1000 Level

ENG 1010 - Basic Writing
All sections
English 1010 prepares students for English 1020 by building upon their diverse skills to help them become critical readers and effective writers at the college level. The main goals of the course are (1) to teach students to integrate reading and writing in basic academic genres; (2) to use a writing process that incorporates drafting, revising, and editing for grammar and mechanics; and (3) to write according to the conventions of college writing, including documentation.
To achieve these goals, the course encourages students to read carefully; respond analytically and critically; and write in a variety of academic genres, including summary, response, analysis and argument for an academic audience.

ENG 1020 - (BC) Introductory College Writing
All sections
In ENG 1020 you’ll apply the Wayne State writing curriculum’s core emphases of discourse community, genre, rhetorical situation, and metacognition/reflection to written and multimedia works focused on specific audiences, such as your classmates, academic and professional audiences of various types, or civic communities you might belong to or wish to influence in a particular way. While, as with all of the courses in the Wayne State required writing sequence, mechanical correctness and appropriate academic writing styles are a key concern, in ENG 1020 you’ll also concentrate specifically on rhetoric (or persuasion) and argument as major objectives of many important kinds of writing you may be asked to produce. By focusing on rhetoric and on audience, assignments in ENG 1020 will require you do two major types of work. In one type, you’ll analyze a particular piece of argumentative discourse to determine how it succeeds (or fails) to appropriately impact its audience. In another type, you’ll choose a particular issue and a relevant audience for that issue and then argue for a certain point or for a certain action to be taken by that audience. Work in 1020 often takes place through the following key writing tasks, several of which might serve as long-term projects in your 1020 course: genre and subgenre analyses, genre critiques, researched position arguments, rhetorical analyses, definition analyses and arguments, proposal arguments, and reflective argument and portfolio.

ENG 1050 - (BC) Freshman Honors: Introductory College Writing
All sections
Building upon students’ diverse skills, English 1050 prepares students for reading, research, and writing in college classes. The main goals of the course are (1) to teach students to consider the rhetorical situation for any piece of writing; (2) to have students integrate reading, research, and writing in the academic genres of analysis and argument; and (3) to teach students to develop analyses and arguments using research-based content, effective organization, and appropriate expression and mechanics, all while using a flexible writing process that incorporates drafting, revising, editing, and documenting sources.
To achieve these goals, the course places considerable emphasis upon the relationship between reading and writing, the development and evaluation of information and ideas through research, the genres of analysis and argumentation, and the use of multiple technologies for research and writing.

2000 Level

ENG 2100 - (IC) Introduction to Poetry: Literature and Writing
Chris Tysh
This course is meant to be an active introduction to the genre of poetry, in all of its diversity, from classic to contemporary, American and foreign, in an effort to expand the literary tradition toward the most engaging and innovative work being done by a new generation of postmodern poets. The aim here is multiple: on one hand, to bring students to the experience and appreciation of a poem by focusing on all the formal elements of a lyric text – such as diction, sound, meter, imagery, and symbolism – and, on the other, to teach them how to think and communicate effectively through writing. Emphasis will be put not only on the ability to interpret a given poem, but on developing a critical language with which to address the cultural and social materials reflected in literature. Students will be guided in the process of writing their critical essays through various in-class activities: impromptu exercises, brainstorming for topics, editing of drafts, and unpacking of theoretical concepts. The format of the class will be a combination of lecture and discussion. Requirements: attendance, preparedness, participation, two short papers, a mid-term, a final paper and one oral presentation. Writing Assignments: There will be two short papers (5-7 pages) and a final paper (8 to 10 pages). Oral Presentation: Each student will be responsible for one oral presentation based on class materials and for leading discussion subsequently. Grading: Participation/Preparation: 10%; oral presentation: 10%; short papers: 30%; mid-term: 20%; final paper: 30% Texts: An Introduction to Poetry. X. J. Kennedy and Dana Gioia, eds. 13th edition Postmodern American Poetry: A Norton Anthology. Paul Hoover, ed. 2nd edition

ENG 2200 - (PL) Shakespeare
Jaime Goodrich
In this Shakespeare Learning Community, students will analyze one of Shakespeare’s greatest masterworks--King Lear--from six different scholarly perspectives: adaptation, cultural studies, digital humanities, performance, philosophy, and textual criticism. Each of these lenses will offer new insights into this intricate text, allowing students to gain a multifaceted appreciation of the play and Shakespeare. We will then read Othello through these same lenses, shedding new light on another one of Shakespeare’s most important tragedies. After working in groups to complete a capstone assignment that offers deeper engagement with one module, students will share their insights with local middle schoolers through a service-learning activity. At the end of the semester, students will have gained a new appreciation for the interpretive complexities of King Lear and Othello as well as a better understanding of why these plays have served as a
cultural touchstone for over four centuries. In addition to the service-learning project, students will complete six homework assignments, five short papers (3 pp. each), a capstone project (5-8 pp.), a group presentation, and a reflective paper (3 pp.).

ENG 2420 - (IC) Literature and Science
Jonathan Flatley
This will be a class about trees: representations of trees, theories of tree existence, the study of forests, and the tree as a metaphor for literature, for community, for otherness, for life as such. Representing trees has been one of the fundamental ways that humans have reflected on our relationship with our environment, a task that has seemed more urgent recently as the climate of that environment has been changing, a development that will be the context for our discussions. We will focus mainly on writing about trees (including novels, poetry, and various forms of nonfiction including essays, nature writing, forestry, anthropology, and philosophy) but we will also consider music, films and the visual arts (sculpture, photography, painting). We will think together about topics like Native American uses of and representations of trees, settler colonialism, the history of logging practices, deforestation, science fiction and fantastic representations of sentient trees, climate change, tree communication, trees and capitalism, and environmental racism. Hopefully we will spend some time in local forests, too, and do some of our own representations of trees. We will read works such as: Ursula K. Leguin, The Word for World is Forest; Richard Powers, The Overstory; Peter Wohlleben’s The Hidden Life of Trees; Edward Kohn’s How Forests Think; Octavia Butler, Parable of the Sower; and writings by William Wordsworth, Walt Whitman, Henry David Thoreau, Louise Erdrich, Emily Dickinson, John Muir, Tolkien (the Ents!), Jason W. Moore and others. Students will be responsible for class participation, short weekly writing and two longer papers

ENG 2450 - (VP) Introduction to Film (COM 2010)
All sections
This course introduces students to films from a broad-based spectrum of styles, genres, historical periods, and national cultures. The primary method of the course is to break films down into their component features—i.e., narrative, mise-en-scène, cinematography, editing, and sound; to analyze the operations of each of these constituent parts in detail; and then to return each of the parts to the whole. In this course, students will learn, practice, and perform the analytical and critical methods necessary to describe, interpret, and appreciate the film text. There will be weekly screenings and lectures. This course fulfills the Visual and Performing Arts requirement of the General Education Requirement in Humanities

ENG 2570 - (IC) Literature By and About Women: Literature and Writing
renee c. hoogland
This course focuses on modern and contemporary literature by women, and, just as importantly, on the ways such texts have been and can be approached from diverse feminist literary critical perspectives. Form and content, social-historical contexts, differences other than gender—e.g., in terms of race, class, sexuality, nationality, ethnicity, and age—of both writers and readers play equally critical roles in the production, distribution, reception, and evaluation of both literary and critical texts. By studying and discussing a broad range of literary works, and the varying feminist readings to which they have been subjected, we will not only gain insight into the
sociohistorically shifting interests of different feminist critical approaches, but also explore the unpredictable and sometimes contradictory processes of meaning-production as such. Coursework comprises (thorough) readings of fictional and non-fictional texts, active participation in class discussions, presentations, and weekly written assignments, including a longer research paper.

ENG 2720 - (PL) Basic Concepts in Linguistics (LIN 2720)
Natalia Rakhlin
This course provides an introduction to the nature and complexity of human language. We will study the structure of language at the level of sounds (phonetics and phonology), at the level of words (morphology), and at the level of phrases and sentences (syntax). Topics will also include the study of language variation, the relationship between language and identity, and language acquisition. We will consider common attitudes that people hold about language, and how the discipline of linguistics can lead to a deeper understanding of these issues. We will analyze linguistic data from English, as well as from other languages. This course fulfills the Philosophy and Letters General Education requirement.

ENG 2800 - Techniques of Imaginative Writing
The Motown & Global Learning Community: Writing Detroit
M. L. Liebler
The Motown Creative Writing Learning Community (WSU's longest running LC) is an introduction to creative writing, creative and critical thinking, and analytical essay writing. We will be using fiction, poetry and some drama/dialogue writing and film connected to Detroit to give us practice with both creative and academic writing. You will meet and hear talks by famous Detroit visitors. After reading and discussing literary texts, students will use a specific aspect of style, method or theory to write their own creative pieces. With the help of experienced peer mentors, this Learning Community provides a friendly, accepting and warm welcome to university life at WSU, while providing you academic, creative, and other techniques for succeeding in college. No creative writing experience needed or required.

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