald Barthelme, Sherman Alexie, and David Foster Wallace, among others. In addition to major directions in the history of American fiction, more recent developments concerning postmodernism, multi-ethnic literature, and emergent forms—graphic novels and electronic texts—are considered. Class discussions and writing assignments also address critical terms and methods. Open to first-year students. Enrollment limited to 25 per section. (English: Post-1800.) [AC] [HS] S. Dillon, E. Osucha.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

ENG 243. Romantic Literature (1790–1840).
The theoretical foundations of English and European Romanticism, including its philosophical, critical, and social backgrounds. The course concentrates on Rousseau, Blake, Coleridge, Wordsworth, Byron, Shelley, and Keats. Attention is also given to Lamb, Hazlitt, De Quincey, Swedenborg, and other prose figures and critics of the period. Prerequisite(s): one 100-level English course. Enrollment limited to 25 per section. S. Dillon, S. Freedman.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

ENG 244. Sentimentality in U.S. Literature.
This course examines the place of sentimentality in U.S. literature and culture. Reading works of fiction, poetry, and performance, students ask how and why certain kinds of feeling—suffering in particular—have become central to the articulating and contesting U.S. national identity. They pay particular attention to how sentimental literature, in its various guises, seeks to enable identification across boundaries of race, gender, class, and ability. What kinds of politics do spectacles of emotion enable? What kinds of politics do they foreclose? Prerequisite(s): one 100-level English course. Enrollment limited to 29. (English: Post-1800.) Normally offered every other year. T. Carmody.
Concentrations

This course is referenced by the following General Education Concentrations

AM/EN 247. Contemporary Arab American Literature.
This course studies Arab American literature from 1990 until the present. Students examine novels, short fiction, memoirs, or poetry in an effort to understand the major concerns of contemporary Arab American authors. Students are expected to engage theoretical material and literary criticism to supplement their understanding of the literature. In addition to a discussion of formal literary concerns, this course is animated by the way authors spotlight gender, sexual orientation, politics, and history. Prerequisite(s): one 100-level course in English. Not open to students who have received credit for AC/EN 247. Open to first-year students. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 254. Modern British Literature since 1900.
An introduction to the birth of modern British literature and its roots, with attention to its social and cultural history, its philosophical and cultural foundations, and some emphasis on its relationship to the previous century. Texts are selected from the works of writers such as Forster, Lawrence, Joyce, Woolf, Mansfield, Eliot, Yeats, Orwell, Rushdie, and Lessing. Prerequisite(s): one 100-level English course. Open to first-year students. Enrollment limited to 25. (English: Post-1800.) [AC] L. Nayder, S. Dillon.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

AF/EN 255. Black Poetry.
How does the African American poetic tradition specifically contribute to the literary canon of African American literature and larger conceptions of American and global literature? This course is both an introduction to Black poetics and a deep exploration. The course considers so-called basic questions (e.g., What are Black poetics?) and more sophisticated questions (e.g., How do Black poetics transform the literary and cultural landscape?). Students read a variety of authors who maneuver between intra- and inter-racial politics, including such canonical authors as Langston Hughes and Nikki Giovanni, and less well-known authors such as Jayne Cortez and LL Cool J. Not open to students who have received credit for AA/EN 255 or s23, or AF/EN s23. Open to first-year students. Enrollment limited to 29. (English: Race, Ethnicity, or Diasporic Literature.) Normally offered every year. T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN 259. Contemporary African American Literature.
This course introduces students to contemporary African American literature. They explore literature written after 1975, considering a range of patterns and literary techniques as well as consistent themes and motifs. Students read a mix of canonical and less well-known authors. This course requires a nuanced, complicated discussion about what encompasses the contemporary African American literary tradition. Prerequisites(s): one 100-level English course. Recommended background: course work in American studies, Africana, or English. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) Normally offered every year. T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 260. Passages to and from India.
This course introduces fiction, poetry, and films by writers who are of South Asian descent, Indian American immigrants, or who have considered the Indian subcontinent their home. Topics include British influence on South Asia, the Partition of India, national and diasporic identity formation, women's social roles, the impact of Western education and the English language, and the emergence of a new generation of postcolonial and immigrant literary artists. Writers are selected from among Salman Rushdie, Arundhati Roy, Anita Desai, Satyajit Ray, Rabindranath Tagore, Jhumpa Lahiri, U. R. Anantha Murthy, and E. M. Forster. Prerequisite(s): one 100-level English course. Open to first-year students. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] [HS] Staff.
Concentrations
ENG 263. Literature, Medicine, Empathy.
Focusing on a range of novels published from the nineteenth century to the present day, and on scholarship in the developing field of empathy studies, students consider the relationships among literature, medicine, and empathy. Students examine representations of medical practice and practitioners and of relations between physicians and patients. They explore claims that literature has the power to develop empathy and should be central to medical education. Authors include George Eliot, Bram Stoker, Abraham Verghese, and Ian McEwan. Prerequisite(s): one 100-level English course. Enrollment limited to 25. (English: Post-1800.) [AC] L. Nayder.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 264. Modern Irish Poetry.
A study of the development and transformation of Anglo-Irish poetry in the twentieth century, especially as it responds to the political, social, and gender forces at work in Ireland's recent history. Beginning with brief but concentrated study of key poems by W. B. Yeats, Patrick Kavanagh, and Louis MacNeice, the course then examines work by inheritors of these major figures' legacies, including Seamus Heaney, Derek Mahon, Eavan Boland, Nuala ni Dhomnhaill, Paul Muldoon, Ciaran Carson, and Medbh McGuckian. Prerequisite(s): one 100-level English course. Not open to students who have received credit for ENG 110. Enrollment limited to 25. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [W2] [AC] [HS] Staff.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

AF/EN 265. The Writings of Toni Morrison.
This course surveys the writing of Nobel laureate Toni Morrison. Texts are selected from her novels, essays, children's literature, and drama and also include criticism written about her work by other scholars. Recommended background: one 100-level English course or AFR 100. Not open to students who have received credit for AA/EN 265. Enrollment limited to 29. (Africana: Diaspora.) (Africana: Gender.) (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] S. Houchins.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN 268. Survey of Literatures of Africa.
This course explores folklore, myths, and literary texts of the African continent. These include works written by Anglophone authors such as Achebe, Soyinka, Ngugi, Vera, Njau, Aidoo, Nwapa, Head, Cole, Mda, Abani, Okorafor, and Atta; those drawn from oral traditions of indigenous languages transcribed into English, such as The Mwindo Epic and The Sundiata; and those written by Lusophone and Francophone authors including Bâ, Senghor, Liking, Neto, Mahfouz, Ben Jelloun, and Kafunkeno. The course contextualizes each work historically, politically, and anthropologically. Students are introduced to a number of critical theories and methodologies with which to analyze the works, such as poststructural, Marxist, Pan-African, postcolonial, and feminist. Prerequisite(s): one 100-level English course. Not open to students who have received credit for AA/EN 268. (Africana: Diaspora.) S. Houchins.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN 269. Narrating Slavery.
This course examines selected autobiographical writings of ex-slaves; biographical accounts of the lives of former slaves written by abolitionists, relatives, or friends; the oral histories of ex-slaves collected in the early to mid-twentieth century; and the fiction, poems, and dramas about slaves and slavery (neo-slave narratives) of the last hundred years. Students consider these works as interventions in the discourses of freedom—religious, political, legal, and psychological—and as examples of a genre foundational to many literary works by descendants of Africans in diaspora. The course surveys early works written by slaves themselves, such as broadsides and books by Jupiter Hammond, Frederick Douglass, and Harriet Jacobs; dictated biographies such as those by Esteban Montejo, Nat Turner, Mary Prince, and Sor Teresa Chicaba; and fictional works inspired by the narratives, such as works by Toni Morrison, Gayl Jones, Charles Johnson, Michelle Cliff, Sherley Ann Williams, Colson Whitehead, and Charles Johnson. Recommended background: one 100-level English course or AFR 100. Not open to students who have received credit for AA/EN 269. Open to first-year students. Enrollment limited to 29. (Africana: Diaspora.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] S. Houchins.
Concentrations

This course is referenced by the following General Education Concentrations

CM/EN 277. Medieval Literatures of Resistance: Power and Dissent, 1100–1500.
This course offers sustained examination of several major sites of cultural power in the Middle Ages—including institutions and traditions such as the Church and the monarchy, Parliament, and civic government, marriage and the household—and considers the oppositional energies of texts that negotiate those sites. Students read historical documents (poems, letters, and chronicles) and analyze the textual tactics that resist or evade the rules set to govern most aspects of medieval public and private life. Prerequisite(s): at least one course in English. Enrollment limited to 29. (English: Medieval.) (English: Pre-1800.) S. Federico.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 280. Anti-Semitism, Assimilation, and the European Novel, 1850-1935.
The Dreyfus Affair (1894-1906) is the seminal moment to understand anti-Semitism in the nineteenth and twentieth centuries. This course studies the multiple differences in how Jews appear in European novels and examines Jewish assimilation among composers, authors, and painters such as Mendelssohn, Mahler, Schoenberg, Schnitzler, Pissarro, and Chagall. It investigates both positive Jewish images and anti-Semitism in such novels as Celine’s Journey to the End of the Night, Dickens’ Our Mutual Friend, Melville’s epic poem Clarel, and Roth’s Goodbye Columbus. Enrollment limited to 25. (English: Post-1800.) S. Freedman.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 291. Fiction Writing.
A course for students who wish to have practice and guidance in the writing of prose. Admission by writing sample. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. Normally offered every year. [AC] [CP] Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 292. Poetry Writing.
A course for students who wish to have practice and guidance in the writing of poetry. Admission by writing sample. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. Normally offered every year. M. Hardy.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 296. Methods and Modes of Literary Study.
This course introduces students to major trends, methodologies, and modes of inquiry in the field of literary study. Students identify and discuss the continuing significance of the formation of the Western canon (including counter responses to that formation), identify and demonstrate knowledge of the meaning of different literary genres, perform close readings of a given text, appreciate poetic form and experimentation, critically analyze a given text with reference to its historical significance, deploy theoretical concepts in relation to a given text, identify appropriate theoretical or digital methodologies to apply in different textual circumstances, and conduct research in the field. Enrollment limited to 25. S. Federico, E. Osucha, T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

INDC 306. Queer Africana: History, Theories, and Representations.
This course examines the debates among authors, politicians, religious leaders, social scientists, and artists in Africa, the African Americas, and Afro-Europe about the very existence of same-sex desire and relationships—any non-normative sexualities, in general—throughout the African world. While the course analyzes histories of sexualities, legal documents, manifestos by dissident organizations, and anthropological and sociological treatises, it focuses primarily on textual and cinematic representations, and proposes methods of reading cultural productions at the intersection of sexualities, race, ethnicities, and gender. Cross-listed in Africana, English, and gender and sexuality studies. Recommended background: at least one course in Africana, gender and sexuality studies, or literary analysis. Enrollment limited to 15. (Africana: Diaspora.) (Africana: Gender.) (Africana: Historical Perspective.) (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] S. Houchins.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

INDC 325. Black Feminist Literary Theory and Practice.
This seminar examines literary theories that address the representation and construction of race, gender, and sexuality, particularly, but not exclusively, theories formulated and articulated by Afra-diasporic women such as Spillers, Ogunyemi, Henderson, Carby, Christian, Cobham, Valerie Smith, McDowell, Busia, Lubiano, and Davies. Students not only analyze theoretical essays but also use the theories as lenses through which to explore literary productions of women writers of Africa and the African diaspora in Europe and in the Americas, including Philip, Dangarembga, Morrison, Herron, Gayl Jones, Head, Condé, Brodber, Brand, Merle Collins, and Harriet Wilson. Cross-listed in Africana, and gender and sexuality studies. Strongly recommended: at least one literature course. Enrollment limited to 15. (Africana: Diaspora.) (Africana: Gender.) (English: Race, Ethnicity, or Diasporic Literature.) [AC] S. Houchins.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

CM/EN 344. Chaucer and His Context.
This seminar encourages students already familiar with Chaucer's Canterbury Tales to further explore his other major poetic works in the context of his late fourteenth-century London milieu. Texts include a selection of dream visions, historical romances, and philosophical treatises ("Troilus and Criseyde," "Book of the Duchess," "Parliament of Fowls," and others). Chaucer's literary contemporaries, including John Gower, William Langland, and the "Gawain"-Poet, are studied along with their poetic forms and historical contexts. All texts read in Middle English. Only open to juniors and seniors. Prerequisite(s): CM/EN 206. Enrollment limited to 15. (English: Medieval.) (English: Pre-1800.) [W2] S. Federico.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 360. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Prerequisite(s): one 100-level English course. Normally offered every semester. Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 365. Special Topics.
Offered occasionally by a faculty member in subjects of special interest. Prerequisite(s): one 100-level English course. [AC] [HS] Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 391. Advanced Fiction Writing.
Prerequisite(s): English 291. Enrollment limited to 12. Instructor permission is required. Normally offered every year. [AC] [CP] J. Anthony.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 392. Advanced Poetry Writing.
Prerequisite(s): English 292. May be repeated once for credit. Enrollment limited to 12. Instructor permission is required. Normally offered every year. M. Hardy.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395. Junior-Senior Seminars.
Seminars provide an opportunity for concentrated work in a restricted subject area. Two such seminars are required for the English major. Students are encouraged to see the seminar as preparation for independent work on a senior thesis. They may also choose to use the seminar itself as a means of fulfilling the senior thesis requirement. Sections are limited to 15. Instructor permission is required.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395A. Apocalypse Then and Now.
This seminar examines early modern apocalyptic literature and thought, the origins of biblical apocalypticism, and the ideological implications of apocalypticism on race, politics, and ecology from the early modern period to our present moment. Students examine primary sources centered on moments of historical crisis, critical theory on politics and race, and historical-theological criticism. Course readings taken from Spenser, Donne, Shakespeare, Marlowe, Kyd, and Milton are studied alongside contemporary films such as Mad Max: Fury Road and Fences. Enrollment limited to 15. Instructor permission is required. (English: Pre-1800.) (English: Race, Ethnicity, or Diasporic Literature.) [W2] [AC] [HS] Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395B. Godard and European Film.
Jean-Luc Godard is perhaps the most important filmmaker of the second half of the twentieth century. His films are essays in what images can do; they analyze narrative, structure, and sound. This course considers the major films of his career, from romantic early works like Breathless (1959), to politically severe films like Weekend (1967), to the philosophical meditation of In Praise of Love (2001). Each week course participants study one film by directors such as Antonioni, Bergman, Dreyer, Fellini, Marker, Pasolini, Tarkovsky, and Truffaut. Taken together, Godard and these European directors show why twentieth-century film is truly "the seventh art." Prerequisite(s): one English course. Enrollment limited to 15. Instructor permission is required. [W2] S. Dillon.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395C. Pacific Studies and the Literatures of Oceania.
This course provides an introduction to Pacific studies and decolonial literature and theory in Oceania. As the United States, China, and other nations invest billions in extending their ownership and influence in Oceania, Pacific writers, scholars and activists enact a poetics and praxis of decolonization. Students examine the interdisciplinarity of Pacific literary studies as it interrogates and resists traditions of inquiry in anthropology, geography, history, politics, economics, and ecology. Students also consider the publication underrepresentation with which Pacific writers have had to contend and the actions they have taken to provide publishing access through imprints created by and for Pacific writers. Only open to juniors and seniors. Prerequisite(s): one English course. Enrollment limited to 15. Instructor permission is required. (English: Race, Ethnicity, or Diasporic Literature.) Normally offered every other year. [AC] T. Salter.
Concentrations

This course is referenced by the following General Education Concentrations

EN/GS 395D. Gender and Species.
Grappling with gender and species at once, this course considers two concepts that have enforced binary thinking about what defines and divides human life. Reaching back to medieval and early modern literature, students examine representations that push against received formulations of man/woman and human/animal. How have categories of gender and species reinforced one another in figurations of living bodies and their experiences? Can we liberate our reading from either of these binaries? What are the promises of such a liberation? Readings include theoretical interventions from animal studies, posthumanism, queer and transgender theory, and ecofeminism. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. (English: Pre-1800.) [W2] One-time offering. M. Wright.
Concentrations

This course is referenced by the following General Education Concentrations

CM/EN 395E. Medieval Romance.
Romance was the most popular literary genre of the later Middle Ages. Originating in France in the twelfth century, this highly adaptable form quickly became an international phenomenon, with numerous examples found across Europe and the British Isles. Many romances tell tales of amorous exploits, exotic travels, and quests for knowledge; the celebration of chivalric ideals is a central theme. But many of these tales seem to question and sometimes undermine the very ideals they otherwise espouse: courtly love mingles with sexual adventurism, for instance, and loyalty to one's lord often results in alienation or death. Students read a selection of romances from France and Britain (all texts are in modern English translation or manageable Middle English) with an eye toward how they variously articulate and deconstruct the notion of chivalry. Prerequisite(s): one English course. Enrollment limited to 15. Instructor permission is required. (English: Medieval.) (English: Pre-1800.) [W2] [AC] [HS] S. Federico.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395E. Goodbye Yellow Brick Road: 1970s U.S. Culture.
What does it look like when an age dedicated to hope and change turns to darkness and horror? Hard for many of us to imagine, but that is what happened when the 1960s became the 1970s. Students explore a range of cultural artifacts from novels and magazines to films and music. Writers and film directors may include Alice Walker, Philip K. Dick, Patti Smith, Hunter Thompson, Charles Burnett, and Martin Scorsese. Prerequisite(s): one English course. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) S. Dillon.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395F. Five American Women Poets.
Concentrated study of five major American poets, Emily Dickinson, Elizabeth Bishop, Gwendolyn Brooks, Sylvia Plath, and Adrienne Rich, whose various poetic achievements illuminate particular dilemmas facing female poets—issues of subject matter, visibility, literary tradition, and ideology. Corollary readings may be drawn from the work of both peers and inheritors, such as Marianne Moore, H. D., Edna St. Vincent Millay, Denise Levertov, Lucille Clifton, Rita Dove, Louise Gluck, Jorie Graham, and Marie Howe. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) S. Dillon.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

ENG 395G. Autofiction.
A concentrated study of the interstices between experienced and imagined truth, dilemmas of disbelief, irony, narration, dialogue, persona, and performance in twenty-first-century autobiographical fictions or "autofictions," as coined by French critic Serge Doubrovsky in 1977. Readings of contemporary autofictions, as well as novels written well before Doubrovksy, may include Stendhal, Proust, Wilson, Joyce, Baldwin, Heti, Millet, Lin, Lerner, and Knausgard. A creative writing component is required. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) One-time offering. J. Anthony.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395K. The Arctic Sublime.
Now the focus of grave concerns over climate change, the Arctic generated a different set of anxieties in the nineteenth century. Perceived as strange and terrifying, and deadly to those who tried to chart and conquer it, the region was a source of the sublime; its inhuman greatness both inspired and appalled. Drawing on various genres, students examine the "Arctic sublime," considering its artistic and ideological purposes for Romantics and Victorians. Works include Coleridge's "Rime of the Ancient Mariner," Mary Shelley's Frankenstein, and Poe's Narrative of Arthur Gordon Pym as well as works of visual art and selections from nineteenth-century theorists of the sublime. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) [W2] [AC] L. Nayder.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

ENG 395L. Utopia/Dystopia Fiction.
What does it mean to live the "good life"? How is this related to building, planning, desiring, or dwelling in a "good place"? How do plans and policies for good life morph into bad places? Are good places always exclusionary, and thus foundationally bad places for some? This course traces two trends side by side: the early modern vogue for utopia-fictions, such as Thomas More's Utopia, and the twentieth- and twenty-first-century turn to dystopia-fictions, such as Orwell’s 1984. Students consider relationships of genre, politics, identity, modernity, and colonialism between these two trends, while broadly considering the relationship among power, place, and community. Enrollment limited to 15. Instructor permission is required. K. Adkison.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395M. Colossuses: Joyce's Ulysses and Wallace's Infinite Jest.
The seminar pairs two books, one modern, one postmodern, both joined by the colossal magnitude of their undertaking, their first readers’ failure to comprehend their work, and the patent ambition of both novelists. James Joyce’s Ulysses, a masterpiece of modernism, was thought unreadable in 1922 at the time of its publication; David Foster Wallace's Infinite Jest, "the first novel of the Internet," is often read as a postmodern novel of an imposing, perplexing 1,000 pages. The seminar closely compares the two works concerning their historical contexts, their use of history, digression, Hamlet, vulgarity, and stream-of-consciousness. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) [W2] S. Freedman.
ConcentrationsInterdisciplinary Programs

This course is referenced by the following General Education Concentrations

This course counts toward the following Interdisciplinary Program(s)

AF/EN 395T. African American Literary Issues and Criticism.
This seminar takes as its premise that black literature engages with and reflects parts of the world in which it is produced. In this course, students sort through the various conversations authors and critics have with each other. They read canonical authors and less well-known figures in an effort to tease out the nuance present in this body of work. Each text is paired with another in a form of dialogue. These exchanges are not set, so it is up to students to understand how the texts speak to each other. Literary criticism requires us to think through privilege, citizenship, capitalism, intraracial dynamics, gender and sexual dynamics, and political movements. The course theme may vary from year to year (e.g., disability, literature of the left, black queer studies). Not open to students who have received credit for AA/EN 395T. Enrollment limited to 15. Instructor permission is required. (English: Race, Ethnicity, or Diasporic Literature.) [W2] T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395U. Postmodern Novel.
The seminar examines diverse efforts to define "postmodernism." Students read novels by Joyce, Pynchon, Wallace, Eco, and Rushdie. Contemporary reviews, secondary criticism, narrative theory, issues of socially constructed reality, and some problems in the philosophy of language mark out its concerns. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) [W2] S. Freedman.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395V. Literature, Medicine, and the Problem of Empathy.
Exposure to works of literature is widely understood to help develop empathy in readers — to enable us to forge connections and feel "as" others do — and is increasingly built into medical education. But some critics and theorists remain skeptical of such claims, questioning easy equations between literature and "real life," or seeing in empathy itself a troubling and inequitable power dynamic. Students examine the alleged relation between literature and empathy, and consider the importance of empathy to the practice of medicine, the debate over the value of literature for medical education, and theories of empathy and its neuroscience. Readings include short stories, novels, poetry, and memoirs as well as critical and theoretical studies. Prerequisite(s): one 100-level English course. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) [W2] [AC] L. Nayder.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395X. Digital Dickens.
Students in this course read several major works of Charles Dickens, draw on digital archives of his work, including autograph letters at the Free Library of Philadelphia and journalism from "Dickens Journals Online," and produce a digital project relating to Dickens and/or his fiction while also writing a research paper. Students consider what is gained—and lost—by approaching Dickens through digital means as they study and represents the Victorian novelist by means of electronic resources and digital platforms. Enrollment limited to 15. Instructor permission is required. (English: Post-1800.) [W2] L. Nayder.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 395Y. Medieval London.
Medieval London was dangerous and thrilling: amid its markets, brothels, and taverns, citizens and foreigners plied their trades while Parliament convened treason trials and authorized public executions, the king held court attended by the royal family and assorted minions, and the monks at Westminster Abbey took notes on daily life in the city. This course looks at medieval London through the texts composed by its contemporary writers and residents, including Chaucer, Gower, Langland, Lydgate, and Hoccleve (in Middle English). Students also examine legal records, chronicles, and parliamentary proceedings (in translation). No previous experience with Middle English is necessary. Enrollment limited to 15. Instructor permission is required. (English: Medieval.) (English: Pre-1800.) [W2] S. Federico.
Concentrations
ENG 457. Senior Thesis.
Students register for ENG 457 in the fall semester. Majors writing an honors thesis register for both ENG 457 and 458. [W3] Normally offered every year. Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG 458. Senior Thesis.
Students register for ENG 458 in the winter semester. Majors writing an honors thesis register for both ENG 457 and 458. [W3] Normally offered every year. Staff.
Concentrations

This course is referenced by the following General Education Concentrations

Short Term Courses
ENG s11. Reading Piers Plowman: Intensive Study of a Late Fourteenth-Century Allegory.
This course offers an intensive close reading experience of William Langland's allegorical poem Piers Plowman. Langland, a major contemporary of Chaucer, is studied for his use of alliterative Middle English verse, his visionary politics, and his reformist religious views. Open to first-year students. Enrollment limited to 30. (English: Medieval.) (English: Pre-1800.) One-time offering. S. Federico.
Concentrations

This course is referenced by the following General Education Concentrations

ENG s12. Margaret Atwood's The Handmaid's Tale: Novel, Sources, Adaptations.
"Right now, I'm halfway through Hard Times." So Offred says of her illegal reading in Margaret Atwood's dystopian novel The Handmaid's Tale. In this course, students read Atwood's novel and examine its biblical and literary sources as well as its adaptations, considering the political and literary significance of the work. Readings include selections from Chaucer, novels by nineteenth-century novelists Mary Hays and Charles Dickens, as well as twentieth-century dystopian fiction. Students compare Atwood's novel to a number of film adaptations, including the television series. Recommended background: one 100-level English course. Open to first-year students. Enrollment limited to 30. [AC] L. Nayder.
Concentrations

This course is referenced by the following General Education Concentrations

AV/EN s17. Cartoon Cartoon: Film Theory and History of Short-Form Animation.
This course provides an overview of short-form animation, its history, and film theory as relates to animation from birth of cartoons and their early use before and between feature films in theaters to their move to prime-time television and the rise of networks dedicated to cartoons. Students discuss issues of technique, production, form, audience, and venue. The course also explores what animation looks like in other regions of the world. Enrollment limited to 30. [AC] [HS] T. Salter.
Concentrations

This course is referenced by the following General Education Concentrations

AF/EN s23. Black Poetry.
How does the African American poetic tradition specifically contribute to the literary canon of African American literature and larger conceptions of American and global literature? This course is both an introduction to Black poetics and a deep exploration. The course considers so-called basic questions (e.g., What are Black poetics?) and more sophisticated questions (e.g., How do Black poetics transform the literary and cultural landscape?). Students read a variety of authors who maneuver between intra- and inter-racial politics, including such canonical authors as Langston Hughes and Nikki Giovanni, and less well-known authors such as Jayne Cortez and LL Cool J. Prerequisite(s): one 100-level English course. Not open to students who have received credit for AA/EN 255 or s23. Open to first-year students. Enrollment limited to 29. (English: Race, Ethnicity, or Diasporic Literature.) T. Pickens.
Concentrations

This course is referenced by the following General Education Concentrations

EN/ES s26. Overstories: Telling the Lives of Trees.
Who tells the stories of trees, how do they tell them, and why? How are the lives and voices of forests captured and constructed? Students in this course address these questions by examining a range of novels, histories, and scientific studies focused on trees and forests, and by constructing their own narratives — fictional and/or historical — about their lives with trees, including those on the Bates campus and in the surrounding community. They consider how trees and forests have been identified by writers as models for human beings and human communities. Students hear from those who work with trees, including foresters and arborists, and consider the ways in which the lives of trees and those of human beings are intertwined. Readings include Richard Powers, The Overstory; John Fowles, The Tree; Lauren Oakes, In Search of the Canary Tree; and Peter Wohlleben, The Secret Lives of Trees. Prerequisite(s): ENVR 205 or one 100-level English course. Enrollment limited to 30. (English: Post-1800.) L. Nayder.
Concentrations

This course is referenced by the following General Education Concentrations

ENG s28. Arab American Poetry.
This course offers students an introduction to Arab American poetry from the early works of Khalil Gibran to the present. Students develop an appreciation of Arab American poetic forms, craft, voice, and vision within a transnational and diasporic framework. Surveying the poems and critical work of an expansive array of poets such as Lauren Camp, Hayan Charara, Suheir Hammad, Marwa Helal, Mohja Kahf, Philip Metres, Naomi Shihab Nye, Deema Shehabi, and others, students examine the complex, personal, communal, national, cultural, historical, political, and religious realities that manifest themselves at home and elsewhere in the Arab American literary imagination. Open to first-year students. Enrollment limited to 30. (English: Post-1800.) (English: Race, Ethnicity, or Diasporic Literature.) Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG s34. Creative Nonfiction.
A creative nonfiction writer tells a true story in an inventive and original manner. Or as John McPhee says, "Creative nonfiction is not making something up but making the most of what you have." In this course students write four creative nonfiction essays in the genres of memoir, lyric, travelogue, and art review. Students learn to see writing as an act, not as a product. To that end, the course includes workshops in which ideas and critiques of the students writing assignments are thoughtfully offered. To further fuel the writing assignments and workshops students read a wide-ranging selection of creative nonfiction essays, studying figurative language, character and setting development, and dramatic structure. Enrollment limited to 15. Instructor permission is required. Staff.
Concentrations

This course is referenced by the following General Education Concentrations

ENG s43. Shakespeare in the Theater in London.
A study of Shakespeare's plays in performance, intended to acquaint the student with problems that are created by actual stage production in the interpretation of the plays. Students see Shakespearean productions in various locations, including London and Stratford-on-Avon, England. Enrollment limited to 15. Instructor permission is required. (English: Pre-1800.) [AC] S. Freedman.
Concentrations

This course is referenced by the following General Education Concentrations

ENG s50. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term. Normally offered every year. Staff.
Concentrations

This course is referenced by the following General Education Concentrations