6000 Level


ENG 6800 - Advanced Creative Writing
Donovan Hohn

This is an advanced, multi-genre creative writing course open to graduate students and to qualified undergraduates who have taken at least one 5000-level creative writing course and earned a grade of B or better.

Writers of fiction and creative nonfiction will be required to write and revise between twenty-five and fifty pages of prose. Poets will write and revise a sequence or chapbook comprising at least ten poems. Students may, with the instructor’s permission, write in more than one genre. Playwrights are also welcome, despite the absence of plays on our reading list, which may include work by the writers in WSU’s Open Field reading series as well as selections of poetry, fiction, and creative nonfiction to be chosen by students from one of our three anthologies. Most of our time will be devoted to workshop. Every week we will read a few student manuscripts and respond to them with detailed critiques.

 

7000 Level
 

ENG 7001 - Issues in Critical Theory
Caroline Maun

We will read instrumental works in critical theory (texts with broad application in several disciplinary areas of English Studies), emphasizing them as genealogies of the recent work of faculty members (and potential academic advisors) in our department. This course also functions as a broad consideration of the current state of the profession and an orientation in the requirements of our program. Assignments will mirror benchmarks you will achieve at the Qualifying Examination and Prospectus levels of your studies. We will practice writing conference abstracts, a book review, designing and taking a QE-like examination, and writing a dissertation prospectus. Students are encouraged to shape these assignments toward their individual methodologies and intellectual investments. Class meets on Monday evenings, and there will be weekly, short reading response assignments due at least 48 hours before, in addition to the suite of larger assignments. This course is required of all incoming Ph.D. students; M.A. students who are interested should query me directly for permission to join.
 

ENG 7004 - Theoretical Issues in Cultural Studies
Questions of Unreason in Modern Cultures
Watten, Barrett

This seminar will bring together three areas of inquiry: 1) critical theories that address the genesis and form of “unreason” in modern culture, including psychoanalytic theory from Freud to Lacan and Žižek; Critical Theory after _Dia-lectic of Enlightenment_ and _The Authoritarian Personality_; theories of language and the public sphere from Voloshinov to Habermas to ideology criticism, along with the work of Hannah Arendt, Judith Butler, and Lauren Berlant; and theories of populism, racism, xenophobia, fascism, and gender and class antagonism; 2)
popular movements that are relevant to these theoretical approaches, from hypernationalism to fascism, Stalinism, populism, and contemporary authoritarianism; and 3) literary and cultural works of modernism and the avant-garde that reflect on, diagnose, or exemplify questions of public unreason, from dada and surrealism to the present. The course will address the needs to students who need basic literary and cultural theory; are pursuing literature and culture after 1870; and who are working on advanced topics.
 

ENG 7015 - Studies in Shakespeare
Jaime Goodrich

This experimental course will offer an introduction to different methodologies for teaching Shakespeare, with a special focus on undergraduate pedagogy. Students will be exposed to cutting-edge instructional design featuring digital humanities, interdisciplinary approaches, learning communities, and service learning. We will also cover a wide range of common pedagogical concerns, such as how to grade papers and how to create dynamic in-class activities. Both theoretically-informed and praxis-based, this course will equip students with a pedagogical toolkit that can be used in literature courses of all kinds.
We will begin the semester by discussing pedagogical strategies for five plays that are commonly taught (Hamlet, Othello, 1 Henry IV, Romeo and Juliet, Taming of the Shrew). The course will then pivot to "Dividing the Kingdoms: Interdisciplinary Methods for Teaching King Lear to Undergraduates," a digital suite of teaching resources developed by Wayne State faculty, staff, and students (http://guides.lib.wayne.edu/folgerkinglear). After exploring five approaches to Lear (adaptation, cultural studies, performance, philosophy, and textual criticism), students will mentor groups of undergraduates in the Shakespeare Learning Community (ENG 2200) as they complete capstone assignments and service-learning projects from "Dividing the Kingdoms." Instead of writing a traditional seminar paper, students will collaborate to create new modules for "Dividing the Kingdoms" based on the five plays from the start of the semester. These projects will dovetail with final assignments in ENG 2200, offering opportunities for pedagogical experimentation and reflection as graduate and undergraduate students apply the same scholarly methodology to different Shakespearean texts.
This course will require active participation in class discussions, collaborative group work, mentorship of undergraduates, and attendance at a service-learning activity in Troy. Graded deliverables will include weekly written responses, an in-class presentation and paper, a collaborative teaching exercise, and a final collaborative project. Students must also be able to attend a few sessions of ENG 2200, which meets on Mondays and Wednesdays from 10 to 11:15.
 

ENG 7045 - Ethnic American Literatures and Cultures
S. Chandra

This course offers a substantive engagement with key questions that have emerged through scholarly writing in ethnic studies. Such a scholarship is essential to understanding the major historical/political processes central to the formation of the United States and its relationship to the broader world. Through a variety of historical, theoretical, cultural, literary, and film texts, we will attend to questions such as forced/free labor, im/migration, and globalization. We will examine how these forces are connected to notions of race, gender, sexuality, the
environment. Furthermore, the class will explore the philosophical/theoretical underpinnings of the concepts of ethnicity/race. The readings will also assist students in developing a critical approach to literature/culture/media. Authors may include Jean Comaroff, Ronald Takaki, Frantz Fanon, Michael Omi, and Howard Winant. The assignments for this course are designed to familiarize students with some of the major forms of intellectual engagement in the profession--proposal, presentation, and critical essay. Students will have the opportunity to develop their projects in a manner commensurate with each student’s own intellectual interests.
 

ENG 7056 - Comparative Media
Horror and Gender
Chera Kee

From your skin tingling to that scream stuck in your throat, horror is intended to evoke a reaction in your body, and horror is very often about bodies gone wrong: monstrous bodies, bodies that change, and bodies that are threatened with physical harm. This preoccupation with making bodies react and presenting bodies in flux makes horror a fantastic means for interrogating gender. This course presents a survey of the horror genre across film, television, video games, and social media, exploring not only the genre itself, but also how the genre constructs gender and gendered bodies. In the course, we will use a broad understanding of “horror” to include representations of a wide spectrum of gendered bodies in a variety of media, including the films Peeping Tom (1960), The Final Girls (2015), and Get Out (2017), as well as the video game The Last of Us (2013) and the visual novel Doki Doki Literature Club (2017).
 

ENG 7840 - Technical and Professional Communication
Frances Ranney

ENG7840: Technical and Professional Communication will read historical and contemporary scholarship on teaching practices and theories. They will work closely as advisers with undergraduate students in ENG5010: Advanced Expository Writing, which itself will focus on the proposal genre, more particularly on grant proposal writing for nonprofit agencies. Both of these classes are hybrid courses, combining in-class instruction and discussion with periods of online discussion and work. As advisers to ENG5010, graduate students will help identify a nonprofit organization ("NPO") for which student project groups will find likely granting agencies; they will then work jointly with the NPO and undergraduates to write proposals for funding community projects. Concurrently, in consultation with the instructor, students in ENG7840 will write one or more conference presentation proposals for panels, papers, or posters at the Association for Teachers of Technical Writing 2019 based on their advising experience with ENG5010.
 

8000 Level
 

ENG 8002 - Seminar in Literary and Cultural Studies Before 1700
Treat Thyself: Histories of Self-Care
Hilary Fox

This seminar takes a transhistorical approach to the concept of "self care" or what Michel Foucault terms the "technologies of the self": those practices that "permit individuals to effect by their own means or with the help of others a certain number of operations on their own bodies and souls, thoughts, conduct and way of being, so as to transform themselves in order to attain a certain state of happiness, purity, wisdom, perfection, or immortality." Looking at materials ranging from Marcus Aurelius to Audre Lorde to Alfred of Wessex to nineteenth-century diarists to Tom Haverford, we will explore how theories or technologies of the self posit the individual as part of or in opposition to larger political and cultural structures. How, for example, is self-care a transgressive or radical act? How is it used to produce ideal citizens? How does self-care in 21st-century late capitalism differ from that of classical Rome, early medieval Europe, the Renaissance, or even the Civil Rights era? Seminar participants will be invited to consider these questions and more in relation to their own field of study, using a common core of theoretical approaches as a starting point for analysis.

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