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Fall 2018 Undergraduate Courses

English 115 American Experience (ALU)
Lecture 1 MWF 9:05-9:55 Instructor: Dylan Ford
Primarily for nonmajors. Introduction to the interdisciplinary study of American culture, with a wide historical scope and attention to diverse cultural experiences in the U.S. Readings in fiction, prose, and poetry, supplemented by painting, photography, film, and material culture. (Gen.Ed. AL, U)

115 American Experience (ALU)
Lecture 2 MWF 10:10-11:00 Instructor: Bukem Reitmayer
See above description.

English 115H American Experience Honors (ALU)
Lecture 1 TuTh 10:10-11:00 Instructor: Mason Lowance
College students only. The course will examine the literature of the antebellum slavery debates in nineteenth-century America in A House Divided: The Antebellum Slavery Debates in America, 1776-1865 (Princeton, 2003) and through the voices of the slave narrators, Frederick Douglass, and Harriet Jacobs. Biblical proslavery and antislavery arguments, economic discourse, the conflict of writers and essayists like Emerson and Thoreau, Whitman and Lowell, James Kirke Paulding, and Harriet Beecher Stowe combine with scientific arguments and Acts of Congress relating to slavery to provide the historical background for examinations of the issues surrounding slavery. The seminar will also examine the abolitionist writings of William Lloyd Garrison, Lydia Maria Child, and the New York Abolitionists Arthur and Lewis Tappan and Gerrit Smith. Four literary works will be studied in detail: Stowe's Uncle Tom's Cabin, Twain's Huckleberry Finn and Pudd'nhead Wilson, and Toni Morrison's Beloved, all of which represent approaches to the legacy of slavery. We will consider images of minstrel stereotyping, rhetorical strategies in the sentimental novel as a vehicles for abolitionist arguments, and briefly the legacy of slavery in Reconstruction, Jim Crow segregation, and the Civil Rights movement. Take home mid term and final, and a brief, 7-10 page paper on student selected topic fulfill requirements for course.

English 117 Ethnic American Literature (ALU)
Lecture 1 MWF 1:25-2:15 Instructor: Jae Young Ahn
American literature written by and about ethnic minorities, from the earliest immigrants through the cultural representations in modern American writing. (Gen.Ed. AL, U)

English 131 Society and Literature (ALG)
Lecture 1 TuTh 10:00-11:15 Instructor: Anna Klebanowska Piecuch

The phrase “Americans in Paris” brings Ernest Hemingway and F. Scott Fitzgerald to mind, but there were many more American artists who traveled to Paris in the first half of the twentieth century and found inspiration in the City of Light. In this course, we will focus our attention on the ways in which African American artists grappled with the ideas of race and sexuality while living in France. What did those artists think about the vast differences between American and French societies and how did they express their thoughts in the literature and art they produced?

We will begin by looking at how Josephine Baker, a black dancer, expressed her sexuality under the white colonial gaze and the ways in which she negotiated her position as a black woman both in France and in America. We will also study the famous African American entrepreneur, Ada “Bricktop” Smith, and the club scene she dominated in Paris. Next, we will examine the male African American experience in France while reading Claude McKay's Banjo, where he explores the possibilities of a (predominantly male) African diasporic community, as well as James Baldwin's Giovanni's Room, and Another Country, with his depiction of homosexuality and interracial relationships haunted by racism. Studying these and other artists will give us an understanding of the ways in which African Americans negotiated the many layers of their identity both in America and in France.

Some of the questions that we will attempt to answer in this class include: How were the perceptions of race different in France, as opposed to the United States? How did those perceptions influence the ideas about sexuality and sexual relations? How did the African American artists use African culture to express their notions of both race and sexuality? How were they seen by white artists? We will also think about the ways in which literature can be used to express one’s identity at home and abroad.

While literature is the focus of this course, it also includes a range of visual materials which will enrich our knowledge and understanding of the topic at hand. (Gen.Ed. AL, G)

English 131 Society and Literature (ALG)
Lecture 2 MWF 11:15-12:05 Instructor: Dina Al Qassar

Whether it's 1667 or 2017, an epic poem or a sci-fi novel, authors and readers have used literature to work through complex concepts such as belief.  In this introductory course we'll be reading literature that explores belief in different ways, such as: the construction of belief, individual and communal belief, the ways identity intersects with belief and the politics of belief, places and spaces of belief, alongside other topics. 

We'll be approaching the idea of belief as the larger act of mental conviction or trust that is not limited to religion, it can be belief in G/god(s) or belief in a good blaster at your side (get the reference?). The course will involve regular and careful reading of the texts, class discussions, and writing assignments. You will be developing your close-reading and textual analysis skills looking at narrative, character development, plot devices, etc... in order to gain a deeper understanding of literature and its relation to belief and society. We'll be be reading a variety of texts from different genres including, but not limited to, novels, poetry, and comics.

English 131 Society and Literature (ALG)
Lecture 3 MWF 1:25-2:15 Instructor: Korka Sall
This course examines society and literature from the African Diaspora context. We will look at the relationship between society and literature and how they interact by tracing the social constructions that define societies.  Examining and discussing society and literature will help us develop a better understanding of social norms and how they impact different cultures, writers and readers. Through novels, books, film, music, poetry, essay and articles by artists and writers from the African Diaspora, we will focus on the different writing devices that the authors use to convey their message; a message that is related to the reality of the people represented. We will discuss how literature of the African diaspora transcends boundaries to portray the society through fiction. Some of the questions this course discusses include: How do writers from the African Diaspora reinforce, challenge or question the society through literature? How do colonial and post-colonial thoughts, literature and discussions are shaped by society? To what extend does the literary devices of the writers and artists reflect the experiences of people from the African Diaspora?

You will write a short response paper (1 page), a final project (5-7 pages) and a bi-weekly quiz (4) on the assigned reading. Authors may include Mariama Ba, Ama Ata Aidoo, Aime Cesaire, Chinua Achebe, Chimamanda Ngozi Adichie, Leopold Sedar Senghor, among others. (Gen.Ed. AL, G)

English 131 Society and Literature (ALG)
Lecture 4 MWF 10:10-11:00 Instructor: Patricia Matthews
What distinguishes a crisis from the end of the world, a catastrophe from an apocalypse? Why are contemporary writers, filmmakers, and playwrights increasingly turning to dystopian visions of the future in order to reach readers and viewers in the present? What might these doomsday scenarios tell us about the world we’re presently living in? In this section of English 131 we will read, watch, and discuss a variety of contemporary texts from North America, Europe, and Africa that imagine a future for human society after the end of the world as we know it. Through our reading and discussion of these works, as well as our study of their relevant historical and cultural contexts—such as the scientific and popular recognition of climate change, the events of 9/11 and the War on Terror, the global refugee and migrant crisis—we will consider the ways in which dystopian and post-apocalyptic works of fiction not only foretell futures to come but also reflect the specific conditions, events, and anxieties of the present. Over the course of the semester we will also explore the relationships between storytelling, survival, and society by attending to the ways in which these texts understand and represent the role of narrative, writing, and artistic expression at and after the “end of the world.”

English 132 Gender, Sexuality, Literature & Culture (ALG)
Lecture 1 MWF 11:15-12:05 Instructor: Sharanya Sridhar
Literature treating the relationship between man and woman. Topics may include: the nature of love, the image of the hero and heroine, and definitions, past and present, of the masculine and feminine. (Gen.Ed. AL, G)

English 132 Gender, Sexuality, Literature & Culture (ALG)
Lecture 2 MWF 12:20-1:10 Instructor: Subhalakshmi Gooptu
See above for description

English 132 Gender, Sexuality, Literature & Culture (ALG)
Lecture 3 MWF 10:10-11:00 Instructor: Thakshala TisseraThe class will engage with the treatment of the social construction of gender, gender as an intersectional identity, sexuality and gendered power dynamics in a range of literary texts. (Gen.Ed. AL, G)

English 140 Reading Fiction (ALG)
Lecture 1 MWF 1:25-2:15 Instructor: Zachary Frank
Reading as Writers. What does "natural" dialogue sound like? What constitutes a "good" ending? How does an author make a character exist off the page?

In this introductory reading course, we'll answer these questions by interacting with long-established authors who have defined fiction conventions (Raymond Carver, Alice Munro, Flannery O'Connor) and more recent authors who break from convention (Junot Díaz, Carmen Maria Machado, Karen Russell). We'll compare stories with adult, child, and animal narrators; map out stories that span an entire life in a few pages and stories solely concerned with an hour or two; and we'll practice imitating our favorite texts.

Through both analytical and creative response, our goal is to become more comfortable with the language of fiction (character, point of view, structure, style, dialogue, time) and to experience the vitality of fiction, how it can serve as an active voice in our world, rather than a fixed object we can escape to. (Gen.Ed. AL)

English 144 World Literature in English (ALG)
Lecture 1 TuTh 11:30-12:45 Instructor: Saumy Lal
Study of major literary texts in English from different parts of a postcolonial "third world" -- African countries, the Caribbean, and India. Commonalities and differences in literary development in postcolonial nations. (Gen.Ed. AL, G)

English 146 Living Writers (AL)
Lecture 1 TuTh 4:00-5:15  Instructor: Kritika Pandey
Living Writers is a course in contemporary writing and contemporary writers. You will read the work of contemporary writers including those selected for the term's Visiting Writers Series and write critical and creative responses. A unique feature of Living Writers is the opportunity to ask writers questions about their work and about their experiences as artists during lectures—each author will visit class for an extended Q&A with students. In addition to the course goals described below, one of the key issues to consider throughout the class is how the authors and their works both respond to and are products of contemporary culture, how these creations relate to contemporary music, film, politics, and/or other aspects of the time in which we live. (Gen.Ed. AL)

English 200 Intensive Literary Studies in the Major
Lecture 1 TuTh 2:30-3:45 Instructor: Rachel Mordecai
Our focus in this course will be on developing the critical thinking, speaking and writing skills that are needed for success in the major. You will become familiar with key literary conventions, literary terms, and critical approaches, as we read selections of contemporary American fiction, poetry, and drama. You will write a lot, in class and out of it, producing informal weekly reader-responses, and three papers of varying lengths. majors only. Prerequisite: Gen. Ed. College Writing.

English 200 Intensive Literary Studies in the Major
Lecture 2 TuTh 11:30-12:45 Instructor: Nicholas Bromell
Reading Literature as a Contemplative Practice. Like all sections of English 200, this one will prepare you for the English major by honing your skills in the four main things English majors do: read works of literature, analyze them, discuss them, and write about them. In English 200, we discover that reading is a more complex and dynamic activity than we had supposed. We also discover multiple ways of analyzing literary works, from tracking the author’s intentions to investigating the ways a literary work may be shaped by its cultural and historical context. We rise to the challenge of sharing our ideas with others in group discussions, of listening well to others, and of becoming helpful and productive collaborators in team work. Finally, we write and we write and we write, receiving attentive feedback from professors and peers, and learning to craft prose that is clear, correct, and engaging.

What makes this section of English 200 different is that it reflects my own philosophy as a teacher, which is nicely summed up in this remark by Confucius: “To know that we know what we know, and that we do not know what we do not know, that is wisdom.” In other words, I believe that learning is not just about knowing more. It’s about knowing that we know these new things. It’s about knowing that we do not yet know other things. This added dimension of knowing is awareness. In this class, we do not just absorb new knowledge. We develop our awareness -- of learning, and of life.

This particular approach to literary study understands it to be, in part, a contemplative practice. As we read novels, poems, and plays, we become deeply engaged with them and with their depictions of the world; but at the same time, we do not quite identify with that world, we see it from a distance, however slight. Reading literature thus trains us in the difficult but rewarding practice of being both in the world and out of it, being involved in life and yet able to look at and then alter our own involvement. Walt Whitman called this “being in the game and out of it.”

Such awareness can help us become more honest with ourselves and with others. It can help us become less swift to judge and more compassionate. These personal benefits are also practical benefits, and they explain why English majors are prized by law schools, medical schools, and business schools. These institutions know that people do better work when they have perspective, when they communicate and collaborate well with others, and when they are not just smart, but wise.

Course texts will include a packet of poems, The Bakkhai by Euripides, The House of Mirth by Edith Wharton, and critical essays that use a range of critical theories to analyze literary works. Students will write a number of essays totaling about 25 pages.

English 200 Intensive Literary Studies in the Major
Lecture 3 TuTh 1:00-2:15 Instructor: Janis Greve
Why be an English major? What does an English major "do" and how does it matter? We will investigate those questions while learning "transferable" skills of close reading, reflection, evaluation, group discussion, collaborative feedback, and more. We will also become familiar with key literary conventions and literary terms as we read a selection of fiction, poetry, drama, memoir, and graphic novels. We will write a lot, in class and out of it, producing an ekphrastic poem, four short essays, an exploratory piece on professional and on-campus opportunities, a team presentation on the same, and a semester portfolio.

Prerequisite: ENGLWRIT 112 or equivalent. This course is open to English majors only.

English 200 Intensive Literary Studies in the Major
Lecture 4 TuTh 10:00-11:15 Instructor: Asha Nadkarni
This course addresses the relationship between writing and identity, focusing explicitly on issues of race, ethnicity, gender, and sexuality. Through an examination of postcolonial and diasporic poetry, short stories, novels, and dramatic works, we will ask how different genres generate different expressions of identity and voice. Questions we will consider include: what kind of voice is enabled by the formal aspects of each genre? How does the play of identity work similarly or differently across genres? What is the relationship between postcolonial and diasporic writings and their American and British antecedents—is it merely imitative or does it entail a radical remaking of Western forms? Over the course of the semester we will develop the literary vocabulary and skills necessary to begin to answer these questions, focusing on close readings and theoretically informed analyses.

This course will also place considerable emphasis on strengthening writing skills through workshops 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. To this end, students will be required to draft multiple versions of each essay.

English 200 Intensive Literary Studies in the Major
Lecture 5 MW 2:30-3:45 Instructor: Mazen Naous
This course is designed to prepare students to pursue the English major. Our three central tasks will be: reading a limited number of works of poetry, drama, and prose fiction from a range of historical periods; studying different methods of literary analysis; and honing students' writing and research skills. This course is both reading and writing intensive. The assignments include shorter close-reading and response papers, and a longer research paper. English majors only. Prerequisite: Gen. Ed. College Writing.

English 202 Later British Literature and Culture (course in British literature after 1700 or 200+ English elective)
Lecture 1 TuTh 11:30-12:45  Instructor: Adam Colman
In this course, we will study a range of literature from the eighteenth century through the twentieth century. We will especially consider how developments in literary form drew from and contributed to intellectual movements and historical contexts, including the Enlightenment, Romanticism, the Victorian era, and Modernism. Of particular interest will be the different ways in which literature has linked knowledge-acquisition with emotional experience; texts will include works by Anna Laetitia Barbauld, John Keats, Mary Shelley, Robert Browning, and Virginia Woolf.

English 203 The Bible: Myth, Literature, and Society (200+ English elective)
Lecture 1 TuTh 2:30-3:45 Instructor: David Toomey
The class will explore several of the most studied and influential books of the Old and New Testaments. As a whole, the class will read (from the Hebrew Bible or Old Testament) the books Genesis, Exodus, Job, Psalms, Proverbs, Ecclesiastes and Isaiah and (from the New Testament) the gospels Luke and John. Most class meetings, following Luther’s doctrine of sola scriptura (scripture alone), will involve collective efforts to derive coherent close readings of particularly provocative or problematic passages. Where necessary, following the historical-critical type of exegesis called Higher Criticism, we will appeal to secondary sources.

Course requirements will include several quizzes, a formal group presentation, two response essays and thoughtful participation in class discussions.

required text: Coogan, Michael D. (Editor) and Marc Zvi Brettler (Editor). The New Oxford Annotated Bible, New Revised Standard Version with the Apocrypha, Third Edition. Oxford University Press; Third edition (January 25, 2001) ISBN-10: 019528478X; ISBN-13: 978-0195284782.

English 204 Intro to Asian American Literature (Anglophone/ethnic American or course in American literature after 1865 or 200+ English elective)
Lecture 1 MW 2:30-3:45 Instructor: Caroline Yang
This course will introduce students to literature and film by, for, and about Asian Americans. Students will learn a reading practice that consists of contextualizing the texts in their historical production as well as close-reading and critical thinking. Through reading, writing, discussions, and a final group video project, students will explore how Asian American literature shapes the construction of heterogeneous, diasporic, and transnational subjectivities that challenges the very notion of “Asian American” as a uniform identity and object of knowledge.

English 221 Shakespeare AL (early British literature or 200+ English elective)
Lecture 1 MW 12:20-1:10 + discussion Instructor: Marjorie Rubright

Do we still live in Shakespeare's world? In the language, poetry, and drama of Shakespeare, what continues to inform, inspire, haunt or hurt us? Throughout this introductory course, we will consider how Shakespeare's works shaped ideas about the early modern world and how, in turn, that legacy continues to shape notions of our world today. We will attend a live performance of American Moor, a one-man show that uses the play Othello: The Moor of Venice to explore what it means to perform Shakespeare while black in America today. The author and actor, Keith Hamilton Cobb, will visit our class for an actor's studio talkback with you as we consider Shakespeare, race, and America . . . not necessarily in that order.

We will also use Shakespeare to look beyond ourselves: to ask how early modern ideas of gender, race, sexuality, nation, even distinctions between human and inhuman differ in surprising ways from our own. Along the way, we will read tragedies, comedies, a history play and some sonnets. You will become well practiced in close reading as we consider how individual words and phrases open onto urgent questions about the changing social, political, and theatrical worlds of Shakespeare's time. Major requirements will include one creative project, short critical reflections, and a final exam. Books are available through Amherst Books.

221 Disc 01AA F 10:10-11:00 am Instructor: Mitia Natha

221 Disc 01AD  F  1:25-2:15 pm  Instructor: Mitia Natha

221 Disc 01AB  F 11:15-12:05 pm  Instructor: Shwetha Chandrashekhar

221 Disc 01AE F 10:10-11:00 pm Instructor: Shwetha Chandrashekhar

221 Disc 01AC  F  1:25-2:15 pm  Instructor: Melissa Hudasko

221 Disc 01AF F 11:15-12:05  Instructor: Melissa Hudasko


English 254 Writing and Reading Imaginative Literature AL (200+ English elective)(Creative Writing)
Lecture 1 MWF 10:10-11:00 Instructor: Emily Hunerwadel
Poets and writers are wanted for the times in which others do not have words: times of tragedy, trauma, grief, and heartbreak. Writing has a way of alerting us to the pain we share and to the paths towards healing. In this course, we will explore poetry, essays, and short stories written and read as a way to get through heartache and to connect us to each other through our shared troubles. Together we will analyze the techniques of published texts, thinking through writerly choices (How is form or narrative being used? How does a single poem contribute to the whole of the book?). Using these as a guide, we will experiment with our own writing. Through in-class workshops, we will learn to be good readers for our peers and discover what it means to be a writing community. We will think about what writing does to us, both when we're hurting and otherwise. We'll create our own definitions of eulogy, elegy, and ode. We will look for empathy through class discussion, poetic/narrative imitation, and the creation of a writing portfolio.

Readings will be drawn from: Etel Adnan, Joshua Beckman, CAConrad, Jack Gilbert, Peter Gizzi, Bhanu Kapil, Layli Long Soldier, Gary Lutz, Eileen Myles, Alice Notley, Sylvia Plath, Claudia Rankine, Arthur Rimbaud, Mary Ruefle, Solmaz Sharif, and Dara Wier. (Gen. Ed. AL).

English 254 Writing and Reading Imaginative Literature AL (200+ English elective)(Creative Writing)
Lecture 2 MWF 11:15-12:05 Instructor: Taylor McGill
In this workshop, we'll treat the act of writing like that of collecting, arranging, & choreographing text materials. We'll step away from our desks, our writerly solitude, and participate in the world. We will become well-practiced in paying attention. Our activities will include but will not be limited to: writing experiments, journaling, wandering, ephemera-collecting, mindfulness, collaging, film-watching, imitating, moving, watching, eavesdropping, and so on. We'll write by not writing. We will also, by necessity, write by writing (poems, fictions, non-fictions, plays, letters, questions, grocery lists?). Sharing & discussing the work that we do is essential to this course.

The readings & assignments will bend our perceptions, challenge our expectations, & help us to become a community of more active noticers. The aim is to identify & then unsettle our habitual, automatic thinking in order to produce several imaginative works of varying genres that engage, extend, & defy convention. By mining our everyday encounters for content, we might arrive to the conclusion that the ordinary is extraordinary.

English 254 Writing and Reading Imaginative Literature AL (200+ English elective)(Creative Writing)
Lecture 3 MWF 12:20-1:10 Instructor: Joseph Crescente
Write Locally, Think Globally. What is place? Is it а geographical thing? Is it a sense of community? Is it where you’re from? Is it where you’re going? Moreover, how do you connect to and interact with online and offline communities, your hometown, your world, your place in time?

This course takes its inspiration from the writers that have called the Pioneer Valley home at one time or another – including Sylvia Plath, James Baldwin, Emily Dickinson, David Foster Wallace, and Joseph Brodsky – writers who sometimes toiled in anonymity here while having a major impact on world literature. We will read these and other authors who investigate the meaning of place in their work, from nearby and from halfway around the world, and will conduct at least one class interview with a contemporary writer to discuss the idea of place in writing. We will also attend local literary events.

Through weekly writing assignments we will explore the idea of place broadly in terms of geography, a sense of community, the concept of home, and a point of alienation. As writers we want to engage in conversation with the world around us, so we will undertake a semester-long ethnographic prose or poetry project through interviews and observations. The hope is that by interacting with a place it will encourage us to see the ordinary from a different point of view. And on a personal note, the narrator in the novel I am writing is obsessed with the idea of place, so I look forward to thinking through these ideas with the class.

English 254 Writing and Reading Imaginative Literature (200+ English elective)(Creative Writing)
Lecture 4     Mon/Wed 2:30-3:45  Instructor: Rabia Saeed

In this course we will write before, after and during class while exercising open and fearless experimentation. What are our possibilities? How can we bend our narratives? What is our unique, most authentic voice? These are some of the most important questions we will ask in this class.

We will be reading stories, poems and essays from all over the world, especially those that come from geographical and cultural spaces that are rarely represented in literature. While writing, we will focus on reading work by writers who lead genuinely bilingual lives, who construct worlds in English when, often, they live their lives in other languages. Our purpose will be to let the styles, histories and inflections of other literary traditions seep into ours so that we are made all the more aware of what is possible. How can we re-claim the language of our writing - English - and use it differently, more originally, to reflect the unique vantage points from which we see the world? This class is then, an exercise in continuous writing along our boundaries, around and beyond our boundaries, to discover ourselves as writers. (Gen. Ed. AL)

English 254H Writing and Reading Imaginative Literature Honors AL (200+ English elective)(Creative Writing)
Lecture 1 TuTh 2:30-3:45 Instructor: Jane Degenhardt
This course combines critical analysis with creative writing to explore what happens when traumatic experience becomes narrative. It begins with the premise that naming and writing about trauma transforms it into something other than the original experience. To form the basis for our writing in multiple genres, we will read novels, poetry, memoirs, and theoretical essays about different aspects of trauma and its effects. Readings will primarily foreground contemporary multi-ethnic American writers and will address personal traumas of sexual, racial, and domestic violence, as well as communal traumas such as colonialism, war, and genocide. In creating our own narratives (both fictional and non-fictional), we will seek to expand our understanding of narrative possibilities and choices, and attempt to push the boundaries of what narrative is and what it can do. The course will take the form of a discussion-based seminar and interactive writing workshop. A final project will enable you to develop one of the shorter assignments into a longer project involving a written and oral component. By joining this class, you agree to participate actively in and foster a sensitive, encouraging, and respectful community.

English 269 American Literature & Culture after 1865 (American literature after 1865 or Anglophone/ethnic American or 200+ English elective)
Lecture 1 TuTh 11:30-12:45 Instructor: Emily Lordi
Love and Trouble in the American Novel.  This course examines major works of American fiction through the lens of romantic and other interpersonal intimacies. By dramatizing "love and trouble" between black and white, young and old, extramarital lovers, same-sex couples, U.S. outsiders and immigrants, writers show how social issues such as racism, classism, and heterosexism are experienced in the most intimate terms. Reading across several decades, we will pay special attention to writers' creation of  "illicit" experimental literary innovations as well as illicit love stories. Authors include Mark Twain, Charles Chesnutt, Kate Chopin, Nella Larsen, Vladimir Nabokov, James Baldwin, Jhumpa Lahiri.

English 269 American Literature and Culture after 1865 (course in American literature after 1865 or 200+ English elective)
Lecture 2  TuTh 8:30-9:45  Instructor: Gina Ocassion  

This course looks at relationships between land, property, and protest in America through the narrative spaces of literature. We do so to interrogate the intimacies of settler colonialism as it manifests not only in displacement, but also in the elision and erasure of representation, sovereignty, and subjectivity. Our questions will consider the relationships between art and protest, diverse embodiments of protest and resistance, and the cultural and historical contexts that inform these movements. In this line of thought, we will trace back the lines of inquiry that inform our contemporary moment, from the Civil War to present day.

Authors in this survey may include Sarah Winnemucca, Charles Eastman, W.E.B. Du Bois, Harper Lee, James Baldwin, Alice Walker, and Louise Erdrich. Assignments will include two essays and a presentation.

English 298B Great British Novels on Film (1 credit)
Lecture 1 Mon 6-9 PM Instructor: Kirby Farrell

This semester we’re screening the Great British Novels on FilmWriters include Jane Austen, Charles Dickens, William Makepeace Thackeray, Emily Bronte, George Eliot, and Ford Madox Ford. The goal is to get acquainted with the novels, the historical background, and issues raised by adaptation of texts to the screen.  Requirements: attendance earns 1 credit; no exams or papers; everybody has one unexcused absence.

English 300 Junior Year Writing (Junior Year Writing)
Lecture 1 MW 2:30-3:45 Instructor: Marjorie Rubright
Topic: Island Fictions: From Paradise to Ice.
Why do islands have such a powerful hold on our imaginations? In the medieval period, earthly paradise was imagined as an island: a walled-garden nestled within our world. Today, migrating monoliths of ice drift down the North Atlantic 'Iceberg Alley', a foreboding sign to earth scientists of an apocalypse to come. Between then and now, islands have served as a master metaphor in western literature. The island conjures ideas of escape and capture, survival and shipwreck, fantasy and reality, the other out there and the inner self. 'Island Fictions' will journey across a wide range of history, literature and non-fiction from the medieval period to now, to explore how and why islands are good to think with, and how these little fragments become a powerful metaphor for imagining the self and other, alternative pasts and futures.

We'll journey across real and fictive territory: from Sappho's Lesbos and Homer's Isle of Circe (where men are transformed into beasts), from the mythical island of Atlantis and Isle of Hermaphrodites, to Darwin's Galapagos, the Bermudas, Haiti, as well as the Indonesian archipelago and islands of the Mediterranean, settings for cross-cultural encounters between Christianity and Islam in the early modern world. Along the way, you'll write a micro-history of an island of your choice (past or present). We'll end on familiar ground, our own university campus, to write a mythological narrative as well as a critical assessment of the campus as island, archipelago, or world.

Voyages abroad include: the Smith College Rare Book Collection to explore late medieval and early modern maps of islands and travel writing; Mt. Holyoke College's Rooke Theater to watch a performance of the one-man show, American Moor, which puts John Donne's assertion to the test: 'no man is an island entire of itself; every man is a piece of the continent, a part of the main.'

English 300 Junior Year Writing (Junior Year Writing)
Lecture 3 TuTh 1:00-2:15 Instructor: Ron Welburn
Topic: América’s Fictions. This course is designed for students to read, engage, discuss, and ponder selected examples of fiction originally in English and in English translation by authors from the Americas outside the United States in order to perceive, appreciate, and assess their ideas and portrayals of national identity in a world dominated by a country that has appropriated the name "America" for its own national identity. While just some works for the course may provide clear answers to political, cultural, and national issues raised by such questions and conditions, it is important that we be exposed to these authors and their cultural perceptions and values. Authors will include Miguel Angel Asturias (Guatemala), Jorge Luis Borges (Argentina), Alejo Carpentier (Cuba), Shani Mootoo (Ireland/Trinidad/Vancouver), Clarice Lispector (Brazil). Expect to write drafts for 4-page essays responding to the readings and a research essay. Senior and Junior English majors only. Prerequisite: English 200 with a grade of C or better.

English 300 Junior Year Writing (Junior Year Writing)
Lecture 4 MW 5:30-6:45 Instructor: Mazen Naous
Topic: Literatures of Conflict. In times of "conflict" we all have a vested interest in exploring this complex term: How do we define conflict and, more importantly, how do we perceive the outcome of conflict? Where do we locate ourselves in moments of conflict? Do we have control over our individual and collective identities? What role can language play in the formation of identity as expressed in literature and art? These are a few of the many questions that we will be asking throughout the semester. Our selection of texts is global in scope, and may include novels from Northern Ireland, Australia, Lebanon, South Africa, and the United States.

English 300 Junior Year Writing (Junior Year Writing)
Lecture 5 MW 4:00-5:15 Instructor: Caroline Yang
Topic: Outsiders in Literature and Film. This class will ask students to reflect on the notion of an "outsider" as a social category through their readings and viewings of literary texts and films and their written analyses of them. We will study how our understanding of the category has been constructed historically in the United States through literature and film. Some of the questions we will engage with are: who determines who is an insider and who is an outsider? How has the category of the outsider been shaped by and also shaped in turn dominant understandings of citizenship, race, gender, class, sexuality, ability, and religion? What is the relationship between the category and structures of power? Is the category always a tool of domination? In what ways do the literary texts, films, and critical essays that we’ll be studying offer us a transformative way of thinking about the category so that we might begin to imagine it as one of empowerment?

The writing requirements for the course are: final research paper (10-12 pages), midterm paper (5-7 pages), and 2 analysis papers (3-4 pages). You will be writing multiple drafts of the longer papers and engage in peer reviews.

English 300 Junior Year Writing (Junior Year Writing)
Lecture 6 MW 2:30-3:45 Instructor: Laura Doyle
Topic: US Literature in a Global Context. The history of the United States has from the beginning unfolded through interaction with other nations and communities around the globe. U.S. authors have been aware of those dynamics and have engaged with them as they grappled with questions of freedom, democracy, collectivity, race, gender, and class. Our main goal will be to understand the art and the political imaginations of these authors, including both nineteenth- and twentieth-century authors. We'll have readings in both history and literature so as to enrich our thinking about both of them. The class fulfills the Junior-writing requirement; it will include regular writing as well as required drafts and revisions.

English 315 Speculative Fiction (Anglophone or 300+ English literature)
Lecture 1 MW 4:00-5:15 Instructor: Jordy Rosenberg
Topic: Speculative Fiction/Alternate Histories: What if magic had never died out in Victorian England? What if the Underground Railroad had actually been a subterranean set of tracks and tunnels? In this class we will focus on that subset of speculative fiction known as "Alternate Histories" to ask questions about the nature of story-telling more broadly, what cultural events come to define history as we know it, and about those artworks that expand our sense of the possible.

Texts and authors will include: Octavia Butler, Colson Whitehead, Kazuo Ishiguro, Larissa Lai, Nisi Shawl, and Philip K. Dick.

English 319 Representing the Holocaust (300+ English elective)
Tues 2:30-3:45 + discussion section Instructor: Jonathan Skolnik
Major themes and critical issues concerning Holocaust representation and memory in a global context. The course examines literature, film, memoirs, visual arts, memorials, museums, and video archives of survivor testimonies to explore narrative responses to racism and the destruction of European Jewry and others during World War II. There are no prerequisites. 4 Credits. (Gen.Ed. AL).

319 Disc 01AA Th 1:00-2:15 Instructor:Hazel Gedikli

319 Disc 01AD  Th 10:00-11:15  Instructor: Catherine Tisdale

319 Disc 01AB Th 10:00-11:15  Instructor: Hazel Gedikli

319 Disc 01AE  Th 11:30-12:45  Instructor: Jonathan Skolnik

319 Disc 01AC  Th 1:00-2:15  Instructor: Catherine Tisdale



English 329H Tutoring Writing: Theory and Practice (300+ English elective)(SPOW)
Lecture 1 TuTh 1:00-2:15 Instructor: Anna Rita Napoleone
Prerequisite: Gen. Ed. College Writing 112 or 113 with a grade of "B" or better. Students interested in the course should submit an application to by March 25: (1) a formal letter explaining why the student is interested and has potential to become a writing tutor; (2) an academic writing sample (attached as a word or pdf file) and (3) the name and email address of the student’s 112 instructor or another instructor who can speak to the student's qualifications. While the preferred deadline was set for March 10th, additional applicants may be considered if seats are available. The strongest applications will be invited to an interview.

English 349 Nineteenth-Century British Fiction (British literature after 1700 or 300+ English elective)
Lecture 1 Thurs 4:00-6:30 Instructor: Suzanne Daly
When novels circulate through a culture, what exactly is circulating, in, with, or through them? This class is organized around the question of why certain plots, literary styles, genres, themes, ideas, or ways of understanding the world became ubiquitous in novels at different moments in the nineteenth century. Topics: ghosts and the supernatural; gender and the marriage plot; domestic and imperial fiction; capitalism and socialism; realist and sensation novels; labor and social class; family and childhood; travel and worldliness; death and inheritance. Texts (available at Amherst Books) may include Charlotte Brontë, Villette; Wilkie Collins, The Moonstone; Charles Dickens, Great Expectations; Elizabeth Gaskell, Mary Barton; Rudyard Kipling, Kim. Assignments will include response papers, reading quizzes, and two researched critical essays.

English 350 Expository Writing (300+ English elective)(creative writing)(SPOW)
Lecture 1 TuTh 1:00-2:15 Instructor: Rebecca Lorimer Leonard
Literacy on Farms and in Gardens. This course explores the relationship between literacy and food. Food growing, processing, and sharing involves literacies influenced by culture, gender, politics, and class. Together we will investigate how food serves as muse, troubles and supports economies, and creates puzzles in contemporary literacy: How does literacy facilitate the movement of food cultures across borders? How does bilingualism impact migrant labor on farms? How does writing preserve culinary heritage like recipes and gardening? Our goal is to broaden conceptions of literacy through the lens of food, a topic that is often political and always human. To do this, we will read from popular (Michael Pollan; Ruth Reichl; Wendell Berry) and academic (community-engaged literacy; rhetoric of food) texts. Course writing will offer opportunities to analyze and research how literacy works in public debates about food, on local farms, and in our own families.

English 350H Expository Writing honors (300+ English elective) (creative writing)(SPOW)
Lecture 1 TuTh 1:00-2:15 Instructor: John Hennessy
This course is designed for students who have a special interest in personal narratives, documentary forms, travel writing, and/or innovative approaches to feature writing. Students will read and write a variety of literary non-fiction forms, including memoir, documentary essays, and profiles, and the course will have a workshop component. Texts will include works by Joan Didion, Jonathan Ames, Helene Cooper, George Orwell, Alice Walker, and others. Students will also be encouraged to try other forms of non-fiction, including travel writing, interviews, editorials, reviews, etc.

English 354 Creative Writing: Intro to Fiction (300+ English elective)(Creative Writing)
Lecture 1 MWF 1:25-2:15 Instructor: Emmalie Dropkin
Brevity and Intimacy. What’s the last book you read that lit you up inside, that made you lose yourself in a character or a story? Mere symbols on a page, words we’ve inherited from millennia of human storytelling, can inspire empathy and surprise us with truth about our world. As writers we place our faith in the fact that writing can have this power, and we work tirelessly to figure out how to make those symbols our own.

In this course we’ll read flash fiction, short stories, and essays by a wide range of writers, including Joy Williams, Etgar Keret, Stephen Graham Jones, Ursula K. LeGuin, and Carmen Maria Machado. Then we’ll borrow their compact forms and styles as constraints to let us experiment with the line between emulating what we love and breaking those constraints to create something entirely our own—all to help create that intimate experience of bringing a reader into our story. Classes will include discussion of our reading, writing exercises, and the essential practices of any community of writers: reading each other’s work, offering thoughtful feedback, and the cycle of revision. Writers are welcome to submit literary or genre fiction.

English 354 Creative Writing: Intro to Poetry (300+ English elective)(Creative Writing)
Lecture 1 MWF 11:15-12:05 Instructor: Amanda Dahill-Moore
Riddles, Sphinxes, and Other Winged Things. This course explores hybridity—writing that redefines and plays with the expectations of genre.

reading list is mosaic: through its diversity of perspectives we will experience a wide array of ways that writers have used form to express their purpose.

Our approach is experimental: can a recipe become a poem? What happens to a short story if you turn it into a letter? Do you express yourself differently when you write in response to a work of art? Can the physical rhythms of a walk in the woods enter the meter of your poems?

Our purpose is to expand what seems possible, and identify what feels necessary, in writing.

Underlying the playful nature of this course are serious questions, questions that hybridity itself helps us ask. What histories, subjects, hierarchies and belief systems are we in relationship to when we write? What can we do to maintain a sense of freedom in writing? How, through writing, might we expand our sense of possibility in life?

English 354 Creative Writing: Mixed Genre (300+ English elective)(Creative Writing)
Lecture 1 MWF 12:20-1:10 Instructor: Alyx Raz
This course stems broadly from Maggie Nelson’s wager, Are words good enough?, and propels us to confront the conditions which constrain or enlighten our faculties of language. So as writers trying to find the right words we’ll succumb to a loss of them. We will explore the ways writers engage directly with speechlessness via content and theme or conversely perform it through their choices in style and structure. Grief, love, repression, oppression, the sublime, and awe will enter our conversations as we unravel texts writing into the wordless, silences both imposed and by choice. As the course advances and we become more attuned to traditional texts, we’ll move toward the degradation of language through form, where words aren’t good enough (à la Julian Talamantez Brolaski & Orlando White), and how the complete expenditure of language can bring us toward radical formlessness — kinetic & hybrid texts (à la Nelson & Don Mee Choi).

As an introduction to creative writing and a workshop, this course accommodates multiple approaches, genres, forms, and interests to represent the diversity of a contemporary writing life. Readings will include artworks, digital media, fiction, poetry, nonfiction, and essays, among other genres, such as those by Jean Michel Basquiat, Heavy Industries, and Claudia Rankine.

English 361 The Modern Novel 1900-1945 (American literature after 1865 or 300+ English elective)
Lecture 1 MW 4:00-5:15 + lab (Wed 6:30-9:00 PM) Instructor: Kirby Farrell
The course uses six novels and documentary and dramatic films to explore American culture from the 1920s to the Vietnam era. Focus on the way imaginations have adapted to the conflicts, catastrophes, and opportunities of the 20th century as a prelude to the troubled mood of the present. We'll use history, anthropology, and psychology to explore the impact of modernity. This is not a conventional lit course. We'll be reading: Fitzgerald, The Great Gatsby; West, Miss Lonelyhearts (1933); Faulkner, The Sound and the Fury (1929); Himes, If He Hollers (1947); Nabokov, Lolita (1955); Barth, The End of the Road (1958). Also: Karen Horney, Neurosis and Human Growth and (excerpts) Howard Zinn's People's History of the U.S. The required weekly film lab includes documentaries about the Great Depression, mental illness, and the U.S. prison system; King Vidor's The Crowd (1929); Chaplin's Modern Times (1936); Vonnegut's Slaughterhouse Five; and student activism (Berkeley in the 60s).

Required: regular attendance; 1-2 page problem-solving papers plus three 5-page essays. No exams. Independent Study credits available for the required lab section. PARTICIPATION IN THE LAB IS REQUIRED: LAB: WED 6:30-9:00

English 365 The Literature of Ireland (Anglophone or 300+ English elective)
Lecture 1 TuTh 10:00-11:15 Instructor: Malcolm Sen
“If you have the words, there’s always a chance that you will find the way”, wrote Seamus Heaney. It seems that Irish writers have rarely been at a loss for words. Despite its size, Ireland has produced some of the most influential literary authors of the 20th century. This course gives you an opportunity to read a number of canonical Irish authors (such as W B Yeats and James Joyce) and authors whose works have been crucial to the Irish 20th century but who may not be as well known (such as Eavan Boland). We will pay attention to the social, historical and environmental conditions, which shape these narratives.

This is a General Education course and in it you will also learn to communicate your ideas persuasively and with precision. You will be guided to read literary texts through the lens of contemporary concerns such as environmental degradation and climate change. You will also gain a firm understanding of how literature reflects upon, critiques and sometimes ‘predicts’ political and environmental realities. (Gen.Ed. AL)

English 368 Modern American Drama (course in American literature after 1865 or 300+ English elective)
Lecture 1  TuTh 4:00-5:15  Instructor: Heidi Holder

This class will provide a survey of American drama, focusing on the early twentieth to twenty-first centuries. A couple of examples of the prior drama from the nineteenth century will also be read and discussed as groundwork for our examination of the more recent plays. We shall consider key concepts such as the distinctly “American” play (and whether such a thing exists); the use of and reaction against foreign—especially British—models; the popularity of genres such as melodrama and tragicomedy, and of theatrical modes such as realism and spectacle; and the importance of class and race to the development of specifically “American” plays, character types, issues, and themes. Playwrights include Eugene O’Neill, Susan Glaspell, Langston Hughes, Clifford Odets, Tennessee Williams, Edward Albee, Sam Shepard, Suzan-Lori Parks, Young Jean Lee, Branden Jacobs-Jenkins and Stephen Karam.

Requirements: two short essays (3-5 pages), occasional short writing assignments, and a longer final essay (10-12 pages) (Gen.Ed. AL)

English 372 Caribbean Literature (Anglophone or 300+ English elective)
Lecture 1 TuTh 11:30-12:45 Instructor: Rachel Mordecai
In this course we will read contemporary works from the English-, French-, and Spanish-speaking literatures of the Caribbean (all texts will be read in English), comprising a mixture of "canonical" and emerging authors. Lectures (rare) and discussions (regular) will address central themes in Caribbean writing, as well as issues of form and style (including the interplay between creole and European languages).

Some of the themes that will preoccupy us are history and its marks upon the Caribbean present; racial identity and ambiguity; colonial and neo-colonial relationships among countries; gender and sexuality. Assignments will include an informal reading journal and three major papers of varying lengths; there may also be student presentations, small-group work, and in-class writing activities. Authors may include Maryse Conde, Tiphanie Yanique, Kei Miller, Rene Depestre, Dionne Brand and Mayra Santos-Febres.

English 373 American Indian Literature (Anglophone/ethnic American or American literature after 1865 or 300+ English elective)
Lecture 1 TuTh 10:00-11:15 Instructor: Ron Welburn
Close readings by a select group of Indigenous American authors will constitute this course. Leslie Marmon Silko (Laguna Pueblo), Ceremony; Tim Tingle (Choctaw), How I Became a Ghost; N. Scott Momaday, (Kiowa), The Way to Rainy Mountain, and the Names; Melissa Tantaquidgeon Zobel (Mohegan), TBA; Linda Hogan (Chikasaw), TBA; and one other.

Expect to write research papers on the work(s) of each author.

English 374 20th Century American Literature (American literature after 1856 or Anglophone/ethnic American or 300+ English elective)
Lecture 1 TuTh 10:00-11:15 Instructor: Emily Lordi
Love and Trouble in the American Novel. This course examines major works of 20th century American fiction through the lens of romantic and other interpersonal intimacies. By dramatizing "love and trouble" between black and white, young and old, extramarital lovers, same-sex couples, U.S. outsiders and immigrants, writers show how social issues such as racism, classism, and heterosexism are experienced in the most intimate terms. Reading across several decades, we will pay special attention to writers' creation of  "illicit" experimental literary innovations as well as illicit love stories. Authors include Kate Chopin, Nella Larsen, Vladimir Nabokov, James Baldwin, Jhumpa Lahiri, and Junot Diaz.

English 376 American Fiction (course in American literature after 1865 or 300+ English elective)
Lecture 1  TuTh 11:30-12:45  Instructor: Dix McComas

“In my own stories I have found that violence is strangely capable of returning my characters to reality and preparing them to meet their moment of grace. Their heads are so hard that almost nothing else will do the work,” wrote Flannery O’Connor. This course will examine—in fiction by Willa Cather, Ernest Hemingway, William Faulkner, Flannery O’Connor, Toni Morrison, Philip Roth, and Edward P. Jones—the manner in which “reality” often comes “at considerable cost” (O’Connor). We will track these “costs” by looking, first, at plot and character development—but also by listening for the disruption of polite literary language, courteous behavior, and well-oiled plausibility by authors whose fiction arises from their own particular points of origin in terms of race, class, gender, and religion.

English 379 Intro to Professional Writing (300+ English elective)(PWTC)
Lecture 1 TuTh 1:00-2:15 Instructor: David Toomey
This course offers an overview of commonly encountered professional genres such as memos, reports, job materials, and grant proposals. Students gain practice writing in these genres, with an emphasis on clarity and concision. They develop more sophisticated research skills and gain experience in communicating specialized information to non-specialist readers. Finally, they are exposed to the range of professional writing careers as they explore writing on both theoretical and practical planes through consideration of audience, as well as wider professional, social, and cultural contexts. Prereq.: ENGLWP 112 or equivalent; junior or senior status with a cumulative GPA of 3.0 or better. (3 credits).

English 379 Intro to Professional Writing (300+ English elective)(PWTC)
Lecture 2 MW 2:30-3:45 Instructor: Thomas Pickering
See above for course description.

English 380 Professional Writing & Technical Communication I (300+ English elective)(PWTC)
Lecture 1 TuTh 11:30-12:45 Instructor: Janine Solberg
Junior and Senior students with a cumulative GPA of 3.0 or better. Introduces principles of technical writing, software documentation, and page design. Simulates the writing/editing process used in the computer industry; students write a 20-25 page manual documenting a software product, usually Microsoft Word. Prereq.: ENGLWP 112 or equivalent; ENGL 379 (which may be taken concurrently); junior or senior status with a cumulative GPA of 3.0 or better. (3 credits).

English 388 Rhetoric, Writing & Society (300+ English elective)(SPOW)
Lecture 1 TuTh 2:30-3:45 Instructor: Donna LeCourt
This course is an introduction to the history, theory, and practice of rhetoric, defined here as the art of persuasion. For nearly 2,500 years, rhetoric has been the central academic discipline for thinking about the adaptation of discourse to purpose, audience, occasion, and subject matter. Rhetoric is useful as a critical tool for analyzing others' discourse; as a practical art for inventing one's own discourse; and as a theoretical discipline for interrogating the languages of social and political life. This course will offer an introduction to rhetorical theory, both ancient and modern, examining how theories of discourse imagine how texts can take action in the world. Just as the earliest rhetorical arts were focused on public speaking in direct democracies, our focus will be on how writers can achieve a voice in civic realms intersected by diverse ideologies, identities, and power relations. We will not only examine rhetorical theory but we will also use it as a lens to examine current political debates and to practice rhetorical strategies by contributing to these public issues in our own writing, both digital and print. The course is also meant to help students meet objective 10 of the English section of the Massachusetts Test for Educator Licensure (MTEL): "to understand principles of rhetoric as they apply to various forms and purposes of oral and written communication."

English 391CT Chaucer, his Tales, and the Birth of England (early British literature or 300+ English elective)
Lecture 1 TuTh 10:00-11:15 Instructor: Jenny Adams
In this course we will work together through Geoffrey Chaucer's most famous poem, the "Canterbury Tales." A poem that has frustrated the Romantic poets, inspired T.S. Eliot, and baffled cinematographers, this masterpiece continues to inspire, baffle, and frustrate contemporary readers, who are drawn in by its spicy stories yet put off by its difficult language. We will read *slowly* through the poem so that we can work to grasp Chaucer's subtle complexities. We will also read more broadly in order to place the "Canterbury Tales" in the context of Chaucer's other works and in the context of late fourteenth-century literary culture. Weekly response papers, one essay, a midterm, a final exam, and the creation of your own Canterbury Tale. Prerequisites: English 200.

English 391D Writing & Emerging Technologies (300+ English elective)(SPOW)(New Media)
Lecture 1 TuTh 2:30-3:45 Instructor: Janine Solberg
In this course we will explore modes of writing in, and for, digital environments. Students will develop skills that are relevant for a variety of writing-intensive professions, including publishing, content strategy, technical writing, marketing, and non-profit advocacy work. Students can expect to gain hands-on experience with a web publishing platform such as WordPress (to create a website), as well as visual design software (Adobe Photoshop or InDesign, for example). This workshop-style course meets in a computer classroom; regular attendance is required. Prerequisite (may be waived with instructor approval): completion of English 200 and two of the following period survey courses-English 201, 202, 221, 268 or 269. This course counts toward SPOW, NMDH, and the IT minor. IT is also a good course to take if you are thinking about pursuing the PWTC specialization

English 391ML Multilingualism and Literacy (Anglophone or 300+ English elective)(SPOW)
Lecture 1 TuTh 10:00-11:15 Instructor: Rebecca Lorimer Leonard
This course is a unique opportunity to participate in a community-university collaboration on literacy and language learning. The class explores what “literacy” and “multilingualism” mean in our current moment by 1) reading, critiquing, and writing about academic understandings of multilingual literacy and 2) partnering with a community organization to support the multilingual activities of local literacy learners. The course aims to understand the impact of literacy in a linguistically diverse society: How is literacy in English the same or different as literacy in multiple languages? How do people come to be praised or condemned for their literacy practices? How does a diversifying society define literacy as effective, creative, or failing? We will read across the fields of writing studies, TESOL, and community-engaged literacy: Kalmar’s Illegal Alphabets and Adult Biliteracy; Prendergast’s Buying Into English; Vieira’s American by Paper: How Documents Matter in Immigrant Literacy; and Auerbach’s From the Community, to the Community: A Guidebook for Participatory Literacy Training. Writing will consist of weekly online responses, two papers, and a longer final project.

English 391NM Narrative Medicine: How Writing Can Heal (300+ English elective)(Creative Writing)
Lecture 1 Thurs 4:00-6:30 Instructor: Marian MacCurdy
This interdisciplinary writing course investigates the cognitive and emotional benefits of writing for diverse populations including trauma survivors, patients, caregivers, teachers or those who hope to teach—anyone who is interested in the power of personal writing to effect change. Training in reflective writing supports clinical and/or pedagogical effectiveness among medical and educational professionals by enabling them to both listen to and respond to stories of conflict, illness, trauma, and transformation and to express their own histories in writing as well. Students will read, write, and discuss personal essays as well as texts that address the relationship between writing and resilience. We will focus on process—how to produce narratives that are both artistically and therapeutically effective. No prior experience with the medical humanities required.

English 391S Doing Digital: Critical Skills, Literacies, Methods (300+ English)(New Media)
Lecture 1 TuTh 4:00-5:15  Instructor: Matthew Schilleman

In this course, we will explore ways in which computer technologies could transform the traditional humanistic study of language, society, and self. Some of the questions we will be exploring are: What is language? And can computer programing be considered a language? Can machines read? Or what happens when we read with "machine eyes"? How can we use data mining to gain insights into massive networks such as Twitter and the ways in which they structure discourse and society? Exploring these questions, we'll learn some basic programing in Python, play some interesting computer games, use text-analysis software, experiment with visualization, and do a little data science. Thus, in addition to gaining a deeper appreciation of questions concerning the human and society, students will acquire important computing skills and knowledge of some of the most important information paradigms today. No prior knowledge of programing is assumed. Everything is taught from the beginner level.

English 412 History of the English Language (early British literature or 400+ English elective)
Lecture 1 MW 4:00-5:15 Instructor: Elise Morse-Gagne
Why do people in MA sound different than people in NY? Have people always spoken like this? HEL is a thrilling ride through the major changes in English phonology, morphology, syntax, spelling, and vocabulary from the 5th century to the 21st century. Among the topics we will consider are historical change and dialectic difference, literacy and printing, the emergence of vernaculars and the decline of Latin, and the current state of English. No previous knowledge of linguistics, Old English, or Middle English is required. Prerequisite: completion of English 200 and two of the following period survey courses-English 201, 202, 221, 268 or 269.

English 491AC The Major and Beyond: Career Exploration for English Majors (SPOW)(New Media)
Lecture 1 Wed 11:30-12:45 Instructor: Janis Greve
2 credits. This course is your chance to be pro-active in paving the road to employment both during and after the completion of your degree in English. You will practice job search skills and leave the class with a better sense of your vocational direction. In addition to receiving individualized guidance in creating a cover letter and résumé of immediate use, other assignments are likely to include attendance at career events, two interviews with professionals from fields of interest, a professional presentation, a paper researching vocations, and participation in a mock interview. Note: for an additional credit and some extra work, students can opt to have the course count toward an English elective. Please contact Prof. Greve if you are interested. Sophomores and Juniors. Seniors by permission of the instructor only.

English 491PF Political Fiction (400+ English elective)
Lecture 1  M 6:30-9:00  Instructor: Noy Holland
This is a blended literature and writing course, with an emphasis on research and the articulation of political concerns in fiction—both stories and novels. Required writing will be creative, with an emphasis on storytelling that allows for a balance between fact and fiction. How might fiction embrace and illuminate the pressing concerns of our time? How might we weave fact with the pleasures of storytelling, without being didactic or dull?

Required reading will draw from the following selection of authors, (please note that this is not a final list): Gabe Bump, Madeline ffitch, Upton Sinclair, Junot Diaz, Jessmyn Ward, Joy Williams, Amitav Ghosh, Arundhati Roy, bell hooks.

Books will be available at Amherst Books.

English 491SA Amandla! South African Literature and Politics, Apartheid and Postapartheid (Anglophone or 400+ English elective)
Lecture 1 TuTh 10:00-11:15 Instructor: Stephen Clingman
“Amandla!” means “power,” and it was a prominent political slogan in the antiapartheid struggle. Over the last hundred years, South Africa has seen transitions of a momentous nature: from a colonial past to a postcolonial present; from the oppressions of apartheid to Nelson Mandela’s first democratically elected government in 1994 and the postapartheid period beyond. In this setting South African literature has kept the pulse of its society, registering its lived experience and telling its inner history. In this context we’ll read works by key writers both black and white, male and female. We’ll draw on fiction, drama and poetry, and dip into music, documentaries and video to widen our sense of cultural and political engagement in and through a tumultuous history. We’ll work to understand the relationship between politics and art, and 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 some of the most revered and respected, such as the Nobel Prizewinners Nadine Gordimer and J. M. Coetzee, but others will enter in as well, including Athol Fugard, Mongane Serote and Njabulo Ndebele, and a more recent generation of writers, such as, Zoe Wicomb, Niq Mhlongo, Ivan Vladislavic, and some very exciting poets. If “Amandla!” means “power,” we will be reading powerful literature in both political and artistic terms. Join this class to read work that is out of the ordinary, but also has relevance for our lives here and now.

English 494DI Dystopian Games, Comics and Media (Integrative Experience)(New Media)
Lecture 1 Wed 4:00-6:30 Instructor: TreaAndrea Russworm
In this class, we will study video games, postmodern cultural theory, and comic books as we ask questions about the persistence of dystopian narratives in print and digital visual culture. For example, what do dystopian narratives in comics, video games, and new media productions have in common? What makes "dark," "moody," and outright apocalyptic narratives like The Walking Dead, Half-Life 2, Fallout 4, and Mass Effect popular in this current historical moment? Can postmodern cultural theory help us better understand some of the social and political ramifications of dystopian culture? Further, can the theory help explain how such stories envision the perils of the future in ways that inadvertently comment on our current times? Is it possible that the cautionary tales of dystopian narratives might, if heeded, make the world a better place? We will compare different game genres (including RPGs, first-person shooters, war games, third person action games) in order to make arguments about the types of anxieties, fears, and dreams that get articulated in each genre. Please note: This class will follow a team-based learning format, meaning all students will be asked to play a leading role in class discussions and will be required to work closely on digital projects and other assignments with members of a team. Gaming experience or access to a gaming system is not required. This is also a "General Education Integrative Experience" class and all students will receive credit as such. In the context of our major the General Education Integrative Experience means certain learning objectives will be emphasized: critical thinking and writing, persuasive communication, creative and analytical thinking, pluralistic perspective and team-building, and developing technological literacies. Open to senior English majors. Non-majors, Five College area students, and other students may contact the professor for permission to enroll.

English 494FI Philosophizing Your Future (Integrative Experience)
Lecture 1 Mon 4:00-6:30 Instructor: Laura Doyle
In this class, as we reflect together on your college experience and look ahead to your future, our main theme will be collectivity. We'll approach this shared project philosophically.  Drawing on your past coursework and other experiences, we'll explore the ways each of us becomes who we are with and among others, as part of a collective world--in various, sometimes conflicting communities. Our reflections on personhood and collectivity will be prompted by readings from philosophy, history, and literature; and we will pay special attention to what they reveal about how our histories shape our engagements with each other. We'll give attention to our workplaces as well as our families, neighborhoods, and social and ethnic communities. For written work, there will be three personal memoir essays; an integrative analytical essay, and several ungraded thinking assignments. There will also be an oral presentation based on your interview with someone in a career you are considering.  Open only to senior English majors. Prerequisite: completion of English 200 and one course from following period distribution: British literature and culture before 1700, British literature and culture after 1700, American literature and culture before 1865, American literature and culture after 1865.

English 494MI Virtual Medieval: Fictions and Fantasies of the Middle Ages (Integrative Experience)
Lecture 1 TuTh 1:00-2:15 Instructor: Jenny Adams
What is medieval? Most people learn very little about the foggy period from 500 - 1500 that lies between the end of the Classical era and the start of the Renaissance. What we do learn usually consists of stereotypes. Such stereotypes include (in no particular order): jousting, chivalry, repression of women, religious fervor, medical ignorance, lice, Crusades, King Arthur, economic injustice, knights, ladies, and plague. How are these stereotypes produced and reinforced on-line? What is their relationship to historical "fact"? In each of three modules we will take up texts, objects, and concepts that have constructed and reconstructed our ideas about the Middle Ages in order to learn about the ways objects and texts contribute to alternate (and often competing) views of the past.

Prerequisite: completion of English 200 and one course from following period distribution: British literature and culture before 1700, British literature and culture after 1700, American literature and culture before 1865, American literature and culture after 1865.

English 499C Capstone Creative Writing (400+ English elective)(creative writing)
Lecture 1 TuTh 2:30-3:45 Instructor: John Hennessy

Foundations and Departures in Creative Writing: Fiction, Poetry, and Literary Non-Fiction is a multi-genre, two-semester course in creative writing designed to help students complete a Capstone project within the genre of their choice. Both a class in contemporary literature and a writing workshop, Foundations and Departures will offer students a wide variety of reading assignments and writing exercises from across all three genres. At the end of the first semester students will submit a portfolio of original work; in the second semester students will finish drafting and revising their Capstone projects. Textbooks will include The Art of the Story, a fiction anthology, novels by a variety of writers, including Gabriel Garcia Marquez, Virginia Woolf, and Teju Cole, memoir by Helene Cooper, non-fiction by Joan Didion, poetry collections by Major Jackson, Katia Kapovich, and other contemporary poets.

Interested students should submit a personal statement: 1-2 pages, list and briefly discuss your reading preferences: favorite books, writers, poems, poets, etc.; also, tell me if you are a student in Commonwealth College—some priority will be given to ComColl students, but some of the most successful students in 499 in past years have come from outside Commonwealth College. Also include a writing sample—one complete story or essay, or 5-10 poems. Some combination of poetry and prose is also permitted.


English 521 Introduction to Old Irish (400+ English elective)
Mon 5:30-8:00 pm  Instructor: Maria Tymoczko
In this class, students will learn the vocabulary, grammar, and inner workings of Old Irish, and will eventually be able to read poems and excerpts from longer works in Old Irish. It's a great way to connect with an Irish heritage, learn a language that looks great on grad school applications, or just learn to read some of the world's oldest literature in the original language.