3000 Level
 

ENG 3010 - (IC) Intermediate Writing
All Sections
Building on students’ diverse skills, ENG 3010 prepares students for reading, research, and writing in the disciplines and professions, particularly for Writing Intensive courses in the majors. To do so, it asks students to consider how research and writing are fundamentally shaped by the disciplinary and professional communities using them. Students analyze the kinds of texts, evidence, and writing conventions used in their own disciplinary or professional communities and consider how these items differ across communities. Thus students achieve key composition objectives: 1.) learn how the goals and expectations of specific communities shape texts and their functions; 2.) learn how writing constructs knowledge in the disciplines and professions; and 3.) develop a sustained research project that analyzes or undertakes writing in a discipline or profession.
 

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 3100 - Introduction to Literary Studies
Post-Millennial Horizons
Watten, Barrett
An introduction to the study of literature for English majors. The course is an intensive and extensive introduction to a range of literary texts and interpretive approaches that may be encountered in upper-division classes. It should be taken at or near the beginning of one's undergraduate work in the major, and helps satisfy the 12-credit prerequisite for 5000-level courses. Students are introduced to literary and critical texts from a wide range of genres,
periods, and literatures, to enhance their ability to engage unfamiliar and challenging texts and to expand their interpretive skills as readers and their clarity and versatility as writers. Past versions of the course have attempted great leaps between canonical, traditional and noncanonical, experimental texts. There will be series of written assignments (totaling about 30 pp.), regular responses and occasional homework, and lots of class discussion. The Fall 2019 version will focus on "post-millennial horizons," considering how the generations coming of age after the millennium live in a mediated, globalizing world that is complex, layered, discontinuous, troubled. We will compare visions of the unfolding present, either pessimistic or optimistic, in literature and culture after the millennium with examples of how it has been imagined in other literary periods, from the early modern and romanticism to realism, modernism, and postmodernism. Along the way, we will sample a range of critical approaches in terms of their implications for post-millennial generations.
 

ENG 3110 - (PL) English Literature to 1700
The Strange, Weird, and Monstrous
Hilary Fox
In popular culture, early English literature is usually thought of as the “original” fantasy, the source of the worlds depicted in Lord of the Rings and Game of Thrones. This section of the survey will introduce you to some of these sources in person, as well as to their historical, social, and material contexts. As a focus for our discussion, we will look at some of the same things that interested J.R.R Tolkien and George R.R.Martin—the strange, the amazing, and the monstrous—across texts both major and minor from a range of genres. We will look at riddles and mysteries, epic, romance, vision literature and autobiography, dramatic encounters with other worlds both spiritual and geographical, and finally, very early science fiction.
 

ENG 3130 - (PL) American Literature to 1865
Todd Duncan
English 3130 is a survey of how American Literature developed up to and through the Civil War. The first phase of our survey begins before the European settlements of North America and continues that development with the formation of the Nation and early 19th century writers, like Irving and Cooper, who experimented with the idea of an American Literature. The second phase takes up the Transcendentalists and anti-slavery writers, as well as Poe, Hawthorne, Melville—and others who powerfully define the idea of a National Literature from the mid-19th century through the Civil War: notably Whitman and Dickinson. At various times, as we proceed, we will pay some attention to various recent treatments of this early American Literature. There will be almost weekly quizzes, a midterm and a final---and both a short research presentation and a leadership role in discussing one of our assigned readings.
 

ENG 3470 - (PL) Survey of African-American Literature
Lisa Ze Winters
This course is a survey of African American literature from the Early American period through the present. Considering the breadth and diversity of literature created by Black writers over this time period against the practical constraints of a 15-week semester, we will engage in a strategic rather than exhaustive approach to the subject. We will begin by considering one of the most persistent challenges in African American literature and culture, the representation of black love.
Course requirements include participation in class discussions, weekly journal entries, one short and one long essay, and a final exam.
 

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 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 writing 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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