Courses - Summer and Fall 2002

DEPARTMENT OF ENGLISH

COURSE DESCRIPTIONS FOR SUMMER AND FALL 2002
(excluding ENG 101, 102, 105, 203, 204, 205)

Updated course information will be posted here as available.

The undergraduate major program in English requires students to take ENG 320 (Introduction to Literary Study), a single author course, a course in English literature before 1800, and a coherent body of five courses in any of several areas of study: English Literature, American Literature, Modern Literature, Film, Folklore, Writing, Imaginative Writing, English Education. (Other concentrations are possible under a Special Advisory Plan.) A complete description of the English major is available in the English Advising Office (1227 P.O.T.).

The English Advising Office in Patterson Office Tower (rooms 1225, 1227, and 1229) is a center for information and guidance on undergraduate degree programs and post-graduation planning. The Advising Office serves not only English majors, but also those students working on a minor in English, those seeking Teacher Certification in English, those working on Topical majors in which English is prominent, and students from any area of the University seeking information or advice on English Department courses. (Inquiries about freshmen writing courses should be directed to the Writing Program Office, 1221 P.O.T.)

The English Advising Office will be open Monday - Friday, from 8:30 a.m. - 12:00 p.m. and 1:00 - 4:30 p.m. throughout the Priority Registration period (March 25 - April 17). Because of the demands made upon the office during this period, appointments are required. Appointments with the advisors - Arthur Wrobel, PhD and David Magill - can be made by contacting staff associate Andy Johnson in 1227 P.O.T. or by phone: (859) 257-3763. Students are strongly encouraged to see the advisors as early as possible, preferably a week before their registration time. Please note that students in Arts and Sciences will not be able to register without having seen an advisor and having the advisor hold lifted.

Note on registration for writing courses (ENG 207, 305, 407, 507, and 607): Students wishing to take these courses should advance register for them and attend the first class meetings. These students should be aware, however, that (as stated in the UK Catalog) ultimate enrollment in the courses will be by consent of instructor, given after the first class meeting (thus, registration for the course does not guarantee a place on the final roll).

SUMMER 2002 - FIRST SESSION
SUMMER 2002 - SECOND SESSION
FALL 2002

SUMMER 2002 - FIRST SESSION

INTRODUCTION TO LINGUISTICS
ENG/LIN 211-010	MTWR	1:00 pm - 3:30 pm	Guindon
	This course will introduce the systematic study of human language. We will explore the units of meaning and patterned structures of three of the four aspects of human grammar: morphology, phonology and syntax. We will then examine how the morphological, phonological and syntactic systems of all human languages are similar, and how they can change over the course of time.
	Students can expect daily homework assignments designed to enable them to understand linguistic structures and apply methods of structural analysis to data drawn from a variety of languages. Exam formats will be based on the homework.

SURVEY OF AMERICAN LITERATURE I
ENG 251-010	MTWRF	10:00 am - 12:00 pm	Wrobel

THE WOMAN WRITER
ENG 375-010	MTWRF	10:00 am - 12:00 pm	Rosenman
	In this course, we'll read the works of three contemporary Kentucky women writers: Mary Ann Taylor-Hall's novel Come and Go, Molly Snow, Bobbie Ann Mason's memoir Clear Springs and Crystal Wilkinson's short story collection Blackberries, Blackberries. While we'll be sensitive to common themes, we'll also pay special attention to the contrasts among these works -- city and country, African-American and white, childhood and adulthood -- and the diversity of experience these contrasts suggest.
	Requirements include daily response papers, one substantial paper, and an in-class presentation of a short story with a written component. With any luck, one or all of these writers will visit our class.

SHAKESPEARE SURVEY
ENG 425G-010	MTWRF	9:30 am - 11:30 am	Foreman
	An introductory survey of Shakespeare's plays, covering all forms (comedies, histories, and tragedies) and periods (early, middle, and late). Consideration of Shakespearean theater and performance (physical and philosophical shape, performance as interpretation, visualization of written texts, audience as part of action, play as play); of Shakespearean language and its relation to "truth" (arguments, meanings, metaphors, puns, verse, poetry: in short, wordplay); of the way the structure of the plays produces meaning (function and order of scenes); of the way words make characters, and the way characters interact, verbally and visually; and of the social implications of the plays (for both the 16/17th and the 20th centuries) and the ways audiences (including ourselves) interpret the plays. We will read about eight plays, probably including A Midsummer Night's Dream, Much Ado about Nothing, Henry IV, King Lear, and The Winter's Tale.

STUDIES IN AMERICAN LITERATURE SINCE 1900
ENG 653-010	MTWRF	10:00 am - 12:00 pm	Weisenburger
	A course concentrating on the period 1914-1945, and on the following questions: What makes modern American literature "American," when many who wrote it lived in Europe? What was "modernism," anyway? Who's been in and who's been out of the American modernist canon, and why? What is the gender of American modernism? Its race? Its knotted relations with mass culture? What does recent scholarship tell us about these issues, and about how we might teach and research the field? Our base text will be the Norton Anthology, vol. 2 (5th Edition), supplemented with three novels--Hemingway's The Sun Also Rises, Nella Larsen's Passing, and Nathanael West's The Day of the Locust. Course requirements: Keeping up with reading requirements in a fast-paced 4-week term; participating in class discussions; writing & revising a paper suitable for conference presentation; presenting that paper; then, as a "final exam," developing and providing the rationale for a section of an ENG 252 syllabus dealing with our period.

MASTER'S THESIS RESEARCH
ENG 748-010	To be arranged		Waller

DISSERTATION THESIS RESEARCH
ENG 749-010	To be arranged		Waller

RESIDENCE CREDIT FOR MASTER'S DEGREE
ENG 768-010	To be arranged		Waller

RESIDENCE CREDIT FOR DOCTOR'S DEGREE
ENG 769-010	To be arranged		Waller

DIRECTED STUDIES
ENG 780-010	To be arranged		Waller

SUMMER 2002 - SECOND SESSION

SURVEY OF AMERICAN LITERATURE I
ENG 251-020	MTWRF	11:30 am - 12:30 pm	Carter
	"But the cups did not grow into kettles," ends the tale told by Menominee elder, Waioskasit. Similarly, the early American literature from the 17th century oral traditions of Native Americans to the 19th century nearly modern poetry of Walt Whitman still seeks its kettle. This course will attempt to understand the culture that forms during that time by reading the prose, poetry, folktales and placing them in a historical and literary context. From the less than meek Anne Bradstreet to the reclusive Emily Dickinson, we'll meet the writers and their works to better understand who we are today. Two major essays, midterm and final examination, and several shorter writings.

MAJOR BLACK WRITERS: BLACK MALE VOICES OF THE LATE 20TH CENTURY
ENG 264-420	MTWR	6:00 pm - 8:30 pm	Ellis
	Note: Course starts June 6 and ends July 5.
	This course introduces various African American male voices from 1940 to the present. Our primary objective is to consider each text within its historical context. Class lecture and discussion will pay close attention not only to primary texts and their critical reception by literary critics but also the impact of their works in Black popular culture and mainstream American life. That is to say, while our goal is to map the literary-historical development of Black male urban narratives, significant time will also be directed towards the broader social and political critiques addressed in their works. Historical themes include: Communism and its impact on the Black community in the 1930s, Civil Rights and Black Power movements of the 1950s and 1960s, the Nation of Islam, American race relations, critique of the American criminal justice system, Black male identity-formation in urban America. Students will be particularly encouraged to participate in archival research, utilizing newspapers, journals, and popular magazines in order to situate texts within the broader social, cultural and political spaces of American race relations. Finally, all texts will be read and interpreted as inextricably tied to the present social, cultural, and political context of contemporary African American male life.
	REQUIRED TEXTS AND MATERIALS: Richard Wright, Native Son Eldridge Cleaver, Soul on Ice Sanyinka Shakur, Monster: Autobiography of a L.A. Gang Member Nathan McCall, Makes Me Wanna Holler: A Young Black Man in America John Edgar Wideman, Brothers and Keepers
	GRADING POLICY AND REQUIREMENTS: Attendance/Class Participation 30% 2 page response papers (5 papers total) 40% Final Exam 30%

INTRODUCTION TO LITERARY STUDY
ENG 320-020	MTWRF	11:30 am - 1:30 pm	Swingle
	Note: Course starts June 6 and ends July 5.
	A course that tries to offer basic help concerning how to read, discuss, and write about literary works in ways that people who think seriously about literature would find worth paying attention to. What sorts of thinking about literary works, what sorts of moves in reading and in writing are likely to produce something of value? As important, what thinking and moves are probably going to lead to trouble? To get at these matters, we'll think closely about a few, mostly short, works of poetry and prose; and we'll also think closely about what turns up in a few short papers that I'll assign as we move along through the course.

THE SHORT STORY
ENG 360-020	MTWRF	9:10 am - 11:20 am	Durant
	Note: Course starts June 6 and ends July 5.

INDEPENDENT WORK
ENG 395-020	To be arranged		Waller
	ENG 395 students should stop by 1227 P.O.T. (English Advising Office) to receive and return Independent Study forms.

SELECTED TOPICS FOR ADVANCED STUDIES IN LITERATURE: GLOBAL CULTURAL STUDIES
ENG 570-420	MTWR	6:00 pm - 8:30 pm	Dathorne
	Total exploration of the manifestation of Cultural Studies throughout the world. Particularly, we shall look at the former British Empire, the U.S., India, Africa, and the Caribbean. Students should be expected to do (a) a presentation; (b) a short, take-home mid-term; and (c) a final of approximately 10-15 pages, plus notes.
	Note: Course starts July 8 and ends August 1.

STUDIES IN ENGLISH FOR TEACHERS: SHAKESPEARE FOR TEACHERS
ENG 572-020	MTWRF	9:10 am - 11:20 am	D. Miller
	In this course we will focus on six plays, including four that are common in the high school curriculum (Romeo and Juliet, Julius Caesar, Hamlet, Macbeth) and two more that should be (Much Ado About Nothing, Othello). The goals of the course are to make students more confident and insightful readers of Shakespeare's plays, to familiarize them with useful sources of information about the Elizabethan theater and social order, and to explore a variety of strategies for teaching Shakespeare to high school students. There will be one critical essay of 7-10 pages to hone your skills of critical analysis. The rest of the assignments will focus on teaching strategies. We will assemble resources, brainstorm strategies, and experiment with ideas for teaching the plays. In place of a final research paper, students will submit portfolios detailing lesson plans for a Shakespeare unit in a high school English class.
	Texts: The Norton Shakespeare, ed. Stephen Greenblatt, et al. Writing with Style, John Trimble

STUDIES IN MODERN BRITISH LITERATURE: SIX CONTEMPORARY NOVELS
ENG 642-420	MTWR	6:00 pm - 8:30 pm	Meckier
	Note: Course starts July 8 and ends August 1.
	Six short novels from the 1950s to illustrate both the reaction against modernism and its continuing presence. Lucky Jim, Saturday Night and Sunday Morning, The Masters, Under the Net, Watt, Lord of the Flies. Seminar-style reports, final paper.

MASTER'S THESIS RESEARCH
ENG 748-020	To be arranged	Waller

DISSERTATION RESEARCH
ENG 749-020	To be arranged	Waller

RESIDENCE CREDIT FOR THE MASTER'S DEGREE
ENG 768-020	To be arranged	Waller

RESIDENCE CREDIT FOR THE DOCTOR'S DEGREE
ENG 769-020	To be arranged	Waller

SEMINAR IN SPECIAL TOPICS: THE TEACHING OF WRITING
ENG 771-220	Off Campus	Spalding
	Note: This course is cross-listed with EDC 730-220, the sponsoring course.

SEMINAR IN SPECIAL TOPICS: THE TEACHING OF WRITING
ENG 771-221	Off Campus	Spalding
	Note: This course is cross-listed with EDC 730-220, the sponsoring course.

DIRECTED STUDIES
ENG 780-020	To be arranged	Waller

FALL 2002

COURSE LEVELS:

200 | 300 | 400 | 500 | 600 | 700

BEGINNING WORKSHOP IN IMAGINATIVE WRITING: POETRY
ENG 207-001	T	3:00 pm - 5:30 pm	Howell
	See note above.

BEGINNING WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 207-002	R	3:00 pm - 5:30 pm	Staff
ENG 207-003	T	3:00 pm - 5:30 pm	Staff
ENG 207-004	T	6:00 pm - 8:30 pm	Norman
	See note above.

INTRODUCTION TO LINGUISTICS
ENG/LIN 211-001	MW	4:00 pm - 5:15 pm	Guindon
ENG/LIN 211-002	TR	3:30 pm - 4:45 pm	Guindon
ENG/LIN 211-003	TR	12:30 pm - 1:45 pm	Guindon
ENG/LIN 211-004	MWF	12:00pm - 12:50 pm	Guindon
	This course will introduce the systematic study of human language. We will explore the units of meaning and patterned structures of three of the four aspects of human grammar: morphology, phonology and syntax. We will then examine how the morphological, phonological and syntactic systems of all human languages are similar, and how they can change over the course of time
	Students can expect daily homework assignments designed to enable them to understand linguistic structures and apply methods of structural analysis to data drawn from a variety of languages. Exam formats will be based on the homework

ENG/LIN 211-005	TR	2:00 pm - 3:15 pm	O'Hara
ENG/LIN 211-401	TR	6:00 pm - 7:15 pm	O'Hara
	SCOPE of the course: Linguistics is the scientific study of human language as a system. Everyone knows a language - but what does it mean to know a language? How are languages different from one another? How are they similar? This course introduces students to the various fascinating sub-fields of linguistics, focusing on the structure of human language (phonology, morphology, syntax), selected writing systems, and historical linguistics, including the historical development of the English language.
	GOALS of the course: 1) To demonstrate the recurring structural patterns of language as a symbolic system. These regularities are found in every language, and occur at all levels of structure (phonology, morphology, syntax). 2) To illustrate the use and usefulness of linguistic approaches to language in the course of our everyday life: from learning how infants acquire their first language to understanding how we use language to communicate and miscommunicate with one another to understanding the complexities involved in the interaction of language and technology (eg. voice-activated products, machine translation, etc).
	METHOD: Daily quizlets; quizzes on individual chapters; exams on related chapters; frequent analytical exercises from the Workbook to reinforce what has been learned in class. No cumulative mid-term or final.
	TEXTS: Contemporary Linguistics, William O'Grady, et al; 4th edition. Bedford/St. Martin's. Study Guide to accompany Contemporary Linguistics, same publisher.

SURVEY OF ENGLISH LITERATURE I
ENG 221-001	MWF	9:00 am - 9:50 am	Zunshine
	A survey of English literature from Beowulf through Milton (Norton Anthology, vol. I). Emphasis on close reading; a series of short writing exercises, two long papers, a midterm, and a final.
ENG 221-002	MWF	11:00 am - 11:50 am	Staff

ENG 221-003	MWF	12:00 pm - 12:50 pm	Tri

ENG 221-004	TR	12:30 pm - 1:45 pm	Kremer
	This course covers English Literature from the Anglo Saxon period through the late Renaissance (Anglo-Saxon poetry through Milton). While emphasis is primarily historical, attention will be given to contemporary influence of these works. Audio-visual materials will be used. Short papers, from which 3 may be selected for grades; 2 exams. Attendance expected.
ENG 221-401	MW	6:00 pm - 7:15 pm	Staff

SURVEY OF AMERICAN LITERATURE I
ENG 251-001	MWF	9:00 am - 9:50 am	Carter
	"But the cups did not grow into kettles," ends the tale told by Menominee elder, Waioskasit. Similarly, the early American literature from the 17th century oral traditions of Native Americans to the 19th century nearly modern poetry of Walt Whitman still seeks its kettle. This course will attempt to understand the culture that forms during that time by reading the prose, poetry, folktales and placing them in a historical and literary context. From the less than meek Anne Bradstreet to the reclusive Emily Dickinson, we'll meet the writers and their works to better understand who we are today. Two major essays, midterm and final examination, and several shorter writings.
ENG 251-003	TR	11:00 am - 12:15 pm	Nelson
	Where and what is "America"? What is "literature"? Who is an "American"? Who decides? How do we know? Who IS "We"? This course will explore these questions through study of early American and U.S. literatures to 1861, including Native American oral literatures, Spanish, French and British explorational records, Puritan and southern colonial writings, literature of the American Revolution and a variety of antebellum writings, fiction and non-fiction. Working from an anthology, this course will require attentive reading, active class participation, a group project, a midterm and a final exam.
ENG 251-004	MWF	2:00 pm - 2:50 pm	Staff

ENG 251-005	MWF	12:00 pm - 12:50 pm	Staff

ENG 251-006	TR	12:30 pm - 1:45 pm	Staff

ENG 251-401	TR	6:00 pm - 7:15 pm	Staff

SURVEY OF AMERICAN LITERATURE II
ENG 252-001	MWF	9:00 am - 9:50 am	Weisenburger
	Selections from the range of U.S. literatures from about 1865 to 1965, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of "America" as imperial nation. This course explores the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century's changes--especially literature's critical power in a time of nation-building. Our writers: Walt Whitman, Lydia Maria Child, W.D. Howells, Charles Chesnutt, Robert Frost, F. Scott Fitzgerald, Nella Larsen, William Faulkner, and N. Scott Momaday. Some lecture, plentiful discussion; short exercises, several critical papers, mid-term and final.
ENG 252-002	MWF	10:00 am - 10:50 am	Staff

ENG 252-003	MWF	12:00 pm - 12:50 pm	Staff

ENG 252-004	TR	12:30 pm - 1:45 pm	Bebensee

ENG 252-005	TR	2:00 pm - 3:15 pm	Staff

SURVEY OF WESTERN LITERATURE: FROM THE GREEKS THROUGH THE RENAISSANCE
ENG 261-001	MWF	10:00 am - 10:50 am	D. Campbell

ENG 261-002	MWF	11:00 am - 11:50 am	D. Campbell

SURVEY OF WESTERN LITERATURE: FROM 1660 TO THE PRESENT
ENG 262-401	M	6:00 pm - 8:30 pm	Meckier
	Careful readings of half a dozen texts to identify the major literary movements since the Renaissance: Neoclassicism (Moliere, Voltaire), Romanticism (Rousseau, Goethe), Realism (Flaubert), Modernism (Kafka). Mid-term and final.

MAJOR BLACK WRITERS: BLACK MALE VOICES OF THE LATE 20TH CENTURY
ENG 264-001	MWF	10:00 am - 10:50 am	Ellis
	This course introduces various African American male voices from 1940 to the present. Our primary objective is to consider each text within its historical context. Class lecture and discussion will pay close attention not only to primary texts and their critical reception by literary critics but also the impact of their works in Black popular culture and mainstream American life. That is to say, while our goal is to map the literary-historical development of Black male urban narratives, significant time will also be directed towards the broader social and political critiques addressed in their works. Historical themes include: Jim Crow and its impact on the Black community in the 1930s, Civil Rights and Black Power movements of the 1950s and 1960s, the Nation of Islam, American race relations, critique of the American criminal justice system, Black male identity-formation in urban America. Students will be particularly encouraged to participate in archival research, utilizing newspapers, journals, and popular magazines in order to situate texts within the broader social, cultural and political spaces of American race relations. Finally, all texts will be read and interpreted as inextricably tied to the present social, cultural, and political context of contemporary African American male life.
	REQUIRED TEXTS AND MATERIALS: Richard Wright, Native Son Malcolm X, Autobiography of Malcolm X Eldridge Cleaver, Soul on Ice Sanyika Shakur, Monster: Autobiography of a L.A. Gang Member Nathan McCall, Makes Me Wanna Holler: A Young Black Man in America Mumia Abu-Jamal, Live from Death Row John Edgar Wideman, Brothers and Keepers Nelson George, Hip Hop America
	The Course Reader is available at Johnny Print Copy Shop (located at 547 S. Limestone St., 254-6139).
	GRADING POLICY AND REQUIREMENTS: Class Participation/Film Screenings/Pop Quizzes 10% 2-page response papers (3 papers total) 30% Midterm Exam 30% Final Paper (7-10 pages) 30%
	FILM SCREENINGS: All students are required to attend the four film screenings: Ethnic Notions by Marlon Riggs Black Caesar by Larry Cohen Menace II Society by the Hughes Brothers Belly by Hype Williams

MAJOR BLACK WRITERS: A SENSE OF SELF, A SENSE OF PLACE
ENG 264-002	TR	9:30 am - 10:45 am	Pierce
	This course will trace the development of the theme of "identity" within and across specific periods of the African-American literary tradition, including: slavery, Emancipation and Reconstruction; the Harlem Renaissance; the Jim Crow Era; the Pan-African movement; and the Black Power and Civil Rights Movements. We will attempt to examine the ways in which the individual and collective search for an African-American identity has manifested itself within the various genres employed by several different authors.

MAJOR BLACK WRITERS
ENG 264-003	MWF	9:00 am - 9:50 am	Staff

ENG 264-401	T	6:00 pm - 8:30 pm	Dathorne
	A survey of major Black writers in Africa, the Americas, and the Diaspora. We shall concentrate on the U.S. Students should be expected to do (a) a presentation; (b) a short, take-home mid-term; and (c) a final of approximately 10-15 pages, plus notes.

INTRODUCTION TO FILM
ENG 281-001	MWF	1:00 pm - 1:50 pm	Staff

ENG 281-002	TR	11:00 am - 12:15 pm	Staff

STYLE FOR WRITERS
ENG 301-001	TR	11:00 am -12:15 pm	Roorda
	This course is devoted to helping you develop your own prose style and the styles of others. We'll give attention to just what it means to have or discern a style, how style in writing has been discussed in the past, how styles and registers shift with changes in situation, what terms and perspectives help us talk about and work on style-all toward the end of improving our own prose. Expect daily work on exercises, responses readings, analysis of sample passages, and editing of prose by oneself and others; expect also periodic quizzes and a final project in stages involving writing, editing, and reflection on style. Instructor's consent is required for this course; I'll check samples of your writing as soon as the course starts, to be sure you're ready to take it.

INTRODUCTION TO PROFESSIONS IN WRITING
ENG 306-001	MWF	12:00 pm - 12:50 pm	E. Reece

ENG 306-002	MWF	1:00 pm - 1:50 pm	E. Reece
	This course attempts to answer the question, "But can I make money at this?" "Professions in Writing" offers a pragmatic introduction to the following career paths: freelance writing, editing and publishing, and teaching writing. Students will learn how to write a marketable magazine profile and query letter, how to copy-edit, and how to edit for story. We will conclude by exploring some philosophies of writing with an eye toward pedagogy.

HISTORICAL LINGUISTICS
LIN 319-001	To be announced	Guindon
	This course will explore how languages change over time with respect to their phonological, morphological, semantic and syntactic structures. In order to understand how and why these changes occur, we will study:
	--features found to be typical of human languages, --reconstruction of earlier languages based on the comparison of their daughter languages, --reconstruction of earlier states of a language based on internal evidence, --how morphological structures change by analogy, --major language families of the world, and --the role which social factors play in linguistic behavior.
	Students can expect daily homework assignments designed to enable them to understand and apply methods of structural analysis and linguistic reconstruction. Exam formats will be based on the homework.

INTRODUCTION TO LITERARY STUDY
ENG 320-001	TR	11:00 am - 12:15 pm	P. White

ENG 320-002	MWF	10:00 am - 10:50 am	Staff

ENG 320-003	MWF	1:00 pm - 1:50 pm	Oaks

INTRODUCTION TO LITERARY STUDY: LITERARY METAMORPHOSIS: TRANSFORMATIVE TEXTS, TRANSFORMATIONAL CONTEXTS
ENG 320-005	TR	9:30 am - 10:45 am	Fulbrook
	This course will provide a means to become acquainted not only with literature from a broad range of historical periods, but with a wide array of methodologies for reading and analysis. In this introductory class there will be danger and domesticity, fairy-tales and fashion, monsters of science and dramas of the drawing room, physical feats of amazement and psychological thrills abounding at every step of the way as experts, novices, and scientists, play-writes, poets and novelists metamorphose mythology, history, and literature right before your eyes, changing statues into women, squashed cabbage leaves into ladies, beautiful men into grotesque works of art, and the haunting memories of slavery into a ghostly twentieth-century novel. In this course, bodies and narratives, history and fantasy, dreams and nightmares are resurrected and reborn again and again through a selection of texts chosen for their investment in both stories of metamorphosis and the metamorphosis of story across a variety of literary genres and historical periods. Next to the writings of the Brother's Grimm, for example, we will study Anne Sexton's and Angela Carter's erotic and feminist retellings of these well known fairy tales for children into twentieth-century poems and short-stories for adults. Next to Ovid's Metamorphosis, we will consider After Ovid and discover ancient mythology rewritten and transformed into our modern day world by contemporary poets who return to Ovid's stories only to find that in the return the tales he tells are no longer the same. Exploring texts such as Dr. Jekyll and Mr. Hyde and The Picture of Dorian Gray, William Shakespeare's The Winter's Tale and Bernard Shaw's Pygmalion, Homer's The Odyssey and Toni Morrison's Beloved, we will journey in this course through readings and class discussions designed to offer you a chance to get your feet wet with a variety of literary genres, historical fields, and critical approaches to literary study. Our general thematic, loosely defined, will be metamorphosis -- bodily, psychic, historical, generic, critical, etc. --and we will consider plays, novels, fairy-tales, and poems which in one way or another turn upon this issue either at the level of "plot," by telling a tale about transformation, or at a more meta-textual level by retelling, reimagining, and reconfiguring earlier sites of literary creation. The course requirements will include two 5-8 page papers, a revision, an annotated bibliography, and a final, group project.

STUDIES IN BLACK AMERICAN LITERATURE: BLACK CHICAGO
ENG 356-001	MWF	12:00 pm - 12:50 pm	Ellis
	When the nineteen-year-old Richard Wright moved from Memphis to Chicago in December of 1927, he arrived to a city that had been acknowledged as a site of great economic possibility and racial refuge for many southern blacks. Indeed, Wright, like so many other young blacks, arrived in the midst of an era of massive migration from the South which saw Chicago's black population increase from 44, 103 in 1910 to 109, 458 in 1920 to 233, 903 in 1930 (Drake and Cayton 1945: 8). Many of these blacks left the South to escape the legal apartheid of Jim Crow life; however, it was the yearly onslaught of diminishing agricultural returns caused by drought as well as by the destructive boll weevil in the fields of the Mississippi Delta that effectively galvanized the majority of migrating blacks to embark upon the mass exodus to the North. And while many black tenant farmers and sharecroppers submitted to the idea of remaining in the South despite economic hardships, large numbers of blacks saw life in the industrializing North as a movement towards economic autonomy and political liberation. Moreover, with the brutal advent of white mob violence and extralegal lynching at the close of the nineteenth century, blacks were increasingly inclined to equate travel with freedom and to envision flight out of the South as an oppositional act of preserving their humanity.
	But life in the North for poor southern blacks during the 1920s and 1930s was a hard one and, tragically, the hope of racial justice in Chicago and other northern cities during the years of the black migration was undercut by the reality of overcrowded and dilapidated housing, joblessness, and race riots. These hostile circumstances demystified any prospect of the North as a "promised land" and ensured both class and racial division among poor immigrant blacks and city-dwelling whites. Encountering the harsh racism and segregation which would later be referred to as a type of "domestic colonization," the majority of newly arrived blacks found themselves forced into the poorest neighborhoods of Chicago's South Side or what was generally referred to as the Black Belt. Indeed, it was precisely in relation to this political context of class hostility and racial violence against newly arrived blacks that prompted novelist Richard Wright to reflect on the personality of this emerging "black underclass." A poor southern migrant himself, Wright was uniquely situated to unravel the mystery of "hate and fury" among the black urban poor. And like Richard Wright, many migrant blacks were outraged by America's social crime against its native sons and daughters. Unable or unwilling to return to the South or to their African homeland, they saw no viable alternative other than to stay put and fight, to resist, and to challenge, however possible, the dehumanizing racial injustices of white society.
	This course is designed to allow students the opportunity to critically explore the historic migration of African Americans from the South to the North after 1915. Paying particular attention to newly arrived blacks in the city of Chicago, students will survey African American literature and culture of the era from a wide variety of disciplinary approaches, exposing them to the historical, economic, social, and political factors that impacted black urban life in the first half of the twentieth century. Course requirements: weekly response papers, mid-term essay exam, and final paper.
	REQUIRED TEXTS AND MATERIALS: Richard Wright, Native Son Richard Wright, Black Boy Gunnar Myrdal, An American Dilemma (Vol. 1 and Vol. 2) Allan Spear, Black Chicago William M. Tuttle, Jr., Race Riot: Chicago in the Red Summer of 1919 James R. Grossman, Land of Hope: Chicago, Black Southerners, and the Great Migration (Optional) Joanne J. Meyerowitz, Women Adrift: Independent Wage Earners in Chicago, 1880-1930 (Optional) St. Clair Drake & Horace R. Cayton, Black Metropolis: A Study of Negro Life in a Northern City
	GRADING POLICY AND REQUIREMENTS: Mandatory Statement of Purpose/Class Participation/Pop Quizzes 10% 2-page critical response papers (3 papers total) 30% Midterm Exam 30% Final Paper (7-10 pages) 30%

LITERARY TYPES: FANTASY LITERATURE I
ENG 361-001	TR	9:30 am - 10:45 am	Kremer
	This course primarily covers significant English and American fantasy literature through the late Victorian period. Emphasis is on the works themselves and on their influence on contemporary media. Some are thought of as "classics" but are not usually taught with emphasis on the fantasy elements. Some are lesser known works which have contemporary influence. Audio-visual materials will be used. 2 papers; 2 exams. Attendance expected.

SPECIAL TOPICS IN LITERATURE: WRITING/TEACHING POETRY
ENG 363-201	Off Campus		Cummins

SPECIAL TOPICS IN LITERATURE: KENTUCKY/APPALACHIAN LITERATURE
ENG 363-401	M	6:00 pm - 8:30 pm	Norman

THE WOMAN WRITER
ENG 375-001	MWF	10:00 am - 10:50 am	Staff

FILM CRITICISM
ENG 380-001	MWF	11:00 am - 11:50 am	A. Prats
	We will view approximately twenty films--foreign and American, silent and sound, color and black-and-white. The course develops critical methods and strategies for responding to the movies as a narrative art. Emphasis on themes--e.g., violence, apocalypse, etc--and on genre--war films, westerns, film noir. Class discussions (about two-thirds of total class time) focuses on specific shots and scenes so that students can: 1) learn to see formal and thematic coherence in the movies; 2) develop a critical understanding of the value systems that may emerge from an art of moving images; and 3) acquire a source of possible insights into the relation between cinema and culture and life. Please note that all movies for this course are shown outside of class. Movie showings will likely be Tuesdays 2 & 7 at the Language Lab (room to be announced). Requirements: Class participation; three short essays; three not-so short essays; a final exam (comprehensive).

UNDERGRADUATE SEMINAR: THE GENIUS? OF WILLIAM FAULKNER
ENG 390-001	T	2:00 pm - 3:50 pm + additional times TBA	Freehling
	Cross-listed with HIS 351-001. Contact Dept. of History for more information: 257-6861.

UNDERGRADUATE SEMINAR: SIXTIES COUNTERCULTURE
ENG 390-002	TR	12:30 pm - 1:45 pm	Uebel
	Johnny's in the basement Mixing up the medicine I'm on the pavement Thinking about the government (Bob Dylan)
	This intensive seminar will examine the powerful, and often contradictory, currents of sixties counterculture. We will be interested in laying a solid groundwork of intellectual and political history before we speculate on such cultural phenomena as the intersection of radical activism and psychedelia or the resistance to the crushing development of mass society. This course offers students the opportunity to develop their own inquiries into dimensions of sixties counterculture. I would not be surprised if students were to develop projects on the Hippie lifestyle, on Andy Warhol and Pop Art, on Black Power, on Woodstock, the Beatles, Manson, or the Monkees, on the literature of Kesey, Eisley, or Heinlein, on the role of weed in the sixties, and so on. Some shorter papers will be required, as well as a longer paper to cap the experience. Discussion will be essential to a student's success. After you enroll in this course, prepare yourself by listening to Subterranean Homesick Blues.
	Texts will include: Andrew Jamison & Ron Eyerman, Seeds of the Sixties Theodore Roszak, The Making of a Counterculture David Riesman, The Lonely Crowd Herbert Marcuse, One Dimensional Man Todd Gitlin, The Sixties: Years of Hope, Days of Rage James Miller, 'Democracy Is in the Streets': From Port Huron to the Siege of Chicago Judith C. Albert & Stewart E. Albert, eds., The Sixties Papers Martin A. Lee & Bruce Shlain, Acid Dreams: The Complete Social History of LSD: The CIA, the Sixties, and Beyond Tom Wolfe, The Electric Kool-Aid Acid Test Richard Farina, Been Down So Long It Looks Like Up to Me Robert Heinlein, Stranger in a Strange Land Dennis Hopper, dir., Easy Rider

INDEPENDENT WORK
ENG 395-001	To be arranged		Waller
	ENG 395 students should stop by 1227 P.O.T. (English Advising Office) to receive and return Independent Study forms.

SPECIAL TOPICS IN WRITING: WRITING FOR PUBLICATION
ENG 401-001	M	3:00 pm - 5:30 pm	Cummins

SPECIAL TOPICS IN WRITING: LITERARY NONFICTION
ENG 401-002	TR	12:30 pm - 1:45 pm	Edwards
	What is a literary essay? What is the difference between the literary essay and autobiographical fiction? Where, finally, is the border between memory and imagination, and how does a writer weave experience, research, and perception to form an essay that's both cogent and unique?
	These are the questions which will open this class on literary nonfiction, and which will serve as a point of embarkation for a deep and thorough exploration of this multifaceted and sometimes elusive genre. We will study published literary essays, from Montaigne to the most contemporary, exploring a wide diversity of styles and approaches. This is a writing class, so students will write their own essays and present them for discussion. Workshops will be supportive, a place to give and receive thoughtful criticism with an eye toward revision, and students will be expected to participate fully in these discussions.
	Note: Students wishing to take this course should advance register for it and attend the first class meeting. Students should be aware, however, that ultimate enrollment in the course will be by consent of the instructor, given after the first class meeting (thus, registration for the course does not guarantee a place on the final roll).

EDITING ENGLISH PROSE
ENG 405-001	TR	9:30 am - 10:45 am	Eldred
	Editing is frequently called the "invisible" profession. The goal of ENG 405 is to make the work of editing visible and to provide you with instruction and practice in its basic principles, including copy editing, revision, verification of facts, and preparation of manuscripts. We'll tackle skills necessary to magazine and book editing, specifically skills related to consistency and form and fact checking. Of course, along the way, we'll tackle some of the vexed issues relating to grammar and style. Throughout the course, we'll pay special attention to decoding the hefty reference source The Chicago Manual of Style. And, throughout the course, to keep things interesting, we'll read from memoirs and biographies chronicling the life and work of some famous New Yorker editors: Harold Ross, Katharine White, William Shawn, Tina Brown. We'll also read words of advice from practicing editors and discuss career options and paths.

INTERMEDIATE WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 407-001	T	3:00 pm - 5:30 pm	Finney
	See note above.

INTERMEDIATE WORKSHOP IN IMAGINATIVE WRITING: POETRY
ENG 407-002	W	3:00 pm - 5:30 pm	Vance
	See note above.

ENGLISH RENAISSANCE: 1500-1600
ENG 422G-001	MWF	10:00 am - 10:50 am	Lewin

SHAKESPEARE SURVEY
ENG 425G-001	MWF	1:00 pm - 1:50 pm	D. Miller
ENG 425G-002	MWF	2:00 pm - 2:50 pm	D. Miller
	In these two sections of the Shakespeare Survey, we will read seven plays: Romeo and Juliet, A Midsummer Night's Dream, Much Ado About Nothing, Othello, Macbeth, King Lear, and The Tempest. Class discussions will cover various aspects of Shakespeare's dramaturgy, including plot design, the construction of individual scenes, style in both prose and verse, and recurrent themes-especially Shakespeare's sense of life itself as a social drama characterized by role-playing. You'll also be required to view a number of recent films available on videocassette or DVD so we can talk about how directors seek to translate Shakespeare's plays from the page to the screen.
	Other requirements include two critical essays, two essay exams, and a class presentation. Attendance is also required, and yes, this requirement is strictly enforced. The instructor emphasizes both lively discussion and clear, effective writing; serious attention will be given, in and out of class, to the skills of critical analysis developed in your essays.
	A distinctive feature of these two sections in Fall 2002 is that they will be taught in conjunction with a graduate course, ENG 626 "Teaching Shakespeare to Undergraduates." Graduate students from 626 will attend 425, and at some point in the semester they'll take a turn teaching the class. They will also serve informally as mentors to undergraduates enrolled in 425.
	Texts for ENG 425 are the Norton Shakespeare, ed. Greenblatt et. al, and John Trimble's Writing with Style. Students who take this course should come out of it with a clearer and more confident sense of how to write a critical analysis. They should be able to read, watch, or discuss Shakespeare plays with some knowledge of the historical context of Elizabethan theater, and they should be better able to appreciate the complexities of plot, character, theme, and language--in Shakespeare specifically, but also in literary works generally.
ENG 425G-003	TR	9:30 am - 10:45 am	MacDonald
	"He was not of an age, but for all time!" So Ben Jonson declares in his dedicatory poem in the First Folio of Shakespeare's plays. This semester, English 425, which surveys a selected group of plays from the length of Shakespeare's career, will pay extra attention to how each age has made Shakespeare its own. Study of selected comedies, histories, tragedies, and romances will be accompanied, where appropriate, by discussion of stage and print adaptations and revisions, to work at revealing how Shakespeare has become the cultural property of many different generations. Two papers, two exams, in-class film viewing. Required texts: The Norton Shakespeare, The Bedford Companion to Shakespeare.

SHAKESPEARE STUDIES: SHAKESPEARE AND FILM
ENG 426G-001	MWF	9:00 am - 9:50 am	Foreman
	A study of Shakespeare's plays in both textual and filmed forms. We will begin with the poetic and dramatic values of the original text and then examine both the way Shakespearean values have been embodied in film form and the way the filmmakers have augmented or modified or altogether replaced these values in making the transition from text to screen. Thus the films will be seen not only as versions of the plays but also as "original" and integral stories. The sweep we make from Shakespeare's Richard III (c. 1592) to Pacino's Looking for Richard (1996) and Hoffman's A Midsummer Night's Dream (1999) should also tell us something about the world over the last four hundred years and about our way of seeing it. Plays/films to be covered will probably include A Midsummer Night's Dream (with films by Hall and Hoffman), Much Ado about Nothing (with film by Branagh), Richard III (with films by Pacino and Loncraine), Henry IV Parts 1 and 2 (with film by Welles [Chimes at Midnight]), Henry V (with films by Olivier and Branagh), King Lear (with films by Brook and Kurosawa [Ran]), Macbeth (with films by Polanski and Kurosawa [Throne of Blood]), and The Tempest (with film by Greenaway [Prospero's Books]). Viewing of films outside of class, at times to be announced, will be required.
	Note: ENG 426G-001 and ENG 480G-001 are the same course this semester. The two sections will meet at the same time and place with the same instructor and syllabus. Topics for papers and exams will vary somewhat to accommodate primary focus on play text or film, according to student interest. Students may register for whichever course best suits their curricular plans.

MILTON
ENG 428G-001	MWF	12:00 pm - 12:50 pm	Lewin
	John Milton's poetry, prose and dramatic works are among English literature's most radical and most memorable texts, both for their amazing formal innovations and their original representations of religion, politics, and poetic vocation. This course allows students to explore and appreciate Milton's decisive impact on the course of English and American literature. After reading his early poetry, including the masterful Comus and Lycidas, we will spend the bulk of our time on the great epics Paradise Lost and Paradise Regained, and end with a consideration of his late play, Samson Agonistes. Special attention will be paid to Milton's influences, as well as to the cultural, historical, and aesthetic climate in which he gained his fame. Other topics we will cover are censorship and free speech, free will, gender, science, religion, art, and sexuality. Course requirements: weekly reading responses, a memorization quiz, two papers, and two tests.

THE ROMANTIC MOVEMENT: 1815-1830
ENG 436G-001	To be announced		Fulbrook
	From Thomas De Quincey's drugged "confessional" of an opium eater to the poetic lyricism of the spirits of solitude, from the charnel houses of a Promethean dream of science to the transformation of the Gothic into a novel of the "probable," this course will present an introduction to the texts and contexts of the latter half of the Romantic period in literature. As a means of making sense of this period of literature and of what we mean when we use the term "Romantic," we will not only read the works of three of the proverbial "big six" of Romanticism -- in this instance Percy Bysshe Shelley, George, Lord Byron, and John Keats --but try to put pressure on the definitional and central place afforded them by considering them with and against poets such as L.E.L and Felcia Hemans, who, while lesser known today, rivaled Byron for popularity in their own day, as well as novelists such as Mary Shelley, Charles Maturin, Jane Austen and Walter Scott. Along the way, we will consider the models of subjectivity, imagination, melancholy, pathology, addiction, gender, sexuality, and theatricality offered by each of these texts and writers, creating a rich associative field through which the multiple and competing definitions of Romanticism can emerge. Ideally, this course will do less to offer any singular definitional of what it means to call a text or an author Romantic than examine the variety of ways in which different writers situated themselves and their projects in relation to a changing history of genre, culture, readership, and gender as well as in relation to each other. The assignments of this course will in all likelihood include an annotated bibliography, a class presentation, a reading journal, and a final paper.

THE 18TH CENTURY ENGLISH NOVEL
ENG 440G-001	MWF	11:00 am - 11:50 am	Zunshine
	Novels of Daniel Defoe, Eliza Haywood, Samuel Richardson, Henry Fielding, Frances Burney, and Jane Austen (including selected cinematic adaptations). Topics to be considered: evolving cultural practices of novel-reading; the novel in history and the history of the novel; eighteenth-century fiction and contemporary popular culture (extra credit for being able to identify at least four eighteenth-century novels that Helen Fielding parodies in her Bridget Jones series!). Two papers, a midterm, and a final.

STUDIES IN AMERICAN LITERATURE BEFORE 1860: REPRESENTING/DEMOCRACY IN US LITERATURE TO 1900
ENG 451G-001	TR	2:00 pm - 3:15 pm	Nelson
	People are not born knowing how to be representative. It is worth insisting that the sensation of, and expectations for political representation do not come naturally-for individuals or nations-and then thinking about what political, aesthetic and cultural practices of representation have meant for the practice of democracy in the United States. This is a course that asks: how do people ("The People") learn to be representive, or represented? how democratic can representation be? how do differing practices of representation impact on our ability to imagine a vital democracy? have various modes of representation disabled or limited our ability to think about alternative democratic practices? what would a democratic (as opposed to a representative) aesthetic look like? where have democratic practices registered outside of a representative discipline/aesthetic?
	Concentrating primarily on novels, this class will survey a variety of political texts by theorists of democracy in the early nation and today. We will read fiction and think about practices of culture in terms of their representations of political practice and possibility, and will include in our study works by: Washington, Madison and Hamilton, Cooper and Kirkland, Apes, Walker and Jacobs, Emerson, Fuller, Thoreau and Whitman, Lincoln, Davis, Adams and Bonin. Novels will likely include: The Prarie, A New Home: Who Will Follow?, Incidents in the Life of a Slave Girl, Waiting for the Verdict, and Democracy. Requirements will include: good participation, good preparation, a group research project and presentation, and a final essay.

THE AMERICAN NOVEL BEFORE 1900
ENG 454G-001	MWF	10:00 am - 10:50 am	Hutner
	This course surveys the second half of the nineteenth-century novel in the US, tracing the end of romanticism to the beginnings of modern America. We will examine how American novels tried to give the reading public a true picture of how successfully the US was meeting the challenges it faced, including the rise of individualism, slavery and race relations, Civil War, industrialism, gender divisions, immigration and ethnic discrimination. These novels were, first of all, great stories, but they also meant to educate the citizen-readers in the burdens and responsibilities of democratic culture.
	While the syllabus is constructed to spread the reading as evenly as possible and to make it easier to keep up, students should expect a steady demand. Those students who maintain the pace of the course will get the most out of it. Students can expect to write a series of short papers, adding up to about 15 pages. There will also be a variety of quizzes and take-home assignments throughout the semester, along with a final exam.
	Some of the novels we will be reading are among the most famous in US literary history: (The Scarlet Letter, Huckleberry Finn, Portrait of a Lady); others will be new to many students (The Silent Partner, Damnation of Theron Ware, Marrow of Tradition, Yekl, McTeague).

STUDIES IN AN AUTHOR: CHARLOTTE BRONTE
ENG 465G-001	TR	9:30 am - 10:45 am	Rosenman
	Charlotte Bronte, along with her sisters, has become mythologized as a tragic heroine, a victimized woman, and a proto-feminist, among other things. Her home, Haworth, has become a kind of literary shrine, visited by hundreds of Bronte fans every year, and she appears periodically in popular culture as a romantic genius (she's a favorite of the Indigo Girls). She wrote Jane Eyre, one of the most famous Victorian novels; The Professor, a first-person novel told from the point of view of a male character; Shirley, an industrial novel of class conflict; and Villette, one of the most fascinating and maddening novels ever written. One hundred and fifty years after her death, she remains a fascinating figure.
	In this course, we will get to know Charlotte Bronte in three ways. First, we'll spend plenty of time on Bronte's early writing and on the novels themselves. Second, we'll explore the cultural issues her novels raise - the complex role of the governess and class conflict, to take two examples - by reading contextual material and related works (the American novella Behind the Mask, for example, which is an extremely cynical re-telling of Jane Eyre written under an assumed name by Louisa May Alcott). Third, we will look at some biographical portraits of Bronte from the 19th century to the present day, to see how her portrayal has changed.
	Expect to write two papers and several smaller assignments, including an in-class presentation and a mini-research project.

SPECIAL STUDIES IN FILM: SHAKESPEARE AND FILM
ENG 480G-001	MWF	9:00 am - 9:50 am	Foreman
	See description for ENG 426G-001, above.

ADVANCED WORKSHOP IN IMAGINATIVE WRITING: POETRY
ENG 507-001	W	3:00 pm - 5:30 pm	Finney
	See note above.

ADVANCED WORKSHOP IN IMAGINATIVE WRITING: AUTOBIOGRAPHY
ENG 507-002	T	3:30 pm - 6:00 pm	J. B. Hall
	See note above.

ADVANCED WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 507-003	R	3:30 pm - 6:00 pm	Edwards
	This is an advanced undergraduate/graduate level course designed to explore in great depth the writing of fiction, especially the short story. Students will gain an extensive understanding of narrative form, and will examine many aspects of the story, including characterization, narrative motion, and the use of language and imagery. Students will look at both traditional and experimental forms, will explore these forms in their own writing, and will participate fully in a supportive workshop setting, giving and receiving thoughtful criticism, which will be used as a basis for revision. This is a writing class, and that will be our focus, but since reading and writing are a symbiotic pair, each essential to the other, we will also take close, analytical look at published work, seeking to understand the forms and unravel the process of creation.
	See note above.

COMPOSITION FOR TEACHERS
ENG 509-001	M	5:30 pm - 8:00 pm	Oaks

ENG 509-401	W	6:00 pm - 8:30 pm	Williamson
	The course, appropriately subtitled "Teaching Writing," introduces students to the theories, practices, and assumptions about the teaching of writing in America's middle and secondary schools, with an emphasis on Kentucky schools. The major aim of this course is to prepare future and current teachers with the knowledge and skills necessary to better teach students to express their ideas through printed text. The course is divided into units focusing on these essential questions
	--What does it mean to be a professional writing teacher? --How do teachers use evaluation and assessment of to help students improve their own writing? --How can teachers design prompts that lead to better student writing? --How do teachers use theories and approaches to structure writing classes and environments? --How can literary models and grammar be incorporated into the teaching of writing?
	The structure of the course is similar to a graduate seminar where students are asked to grapple with ideas and test their own assumptions and theories about the teaching of composition. Thus, the course is part composition and part teaching methods. Ultimately, the final grade is based on several writing assignments (including unit plans), class participation, and the final exam.

MODERN ENGLISH GRAMMAR
ENG/LIN 512-001	TR	11:00 am - 12:15 pm	Stump
	This course is an introduction to contemporary syntactic theory and its application in describing and explaining the properties of English grammar. Topics include the principles of phrase structure; the syntactic projection of lexical information; agreement and government phenomena; binding relations; and transformational movement and the constraints which restrict it. We will devote particular attention to current debates in syntactic theory. There will be six written homework assignments, a midterm exam, and a final.

TEACHING ENGLISH AS A SECOND LANGUAGE
ENG/EDC/LIN 513-401	MW	5:30 pm - 6:45 pm	Clayton
	This course provides an introduction to the study of second language acquisition (SLA), in particular the acquisition of English as a Second Language (ESL). By examining research and theory in SLA/ESL, we will suggest some answers to the questions: How do people learn languages, in particular English? What are the implications of the spread of English throughout the world? Prereq: ENG/LIN 211 or ENG 414G or ANT 215 or the equivalent; or consent of instructor. (Same as EDC 513.)

SPECIAL TOPICS IN LINGUISTICS: LANGUAGE AND GENDER
LIN 517-001	TR	8:00 am - 9:15 am	Bosch
	This course is an introduction to the study of language and gender. Students need not have any background in linguistics to enroll, although students with some linguistic background will probably reap additional benefit from the course. In this course we will consider some of the debates taking place currently in sociolinguistic studies of gender in order to examine whether, how, and why there may be gender differences in language use. This area of language study also intersects with related work in the fields of anthropology, sociology, women's studies, and psychology, so our readings will be varied. Requirements: class participation, four assignments, research paper, and oral presentation of research.

SPECIAL TOPICS IN LINGUISTICS: LANGUAGE AND CULTURE
LIN 517-002	MWF	1:00 pm - 1:50 pm	Rouhier-Willoughby
	One of the most interesting aspects of language is how it reflects the culture of its native speakers. Students will be exposed to various approaches to the nature of language and cultural interaction. The issues of linguistic bias and the nature of intercultural communication will be the central themes of this course. Prerequisite: None.

INTRODUCTION TO OLD ENGLISH
ENG 519-001	TR	11:00 am -12:15 pm	Kiernan
	An introduction to Old English language and literature, with the emphasis on language. We will study Old English grammar by analyzing passages from prose texts, such as King Alfred's translation of Boethius, the Anglo-Saxon Chronicle, and Ælfric's works, as well as from the poetry, in particular the elegies and small selections from Beowulf. We will also investigate the traditions that passed these texts on to us from Anglo-Saxon times to the present, including translations, digital images, and electronic editions.
	Some of your work will take place on this website, which will provide aids for learning the language, access to electronic texts, online resources, and a listserv, to let you discuss online anything related to the course with me and members of the class.
	Required text: Bruce Mitchell and Fred C. Robinson, A Guide to Old English, 6th ed. (Blackwell 2001).
	Class requirements: active participation in class and in online discussions (50 percent); several quizzes testing ability to parse passages of Old English (15 percent); one oral presentation on a mutually acceptable research topic (15 percent); a final research paper (20 percent) based on the oral presentation and due no later than the day of the scheduled final exam.

BIBLIOGRAPHY AND RESEARCH METHODS
ENG 600-001	MWF	10:00 am - 10:50 am	Allison
	Introduction to bibliography, editorial theory, textual criticism. We'll examine problems of textuality in relation to the work of selected authors, and study selected textual histories, including Hamlet, The Woodlanders, The Picture of Dorian Gray. On authorship: Roland Barthes, Stanley Fish, Jerome McGann, Annabel Patterson, Wimsatt & Beardsley et al. On editing: Fredson Bowers, W.W.Greg, McGann et al. Students will write a critical account of the textual history of a work of their choice for a final project, or explore some relevant theoretical or bibliographic question. Visits to Special Collections and Young Library. You will be given a thorough introduction to library resources, including book review and film review indexes, bibliographies, bibliographies of bibliographies (sounds like fun?) and current academic journals in your fields. A Reference Librarian will talk to you about electronic research tools. Final research paper, several shorter papers, annotated bibliography, oral reports.

EDITING
ENG 605-001	TR	9:30 am - 10:45 am	Eldred
	Designed for graduate students interested in editing and publishing, ENG 605 offers instruction in the history of U.S. publishing and extensive practice in techniques of revision, verification of facts, fact checking, and preparation of manuscripts.
	Graduate students will attend and complete the work for ENG 405. In addition, they will write additional exam questions (take-home) and complete a 10-12 page research paper. Additional books for ENG 605: Miller, Making Love Modern (1999) Oxford; and Berg, Max Perkins: Editor of Genius (1978) Dutton.

GRADUATE WRITING WORKSHOP: POETRY
ENG 607-001	M	3:00 pm - 5:30 pm	J. B. Hall
	See note above.

COMPOSITION FOR TEACHERS
ENG 609-001	TR	2:00 pm - 3:15 pm	Roorda
	English 609 is a graduate seminar on reflective practice in English pedagogy, especially the teaching of general education writing and reading to college undergraduates. It is open only to new (or soon-to-be) graduate teaching assistants in English and is required of those who have not already taken an equivalent course.

STUDIES IN LINGUISTICS: LINGUISTIC THEORY AND PRACTICE FOR GRADUATE STUDENTS
ENG/LIN 617-001	TR	12:30 pm - 1:45 pm	Bosch
	This course is designed specifically for graduate students as an introduction to the practice and principles of linguistic research. Basic principles of linguistic organization (phonology, morphology, syntax) will be covered. Additional topics include: dialect variation, conversational pragmatics, language and education, language acquisition by children, signed languages. Our emphasis will depend on the interests of the students. There will be a focus on developing and evaluating linguistic principles on the basis of data collected by students, where possible. Requirements: class participation, 4 written assignments, one oral presentation on a topic of your choice, a final research paper, and an oral presentation of research paper.

STUDIES IN SPENSER, SHAKESPEARE, MILTON: TEACHING SHAKESPEARE TO UNDERGRADUATES
ENG 626-001	W	9:00 am - 11:30 am	D. Miller
	OBJECTIVES: The main objective of this class is to prepare each of you to teach a one-semester survey of Shakespeare's plays. Students without prior teaching experience will get an intense introduction to the basics of teaching literature at the college level, from text selection to evaluating written work. Experienced TAs should leave the class ready to teach a one-semester survey of Shakespeare to undergraduates. All students should leave the class with plenty of materials and some valuable experience.
	REQUIREMENTS: The main requirements for this class will include a practicum teaching unit and a series of written assignments to be gathered into a final portfolio.
	PRACTICUM: All students enrolled in 626 will be required to audit a section of ENG 425G, which will serve as the practicum unit for the course. Two sections are available:
	425G-001 MWF 1:00-1:50 425G-002 MWF 2:00-2:50
	It will be imperative for students enrolling in 626 to hold open a place on their schedules for at least one of these two sections, and to attend regularly. It is also important for us to have some balance between the two sections, so please consult with the instructor in advance about which of the two 425s you wish to attend. (The practicum requirement involves a significant commitment of time and energy, but it is the unanimous recommendation of students and faculty and who have been through the course.)
	Students in 626 will form teaching teams of 2-3 students each. These teams will design and then teach one-week units in the practicum sections. Your plans will be discussed in advance, and we will regularly evaluate one another's performances.
	Plays to be covered in the practicum sections are Romeo and Juliet, A Midsummer Night's Dream, Much Ado About Nothing, Othello, Macbeth, King Lear, and The Tempest.
	PORTFOLIO: Written assignments for the course will be gathered into a teaching portfolio modeled on the ones UK faculty are required to submit as part of the University's formal evaluation of merit. (Sample portfolios from previous sections of 626 may be consulted in the instructor's office.)
	Suggested contents for the portfolio include a formal statement outlining teaching philosophy, goals, and strategies; a 15 week course syllabus; a text selection essay (5-10 pages); a set of lesson plans (up to ten detailed daily plans); written assignments (essay or exam assignment sheets); a narrative and self-assessment of the practicum teaching experience; and copies of practicum evaluations.
	Students with questions about the course may contact the instructor via email at unique1@uky.edu.

STUDIES IN MODERN BRITISH LITERATURE: MODERN BRITISH LITERARY UTOPIAS: FROM EREWHON TO ISLAND
ENG 642-401	T	6:00 pm - 8:30 pm	Meckier
	A study of a cycle within the utopian tradition and of the clashes and competitions between authors within that cycle. Emphasis on Huxley and Orwell but readings will include Butler's Erewhon, Morris's News from Nowhere, Wells's Time Machine and A Modern Utopia, Zamyatin's We, and Burgess's A Clockwork Orange in addition to Brave New World, Island, Animal Farm, and 1984. Seminar-style reports, final paper.

STUDIES IN AMERICAN LITERATURE BEFORE 1860: LITERATURE, CULTURE, AND THE PSEUDO-SCIENCES IN MID-NINETEENTH CENTURY AMERICA
ENG 651-001	M	3:00 pm - 5:30 pm	Wrobel
	Speaking about the origins of his poetry, Whitman wrote: "In estimating my volumes, the world's current times and deeds and their spirit must first be profoundly estimated." This class will investigate one area of the American nineteenth-century's "current times and deeds," most notably the impact that the pseudo-sciences of phrenology, mesmerism, and spiritualism had on the culture and literature of mid-century America. So prevalent were these disciplines that, in a fit of exasperation, Emerson was moved to write: "I hate this shallow Americanism which hopes to get rich by credit, to get knowledge by raps on midnight tables [spiritualism], to learn the economy of the mind by phrenology, or to acquire skill without study or mastery without apprenticeship." One should keep in mind, however, that Emerson once was prepared to assent to phrenology, as did Poe, as did Whitman, as did a panoply of major and lesser known writers. Whether speaking as supporters or critics, thinkers, public figures, and writers felt compelled to respond to the presence of these pseudo-sciences. Speaking of the reception of George Combe's The Constitution of Man (a major phrenological text) in nineteenth-century Britain, for instance, Roger Cooter has observed that, "Historical fuss over Thomas Huxley's confrontation with Bishop Wilberforce in Oxford in 1860 has obscured that, overall, the amount of intellectual and emotional heat generated by Combe's book far surpassed that raised by the publication in 1859 of Darwin's Origin of the Species."
	We'll be reading selectively and limitedly in the works of various nineteenth-century writers--Poe, Whitman, Hawthorne, Emerson, Melville, Fanny Fern, and George Lippard--less to gain an authoritative understanding of these writers' canons than to suggest how these writers, recognizing the rich imagery and themes for literary deployment that these alternative disciplines offered, assimilated and transformed them into materials for literature.
	Besides fiction, students will also be required to read in the literature of these pseudo-sciences; most of these readings will come from handouts. I, in turn, will attempt to provide the cultural contexts and establish connections, in informal lectures, between the tenets of one belief system with those of another.
	In all likelihood your research papers will examine some aspect of any of these pseudo-sciences (and on related cultural issuesfrom millennial thought to reform movements, from communitarianism to gender issues, etc.) than on literature.
	The major portion of your grade (as I conceive it at the moment) will be on your term research paper (50%) and lesser portions on oral presentations (20%) and your contribution to class discussions (30%).

MODERN CRITICAL THEORY: EROS AND ORGONE: PSYCHOANALYZING THE BODY, FROM REICH TO LINGIS
ENG 660-401	M	6:00 pm - 8:30 pm	Uebel
	This special seminar will study the development of thinking about the body and bodily affect within psychoanalysis. We will repudiate, for the moment and perhaps for all time, in part and perhaps entirely, Kantian, Lacanian, Kleinian, and Foucauldian theory, focusing instead on biosexuality, biotherapy, and bioenergetic models of the self. We'll begin with Freud's Studies on Hysteria and his brilliant "Project for a Scientific Psychology," turning from these theoroetical statements on the biology of the mind to follow the thinking of three analytic pioneers-Reich, Ferenczi, and Groddeck. Reich is the hero of our seminar, and by the time we are done reading him, we just might understand why his theories and therapies were feared and condemned (and not just by Freudians; Reich has the singular historical honor of having been persecuted by Nazi Germany, the US government, and "Red fascist" Russia; the US FDA, in five separate operations-4 in 1956 and one in 1960-burned all of Reich's writings; Reich died in Federal prison in 1957). From there, we will examine two compelling currents in recent psychosomatic medicine and psyhotherapy-the work of Alexander and McDougall-and we finish with the erotic body in Lingis. Students will write short response papers, prepare a longer essay, and, as a group, build to spec an Orgone Energy Accumulator (I'll spring for the materials). If you can't decide whether this course is right for you, read William Burroughs's essay on Reich in The Adding Machine. Or, better, over the summer, read Myron Sharaf's excellent biography of Reich, Fury on Earth.
	Texts will include: Sigmund Freud & Josef Breuer, Studies on Hysteria ---, "Project for a Scientific Psychology" Sandor Ferenczi, Thalassa: A Theory of Genitality Wilhelm Reich, The Bioelectrical Investigation of Sexuality and Anxiety ---, Character Analysis ---, The Function of the Orgasm ---, Selected Writings: An Introduction to Orgonomy Dusan Makavejev, WR: Mysteries of the Organism (film) Georg Groddeck, The Meaning of Illness Franz Alexander, some selected writings on psychosomatic medicine Joyce McDougall, Theaters of the Body Alphonso Lingis, Foreign Bodies

READINGS IN RHETORIC: TEACHING WITH TECHNOLOGY
ENG 691-001	W	12:00 pm - 12:50 pm	Eldred
	ENG 691 was designed so that graduate students can receive credit for continuing inquiries into the field of Rhetoric and Composition. These 1-unit reading courses can be repeated under different topics for up to 3 units total credit. This particular section will focus on readings that take up issues related to teaching composition (and literature) with new digital technologies. In addition to readings (an article or two a week), students will be expected to post weekly responses on an electronic bulletin board and to compose a brief annotated bibliography.

TUTORIAL FOR PH.D. CANDIDATES
ENG 700-001	To be arranged	Wiesenburger

ENG 700-002	To be arranged	Wiesenburger

SEMINAR IN RENAISSANCE STUDIES: THE MEDITERRANEAN WORLD IN EARLY MODERN DRAMA
ENG 722-001	TR	12:30 pm - 1:45 pm	MacDonald
	The course will explore the relationship between the development of 16th and 17th century dramatic genres and cultural mappings of other spaces and places at a moment when England was emerging as a nation in an evolving global system. The course's main readings will be taken from a group of plays set in the Mediterranean region that examine England's constructions of North Africa and the Levant, as well as Spain, Italy, and Greece. These adventure plays and tragicomedies might include The Battle of Alcazar, The Famous History of Sir Thomas Stukeley, The Fair Maid of the West, The Three English Brothers, Christian Turned Turk, The Renegado, The Sea Adventure, The Jew of Malta, and/or Fortune by Land and By Sea, as well as Othello, The Merchant of Venice, Pericles, The Tempest, and The Island Princess. Readings will also include travel writing from the period, and new works in history, cultural history, and political science.
	Students will write a 1200-word review of a theoretical or historical or critical book bearing on the subject of the course, present a 20-minute report, and write a final paper.

SEMINAR IN VICTORIAN LITERATURE: VICTORIAN BODIES
ENG 738-001	TR	12:30 pm - 1:45 pm	Rosenman
	We'll be exploring some ways in which Victorian culture constructed and understood the meanings of symbolically important bodies - the gendered bodies of men and women, the sexualized bodies of prostitutes, the demonized bodies of the poor, the racialized bodies of colonial subjects. This course will weave together fiction, Victorian social history, and modern cultural studies/theory. We will definitely read Bleak House and Tom Brown's School Days; probably read Armadale, Lady Audley's Secret and/or The Doctor's Wife; and may read Villette or Under Two Flags -- in other words, a sampling of canonical and non-canonical works. Expect to do frequent informal response papers, an in-class report, a mid-size paper, and a seminar paper.
	In addition to its interest in these themes and texts, this course has two goals: to familiarize you with resources on Victorian culture (including standard references and bibliographies, and the library's excellent holdings and on-line access), and to help you write a seminar paper that is (at least theoretically) publishable. We'll devote significant class time to these goals throughout the semester.

MASTER'S THESIS RESEARCH
ENG 748-001	To be arranged		Waller

DISSERTATION RESEARCH
ENG 749-001	To be arranged		Waller

SEMINAR IN AMERICAN LITERATURE: 1860-1900
ENG 752-001	MW	3:00 pm - 4:15 pm	Hutner
	This course concentrates on the turn-of-the twentieth century American novel. We will focus on a few representative careers, even as we explore the range of fiction that American writers produced during this tumultuous period of US history. Novelists that we will be reading include, among others, Stephen Crane, Charles Chesnutt, Abraham Cahan, and Willa Cather.
	As much as the course is restricted to such a specialized field of study, it is also a course in developing students' general research skills as literary historians. To that end, students will be asked, in addition to creating a seminar paper, to engage in several research assignments, including an annotated bibliography, the recovery of contemporaneous reviews, an annotated survey of cognate and synchronous works, and readings in periodicity and historiography. There will be a unit on journals and journal publication.
	Students will need a graduate level background in American literature to get the most out of this course. Enrollment limited.

RESIDENCE CREDIT FOR THE MASTER'S DEGREE
ENG 768-001	To be arranged		Waller


ENG 769-001	To be arranged		Waller

SEMINAR IN SPECIAL TOPICS: THE CRISIS OF FAITH IN AMERICAN LITERATURE
ENG 771-001	TR	12:30 pm - 1:45 pm	Pierce
	This graduate seminar will examine the connections between religious faith, spirituality, and literature as issues of radical belief and radical unbelief haunt the American imagination. The changing dynamics of religious faith is of profound consequence to the thematic content of much of American fiction. Using specific short stories and novels, we will read and discuss several key works of cultural history, literary criticism, and religious theory. The writers we will employ include William Faulkner, Flannery O'Connor, James Baldwin, Toni Morrison, and Cynthia Ozick, among others.

DIRECTED STUDIES
ENG 780-001	To be arranged	Waller

ENG 780-002	To be arranged	Waller