3000 Level


ENG 3020 - (IC) Writing and Community
All Sections

ENG 3020 satisfies the Intermediate Composition (IC) requirement. It combines advanced research writing techniques with community-based activities with local community organizations. In addition to coursework, the course requires community-based work outside of normal class time distributed across the semester. Satisfies the Honors College service-learning requirement.
 

ENG 3050 - (IC) Technical Communication I: Report Writing
All Sections

ENG 3050 prepares students from across disciplines for the reading, researching, writing, and designing Technical and Professional genres. The value that technical communicators provide stems from making technical or professional information more usable and accessible to diverse audiences, most often to advance the goals of a workplace, organization, or company. While some technical writing in 3050 addresses a general audience (e.g., instructions for online communities), technical documents are often written for multiple audiences with different specializations (e.g., technical reports for executives and implementers). Technical documents incorporate both textual (writing) and visual (graphics, illustrations, media etc.) elements of design, and deal with topics that range from technical or specialized (computer applications, medical research, or environmental impacts), to the development or use of technology (help files, social media sites, web-pages) to more general instructions about how to do almost anything (from technical instructions to managerial and ethical workplace procedures).
 

ENG 3060 - (OC) Technical Communication II: Writing and Speaking
All Sections

ENG 3060 prepares students for researching and developing technical proposals and presentations as members of collaborative writing teams. Technical proposals are a central genre in the workplace, often developed collaboratively and delivered in presentation form to multiple audiences. Research-based technical presentations incorporate both textual (written information) and visual (graphics, illustrations, etc.) elements of design, often in digital environments (e.g., PowerPoint, Prezi, Wikis, etc.). The main goals of the course are (1) to teach students to consider
the audience(s) and purpose(s) in developing proposals and presentations as members of collaborative teams; (2) to teach students presentation delivery skills; (3) to integrate research, design, and writing in the effective development of technical presentations, including text, slides, visuals, format, and mechanics; and (4) to work with current technologies for technical proposal and presentation design designed for multiple audiences with different specializations (e.g., researchers, executives, implementers, communications or media representatives, …).
 

ENG 3090 - Introduction to Cultural Studies
renee c. hoogland

The course offers an introduction to the terms, analytical techniques, and interpretive strategies commonly used in Cultural Studies. Emphasis is on interdisciplinary approaches to exploring the ways in which cultural processes and artefacts are produced, shaped, distributed, consumed, and responded to in diverse ways. Through discussion, research, and writing, we will investigate these varied dimensions of culture, the ways in which (popular) cultural production affects us, informs our sense of ourselves, and co-determines our everyday lives. Course members learn to understand cultural processes and practices in their broader social, aesthetic, ethical, and political contexts, and develop critical skills that both help them to navigate contemporary culture, and that prepare for more advanced work in cultural studies.
 

ENG 3100 - Introduction to Literary Studies
renee c. hoogland

Organized around themes such as “laughter,” “feelings,” “wounds, “history,” “me,” “ghosts,” “god,” “love,” “desire,” “secrets,” and many more, this course offers an introduction to literary studies in a global age. How do writers refract and transform the world around them, and the world beyond their borders? How do they celebrate or challenge their society's values and rethink their literary heritage? Writers in every culture have mobilized the resources of poetic language and literary form to delight and instruct their readers, while critics and theorists have sought to understand how writers achieve their effects. Through close readings of a range of compelling works, accompanied by major critical and theoretical statements, we will explore the relations of literature to society and theory to literature.
 

ENG 3140 - (PL) American Literature after 1865
S. Chandra

Adopting a transnational framework, this course will challenge the appropriation of the term America by the United States to refer to itself as a nation. Central to our study will be idea of America not simply as a geographical entity but also a term of inquiry with which to investigate questions of power, culture, and politics, race, gender, labor, globalization, immigration. To this end, we will study works of literature by authors writing in the United States in relationship to the work of authors outside especially in Latin America. We will address a variety of questions including: how is U.S. nationalism produced through the construction of its borders with other nations; how has the concept of nation changed through various historical and literary periods since 1865; how do literary works across national boundaries share similar concerns about social and political realities. In addition to literary texts, we will also read historical and theoretical material to contextualize the literary texts. Topics may include Anglo-American takeover of the southwest, immigration patterns, world wars, and rise of the U.S. as a global power. Students
will also be required to write a literary essay commensurate with each student’s own intellectual interests. Because this course is a discussion-based course, attendance is required
 

ENG 3140 - (PL) American Literature after 1865
Developing Literature, Developing Nation
Margaret Jordan

This course is an expedition through American literature from the Civil War period to the present. We will explore the concept of America as a developing nation, even to the present, and the guiding principles and cultural sensibilities of this mercurial society as expressed in its literature. A close textual analysis, critical and popular reception of the material, the role of the artist and development of literary trends are essential to this task. We will consider issues of race and ethnicity, the immigrant experience, class, gender, religion, science and technology, among others, and their impact upon national and individual identity. Our approach to the literature will be both chronological and thematic in scope with an eye to historical, political and cultural context. Course requirements include essays, comprehensive in-class writing assignments and a final examination. Participation in class discussion is required. Attendance is mandatory.
 

ENG 3470 - (PL) Survey of African-American Literature
Margaret Jordan

This course explores the African American literary tradition from onset to the present. Special attention will be paid to establishing an understanding of the ambient factors that give rise to and complicate black experience and the representation of it. Consequently, our approach is both chronological and thematic in scope with an eye to historical, political and cultural context. An examination of the critical literature pertinent to authors, periods and movements will help facilitate our mission in the course. Topical areas include: the diversity of black experience (e.g., gender-specific, rural and urban, the color continuum, class, identity formation, etc.); social protest movements; the literature of argument; strategies and tactics for survival and achievement of the American Dream; and, the burgeoning field of the fantastical and scifi for black writers. Expect to read (among a wide array of texts and genres) autobiographical writing, novels, short stories, poetry, essays and articles. Time-honored texts in the African American literary tradition are up for review, but non-canonical, marginalized and/or new authors will be introduced as well. Course requirements include essays, comprehensive in-class writing assignments and a final examination. Participation in class discussion is required. Attendance is mandatory.
 

ENG 3800 - Introduction to Creative Writing
Natalie Bakopoulos

English 3800, is for people who love to read and write and would like to develop their close reading and creative writing skills.
Our focus will be on fiction, poetry, and creative nonfiction. This is only an introductory class, but I hope that by the end you will get a sense of these three genres. Though we will not be formally studying drama, the practice you gain writing dialogue, constructing scenes, and building characters and plots will also be useful to aspiring playwrights, and we will explore the ways dialogue and setting, for instance, create dramatic tension and dramatic and emotional stakes.
You will be required to read and discuss assigned work by published authors, participate in in-class exercises and discussions, thoughtfully critique the work of your peers, reflect on your own drafts and writing process, and produce portfolios of revised written work in each genre.

ENG 3800 - Introduction to Creative Writing
Donovan Hohn

This course will introduce students to the craft of writing in three genres—in this case poetry, fiction, and creative nonfiction with an emphasis on poetry and fiction. (We won’t be studying drama on its own, but the practice you gain writing dialogue, scenes, plots, characters will be of use to aspiring playwrights.) Instead of taking on these three genres in sequential order, we’ll study them simultaneously, organizing our efforts around the various sources and forms from which poems, stories, and narrative essays can be made. Guided by Faulkner’s remark that “a writer needs three things: experience, observation, and imagination; any two of which, at times any one of which can supply the lack of the others,” we will seek out material wherever we can find it: in libraries and museums, wetlands and waste lands, on the bus and on the street, in memories and dreams. We will read, respond to, and otherwise learn from an aesthetically eclectic selection of stories, essays, and poems, most but not all of them published in the last several decades. During the first half of the semester, weekly writing exercises will accompany our weekly readings. In the second half of the semester, students will work on a single extended writing project of their own devising—a short story, a narrative essay, a sequence of poems. Using the workshop method, we will practice responding to one another’s efforts with editorial rigor, precision, and sympathy. By the end of the semester each student in the course will have written between 20 and 30 pages of original work. Although this is an introductory course, it serves as the prerequisite to all advanced creative courses offered at Wayne State and is designed to prepare students for more advanced work, should they choose to pursue it.

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