Summer 2006 Graduate Course Descriptions

• ENG 629: Topics in the Structure of English
• ENG 631: Historical Linguistics
• ENG 650: Seminar in Literature (Issues in American Literary Biography)
• ENG 690: Rhetoric and Liberal Education
• ENG 693: Writing in the Profession

English 629: Topics in the Structure of English

Prof. Elizabeth M. Riddle

This course will examine topics in the grammatical structure of English, starting where ENG 621 leaves off (but not overlapping with ENG 721). Among the areas to be included are further aspects of clause structure and complementation, conditionals, relativization, word order variation, and complexities of negation and question formation, from functional/ cognitive/ discourse-pragmatic points of view. The relationship between intonation, grammar and meaning will also be considered. There will also be an opportunity for students to propose additional topics of their own choosing for the class to discuss.

The requirements will consist of readings, a group data analysis project in which the entire class will participate, and one personal data analysis paper of 10-12 pages.

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English 631: Historical Linguistics

Prof. Herb Stahlke

Historical linguistics covers the methods and theory involved in the historical study of languages and groups of languages. We will explore, among other topics, sound change, analogy, borrowing, the Comparative Method and related methods, motivations for language change, and remote relationships. Class activities will include problems of data analysis and three short papers, an etymological study, a phonological study, and a study of the effects of morphological and other sorts of change.

The primary text will be

Campbell, Lyle. 2004. Historical Linguistics, 2nd ed. Cambridge: The MIT Press.

as well as readings to be distributed in class.

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English 650: Seminar in Literature: Issues in American Literary Biography

Prof. Robert Habich
Ref# 28376
June 5-16, M-F, 8:30 a.m. - 12 noon

How do we write about writers—and can authors’ lives help us to understand their work? This course is an examination of the theory, history, and practice of American literary biography, including its use and misuse as an interpretive tool. Students will acquire hands-on experience in evaluating literary biographies and experiment with ways to apply authors’ lives to the interpretation of their works. This seminar will stress frequent student reports on readings, practical applications for classroom teaching, and analysis of examples.

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English 690: Rhetoric and Liberal Education

Prof. Paul Ranieri
Ref# 26847
Second Summer Session 2006
M-F 2:30 - 4:05

Writing in 2006, Harry R. Lewis, former dean of Harvard College, notes that “the restoration of a true core to undergraduate education, an approach to education that will turn dependent adolescents into wise adults, circles back to the question of leadership.” Leadership refers to both students and faculty. Why do so many faculty trained in rhetoric and literature end up administering core curriculum programs? What is the history of “liberal education,” what has been the recent history of major changes and programs, what is the relationship between “liberal” and “general” education, and what will define quality programs in the future?

Texts:

• Orators & Philosophers: A History of the Idea of Liberal Education (The College Board, 1995)
• Greater Expectations: A New Vision for Learning as a Nation Goes to College (AAC&U, 2002) Available online at http://www.greaterexpectations.org/.
• Collection of Articles, Reports, and Essays

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English 693: Writing in the Profession

Prof. Kristie S. Fleckenstein
First Summer Session 2006

Designed to familiarize students with the rhetorical demands of professional life in literature and composition, English 693 focuses on writing for one’s professional community. We do not look at writing dissertation proposals or the dissertation itself. We do not look at writing to satisfy the requirements of a graduate seminar. Instead, we will look at ways that a dissertation or a seminar paper can be transformed into proposals for refereed conferences, journal articles, book prospectuses, and grant opportunities. We will look at the various contexts within which you will be “competing” with other members of our discipline for slots at national conferences and within refereed journals.

Text:

Various photocopied articles will be made available throughout the course.

Grades:

• Conference Proposal and Support Writing: 20 percent
• Conference Paper: 30 percent
• Journal Article: 50 percent

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