|83020||ENGL||5280||1||Julie Fay (P)||Topics in Poetry||TR||11:00 am-12:15 pm||Course Goals|
To 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. For the purpose of this course we will look at these writers not only in the context of contemporary American poetry.
We will explore and examine the poets’ themes, techniques, and voices, in relation to the heritage represented by their ethnicity. Questions we’ll ask and try to answer include: What role does the poet’s ethnicity play in his/her poetry? Are there common themes among these poets’ works? In what way has their “subculture” informed their writing and influenced their technique? If the poet is bilingual, what role does the bilingualism play in the poet’s voice and style? Does the rhythm of the poet’s words rely on his/her mother tongue? What tools have been carried over from their mother language and/or culture?
After taking this course, you'll understand how poetry "works."
|Meyer, Michael, Poetry: An Introduction, 7th edition|
Reetika Vazarani, World Hotel
Derek Walcott, Selected Poems
Cyrus Cassells, The Crossed Out Swastika
Julia Alvarez, casebook in Meyer text
other poets we will study include Khaled Mattawa, Marilyn Nelson, and Joy Harjo
|83021||ENGL||5850||1||Liza A Wieland (P)||Advanced Fiction Writing||W||06:30 pm-09:30 pm|
|83022||ENGL||5860||1||Donald Alexander Albright (P)||Advanced Nonfiction Writing||M||06:30 pm-09:30 pm||An advanced workshop in creative nonfiction writing, designed for graduate student writers and advanced undergraduate writing majors: undergraduates should have earned an A or B in Engl. 3860 or have obtained permission from the instructor. Writers are expected to bring to the class above average writing skills, especially in descriptive and narrative writing, and an enthusiasm for actively participating in class discussions, workshops, and instruction. Essays may be written in a variety of genres of CNF, including reviews; travel & service articles; autobiography, biography, memoir; personal essays; place, history articles; profiles, interviews; or cultural criticism.||--Recent "Best American Essays" collection, inexpensively available from Amazon|
--On-line CNF journals Brevity and Junk
|83025||ENGL||6131||1||Jeffrey Stephens Johnson (P)||Milton & 17th-c. Lit-wENGL4100||MW||02:00 pm-03:15 pm||This course will focus on the wide variety of occasional poetry and prose written in the 17th century, and written by and about a wide range of authors from the period. Poetry of this type commemorates such events as births, deaths, marriages, anniversaries, and religious holidays/festivals. It often is addressed to patrons, at times as verse letters, or to loved ones, in some cases as valedictions (moments of parting). Occasional prose can take the form of sermons, essays, meditations, polemic pamphlets, letters, speeches, and diaries. The writing assignments for the course will provide opportunities to explore and work with digital sites related to the course subject matter.|
|83026||ENGL||6155||1||Anne Mallory (P)||Romantic Literature -wENGL4150||MWF||01:00 pm-01:50 pm||We’ll study poetry and prose produced in Britain between 1780-1830, an era marked by political revolution and radical literary experiment. Topics will range from public debates—the movement to end Britain’s participation in the international slave trade, arguments for the rights of women—to intimate, philosophical reflections concerning childhood, creativity, and dreams. Readings will include works by Blake, Wordsworth, Wollstonecraft, Coleridge, Shelley, Byron, and Keats, along with those by less familiar writers, especially women.|
|83028||ENGL||6260||1||Thomas E Douglass (P)||20thC Am Lit: Appalachian Lit||TR||02:00 pm-03:15 pm||The phenomenon of regional literature emerged in the 20th century as having distinct characteristics and offering a distinguishable intrinsic value to the national culture. The further subgrouping of literatures into ethnic, racial, and gender categories also emerged. This course examines the case study of Appalachian literature and offers reading from some of the best writers of the region. The course addresses regional criticism and the critical distinctions between regional literatures: Appalachian, New England, West Coast, Midwest, and Southern Literature. Ethnic, racial, and gender components of the region are also discussed. Writer Jayne Anne Phillips will visit the class in the fall. Paideia Seminar.||Course Texts:|
Robert Morgan. Gap Creek. 1999.
Fred Chappell. I Am One of You Forever. 1987.
Jayne Anne Phillips. Quiet Dell. 2013.
Davis Grubb. The Night of the Hunter. 1953.
Lee Smith. Oral History. 1983.
Silas House. The Coal Tattoo. 2005.
James Still. River of Earth. 1940.
Cold Mountain. Anthony Minghella, director, based on the Charles Frazier book. (2003)
Matewan. John Sayles, director, screenwriter. (1987)
The Dollmaker. Dan Petrie, director, based on the book by Hariette Arnow. (1987)
The Hunger Games. Gary Ross, director, based onthe book by Suzanne Collins. (2012)
|83029||ENGL||6330||601||Kristy Lynn Ulibarri (P)||Studies in Latino/a Lit - DE||Online||This DE course explores literature (fiction, poetry, amd nonfiction) written in English in the United States by/about Latinas/os, including Chicanas/os, Cuban-Americans, Dominican-Americans, and Nuyoricans or Puerto Rican-Americans. In particular, this course will introduce students to this literature through the concepts of border theory, immigration, globalization, and the ethno-racial body. Students will be expected to complete a seminar paper.||We Fed Them Cactus|
George Washington Gomez
The Ladies Gallery
We Came All the Way from Cuba So You Could Dress Like This?
Dirty Girls Social Club
Tropic of Orange
|83030||ENGL||6340||601||Su-Ching Huang (P)||Ethnic American Lit - DE||Online||This course will explore fiction and essays by ethnic American writers of the 20th and 21st centuries, with the aid of related theories of race and gender. Typically, ethnic American literature is considered as a separate body of work on the margins of canonical American literature; this course will “center” ethnic voices and perspectives that have been silenced or marginalized by examining some of the ways that multicultural literatures rewrite dominant narratives of national history and identity. 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, 2012.
Brown, Wesley, and Ling, Amy, eds., Imagining America: Stories from the Promised Land. Rev. ed. New York: Persea, 2003.
Morrison, Toni. Song of Solomon. 1977. New York: Vintage-Random, 2004.
Ng, Fae Myenne. Steer Toward Rock. New York: Hyperion, 2008.
Serros, Michele. How to Be a Chicana Role Model. New York: Riverhead, 2000.
Yang, Gene Luen. American Born Chinese. New York: First Second, 2008.
*Selected stories, essays, and other resources posted on Blackboard/Course Docs.
|83031||ENGL||6450||601||Jessica Dawn Bardill (P)||Sts World Indigenous Lit - DE||Online||This course is a selective study of the literary traditions and contemporary texts of indigenous peoples around the world written in English. We will focus on “indigenous” as a transcultural, transnational identity as well as a social justice movement. Our texts will include literature, film, and cultural texts that assert these identities, politics, presence, land claims, and distinctive voices. The readings and viewings include selections from indigenous peoples in Canada, New Zealand, Australia, Bolivia, Japan, and the Arctic.||Baby No-Eyes by Patricia Grace|
Burning Vision by Marie Clements
Walking the Clouds: An Indigenous Science Fiction Reader
Kiss of the Fur Queen by Tomson Highway
Rabbit Proof Fence
Tambien La Lluvia
|83033||ENGL||6505||1||Michael J Aceto (P)||Ling&Cult Hist Engl-wENGL3700||TR||11:00 am-12:15 pm|
|83035||ENGL||6526||1||Solveig Jana Bosse (P)||StrucEngl:Phon&Morph-wENGL3730||TR||02:00 pm-03:15 pm||We are looking at the structure of English words from two perspectives: sounds and word formation. We will discuss the sounds of English, how they are produced, how they are combined into syllables and words, and how the usage of a word can affect its pronunciation. Then we will look at the process how words of English are formed and why they mean what that mean. This also includes discussing how new words are added to the language.||Rochelle Lieber: Introducing Morphology|
Beverley Collins and Inger Mees: Practical Phonetics and Phonology
|83037||ENGL||6529||601||Mark David Johnson (P)||App Ling ESL Tch-DE,wENGL4720||Online|
|83039||ENGL||6625||1||William P Banks (P)||Teach Comp: Theory & Practice||TR||12:30 pm-01:45 pm|
|83041||ENGL||6715||601||Michael J Albers (P)||Technical Writing - DE||Online|
|83042||ENGL||6721||601||Brent R Henze (P)||Copyediting in TPC - DE||Online||Principles and procedures for editing technical documents for grammar, syntax, organization, professional style, emphasis, and audience awareness. We learn the common methods of marking documents using established symbols and conventions as well as electronic methods of editing. We consider the differences between grammatical and stylistic comments; the principles of contextual editing; basic editorial activities; and techniques for creating successful writer/editor dialogue. We also learn to use document styles and to create and follow style sheets.||Carolyn Rude, *Technical Editing*|
*Chicago Manual of Style*
Other material as assigned.
|83044||ENGL||6740||1||Brent R Henze (P)||Internship TPC - wENGL4890||Internship||MA students can earn course credit by interning as a professional communicator in a wide variety of workplace contexts or other professional settings. If you’re interested in discussing possible internship placements or projects, email the internship coordinator, Brent Henze, at TPCintern@ecu.edu.|
|83046||ENGL||6865||1||J Luke Whisnant (P)||Spec Sts Sem: Creative Writing as a Profession||T||06:30 pm-09:30 pm||Topics will include|
Discipline & Creativity • Submitting & Publishing Your Work • Contests, Prizes, & Awards • Journals & Magazines In Print & Online • Book Publishing in the 21st Century • Readings & Performances • Conferences & Residencies • Writers’ Organizations • The Writer & Social Media • Teaching, Reviewing, & Journal Editing
|83051||ENGL||6940||1||James Craig Holte (P)||Film and English Studies||W||06:30 pm-09:30 pm|
|83056||ENGL||7005||1||Kenneth M Parille (P)||Bibliography & Methods||R||06:30 pm-09:30 pm|
|83062||ENGL||7005||601||Richard C Taylor (P)||Bibliography & Methods - DE||Online|
|83068||ENGL||7350||601||Seodial Deena (P)||Seminar in MTL - DE||Online||This course will focus on humanity’s cross cultural and transnational interdependence—negotiating the complications of race, class, gender, environment, religion, migration, diaspora, hybridity, and sexuality in selected works. The theoretical framework is mainly from transnational, multicultural, and postcolonial theories.||Required Texts: |
Achebe, Chinua. Anthills of the Savannah. 1987. New York: Anchor Books, 1988.
Gordimer, Nadine. The Pickup. 2001. New York: Penguin Books, 2002.
Hamid, Mohsin. The Reluctant Fundamentalist. Oxford: Oxford UP, 2007.
Lahiri, Jhumpa. The Namesake. Boston: Houghton Mifflin, 2003.
Mukherjee, Bharati. Desirable Daughters. New York: Trade paperback, 2003.
Naipaul, V. S. Magic Seeds. New York: Alfred A. Knopf, 2004.
Phillips, Caryl. Foreigners. New York: Alfred A. Knopf, 2007.
Rushdie, Salman. Midnight’s Children. 2002. New York: The Modern Library, 2003.
Walcott, Derek. The Prodigal. New York: Farrar, 2004.
Short Stories, Nobel Lectures, Documentaries, Films, and Poems (Do not Purchase These):
(Nobel Lectures from Marquez, King, Walcott, Naipaul, and Morrison)
|83073||ENGL||7465||601||Andrea Kitta (P)||Spec Sts Sem: Folklore - DE||Online|
|83086||ENGL||7600||1||Nicole Irene Caswell (P)||Rsrch Mthds in Rhet, Writ & PC||M||06:30 pm-09:30 pm||This course is grounded in research methodologies and practices required for understanding literate practices in socially constructed ways. Participants in the class will work on research designs: defining and articulating researchable questions, reviewing the existing literature which considers the research question, reading methodological theories, developing research methods for particular research questions, and working with data. Becoming a researcher is a process of practice; it is not something you can learn about from reading alone.||Practicing Research in Writing Studies (Powell and Takayoshi)|
Speaking about Writing: Reflections on Research Methodology (Smagorinsky)
|83088||ENGL||7605||1||Donna Jean Kain (P)||Discourse Analysis||MW||03:30 pm-04:45 pm|
|83093||ENGL||7615||1||Wendy Sharer (P)||History & Theory of Rhetoric I||TR||03:30 pm-04:45 pm|
|83096||ENGL||7701||601||Matthew Byron Cox (P)||Rsch Mthds in Tech&Prof Wri-DE||Online|
|83097||ENGL||7702||601||Guiseppe Andrew Michael Getto (P)||Research Design in TPC - DE||Online||In this course, you will be introduced to some of the most common empirical research designs and methodologies that you might use to study professional communication in academic and non-academic work environments.||Kumar, R. (2011). Research Methodology: A Step-by-Step Guide for Beginners.|
3rd Ed. Thousand Oaks, CA: SAGE. ISBN: 1849203016.
|83104||ENGL||7712||601||Brent R Henze (P)||Grant & Proposal Writing - DE||Online||Study of grant proposal development in relation to an organization’s larger mission-oriented development process. You will create a grant application for a real client from beginning to end. This process includes planning, researching, writing, reviewing, and editing. But the real challenge of this process is to understand and make yourself a part of a project development ecosystem, involving several parties (the grant client, the grant funder, other stakeholders, and you, the grant writer) with related but distinct needs, settings, perspectives, and resources.||Miner, Lynn E., and Jeremy T. Miner. Proposal Planning and Writing.|
Miner, Jeremy T., and Lynn E. Miner. Models of Proposal Planning and Writing.
|83108||ENGL||7765||601||Michael J Albers (P)||ST:Leading Edge Trends TPC -DE||Online||The course will explore several leading-edge areas within technical communication and how they will influence technical communication’s relationships with related domains. It will also explore the expanding realm of which technical communication is a part (such as information architecture, content strategy, etc.)|
For example, looking at future trends in knowledge management and how they will influence technical communication within different fields.
|Reading assignments from web. (no textbook)|
|83111||ENGL||7790||1||Erin Anne Frost (P)||Public Interest Writing||TR||11:00 am-12:15 pm||The first portion of the class will focus on medical technologies and environmental issues, while students will actively participate in shaping the final part of the course. Students will study how written communication about public interest issues defines, re-situates, compels, alters, reinforces, shapes, and disguises public problems. This study requires students to critically consider a variety of ways that the public’s interest might be defined, including engagement with social justice rhetorics.||Beever, Jonathan, & Nicolae Morar. (2013). Perspectives in Bioethics, Science, and Public Policy. West Lafayette, IN: Purdue UP. ISBN: 978-1557536426 |
Stone, Deborah A. (2012). Policy Paradox: The Art of Political Decision Making. 3rd ed. New York: Norton. ISBN: 978-0393912722
Additional texts determined by class consensus, the retail price of which will be no greater than $60
|83114||ENGL||8300||1||Michelle F Eble (P)||Seminar in Prof Development||TR||02:00 pm-03:15 pm|
|83116||ENGL||8630||1||Matthew Byron Cox (P)||Sem in Comm Cultural Rhetoric||R||06:30 pm-09:30 pm||This course is an introduction to history, theory, research, and methodologies relevant to both community literacy and cultural rhetorics. “Community literacy” as a concept or field emerges within rhetoric and composition studies in the 1990s and “cultural rhetorics” (as distinct from cultural studies) emerges within rhetoric and composition studies in the late 2000’s. We will explore both of these emergences their implications for our field. We will focus especially on these areas of the field as they relate to race, ethnicity, gender, sexuality, class, disability, and ideas of communities of practice. We will also explore the relationships of these topics within rhetoric and composition studies to related fields (critical theory, gender studies, queer theory, philosophy, critical race theory, etc.). Though we will explore frames and issues going back to rhetoric in antiquity, the major focus will be on conversations in the late 20th and early 21st Centuries.|