Undergraduate Courses (Fall 2005)
(Last updated: 9/14/05)

Please note that when a course is marked (Brit Lit 1700-1900), it means the course fulfills the British Literarue 1700-1900 English major requirement. Such courses offered this semester include ENGL 202 Major British Writers, ENGL 358 Romantic Poets, ENGL 359 Victorian Imagination, ENGL 397A Sentimentality and Cultural Difference. In addition, some courses offered at the Five Colleges also fill this requirement.

Please note that when a course is marked (2nd Am Lit), it means the course fulfills the second American Literature English major requirement. Such courses offered this semester include: ENGL 204 Introduction to Asian American Studies, ENGL 272 American Romanticism, ENGL 368 Modern American Drama, ENGL 378 American Ethnic Fiction, ENGL 391B Jewish-American Literature and Culture, ENGL 491CC Sex, Race, & Stereotypes: Asian American & African American Fiction, and ENGL 491H Honors Imagining Democracy. In addition, some courses offered at the Five Colleges also fill this requirement.

Please note that when a course is marked (Jr-Yr Writing), it means the course fulfills the Writing & Criticism/Junior-Year Writing requirement for English majors. Such courses offered this semester are: ENGL 419 Games Thinkers Play, ENGL 419H Honors Games Thinkers Play, ENGL 491BB Origins of Reading, ENGL 491CC Sex, Race, & Stereotypes: Asian American & African American Fiction, ENGL 491DD Liberty, the Sacred, and the Secular, and ENGL 491M The Irish Female Imagination.

(Click here to see a list of courses from the Five Colleges (Fall 2005)
(Click here to see a list of undergraduate courses from Spring 2005)
(Click here to see a list of undergraduate courses from Fall 2004)

115-L1 American Experience (ALU) 33466
Instructor: M. Bennett MWF 10:10 am
This is an introductory American Studies course for non-majors, introducing students to the inter-disciplinary study of American culture. Historical in scope, ranging from the 17th to the 20th centuries, this course draws on a core body of American Studies materials supplemented by recent works–including fiction, prose, poetry, painting, photography, film, the natural and built environment. Approaches to diverse cultural experiences in the United States include the experience of work, travel, landscape and the environment, individualism and community.

115-L2 American Experience (ALU) 33467
Instructor: A. Dallman T/Th 2:30 pm
Patterson RAP freshman only.

117-L1 Ethnic American Literature (ALU) 33469
Instructor: S. Yoon MWF 11:15 am
American literature written by and about ethnic minorities, from the earliest immigrants through the cultural representations in modern American writing.

120-L1 English Composition 33470
Instructor: L. Bradley MWF 10:10 am
Stockbridge students only. English 120 is the writing requirement for undergraduates in the Stockbridge School. It gives practice in the persuasive techniques of expository writing and shows their usefulness in both academic and business contexts.

120-L2 English Composition 33471
Instructor: L. Bradley MWF 11:15 am
Stockbridge students only.

120-L3 English Composition 33472
Instructor: L. Bradley MWF 1:25 pm
Stockbridge students only.

131-L1 Society and Literature (ALG) 33473
Instructor: M. Wilson MWF 11:15 am
This course will consider the ways in which 19th- and 20th-century authors have perceived the relationship between individuals and their societies, including the meanings and effects of being part of-–or excluded from–-groups, families, cultures, or nations. It will also pay attention to the ways writers address social and political issues, such as the relations between people of different races, ethnicity, genders, classes, and sexual orientations. And it will investigate the connections between art and politics, literature and society: how society and its history shape language and literary culture, how literature responds to society, how art may reimagine society in utopian or dystopian ways, and how art may affect society and influence politics. Texts may include novels, autobiographies, poems, short stories, and plays.

131-L2 Society and Literature (ALG) 33474
Instructor: C. Wilson MWF 10:10 am

131-L3 Society and Literature (ALG) 33475
Instructor: M. Inbody T/Th 1:00 pm
Moore/Pierpont RAP freshman only.

131-L4 Society and Literature (ALG) 40297
Instructor: J. Rege T/Th 11:15 am

131-L5 Society and Literature (ALG) 40298
Instructor: J. Rege T/Th 1:00 pm

132-L1 Man and Woman in Literature (ALG) 33476
Instructor: Y. Chung MWF 9:05 am
This course investigates images of men and women in poetry, drama, and fiction. It aims at appreciat- ing the literature itself, with increasing awareness of the ways in which men and women grow up, seek identity, mature, love, marry, and, during different historical times, relate in families, classes, races, ethnic groups, societies, cultures. What are the conventional perspectives and relationships of “Man” and “Woman”? How does literature accept or question these conventions? What alternative perspect- ives and relationships are imagined in literature?

132-L2 Man and Woman in Literature (ALG) 33477
Instructor: L. Dush T/Th 2:30 pm
Butterfield RAP freshman only.

132-L3 Man and Woman in Literature (ALG) 33478
Instructor: M. Inbody T/Th 2:30 pm
Coolidge RAP freshman only.

140-L1 Reading Fiction (AL) 33588
Instructor: J. Schwarts MWF 11:15 am
An introduction to the themes and techniques of fiction through a reading of selected short stories and novels with emphasis on structure, style, point of view, and theme.

142-L1 Reading Drama (AL) 33574
Instructor: M. Faith MWF 11:15 am
This section of English 142 is an introduction to the genre comprising contextual readings of English drama from the fifteenth century into the seventeenth, from the time of Henry VII to James I. It will examine both comedy and tragedy in their various forms and the structures that define those forms: setting, structure, characterization, plot, theme, and diction.

144-L1 World Literature in English (ALG) 33524
Instructor: S. Payne MWF 10:10 am
In this course, we will investigate the appearance and meaning(s) of democratic politics and performance of the body in literature from Africa, South America, North America, Central America, and Europe. Readings include novels, short stories and drama: J.M. Coetzee’s Life and Times of Michael K, Herman Melville’s “Bartleby the Scribner,” Angela Carter’s Nights at the Circus, Franz Kafka’s Complete Short Stories, Ariel Dorfman’s Death and the Maiden, Rigoberta Menchu’s I, Rigoberta Menchu: An Indian Woman in Guatemala, and Clarice Lispector’s The Hour of the Star.

196 Independent Study 33479
Instructor: TBA TBA
Contact department to add course.

200-L1 Seminar in Literary Studies 33480
Instructor: S. Clingman T/Th 9:30 am
Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. This course will be an introduction to the ways in which we read literature, think about it, and write about it. Much of the world as we know it is mediated through words, images and sounds, often in combination. Our focus will be on the relatively formal but also remarkably disparate institution known as literature—how we approach the world through it, but also how it constitutes the world for us, and (perhaps surprisingly) us in relation to the world. We’ll be reading poetry selections from a range of periods, cultures and settings, a play (in the past I have used Athol Fugard’s play, The Island, from South Africa), as well as fiction. My aim, in setting up the course, is for all of us to experience the dynamic pleasures and challenges that literature poses for us, as well as gain a sense of how we can be active partners in our responses to it, whether in aesthetic and formal or social and cultural terms. Students must receive a grade of ‘B-’ or higher in ENGL 200 to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

200-L2 Seminar in Literary Studies 33481
Instructor: J. Greve T/Th 11:15 am
Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. This course will focus on questions of genre—as a way especially of engaging questions of literary form, literary conventions, the expectations genre sets up for readers, and the ways authors use features of genres creatively. What is "genre" and how does it contribute to our appreciation and understanding of literature? What are the purposes of genre classification? How do authors question generic conventions, or manipulate them for artistic, or even political, purposes? These are just a few of the questions this course will explore by offering in-depth study of a range of literary genres and the conventions that distinguish them. Requirements: One 3-4 page paper; Three 4-6 page papers; Eight weekly writings (informal responses to readings.) Students must receive a grade of ‘B-’ or higher to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

200-L3 Seminar in Literary Studies 33482
Instructor: M. O'Brien T/Th 11:15 am
Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. This gateway course for the major will move students to a more sophisticated level of reading and writing in three ways: by teaching close reading through discussion of a limited number of texts; by giving extensive practice in writing critical papers, including feedback on drafts and revisions; and by encouraging ongoing discussion of the issues that underlie literary study, such as the relation between language and "reality" or the stakes, consequences, and pleasures of reading analytically. The course is conducted as an intensive discussion seminar and each section is limited to 20 students. The selection of texts will vary from section to section; however, all sections will cover at least two of the three major literary genres–poetry, fiction, and drama. Students must receive a grade of ‘B-’ or higher in ENGL 200 to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

200-L4 Seminar in Literary Studies 33483
Instructor: R. Welburn MW 2:30 – 3:45 pm
Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. This course will introduce new English majors to the fundamentals, discipline, and expectations of being a literature major and to the practice of literary scrutiny and descriptive critical analysis. The course's objectives will include the following: distinguishing literary genres and styles within those genres; mythic, scriptural, and cultural archetypes; developing critical writing skills; establishing a thesis and developing it; the vocabulary of critical thinking; objective and subjective analyses; plot and episode summaries and paraphrases and when to use them; citation responsibilities; an introduction to critical theory; using the library and the web. Expect a workshop atmosphere with small group interaction and reading aloud. Prose assignments will include drafts and completed paragraph arguments and essays of various lengths, and a final project. Nongraded assignments that must be submitted for credit will be the writing of an original poem, a short fictional narrative (2-3 pages), and a scene for a play.

Texts will include Diana Hacker's A Writer's Reference (5th edition), Strunk & White's The Elements of Style; a dictionary of literary terms; an introductory anthology of literature; and a novel. Students must receive a grade of ‘B-’ or higher in ENGL 200 to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

200-L5 Seminar in Literary Studies 33525
Instructor: R. Jennison MW 4:00 – 5:15 pm
English TAP freshman students only. Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. This course will help students develop their close reading skills. Most class sessions will involve engaged collective close readings following a brief framing lecture. In addition to honing our reading skills, we will explore the foundational terms of literary study, such as: narrative and narrative structure, poetry and poetics, author, voice, context, discourse and ideology. In order to develop critical thinking and writing skills, we will read short representative examples of literary analysis and literary theory. Students will have the opportunity to work across a variety of genres and forms. Our syllabus will include: Emily Dickinson's complex metrics, Frank O'Hara's free verse, Nathaniel West's novella Miss Lonelyhearts, and Richard Wright's realist/naturalist short stories. We will close the course by testing the portability of our reading skills to the domains of political and historical discourse in Martin Luther King's Letter from Birmingham Jail and Raymond Williams's critical work Keywords. Students must receive a grade of ‘B-’ or higher to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

200-L6 Seminar in Literary Studies 33583
Instructor: K. Farrell MW 2:30 – 3:45 pm
Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. We live in narratives: from cultural his-story to personal life stories. Language itself is based on stories, as in the journey implied in "going to sleep." In this course the emphasis is on learning narrative forms and critical concepts that make for more meaningful reading of behavior in texts and in life. Readings include several poets, two Shakespeare plays, and three novels, as well as some background material. Requirements: a short problem-solving paper or notes most weeks, plus three essays. Students must receive a grade of 'B-' or higher to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

200H-L1 Honors Seminar in Literary Studies 38905
Instructor: R. Knoper T/Th 1:00 pm
Pre-English majors only (CAS/L). Prerequisite: Gen. Ed. CW. This is a 4-credit Honors course. An intensive seminar for students who want to become English majors. The focus will be first on practicing our skills for close, careful, critical reading of literary texts. This will partly be done through class discussion, which will underscore the dialogic way we make sense of literature and will also refine your ability to speak articulately about literature. But this act of critical reading will also be developed through writing about texts--using writing as a way to think about texts, to develop literary interpretation, and to rethink our understandings. You will be writing drafts of your papers, working hard at reviewing each other's work, and developing your strategies for revision. As we go along, we will be thinking about an array of issues central to the study of literature: How do authors seem to think about the relationship between their writing and reality? What is the relationship between culture and writing, and culture and reading? What happens in the interaction between a writer and readers? How do literary style, structure, and genre shape our reading responses? What are the multiple factors that bear on the complex ways meaning is made? We will read a range of literary texts and genres (poetry, fiction, drama). You will write short, informal weekly writings; two shorter papers (about five pages each); and a ten-page final paper. Students must receive a grade of ‘B-’ or higher to be officially admitted to the English major. Come to 252 Bartlett at Pre-Registration to add the pre-major.

201-L1 Major British Writers I 33582
Instructor: S. Harris MWF 10:10 am
English majors, International/National exchange majors, or Masters students with TECS subplan only. Introduction to the literature and the literary imagination of the Middle Ages and Early Modern England. We will begin with a discussion of the nature of literary artifice before moving to a review of English historical and cultural contexts. We will discuss literary genre and form, style, and convention, and the semantic and cultural force of fiction. Readings include Old English lyrics, Beowulf, Chaucer, Milton, Donne, Shakespeare, Herbert, and Marvell. Frequent quizzes, two brief papers. (Recommended for Sophomores, Juniors).

201-L2 Major British Writers I 38906
Instructor: A. Zucker T/Th 1:00 pm
English majors, International/National exchange majors, or Masters students with TECS subplan only. An introduction to English literature written between the Anglo-Saxon period and the middle of the seventeenth century. We will chart out our own literary history by examining the shared elements and innovations of a wide range of texts and authors. Beowulf, the Canterbury Tales, Elizabethan love sonnets, Milton's great Paradise Lost, and the drama of Shakespeare and his predecessors will be a few of our touchstones. Special emphasis on the social and historical resonance of different forms: epic, lyric, drama, and others. Two papers, frequent short written responses, a mid-term and a final exam.

201-L3 Major British Writers I 40163
Instructor: D. Swain T/Th 2:30 pm
English majors, International/National exchange majors, or Masters students with TECS subplan only.

201H-L1 Honors Major British Writers I 38907
Instructor: A. Zucker T/Th 9:30 am
English majors, International/National exchange majors, or Masters students with TECS subplan only. This is a 4-credit Honors course. An introduction to English literature written between the Anglo-Saxon period and the middle of the seventeenth century. We will chart out our own literary history by examining the shared elements and innovations of a wide range of texts and authors. Beowulf, the Canterbury Tales, Elizabethan love sonnets, Milton's great Paradise Lost, and the drama of Shakespeare and his predecessors will be a few of our touchstones. Special emphasis on the social and historical resonance of different forms: epic, lyric, drama, and others. Two papers, frequent short written responses, a mid-term and a final exam.

202-L1 Major British Writers (Brit Lit 1700-1900) 33484
Instructor: S. Daly T/Th 9:30 am
English majors, International/National exchange majors, or Masters students with TECS subplan only. A survey of poetry and prose works of eighteenth- and nineteenth-century England in their literary, social, and historical contexts. We will read works by Swift, Pope, Johnson, Austen, Wordsworth, Coleridge, Shelley, Keats, Dickens, Tennyson, Robert and Elizabeth Barrett Browning, Rossetti, and Stevenson as well as periodical literature and works by less well-known authors. Requirements: regular attendance and participation, weekly response papers, three short essays.

202-L2 Major British Writers (Brit Lit 1700-1900) 33600
Instructor: J. Freeman T/Th 11:15 am
English majors, International/National exchange majors, or Masters students with TECS subplan only.

203-L1 Bible Myth/Literature/Society 38909
Instructor: M. Lowance MW 4:00 – 5:15 pm
The critical commentary text for Bible as Literature is Harris, Understanding the Bible, a superb analysis of both the Old and New Testaments as literary compositions. Students will be assigned reading for each meeting in the Oxford text and in the Harris text, and participation is expected and will be graded. Please come prepared to analyze and discuss these stimulating and often controversial materials.

204-L1 Introduction to Asian American Studies (IU) (2nd Am Lit) 33538
Instructor: C.N. Le T/Th 2:30 pm
Introduction to Asian American studies as an evolving field and to the history, politics, and cultural introduction of Asian American communities. Themes may include citizenship, borders, space, youth culture, labor, and the body, using texts by and about Asian Americans, including theoretical works, fiction, ethnographic studies, and documentary film.

221-L1 Shakespeare (AL) 33485
Instructor: A. Kinney T/Th 2:30 – 3:20 pm
The power of poetry of Shakespeare's plays derives in large part from the cultural concerns of his day that are similar to our own. This class will explore the ways in which Shakespeare's plays represented and interacted with the cultural environment in which they were created. We'll ask how Shakespeare's plays approach issues of social class, gender, politics, religion, and war, and how we may apply what we learn to modern notions of identity. The goal of the course will be to familiarize students with Shakespeare's language, techniques, and context to understand better the range of his imagination and influence. The course requirements include three short papers, careful reading of the texts, attendance of both lecture and discussion section, and lively participation. Discussion section required.

221-D1 Shakespeare (AL) 33486
Instructor: J. Mason F 10:10 am

221-D2 Shakespeare (AL) 33487
Instructor: J. Mason F 11:15 am

221-D3 Shakespeare (AL) 33488
Instructor: J. Yoon F 10:10 am

221-D4 Shakespeare (AL) 33489
Instructor: J. Yoon F 11:15 am

254-L1 Writing and Reading Imaginative Literature (AL) 33490
Instructor: A. White T/Th 11:15 am
Analysis of issues of form, elements of genre, style, and development of themes of stories and poems, written by class members and in class texts.

254-L2 Writing and Reading Imaginative Literature (AL) 33491
Instructor: E. Watson MWF 11:15 am

254-L3 Writing and Reading Imaginative Literature (AL) 33492
Instructor: J. Church MWF 10:10 am

254H-L1 Honors Writing and Reading Imaginative Literature (AL) 39801
Instructor: P. Sharma T/Th 1:00 pm
Commonwealth College Learning Community students only. Analysis of issues of form, elements of genre, style, and development of themes of stories and poems, written by class members and in class texts.

270-L1 American Identities (AL) 33493
Instructor: N. Bromell T/Th 9:30 am
"The old America, the America of our hopes and our dreams, has come to an end, and a new America is entering on the false course which has been tried so often and which has often led to calamity," wrote Harvard Professor Charles Eliot Norton in 1898, at that precise historical moment when the United States recast itself as an imperial global power with the invasion and occupation of the Philippines during the Spanish-American War. A little over one century later, we are again faced with the questions of what kind of America we have become and what version of America do we wish to embrace. Such questions have long animated much of American literature, and this course will spend its time examining how writers such as Jefferson, Wheatley, Crèvecouer, Franklin, Apess, Thoreau, Douglass, Whitman, Melville, Davis, DuBois, Chesnutt, Lazarus, McKay, Hughes, Bulosan, Hayden, Levertov, Harper, and Anna Deveare-Smith have given shape to multiple and diverse configurations of American selves through fiction, autobiography, poetry, political rhetoric and performance art. Students will meet three times a week, twice in large lectures and once in discussion sections. Lectures will be enhanced with computer technology, both visual and interactive; attendance in both lectures and sections is mandatory and will be monitored. Students will also be required to purchase a PRS device in order to enhance interactive feedback in lectures. Our primary texts will be The Norton Anthology of American Literature, shorter sixth edition, and Anna Deveare-Smith’s Twilight: Los Angeles, 1992, available at Food For Thought Books in Amherst. Requirements: One 4-6 pp. essay, a midterm and a final examination. Discussion section is required.

270-D1 American Identities (AL) 38914
Instructor: S. Jiang Th 11:15 –12:05 pm

270-D2 American Identities (AL) 38915
Instructor: S. Jiang Th 2:30 – 3:20 pm

270-D3 American Identities (AL) 38916
Instructor: C. Harris Th 11:15 – 12:05 pm

270-D4 American Identities (AL) 38917
Instructor: C. Harris Th 2:30 – 3:20 pm

270-D5 American Identities (AL) 38918
Instructor: J. Murr Th 11:15 – 12:05 pm

270-D6 American Identities (AL) 38919
Instructor: J. Murr Th 2:30 – 3:20 pm

272-L1 American Romanticism (2nd Am Lit) 38920
Instructor: M. Lowance MW 2:30 – 3:45 pm
This course will meet Mondays and Wednesdays. It fulfills the requirement for the English major for one American Literature course. Course requirements include: short analytical essay, approximately 5 pages; longer term paper, approximately 12 pages; take-home final examination. The format of the course will be a seminar in American literature from 1820-1865. The content will be organized chronologically but will also be examined thematically. In addition to the "canonized" authors of this period (Hawthorne and Melville, Emerson and Thoreau, Whitman and Dickinson), we will also consider some of the writers who exerted tremendous social and political impact on antebellum American culture, including the slave narrators Frederick Douglass and Harriet Jacobs, the feminist critics Margaret Fuller and Angelica Grimke Weld, the reformers and abolitionists William Lloyd Garrison and Wendell Phillips, and the most widely read author of the entire period, Harriet Beecher Stowe, whose Uncle Tom’s Cabin galvanized sentiment against slavery through sales of 5 million copies in a reading population of 15 million by 1860. Aesthetic, literary, biographical, cultural, social, and political approaches to these authors will all be considered.

279-L1 Introduction to American Studies (ALU) 33540
Instructor: J. Skerrett T/Th 1:00 pm
Irish Americans and African Americans, 1620-1920. This course will examine the relations between African Americans and Irish Americans in the period of slavery for one group and indentured servitude for the other, through the immigration and abolition experiences, conflicts between the groups from the 1820s to the Civil War, and postwar Reconstruction and its aftermath, one aspect of which is "how the Irish became white." We will be studying documents, letters, diaries and historical scholar- ship as well as contemporary fictional narratives and poems and 20th century fictional reimaginings of Irish American/African American relations. Students will write three (2) five-page papers and try their hand at reimagining a historical moment of contact in a story, a poem, a short play, or a short film/video of their own. Readings will be drawn from: Kevin Baker, Paradise Alley: A Novel (2002); Peter Quinn, Banished Children of Eve (1994); Kate McCafferty, Testimony of an Irish Slave Girl (1992); William Kennedy, Quinn's Book (1988); Frank J. Webb, The Garies and Their Friends (1857); Noel Ignatiev, How the Irish Became White; Martin Scorsese, Gangs of New York (film); James Asbury, The Gangs of New York; Luc Sante, Lowlife; James M. O'Toole, Passing for White: Race, Religion, and the Healy Family,1820-1920; Iver Bernstein, The New York City Draft Riots; Kerby Miller et al. eds., Irish Immigrants in the Land of Canaan, 1675-1815; Hurwitz and Peiss, eds., Love Across the Color Line; Slavery in America, TV documentary; The Irish Empire, TV documentary.

296 Independent Study 33494
Instructor: TBA TBA
Contact department to add course.

297H-L1 Learning Through Teaching 38921
Instructor: H. Hoang W 10:10 – 11:50 am
Prerequisite: Grade of "B" or better in College Writing (English 112 or 113). This course prepares students to join the Writing Center as peer tutors and to encourage student writers to hone their craft. Our discussions and readings will focus on the process of writing, the practice of peer tutoring, and writing center theory and research. Specifically, we will take up questions of how tutoring and writing strategies might be flexible in light of diverse writers (diverse in culture, language, learning styles, and personality) and diverse writing situations (diverse in audience, discourse communities, genres). In the sixth week of the semester, students will have the opportunity to start tutoring two hours each week. Bringing together ideas from writing center scholarship, class discussion, and tutorials, students will develop a repertoire of tutoring practices as well as a tutoring philosophy that guides those practices. This is an ideal course for students interested in English, writing, education, language, sociology, or communications.

Enrollment is competitive and requires a recommendation from the student’s College Writing instructor. Students who wish to register will be interviewed by the English 297H instructor. Please contact Professor Haivan Hoang (hhoang@english.umass.edu) with any questions.

319-L1 Representing the Holocaust (AL) 33541
Instructor: J. Young T 2:30 – 3:45 pm
In this course, we explore the ways history and memory of the Holocaust have been shaped for the next generation by victims in their diaries, by survivors in their memoirs, by novelists in their fiction, as well as by poets, film-makers, musicians, and artists. Among readings and viewings for this course are works by Chaim A. Kaplan, Primo Levi, Elie Wiesel, Sara Nomberg-Przytyk, Tadeusz Borowski, Charlotte Delbo, Paul Celan,, and Art Spiegelman, among others.Discussion section is required.

319-D1 Representing the Holocaust (AL) 33542
Instructor: J. Young Th 1:00 pm

319-D2 Representing the Holocaust (AL) 33543
Instructor: R. Reginio Th 1:00 pm

319-D3 Representing the Holocaust (AL) 33544
Instructor: R. Reginio Th 2:30 pm

319-D4 Representing the Holocaust (AL) 33545
Instructor: P. Williams Th 1:00 pm

319-D5 Representing the Holocaust (AL) 33546
Instructor: P. Williams Th 2:30 pm

350-L1 Expository Writing 38924
Instructor: A. Herrington T/Th 2:30 pm
Attempts to persuade appear everywhere as individuals, groups, and organizations use language to shape their own ideas, change people’s minds, and move people to action: Websites, speeches, academic arguments, graffiti, petitions, editorials, advertising, poetry, letters. Citizens and students, Sierra Club, NAACP, Republication Party, Stonewall Center, Oprah Winfrey, Microsoft, United Farm Workers Union, ALANA Caucus, President Bush, Senator Clinton. In this course, you’ll collect and analyze a range of kinds of persuasion as they appear in a range of settings, considering the forms persuasion takes, who uses it, and what ends it serves. You will also create your own arguments, composed in a range of forms. By the end of the course, you should be better able to analyze rhetorically how verbal persuasion works and better able to compose your own arguments to accomplish your aims with others. I hope we will all have a better sense of how persuasion works in civic forums and how we might participate in those forums. Assignments will include rhetorical analysis of an argument, as well as writing three persuasive pieces and shorter writings analyzing and experimenting with persuasive strategies.

354-L1 Creative Writing: Introduction 33497
Instructor: J. Cardinale MWF 9:05 am
English majors, BDIC, UWW, International/National exchange majors, or Masters students with a TECS subplan only. Writing in the various modes of fiction, poetry, drama, and essay. Analysis of student writing in class and in tutorial; development of critical skills.

354-L2 Creative Writing: Introduction 33498
Instructor: E. Hughey MWF 10:10 am
English majors, BDIC, UWW, International/National exchange majors, or Masters students with a TECS subplan only.

354-L3 Creative Writing: Introduction 33499
Instructor: W. Peters T/Th 9:30 am
English majors, BDIC, UWW, International/National exchange majors, or Masters students with a TECS subplan only.

355-L1 Creative Writing: Fiction 39785
Instructor: S. Michel MW 2:30 pm
English majors, BDIC, UWW, International/National exchange majors, or Masters students with a TECS subplan only. Prerequisite: ENGL 354 or 354H with a grade of 'B' or better. A seminar in writing short stories and other fiction for students who demonstrate familiarity with the basis of scene and story. Students write regularly, read and criticize one another's writing, read in contemporary fiction.

356-L1 Creative Writing: Poetry 39825
Instructor: J. Hennessy T/Th 2:30 pm
English majors, BDIC, UWW, International/National exchange majors, or Masters students with a TECS subplan only. Prerequisite: ENGL 354 or 354H with a grade of 'B' or better.

356H-L1 Honors Creative Writing: Poetry 38925
Instructor: M. Espada MW 2:30 – 3:45 pm
English majors, BDIC, UWW, International/National exchange majors, or Masters students with a TECS subplan only. This is a 4-credit Honors course. Prerequisite: ENGL 354 or 354H with a grade of 'B' or better. Consent of instructor required to add course; students should submit a portfolio of 3 poems, with name and student ID number, to Professor Espada's mailbox before the start of the semester. This is an advanced undergraduate poetry writing workshop. The student is expected to actively participate: that is, to produce poems independently for review in class, and to review work submitted by others. The course is geared to the seriously committed writing student. One objective, at this level, will be to help the student define a distinct identity in the work, in terms of language, subject, etc. Another objective will be to reinforce the fundamental skills of writing poetry, with a special emphasis on the image, the expression of the senses on paper. Each objective will be achieved through intensive critique of student poems, both in class and in conference. The various strengths of student writing will receive as much attention as those areas in need of improvement. Readings will be selected from Poetry Like Bread, an anthology which will provide models for class discussion and writing.

358-L1 Romantic Poets (Brit Lit 1700-1900) 33527
Instructor: R. Keefe MW 2:30 – 3:45 pm
English majors, International/National exchange majors, or Masters students with TECS subplan only. This course is a playful introduction to the poetry of the romantic period, with special emphasis falling on the ways that this body of literature has traditionally been interpreted and on the assumptions and limitations inherent to this critical tradition. Typically viewed as the poetic works of the "Big Six"–Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats–romantic poetry has been judged to be primarily concerned with ideas of the Poet, Nature, Imagination (or imaginative transcendence), and Consciousness. This poetry was, however, composed during and deeply influenced by a period of unprecedented change: amidst political revolution and decades of counterrevolutionary wars; vast economic expansion and imperialism; social turmoil, including movements against the slave trade, the secondary status of women, and the abuse of the working classes; and, lastly, amidst the questioning of cultural tradition and the cultural marketplace itself. Unlike the "high Romantic" (capital "R" intended) view of writing during this time, which tends to focus on male writers and universalizes categories of poetic creation, the view from the cultural marketplace, or what we are beginning to know of it, is quite different. Shaped by the buying, selling, and lending patterns of an expanding readership with divergent social, political, and economic affiliations, this marketplace was increasingly dominated by women writers and very much at the mercy of fluctuating tastes--to the endless dismay of some writers and the pleasure of others. As we read various poems from this turbulent period and try as best we can to put them back into their cultural context, we will also ask larger questions about what it means to define a literary period. What is the so-called "romantic" in "romantic poetry"? And how do we come to see it as we do? What is the relationship between politics and aesthetics, between cultural positioning and the creation or reading of a poem during this time, and what is the relationship between these things, ultimately, in our own ideas about and textual experience of this time?

359-L1 Victorian Imagination (Brit Lit 1700-1900) 38926
Instructor: S. Daly T/Th 11:15 am
English majors, International/National exchange majors, or Masters students with TECS subplan only. The Victorian Imagination: Imagining Crime and Punishment. What kind of crimes did the Victorians like to imagine, to read about, to punish vicariously through their fiction? What did what criminality itself mean in 19th century Britain? We will read a range of works that take up these questions from various perspectives. Novels may include Mary Elizabeth Braddon, Lady Audley's Secret; Wilkie Collins, The Moonstone; Charles Dickens, Oliver Twist; George Eliot, The Lifted Veil; Philip Meadows Taylor, Confessions of a Thug. We will also read poetry by R. Browning, C. Rossetti, Tennyson, and Swinburne.

365-L1 20th Century Literature of Ireland (AL) 33549
Instructor: M. O'Brien T/Th 9:30 am
The purpose of this course is, first of all, to read closely and carefully books by established Irish writers of this century including Joyce, Yeats, Synge and Heaney. Having no pretensions of being exhaustive, we will look at representative texts that provide an initial understanding of each writer. Beyond appreciating each work in its own right as literature, we will attempt to use these texts as springboards to explore key questions about Irish society, history and culture, especially literary activity. We will, for example, ask whether there really are separate native Irish and Anglo-Irish literary traditions. How do urban and rural motifs and attitudes figure? What are the differences between the experience of men and women in Ireland? What is the attitude toward history and geography in these writers? Towards the Catholic Church? What social mores are revealed, particularly with regard to family, tribe and nation? Class? The Irish language? How are Irish mythology and legend used? How has an oral tradition influenced a written one? How are idiom and dialect deployed, a unique Hiberno-English? Is there an identifiable Irish voice?

367-L1 Contemporary Poetry 38928
Instructor: R. Jennison MW 2:30 – 3:45 pm
In this course, we’ll explore the poetry of the mid-twentieth century through the present day. While we’ll devote significant time to single authors such as Charles Olson, Amiri Baraka, and Lyn Hejinian, we will be reading them as representative of larger poetic movements; respectively the Black Mountain School, the Black Arts Movement, and Language Poetry. Students will become familiar with the diverse and interconnected poetic traditions of postmodern poetry, many of which carry forward the legacies of the modernist avant-garde. Poetic traditions and trajectories on the syllabus include: the Beat Generation, the New York School, Ethnopoetics, Confessionalism, Post-Language Poetry, Hip-Hop, and Postcolonial Poetics. Students should be prepared for a very historically-minded course. As we trace the development and intersection of various contemporary poetic traditions, we’ll study how these traditions embody diverse artistic responses to the conditions of postmodernity. For example, our discussion will include the following areas of inquiry: Is the avant-garde still possible in the current social landscape? How did the Cold War help to shape the poetics of the 1950s and 1960s? What is the relationship between the new social movements of the 1960s – both reformist and revolutionary – to poetic form? How does the rise of neoliberalism help to define the horizon of possibility for the poetics of the 1990s? And, what is the relationship between empire and the postcolonial poetry of, for example, Amitava Kumar? This is a class that places a high premium on participation. Most class sessions will involve engaged collective close readings following a brief framing lecture. Unannounced quizzes will ensure a democratic discussion of informed participants.

368-L1 Modern American Drama (AL) (2nd Am Lit) 38929
Instructor: J. Spencer MW 11:15 am
Two lectures and one discussion section each week. Students will read, analyze, discuss, and write about influential and interesting American plays written between 1918 and the present. Playwrights covered will include Susan Glaspell, Sophie Treadwell, Lillian Hellman, Tennessee Williams, Arthur Miller, Marsha Norman, Ntozake Shange, Imiri Baraka, Sam Shepard, Adrienne Kennedy, Tony Kushner and others. Students will write several short papers in addition to a midterm and final exam. Discussion section is required.

368-D1 Modern American Drama (AL) 38935
Instructor: D. Fraser F 10:10 am

368-D2 Modern American Drama (AL) 38936
Instructor: D. Fraser F 11:15 am

368-D3 Modern American Drama (AL) 38937
Instructor: E. Honey F 10:10 am

368-D4 Modern American Drama (AL) 38938
Instructor: E. Honey F 11:15 am

369-L1 Studies in Modern (20th Century) Fiction (AL) 33500
Instructor: J. Clayton T/Th 11:15 am
PURPOSE: We're going to read novels and short stories, nearly all written during the past fifty years, all of which express a dominant aesthetic strategy and a similar understanding of the relation between "reality" and "fiction": that these are not contradictory terms. For the fiction we're reading, all "reality" is shaped by fiction. You might say that there's not such thing as unmediated reality, reality seen absolutely, not through a fictional lens. You hear more and more the insight that story defines who we are and what we understand about the world. It's been a fruitful insight. But the fiction we'll read won't just be examples of an aesthetic-epistemological concept; they'll be powerful, beautiful narratives that will, I hope, speak to our lives.

READINGS:Martel, The Life of Pi; Nabokov, Lolita; Doctorow, The Book of Daniel; Puig, Kiss of the Spider Woman; Silko, Ceremony; McEwan, Atonement; O'Brien, The Things They Carried
Stories, xeroxed: Barth, "Lost in the Funhouse," Woolf, An Unwritten Novel"; essay by Schafer, "The Imprisoned Analysand," essay by Seagal, "Notes on the Cutting Room Floor."
Joyce, the "Nausicaa" chapter from Ulysses, xeroxed; a story by Lessing, "How I Finally Lost My Heart"; a chapter by Danielle Steel from Crossings.
Books are available at the Beyond Words bookstore in downtown Amherst.

369-L2 Studies in Modern (20th Century) Fiction (AL) 38939
Instructor: J. Clayton T/Th 2:30 pm

376-L1 American Ethnic Fiction (2nd Am Lit) 38940
Instructor: K. Cardozo-Kane T/Th 2:30 pm
In order to explore the American character, we will examine some short fiction from a range of ethnic American writers, and then explore some novels from three ethnic literary traditions--Italian American, Chinese American, and Native American. Reading will likely include TuSmith and Bergevin, eds., American Family Album, and novels drawn from this list: (Native American) Alexie, The Indian Killer; Erdrich, Love Medicine or The Bingo Van; Welch, Fools Crow; (Italian American) di Donato, Christ in Concrete; Puzo, The Fortunate Pilgrim; de Rosa, Paper Fish; (Chinese American) Jen, Mona in the Promised Land; Chin, Donald Duk; and Kingston, The Woman Warrior or China Men. Students will complete three five-page papers.

379-L1 Technical Writing 33501
Instructor: D. Toomey MW 2:30 – 3:45 pm
Senior and Junior students with a cumulative GPA of 3.0 or better. This course is an introduction to the field of technical communication, and emphasizes traditional technical writing forms, especially letters and memorandums, feasibility studies and formal proposals. Course website: http://www-unix.oit.umass.edu/~pwtc/tw/.

379-L2 Technical Writing 33502
Instructor: D. Toomey MW 4:00 – 5:15 pm
Senior and Junior students with a cumulative GPA of 3.0 or better.

380-L1 Professional Writing and Technical Communication I 33503
Instructor: J. Nelson T/Th 1:00 pm
Senior and Junior students with a cumulative GPA of 3.0 or better. This course introduces the basic principles of software technical writing, using a format which combines both lectures and labs. The main work of the semester focuses on learning the fundamentals of designing, writing, illustrating, editing and producing a clear, tightly organized, well-illustrated short manual or "guide" for beginners. Each student creates a 30-page guide that documents a particular software product, usually a writing program (e.g. Microsoft Word) which is widely used in the professional world. The class simulates the writing process used in the computer industry, starting with a documentation plan and ending with a usability test. PWTC Lab 5-5462 B210B.

380-L2 Professional Writing and Technical Communication I 33504
Instructor: J. Nelson T/Th 2:30 pm
Senior and Junior students with a cumulative GPA of 3.0 or better.

396 Independent Study 33505
Instructor: TBA TBA
Contact department to add course.

397A-L1 Sentimentality and Cultural Difference (Brit Lit 1700-1900) 39694
Instructor: J. Rosenberg MW 2:30 – 3:45 pm
English majors, International/National exchange majors, or Masters students with TECS subplan only. When we think of sentimentality, we tend to think of feelings that are ascribed to women: weakness, weeping, and irrationality. Indeed, most studies of the sentimental novel associate it with the development of a private, domestic, women's sphere of feeling. But a closer study of the genre in the 18th century reveals that sentimentality has its roots in racialized narratives of heroic, masculine suffering. In this course, we will begin with travel narratives that showcase the aristocratic ideal of noble African princes suffering heroically at the hands of the Europeans. We will follow the course of those narratives of masculine pain through the sentimental novel and the gothic towards the end of the 18th century. Our goal is to consider the transformation of the problem of cultural difference (in the figure of the native prince) into the solution of identification (in the suffering hero of the gothic genre). How is it, we will ask, that the exotic native becomes an exemplar of masculine, white, English sensibility?

Texts will include the late 17th-century novella, Ooronoko; slave narratives from Equiano and Henry Box Brown; sentimental novels by Laurence Sterne and Tobias Smollett; poetry by Helen Maria Williams and William Collins; moral and economic theory from Adam Smith and David Hume; and aesthetic theories of the sublime from Longinus and Edmund Burke. Requirements: short weekly writing assignments and three 5-7 page papers.

397B-L1 Eloquence & Identity in 16th Century Literature 40165 - CANCELLED

416-L1 Canterbury Tales 38942
Instructor: J. Adams T/Th 2:30 pm
This course provides an introduction to Chaucer’s Canterbury Tales. Although this poem will form the centerpiece of our discussions, we will also read more broadly in order to place the Tales in the context of Chaucer's other works and in the context of late 14th-century literary culture. Questions we will consider range from formal and literary matters (i.e., Does Chaucer share the opinions of his characters? Why do some characters speak in a high style while others tell bawdy tales?) to historical ones (i.e., What might Chaucer's poetry tell us about medieval ideals of political organization?). Assignments include several translation quizzes, two papers, a midterm, and a final exam.

419-L1 Games Thinkers Play (Jr-Yr Writing) 38943
Instructor: E. Gallo T 5:00 – 7:30 pm
Senior and Junior English majors, International/National exchange majors, or Masters students with TECS subplan only. Subject matter: the act of interpretation. Most texts are ambivalent and support a wide range of interpretation--even contradictory interpretations. We learn how to recognize interpretations which are persuasive, appealing, and totally false. It is easy to construct deceptive arguments; it does not follow that all arguments are deceptive. We test postmodern claims that all of our understanding of literary texts is radically uncertain, and that even theories in the hard sciences are mere social constructs.

Texts include Burke (on Keats' "Ode on a Grecian Urn"); selections from the Presocratic poet-philosophers; Lévi-Strauss (structuralism); Freud (on slips of the tongue); Joseph Campbell (Jungian analysis, archetypes); Derrida (deconstruction); Bloor (postmodernism); and others. Eight short papers plus four in-class exercises. Satisfies Junior-Year Writing Requirement.

419-L2 Games Thinkers Play (Jr-Yr Writing) 38944
Instructor: E. Gallo W 5:00 – 7:30 pm
Senior and Junior English majors, International/National exchange majors, or Masters students with TECS subplan only. Satisfies Junior-Year Writing Requirement.

419H-L1 Honors Games Thinkers Play (Jr-Yr Writing) 38945
Instructor: E. Gallo Th 5:00 – 7:30 pm
Senior and Junior English majors, International/National exchange majors, or Masters students with TECS subplan only. This is a 4-credit Honors course. Subject matter: the act of interpretation. Most texts are ambivalent and support a wide range of interpretation—even contradictory interpretations. From this fairly obvious fact certain less obvious consequences arise. We interpret certain texts in order to see how their language behaves and just where ambivalence resides. We then examine other critics' interpretations of texts in order to decide how persuasive these interpretations are.

Language is ambivalent and reason is often uncertain: does it follow that its meaning is forever unrecoverable? We examine postmodern claims that even the language of the hard sciences is ambivalent, that all of our knowledge is no more than an inflated myth-making. We consider the possible ways in which an interpretation can be grounded on fact--the facts of the author's intention, historical background, and--in a few cases--well supported scientific theory. There are no predetermined answers to the questions we will consider.

Nine short papers and four exercises (done in class).

Texts include Burke (on Keats' "Ode on a Grecian Urn"); selections from the Presocratic poet-philosophers; Kenneth Burke (dramatism); Lévi-Strauss (structuralism); Joseph Campbell (Jungian analysis); Derrida and J. Hillis Miller (deconstruction); Niels Bohr (on complementarity); and others. Satisfies Junior-Year Writing Requirement.

437-L1 Milton 33556
Instructor: J. Black T/Th 11:15 am
This course offers an in-depth look at the writings of John Milton, one of the most central figures of the English literary and cultural tradition. We will read a broad selection of Milton’s writings, including his shorter English poems and selections from his prose in addition to Paradise Lost and Samson Agonistes. We will also read some classical texts (in translation), and some recent critical and theoretical writings about Milton and his works. The course will explore such issues as the intersection of literature and revolution; Milton and the politics of gender; and Milton’s afterlife in the imagination of later writers and critics through to the twentieth century. A few short writing assignments, a test, and a longer final paper.

469H-L1 Honors Virginia Woolf 38946
Instructor: L. Doyle T/Th 2:30 pm
English majors only. This is a 4-credit Honors course. Virginia Woolf is one of the most influential writers of the twentieth century. Her experimental storytelling practice opened up the world in utterly new ways, and we will ask exactly how and why it did so. While our main concern will be to understand Woolf’s writing, her work will also serve as the occasion for studying narrative and cultural theories. We will explore issues bearing on literary modernism, storytelling craft, sexual identity and writing, British imperialism, and the history of the novel. We will read selections from Woolf’s essays and memoirs as well as several novels. As an honors seminar, the course involves intensive reading, writing, and discussion, including polished, carefully revised essays that analyze both form and theme.

491BB-L1 Origins of Reading (Jr-Yr Writing) 39652
Instructor: S. Harris MWF 11:15 am
Senior and Junior English majors, International/National exchange majors, or Masters students with a TECS subplan only. This course explores the shifting definition of readers and reading effected by the artifacts of textual culture over the last 3000 years. The written word is not simply a record of speech, but its own technology with its own demands. We will be examining the ways in which tablets, scrolls, codices, books, and other artifacts of textual culture shape readers. From papyrus to vellum to the computer screen, presenting the written word often delimits possibilities of interpretation, setting the limits of reading and defining who can and who cannot be a good reader. We will discuss paleography, bookmaking, illumination, illustration, orality and literacy, rhetoric, and much more. This course introduces you not only to theories of reading, but also to the physical aspects of manuscripts and books. Satisfies Junior-Year Writing Requirement.

491CC-L1 Sex, Race, & Stereotypes: Asian American & African American Fiction (2nd Am Lit) (Jr-Yr Writing) 39695
Instructor: J. Degenhardt T/Th 1:00 pm
Senior and Junior English majors, International/National exchange majors, or Masters students with a TECS subplan only. This seminar will address the complex ways in which racial and sexual oppression collide in such stereotypes as the exotic "oriental" geisha, the black male predator, the leering Asian man, and the African American seductress. We will focus on fictional representations of sexuality in works by Asian American and African American writers. In particular, we will look at how these writers challenge and at times perpetuate racial stereotypes about black and Asian sexuality. We will explore such topics as interracial sexual relationships, female sexual oppression, the emasculation of Asian American and African American men, and the ways that female sexuality can signify both independence and assimilation.

Primary readings include Toni Morrison's Tar Baby, Richard Wright's Native Son, Bharati Mukherjee's Jasmine, David Henry Hwang's M. Butterfly, and Harriet Jacobs' Incidents in the Life of a Slave Girl. We will also analyze two recent films: Gurinder Chadha's Bend it Like Beckham and Ang Lee's The Wedding Banquet. In addition, this course will place significant emphasis on strengthening writing skills through workshop and revision. Students will improve their ability to organize persuasive arguments, articulate clear and specific thesis statements, perform effective close readings, and write compelling conclusions. Course requirements include active class participation, numerous short essays, and a final research paper. Satisfies Junior-Year Writing Requirement.

491DD-L1 Liberty, the Sacred, and the Secular (Jr-Yr Writing) 39702
Instructor: J. Rosenberg MW 4:00 – 5:15 pm
Senior and Junior English majors, International/National exchange majors, or Masters students with a TECS subplan only. This course will consider transformations in the concept of liberty in a number of major and minor historical revolutions and radical movements in the seventeenth and eighteenth centuries. Along with the more popular English Civil Wars, British Anti-Slavery movement, and American Revolution, we will investigate a number of lesser-known organizations and aggregations of resistance such as the French Protestant mystics, the struggle for Jewish assimilation in England and America, and early labor movements in eighteenth-century England. One of the central concerns of the class will be the role of sex and gender in revolutionary discourse, and we will pay special attention to the works of female prophets, visionaries, and sexual liberationists. Authors will include seventeenth-century revolutionaries such as Eleanor Davies, Mary Cary, and Elinor Channel, early "feminists" such as Mary Astell and Mary Wollstonecraft, abolitionists and anti-slavery writers such as Maria Edgeworth and Anna Laetitia Barbauld, and political theorists such as Edmund Burke and Thomas Paine. Requirements: Two papers and a mid-term exam. Satisfies Junior-Year Writing Requirement.

491E-L1 Teaching Literature at the High School Level 39741
Instructor: L. Edwards & B/ Penniman T 4: 00 - 6:30 pm
This course is designed for students whose aim is to teach English at the high school level. It is not a course in teaching methods, though we will do our best to model and discuss effective teaching practices. Rather, this course is intended to help you learn to read literature as a teacher does: to consider alternative interpretations and approaches, to anticipate barriers to students’ comprehension and appreciation, and to explore avenues for participation and response. To this end, you will learn and practice close reading of the text, study and employ a variety of critical theories, experiment with a range of discussion strategies, and engage in several forms of formal and informal writing.

Together, we will examine a number of fundamental questions: Why do we teach literature in high school? What makes literature “relevant” to high school students? What makes a literature curriculum gender-balanced and multi-cultural? How does studying literature contribute to high school students’ development as readers, writers, critical thinkers, and citizens of the world?

The course will focus on four core readings which may be familiar to you as they are frequently taught in high school classes: F. Scott Fitzgerald’s The Great Gatsby, Lorraine Hansberry’s A Raisin in the Sun, and selections from James Joyce’s Dubliners and Emily Dickinson’s poetry. We will assume that you will enter the course with at least some working knowledge of these authors and works, so if any of them is completely unfamiliar to you, some pre-reading is advisable. Four additional readings will serve as the basis for demonstration lessons by study groups within the class.

491M-L1 The Irish Female Imagination (Jr-Yr Writing) 38949
Instructor: M. O'Brien T/Th 2:30 pm
Senior and Junior English majors, International/National exchange majors, or Masters students with a TECS subplan only. The purpose of this course will be to read the work of a number of contemporary, women poets from Ireland. The syllabus will include not just the established voices of Eavan Boland, Eilean Ni Chuilleanain, Medbh McGuckian and Nuala NiDhomhnaill but also of the less well known Rita Ann Higgins, Paula Meehan, Mary O’Malley, Kerry Hardie and Moya Cannon. We will also consider the work of newcomers Catriona O'Reilly and Sinead Morrissey, and the posthumously published poems of Dorothy Molloy. Our first and abiding aim will be to read the work of each poet closely. We will pay detailed attention to language, noting the choices these writers make with regard to diction and form in order to accommodate unique, often subversive visions. While each one of these voices is distinctive, they all share certain cultural concerns and inherit a history. The second part of our job, therefore, will be to establish that context. Regular, selected reading will be required from the recently published and ground-breaking Field Day Anthology of Irish Women's Writing and Traditions, a work in two volumes which will be on reserve in the library. Two essays will be required. Satisfies Junior-Year Writing Requirement.

491Z-L1 Poetry of the Political Imagination 38951
Instructor: M. Espada M 4:00 – 6:30 pm
Poetry of the political imagination is a matter of both vision and language. Any progressive social change must be imagined first, and that vision must find its most eloquent possible expression to move from vision to reality. Clearly, poets have a role in this dynamic process. The poets of the political imagination studied in the course go beyond protest to articulate an artistry of dissent. The question is not whether poetry and politics can mix. Rather, the course addresses how best to combine poetry and politics, craft and commitment. Every week, students will read one book by a poet of the political imagination, such as Pablo Neruda, Allen Ginsberg, Wilfred Owen or Carolyn Forché. Each class will focus on a discussion of that book, followed by a critique of political poems written by students. During the semester, students may write papers, poems, or some combination.

492A-L1 South African Literature and Politics 38952
Instructor: S. Clingman T/Th 1:00 pm
English majors only. This course will be a study of some of the major moments and texts in South African literature, ranging from the colonial period, to the apartheid era, to the post-apartheid decade since Nelson Mandela’s first democratically elected government in 1994. In this setting South African literature has kept the pulse of its society, registering the lived experience and telling the "inner history" of these years. In this context we’ll read a variety of works by writers both black and white, male and female, in the genres of fiction, drama and poetry, to gain a sense of how writing works in such circumstances and what its struggles and significance might be. Some of it may be surprising: not only the need to be political, but also to deepen what the "political" means through the specificities of writing; not only the question of race but how this is complicated by gender and other issues. We’ll also gain a sense of the extraordinary cultural and social range of South African literature—of its voices, views and perspectives, the possibilities, complexities and challenges of a new society in the making. Authors will include Nadine Gordimer and J.M. Coetzee (both Nobel Prize winners), Athol Fugard, Mongane Serote and other poets of the 1970s, as well as Njabulo Ndebele and a more recent generation of writers, such as Sindiwe Magona, Zoe Wicomb, Zakes Mda, and some very exciting poets of the current era. Classes will involve some lecturing, much discussion, and of course reading and writing.

492D-L1 Children's Literature 38953
Instructor: D. McComas MWF 10:10 am
We will focus upon a century (or so) of canonical texts of children’s literature, starting with Lewis Carroll’s Alice’s Adventures in Wonderland (1865) and ending with the film version of The Wizard of Oz (1939). Because children’s literature is not, supposedly, for adults, we will try to play a double role, being the adult readers we are, and imagining the younger readers whom the books purportedly address. As this literature sets off children as a special class of people, we will track the rise of modern conceptions of childhood (and adulthood) as these emerge in the Victorian, Edwardian, and 20th century classics we are reading: Through the Looking Glass, The Wind in the Willows, Peter Pan, The Secret Garden, Winnie-the-Pooh, The Lion, the Witch, and the Wardrobe, and A Wizard of Earthsea. As noted, we will end the course with the film The Wizard of Oz--and an exploration of the ways in which Dorothy Gale recaps Alice in a distinctly American, mid-20th-century way. Two exams, and two five-page essays. An emphasis in class on discussion.

496 Independent Study 33506
Instructor: TBA TBA
Contact department to add course.

499C-L1 Capstone course: Imagining a Sustainable World 33578
Instructor: J. Davidov T 1:30 – 4:00 pm
Senior Honors students only. This Capstone course is the first part of a two-semester sequence that fulfills the Culminating Experience requirement of Commonwealth College and is followed by English 499D in the spring. As Wendell Berry notes in "The Idea of a Local Economy," our homeland is not secure. 150 years ago Henry David Thoreau asked us to think hard about how we want to live our lives. Berry today suggests that restoring environmental sanity depends upon changing the way we think. He and other contemporary nature writers—Annie Dillard, Gary Snyder, Terry Tempest Williams—all write from places of passion because they believe in the transformative power of language to effect social and environmental change. They all begin with the question at the center of Walden and so urgent to us in the 21st century: what would it mean to live an environmentally sustainable life? Our project for the year will be to think deeply about this question—to ask ourselves what we really want in our lives and what choices we are willing to make to sustain that life. We will read contemplatively in works drawn from a broad range of interdisciplinary perspectives. In response to these readings, students will work to hone their own writing—in this first semester with short weekly discussion papers that meditate on particular, resonant textual passages. All fall semester, students will be thinking about working toward individual senior honors theses, stimulated in some way by the readings but also deeply personal and original, which will be completed in the spring semester. For example, you might want to explore the belief of many environmental writers that a strong sense of place, of belonging, is the first step toward creating a sustainable world. You might want to study the belief systems of other cultures, whose "earth-based" religions offer alternative modes of interaction with the natural world. You might want to delve deeply into the works of a single writer or artist. Or you might try your hand at drafting plans for a sustainable community, thinking about all of the physical and social structures that would need to be in place for such a community to succeed. At the end of the fall semester, you will present to the seminar a preliminary description of your proposed research project and an annotated bibliography. The first class meeting of the spring semester will be a presentation of your revised thesis proposal. Subsequent class meetings in the spring will be devoted to the sharing of research strategies and problems and work in progress, leading to the in-class presentation in early May of a draft of the complete thesis.

499C-L2 Capstone course: Lifelong Writing: Poetry, Fiction, Creative Non-Fiction 33599
Instructor: A. Phillips T/Th 2:30 pm
Open to students of all majors. Contact instructor to this add course. Priority registration goes to senior honors students. This Capstone Course is the first part of a two-semester sequence that fulfills the Culminating Experience requirement of Commonwealth College. Students from all majors are encouraged to enroll. This course is designed to give creative writers and readers from all disciplines an environment in which to work and learn from each other and from established writers in the University and community. Poets, fiction, and creative non-fiction writers participate in weekly workshops that focus on close reading and developing a proficiency for discussing literature by engaging with our own work and outstanding contemporary works. We will attempt to identify useful methods to inspire us to write, or, when inspiration is lacking, to help us write anyway. We are also trying to gain confidence as readers. Class work is augmented by discussions with award-winning faculty and community writers, attendance of the Juniper Initiative-sponsored Writers Work series, and attendance of the Visiting Writers reading series. During the first semester we will focus on becoming good readers, generating material for a manuscript, and discovering how an interest in creative writing can be pursued in the larger context of one's life. Followed by English 499D in the spring.

English Courses From The Five Colleges (Fall 2005)

Please note that when a course is marked (ENGL 200), it means the course fulfills the pre-major requirement English 200: Seminar in Literary Studies for Pre-English majors.

Please note that when a course is marked (BRIT LIT Pre-1700), it means the course fulfills the British literature pre-1700 with some coverage of Medieval requirement for English majors.

Please note that when a course is marked (BRIT LIT 1700-1900), it means the course fulfills the British literature 1700-1900 requirement for English majors.

Please note that when a course is marked (ENGL 221/222), it means the course fulfills the British literature Shakespeare English 221/222 requirement for English majors.

Please note that when a course is marked (2nd AM LIT), it means the course fulfills the second American Literature requirement for English majors.

Please note that when a course is marked (JR-YR WRITING), it means the course fulfills the Junior-Year Writing requirement for English majors.

Please note that when a course is marked (UPPER-LEVEL ELECTIVE), it means the course fulfills an Upper-Level 300 or 400 level requirement for English majors.

(Click here to see Mount Holyoke College classes)
(Click here to see Smith College classes)
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(Click here to see Hampshire College classes)

MOUNT HOLYOKE COLLEGE

EDUC 300 The Process of Teaching and Learning: Developing Literacy in Early Childhood and Elementary Schools
L. Carlisle
Through a balanced and integrated approach students will learn to develop literacy in early childhood/elementary schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, and the use of portfolios for assessment. Course required for spring semester practicum students. Course evaluation is based on written and oral work done individually and in groups. Requires a prepracticum.

ENGL 200 01 An Introduction to the Study of Literature (ENGL 200)
F. Brownlow MW 8:35-9:50
This course examines various strategies of literary representation through a variety of genres, including such traditional literary forms as the novel, lyric poetry, drama, and autobiography, as well as other cultural forms, such as film. Particular attention is given to student writing; students are expected to write a variety of short essays on selected topics. Though the themes of specific sections may vary, all sections seek to introduce students to the terminology of literary and cultural discourse. Please note that this course is a requirement for all English majors.

ENGL 200 02 An Introduction to the Study of Literature (ENGL 200)
S. Davis MW 1:15-2:30

ENGL 200 03 An Introduction to the Study of Literature (ENGL 200)
A. Martin TTH 1:15-2:30

ENGL 200 04 An Introduction to the Study of Literature (ENGL 200)
S. Willburn TTH 2:40-3:55

ENGL 211 Shakespeare (ENGL 221/222)
F. Brownlow MW 1:15-2:30
A study of some of Shakespeare's plays, emphasizing both the poetic and the dramatic aspects of his art, with attention to the historical context and varieties of critical interpretations, including those of the twentieth century. Nine or ten plays.

ENGL 220 The Development of Literature in English: Restoration through Victorian (BRIT LIT 1700-1900)
H. Holder TTH 8:35-9:50
The course will provide an overview of eighteenth- and nineteenth-century British literature, with an emphasis on this rise of the city as a key context for interpreting meaning. We will examine the importance of urban space as a site, variously, of order and disorder, imprisonment and freedom. Authors include Defoe, Gay, Burney, Blake, Dickens, and Gaskell.

ENGL 240 American Literature I (2nd AM LIT)
C. Benfey MW 8:35-9:50
A survey of American literature from the literature of exploration through the major authors of the mid-nineteenth century, with special attention to the formation of an American literary tradition, along with the political, social, and religious context that helped shape the imaginative response of American writers to their culture.

ENGL 250 20th Century and Contemporary African American Literature: Innovation, Strategy and Form (2nd AM LIT)
R. Wilson TTH 1:15-2:30
This course will explore 20th Century and contemporary African American writers of great political import and innovation, beginning in the 1950s before the Black Arts Movement with Gwendolyn Brooks, Ralph Ellison, James Baldwin, and Lorraine Hansberry, turning to writers such as June Jordan, Amiri Baraka, and Ishmael Reed. Post-movement writers may include Lucille Clifton, Toi Derricotte, Toni Morrison, Alice Walker, Harryette Mullen, Rene Gladman, Gary Fisher, and Anna Deveare Smith. Students will address the role of artistic strategy in these writers' works--poem, essay, play, novel, particularly in thinking about issues of race, gender and sexuality, and (black) self representation.

ENGL 265 Literature for Children (2nd AM LIT)
A. Pearce TH 1:00-3:50
This is a survey course. We will explore contemporary American children's literature from three perspectives: how children's books stack up as literature, how they speak to issues in children's development, and how they reflect and shape social issues and values. This course is a prerequisite for English 305, Writing Literature for Children.

ENGL 273 Asian American and African American Fiction (2nd AM LIT) (UPPER-LEVEL ELECTIVE)
J. Degenhardt TTH 8:35-9:50
This seminar will address the complex ways in which racial and sexual oppression collide in such stereotypes as the exotic "oriental" geisha, the black male predator, the leering Asian man, and the African American seductress. We will focus on fictional representations of sexuality in works by Asian American and African American writers, including Toni Morrison, Bharati Mukherjee, Richard Wright, David Henry Hwang, and others. Course requirements include active class participation, short essays, and a final research paper.

ENGL 280 Literary Criticism and Theory (UPPER-LEVEL ELECTIVE)
W. Quillian TTH 11:00-12:15
This course is designed to offer students a broad historical overview of literary theory as well as exposure to contemporary debates about "theory" and literary representation. The course is both an exercise in practical criticism and a survey of the Western critical tradition from Plato to Derrida. Beginning with the question of why Plato wished to ban poets from his ideal Republic, the course will go on to consider such topics as the Classic vs. Romantic theories of the imagination, the "invention" of psychology and the necessary difficulty of much modern literature, the relation of gender and ethnicity to literary expression, and the uncertainties of literary interpretation.

ENGL 311 Chaucer's Stories and Storytellers (BRIT LIT Pre-1700) (UPPER-LEVEL ELECTIVE)
C. Collette TTH 8:35-9:50
This course provides a close reading of the greater part of The Canterbury Tales, with collateral study of their intellectual, social, and historical context. The goal of the course is to understand the complex interplay among poetic form, social criticism, humor, sexuality, and spirituality that characterizes the stories.

ENGL 317 Gender and Power in Early Modern Theater (UPPER-LEVEL ELECTIVE)
P. Berek W 1:00-3:50
How is gender represented, and how is power gendered, in plays by Shakespeare's contemporaries and successors? Examples: unruly Alice Arden murdering her husband, Kate "tamed" in The Taming of the Shrew, Fletcher's "reply," The Tamer Tamed, and Middleton and Dekker's Roaring Girl, Moll Cutpurse. Topics such as boy actors, cross-dressing, early modern theories of sexuality and the cultural construction of same-sex relationships. Readings in plays by such writers as Kyd, Marlowe, Jonson, Elizabeth Cary, Beaumont and Fletcher, Dekker, Middleton, Webster and Ford, and in recent criticism. Substantial opportunity for independent work reflecting each student's own interests.

ENGL 320 The Eighteenth Century; Jane Austen: Readings in Fiction and Film (UPPER-LEVEL ELECTIVE)
J. Lemly T 1:00-3:50
A study of Austen's six novels through the lenses of Regency culture and of twentieth-century filmmakers. How do these modest volumes reflect and speak to England at the end of world war, on the troubled verge of Pax Britannica? What do the recent films say to and about Anglo-American culture at the millennium? What visions of women's lives, romance, and English society are constructed through the prose and the cinema?

ENGL 323 The English Novel in the Nineteenth Century: Gender and Class in the Victorian Novel (UPPER-LEVEL ELECTIVE)
A. Martin TTH 11:00-12:15
This course will investigate how representations of gender and class serve as a structuring principle in the development of the genre of the Victorian novel in Britain. We will devote significant attention to the construction of Victorian femininity and masculinity in relation to class identity, marriage as a sexual contract, and the gendering of labor. The texts chosen for this course also reveal how gender and class are constructed in relation to other axes of identity in the period, such as race, sexuality, and national character. Novelists will include Dickens, Eliot, Gaskell, C. Bronte, and Hardy. Supplementary readings in literary criticism and theory.

ENGL 343 British Literature of the Sixties (UPPER-LEVEL ELECTIVE)
N. Alderman MW 8:35-9:50
An examination of exemplary novels, drama, poetry, and theoretical writings of the sixties. The decade saw British theater exploding with an almost unparalleled excitement with new plays and new ways of directing old plays. Meanwhile, British novelists and poets wrestled with the problem of aesthetic value not only after Modernism and its mediated relationship with fascism, but also in a world of increasing consumerism. Accordingly, we will concentrate on novels that are self-reflexive and on poetry that calls its own possibility into question. We will end by considering the importance of the image and the spectacle in a world of global, mass media.

ENGL 345 Studies in American Literature: Henry James into Film (2nd AM LIT) (UPPER-LEVEL ELECTIVE)
D. Weber M 7:00-10:00
This seminar will examine the various screen adaptations of assorted novels by Henry James. We will read the novels against the films, exploring how James's texts translate--or do not translate--into film. Novels and films to be studied include Washington Square, The Europeans, Portrait of a Lady, The Turn of the Screw, and Wings of the Dove.

ENGL 364 Cultural Studies: Theories and Practices (UPPER-LEVEL ELECTIVE)
S. Davis TH 1:00-3:50
In this course we will read some of the central texts emerging from the field of cultural studies. In their research projects, students will have the opportunity to put into practice both ethnographic and semiotic approaches to cultural phenomena. Assigned readings will include work by Raymond Williams, Constance Penley on Star Trek fanzines, Kathy Acker on bodybuilding, Anna Deavere Smith, Roland Barthes and Stuart Hall. Can we "read" the world like a text? Why should we? What changes when we open up our field of inquiry in this way?

ENGL 366 Fabulous and Mundane: Twentieth-Century Queer American Poetry (2nd AM LIT) (UPPER-LEVEL ELECTIVE)
M. Snediker M 1:00-3:50
This seminar will examine, within twentieth-century queer American poetry, how a poetics of the Fabulous (the realm of the imagination; the other worldly; the outright extravagant) relates to and sometimes is in distinguishable from a poetics of the Mundane (the realm of livedencounters; confessions of coming out; poetry as a mode of queer activism). Our engagements with poetry will be supplemented by secondary readings of critical, psychoanalytic, and queer-theoretical texts. Poetry will include that of Gertrude Stein, Hart Crane, Marianne Moore, Gwendolyn Brooks, Frank O'Hara, Elizabeth Bishop, Carl Phillips, & others.

ENGL 368 Black Feminist Thought (2nd AM LIT) (UPPER-LEVEL ELECTIVE)
M. Stephens TH 1:00-3:50
This upper-level seminar will explore the history and literature of black feminist thought, focusing on figures and work from multiple periods: slavery and the immediate post-emancipation moment, the New Negro woman of the 1920s, the black feminist moment of the 1980s, and the current work of black women artists and writers, such as Kara Walker and Susan Lori-Parks. The class will mix primary and secondary scholarship, literary and cultural material with works of feminist theory, and explore as a central framework the usefulness of thinking about the development of black feminist discourse in the United States as an inter-American phenomenon.

ENGL 383 Just Joyce (UPPER-LEVEL ELECTIVE)
W. Quillian W 1:00-3:50
Seminar on Joyce's major texts excluding Finnegan's Wake. Beginning with Dubliners, the seminar will consider recent trends in critical theory as they pertain to Joyce's work. Half the semester will be spent on a careful reading of Ulysses. Students will be responsible for seminar reports as well as a mid-term paper (7-10) pages and a final paper (15-20) pages.

FREN 331 Course on Social and Political Issues and Critical Approaches: Topic: Fictional Heroines in the Ancien (UPPER-LEVEL ELECTIVE)
N. Vaget M 1:00-3:50
The purpose of this course is to create an electronic edition of an unpublished 18th century manuscript "Les Mémoires de la comtesse de L..." Using fiction by female writers of the 16th, 17th, and 18th centuries, students will probe the realities of women's lives in the Ancien Régime: loveless marriages, convents, prostitution, and madness. In addition to examining fictional heroines of Diderot, l'abbé Prévost, Choderlos de Laclos, and le marquis de Sade, students will learn to encode structural, contextual, and analytical elements of the text using the latest Web technologies. (Technological support will be integrated into the course.)

FREN 351 Courses on Women and Gender: Topic: Corporalites: Writing the Body in French (UPPER-LEVEL ELECTIVE)
E. Gelfand W 1:00-3:50
Using French and Francophone authors, we will study representation of human bodies and language that constructs, reveals, and conceals them. What concepts of beauty, gender, race, class, and age do the texts communicate? How do representations of bodies convey power and desire? What forms of violence and monstrousness appear? What do textual bodies tell us about cultures and eras from which they arose? Readings will establish frameworks for thinking about bodies and embodiment (Descartes, Freud, Beauvoir, Fanon, Foucault, Chebel; Cixous). Texts and authors: blasons; Rabelais; Molière; Balzac; Gide; Colette; Duras; Blais; Djebar; Djemaï; Warner-Vieyra; Rawiri; and painting and films.

FREN 370 Advanced Level Seminar: Topic: Paris hier et aujourd hue (pre-1800) (UPPER-LEVEL ELECTIVE)
M. Switten T 1:00-3:50
Gertrude Stein reportedly remarked: "Paris is where the twentieth century is." But Paris is also where the thirteenth century was. Why this enduring fascination? The course will first explore medieval Paris and then consider how the medieval city remains an important source of the modern city's charm. We will study topography; literary, artistic, and political developments; Paris and the provinces. Authors and works may include Rutebeuf; Jean de Meun; the Roman de Fauvel (in which a horse becomes king of France); Christine de Pizan; Villon; Baudelaire; Apollinaire; Aragon. Attention will be given to major Parisian monuments and to representations of the city by medieval painters.

GERM 311 Nostalgia and Utopia: Nineteenth-Century German Literature and Culture I (UPPER-LEVEL ELECTIVE)
G. Davis TTH 1:15-2:30
This course studies the dramatic cultural and political shifts between the turn of the century and 1848: from the Romantic world view to post-Napoleonic reactionary regression and democratic political activism. Focus on the interrelationship of literature and its social and cultural context, as well as the particular impact of 19th-century thought on 20th-century writers and filmmakers. Short fiction, poetry, and drama by such authors as Büchner, von Droste-Hülshoff, Hebbel, Heine, Kleist, Stifter, and von Ense; modern theatre and film adaptations by Kroetz, Fassbinder, and Stein.

GREEK 310 Greek Romance (UPPER-LEVEL ELECTIVE)
M. Landon
This course takes as its starting point the pastoral romance Daphnis and Chloe, a deceptively simple but thematically complex Greek novel. Set in an idyllic countryside with a cast of shepherds and goatherds, but aimed at a sophisticated audience sensitive to irony and literary allusion, the work raises interesting questions about literary genre, the origins of prose fiction, the pathology of love in classical literature, and the nature vs. culture debate in the ancient Greek world. Additional readings will include selections from the lyric, bucolic, and epigrammatic poetry that formed part of the literary background of the romance, as well as excerpts from other surviving Greek novels.

LATIN 307 The Slender Muse (UPPER-LEVEL ELECTIVE)
Arnold, B.
A study of the highly romantic poetry that launched a revolution in Latin literature, including such works as Catullus's epyllion on Peleus and Thetis and Vergil's Eclogues and Georgics, with attention to the new understanding of poetry shown in these poems and to their commentary on the social turmoil of the last phase of the Republic.

RELIG 224 Native American (UPPER-LEVEL ELECTIVE)
Hughes, J. T/Th 11:00 – 12:15
This course will introduce the student to diverse native/indigenous religious traditions in the United States with particular emphasis on their ritual and social dimensions. Readings from diverse disciplines and genres (biography, fiction, ethnography, religious studies, and theology) will serve to immerse the student in specific traditions, spiritualities, and practices. We will also be attentive to current political struggles of Native American communities (including their efforts to protect their spiritual traditions from misappropriation by outsiders) and will examine how these communities continue to forge meanings and assert their relevance in our contemporary context.

RES 210 Great Books: The Literature of Nineteenth-Century Russia (UPPER-LEVEL ELECTIVE)
Scotto, P. T/Th 11:00 – 12:15
In no other culture has literature occupied the central role it enjoyed in nineteenth-century Russia. Political, social, and historical constraints propelled Russian writers into the roles of witness, prophet, and sage. Yet, far from being limited to the vast, dark "Big Question" novels of legend, Russian literature offers much humor, lyricism, and fantasy. We will focus on the Russian novel as a reaction to western European forms of narrative and consider the recurring pattern of the strong heroine and the weak hero. Authors will include: Pushkin, Gogol, Turgenev, Tolstoy, Dostoevsky, and Chekhov.

SPAN 341 Contemporary Latin American Literature: Nationalism and Gender in Contemporary (UPPER-LEVEL ELECTIVE)
Mosby, D. W 1:00 – 3:50
This course will study post-1960 texts from Spanish-speaking Caribbean. Works will be situated in their historical, political, and social contexts and explore the legacy of colonialism and the emergence of neocolonialism. Particular attention will be given to textual responses to issues of ethnicity, color, emigration, and revolution as they relate to expressions of nationalism, gender, and sexual identity. Works from various genres (novel, short, fiction, poetry, essay, drama) will be examined for the stylistic devices used by the authors to transmit their aesthetic vision.

SPAN 361 Seminar on Latin American Literature: And They Return and Return and Return (UPPER-LEVEL ELECTIVE)
Gundermann, C. T/Th 1:15 – 2:30 pm
Evita, like Christ, said she would return. Activists affirm the same about the disappeared. How does an aggressive form of melancholia work as a political strategy? When does it turn into paranoia? This seminar explores the concept of memory as a political, historical, psychological, and textual strategy to confront the devastation caused by dictatorships and neoliberalism in Argentina, Chile, and Uruguay. We will be reading novels, memoirs, poetry, essays, films, and theory.

SMITH COLLEGE

AAS 245 The Harlem Renaissance (2nd AM LIT)
Lamothe, Daphne M W 01:10-02:30
Same as ENG 282. A study of one of the first cohesive cultural movement in African-American history. This class will focus on developments in politics, and civil rights (NAACP, Urban League, UNIA), creative arts (poetry, prose, painting, sculpture) and urban sociology (modernity, the rise of cities). Writers and subjects will include: Zora Neale Hurston, David Levering Lewis, Gloria Hull, Langston Hughes, and Nella Larsen among others. Enrollment limited to 40.

AAS 278 The 60's: A History of Afro-Americans in the United States from 1954 to 1970 (2nd AM LIT)
Wilson, Louis T TH 01:00-02:50
An interdisciplinary study of Afro-American history beginning with the Brown Decision in 1954. Particular attention will be given to the factors which contributed to the formative years of "Civil Rights Movements," Black films and music of the era, the rise of "Black Nationalism," and the importance of Afro-Americans in the Vietnam War. Recommended background: survey course in Afro-American history, American history, or Afro-American literature. Not open to first-year students. Prerequisite: 117 and/or 270, or permission of the instructor. Enrollment limited to 40.

ANT 350 Writing Lives, Representing Culture (UPPER-LEVEL ELECTIVE)
Aggarwal, Ravina T 03:00 – 04:50
This course focuses on the use of life history and life story methods by anthropologists to understand and portray cultural worlds. Students learn to work on their own projects after reading from classic and controversial works and by engaging with various topics such as selection of subjects, identifying archives, questions of style and genre, the ethics of representation, problems of translation and consumption, biography as cultural history, writing as witnessing and political action.

ARH 292 The Art and History of the Book (UPPER-LEVEL ELECTIVE)
Antonetti, Martin T/Th 10:30 – 11:50 am
A survey of the book - as vehicle for the transmission of both text and image - from the manuscripts of the middle ages to contemporary artists' books. The course will examine the principal techniques of book production - calligraphy, illustration, papermaking, typography, bookbinding - as well as various social and cultural aspects of book history, including questions of censorship, verbal and visual literacy, the role of the book trade, and the book as an agent of change. In addition, there will be labs in printing on the handpress and bookbinding. Admission by permission of the instructor. Enrollment limited to 20.

ENG 199 01 Methods of Literary Study (ENGL 200)
Hai, Ambreen M W 01:10-02:30
This course teaches the skills that enable us to read literature with understanding and pleasure. By studying examples from a variety of periods and places, students will learn how poetry, prose fiction, and drama, work, how to interpret them, and how to make use of interpretations by others. English 199 seeks to produce perceptive readers well equipped to take on complex texts. Readings in different sections will vary, but all will involve active discussion and frequent writing.

ENG 199 02 Methods of Literary Study (ENGL 200)
Hunter, Jefferson M W 02:40-04:00

ENG 199 03 Methods of Literary Study (ENGL 200)
Gorra, Michael T TH 09:00-10:20

ENG 200 The English Literary Tradition I (BRIT LIT Pre-1700)
Patey, Douglas M W F 11:00-12:10
A study of the English literary tradition from the Middle Ages through the eighteenth century. Recommended for sophomores. Open to first-year students with SAT verbal score of 710 or higher and students with English AP score of 4 or 5.

ENG 213 Introduction to Shakespeare (ENGL 221/222)
Kendall, Gillian T TH 10:30-11:50
The course will explore the characteristic concerns and techniques of Shakespearean drama. Plays will include histories, comedies, tragedies, and romances; in 2004-05 eight plays will be chosen from among Richard III, Julius Caesar, Henry V, The Merchant of Venice, Much Ado About Nothing, Othello, King Lear, Antony and Cleopatra, and The Tempest. Film versions of many plays will be shown. Prerequisite: one college-level English course or permission of the instructor.

ENG 231 American Literature Before 1865 (2nd AM LIT)
Thurston, Michael T TH 01:00-02:50
A study of American writers as they seek to define a role for literature in their changing society. Works by Emerson, Thoreau, Fuller, Hawthorne, Melville, Stowe, Douglass, Whitman, Dickinson, and others.

ENG 235 Modern American Writing (2nd AM LIT)
Flower, Dean T TH 10:30-11:50
American writing in the first half of the twentieth century, with emphasis on modernism. Fiction by Cather, Hemingway, Fitzgerald, Hurston, Faulkner; poetry by Frost, Stevens, Eliot, Pound, and Bishop.

ENG 238 What Jane Austen Read: The 18th-Century Novel (BRIT LIT 1700-1900)
Harries, Elizabeth T TH 01:00-02:50
A study of novels written in England from Aphra Behn to Jane Austen and Mary Shelley (1688-1818). Emphasis on the novelists narrative models and choices, with special attention to novels by and about women.

ENG 250 Chaucer (BRIT LIT Pre-1700)
Bradbury, Nancy T TH 10:30-11:50
His art and his social and literary background. Emphasis on the Canterbury Tales. Students should have had at least two semester courses in literature.

ENG 253 Authority and Legitimacy in the Age of More and Shakespeare (ENGL 221/222) (UPPER-LEVEL ELECTIVE)
Oram, William T TH 01:00-02:50
Same as HST 236. An examination of the texts and historical context of Shakespeare's Richard II, I Henry IV, Henry V, Richard III, and King Lear, More's Utopia and The History of Richard III, and other significant works of the sixteenth and early seventeenth centuries touching on the questions of order, authority, and legitimacy. Admission by permission of the instructors.

ENG 256 Shakespeare (ENGL 221/222) (UPPER-LEVEL ELECTIVE)
Reeves, Charles M W 09:00-10:20
A Midsummer Night's Dream, As You Like It, I Henry IV, Measure for Measure, King Lear, Macbeth, Coriolanus, The Tempest. Enrollment in each section limited to 25. Not open to first-year students.

ENG 263 Romantic Poetry and Prose (BRIT LIT 1700-1900) (UPPER-LEVEL ELECTIVE)
Skarda, Patricia T TH 01:00-02:50
Concentration on selected poems of the major Romantics (Blake, Wordsworth, Coleridge, Byron, Shelley, Keats), with prose writings by the poets themselves and by Austen and Mary Shelley.

ENG 274 History of Criticism (UPPER-LEVEL ELECTIVE)
Reeves, Charles M W 01:10-02:30
Topic: The Quarrel between Poetry and Philosophy. An historical examination of one of the most fruitful sources of tension in Western literary criticism. The course will focus on the origin of the "quarrel" in classical Greece, and on its most important postmedieval versions.

ENG 279 American Women Poets (2nd AM LIT) (UPPER-LEVEL ELECTIVE)
Van Dyne, Susan M W F 01:10-02:30
A selection of poets from the last 25 years, including Sylvia Plath, Anne Sexton, Elizabeth Bishop, Adrienne Rich, Audre Lorde, Sharon Olds, Cathy Song, Louise Erdrich, and Rita Dove. An exploration of each poet's chosen themes and distinctive voice, with attention to the intersection of gender and ethnicity in the poet's materials and in the creative process. Not open to first-year students. Prerequisite: at least one college course in literature.

ENG 290 01 Crafting Creative Nonfiction (UPPER-LEVEL ELECTIVE)
Hosmer, Robert TH 01:00-02:50
A writers' group designed to encourage proficient students to look at their own and others' essays as works of art. Expertise in mechanical matters to be assumed from the start. Admission by permission of the instructor.

ENG 290 02 Crafting Creative Nonfiction (UPPER-LEVEL ELECTIVE)
Boutelle, Ann TH 03:00-04:50

ENG 295 Poetry Writing (UPPER-LEVEL ELECTIVE)
Admission by permission of the instructor.

ENG 296 Writing Short Stories (UPPER-LEVEL ELECTIVE)
T 01:00-02:50
Admission by permission of the instructor.

ENG 362 Satire: Execution by Words (UPPER-LEVEL ELECTIVE)
Crow, Nora TH 01:00-02:50
A consideration of theoretical problems (definitions of satire, responses to satire, satiric strategies) followed by a study of the development of satire from Horace and Juvenal through Shakespeare, Swift, Pope, Austen, and Byron to Waugh, West, and Vonnegut. Some attention given to differences between male and female satirists.

ENG 385 Going to Hell in Modern Poetry (UPPER-LEVEL ELECTIVE)
Thurston, Michael TH 03:00-04:50
This course traces twentieth-century English-language poets' use of the classical topoi of the descent into the underworld (katabasis) and encounter with the shades of the dead (nekuia). We will work to understand what poets are trying to accomplish by recourse to these ancient narratives. Readings by Ezra Pound, T.S. Eliot, Hart Crane, Seamus Heaney, Tony Harrison, James Merrill, Derek Walcott, Eavan Boand, H.D., Edna St. Vincent Millay, Charles Olson, Sterling Brown, Louis Zukofsky, Muriel Rukeyser, and others, as well as some background reading in Homer, Vergil, and Dante. Class presentation and long paper required.

ENG 399 Teaching Literature (UPPER-LEVEL ELECTIVE)
Scheer, Samuel M 07:00-09:00
Discussion of poetry, short stories, short novels, essays and drama with particular emphasis on the ways in which one might teach them. Consideration of the uses of writing and the leading of discussion classes. For upper level undergraduate and graduate students who have an interest in teaching.

FRN 260 Literary Visions: Analysis and Performance of Contemporary Dramatic Texts (UPPER-LEVEL ELECTIVE)
Bullot, Fabienne T/Th 01:00 – 02:50pm
Topics course: Since waiting for Godot, twentieth-century theater has become a source of new modes of expression and provocative visions of the world. Having abolished the traditional rules associated with drama, contemporary authors have imagined completely novel ways of representing reality and have thus thoroughly renewed this literary genre. In this course, we will read, analyze, and stage scenes from four plays by Jean-Claude Grumberg, Bernard-Marie Kolt's, Jean-Luc Lagarce, and Noelle Renaude. The course will alternate between discussion of the texts and rehearsal of the scenes. The course will culminate in a public performance. Enrollment limited to 16.

FRN 360 Topics in Nineteenth/Twentieth Century Literature: Images of the Other Female Domestic Servant (UPPER-LEVEL ELECTIVE)
Gantrel-Ford, Martine MW 01:10 – 02:30 pm
Topics course: In this course, we will read works by major French authors of the 19th and 20th centuries, in which a female domestic servant is the main character. What happens to a novel or a play when the domestic servant is given first place? Which concerns or anxieties does the servant character embody or convey to the reader? To what extent have such works changed the way women are represented in literature and redefined the relationship of literature to politics, society, and the self? Authors such as Lamartine, George Sand, the Goncourts, Flaubert, Zola, and Genet.

FRN 391 Topics in Literature: Of Memory and Mangroves: Literature of the French Caribbean (UPPER-LEVEL ELECTIVE)
Fulton, Dawn T 03:00 – 04:50 pm
Topics course: A study of the intersections between history and fiction, spoken and written discourse, French and Creole, in recent novels from the Francophone Caribbean islands of Martinique and Guadeloupe. Readings will include critical and fictional works by such writers as Chamoiseau, Conda, Schwarz-Bart, Maximin, Glissant, and Pineau.

GRK 310 Advanced Reading in Greek Literature: Demeter and Dionysus in Greek Religion (UPPER-LEVEL ELECTIVE)
Bradbury, Scott MWF 11:00 – 12:10pm
Authors read in GRK 310 vary from year to year, but they are generally chosen from a list including Plato, Homer, Aristophanes, lyric poets, tragedians, historians and orators, depending on the interests and needs of the students. GRK 310 may be repeated for credit, provided that the topic is not the same. Prerequisite: GRK 213 or permission of the instructor: A study of two important divinities and their place in Greek religion through readings of the Homeric Hymn to Demeter and Euripides Bacchae, the two principal literary sources for study of these gods. The Hymn is our major source for knowledge of Demeter and the Eleusinian Mysteries, the oldest mystery cult in the Greek world. Euripides play is a deep and far-ranging mediation on the nature of the most complex of all Greek gods. Our approach will be both literary and historical.

HST 236 Authority and Legitimacy in the Age of More and Shakespeare (ENGL 221/222)
Oram, William T/Th 01:00 – 02:50
An examination of the texts and historical context of Shakespeare's Richard II, I Henry IV, Henry V, Richard III, and King Lear, More's Utopia and The History of Richard III, and other significant works of the sixteenth and early seventeenth centuries touching on the questions of order, authority, and legitimacy. Admission by permission of the instructors.

ITL 332 Dante Divina Commedia – Inferno (UPPER-LEVEL ELECTIVE)
Procaccini, Alfonso T/TH 10:30 – 11:50 am
Detailed study of Dante's Inferno in the context of his other works. Conducted in Italian.

JPN 350 Contemporary Texts (UPPER-LEVEL ELECTIVE)
Kono, Kimberly T/Th 10:30 – 11:50 am
Study of selected contemporary texts including literature and journalism from print and electronic media. Focus will be on developing reading and discussion skills in Japanese using original materials, and on understanding various aspects of modern Japan through its contemporary texts. Prerequisite: JPN 302 or permission of the instructor.

LAT 330 Advanced Reading in Latin Literature: Latin Satire (UPPER-LEVEL ELECTIVE)
Shumate, Nancy T/Th 01:00 – 02:20 pm
Authors read in LAT 330 vary from year to year, but they are generally chosen from a list including epic and lyric poets, historians, orators, comedians and novelists, depending on the interests and needs of students. LAT 330 may be repeated for credit, provided that the topic is not the same. Prerequisite: Two courses at the 200-level or permission of the instructor: Features of satire as a uniquely Roman genre; readings from Horace and Juvenal. Prerequisite: 216b or permission of the instructor.

POR 381 Seminar in Portuguese and Brazilian Studies: Brasil Profundo: Writing about the Brazilian Countryside (UPPER-LEVEL ELECTIVE)
McNee, Malcolm MW 02:40 – 04:00 pm
Topics course.: With urbanization a recent ongoing phenomenon in Brazil, the language and memory of rural life and landscapes intimately inhabit its cities and its national imaginary. Our course will focus on diverse representations of rural Brazil, from colonial histories, 19th-century romantic prose and chapbook poetry, 20th-century fiction and film, and the contemporary poetry and song of Landless activists. Questions we will bring to these texts include: How is national meaning inscribed onto natural environments? How are rural cultures written as authentic registers of Brazilianness? What is the discursive relationship between rurality and modernity in Brazil? Works by Jose de Alencar, Monteiro Lobato, Graciliano Ramos, Guimares Rosa, Nelson Pereira dos Santos, Suzana Amaral, Diogo Mainardi, among others. Course conducted in Portuguese. Enrollment limited to 12.

REL 310 Seminar: Hebrew Bible (UPPER-LEVEL ELECTIVE)
Kaminsky, Joel Th 07:30 – 09:30
Sibling Rivalries: Israel and The Other. Advanced readings, critical discussion and the directed research into specific biblical books or larger themes within the Hebrew Bible. Prerequisite: REL 210, 215, any other college-level Bible course, or permission of the instructor.

RUS 235 Dostoevsky (UPPER-LEVEL ELECTIVE)
Banerjee, Maria T/Th 10:30 – 11:50
A close reading of all the major literary works by Dostoevsky, with special attention to the philosophical, religious, and political issues that inform Dostoevsky's search for a definition of Russia's spiritual and cultural identity. In translation.

RUS 338 Studies in Language and Literature: Russian Fairy Tales (UPPER-LEVEL ELECTIVE)
Woronzoff-Dashkoff, Catherine W 07:30 – 09:30
Advanced study of a major Russian literary text: Prerequisite: 332 or permission of the instructor.

SPN 246 Topics in Latin American Literature: Life Stories by Latin American Jewish Writers (UPPER-LEVEL ELECTIVE)
Berger, Silvia MW 11:00 – 12:10
Topics course: This course will study 20th-century poetry, short stories, essays, and novels by Jewish writers of Spanish America. Beginning with early immigrant writers, we will explore how recent authors portray issues of identity and belonging. Special attention will be given to the social context of works and to literary movements as ideological constructs. Prerequisites: SPN 220 or above.

SPN 250 Survey of Medieval Spanish Literature: The Social Order in Medieval Iberia (UPPER-LEVEL ELECTIVE)
T/Th 09:00 – 10:20
Topics course: The Middle Ages were not a period of monolithic political or religious domination in Spain. Medieval Iberia simply lacked the fixation that would enable an institution such as the Church to completely control the social order. We will examine how religious, social, political, and even linguistic boundaries were in constant negotiation and flux. This fluidity is exemplified both in the public and private roles of women in society. Ali Ibn Hazm (994-1064) and Fernando de Rojas (1465-1541) refer, in different contexts, to the occupations held by women, such physician, healer, teacher, scribe, and trader, to cite only a few. Other texts that we will read, such as the thirteenth-century Andalusi manuscript Qissat Bayed and Riyed, reveal that even the domestic space, which traditionally has been viewed as a realm of subordination, was constantly reinvented and negotiated to allow for movement and transgressions.

SPN 260 Survey of Latin American Literature I (UPPER-LEVEL ELECTIVE)
Kaplan, Marina T/Th 01:00 – 02:30
An historical perspective of Latin American literature as an expression of the cultural development of the continent within the framework of its political and economic dependence, from the colonial period until the present time.

SPN 340 Renaissance and Baroque Prose: Between the Familiar and the Alien: The Construction of the "Other" (UPPER-LEVEL ELECTIVE)
T/Th 10:30 – 11:50
Topics course: In this course we will read El ingenioso hidalgo Don Quijote de la Mancha (1605, 1615) and a selection of other prose works by Miguel de Cervantes (1547-1617) in their Mediterranean cultural and literary contexts. Of particular interest to us are issues of gender and alterity, and how they are constructed through an ambivalent discourse of encounter and disencounter, permissibility and prohibition, limits and contradictions. We will also read and apply modern theoretical works, including selections from Judith by Butler, Michel Foucault, and Edward Waif.

SPN 371 Latin American Literature in a Regional Context: The Southern Cone (UPPER-LEVEL ELECTIVE)
Kaplan, Marina TH 03:00 – 04:50
Topics course.: This course will concentrate on the intellectual creativity and the social turmoil of the sixties, and on their aftermath in Chile and Argentina. Through stories, poems, films, and political texts, we will study the literary revolution of the time and its tension with political utopia. Specifically, we will study some of the literature of Jorge Luis Borges, Julio Cortajzar and Pablo Neruda, but also some texts by or about Che Guevara and Eva Peron. We will conclude with a recent novel and an essay, both dealing, broadly, with cultural memory and social institutions in post revolutionary times.

AMHERST COLLEGE