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Summer 2009 Graduate Course Descriptions
1st Summer session:
2nd summer session
ENG 629 – Topics in Applied
Linguistics: Workshop in Research and Development of Applications of
Research
Elizabeth M. Riddle
Course description: This course will be a workshop offering students the
opportunity to investigate in depth a topic of their own interest within
the field of Applied Linguistics. Several topics and readings in applied
linguistics will be introduced by the instructor at the beginning of the
course, but most topics/readings will be chosen by the class. These may
include issues in pragmatics, broadly construed as ranging from
discourse-based syntax and semantics to speech acts and politeness
phenomena, issues in TESOL, such as materials development and methods of
teaching specific skills, and other areas of applied linguistics, such
as translation. The course will function as a cooperative workshop, with
individual students leading discussion of readings, presenting several
stages of their major project, and giving substantial feedback to fellow
students on their projects throughout the course. The project may not be
the same as that used to fulfill the research paper or creative degree
project requirement for the MA degree, although it may be related to it
or lead to its development. Contact me if you have any questions about
the possible range of topics.
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ENG 650, Section 001K
Seminar in Literature: Lives and Literature of the New England
Transcendental Writers
Scope: In this two-week seminar we will spend time in the company of a
stimulating group of nineteenth-century poets and essayists known
(reluctantly) as the "Transcendentalists"-- Emerson and Thoreau,
certainly, but also Margaret Fuller, Bronson Alcott, Elizabeth Palmer
Peabody, Jones Very, and the Brook Farmers. We will read a generous
selection of their writing, talk about their lives as authors and
thinkers, and take up issues of social and religious reform that
contextualize transcendentalist thinking: the miracles controversy,
women's rights, anti-slavery and abolitionist efforts, communitarianism,
and the like. Activities include lectures, class discussions, reports,
group work, and films. Assignments: in addition to the reading, class
participation, and attendance, each student will present two short
reports to the class and write two essays, one a personal response to
the literature, one an analysis of it.
Instructor: Dr. Robert Habich,
rhabich@bsu.edu.
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English 651: Studies in the Novel –
Big Books
Professors Patrick Collier &
Debbie Mix
In this course, we’ll take on some of the biggest — in size, range, and
influence — of the 19th and 20th centuries. We’re particularly
interested in a set of interrelated questions about these texts: What is
the role of the epic in prose in various cultural and historical
moments? What relationships do these novels suggest between tradition
and invention (aesthetic, philosophical, narrative, etc.)? Why does the
giant novel continue to thrive as a form even as the conditions that
enabled its rise in the 19th century – namely, the rise of the leisure
class and the serialization model of publication – are no longer
operable? What relationships do these texts suggest between author and
audience? What makes for a good story? What sustains readerly interest
over the time and space of the individual novel as well as time and
space itself? Via a range of narrative theory as well as variety of big
books themselves, we’ll endeavor to develop some answers to these
questions.
Texts for this course will be: Herman Melville’s Moby-Dick (1851),
George Eliot’s Middlemarch (1874), James Joyce’s Ulysses (1922), Doris
Lessing’s The Golden Notebook (1962), Salman Rushdie’s The Satanic
Verses (1988), and Leslie Marmon Silko’s Almanac of the Dead (1991).
Required coursework will inclue an annotated bibliography on one of
these texts; a presentation on the cultural context for one of these
texts; discussion leadership; and an essay marrying narrative theory
with close reading.
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English 690: Seminar in Composition
Professor Michael Donnelly
Politics, Composition, and Radical Pedagogies
Politics in the classroom has been at the center of on-going debate both
within academia and across U.S. culture at large. The debate has
particular significance and urgency in Rhetoric and Composition Studies.
In this course, we will discuss the politics of composition and rhetoric
instruction—it’s traditional and revised, and hotly contested, roles in
the curriculum and place in the academy—as well as the debate over
“doing politics” in the classroom, and the varied pedagogical practices
that might be called “radical.”
Readings include Stanley Fish’s newest book, Save the World on Your Own
Time, as well as Henry Giroux, bell hooks, Ira Shor, Keith Gilyard,
Richard Ohmann, Maxine Hairston, David Horowitz, Jonathan Alexandar, et.
al.
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