|Course number||Title||Time||Professor||Course description||Selected texts|
|NOTE: This is not a list of ALL English courses offered Spring 2013. This is a list of descriptions for some of the courses being offered. Please check Banner for the full list of available courses.|
|ENGL 5280||Twentieth-Century Poetry||TR 3:30-4:45||Hoppenthaler||Reducing the scope of 20th-Century poetry to a manageable array of representative poets, this section will focus on the poetry of the United States and will cover a variety of poets from Frost to Ginsberg. Major schools and period styles will be discussed, as will the different modes of reading each sort of poetry requires. Relevant historical background and some literary theory will be brought to bear as needed.||Still to be determined, but the poets covered will certainly include W.C. Williams, Wallace Stevens, H.D., Elizabeth Bishop, Allen Ginsberg, Robert Lowell, Anne Sexton, Sylvia Plath, T.S. Eliot, Ezra Pound, Langston Hughes, Robert Hayden, and Gwendolyn Brooks.|
|ENGL 5840||Advanced Poetry Writing||T 6:30-9:30||Hoppenthaler||This is a course that concerns itself with the writing and revision of poetry. Using a variety of formal and free verse strategies, students produce and revise a number of poems that are turned in at the end of the course in a portfolio. While no particular aesthetic style is privileged, it is expected that students will be able to examine, understand, and articulate the choices they've made in the creation of their art. The class is structured in the classic workshop style, with a minimum of lecture.||The major text in the course is the poetry of its students; however, two volumes of new poetry, Natasha Trethewey's Thrall and one other, as yet, undetermined volume, will be read and discussed.|
|ENGL 5850||Advanced Fiction Writing||TR 12:30-1:45||Wieland|
|MRST 5000||Spenser and the Renaissance||2-3:15 M/W||Herron||Study of the poetic and political works of the famous poet and Irish colonial administrator Edmund Spenser, in the context of the renaissance. Attention will be paid to his English, Continental (including French) and classical sources and to influential writings by his contemporaries, especially William Shakespeare. The course will feature a voluntary field-trip to Washington, DC to the Folger Shakespeare Library to see an exhibit on early modern Ireland (involving Spenser's works) and a performance of Shakespeare's nationalistic play, Henry V. Guest lectures for the course will also be scheduled. The course can count as an English major elective with approval from Dr. Montgomery as an an English MA Literature Pre-1800 course with approval from Dr. Eble.||Edmund Spenser, *The Faerie Queene* (selections)|
Spenser, *Amoretti and Epithalamion*
William Shakespeare, selections from the poetry
Shakespeare, *Henry V*
Andrew Hadfield, *Edmund Spenser: A Life*
Joachim du Bellay, *The Antiquities of Rome* (trans. Richard Helgerson)
|ENGL 6260||Twentieth Century American Literature||TTH 12:30-1:45||Feder||How has American literature shaped and been shaped by ideas of landscape and environment, purity and toxicity? What role might cultural critique play in environmental awareness and the long road to sustainability? This graduate level course will consider these among other questions in relation to canonical and non-canonical works of twentieth-century American literature. Students will read a variety of important texts – including realist novels, postmodern fiction, science writing, and science fiction.||White Noise, Don DeLillo; A Small Place, Jamaica Kincaid; Lucy, Jamaica Kincaid; The Jungle, Upton Sinclair; Ethan Frome, Edith Wharton; Tender Is the Night, F. Scott Fitzgerald; Do Androids Dream of Electric Sheep?, Philip K. Dick; Turn of the Screw, Henry James; Invisible Pyramid, Loren Eisley; A Primate’s Memoir, Robert Sapolsky; Works by David Foster Wallace (Blackboard); Ecocriticism, Greg Garrard|
|ENGL 6340||Ethnic American Literature||MW 3:30-4:45||Huang||This graduate seminar will explore fiction, essays, and memoirs by ethnic American writers since the 20th century. By examining various notions of “American” and “ethnic,” we will explore how “ethnic” writers negotiate their US identity and how they contest and rewrite official US history as well as their ethnic past. Our approach will be interdisciplinary, including not only literary history and theory, but also political, historical, and cultural contexts.||Alexie, Sherman. Flight. New York: Black Cat, 2007.|
Anaya, Rudolfo. Randy Lopez Goes Home. Norman: U of Oklahoma P, 2011.
Brown, Wesley, and Ling, Amy, eds., Imagining America: Stories From the Promised Land. Rev. ed. New York: Persea, 2003.
Kim, Suki. The Interpreter. New York: Farrar, 2003.
Morrison, Toni. The Bluest Eye. 1970. New York: Vintage-Random, 2007.
*Selected stories, essays, and other resources posted on Blackboard/Course Docs.
|ENGL 6450||World Indigenous Literatures||online||Arnold||In this course we will read and view literature and film produced by Indigenous or “Fourth World” writers and filmmakers. Fourth World nations are the original indigenous populations present when European or other colonizers invaded, occupied, or settled their homelands. Their increasingly visible presence globally has been accompanied by cultural resurgence and burgeoning literary and artistic production. We will begin with a study of a testimonio by one of the world’s best known indigenous leaders, Rigoberta Menchú Tum, whose Mayan people remain more than half the population in their homeland of Guatemala. The remainder of the course will focus on writers and filmmakers whose nations exist as minorities within First World nations-states: Maoris in Aotearoa/New Zealand, Aborigines and Torres Strait Islanders in Australia, Native Hawaiians in the United States, Alaska Natives, First Nations and Inuit peoples in Canada, and Samis in Scandinavia. The texts we examine will include poems, oral narratives, short stories, novels, essays, activist discourse, and documentary and feature films|
Rigoberta Menchu, I, Rigoberta Menchu: An Indian Woman in
Keri Hulme, The Bone People
Patricia Grace, Potiki
Witi Ihimeara, Whale Rider
Haunani-Kay Trask, Light in the Crevice Never Seen
Kateri Awikenzie-Damm, ed., Skins: Contemporary Indigenous Writing
Velma Wallis, Two Old Women
Tomson Highway, Kiss of the Fur Queen
Films: Atanarjuat: The Fast Runner,
Whale Rider, Ten Canoes
|ENGL 6360||World Literature in English||online||Gueye||This graduate course will focus on literature around the world from the twentieth century to the present. It emphasizes the study and consideration of the literary, cultural, and human significance of interesting works of the Western and non-Western literary traditions. A major goal of this course is to facilitate an understanding of the works in their cultural/historical contexts and of the enduring human values which unite the different literary traditions. The course's approach gives special attention to critical thinking and writing within a framework of cultural diversity as well as comparative and interdisciplinary analysis.||Allende, Isabel. The House of the Spirits|
Gordimer, Nadine. July’s People
Wa Thiong’o, Ngugi. The River Between
Ninh, Bao. The Sorrow of War
The Bedford Anthology of World Literature: 1900-The Present,
book 6. New York: Bedford Martin’s, 2008.
|ENGL 6527||Structure of English: Syntax and Semantics||MW 3.30-4.45||Bosse||We look at the formal structure of English sentences and how it can be represented. We investigate different sentence types (question, declarative statements). Furthermore we discuss how this structure interacts with the meaning of sentences and how meanings of individual words play a role in the meaning and structure of a sentence.|
|ENGL6528||TESOL: Theories and Principles||www-Blackboard||Cope||What do teachers need to know about how languages are learned? Why is such knowledge important? How does such knowledge translate into day-to-day teaching practice? This course provides an introduction to the theories of second language acquisition (SLA) and their implications for second language teaching. Throughout the course, we will compare first and second language acquisition, and study the many factors (psychological, linguistic, and social) that influence the process of learning another language. ENGL6528 provides meaningful knowledge of the multifaceted process of language learning for teachers in today’s multicultural classrooms, for language learners themselves, and for those interested in how we come to acquire languages. This course is appropriate for both pre-service and in-service teachers, anyone seeking a certification in TESOL, and is helpful to teachers seeking the add-on licensure in ESL.||Ariza, E. N. Whelan (2006). Not for ESOL teachers. 2nd ed. Allyn & Bacon.|
Brown, H. D. (2007). Principles of language learning and teaching. 5th ed. White Plains, NY: Pearson/Longman.
Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford University Press.
& supplemental readings available on Blackboard
|ENGL6531||TESOL Methods||www - Blackboard||Cope||This course links the theory and practice of teaching English to speakers of other languages. You will learn about approaches, methods, techniques and strategies for teaching ESL at various educational levels, develop teaching materials, observe ESL teachers’ instruction, and practice /continue ESL teaching yourself. |
* To critically understand major approaches and methods used in ESL teaching, including current trends in educating ESL learners such as Sheltered Instruction Observation Protocol (SIOP) and dual language immersion (DLI) education
* To get accustomed to reflective thinking about our attitudes, opinions, and beliefs concerning ESL teaching
* To learn how to effectively observe and assess ESL language classrooms
* To develop competence in using various teaching techniques
* To gain practical experience in conducting the needs assessment
* To be able to evaluate, adapt, and develop instructional materials and activities
* To be able to design and conduct small action research projects in your own classroom
|Possible textbooks (still under consideration):|
Brown, H. D. (2001). Teaching by principles. An interactive approach to language pedagogy. White Plains,NY: Addison Wesley Longman, Inc.
Herrell, A. L., & Jordan, M. L. (2011). Fifty strategies for teaching English language learners. (4th ed.) Boston: Pearson Education.
Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL. A Resource book for K-12 teachers
(5th ed.). Boston: Pearson Education
|ENGL 6700||Technical Editing & Production||DE||Albers||This course moves past techniques of writing and considers how to properly layout out the information to maximize the communication. This course focuses on the current research and theory for the design and testing of documents. You will gain an understanding of how verbal and visual elements work together for the effective communication of information. Also, we will look at defining audiences, planning information requirements, analyzing levels of detail and defining expected benefits.||All online readings|
|ENGL 6740/6741||Graduate Internship in Professional Communication||n/a||Henze||Students with strong academic records can earn up to six credits by completing a professional communication internship. Internships give you an opportunity to apply your academic skills in a practical work setting while gaining experience working with seasoned professionals.|
Interns a minimum of 140 hours of communication-related work in a professional setting (e.g., a non-profit organization, campus office, business, or government agency). Tasks might include writing, editing, research, document design, publicity, or other functions related to an organization's communication goals.
If you are interested in completing an internship, contact the internship supervisor, Dr. Henze, at TPCIntern@ecu.edu.
|No required texts.|
|ENGL 6865||Creative Writing Seminar||M 6:30||Albright||Public Readings. Creative writing students in all genres will benefit form this course, which will have them study the art of reading original creative work aloud for audiences. We'll look at videos of writers reading and be entertained by visiting writers telling their secrets to successful readings. Students will practice their own oral presentations of original work and will present readings on campus and at area high schools and community colleges. In addition to oral presentation skills, students will learn how to organize, promote, and produce a public reading.|
|ENGL 7080||Cultural Studies Theory and Method||DE/online||Ulibarri||This DE course will introduce students to the field of Culture Studies by exploring an array of discourses and practices. This will primarily be an introduction to the development and movements within the field, focusing on criticism and theory. Students will learn to work with theoretical texts about “culture” by reading these theories in their everyday lives, in cultural artifacts, and in numerous (mass and popular) medias.|
|ENGL 7165||James Joyce, Life/Works||Tu 6-9 pm||Herron||Study of the major works of the great Modernist James Joyce from the perspective of his life in (and away from) Ireland. Particular attention will be paid to his biography and effort to "forge in the smithy of my soul the uncreated conscience of my race" in his later works.||Joyce, *Portrait of the Artist* (excerpts)|
Joyce, *Dubliners* (selections)
Richard Ellman, *James Joyce* (excerpts)
some literary criticism
|ENGL 7365||Studies in MTL: Poetry||online||Fay||In our class, we indulge in and dissect individual poetry collections of a variety of contemporary American poets, each of whom identifies herself or himself with a particular ethnic group within the larger culture. We look at these writers not only in the context of contemporary American poetry, but in the context of contemporary multicultural literature. As a practicing and published poet herself, Julie Fay brings a deep understanding to the poetry and many years of collaboration with many of the poets we study. At Fay’s invitation, occasionally the poet under study joins in our Blackboard Discussion Board.||Marilyn Hacker, Names|
Joy Harjo, How We Became Human: New and Selected Poems 1975-2001
Julia Alvarez, Homecoming: New and Collected Poems
Derek Walcott, Selected Poems
Rita Dove, Thomas and Beulah
Reetika Vazarani, World Hotel
Ray Gonzalez, Cabato Sentora
Khaled Mattawa, Toqueville
|ENGL 7605||Discourse Analysis||M 6:30 - 9:30 and online||Kain||We will survey a variety of theories and methodologies of discourse analysis, including politeness theory, speech act theory, frame analysis, and various approaches to conversational and textual analysis from a variety of perspectives. We’ll use different methods to analyze different kinds of texts including written, spoken, and multi-media. The course offers insight into the practice of discourse analytical and into the ways people experience and perceive roles as speakers and hearers, writers and readers.||Gee, James Paul. 2011. An Introduction to Discourse Analysis: Theory and Method. 3rd. Ed. Routledge. isbn: 978-0-415-58570-5|
Jaworski, Adam & Nikolas Coupland. 2006. The Discourse Reader, 2nd edition. Routledge.
|ENGL 7701||Research Methods in Technical and Professional Communication||DE||Cox||Students in ENGL 7701 will learn the techniques of academic research in technical and professional field and associated fields. We’ll examine the field’s research journals to discover the major threads of scholarly questioning at work in the field today, and we’ll consider how professional scholars and researchers do their work as part of a research community. We’ll practice techniques important for researchers in any discipline: critical reading; abstracting; development and annotation of a bibliography; evaluation of a source’s credibility; and analysis and synthesis of published work in the discipline. By the end of this course, students will also be prepared to enter into the scholarly conversation in their area of focus.||A Research Primer for Technical Communication: Methods, Exemplars, and Analyses, 1st Edition by Michael A. Hughes; Style: Lessons in Clarity and Grace, 10th Edition by Williams & Colomb|
|ENGL 7710||Professional Communication – International Issues in Professional Communication||TR 2:00-5:00pm||St.Amant||This course introduces some of the basic communication principles associated with decision making, negotiation, and conflict resolution in different cultural contexts. In examining these issues, the course will focus on|
-- Strategic interactions among decision makers and between decision makers and stakeholders; in both cases, the particular focus will be on how such interactions take place in international contexts
-- Decision making in cross-cultural environments
-- Communication skills, genres, and approaches associated with sharing information related to international decision making and negotiation
|ENGL 7712||Grant and Proposal Writing||online||Henze||Students will learn and practice the art of grant writing: working on behalf of clients to articulate a client's needs and mission, find donors with complementary goals, and write professional grant proposals for the mutual benefit of client and donor. Along the way, we'll explore the dynamic context of non-profit development in its rhetorical, technical, and ethical elements. The major project is a completed grant application for a client.||Miner, Lynn E., and Jeremy T. Miner. Proposal Planning and Writing. 4th ed. Westport, CT: Greenwood Press, 2008.|
Miner, Jeremy T., and Lynn E. Miner. Models of Proposal Planning and Writing. Westport, CT: Praeger, 2005.
Mikelonis, Victoria, Signe Betsinger, and Constance Kampf. Grant Seeking in an Electronic Age. Longman, 2004.
|ENGL 7746||Training in Professional Communication||Online||St.Amant||This course will focus on the theoretical concepts and various practices related to creating training materials for adult learners. In so doing, the course will examine different approaches to delivering various communication-based training in a range of professional settings. The course will also provide an overview of pedagogical approaches and instructional technologies individuals can use in developing or conducting training sessions for adult learners.|
|ENGL 7765||Writing in/for the Medical/Healthcare Professions||online||Eble||This graduate seminar is for students interested in writing for or within the medical and healthcare professions, for health-care professionals as well as for those students who would like to write for audiences that interact with members of these professions. The course includes analysis of health and medical discourse and language in case studies, articles, clinincal trials, patient medication information, advertisements, brochures, and websites using a rhetorical lens in order to understand the nature of these interactions. (persuasion, advocacy, informative, etc.) It will also provide students with skills, strategies, and conceptual knowledge to help them address a variety of communication and research tasks related to writing in/for the medical/healthcare professions and settings.||To be determined|
|ENGL 7790||Public Interest Writing||Online||St.Amant||This course will provide an overview of professional communication practices used in different organizations and settings associated with the development and distribution of information and practices associated with public policy. Included in this overview will be an examination of policy-related communication practices used by different industry, governmental, and nonprofit organizations.|
|ENGL 7960||Teaching English in the Two Year College||Thursday 6:30 - 9:00 pm||Banks||This course provides an opportunity to study and reflect on the types courses that are open to teachers at the two-year college, courses ranging from basic writing and first-year writing to introductory literature and language courses, rhetoric and technical writing courses, film and theater courses, creative writing courses, grammar courses, and even special topics courses that teachers can construct based on their own expertise. In English 7690 we will explore the politics implicit in teaching English to early undergraduates and confront the problems that are specific to two-year college students and faculty.||Darder, Antonia, et al. eds. The Critical Pedagogies Reader. London: Falmer Pr, 2002. (ISBN: 0415922615)|
Mayberry, Katherine J. Teaching What You Are Not: Identity Politics in Higher Education. New York: NYU Pr, 1996. (ISBN: 081475547X)
Reynolds, Mark and Sylvia Holladay-Hicks, eds. The Profession of English in the Two-Year College. Portsmouth, NH: Boynton-Cook, 2005. (ISBN: 0867095792)
Tinberg, Howard. Border Talk: Writing and Knowing in the Two-Year College. Urbana, IL: NCTE, 1997. (ISBN: 0814103782)
Yancey, Kathleen. Teaching Literature as Reflective Practice. Urbana, IL: NCTE, 2004. (ISBN: 0814151167)