Graduate English Association

Promoting a community of academic growth among English graduate students. This group supports individual and group creative and scholarly pursuits, both inside and outside the classroom.

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Graduate School Forms

Forms for international students, certification, registration and requests for travel and other activities.

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Independent study

The link here will open a pdf form to apply for a Graduate/Independent Study opportunity.

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Graduation Information for graduate students

Find out details of applying to graduate, along with a checklist and dates and deadlines.

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The following are the two forms graduate students should look over if they are looking to be reimbursed for travel.

Table TH

Event Name

Date here

Event Name

Date here

Graduate Course Descriptions

Fall 2015


Introduction to Literary Theory
Dr. Laudadio
R 6:30-9:15
MO 202
In this course, we will begin to explore that weedy land of -isms generally referred to as "Theory." We will be investigating some of the major intellectual developments of the last 150 years that have played an central part in our understanding of, and appreciation for literary and cultural texts. Our readings will be selected from the Norton Anthology of Theory and Criticism Second Edition and will include readings on New Criticism, psychoanalysis, (post) structuralist theory, Marxism, feminism, postmodernism, queer theory, and more.

The Age of Chaucer
Dr. Walker
T 3:30-6:15
MO 102
The poet John Dryden said of Chaucer’s Canterbury Tales, “Here is God’s plenty.” In the first half of the course, we will sample this plenty through extensive readings in the Tales. We will also read Chaucer’s Troilus and Criseyde, one of the great poems about love. In the second half of the course, we will study several notable works from other medieval writers: Piers Plowman (a dream vision that includes much religious and social commentary); Sir Gawain and the Green Knight (the quintessential chivalric romance); and Le Morte D’Arthur (a compendium of the stories that had accumulated around the character of Arthur by the 15th century). Informal responses, oral presentation, annotated bibliography of eight items, critical/research paper of 5000 words.  Texts: Chaucer. The Canterbury Tales. Trans. Raffel Burton .Chaucer. The Riverside Chaucer. Ed. Larry Benson. 3rd ed.  Chaucer. Troilus and Criseyde. Trans. Barry Windeatt. Malory, Le Morte D’Arthur. Trans. Keith Baines. Sir Gawain and the Green Knight. Trans. Brian Stone.

Studies in Rhetoric and Literacy: Understanding Intercultural and Global Communication
Dr. Ray
W 3:30-6:15
BR 160
Communication has always remained an integral part of human existence but never has it been more social, cultural, international, and global. The scale of challenge is unprecedented in this hyperconnected terrain as we keep linking ourselves at micro and macro levels that are too complex to understand.

The course seeks to increase your knowledge of this complex structure of communication by examining codes of engagement between people and cultures. We will examine the fundamental units of global cultures conceptualized in the forms of difference in verbal and non-verbal patterns of communication, time and space, rituals, power difference, etc. On another level, we will explore the relationship between the Web and culture by focusing on communication flows at regional, national and international levels. We will engage in conversations on unity of capital, infromatizing, harmonization, Eurocentricism, biocapital, biopolitics, core and periphery nations and more. The course combines theory and research and is designed to help improve your intercultural competencies through critical application of intercultural communication principles and concepts. It will be conducted in a seminar/workshop style and will be highly interactive, with good time devoted to class debates and discussions of readings and presented material.

This course will prepare you to engage in global and cultural discourses involving people, places, commerce, and media with the aim to make you better informed about your surroundings. By the end of this course, you will be in a position to critically react and analyze to cultural products and processes that are conceived, designed, and used in globalized contexts.

Theory and Practice of Technical Communication
Dr. Maddalena
M 3:30-6:15
BR 160
This course serves as an introduction to the field of technical communication at the graduate level, starting with foundational texts in the field and ending with a specialized focus on current scholarship in health and science communication. Students explore the academic field of technical communication as well as the real-world professional potential for a degree in professional writing/technical writing/technical communication. Theoretically, we define and problematize what these interrelated fields are and what useful work they do, especially in terms of current issues in the communication of health and science. Practically, we examine writing and communication-based professions in science and health. Students exit the course with an idea of what professional technical communication is and the beginning of a portfolio in a field of their interest.

Studies in Literature: Classics Reconsidered
Dr. Malo
W 6:30-9:15
MO 202
For the simple reason that not everyone who enters high school goes on to college, it is arguable that the most important “canon” of literature consists of the texts that are the most often required reading in middle and high school English classrooms.  While many scholars criticize this canon for presenting a belief system that reinforces narrow cultural views, it is not only the texts that transmit culture, but perhaps more importantly the ways in which these texts are taught that determine whether or not readings reinforce or subvert dominant cultural ideologies.  In this course we will interrogate some of the most frequently taught texts in secondary English classrooms and will utilize various critical lenses to reveal traditional and alternative interpretations.  We will question what constitutes a literary ‘classic,’ who labels classics, and how issues of race, gender, class, religion, and language influence what is commonly taught in high school English classes.  We will also examine issues of censorship and will pay close attention to the influence phenomena such as automated scoring of standardized tests, AP curriculum, and the Common Core exemplar text list have on the reading and teaching of classic texts. 

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