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Fall 2015 Courses


100-level Courses

ENG 100 - Reading and Writing Rhetorically (4 credits)

Intensive introduction to critical writing and reading in academic contexts. Exploration of writing processes and academic literacy skills: interpreting assignments; comprehending, analyzing, and evaluating college-level texts;  inventing, drafting, and revising; seeking, providing, and responding to constructive feedback; collaborating effectively under varied learning models. Extensive writing practice and individualized coaching. Attention to grammar and conventions of standard written English. Intended as preparation for ENG 101. All sections meet in computer classrooms.

ENG 101 - Academic Writing and Research (4 credits)

Intensive instruction in academic writing and research. Basic principles of rhetoric and strategies for academic inquiry and argument. Instruction and practice in critical reading, including the generative and responsible use of print and electronic sources for academic research. Exploration of literate practices across a range of academic domains, laying the foundation for further writing development in college. Continued attention to grammar and conventions of standard written English. Most sections meet in computer classrooms.

For further information about the First-Year Writing Requirement, see

ENG 105 - Writing and Research in the Disciplines (1 credit)

200-level Courses

ENG 201 - Writing Literary Analysis (3 credits)

Writing about literature for a variety of audiences. Strategies for writing close textual analysis - including attention to versification, narrative technique, and dramatic structure - and for articulating biographical, literary-historical, and cultural-historical contexts. Conventional genres of literary analysis, including "close readings," reviews, and editorial introductions; conventions of organization and prose style in both academic and professional literary discourse; MLA conventions for prose style and documentation.


ENG 207 - Studies in Poetry (3 credits)

Thomas D Lisk

Main features of poetry such as tone, voice, form, diction, figurative language, and sound patterns. Reading of poetry from different periods with the goal of learning how to understand, appreciate, and analyze different kinds of poems.



ENG 207 Studies in Poetry-Spring 2015

Instructor: Tom Lisk


Helen Vendler, Poems, Poets, Poetry, Third Edition

COURSE DESCRIPTION: In this course you will read, discuss and write about poetry as a form of oral and written communication. The readings will help you gain a technical appreciation of poems as artistic unities of form and content, emotion and idea, language and knowledge, sound and sense. 

ENG 208 - Studies In Fiction (3 credits)

Representative examples of novels and short stories from different periods, emphasizing understanding and appreciation of fiction as a genre, a knowledge of the features and techniques of fiction, and a sense of the development of the genre.

ENG 209 - Introduction to Shakespeare (3 credits)

Shakespeare for non-English majors. Seven to ten major plays, including representative comedies, such as The Taming of the Shrew; histories, such as Richard III; tragedies, such as Hamlet; and romances, such as The Tempest.Does not satisfy requirements for English major.

ENG 210 - Introduction to Language and Linguistics (3 credits)

Linguistics theory and method. Topics include the English sound system, morphology, syntactic structure, semantics, and historical and contemporary dialect variation. Language acquisition, language and the brain, and computer processing and human language.

ENG 214 - Introduction to Editing (3 credits)

Basic editorial skills with a wide range of publications. Stylistic editing (conventions of written English, consistency, effectiveness of syntax, appropriateness of diction), substantive editing (accuracy, legal issues, ethics), and production editing (layout, typography, electronic publication processing). Introduction to resources such as standard reference works and professional organizations.

ENG 219 - Studies in Great Works of Non-Western Literature (3 credits)

Readings, in English translation, or non-Western literary masterpieces from the beginnings of literacy in the Middle East, Asia, and Africa to the modern period, including excerpts from texts such as the Upanishads, the Ramayana, the Sundiata, Gilgamesh, A Thousand and One Nights, and the Quran and such authors as Confucius, Oe Kenzaburo, Omar Khayyam, Rumi, and Amos Oz.

ENG 220 - Studies in Great Works of Western Literature (3 credits)

Readings, in English translation, of Western literary masterpieces, from the beginnings of literacy in the Middle East and Europe towards the present, including such authors as Homer, Sophocles, Virgil, Ovid, Augustine, Danta, Machiavelli, Shakespeare, Cervantes, Moliere, Voltaire, Goethe, Austen, Flaubert, Dickinson, Tolstoy, Kafka, and Woolf.Credit will not be given for both ENG/FL 220 and either ENG/FL 221 or ENG/FL 222.

ENG 221 - Literature of the Western World I (3 credits)

Readings from English translations of Biblical, Classical, Medieval, and Early Renaissance literature, including works by such authors as Homer, Plato, Virgil, Ovid, St. Paul, St. Augustine, Marie de France, and Dante.

ENG 222 - Literature of the Western World II (3 credits)

Readings from English translations of Renaissance, Neo-Classical, Romantic, and Early Modern literature, emphasizing the cultures of continental Europe from the Renaissance to 1900, and including such authors as Petrarch, Erasmus, Rabelais, Machiavelli, Shakespeare, Moliere, Voltaire, Rousseau, Goethe, Flaubert, and Tolstoy.

ENG 223 - Contemporary World Literature I (3 credits)

Twentieth-century literature of some of the following cultures: Russian, Eastern European, Western European, Latin American, Canadian, Australian.

ENG 232 - Literature and Medicine (3 credits)

Sheila Smith McKoy PhD

ENG 323

Dr. Smith McKoy

Study of  literature and its commentary about illness, epidemics, health disparities, and the science and practice of medicine.  This iteration of the course will focus specifically on literature by African and African descent writers including authors such as Alice Walker, Toni Morrison, James Baldwin, Charles Johnson, Toni Cade Bambara, Bebe Moore Campbell and others.

ENG 246 - Literature of the Holocaust (3 credits)

Fictional and nonfictional versions of the Holocaust, focusing on themes of survival, justice, theology, and the limits of human endurance.

ENG 248 - Survey of African-American Literature (3 credits)

African-American writing and its relationships to American culture and history. Covers such writers as Wheatley, Douglass, Chesnutt, Dunbar, DuBois, Hughes, Hurston, Wright, and Morrison.

ENG 251 - Major British Writers (3 credits)

ENG 252 - Major American Writers (3 credits)

Significant American authors chosen from among such figures as Franklin, Emerson, Thoreau, Hawthorne, Melville, Douglass, Stowe, Whitman, Dickinson, Twain, James, Frost, Faulkner, Hemingway, and Morrison.Credit will not be given for both ENG 252 and either ENG 265 or 266.

ENG 260 - Introduction to Literary Study (3 credits)

James Stephen Mulholland

The Pleasures of Imagination: Reading and Writing About Literature

This course will explore what it means to be readers of and writers about literature. In the process, it will serve as a broad introduction into some of the major genres of modern English literature (such as poetry, prose fiction, drama, and graphic narratives) and the characteristics that constitute these different genres (such as conceit, imagery, particular stances in regards to audience, visual experimentation, etc.). By looking across a historical spectrum, students will examine not just how literature is created and what it does (and does not do) to readers, but also the way that literature has transformed. We will often focus on the changing nature of “reading,” the relationship between politics and art, and on the role of memory and testimonial in writing. Reading will include numerous poems (from William Shakespeare to spoken word and slam poetry) as well as Oscar Wilde’s The Importance of Being Earnest, Jane Austen’s Pride and Prejudice, Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde, and Art Spiegelman’s graphic narrative Maus



ENG 261 - English Literature I (3 credits)

A survey of English literature to 1660, including Old English, Middle English, and Renaissance writing, focusing on such central authors as Chaucer, Spenser, Marlowe, Shakespeare, Jonson, Donne, and Milton. Credit will not be given for both ENG 261 and ENG 251.

ENG 262 - English Literature II (3 credits)

A survey of English literature from 1660 to the present. Poetry, fiction, drama and intellectual prose by such central writers as Dryden, Pope, Swift, Johnson, Wollstonecraft, Wordsworth, Keats, Shelley, Bronte, Carlyle, Tennyson, Browning, Yeats, Woolf, Joyce and Eliot. Credit will not be given for both ENG 262 and ENG 251.

ENG 265 - American Literature I (3 credits)

A survey of American literature from the beginnings to the Civil War, including such central authors as Edwards, Franklin, Irving, Emerson, Hawthorne, Melville, Poe, Stowe, Douglass, Thoreau, and Whitman. Credit will not be given for both ENG 265 and ENG 252.

ENG 266 - American Literature II (3 credits)

A survey of American literature from the Civil War to the present, including such central authors as Whitman, Dickinson, Twain, James, Crane, Wharton, Frost, Eliot, Hemingway, Hurston, Faulkner, Wright, O'Connor, and Morrison. Credit will not be given for both ENG 266 and ENG 252.

ENG 267 - LGBTQI Literature in the U.S. (3 credits)

Howard Gene Melton II

Chronological survey of works of literature by and about gay, lesbian, bisexual, transgender, questioning, and intersex communities in the U.S. Primary texts will be considered in historical, political, and literary contexts. Brief consideration of early works from colonial period and 19th century with primary focus on 20th and 21st century texts.

ENG 281 - Introduction to Creative Nonfiction (3 credits)

Catherine A Warren


Dr. Cat Warren

This is an introductory course that will instruct students in writing, editing and appreciating the professional nonfiction one finds in magazines, on issue-oriented websites, and in general interest publications, from the New Yorker-style long article to the personal columns read on online media outlets:  writing about an issue or event in a personal, stylish way while obtaining the rigor of journalism in scrupulous research and clarity. In an ever-enlarging media universe, this is the most visible and commercial of all the creative writing genres.

ENG 282 - Introduction to Film (3 credits)

Examination of basic film techniques and basic methods of film analysis. Emphasis on understanding and appreciating film as a major art form.

ENG 287 - Explorations in Creative Writing (3 credits)

Introduction to the basic elements and principles of three genres of creative writing: poetry, fiction and drama. Reading and class discussion of student work. Recommended for students with no prior experience in creative writing.

ENG 288 - Fiction Writing (3 credits)

Experience in writing short prose fiction. Class critiquing of student work and instruction in techniques of fiction.

ENG 289 - Poetry Writing (3 credits)

Experience in writing poetry. Class critiquing of student work and instruction in techniques of poetry.

ENG 292 - Writing About Film (3 credits)

Comprehensive study of various approaches to writing about film. Primary focus is on the critical and evaluative practice involved in writing film criticism for non-academic audiences. Film screenings, discussion of assigned readings, and in-classwriting workshops aid students in preparing a portfolio of film writing that includes film reviews of various lengths.

ENG 298 - Special Projects in English (1-3 credits)

300-level Courses

ENG 305 - Women and Literature (3 credits)

Leila S May

In this course, we will approach a number of overlapping issues and concerns affecting women through a broad spectrum of nineteenth- and twentieth-century works by female writers.  We will engage in a number of simultaneous activities: looking at the ways in which various women writers of diverse ethnicities have rejected traditional narratives, such as the courtship plot and kitchen concerns, creating alternative stories based on other types of relationships and other interests; examining the ways in which "madness" gets represented in a society that marginalizes both fantasy and "the feminine,and apotheosizes reason; studying fictions of female development (the female Bildungsroman), and speculating on the differences between female and male "Bildung”; interrogating traditional notions of gender differences; discussing the meaning of the establishment of a tradition of "women's writing":  how, for example, do women writers build upon—or challenge—the works of their literary "mothers"?  Authors will include Charlotte Brontë, Sandra Cisneros, Louise Erdrich, Zora Neale Hurston, Barbara Kingsolver, Maxine Hong Kingston, Toni Morrison, Alice Munro, Jean Rhys, and Leslie Marmon Silko.

Denise Heinze

In this course we will explore female writing in the US from the 18th century to the present in order to examine how women have reshaped literary genres (novels, short stories, myths, poetry, memoirs, and essays) as a form of resistance to social and political ideologies.  In particular, we will discover how these women, through their writings, have challenged and ultimately altered traditional definitions of femininity and masculinity.  Finally, we will read these authors in a critical context, drawing on American studies, feminist literary criticism, and postmodernist theory as a way to understand how women have negotiated complex intersections of gender, race, and class in order to insist their way into print. 

 There will be weekly quizzes, two papers, an oral report project, and a mid-term and final exam. This course fulfills the GEP US Diversity requirement.

ENG 314 - Technical Document Design and Editing (3 credits)

ENG 316 - Introduction to News and Article Writing (3 credits)

Paul Rodman Cockshutt Jr

Prerequisite ENG 214, ENG 101

Techniques of writing news stories and feature articles. Components of newsworthiness, examination of evidence, interview techniques, varied writing styles. Role of newspapers and journalism in America.
Robert C. Kochersberger

ENG 316 is the basic course in news reporting and writing. Eng 316, more than anything, teaches one how to think like a journalist. It covers the basic genres of reporting: obituaries, profiles, crime and car wreck stories, interviewing, speech and meeting stories, etc.

The course is roughly divided into three sections: reporting and writing basics, public affairs reporting and feature writing. Students write a lot--weekly assignments, plus a substantial semester reporting/writing project. Knowledge of AP style is essential.

ENG 321 - Survey of Rhetorical Theory (3 credits)

ENG 323 - Writing in the Rhetorical Tradition (3 credits)

David M Rieder PhD
Prerequisite: ENG 101
A writing course based on the study of rhetoric. Readings on the principles of invention, arrangement, and style; analysis of written texts; writing of persuasive texts for a variety of audiences and purposes.

ENG 324 - Modern English Syntax (3 credits)

Prerequisite: ENG 101

Study of Modern English at the sentence level. Analysis of grammatical structure. Consideration of language variation in English.

ENG 326 - History of the English Language (3 credits)

Prerequisite: ENG 101

Development of the English language from its Indo-European origins to the present. Emphasis on historical and comparative linguistic methodology and on changes in sound, syntax, and meaning.

ENG 327 - Language and Gender (3 credits)

Caroline Marie Myrick
Introduction to the use of language by men and women. Research in Linguistics and Women's Studies addressing issues such as the acquisition of gender-differentiated language, gender and conversational interaction, sexism in language, gender issues in society, and the relationship between language, gender, and other social constructs (e.g., class, culture, and ethnicity).
 Prerequisite: ENG 101

ENG 328 - Language and Writing (3 credits)

Jeffrey Leo Reaser

We will investigate the language and writing and the intersection of these from a descriptive point of view. We will examine English phonetics, morphology, and syntax, with an eye toward refining understanding of and approaches to teaching about writing and writing errors. Ultimately, students are asked to consider how meta-linguistic awareness helps teachers lead their students to explore and discover information about language. ENG 328 is designed specifically for students in the LTN and MSL tracks. Non-teacher-education majors are welcome to take the class, but there is some assumed knowledge of educational psychology and pedagogy. Contact the instructor if you want more information about the appropriateness of the class for you. Please note that this is not a class aimed at improving your writing or editing.


ENG 330 - Screenwriting (3 credits)

Prerequisite: two film and/or creative writing courses (6 hours total)

In this writing workshop, students will develop skills in narrative structure, screenplay

format, and story elements (character, dialogue, scene construction). In the first portion of

the course, we focus on structure, character and dialogue. The remainder of the course is

devoted to the writing and critique of full-length original screenplays.

ENG 331 - Communication for Engineering and Technology (3 credits)


Preq: Junior standing

This course is aimed primarily at students in engineering and other technological fields. Students may take only ONE of the following courses: ENG 331, ENG 332 or ENG 333. In this course, students become familiar with written communication in industrial and technical organizations. Students are encouraged to adapt writing assignments to their own work experience, professional goals, and major fields of study. Instruction covers all phases of the writing process (planning, drafting, revising, and critiquing other people's work). Emphasis is placed on organizing for the needs of technical and management readers; concise, clear expression; and the use of visual aids. Typical assignments include job application letters and resumes, progress reports, proposals, technical instructions, and at least one oral presentation.

ENG 332 - Communication for Business and Management (3 credits)


Preq: Junior standing

This course (formerly ENG 221) is aimed primarily at students in business-, administration-, and management-related fields. Students may take only ONE of the following courses: ENG 331, ENG 332 or ENG 333. This course introduces students to the more important forms of writing used in business and public organizations. Students are encouraged to adapt writing assignments to their own work experience, professional goals, and major fields of study. Instruction covers all phases of the writing process (planning, drafting, revising, and critiquing other people's work). Emphasis is placed on organizing for the needs of a variety of readers; concise, clear expression; and the use of visual aids. Students practice writing tasks dealing with the routine problems and details common in a work environment and more specialized writing such as problem analyses and sales and administrative proposals. Each student also gives one or two oral presentations related to the written work.

ENG 333 - Communication for Science and Research (3 credits)


Preq: Junior standing

This course is aimed primarily at students who plan careers in scientific research. Students may take only ONE of the following courses: ENG 331, ENG 332, or 333. This course introduces students to the more important forms of writing used in scientific and research environments. The course explores the relationship between research and writing in problem formulation, interpretation of results, and support and acceptance of research. Students are encouraged to adapt writing assignments to their own work experience, professional goals, and major fields of study. Instruction covers all phases of the writing process (planning, drafting, revising, and critiquing other people's work). Emphasis is placed on organizing for the needs of a variety of readers; concise, clear expression; and the use of visual aids. Typical assignments include proposals, journal articles, and at least one oral presentation.

ENG 350 - Professional Internships (3 credits)

ENG 364 - History of Film to 1940 (3 credits)

Marsha Gabrielle Gordon PhD

This course begins with the international origins of motion pictures and traces the medium's evolution from experimental novelty to economic big business.  We will study the development of form, style, narrative, and industry practices through several national cinemas, including French, German, Italian, British, Soviet, and American. Along with an understanding of major and minor cinematic movements, this course seeks to give students a sense of the cultural and historical context of cinematic production. We will screen narrative and experimental film, as well as nontheatrical film (such as home movies and educational film). The course includes readings and screenings, weekly quizzes, a series of examinations, and several written assignments. 

ENG 372 - Early Twentieth-Century Poetry (3 credits)

ENG 373 - Late Twentieth-Century Poetry (3 credits)

ENG 376 - Science Fiction (3 credits)

John J. Kessel

This course is an historical and thematic survey of science fiction from its beginnings in the post-industrial revolution gothic romance, through its identification as a separate genre in the pulps of the early 20th century, to its practice by writers in and out of genre today. The course will concentrate on American science fiction, with consideration of significant developments in England and elsewhere. We will examine sf as a reflection of developing attitudes toward science and technology, as an expression of the "Two Cultures" debate, as a vehicle for social criticism and satire, as a metaphor used to examine character. Texts will be studied for their relation to literary movements of the nineteenth and twentieth centuries and the rise of popular fiction.

There will be two 3-5 page  out-of-class papers on readings in the first month of the semester, a midterm, a term paper of 10 pages due in April and a final examination.


Thomas P. Phillips




ENG 376


This section of Eng 376 examines the science fiction genre from the
general standpoint of its aesthetic and thematic development as
aligned with historical contexts, the latter being invariably
connected to technological advances. Specifically, it will follow the
genre’s ongoing fascination for and insights into the category of the

Assessment: class participation, two formal essays, and two exams.

ENG 378 - Women & Film (3 credits)

Ora Gelley

Women and Film: ENG 378 Professor Ora Gelley

This course introduces students to the analysis of gender in film history and film theory. The course teaches students to look at the ways film has (and has not been) by, for, and about women–on and offscreen. Accordingly, the course looks at a range of issues, including: debates about the gendered nature of the gaze; representation; film form and genre; nation and postcoloniality; spectatorship; race, class, and sexuality. The class is structured as a seminar, with an emphasis on developing students' ability to analyze films/visual media and critical readings and develop and articulate arguments. Filmmakers, television shows, and authors to be considered may include Lena Dunham (of HBO's Girls), Alfred Hitchcock, Vera Chytilová (Daisies), Harmony Korine (Spring Breakers), Jean-Pierre Jeunet (Amélie), Justin Simien (Dear White People), Pedro Almodóvar (Talk to Her), and Niels Oplev (The Girl With the Dragon Tattoo), among others.

ENG 380 - Modern Drama (3 credits)

Mary Helen Thuente

This course will introduce students to modern and contemporary plays from the U.S. and from countries outside of the U.S. (Sweden, Norway, Spain, France, Germany, Canada, England, Ireland, Egypt, Nigeria, the Caribbean, South Africa, Australia, Russia) in volume two of The Norton Anthology of Drama.  We will read plays by distinguished playwrights such as Oscar Wilde, George Bernard Shaw, Henrik Ibsen, Anton Chekhov, Bertold Brecht, Samuel Beckett, Eugene O’Neill, Tennessee Williams, Arthur Miller, Sam Shepard, and Harold Pinter.  We will consider the historical and cultural contexts of these literary masterpiences.  Modern drama, at once local and global in its subjects and insights, explores the vexing moral problems and social issues that challenge our global and technological world, and offers a unique opportunities to broaden our cultural perspectives and global awareness.  We will explore how modern drama evolved from multiple national dramas into a dynamic global phenomenon during the twentieth century.

ENG 380 fulfills "Global Knowledge" requirement.


ENG 381 - Creative Nonfiction Writing Workshop (3 credits)

ENG 382 - Film and Literature (3 credits)

Marsha Gabrielle Gordon PhD

ENGLISH 382 Film and Literature (MW 4:35-6:25)

Dr. Marsha Gordon

Virtually from their inception, motion pictures have relied upon literature for source material and inspiration.  This course explores the connections between literature and film by studying a variety of literary forms (short stories, comic books, plays, novels, essays) alongside related films and cinematic movements.  Authors will likely include Edward Albee, James Cain, Daniel Clowes, Chuck Palahniuk, William Shakespeare, Susan Orlean, and Daphne DuMaurier.  Filmmakers will likely include Akira Kurosawa, David Fincher, Luchino Visconti, Tay Garnett, Terry Zwigoff, Spike Jonze, Alfred Hitchcock, and Mike Nichols. The course includes a series of papers and a comprehensive final exam.

ENG 388 - Intermediate Fiction Writing Workshop (3 credits)

ENG 389 - Intermediate Poetry Writing Workshop (3 credits)

ENG 390 - Classical Backgrounds of English Literature (3 credits)

James Robert Knowles

An Ancient Flame: Classical Backgrounds of English Literature 

 Thomas Hardy opens his elegiac sequence “Poems of 1912-1913,” written for his recently deceased wife, with a Latin epigraph: veteris vestigia flammae—the vestiges of an old flame. In their original context in Virgil’s Aeneid, these words are spoken by Dido, Queen of Carthage, to express her burning desire for the Trojan hero who arouses feelings in her that she thought long dead. Centuries before Thomas Hardy, however, English literary tradition had made a habit of copying, borrowing, and stealing from ancient Greek and Latin sources. This course studies a selection of the ancient flames that have burned most brightly in the English literary imagination. We will read texts by Sappho, Plato, Aristotle, Cicero, Horace, Virgil, Ovid, Augustine, Prudentius, and Boethius. Student projects will do the work of connecting these precursor texts with their British and American followers, including but not limited to: Chaucer, Spenser, Sidney, Shakespeare, Milton, Emerson, Whitman, Dickinson, Hardy, Stevens, Eliot, and Pound. All Latin and Greek texts will be read in translation. 

This course satisfies the GEP Humanities requirement.

ENG 393 - Studies in Literary Genre (3 credits)

ENG 395 - Studies in Rhetoric and Digital Media (3 credits)

Gwendolynne Collins Reid
Digital Genres: Getting Things Done Online - Drama. Comedy. Sci-fi. Thriller.  Action. We usually associate genre with film, literature, or music. In the last few decades, however, genre studies has shown how important genre and genre knowledge are to just about everything we do. From résumés to thank you cards to classroom discussions, genre knowledge helps us act in the world—it shapes the options and constraints we perceive for action; it shapes how the people we interact with understand us; it helps shape our relationships and communities. In turn, we also shape genres by how we choose to participate in them and through other social influences. This course will connect North American rhetorical genre studies (RGS) with the study of digital rhetoric, giving students an important theoretical framework for understanding rhetoric and digital media. As part of our inquiry, we will analyze multiple genres that exist in digital form, considering them in context of digital affordances such as modularity, interactivity, multimodality, dynamicity, mobility, etc. Students will develop a critical vocabulary for describing and analyzing important rhetorical and social dynamics at play in how we act together in context of the digital.

400-level Courses

ENG 400 - Applied Criticism (3 credits)

W J Miller

Types and methods of literary criticism designed specifically for students intending to teach English in high school.

ENG 411 - Rhetorical Criticism (3 credits)

ENG 416 - Advanced News and Article Writing (3 credits)

ENG 426 - Analyzing Style (3 credits)

Helen Jane Burgess

Development of a greater understanding of and facility with style in written and electronic discourse. Theories of style, stylistic features; methods of analysis, imitation.

ENG 449 - 16th-Century English Literature (3 credits)

John N. Wall Jr

This course explores literature of the English Court in the early modern period.  Here, writers influenced by poets of the Italian Renaissance sought the language and forms to give voice to a developing sense of self – self in love, self in relationship, self seeking to shape the context and outcome of the times. We will explore the claim, made by some readers of this material, that we see in the works of these writers the development of a language of feeling, of inner human experience, perhaps creating in the process our understanding of the modern autonomous individual self.

 We will look especially at short works of Sidney, Spenser, Marlowe, and Shakespeare. We will especially be concerned with the reception of the Petrarchan tradition into English culture and its outcome.  Attention will be given to the political, religious, and social contexts in which these writers lived and worked, and to the ways in which they responded to and helped to shape the major cultural issues of the day.

Since no time is less complex than another, we will begin and end in satire.  

ENG 451 - Chaucer (3 credits)

Timothy Linwood Stinson

This course is a detailed introduction to the 14th-century English poet Geoffrey Chaucer through The Canterbury Tales and Troilus and Criseyde, his most famous works. We will read selected tales alongside excerpts from Chaucer’s sources as well as associated historical and literary works from 14th-century England. We will work together to understand how Chaucer drew upon a wide range sources, both English and Continental, to create a new form of English poetry, as well as how The Canterbury Tales and Troilus and Criseyde reflect literary culture, social upheaval, linguistic change, and political turmoil in late medieval England. We will also focus on critical reception of Chaucer's literature, including how his works have been read through a variety of critical and theoretical frameworks.

ENG 455 - Literacy in the U.S. (3 credits)

Christopher M Anson

ENG 455 Literacy in the United States

At this moment, astonishingly complex processes are at work as you read, interpret, and reflect on these words. For most of us, these processes are unconscious: we read because we have been reading for most of our lives. It's something that, from our perspective as educated people, we take mostly for granted, yet almost every aspect of our lives—including our social and familial relationships, our further education, our jobs, our ambitions, even, on some level, our survival—depends on it.

In this course, we'll examine the nature of literacy, including its history, purposes, acquisition, institutionalization, and present status in the United States, with special focus on cultural diversity and social equity. We'll learn about where written literacy came from, what actually happens (moment by moment) when we read, what's required to learn to read, and why some adults in the U.S. are illiterate. We'll explore controversies about the best approaches for reading instruction, the relationship of reading and writing, the relationship of speaking and reading (including the role of spoken dialects), and how new technologies are affecting literacy. We'll also consider some of the social, political, and ethical issues of literacy in the U.S.—for example, how literacy is related to power, or how written texts can exploit, deceive, or exclude. Course requirements include frequent posts to a small-group forum, brief presentations of outside research, papers, and quizzes. The course is participatory: limited lecturing and lots of interaction.

ENG 486 - Shakespeare, The Earlier Plays (3 credits)

Marvin W Hunt

Shakespeare's major works before 1600 with emphasis on his development as a playwright.

ENG 488 - Advanced Fiction Writing Workshop (3 credits)

ENG 491 - Honors in English (3 credits)

Sharon M. Setzer

ENG 491

Dr. Sharon Setzer

The Legacy of Robinson Crusoe

This course will focus on Daniel Defoe’s enormously popular novel Robinson Crusoe and it impact upon subsequent authors, illustrators, and filmmakers as well as its appeal to the imagination of readers from the early eighteenth century to the present.  While examining the enduring popularity of the Crusoe figure, we will also be particularly concerned with the cultural and critical work performed by authors who translate, adapt, update, resituate, and/or rewrite Defoe’s narrative for different audiences.

In addition to Defoe’s Robinson Crusoe, works studied will include The Female American (anonymously published in 1767), Elizabeth’s Bishop’s poem “Crusoe in England,” J. M. Cotzee’s novel Foe, Byron Haskins’ film Robinson Crusoe on Mars, A.D. Hope’s poem “Man Friday,” Michel Tournier’s novel Vendredi (translated as Friday, or the Other Island), Derek Walcott’s poem “Crusoe’s Island” and his play Pantomime, and Robert Zemeck’s film Cast Away (2000).

This course will satisfy core requirements in British Literature and World Literature as well as the 18th and 19th-century or the 20th-century requirement for LLT majors.  It will also count as a Literature or English elective.

ENG 492 - Special Topics in Film Styles and Genres (3 credits)

Devin A. Orgeron PhD

Film and the 1980s

Sandwiched between the Hollywood renaissance of the 1970s and the rise of the American indies in the 1990s, the 1980s are an under-acknowledged and critically important decade in American film history. We will look closely at a selection of films from the 80s with an eye towards situating them within their particular historical moment. What are these films reacting to? How are they reacting? Is there an 80s aesthetic? Readings on the business and art of 1980s filmmaking will assist us in our goals. We will also consider other forms of moving images from the decade (TV shows, video games, music videos, advertisements) as we reassess the “between” decade’s cinematic output.

Students will write a critical paper, complete a research project, and take a cumulative final examination.



Michelle Rene Eley

FLG 430/ENG492/ENG 592

Dr. Michelle R. Eley

This course explores conceptions of racial and national identities and their interactions through the lens of German cinema and television movies. From early, silent horror (The Golem: How He Came into the World, 1920) to revamped, melancholic romance (Ali: Fear Eats the Soul, 1974) to contemporary, transnational drama (The Edge of Heaven, 2007), German film broadly reflects the instrumental role of race in German identity discourse. It is through this lens that we will examine how perceptions and representations of three significant, marginalized ethnic and racial populations -- Blacks, Jews and Turks -- have influenced shifting conceptions of the German nation and cultural compatibility amidst ethnic diversity. Are Jewish, Turkish, Muslim or Black identities, whether notional or factual, necessarily oppositional to German identity? How have images of these "Others from Within," as well as "Others from Without" intersected with gender and sexuality to inform a German identity in transition? How do filmmakers reflect and comment on the tensions and correlations within diverse communities? Theoretical texts, scholarly analyses and our own close readings will provide us with the tools to investigate these and many other questions. In English, w/German requirements for FLG, and German-language discussion opportunities for all interested.

ENG 498 - Special Topics in English (3-6 credits)

Brian Blackley

This special topic class examines Shakespearean literature through comparison of the possibilities of meaning in the source materials, Shakespeare’s adaptations of those texts, and the meanings achieved in various film presentations of the plays.  Play selections represent comedy, history, and tragedy, ranging from his early years in the theater to his later works. There will be one formal essay, an in-class presentation, and 2 exams. This class is recommended for students with at least six hours of English credit above the 100-level.

Margaret Fyfe

ENG 498.003

Dr. Margaret Simon

The Graphic Novel: Text, Image, and Interpretation

Every day we are bombarded with a dizzying variety of written, visual, and multimodal messages. What are the relations of text and image in our highly mediated world? How do text and image make different types of arguments? How can they be integrated to make persuasive narratives or social critique? This course explores these broad issues through the experimental textual forms and ambitious visual narratives of the contemporary graphic novel. We will read a mixture of literary and interdisciplinary texts to consider how novelists, journalists, and researchers are using the possibilities of text and image to interpret complex and sometimes controversial information and even to explore their own roles as authors. The cartoonist Will Eisner has written that “stereotype is an essential tool in the language of graphic storytelling.” We will evaluate this statement, coming to understand how an artist’s visual “voice” shapes our perception of the characters and social conditions a work conveys.

The course aims to foster flexible critical reading practices and to develop students’ capacities in written as well as visual forms of academic argument. This course involves regular in-class writing, short reading responses, and a final critical project that expands students’ skills in critical argument to multi-modal composition. Depending on students’ talents and interests, this project could also involve a service learning component as students seek out untold stories in their own communities (broadly construed) that might benefit from this form of narrative-graphic re-mediation.


500-level Courses

ENG 508 - Usability Studies for Technical Communication (3 credits)

Robert S Dicks

Advanced study of usability inspection, inquiry, and testing theories and practices related to instrumental and instructive texts (i.e., computer-related, legal, medical, pharmaceutical, financial, etc.). Practical experience testing a variety of texts using several testing methods, including completion of a substantial, lab-based usability test. For students planning careers in technical communication, human factors, software design, and multimedia design.

ENG 511 - Theory and Research In Composition (3 credits)

Ann M. Penrose

This seminar introduces the discipline of composition: the field of scholarship devoted to the teaching, practice, and study of writing. The course is designed to help new members of this field to (1) familiarize themselves with the range of voices and theoretical assumptions underlying current composition teaching; (2) understand the recent history of composition and its development as a research field; (3) become acquainted with major journals and resources in the field of composition, sufficient for conducting independent explorations of the literature on topics of interest; (4) develop a reading knowledge of research methods in composition, sufficient for interpreting and evaluating the results of published research in the field; and (5) apply their knowledge of the field’s history, theory, and research in analyzing new contexts, developing new pedagogical insights, and raising new questions for research.

ENG 512 - Theory and Research In Professional Writing (3 credits)

Huiling Ding

English 512 will help you to understand professional and technical communication as a discipline. It focuses on how the field produces knowledge through various types of research and how it utilizes specialized discourses and practices.  In a way, this course is an introduction to what it means to be a part of a community of practitioners of professional communication, what resources are available for professional communicators, and how we can navigate through these resources to invent solutions to challenges we encounter in the workplace on a daily basis.

ENG 515 - Rhetoric Of Science and Technology (3 credits)

ENG 517 - Advanced Technical Writing, Editing and Document Design (3 credits)

ENG 520 - Science Writing for the Media (3 credits)

Catherine A Warren

This three-credit hour course, which is an elective for the master's in technical communication, is also open to students from across campus, including graduate students in the sciences and engineering. It is designed to do three things: teach you how to write a variety of science articles for a variety of mass media and web sites; teach you how to think critically about how the mass media covers science; and teach you how to think critically about science. There are no prerequisites for this course.

The first of the three goals is clearly the raison d'être of the course: that is, a hands-on, pragmatic, "how-to-do-it" approach to science writing. This course is designed to teach you how to communicate through a variety of media, both digital and print: newspapers, magazines, electronic and broadcast outlets. Throughout the term, you will create a science blog and write news articles of varying lengths and complexity.

Good science writing, however, cannot occur without context. The second goal of the course is to learn how to critically analyze science coverage -- by learning the history of science journalism, by studying a variety of approaches to covering science, and by learning how to critically analyze your own work. Part of this means understanding the nature of journalistic constraints.

The final goal of the course is to teach "scientific literacy." Obviously, this means providing you with the tools to understand and translate complex scientific problems and controversies. But this section will also critique science, by providing an introduction to the sociology of science, the politics of science, and the organization of science.

ENG 524 - Introduction to Linguistics (3 credits)

ENG 525 - Variety In Language (3 credits)

Walter A Wolfram

The course offers an overview of English language variation in the United States from a current sociolinguistic perspective. Social, regional, ethnic, gender, and stylistic variation are examined, along with models for describing, explaining, and applying sociolinguistic knowledge. Students are exposed to a wide range of data on language variation focused on vernacular varieties of American English in general and prominent exemplars from North Carolina in particular. Open to all graduate students and upper-level English majors. 

ENG 527 - Discourse Analysis (3 credits)

Agnes Bolonyai PhD

This course focuses on how language functions in maintaining social actions, relations, and identities and how the way people communicate both shapes and is shaped by social structure, culture, and the choices they make as individuals. You will be acquainted with the major theories, concepts and approaches in the field of discourse analysis: pragmatics, ethnography of speaking, interactional sociolinguistics, conversation analysis, critical discourse analysis, narrative analysis, positioning theory, and politeness theory. For each approach, we will learn its assumptions and distinctive characteristics, methods of analysis, and the important questions for investigation.  In specific, we will examine, in theory and in practice, how the tools of discourse analysis can be put to use to investigate fundamental questions about identity: how we communicate to each other who we are in and through discourse. We will also explore a wide range of issues including how speakers use language to create meaning and negotiate interpersonal relations in everyday talk; what are the linguistic structures and strategies social agents deploy in discourse to achieve their communicative and social goals; how speakers draw inferences about one another’s intended meanings; what is the relationship between the ‘orderliness’ of interactions and ‘naturalized’ social beliefs; how relations of power and conflict are enacted in face-to-face interactions, cross-cultural conversations, and public discourses; how ideologies are acquired, expressed, and reproduced through talk and text; what role language use plays in struggles to impose or resist the new world order of globalization. 


ENG 528 - Sociophonetics (3 credits)

Erik R Thomas

The course is designed to introduce students to sociophonetics.  Sociophonetics involves application of modern phonetic techniques to the investigation of language variation and change, including acoustic analysis, perception experiments, and phonetic theories.  Study of English development and English dialects; processes of language change; historical linguistic methodology; field research; language variation and change.  The course structure consists of lectures and discussion, with some laboratory activities.

ENG 529 - 16th-Century Non-Dramatic English Literature (3 credits)

John N. Wall Jr

This course explores literature chiefly of the English Court in the early modern period.  Here, writers influenced by poets of the Italian Renaissance sought the language and forms to give voice to a developing sense of self – self in love, self in relationship, self seeking to shape the context and outcome of the times. We will explore the claim, made by some readers of this material, that we see in the works of these writers the development of a language of feeling, of inner human experience, perhaps creating in the process our understanding of the modern autonomous individual self.

 We will look especially at short works of Sidney, Spenser, Marlowe, and Shakespeare. We will especially be concerned with the reception of the Petrarchan tradition into English culture and its outcome.  Attention will be given to the political, religious, and social contexts in which these writers lived and worked, and to the ways in which they responded to and helped to shape the major cultural issues of the day.

Since no time is less complex than another, we will begin and end in satire.  

ENG 539 - Seminar In World Literature (3 credits)

James M. Grimwood

METAMORPHOSIS AND METAPHOR. Exploration of transformative operations in literature and language. Metamorphosis (with attention to non-Western as well as--primarily--Western examples, including samplings of Homer's Odyssey, Ovid's Metamorphoses, Dante's Divine Comedy, Shakespeare's A Midsummer Night's Dream, Chesnutt's The Conjure Woman, Kafka's "The Metamorphosis," Wonder Woman, the Incredible Hulk, etc.). Metaphor (emphasizing readings in cognitive metaphor theory). Translation (George Steiner's classic study of literary translation, After Babel). Cross-media adaptation (especially between literature and the visual arts). Priorities: magic, imagination. One or two short papers; one research paper; a midterm exam and a final exam.

ENG 550 - English Romantic Period (3 credits)

Sharon M. Setzer

The course will focus on various ways in which the imaginative literature of the Romantic period responds to the realities of industrialization, war, political turmoil, the exploration of far-away places, the exploitation of other cultures, and competition in the literary marketplace.  While considering historical contexts for literary works, we also will examine how literary works of the Romantic period advocated change, how they were received by the reading public, and how they have provoked spirited interpretative debates in recent years.  Authors studied include Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats, as well as some of their influential contemporaries. 

ENG 551 - Chaucer (3 credits)

Timothy Linwood Stinson

This course is a detailed introduction to the 14th-century English poet Geoffrey Chaucer through The Canterbury Tales and Troilus and Criseyde, his most famous works. We will read selected tales alongside excerpts from Chaucer’s sources as well as associated historical and literary works from 14th-century England. We will work together to understand how Chaucer drew upon a wide range sources, both English and Continental, to create a new form of English poetry, as well as how The Canterbury Tales and Troilus and Criseyde reflect literary culture, social upheaval, linguistic change, and political turmoil in late medieval England. We will also focus on critical reception of Chaucer's literature, including how his works have been read through a variety of critical and theoretical frameworks.

ENG 554 - Contemporary Rhetorical Theory (3 credits)

ENG 576 - 20TH-Century American Poetry (3 credits)

Jon F Thompson

576 Course Description

Jon Thompson

From the early twentieth century until the present day, American poetry has widely been recognized as one the most innovative, revolutionary and transformative poetic traditions in world literature. This course will examine the innovative landscape that has been American poetry in the twentieth century by examining its most influential traditions and many of its writers: Imagism (William Carlos Williams/Ezra Pound), Modernism (Wallace Stevens/Marianne Moore) Objectivism (George Oppen), New York School (Frank O’Hara/James Schuyler/John Ashbery), Projectivism/Black Mountain (Charles Olson/Robert Creeley), Beat (Ginsberg) and LANGUAGE Poetry (Susan Howe). We will end by reading the poetry of three contemporary poets whose work draws on, and extends, these rich traditions: Geoffrey O’Brien, Joseph Massey and Harryette Mullen. Rather than use an anthology, we will mainly be reading collections of poems by these poets. Key questions for the course: What assumptions regarding the writer, the reader and the text get transformed by these various traditions? What is poetic value? How do these various traditions reference or represent the world? What resources do these traditions offer for contemporary poetry? What do these poems want to do? Short manifestos and critical essays will also be part of the reading. Requirements: a seminar paper, final exam and short analytical papers.


ENG 582 - Studies in Literature (3 credits)

Barbara A Bennett

Cormac McCarthy

This course will look at the life and works of one of our greatest living writers, Cormac McCarthy. The readings will include The Orchard Keeper, Child of God, Blood Meridian, The Crossing, No Country For Old Men, The Road, and The Sunset Limited.

Students will be expected to complete a long researched literary analysis as well as make a presentation to the class on a academic article of note.


ENG 584 - Studies In Linguistics (3 credits)

Jeffrey Ingle Mielke

Laboratory and computational tools in phonology

This course explores laboratory and computational tools for investigating linguistic sound systems, with emphasis on tools that are useful for the study of linguistic variation.  
Students will:  
 - learn to collect and analyze speech data using methods available in the Phonology Laboratory, such as ultrasound imaging of the tongue, electroglottography, airflow measurement, and perception tasks.
 - learn computational tools relevant for collecting and analyzing data
 - read and discuss papers about some of the theoretical underpinnings of modern empirical work in phonology
 - design a project and collect preliminary data, with the option of expanding it in the future.

ENG 585 - Studies In Film (3 credits)

Devin A. Orgeron PhD

Nonfiction Film

This course probes the history of nonfiction film and media with an eye toward investigating its present shapes.  Evolving theories regarding the cinema’s contested and ever-changing relationship to that category we call “the real” will guide us as we explore nonfiction mateiral from around the world.  Particular attention will be devoted to the changes wrought by digital technologies and the illusion of “access” these technologies create.  We will also consider more controversial—perhaps even questionable—forms of documentary image-making.  Students will produce a short research paper, an annotated bibliography, and a research-based seminar paper.

This course is perfect for film students, literature students, library science students, artists, and filmmakers eager to explore and make nonfiction work.

ENG 587 - Interdisciplinary Studies in English (3 credits)

Timothy Linwood Stinson

Introduction to Digital Humanities

This course will introduce you to the digital humanities (DH), a multi-disciplinary, international field comprising academic researchers, librarians, archivists, museum professionals, technologists, artists, designers, and professionals working in both the government and private sectors. The course will combine theory and practice to prepare you for future work in the field. Schreibman, Siemens, and Unsworth’s book of essays entitled A Companion to Digital Humanities (Blackwell) as well as a number of other essays, articles, and electronic sources will constitute the theory of the course. Topics that will be covered include the following: the origins and evolving history of the field, the various camps (i.e., centers, organizations, and projects) that DH comprises historically and presently, the “life cycle” of digital scholarship, relationships between print and digital texts, the past and present priorities of funding organizations, and curatorial issues.

The practice-based phase of the course will be divided into several micro projects that take advantage of resources and spaces available on campus. These will include scanning and creating an XML-encoded edition of a book held by the library, exploring physical computing with Arduino microcontrollers in the Cirsuit Studio, data visualization using the D. H. Hill Library's Visualization Studio, 3D scanning and printing, and text mining.

ENG 588 - Fiction Writing Workshop (3 credits)

John J. Kessel

A graduate fiction writing workshop. In the course of this workshop your will turn in three complete short stories or the equivalent amount of fiction, and revise two of those stories. You will do written and oral critiques of the manuscripts of your classmates. As we go along I will ask you to read stories from published fiction writers; we will discuss them at the beginning of every class. Grades will be based on your critiques of other student stories, your own stories, and your revisions.  

ENG 589 - Poetry Writing Workshop (3 credits)

Dorianne Louise Laux

This critique workshop will focus on works in progress, giving special attention to creating new work through exercises gleaned from model poems.  Submitted work will be discussed with an eye toward various modes of revision.  We will read single collections of contemporary poems, mostly early books or books that established the poet, as a way to begin thinking about the compilation of a manuscript. Students will choose one poem from among the course offerings for memorization and recitation and write at least one imitation. Interviews, essays, audio and video recordings and biographical works may be reviewed as well. The class may also enjoy a visit from a guest poet. The course stresses reading as a writer.  For graduate students or advanced students with instructor’s permission. 

ENG 590 - Studies In Creative Writing (3 credits)

ENG 592 - Special Topics in Film Styles and Genres (3 credits)

600-level Courses

ENG 624 - Teaching College Composition (3 credits)

Casie J Fedukovich

Preparation for Graduate Teaching Assistants teaching college composition. Introduction to pedagogical principles and practices. Practice in setting course goals, designing writing assignments to meet those goals, developing instructional activities to support assignments, and evaluating student writing. The course is scheduled as a 5-day workshop before classes begin, followed by weekly meetings and mentoring during the fall semester.

ENG 636 - Directed Readings (1-6 credits)

Ann M. Penrose

ENG 636 provides directed study in areas of special interest that are not addressed in the department's regular course offerings.  See the grad programs website for information about proposing an independent study:

ENG 669 - Bibliography and Methodology (3 credits)

James Stephen Mulholland

Methods and the Profession

This course initiates students into ways of thinking and practicing in the profession of English studies. We will explore critical traditions, research methods, and emerging approaches to English studies, including literary criticism, theory, global perspectives, rhetoric and composition, film studies, and digital humanities. The course also prepares students to begin formulating their own academic and professional pathways. Students will become familiar with faculty from the department, develop research plans, and discover resources to professionalize along trajectories that include higher education, writing, media, and teaching.


ENG 676 - Master's Project in English (3 credits)

ENG 685 - Master's Supervised Teaching (3 credits)

ENG 688 - Non-Thesis Masters Continuous Registration - Half Time Registration (1 credit)

ENG 695 - Master's Thesis Research (1-9 credits)

700-level Courses

ENG 798 - Special Topics in English Studies (3 credits)


700-level Courses

CRD 701 - History and Theory of Communication Technology (3 credits)

Andrew Robert Johnston

How have scholars grappled with the ways different technologies shape structures of knowledge, cultural practices, and aesthetic experiences? What theoretical and conceptual frameworks have been employed to write the histories of those mediations? How are technological landscapes shaped by social and cultural influences or by contemporaneous ideas about media? Furthermore, how do communication technologies from the past continue to exist and inform the ways we develop and use new ones?

This seminar will explore historical and theoretical approaches to these questions that have shaped research into media and communication technologies. We will move through different historical periods, from early writing practices to 19th century optical devices and communication networks, to recording and storage technologies like film and the phonograph, as well as more contemporary media like the floppy disk and IP network. This episodic and archaeological approach will allow us to examine the constellation of political, social, and technological operations that influence one another at those junctures. It will also allow us to critically examine theoretical perspectives on those formations that have influenced historiographical perspectives, from hermeneutics and marxism to the public sphere and materialism. Throughout the seminar we will explore these engagements with media landscapes of the past in order to better understand contemporary engagements with technologies as well as the aesthetic and cultural practices tied to them.

CRD 702 - Rhetoric and Digital Media (3 credits)

CRD 704 - Technologies and Pedagogies in the Communication Arts (3 credits)

Paul CAmm Fyfe

One of the core courses in the CRDM program, “Technologies and Pedagogies in Communication Arts” invites students to survey, study, and practice a range of recent developments in teaching with technology. Though we take great interest in technologies for education, the course begins and ends with the study of pedagogy: theories of how we teach, why certain practices matter, and when and how to integrate learning technologies to support your pedagogical goals. We will cover theories of digital pedagogy, critiques of educational technology, and examples from diverse classrooms including writing, literature, communications, and related humanities disciplines. Students will also be expected to develop teaching philosophies and informed practices for use within their own fields, from modules for teaching to strategies for assessing their success.

CRD 791 - Special Topics in Communication, Rhetoric, and Digital Media (3 credits)

800-level Courses

CRD 890 - Doctoral Preliminary Exam (1-9 credits)

CRD 893 - Doctoral Supervised Research (1-9 credits)

CRD 895 - Doctoral Dissertation Research (1-9 credits)


200-level Courses

HON 202 - Inquiry, Discovery, and Literature (3 credits)

James M. Grimwood

Metamorphosis and Metaphor     

          As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.

          Traditions of metamorphosis from Homer and Ovid to the Incredible Hulk and Spider Man, with examples from non-Western as well as—primarily—Western cultures.  Treatment of the history of literary representations of change.  Attention to metamorphic operations generally, including especially metaphor and other figures, translation, and cross-media adaptation.  Readings in Homer's Odyssey, Ovid’s Metamorphoses , Dante’s The Divine Comedy, Shakespeare’s A Midsummer Night’s Dream, Chesnutt’s The Conjure Woman, Kafka’s “The Metamorphosis,” etc.  Three papers; a midterm exam and a final exam.

Leila S May

What does it mean to label someone monstrous or mad? All cultures have some means of identifying those who transgress accepted boundaries and standards of established behavior.  Looking at the ways in which these loosely related concepts are rendered in a given historical moment is a useful way of assessing the most strongly defended values of a particular culture and era.  This course will examine how these categories of exclusion have been represented across a broad spectrum of British and American literary, anthropological, medical, sociological, and cinematic works of the last two centuries. In the process, students will develop their critical and interpretive skills as readers, and their analytical and rhetorical strategies as writers.

HON 296 - Honors Special Topics-Science, Technology, Society-H&SS Perspective (3 credits)

Paul CAmm Fyfe

Interpretive Machines

This course invites first-year students into a historically ranging, critically intensive, and creatively hands-on learning environment about the technologies by which humans transmit our cultural inheritance and new ideas. “Interpretive Machines” takes a long view of how we got to now, from the history of manuscripts and books to the opportunities for innovation in the digital present. It argues 1) that, then and now, our technologies for sharing text, image, and data crucially shape the ideas which they convey, and 2) these contexts can significantly help students plan and execute new mechanisms for communication, from software to hardware prototypes. The course moves through a series of chronological modules from manuscript production, codex books, illustration techniques, hypertexts, multimodal digital composition, and physical computing. Each module offers a critical framework of background readings and discussions, a hands-on laboratory for the materials or skills involved, and a mini-project in which students experiment with their own creations. The course culminates in a collaborative group project in which students design and build their own prototype of an interpretive machine whether in physical, digital, or hybrid form. Ultimately, “Interpretive Machines” seeks to marry the critical insights of the humanities with the design-and-build impulses of engineering, blending NCSU’s “Think and Do” motto into a discovery experience for undergraduates.