Engl. 5003: Sojourners, Settlers and Migrants in the 18th century Atlantic World
In the classic story of America, British migrants fled religious or political persecution and the evils of the Old World, risking storms and shipwreck on the ocean, to plant themselves in the New World. Interdisciplinary Atlantic Studies, together with online access to contemporary materials that were not widely available before, have shown that even settlers rarely settled in the first places they came to, that frontiers between nations and empires were porous and widely ignored, and that both individuals and "Atlantic families" were repeatedly mobile. We will be using a variety of "true" and "fictional" American and British texts (the boundaries between story and history were blurred in this period) to explore what was going on, and consider how different kinds of movement impacted personal and national identities. Texts may include: Edward Bancroft's History of Charles Wentworth; James Annesley, *Memoirs of an Unfortunate Young Nobleman, returned from a 13 Year Slavery in America; The Life and Adventures of Bampfylde-Moore-Carew; Thomas Bluett, Memoirs of the Life of Job, the Son of Solomon the High Priest of Bonda in Africa; Narrative of the Lord's Wonderful Dealings with John Marrant; Royall Tyler's The Algerine Captive (1797); Charlotte Smith's The Young Philosophers; Charlotte Lennox's The Life of Harriot Stuart; Susannah Rowson's Charlotte Temple; Gilbert Imlay's The Emigrants; and/or Charles Brockden Brown's Wieland.
English 5113: Teaching College Composition
Chris Carter and Shannon Madden Fall 2013
English 5113 is a graduate seminar that helps instructors develop methods and generate materials for teaching college composition. Students work collaboratively within a workshop format to design units for English 1113 and 1213. Course readings offer instructional strategies and introduce students to theories of learning and composing. Topics include the writing process, unit planning, conferencing, dynamic modeling, evaluation, professional responsibilities, and problem-solving.
English 5373 Native American Literature: Contemporary Poetry
Fall2013 12:30-1:45 MWF
Instructor: Geary Hobson
Texts to be Used:
1) Songs From This Earth on Turtle's Back Joseph Bruchac (Editor)
2) The Nature of Native American Poetry Norma Wilson
Description of the Course:
This class will be conducted in the traditional seminar fashion. Students will read the assigned texts and be required to discuss the works in class. The instructor will keep his lecturing to a minimum as possible. There will be two papers: one, 4-5 pages; and the second, 10-15 pages. The first paper's topics will evolve from the readings/discussions of the books, in particular, with the eight poets covered in The Nature of Native American Poetry. The second paper will center on poets and their work in the Bruchac anthology, Songs From This Earth... Students will be encouraged to select a poet, or group of poets, from the anthology and write their paper on the work therein derived. In the process of these two papers, students will be required to make oral reports on their work-in progress. Periodically, their will be brief lectures on matters tangential to Native American literature, history, cultures, and the craft of poetry.
English 5513: Major Medieval Authors Fall 2013
Instructor: Daniel Ransom
This seminar will have two focuses, one involving literary history, the other involving the procedures and techniques of producing a variorum edition, specifically an edition of a passage of Chaucer’s great love poem Troilus and Criseyde. Classroom discussion will largely be devoted to tracking the development of the story of Troilus and Criseyde, from its origin in a 12th-century French narrative of the Trojan War to Shakespeare’s treatment in Troilus and Cressida. We will examine how the theme of romantic love alters the preoccupations of epic ethos and engenders ethical debate over the claims of personal and public obligations. We will also explore how the representation of character changes over time, responding to the divergent attractions of typology and mimesis. We will consider to what extent it is possible to assign cultural causes to differences that exist in the redactions of the story.
Each student will conduct two seminar sessions, presenting a summary and analysis first of a collateral primary text (e.g., portions of Virgil’s Aeneid, Andreas Capellanus’s Art of Courtly Love, Chaucer’s Legend of Good Women), and second of a substantial piece of criticism devoted to one of the class texts. Also, each student will produce a variorum edition of six stanzas of Chaucer’s Troilus and Criseyde. The process will be divided into steps, and every three weeks students will present a product for each step. Discussion will take up problems that students have encountered and devise solutions to those problems.
There are two text books for the course. The first, The Story of Troilus, ed. R. K. Gordon, contains a translation of excerpts drawn from Benoît de Sainte-Maure’s Roman de Troie and a translation of the full text of Boccaccio’s Filostrato. It also provides a text, in Middle English, of Chaucer’s Troilus and Criseyde and, in Middle Scots, of Henryson’s Testament of Cresseid. We will devote some time to examining the language of Chaucer and Henryson, with some translation exercises. I will provide photocopies of a translation of Guido delle Colonne’s Latin paraphrase of Benoît’s narrative about Troilus. The second text book is David Bevington’s edition of Shakespeare’s Troilus and Cressida.
English 5613: Nineteenth-Century English Literature (Sec.1)
Romanticism and Monstrosity
We will read late eighteenth- and early nineteenth-century literary works that examine the monstrous. The monstrous appears in many forms but is usually associated with some kind of excess: monstrosity manifests in women, mobs, types of emotion that take over the self, other races, lower classes, certain religious groups or types. We will study how events of the time such as the French Revolution, industrialization, and war affected these ideas of the monstrous. Texts we will read are:
Matthew Lewis, The Monk
Mary Shelley, Frankenstein
Jane Austen, Northanger Abbey
James Hogg, Confessions of a Justified Sinner
Percy Shelley, The Cenci
Thomas de Quincey, Confessions of an English Opium Eater
John Keats, Lamia
S. T. Coleridge, Christabel
Lord Byron, The Giaour and Manfred
ENGL 5703 Special Topics in American Literature
Cold War Sexualities, Queer Theory, and Cultural Rhetoric Studies
Professor Jim Zeigler – Fall 2013, Th, 5:00-8:00 p.m.
“America I’m putting my queer shoulder to the wheel.” -Allen Ginsberg
This American Studies seminar will investigate how in the early years of the Cold War the political culture of the US identified homosexuality and communism as indistinguishable threats to national security. In the long decade of the 1950s, Queer Americans found that social pressure to remain in the closet was reinforced by both programmatic and spontaneous collaborations between governmental, corporate, civic, and individual agencies convinced that a strictly heteronormative social order was a necessary inoculation against the coming anti-capitalist insurrection. As a consequence, during the height of McCarthyism the US government investigated and dismissed more federal employees for homosexuality than it did those suspected of involvement with communism. “Sex perverts,” a 1950 US Senate report explains, are uniquely “susceptible to the blandishments of the foreign espionage agent.” Postwar hysteria over communism, cultural historians now quip, was as much a “Lavender Scare” as it was a panic over the Reds. This course is an effort to explain how homophobia was such a ready supplement to the discourse of Cold War anticommunism and then to examine how the forbidding atmosphere of compulsory heterosexuality was nevertheless met by various literary, cultural, and activist expressions of queerness.
While this course investigates how the public culture of anticommunism in the US during the early years of the Cold War was punishing for all but the most perversely straight expressions of gender identity and sexual desire, it will also function as a practicum in Queer Theory. For students wary of a long-term commitment to the study of the culture of the Cold War or more broadly to US literature after 1900, this course is designed to reward you with a working knowledge of Queer Theory that will inform and excite your efforts in other fields. When all is said and done in our seminar, we’ll adjourn without regrets, apologies, or hollow promises to keep in touch. At the urging of queer theorist Michael Warner, we’ll consider how institutional endurance need not be the measure of a relationship’s value. In other words, there’s no shame in flirting with the Cold War for fifteen weeks; it might even be good for you. And when the seminar comes to its inevitable end, you may take our time with Queer Theory with you where you will.
Queer Theory will refer in this course primarily to a disposition in the study of sexuality that emerged in humanities disciplines in the early 1990s through a constellation of texts that elaborate on the significance of poststructuralism’s critique of identity for any account of how sexuality relates to subjectivity. Our starting position will be selections from the middle period of Michel Foucault’s career that inform now classic texts by Warner, Eve Kosofsky Sedgwick, Judith Butler, Lauren Berlant, and Judith/Jack Halberstam. We’ll use the readings in Queer Theory to organize units on various topics in the study of Cold War sexualities. For example, our reading of Foucault will frame our investigations into HUAC, the case of Julius and Ethel Rosenberg, and the Army-McCarthy Hearings. Sedgwick will guide our discussions of the closeting of queer masculinity represented by the plays of Tennessee Williams as well as the liberating expressions of gay masculinity represented by Ginsberg’s Howl. Butler’s work on gender performativity will help us to read the theatricality of gay and lesbian civil rights organizations that were founded in the 1950s: the Mattachine Society and the Daughters of Bilitis, respectively. Halberstam’s work on female masculinity will instruct our “low theory” work with lesbian pulp fiction. Warner and Berlant’s collaborations on queer counterpublics will partner with Patricia Highsmith’s lesbian road novel The Price of Salt. One unit of the course will concentrate on a recent turn in Queer Theory to questions of race. We’ll borrow Roderick Ferguson’s designation “Queer of Color Critique” to direct our responses to texts by Lorraine Hansberry and James Baldwin.
In the final two meetings of the course we’ll consider more recent works that attempt to historicize how Cold War anticommunism involved closeting queerness: Todd Haynes’s film Far from Heaven (2003) and Tony Kushner’s play Angels in America (1993). Taking up these historical fictions that come after the end of the Cold War should help us to ask what, if any, is the relationship between the proliferation of Queer Theory in the early 1990s and the rise following the break-up of the Soviet Union of a popular discourse in the US that historian Ellen Schrecker calls “Cold War Triumphalism.” Haynes and Kushner’s texts are certainly critical of self-congratulatory pronouncements about an American “victory” in the Cold War, but they may also help us to conclude our course with a reflection on the historical conditions that enabled Queer Theory to flourish on the heels of the Cold War’s terminus. At every stage of the course, the methods of cultural rhetoric studies will afford us the critical distance to consolidate our several units into a coherent thick description of the public culture of Cold War sexualities and to evaluate the resourcefulness and limitations of each Queer Theory text. As formulated by Steven Mailloux, cultural rhetoric studies is an approach to interpretation especially conducive for assessing “theory” as an intellectual and social practice.
Participants will be expected to prepare a limited number of short response papers (in advance of the weekly seminar meeting), a formal paper proposal, a twenty-minute conference presentation, and an academic essay that contributes to literary studies, cultural studies, or rhetoric & composition (6000-8000 words). Provided that the research project has a demonstrable connection to the concerns of the course including the Cold War historical context, you will be free to write on texts or topics that do not appear on the syllabus.
English 6013: Material Rhetorics
In this research seminar, we will consider the rhetoricity of “things.” To explore this concept, we will examine work by Kenneth Burke, Maureen Daly Goggin, Carol Mattingly, Malea Powell, Beth Fowkes Tobin and others whose research incorporates social and historical approaches to examine quilts, ancient Cherokee baskets and beading, as well as clothing and memorial sites that espouse meaning, not just as cultural artifacts, but as live, active sites for heritage and memory-making, storytelling, and communicating. In this course, we examine a material turn in scholarship—a turn of attention to material objects and practices in a field that has traditionally focused almost solely on texts. Over the past two decades, researchers in cultural studies and composition, rhetoric and literacy studies have turned to material culture to explore the significance of material artifacts for understanding history, culture, race, gender, politics, and economics. We will work to examine the ways that material culture can be read as a text—and to explore the rhetoricity of a wide range of material objects.
(Students who have taken the research seminar may continue working on projects proposed in that course or may work on a project focused on material rhetorics.)
Defining Visual Rhetorics Hill/Helmers, eds.
Appropriating Dress Mattingly
A pdf course pack