DEPARTMENT OF ENGLISH

COURSE DESCRIPTIONS FOR SPRING 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 (October 29 - November 21). 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).

COURSE LEVELS:
200 | 300 | 400 | 500 | 600 | 700 | Linguistics
BEGINNNING WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 207-001 R 3:00 pm - 5:30 pm Pruett
BEGINNNING WORKSHOP IN IMAGINATIVE WRITING: POETRY
ENG 207-002 T 3:00 pm - 5:30 pm Howell
A poetry writing workshop that focuses on how our writing improves when we are active members of a writing community. The workshop will act as this community; writers involved will be responsible for new work every week, while also being committed readers of their fellow members' work. As the weeks progress, we work to "experience" poetry, rather than "think through" poetry, understanding the difference between the academic-mind and the artist-mind.
BEGINNNING WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 207-003 T 3:30 pm - 6:00 pm Staff
ENG 207-401 M 6:00 pm - 8:30 pm Norman
INTRODUCTION TO LINGUISTICS
ENG/LIN 211-001 MW 4:00 pm - 5:15 pm Guindon
ENG/LIN 211-002 MWF 2:00 pm - 2:50 pm Guindon
Why do we pronounce a -t at the end of words like bleached and raced when we mean to say a -d? If we can add -ity to adjectives to form nouns such as reality and sanity, why can't we use it to form words like greenity and happity? Why do we say 'little boy blue' instead of 'little blue boy'? Why is the sentence 'That bachelor is pregnant' grammatically correct but nonsensical? What does Rick Pitino have to do with Linguistics? If questions like this trouble your sleep, get help. But in the meantime, this class is for you.
During the course of the semester, we will examine our assumptions about language, explore the various structures of human language and the evidence for those structures, and apply established analytical techniques to data drawn from languages spoken around the world. Specifically, we will study the phonological, morphological, syntactic and semantic aspects of human grammar, and we will also explore how languages change over time and why language use varies between social groups.
This course relies heavily on problem-solving; the student should expect homework assignments every day.
ENG/LIN 211-003 TR 12:30 pm - 1:45 pm O'Hara
ENG/LIN 211-401 TR 6:30 pm - 7:45 pm O'Hara
Prereq: Two college semesters or two high school years of a foreign language.
Introduction to the scientific study of human language. Emphasis on the fundamental principles of linguistic theory; applications of these principles in the investigation of grammatical structure, language change, regional and social dialectic variation, and the acquisition of language by children. Credit will not be given to students who already have credit for either ANT 215 or ENG 414G.
SURVEY OF ENGLISH LITERATURE I
ENG 221-001 MWF 2:00 pm - 2:50 pm Staff
ENG 221-002 MWF 1:00 pm - 1:50 pm Staff
ENG 221-003 MWF 11:00 am - 11:50 am Tri
ENG 221 surveys British literature from Beowulf through Paradise Lost. Because we will be tracing and exploring the development of English literature in all its forms, themes, and historical and cultural contexts, students should expect densely-packed and challenging readings from the Anglo-Saxon, old and middle English, and early modern (Renaissance) periods.
Lectures, audio-visual presentations, student-led discussions, question-and-answer sessions. Quizzes as warranted. Mid-term and final exams. Individualized assignments for oral presentations. Some work in pairs and teams. Two papers, one interpretive analysis drawn from primary (original text) source, one argument supported by primary and secondary (critical) sources. Attendance and venturesome spirit required.
ENG 221-004 TR 11:00 am - 12:15 pm MacDonald
A survey of English literature from Beowulf through Milton. The emphasis is upon the more important writers, with attention to their cultural backgrounds.
SURVEY OF ENGLISH LITERATURE II
ENG 222-001 MWF 10:00 am - 10:50 am Staff
ENG 222-002 TR 2:00 pm - 3:15 pm Uebel
This course surveys English literature from the jubilant, if sometimes hallucinatory, fantasies of Romanticism to the quiet pessimism of postmodernity, from, roughly, Confessions of an English Opium Eater to Waiting for Godot. We'll read through Coleridge's poetry, Hazlitt's Liber Amoris, Byron's Don Juan, Shelley's Frankenstein, the poetry of P. B. Shelley and Keats and Robert Browning, Dickens's Oliver Twist, Wilde's Salome, Dowson's "Cynara" (as if a respectable survey could omit this gem), having thereby braced ourselves for Yeats's poetry, Woolf's A Room of One's Own, and Joyce's Portrait of the Artist as a Young Man.
We'll pay our attention to the contexts (social, political, and intellectual) in which these works were produced, in other words, to the ways such texts had meaning then, but, also, and more crucially, we'll think about the contemporary meanings of this assemblage of British literature-in short, how these works continue to be experienced within a certain set of affective (or, if you wish, emotional) parameters in ways that seem to have little to do with a work's historical remoteness.
Requirements include the will to engage literature passionately, the irrepressible urge to express oneself intelligently in class discussion, the commitment to writing gracefully, and, above all, the desire to suspend that line between the fictional and the real just long enough so that it cannot be redrawn with any certainty.
SURVEY OF AMERICAN LITERATURE I
ENG 251-001 TR 9:30 am - 10:45 am Staff
ENG 251-002 TR 11:00 am - 12:15 pm Bebensee
ENG 251-003 TR 12:30 pm - 1:45 pm Staff
ENG 251-004 TR 2:00 pm - 3:15 pm Staff
ENG 251-005 MWF 11:00 am - 11:50 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 251-006 MWF 1:00 pm - 1:50 pm Staff
ENG 251-007 MWF 10:00 am - 10:50 am Staff
SURVEY OF AMERICAN LITERATURE II
ENG 252-001 MWF 10:00 am - 10:50 pm Staff
ENG 252-002 MWF 11:00 am - 11:50 pm Staff
ENG 252-003 MWF 12:00 pm - 12:50 pm Staff
ENG 252-004 MWF 1:00 pm - 1:50 pm Staff
ENG 252-005 TR 9:30 am - 10:45 am Staff
ENG 252-006 TR 2:00 pm - 3:15 pm Blum
ENG 252-007 TR 11:00 am - 11:50 am Blum
WESTERN LITERATURE: 1660 TO PRESENT
ENG 262-001 MWF 10:00 am - 10:50 am Campbell, D.
ENG 262-002 MWF 11:00 am - 11:50 am Campbell, D.
English 262 surveys Western World literature from the Enlightenment to the present, focusing upon works of great literary merit which represent main elements in the evolving western culture. In order to understand the distinctiveness of each period and the evolution of values and world view through these more than 300 years, we will look at the themes of reason, imagination, progress, the "natural," realism, oppression, freedom and multiculturalism. The purpose for the course is not simply to convey/collect information, but to engage the ideas and relate to the struggles and complexities of the literature in order to enhance our own humanity and our sense of who we are and what we value.
ENG 262-201 OFF CAMPUS Uebel
This is a television course based on the PBS program "Living Literature: The Classics and You," involving one hour-long television class per week. Student work will be web-based, and will involve short exercises in addition to a midterm and a final. We will study several of the primary literary texts that have shaped Western culture from the Enlightenment to modernity. Readings include: Voltaire's Candide, Goethe's Faust, Flaubert's Madame Bovary, Dostoyevsky's Crime and Punishment, Tolstoy's The Death of Ivan Ilych, and Kafka's Metamorphosis. Themes emerging during the course will include: the problem of identity (Who am I? Where did I come from?), the problem of codes and value systems (How should I live?), the problem of society formation, God and religion, illusion and reality, and art and the artist. For further details, email the instructor at uebel@uky.edu.
MAJOR BLACK WRITERS
ENG 264-001 MWF 9:00 am - 9:50 am Staff
ENG 264-002 TR 11:00 am - 12:15 pm Staff
ENG 264-003 TR 12:30 pm - 1:45 pm Staff
ENG 264-004 M 3:00 pm - 5:30 pm Staff
ENG 264-005 MWF 10:00 am - 10:50 am Staff
ENG 264-401 MW 6:00 pm - 7:15 pm Staff
THE NEW TESTAMENT AS LITERATURE
ENG 271-001 TH 11:00 am - 12:15 pm Lewin
In this class, we will read the New Testament with close attention to its literary qualities and we will attend to key moments in the history of its formation and reception, such as the controversial translations of the English Bible during the early modern period. The language of the Geneva Bible, the Bishops Bible, the Douay-Rheims Version, and the King James Authorized Version will be examined alongside more current Bibles. Course requirements include weekly reading responses, three short papers, and two tests. A memorization quiz will also be assigned.
For the first class meeting, students are asked to familiarize themselves with the synoptic problem by completing two readings: a) pp. 1599-1604 of the New Jerusalem Bible (not the Reader's Edition), and either b) chapter 1 of Edwin D. Freed, The New Testament: A Critical Introduction or c) chapter 10 of Willi Marxsen, Introduction to the New Testament.
INTRODUCTION TO FILM
ENG 281-001 MWF 12:00 pm - 12:50 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. Prospective students will need to bring a couple papers to class the first day, so I can be sure you're ready for demands of the class. Expect daily work on textbook exercises, responses to background readings, analysis of sample passages, and editing of prose by oneself and others; expect also periodic quizzes and a final self-editing project.
INTRODUCTION TO PROFESSIONS IN WRITING
ENG 306-001 MWF 1:00 pm - 1:50 pm Reece, E.
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.
INTRODUCTION TO LITERARY STUDY
ENG 320-001 TR 11:00 am - 12:15 pm Allison, J.
Literary analysis in context. This course provides a practical introduction to basic skills in reading and writing about literature. Close readings of a range of poetry, fiction and drama (a lot of poetry, several novels and one play), understood in light of various social, historical and biographical contexts. The course also offers an introduction to various critical methods. Requirements: class participation, oral reports, three or four essays. Currently this is a requirement for Majors.
ENG 320-002 MWF 10:00 am - 10:50 pm Swingle, L.
A course that tries to help the student figure out how to read, write about, discuss a literary work in ways that someone who studies literature seriously might find worth considering, not trivial, not simply silly. At a very basic, practical level, what ways of thinking about a literary work, what methods of analysis are likely to produce something of value? As important, what things may considerably diminish chances of coming up with worthwhile results? We'll look into a few literary works, mostly short stories and relatively short poems. A series of short written papers, closely considered.
ENG 320-003 MWF 11:00 am - 11:50 pm Oaks, J.
ENG 320-004 TR 9:30 am - 10:45 am Miller, D.
This section of ENG 320 will focus on a number of works conventionally classified as comedies and tragedies, including Sophocles' Oedipus Rex, Chinua Achebe's Things Fall Apart, Shakespeare's The Tempest, Jane Austen's Pride and Prejudice, and the film The Philadelphia Story. We will also read a selection of critical texts, from Aristotle's Poetics to Virginia Woolf's A Room of One's Own. Two features will mark our approach to these texts. First, students in the class will be asked to choose a specific approach to literary study. You may elect to become a formalist, a historicist, a psychoanalytic critic, or a specialist in post-colonial cultural studies, or you may specialize in issues of gender or sexuality. Second, our class will be joined by a number of graduate students who are preparing themselves to teach the introduction to literary study. These students will be valuable advisors to you, and in return, you will give them precious feedback on their own performances when they take a turn teaching portions of the class.
Requirements: Students in the class will be required to keep a reading journal. This journal should be used to develop a set of reading and discussion questions for each text, based on the student's chosen approach to literary study, and to develop a bibliography of secondary and supplementary materials that define and illustrate this approach.
Students will also be required to participate in class discussion on a regular basis, using course readings in tragedy and comedy as a way of teaching each other about their chosen approaches. In other words, the student formalists in the class will explain to the feminists what kinds of questions a formalist approach encourages us to ask about Oedipus Rex or Pride and Prejudice, and the feminists will explain to the formalists what kinds of questions feminism would have us ask. The Marxists will then explain to both groups why they ought to be more concerned with issues of class and economic privilege. Or perhaps it will fall to the historicists, the psychoanalysts, the gender-benders, or the post-colonial culture critics to step in with a different set of questions and concerns. That will depend on what sorts of critical approaches students in the class choose to advocate.
Finally, each student will be responsible for developing a final essay of 6-10 pages (not counting the bibliography, mentioned above) defining an approach, illustrating it, and explaining its value. There will be a number of shorter journal assignments leading up to and incorporated into this final essay.
Students with questions about the course may contact the instructor via email at unique1@uky.edu.
ENG 320-005 TR 12:30 pm - 1:45 pm White, P.
A pleasant and rewarding romp. Become intimate with selected examples of fiction, poetry and drama. Chat with classmates and instructor about the readings. Record observations and interpretations in a heavily weighted personal journal. Discover new and improved methods of understanding literature. Critical and creative papers. For those who prefer not to attend or participate in class discussions, extraordinary efforts in the journal strongly advised.
THE SHORT STORY
ENG 360-001 TR 11:00 am - 12:15 pm Staff
LITERARY TYPES: FANTASY LITERATURE II
ENG 361-001 TR 11:00 am - 12:15 pm Kremer
SPECIAL TOPICS IN LITERATURE: KENTUCKY LITERATURE
ENG 363-001 T 3:30 pm - 6:00 pm Norman
This course will feature many texts by Appalachian/Kentucky authors, including James Still, Chris Holbrook, Richard Taylor, Bobbie Ann Mason, Elizabeth Maddox Roberts, Marsha Norman, George Ella Lyon, and Wendell Berry, as well as songs and folk tales from the Kentucky tradition.
THE WOMAN WRITER
ENG 375-001 TR 9:30 am - 10:45 am Bauer
This survey of contemporary American women's writing will focus on the following themes: women and politics, health and sexuality, and women's work. Our primary focus will be twentieth- and twenty-first century women's writing, starting in the 1930s, by decade, through 2001. This class will take both a historical and a cultural studies approach to reading women's writing, as well as illuminating various feminist literary methodologies. Assignments will include weekly response papers, and a term-paper length final project.
Tentative readings will include the following American and US women writers:
30s Zora Neale Hurston's Their Eyes Were Watching God
40s Lillian Smith's Strange Fruit
50s Shirley Jackson's Life Among The Savages
60s Anne Sexton and Adrienne Rich's poetry
70s contemporary short stories
80s Bobbie Ann Mason's In Country
90s Marya Hornbacher's Wasted
2001 Barbara Ehrenreich's Nickle and Dimed
ENG 375-002 MWF 12:00 pm - 12:50 pm Oaks
UNDERGRADUATE SEMINAR: ISSUES IN CONSULTANCY
ENG 390-001 TR 9:30 am - 10:45 am Cummins
INDEPENDENT WORK
ENG 395-001 Arranged individually 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: PROFILES: WRITING ABOUT PEOPLE
ENG 401-001 MWF 10:00 am - 10:50 am Reece, E.
ENG 401-002 MWF 11:00 am - 11:50 am Reece, E.
This course will be devoted to various forms of the biographical profile: writing about people you know (the personal essay), writing about people you don't know (the New Yorker-style magazine profile) and writing about people you admire (the heroic sketch). We will learn from the masters of the genre, including James Baldwin, Scott Russell Sanders, Joseph Mitchell, M.F.K. Fisher, Tobias Wolff and Joan Didion, to name a few.
INTERMEDIATE WORKSHOP IN IMAGINATIVE WRITING: POETRY
ENG 407-001 W 3:00 pm - 5:30 pm Vance
An intermediate course in the craft of writing poetry. Class sessions will be devoted to the reading and discussion of student work, and to the consideration of published poems which we will read critically and use as models.
INTERMEDIATE WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 407-002 M 3:00 pm - 5:30 pm Kendrick
This intermediate workshop in writing short fiction focuses on both the creative and technical aspects of writing. The course emphasizes process: how a story happens. We will read classic and contemporary short fiction in order to discover how writers create successful stories. Weekly writing assignments designed to lead to stories will be required. We'll discuss participants' work in a supportive workshop format with an eye toward revision.
ENG 407-003 W 3:00 pm - 5:30 pm Staff
CHAUCER
ENG 421G-001 TR 9:30 am - 10:45 am Kiernan
We will study Chaucer's romances in Middle English. After spending a little time getting used to pronouncing Chaucer's dialect of Middle English, we will concentrate on a substantial selection of stories from the Canterbury Tales as well as his masterpiece, Troilus and Criseyde. While to some extent isolating the romances, we will also seek to understand the manuscript contexts in which they are preserved and the way modern editors have passed them on to us. Some of your work will take place on the course website, which provides ready access to electronic versions of all the texts we will be reading, online resources of everything from audio pronunciation guides to comprehensive bibliographies, and a class listserv, to let you discuss online anything related to the course with members of the class. (Because many internet "service" providers are not reliably delivering e-mail from listservs, you must use your UK e-mail address for the list.)
Required text: The Riverside Chaucer, Third Edition, edited by Larry D. Benson (Houghton Mifflin, 1987).
Class requirements: active participation in class and in online discussions (25 percent); two term exams (25 percent each); a final research paper (25 percent) due no later than the day of the scheduled final exam.
SHAKESPEARE SURVEY
ENG 425G-001 TR 12:30 pm - 1:45 pm 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.
MILTON
ENG 428G-001 TR 12:30 pm - 1:45 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 the semester immersing ourselves in the great epics Paradise Lost and Paradise Regained, and end with 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, memorization, two papers, and two tests.
THE 19TH CENTURY ENGLISH NOVEL
ENG 441G-001 TH 11:00 am - 12:15 pm Rosenman
This course explores the diversity of British fiction from Austen's decorous Emma to Hardy's scandalous Tess of the D'Urbervilles, with many long, wonderful novels in between. Placing the novels in their cultural context, we will pay special attention to matters of class, gender, changes in the novel form, and other issues that arise in class. Expect a lot of discussion. In addition to the usual formal essays and minor individual assignments, you will do several group projects: a comparison of Emma and the movie Clueless, a mock-academic conference on Jane Eyre, and a movie version (plan only, unless you're especially ambitious) of a long novel. Though class time will be set aside to work on these projects, expect to spend some time out of class preparing them.
Written work includes two formal essays, three group projects, several smallish homework assignments. Reading list includes Austen's Emma, Bronte's Jane Eyre, Braddon's Lady Audley's Secret (to be read in serialized form throughout the semester, as it was published), Wilde's Picture of Dorian Gray, Hardy's Tess, and a long novel by Dickens or Eliot.
THE 20TH CENTURY ENGLISH NOVEL
ENG 442G-401 W 6:00 pm - 8:30 pm Mecker
Modern British Literary Utopias: from Erewhon to Island. Close readings of Butler's Erewhon, Wells's The Time Machine and A Modern Utopia, Zamyatin's We, Lawrence's Lady Chatterly's Lover, Huxley's Brave New World and Island, Orwell's Animal Farm and 1984, Burgess's A Clockwork Orange. Madatory attendance, mid-term and final.
20TH CENTURY BRITISH LITERATURE
ENG 446G-401 T 6:00 pm - 8:30 pm Meckier
The Modern British Short Story: a survey with emphasis on Joyce and Lawrence but with readings from Stevenson, Doyle, Kipling, Wells, Conrad, Mansfield, Forster, Woolf, Huxley, Waugh, and Greene. Mandatory attendance, mid-term and final.
ENGLISH DRAMA: RESTORATION & 18TH CENTURY DRAMA
ENG 448G-001 TR 11:00 am - 12:15 pm Zunshine
MODERN AMERICAN NOVEL: RACE AND NATION
ENG 455G-001 TR 11:00 am - 12:15 pm Weisenburger
Readings in U.S. fiction from circa 1900-1970 concentrating on the ways writers configure nationality and its "modern" problems according to racialized identities. Discussions will focus on such issues and themes as the "color line" and segregationist society, racial categories and fantasized threats of "miscegenation," the powers of "race" and racial violence in modern U.S. society as represented in texts by (for example) W.E.B. DuBois, Thomas Dixon, F. Scott Fitzgerald, Nella Larsen, William Faulkner, Richard Wright, Ralph Ellison, Ann Petry, and James Baldwin. Insofar as possible we conduct this course as a discussion seminar, with student writing requirements more or less in keeping with that goal: that is, several short papers, a research paper, and take-home final.
TOPICS OF GENDER IN LIT. STUDIES: WOMEN WRITERS IN RENAISSANCE ENGLAND
ENG 490G-001 TR 11:00 am - 12:15 pm MacDonald
This semester, English 490G is subtitled "Renaissance Women Writers." Conceiving "Renaissance" broadly, from the sixteenth into the eighteenth centuries, this course will introduce students to some of the wide range of English women writers who worked in the years roughly between Elizabeth I and the 1720s. As well as looking at individual writers, students will also acquaint themselves with the important genres in which these women worked. Some of these genres will be familiar to anyone who's studied Renaissance literature--sonnets, plays, romances, utopian writing. Some, however, will have a particular importance in the history of women's writing: mothers' advice books, devotional literature, defenses of women, prophesy and political pamphlets. Main objectives of the course will be to gain familiarity with individual texts; to learn to develop a sense of how their gender affected the kinds of writing women produced in the period; and to see what kinds of differences gender might make in examples of established genres which happened to be written by women. Some comparative work with male writers; no previous Renaissance courses are required. Two papers, final exam.
ADVANCED WORKSHOP IN IMAGINATIVE WRITING: FICTION
ENG 507-001 T 3:00 pm - 5:30 pm Finney
ADVANCED WORKSHOP IN IMAGINATIVE WRITING: POETRY
ENG 507-002 W 3:00 pm - 5:30 pm Finney
COMPOSITION FOR TEACHERS: TEACHING WRITING
ENG 509-401 TR 6:00 pm - 7:15 pm Williamson, J.
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.
AMERICAN ENGLISH
ENG/LIN 510-001 TR 12:30 pm - 1:45 pm Bosch
TESL MATERIALS & METHODS
ENG/EDC/LIN 514-001 TR 5:30 pm - 6:45 pm Clayton
An extension of ENG/EDC 513, this course introduces participants to materials used in the Teaching of English as a Second Language (TESL) and to methods used by teachers in the profession. Course requirements include attending lectures, participating in class discussions, planning and teaching a variety of language lessons individually and in small groups, observing ESL classes, and undertaking a materials evaluation research project. Prereq: ENG/EDC/LIN 513; or consent of instructor.
GRAMMATICAL ANALYSIS
ENG/ANT/LIN 516-001 TR 6:00 pm - 8:30 pm Stump
This course deals with the application of linguistic theory to the morphological, syntactic, and semantic analysis of natural languages. A variety of typological differences among languages will be discussed, and a framework for describing these differences will be developed; in addition, language universals of several kinds will be investigated, and various recent attempts at explaining the existence of these universals will be evaluated. Throughout, there will be a heavy emphasis on analyzing linguistic data from languages other than English.
This course will include a fieldwork component: several class periods will be devoted to the elicitation and transcription of linguistic data from one or more speakers of a foreign language; these data will provide the basis for several written assignments (including a term project) in which students will develop their own original grammatical analyses. (Some of the languages that have been the focus of the fieldwork component in past years are Amharic, Bambara, Berber, Chichewa, Kikuyu, Lingala, Luganda, Tamil, Telugu, and Uyghur; members of this spring's class should expect something comparably "exotic".)
The textbook will be Lindsay Whaley's Introduction to Typology (Sage Publications, 1997). (Prerequisite: ENG/LIN 211 or ENG 414G or equivalent.)
COMPARATIVE LITERATURE: 20TH CENTURY
ENG 563-401 T 6:00 pm - 8:30 pm Dathorne
STUDIES IN ENGLISH FOR TEACHERS: CROSS-CULTURAL LITERATURE
ENG 572-401 M 6:00 pm - 8:30 pm Dathorne
STUDIES IN RHETORIC
ENG 610-001 TR 11:00 am - 12:15 pm Miller, D.
In Spring of 2002, English 610 will be conducted as a graduate course on teaching a one-semester undergraduate introduction to literary study.
Objectives: The main objective of this class is to prepare each of you to teach a one-semester introduction to literary study. 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 their own introductory class.. 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 610 will be required to attend ENG 320-004, which will serve as the practicum unit for the course. The time and location of this section are as follows:
          TR     9:30 -10:45am     CB 211
It will be imperative for students enrolling in 610 to hold open this place on their schedules and to attend the class regularly.* (This requirement involves a significant commitment of time and energy, but it was the unanimous recommendation of both students and instructors after our first experience with a course like this one in Spring 2000. Graduate students trying to step into an undergraduate section to teach were hampered by their unfamiliarity with the students, and were perceived by those students as "outsiders.")
Students in 610 will form teaching teams of 2-3 students each. These teams will design and teach one-week units in the practicum section. Your plans will be discussed in advance, and we will regularly critique one another's performances.
Please see the course description for ENG 320-004 for further information about the texts and topic for that class.
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 the Spring 2000 section of 626 may be consulted in the instructor's office. Students currently enrolled in 626 may also have useful perspectives to offer.)
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.
* TA's, please note: you will also need to ask Deborah Foreman to hold one of these times open on your teaching schedules!
STUDIES IN LINGUISTICS: RESEARCH METHODS: RESEARCH METHODS FOR STUDIES IN LANGUAGE ACQUISITION, TEACHING, AND POLICY
ENG/LIN 617-001 TR 3:00 pm - 4:15 pm Clayton
This class has two purposes. First, students will become acquainted with research traditions, methods, and assumptions in the study of language acquisition, teaching, and policy. Second, students will learn how to write proposals for studies of language acquisition, teaching, and policy. Students are encouraged to focus reading and writing assignments toward their own research interests. Prereq: ENG/EDC/LIN 513; or consent of the instructor. Undergraduates are encouraged to register for this course, with consent of the instructor.
STUDIES IN LINGUISTICS: TESL PRACTICUM
ENG/LIN 617-002 To be arranged Clayton
Please contact Dr. Clayton for information on this course: 1231 P.O.T., 257-1604, or tmclay@uky.edu.
STUDIES IN CHAUCER
ENG 621-401 W 6:00 pm - 8:30 pm Uebel
This course will study selected works from Chaucer's Canterbury Tales, with special attention paid to questions of epistemology, psychology, and representation-in both their medieval and contemporary contexts.
In addition to Chaucer's poetry, we will read some Augustine, Aquinas, Macrobius, Averroes, Richard of St. Victor, and Bernardus Silvestris. Among the moderns, we'll read Wittgenstein, Heidegger, Husserl, and Lacan.
Students will be responsible for one or two oral presentations and a really long paper.
STUDIES IN ENGLISH LITERATURE: 1660 - 1720
ENG 630-001 TR 12:30 pm - 1:45 pm Zunshine
The objective of this seminar is to provide the participants with a solid working knowledge of Restoration and Early Eighteenth-Century British literature as well as of a broad spectrum of critical studies in the field. Short weekly position papers and one final paper; irreverent class discussions; an occasional Black Adder III movie thrown in to keep us focused.
STUDIES IN LITERATURE: 1815 - 1830
ENG 636-001 W 6:00 pm - 8:30 pm Swingle, L.
The idea here will be to look into a few issues, literary patterns, shifts in intellectual history that a person probably ought to know something about when trying to make sense of Romanticism, primarily the British species. Here, for example, is a quick quiz. What might the following quotations have to do with thinking about Romanticism?
1) "It is true that we have no example of people demolishing all the houses in a town for the sole purpose of rebuilding them in a different way to make the streets more beautiful; but one does see many people knock down their own in order to rebuild them, and that even in some cases they have to do this because the houses are in danger of falling down and the foundations are insecure."
          Descartes, Discourse on the Method
2) "What an excellent device," said he, "the use of a sheep-skin for carriages. How very comfortable they make it; --impossible to feel cold with such precautions."
          Austen, Emma
3)  "Merrily did we drop
      Below the kirk, below the hill,
      Below the lighthouse top."
          Coleridge, Rime of the Ancient Mariner
We'll play around seriously with a range of writings -- poems, novels, philosophical and political musings -- accent falling on standard works of the British Romantic period, but pirouetting out toward goings on in periods previous and subsequent. Probable main readings beyond selections from Romantic poets: Robinson Crusoe; Descartes, Method and Meditations; Frankenstein; Pride and Prejudice; Emma; Between the Acts; The Man Who Was Thursday; Idylls of the King; Islands in the Stream. Discussion; short trial-run papers; a spiffy final paper.
STUDIES IN ENGLISH LITERATURE: 1860 - 1900
ENG 639-001 MWF 11:00 am - 11:50 am Gardner
A course in "isms": Pre-Raphaelitism, Aestheticism, Darwinism, Decadence. Topics broached will include the relationship between art and nature, art and society, art and morality. We'll also look at how writers in the period reflect what Hardy calls "the ache of modernism," and at links between literature and the visual arts. As a bonus, we'll also address the phenomenon of Oscar Wilde's transformation from 1890's social outcast to 1990's culture hero.
BLACK AMERICAN LITERATURE: RICHARD WRIGHT
ENG 656-001 W 3:00 pm - 5:30 pm Ellis
This course examines the psychological and social effects of racial terror on poor urban black males. More specifically, it traces and explores the relation between racial terror -- the historically persistent effects of white racism, structural oppression, police brutality -- and intraracial violence in poor urban black communities across the United States. While we will pay close attention to what is commonly referred to as "black-on-black" violence, we will be most concerned to unravel the systematic effects of policing and alienating black males in U.S. society as well as to examine the conditioned and conscious responses of black males to the social, economic and political practices of state-sanctioned violence. That is, the connection we will make between racial terror and intraracial violence focuses on the myriad ways that structures of power shape the behaviors, beliefs, and values of black males who desperately struggle to resist domination. By focusing on the articulation of defiant oppositionality among poor urban black males, strategies of performativity and self-imaging, and their participation in specific forms of representational politics, this course focuses on how racial terror enforces racial subordination as well as how it works to form black males as subjects.
The first half of the course is devoted to four of Richard Wright's most important literary works: Uncle Tom's Children (1938), Native Son (1940), Black Boy (1945), and Eight Men (1961). The second half of the course will include Ralph Ellison's Invisible Man (1947), Claude Brown's Manchild in the Promised Land (1965), Eldridge Cleaver's Soul on Ice (1968), and John Edgar Wideman's Brothers and Keepers (1984).
STUDIES IN LITERATURE & GENDER: WOMEN'S FICTION FROM AROUND THE WORLD
ENG 690-001/
WS 600-001		 TR 12:30 pm - 1:45 pm Rosenman
NOTE: Students must register for this course as WS 600-001 only. UK-VIP will not allow registration for the course as ENG 690-001.
TUTORIAL FOR PH.D. CANDIDATES
ENG 700-001 To be arranged Bauer
ENG 700-002 To be arranged Bauer
SEMINAR IN MEDIEVAL LITERATURE: ELECTRONIC EDITING
ENG 720-001 W 3:00 pm - 5:30 pm Kiernan
This course will use three ongoing multimedia projects to explore the methods used for constructing image-based scholarly electronic editions of Medieval texts. Alfred the Great's Electronic Boethius, Ælfric's Lives of Saints (Digital Atheneum: new techniques for restoring, accessing, and editing humanities collections), and the Electronic Beowulf each provides a wealth of digital images, transcripts, glossaries, editions, and new software development to illustrate the many advantages of electronic editions over traditional print-bound editions. We will compare the advantages and disadvantages of these approaches to editing as part of the course. Whether working with Old English materials or creating new resources for other areas of study, students will receive practical training in the tools and techniques, from image-capture to image-processing, from text-encoding to editing, needed to create electronic editions in a collaborative enterprise. Although the course will use Old English texts and digital image collections as examples, no prior knowledge of Old English is required, and modern English translations will be available.
(Note: for students interested in pursuing a graduate certificate in Informatics for the Humanities, this course counts as the second of the three required courses. For details about the Informatics program, contact Prof. Kiernan or consult the Informatics webpage.)
SEMINAR IN 20TH CENTURY BRITISH LITERATURE
ENG 740-401 M 6:00 pm - 8:30 pm Meckier
Aldous Huxley/D.H. Lawrenece: a literary and personal relationship. Texts for discussion will include Sons and Lovers, Women in Love, The Plumed Serpent, Lady Chatterly's Lover, Point Counter Point, Brave New World, Eyeless in Gaza, Beyond the Mexique Bay, and Huxley's edition of Lawrence's letters. Short reports, seminar paper.
MASTER'S THESIS RESEARCH
ENG 748-001 To be arranged Waller
DISSERTATION THESIS RESEARCH
ENG 749-001 To be arranged Waller
RESIDENCE CREDIT FOR MASTER'S DEGREE
ENG 768-001 To be arranged Waller
RESIDENCE CREDIT FOR DOCTOR'S DEGREE
ENG 769-001 To be arranged Waller
SEMINAR IN SPECIAL TOPICS: ECOCRITICISM
ENG 771-001 TR 2:00 pm - 3:15 pm Roorda
If recognition in PMLA is any sign, ecocriticism has arrived and is safe for you to study. What is ecocriticism? That's part of what's up for grabs in this seminar. Some preliminary responses, though: It's shorthand for "ecological criticism of literature and culture." It's the response of English to a felt sense that environmental concerns should pervade the academy. It's a fourth leg, Place, added to the triad of Race/Class/Gender. It's stage one in a Biology Across the Curriculum movement yet to be born. It's an escape route from the prison-house of language. It's an extended meditation on what Raymond Williams deems the most complex word in our language, "nature," and the terms that hang with it. It is, as Cheryll Glotfelty says, "the study of the relationship between literature and the physical environment," provided that all the terms in that definition are left on the table.
Participants in this seminar will invited to develop their own conceptions and practices of ecocriticism, confident that while its antecedents run deep, the field is new with room for new critics to run. We'll lope through some readings together that explore these antecedents and some key elaborations of the term; then we'll collaborate on determining in which directions, among the many open to us, we'll head. As ecocriticism is not a body of knowledge but a set of affiliated approaches and perspectives, we'll place a premium on developing individual projects that situate diverse concerns of period, genre, and theory in terms of our shared discussions. Since this is a seminar, participants will take responsibility for presenting and teaching aspects of our subject to our class.
A last note: though seminars at this number are usually not recommended for first-year grad students, I invite any interested graduate student to join this class. Who knows when the likes of it might be offered again?
DIRECTED STUDIES
ENG 780-001 To be arranged Waller
ENG 780-002 To be arranged Waller
SEMINAR IN FILM: VIETNAM WAR IN FICTION & FILM
ENG 781-001 M 1:00 pm - 4:00 pm Prats, A.
The proposed graduate seminar on the Vietnam War in literature and film extends my research on the Indian Western and the Mythology of the Frontier. Initially, I would like to explore some concepts that link the representations of the Vietnam War with those of Westward expansion in the nineteenth century. Perhaps we can begin with a thorough study of two or three Indian Westerns -- Fort Apache, for example, and Ulzana's Raid, but at all events The Searchers. After the first couple of weeks, however, I would like to appeal to the Western as a lead into the complex cultural history of the War and the prosecution of the war itself -- for example, the problem of "mission" (or "objective") -- the "teleology" of the war, as it were; the problem of Otherness; the representations of the hero's return (especially in the context of captivity narratives); and the problem of defeat. Some of the "texts" that we will examine: Heart of Darkness (that well known novel about the Vietnam War), The Quiet American, The Ugly American, Dispatches, A Rumor of War, Going after Cacciato, The Things They Carried, Born on the Fourth of July, In Country, and one or two novels about the War written by Vietnamese authors. Some of the movies that we will screen are: Apocalypse Now (along with the Redux version), The Deer Hunter, Full Metal Jacket, Platoon, Coming Home, Born on the Fourth of July, Hamburger Hill, Tigerland, as well as some of the more fascinatingly outrageous yet culturally significant fantasies about the War: The Green Berets, Rambo: First Blood, Part II, one or two of the M.I.A. movies, Uncommon Valor, and perhaps even that famous holdover of Cold War paranoia, Red Dawn. Since the class will meet in three-hour blocks, we will be able to screen parts of the major documentaries on the War -- The Anderson Platoon, Vietnam: In the Year of the Pig, Hearts and Minds, as well as some of the episodes in the famous PBS series, Vietnam: A Television History. In addition, I would like to recommend a fine historical account of the war-preferably George Herring's America's Longest War coupled with one or two of the monumental works on the war: Frances FitzGerald, Fire in the Lake; David Halberstam, The Best and the Brightest; Stanley Karnow, Vietnam: A History; Neil Sheehan, A Bright, Shining Lie.
N.B. Please note that all film screenings are outside of class. I know that most of you own the proper electronic equipment; if you don't want to watch the movies in the Language Lab, you still have to make sure that you screen the proper versions of the assigned "texts."
N.B. Because no one thought of getting me a smart classroom when I was on sabbatical, we have to meet in CB330, which is nice and cozy, but which will not hold more than 11 (including me). So if you know you want to take the course, sign up before the room size becomes the criterion of exclusion.

LINGUISTICS COURSES

INTRODUCTION TO LINGUISTICS
ENG/LIN 211-001 MW 4:00 pm - 5:15 pm Guindon
ENG/LIN 211-002 MWF 2:00 pm - 2:50 pm Guindon
Why do we pronounce a -t at the end of words like bleached and raced when we mean to say a -d? If we can add -ity to adjectives to form nouns such as reality and sanity, why can't we use it to form words like greenity and happity? Why do we say 'little boy blue' instead of 'little blue boy'? Why is the sentence 'That bachelor is pregnant' grammatically correct but nonsensical? What does Rick Pitino have to do with Linguistics? If questions like this trouble your sleep, get help. But in the meantime, this class is for you.
During the course of the semester, we will examine our assumptions about language, explore the various structures of human language and the evidence for those structures, and apply established analytical techniques to data drawn from languages spoken around the world. Specifically, we will study the phonological, morphological, syntactic and semantic aspects of human grammar, and we will also explore how languages change over time and why language use varies between social groups.
This course relies heavily on problem-solving; the student should expect homework assignments every day.
ENG/LIN 211-003 TR 12:30 pm - 1:45 pm O'Hara
ENG/LIN 211-401 TR 6:30 pm - 7:45 pm O'Hara
Prereq: Two college semesters or two high school years of a foreign language.
Introduction to the scientific study of human language. Emphasis on the fundamental principles of linguistic theory; applications of these principles in the investigation of grammatical structure, language change, regional and social dialectic variation, and the acquisition of language by children. Credit will not be given to students who already have credit for either ANT 215 or ENG 414G.
INDEPENDENT WORK
LIN 395-001 Arranged individually Bosch
Please contact Dr. Bosch to arrange independent work: 1249 P.O.T., 257-1416, or bosch@uky.edu.
AMERICAN ENGLISH
ENG/LIN 510-001 TR 12:30 pm - 1:45 pm Bosch
TESL MATERIALS & METHODS
ENG/EDC/LIN 514-001 TR 5:30 pm - 6:45 pm Clayton
An extension of ENG/EDC 513, this course introduces participants to materials used in the Teaching of English as a Second Language (TESL) and to methods used by teachers in the profession. Course requirements include attending lectures, participating in class discussions, planning and teaching a variety of language lessons individually and in small groups, observing ESL classes, and undertaking a materials evaluation research project. Prereq: ENG/EDC/LIN 513; or consent of instructor.
GRAMMATICAL ANALYSIS
ENG/ANT/LIN 516-001 TR 6:00 pm - 8:30 pm Stump
This course deals with the application of linguistic theory to the morphological, syntactic, and semantic analysis of natural languages. A variety of typological differences among languages will be discussed, and a framework for describing these differences will be developed; in addition, language universals of several kinds will be investigated, and various recent attempts at explaining the existence of these universals will be evaluated. Throughout, there will be a heavy emphasis on analyzing linguistic data from languages other than English.
This course will include a fieldwork component: several class periods will be devoted to the elicitation and transcription of linguistic data from one or more speakers of a foreign language; these data will provide the basis for several written assignments (including a term project) in which students will develop their own original grammatical analyses. (Some of the languages that have been the focus of the fieldwork component in past years are Amharic, Bambara, Berber, Chichewa, Kikuyu, Lingala, Luganda, Tamil, Telugu, and Uyghur; members of this spring's class should expect something comparably "exotic".)
The textbook will be Lindsay Whaley's Introduction to Typology (Sage Publications, 1997). (Prerequisite: ENG/LIN 211 or ENG 414G or equivalent.)
SPECIAL TOPICS IN LIGUISTICS: SEMANTICS
LIN 517-001 MWF 10:00 am - 10:00 pm Rouhier-Willoughby
This course focuses on issues related to how meaning is conveyed by the world's languages. We will begin by discussing the semantics of words and then shift our study to sentences and to conversations. The course will introduce the primary linguistic approaches to semantics of the last two decades. Prerequisite: LIN 211.
SPECIAL TOPICS IN LINGUISTICS: LANGUAGE AND CULTURE
LIN 517-002 MWF 2:00 pm - 2:50 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.
SANSKRIT II
LIN 521-001 TR 9:30 am - 10:45 am Stump
The purpose of this course is to allow students who have completed LIN 520 (Sanskrit I) to pursue a deeper understanding of the Sanskrit language. The Sanskrit literary traditions will be thoroughly surveyed and representative texts from each of the several chronological strata of Old Indic will be translated and discussed; these texts will include selections from the Rig Veda, the Satapatha Brahmana, the Nalopakhyanam, the Bhagavad Gita, Kalidasa's Meghaduta, and other texts. The course will also include an investigation of the relation between Sanskrit and Proto-Indo-European, with specific reference to those characteristics of Proto-Indo-European grammar reflected in Sanskrit and to those innovations which distinguish the Indo-Iranian languages from other subgroups of Indo-European.
The texts for the course will be William Dwight Whitney's Sanskrit Grammar and Charles Rockwell Lanman's Sanskrit Reader.
Students will prepare a number of Sanskrit texts (drawn mainly from Lanman's reader) for class discussion; in addition, students will turn in written translations and grammatical analyses of four short texts.
STUDIES IN LINGUISTICS: RESEARCH METHODS: RESEARCH METHODS FOR STUDIES IN LANGUAGE ACQUISITION, TEACHING, AND POLICY
ENG/LIN 617-001 TR 3:00 pm - 4:15 pm Clayton
This class has two purposes. First, students will become acquainted with research traditions, methods, and assumptions in the study of language acquisition, teaching, and policy. Second, students will learn how to write proposals for studies of language acquisition, teaching, and policy. Students are encouraged to focus reading and writing assignments toward their own research interests. Prereq: ENG/EDC/LIN 513; or consent of the instructor. Undergraduates are encouraged to register for this course, with consent of the instructor.
STUDIES IN LINGUISTICS: TESL PRACTICUM
ENG/LIN 617-002 To be arranged Clayton
Please contact Dr. Clayton for information on this course: 1231 P.O.T., 257-1604, or tmclay@uky.edu.