Andrew Mara 05162 / 05163 W 5:00-7:30 pm
The course employs a rhetorical approach to writing academic and
business and grant proposals, focusing on creating the best
possible persuasive argument for a given audience and context. We
will work on defining a need, locating a client who can help
address the need, and finally constructing a document that
effectively convinces the client to assist in addressing the need.
During the first half of the semester, students will work on
developing a toolbox of rhetorical strategies to complete a real
grant proposal. During the second half of the semester, students
will create and manage their own grant or proposal. You will
receive assistance in locating a client (academic, community, or
business); however, you will ultimately have to find a client for
whom you can craft your grant or proposal. The ultimate goal of
this class is for the student to leave with a professional quality
document and the skill to articulate and replicate the process for
creating professional grants and proposals.
Bruce Maylath 12357 / 12362 W 5:00-7:30 p.m.
Linguists now talk not about English as a language in the singular
but rather World Englishes-linguistic varieties in the plural. This
course examines today's global lingua franca for business, science,
entertainment, and international diplomacy; its diffusion to
territories throughout the world; and its local character wherever
it takes root as its users adapt English to their own needs. The
course will highlight essential linguistic features, including the
tensions between language for communication and language for local
identity; the geographic, social, economic, and political factors
of isolation, which give rise to language differences; the status
of English(es) in the 21st century; and the phonetic,
morphological, and syntactical features that distinguish language
varieties.
Students will also be asked to examine emerging linguistic features
in English at present and to consider where English is headed. All
students, undergraduate and graduate, will read Wolfram &
Schilling-Estes's American English: Dialects and Variation. In
addition, undergraduates will read Hughes, Trudgill, & Watt's
English Accents and Dialects: An Introduction to Social and
Regional Varieties of English in the British Isles, which includes
a CD of dialect voices, and Wolfram & Ward's American Voices.
Graduate students will read Kortmann & Schneider's 4-volume
Varieties of English: An Interactive Textbook, which likewise comes
with a CD of dialect voices. Undergraduates and graduate students
alike will discuss with each other in groups and in class what they
have been learning from their respective readings so that each may
gain insights from what the others are reading. All students will
be assigned to read various topical articles and Websites posted on
Blackboard. A primary research project will be a major assignment
as graduate students lead undergraduates in teams investigating
linguistic changes identified by the teams as currently
unfolding.
Linda Helstern 12358 / 15074 W 2:00-4:30 pm
In Engl 474/674 Native American Literature, we will read a range of
prose and poetry written after 1965, including short fiction,
novels, memoir, and a poem cycle-from classics of the Native
American Renaissance to Louise Erdrich's latest novel. We will
consider how Native writers use humor to construct identity,
difference, social critique, and their discovery by Columbus and
address such themes as homing in, survivance, and "real" Indians in
the era of casino capitalism.
Our texts will include Louis Owens' Wolfsong, Gordon Henry's The
Light People, Louise Erdrich's A Plague of Doves, N. Scott
Momaday's The Way to Rainy Mountain, Simon Ortiz' From Sand Creek,
short stories by Gerald Vizenor and Leslie Silko, and poetry by Joy
Harjo and Carter Revard.
Muriel Brown 12359 / 12361 MW 3:00-4:15 pm
English 480/680 will cover some of the literature written in
England during the time of Chaucer, including authors and works
such as Marie de France, William Langland, "The Owl and the
Nightingale," "Sir Gawain and the Green Knight," "Havelok," and
others. The genres covered will mainly be lays and romances,
focusing especially on the development of the Arthurian legends.
Most works will be in Middle English but some will be translated
into Modern English.
Verena Theile 12360 / 12364 TTH 2:00-3:15pm
Topic: LITERATURES OF THE SIXTEENTH CENTURY
The sixteenth century gave rise to some of the greatest
achievements in literature. In England, of course, William
Shakespeare made his not so humble beginnings towards the end of
the 1500s. But he was not the only sensation; nor was he the most
unique vogue of the day. Rather, he was the result of a period of
immense creative energy-an energy that engulfed early modern
England but which had its beginnings in continental Europe. This
course will examine European literatures of the sixteenth century
in the context of both religious and cultural reformations. We will
begin the semester by studying texts that contributed to the rise
of the Italian Renaissance, Humanism, and the Protestant
Reformation, i.e. Pico della Mirandola's Oration on the Dignity of
Man (Italy), Erasmus' The Praise of Folly (Holland), Thomas More's
Utopia (England), Niccolò Machiavelli's The Prince (Italy),
Baldassare Castaglione's The Courtier (Italy), and Luther's debate
with Erasmus about the Freedom of the Will (Germany/Holland). From
there, we will move into the heart of the sixteenth century and
study the diversity of early modern literatures that grew out of
these texts and these reformatory/admonitory movements. As such, we
will read polemical writings by Stephen Gosson, Sir Philip Sidney,
and Sir Walter Raleigh; selections from demonological texts by Jean
Bodin (France), Reginald Scot (England), James VI (Scotland), and
Ludwig Lavater (Switzerland); as well as select dramatic works by
Edmund Spenser, Robert Greene, Christopher Marlowe, and William
Shakespeare. Together we will attempt to understand beginnings and
construct critical contexts which will aid us in our interpretation
of this wide ranging discourse, which reaches beyond
traditional/medieval topics of discussion such as faith, politics,
and the dangers of witchcraft to include the newly emerging
concepts of skepticism, individuality, and (inter)nationalism.
Robert O'Connor 12361 / 12365 M 5:00 - 7:30 PM
English 486/686, British Romantic Literature, will cover major
poets, novelists, and essayists whose careers flourished between
the beginning of the French Revolution (1789) and the passage of
the First Reform Bill (1832). We will read and discuss works by
Jane Austen, William Blake, William and Dorothy Wordsworth, Samuel
Taylor Coleridge, Charles Lamb, Thomas DeQuincey, Lord Byron, Percy
and Mary Shelley, William Hazlitt, and John Keats. Along the way we
will attempt to define the traits of Gothicism, Romanticism, in
both its Liberal and its Conservative forms, and Anti-Jacobinism,
the movement to resist the spread of revolution from France to
England. Each student will take a mid-term and a final exam and
complete one extended or two medium-length research papers.
Andrew Mara 12366 T 5:00-7:30
Composition Theory will help graduate students connect what they do
in the composition classroom with the theory and scholarship of
writing instruction. We will explore the major strands of
composition theory (including, but not exclusively, process,
expressivist, cognitive, social constructivist, and post-process
theory) and relate it to what we do in the writing classroom today.
You will get a chance to think about what you teach and why in
discussions and reflections. We will also walk you through setting
up the theoretical reasoning of a classroom study. The readings
will include Christine Farris', Christine, and Chris Anson's text
Under Construction: Working at the Intersections of Composition
Theory, Research, and Practice, Gail Hawisher's and Cynthia Selfe's
Passions, Pedagogies, and 21st Century Technologies, and Victor
Villanueva's collection, Cross-Talk in Comp Theory.
Enrico Sassi 12461 M 5:00-7:30
This course is designed to help students from all departments at
NDSU become successful writers in their academic and post-academic
careers. While addressing elements that are shared across the
disciplines (e.g. abstracts, literature reviews, academic honesty),
this course emphasizes learning to write academic and research
texts within different disciplines. Students will report on
discourse practices in their own fields and produce written work in
their own disciplines. A portion of the course will be dedicated to
developing clear, correct, and audience-appropriate
documents.
Kelly Sassi 12467 Th 5:00-7:30
English 759 is the study of the history of writing instruction from
antiquity to the present, with an emphasis on relevance to modern
writing instruction. Students study the major concepts in
composition (invention, genre, assessment, audience, to name a few)
from a historical perspective. Students will then position their
own teaching practice within an historical/theoretical perspective
in the form of an instructional plan focused on one of the major
concepts from the course. Preparatory to this project, students
will do additional reading in their area of interest, which they
will present seminar style.
Texts will include James Murphy's A Short History of Writing
Instruction, Irene Clark's Concepts in Composition and additional
materials chosen by students.
RS Krishnan 12368 Tuesday 5:00-7:30
The purpose of this course is three-fold: to familiarize students
with some fundamental questions regarding contemporary literary
theories and practice, and to examine in-depth the various
contemporary approaches to criticism (from Formalism to
Poststructuralism [Modernism to Postmodernism]). By the end of the
course, students should (1) develop some familiarity with these
theories; (2) should be comfortable in using the terminology of
theories; and, (3) should achieve some felicity in the application
of theories to text. Texts, readings, and requirements to be
determined.
Miriam Mara 12369 Thursday 5:00-7:30
Topic: Identity in Irish Women's Literature.
This course will examine Irish literature written by women and
contextualize those works within questions whether women have
access to Irish identity. We will interrogate issues of race,
ethnicity, gender, and class as elements of identity.
Importantly, the course will move through a Post-Colonial approach
into a Globalization theory reading of the texts, investigating
National and Global identities. Finally, we will consider how
Irishness is viewed both inside the country and outside (if that
divide exists). The course will work toward familiarity with how
literary texts reflect and project identity in addition to deepened
understanding of the place of Irish texts in canon discourse.
Texts will include:
In a Time of Violence Eavon Boland
Shadows on our Skin Jennifer Johnston
Mother of Pearl Mary Morrissey
The Country Girls Edna O'Brien
The Light of Evening, Edna O'Brien
My Dream of You Nuala O'Faolain
The Gathering Anne Enright